Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Online project

Content Area: Science
Grade Level(s): First Grade
Content Standard Addressed: S1L1C. Obtain, evaluate, and communicate information about the basic needs
of plants and animals.

Technology Standard Addressed: 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.

Selected Online Project/Collaboration Site/Publishing Opportunity: Journey North: migration of the

butterfly.

URL(s) to support the lesson: https://www.learner.org/jnorth/

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom (Minimum 2 paragraph overview):
I will incorporate Journey North news updates to drive instruction. Each update will include a journal page
with a question to explore, an activity to try, a map to analyze and more. Over the season, the students
journal will become a workplace where students explore ever-changing events, record-compelling questions,
formulate hypotheses, and document discoveries.

Online Project journey North, has inquiry Strategies that support inquiry that engage students in thinking and
acting like scientists as they pursue meaningful questions. Using the strategies featured in the PDF guide
students will build inquiry into instruction by analyzing and interpreting data, making predictions,
formulating, questions, considering evidence, utilizing the scientific process
What technologies would be required to implement this proposed learning activity in a classroom?
Computer device, maps or globe, tablets

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 able to using the computer to calculate the photoperiod of a location from
sunrise and sunset data in class with other students or outside the classroom )
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 able to creating original data and or
producing original products as a result of engaging in a project by each student keeping track of the
increasing sunrise and sunset in their town or home when tracking the monarch butterfly )

c. Higher-order thinking: (type here) create a time line

d. Students publishing their original work to others who will use/care about their product: (type here)

Blooms Taxonomy Level(s):

Remembering Understanding Applying Analyzing Evaluating Creating

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 Online Projects, Collaboration Sites and Publishing Opportunities
Levels of Technology Integration (LoTi Level):
Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration
Level 5: Expansion Level 6: Refinement

Lesson idea implementation and Internet Safety Policies: How could you implement this proposed learning
experience and still comply with your districts Internet Safety and Student Privacy policies?

After trucking the butterfly, the students will record the information in a graph and create a timeline. I will
check the students understanding of the information through the timeline they have created on the
computer. To comply with your districts Internet Safety and Student Privacy policies, I will not allow outsiders
to make recordings of the students without parental permission and I encourage students to use avatars and
pseudonyms as further protection when recording information on the computer to share with the class.

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