Online Projects, Collaboration Sites, and Publishing Opportunities

Name: Casey Croft

Grade Level: Third Grade
Content Area: Science
Standards Addressed: S3L1. Students will investigate the habitats of different
organisms and the dependence of organisms on their habitat.
Title of Online Project/Collaboration Site/Publishing Opportunity:
Journey North Project
URL of Online Project/Collaboration Site/Publishing Opportunity:
https://www.learner.org/jnorth/robin/index.html
Describe how you would use the Online Project/Collaboration
Site/Publishing Opportunity in your classroom: During the spring, we will
track sight of Robins we see at school. Using the website, all you have to do is
click under report and then fill in the information. Since you have to be logged
in, there will be a classroom account for the students to use. They will have a
written list of questions taken from the ones asked of them when they report a
robin sighting. This way, if they dont have access to the website at the time of
the robin sighting, they wont forget their information. When they do have access,
they will fill in the proper information to show where the robin was in location to
them. The website is anonymous, so while the location is being given out, there
are no names to who put recorded the sighting.
What technologies would be required to implement this proposed
learning activity in a classroom? Whatever students can access the Journey
North website on. Whether that be a laptop, ipad, or mobile device. All they have
to do is fill in the information of where they saw the animal they are looking for.
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 can see where other students
have imputed data. They can see where robins are found all over the
United States, and during what time they were sighted.
b. Student-centered learning and knowledge creation (collecting original
data and or producing original products as a result of engaging in the
project): They are collecting all their own original data. Each sighting
they input, is something theyve done by themselves.
c. Higher-order thinking:
d. Students publishing their original work to others who will use/care
about their product: Students are publishing the location of where
they see robins. These coordinates will show other students around
the United States where robin sightings have taken place. The main
goal is to show migration within the robin species.

Blooms Level of Critical Thinking Required (check all that apply):

See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering
Understanding
Applying
Analyzing x Evaluating
Creating
What Level of Technology Implementation best describes this learning
activity and Why?
The LoTi is a level four, because students are taking on the role of the adults.
They are now the scientist seeing where robins are nesting for the season.
Because of them, other students are able to see the migration of specific animals
throughout the year. They are also publishing their work. If pictures are taken of
the robins, that can be published to the website too.
How could you implement this proposed learning experience and still
comply with your districts Internet Safety and Student Privacy policies?
While the website does show the location of the sighting, names and school
names are not given out to the public. To be on the safe side, I would check with
administrators to see if there would be any issues with the project.