Вы находитесь на странице: 1из 2

Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Bird Migrations

Content Area:
Environmental Science
Grade Level(s): 9th
Content Standard Addressed:
SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy and cycling of matter within an
d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to
coastline, topography) and organismal adaptations within terrestrial biomes.

Technology Standard Addressed:

Knowledge Constructor: Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences
for themselves and others.
Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.

Selected Online Project/Collaboration Site/Publishing Opportunity:

Journey North
URL(s) to support the lesson:

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
This lesson will cover weather changes that have happened over time and how these changes have
impacted the environment. It will cover how weather changes have effected the seasons, plants and
insects. Specifically, this portion of the lesson will be covering how weather has effected bird migration.
The goal of this is to connect students’ lives to the changes happening in the environment and bring
awareness to them. Previous lessons have covered pollution and how humans have impacted other
humans and living conditions, but not how the small changes are also affecting animals.

Students will be using Journey North to make observations about the migration patterns of birds. Students
will choose one species and start observing them over the term. Students will record these observations.
Students are able to observe hummingbirds, American Robins, Bald Eagles, and among many more.
Students are able to look at previous seasons (years) of migration and they will be inferring the effects of
the weather on these patterns In addition to this, Journey North even has a separate portion that tracks
weather and songbird migration. After gathering and making their observations, students will create a
presentation for their classmates and add additional information about their findings to the website.

What technologies would be required to implement this proposed learning activity in a classroom?
To complete this lesson, the students will either need the laptop cart or the iPad cart.
Describe how the following features are addressed in this learning experience (note: all of them may not be
addressed in the project, but most should be if you are reaching a high LoTi Level).
a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their
school: Students are indirectly collaborating with peers and other adults through Journey North.
Journey North is a collaboration site and all data is coming from students and other educators.

Spring 2018_SJB
Online Projects, Collaboration Sites and Publishing Opportunities
b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): Students are creating unique data by making
observations and adding their finding to Journey North.

c. Higher-order thinking: This lesson will be using blooms up to the highest level of create because
students are creating original works.

d. Students publishing their original work to others who will use/care about their product: Students
will be adding their data to the website where others who access will be able to see it and understand
the impact of what it is.

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level): (Select the best level)

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): This lesson is collaborative for all of the students. Meaning that this
lesson is designed for multiple learning styles, it can be represented in multiple ways, and it can completed by
students with and without disabilities. In addition to this, this lesson gives students a lot of autonomy.

Lesson idea implementation and Internet Safety Policies: This lesson will be introduced as a partner project.
Students will have the option work alone, though. Students will be working on this lesson throughout the term.

As students are using an online project for this assignment, internet safety rules need to be covered. Students
will be reminded that they should not be sharing their personal information, including contact information. In
addition to this, students will be sent home with information for their parents so that they are made aware of
what is happening in the classroom.
Reflective Practice: I feel like this lesson could be impactful in educating students. It is going to allow them to
not only be an active scientist in the community, but it’s also going to allow learning about the environment. I
think to further extend this lesson; I could have to students further study different patterns that have been
affected by weather changes.

Spring 2018_SJB