Online

 Projects,  Collaboration  Sites  and  Publishing  Opportunities  

Lesson  Idea  Name:      Migration  of  Animals/Insects  
Content  Area:    Science  
Grade  Level(s):  3rd  

Content  Standard  Addressed:      S3L1. b. Construct an explanation of how external features and
adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their
habitat.
Technology  Standard  Addressed:      Students leverage technology to take an active role in choosing,
achieving and demonstrating competency in their learning goals, informed by the learning sciences.
 
 
Selected  Online  Project/Collaboration  Site/Publishing  Opportunity:  Journey  North  
 
URL(s)  to  support  the  lesson:  https://journeynorth.org/monarchs    
 
Describe  how  you  would  incorporate  an  Online  Project/Collaboration  Site/Publishing  Opportunity  in  your  
classroom:      
I  would  start  with  introducing  to  the  students  what  migration  was  and  why  it  happens.  I  would  explain  that  
organisms  migrate  in  order  to  be  able  to  best  survive  in  the  environment  that  they  live  in.  Next,  I  would  have  
the  students  research  which  type  of  organisms  migrate  and  have  them  come  up  with  their  own  answer,  so  
they  can  get  a  better  understanding  of  what  it  is  about.    
 
Once  the  students  have  a  better  idea  of  what  migration  is  and  why  organisms  do  it,  I  would  ask  them  to  then  
do  research  on  monarch  butterflies  specifically.  Since  monarch  butterflies  migrate  in  the  fall  and  the  spring,  I  
will  try  to  have  this  lesson  fall  within  those  periods.  I  will  have  the  students  do  research  on  where  these  
butterflies  are  at  the  time.  If  they  aren’t  in  the  Georgia  area,  the  students  will  research  to  see  where  sitings  of  
them  have  occurred.  If  the  students  are  able  to  come  across  their  own  sightings,  then  they  can  upload  them  
onto  the  Monarch  migration  page  of  Journey  North.  
 
What  technologies  would  be  required  to  implement  this  proposed  learning  activity  in  a  classroom?    
A  computer,  IPad,  tablet,  or  any  other  mobile  device  will  be  required  to  implement  this  activity.  
 
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  will  look  at  other  student’s  information  that  they  have  gathered  on  the  Journey  
North  website.  
 
b. Student-­‐centered  learning  and  knowledge  creation  (creating  original  data  and  or  producing  original  
products  as  a  result  of  engaging  in  a  project):  Students  will  conduct  their  own  research  about  why  
organisms  migrate  by  first  choosing  a  species  that  interests  them,  and  then  will  research  monarch  
butterflies  specifically.  
 
c. Higher-­‐order  thinking:  If  the  butterflies  are  not  currently  in  Georgia  at  the  time  of  the  lesson,  students  
will  have  to  follow  a  map  and  figure  out  where  the  butterflies  have  migrated  to.  
 
d. Students  publishing  their  original  work  to  others  who  will  use/care  about  their  product:  Students  can  
publish  their  work  to  the  online  site  where  other  students  or  other  people  who  are  interested  in  the  
migration  of  butterflies  can  view.  
 
Spring  2018_SJB  
 Online  Projects,  Collaboration  Sites  and  Publishing  Opportunities  
 
Bloom’s  Taxonomy  Level(s):        
 

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

 
Levels  of  Technology  Integration  (LoTi  Level):    (  
 

☐    Level  1:  Awareness                ☐    Level  2:  Exploration                  ☐    Level  3:  Infusion                ☐    Level  4:  Integration  
 

☒    Level  5:  Expansion                  ☐    Level  6:  Refinement            

 
Universal  Design  for  Learning  (UDL)  The  technology  that  I  selected  can  help  support  all  students.  Students  
with  visual  impairments  or  who’s  English  is  their  second  language  are  able  to  listen  to  audio  or  videos  to  
help  them  do  research  on  the  topic.  Students  who  have  hearing  impairments  can  read  about  migration  and  
the  monarch  butterflies.  Students  aren’t  restricted  in  the  ways  that  they  conduct  their  research.  
 
Lesson  idea  implementation  and  Internet  Safety  Policies:  I  would  monitor  the  different  websites  that  the  
students  are  accessing  in  order  to  conduct  their  research.  When  the  students  are  publishing  their  work,  I  will  
make  sure  that  none  of  their  personal  information  gets  posted,  and  I  will  also  make  sure  I  have  parents’  
permission  before  allowing  the  student  to  publish  any  of  their  work.        
 
Reflective  Practice:  This  is  lesson  is  intended  to  introduce  the  students  to  a  broad  idea  of  migration.  It  
allows  the  students  to  conduct  their  own  research  at  first  with  different  animals  that  interest  them.  After  
the  students  get  a  good  grasp  of  this  part  of  the  standard  is  when  I  will  dive  deeper  into  the  standard.  
 
     

Spring  2018_SJB