Online Projects, Collaboration Sites and Publishing Opportunities

Spring 2018_SJB

Lesson Idea Name: Migration and Other Animal Behavior

Content Area: Science

Grade Level(s): 3

Content Standard Addressed: S3L1. Obtain, evaluate, and communicate information about the
similarities and differences between plants, animals, and habitats found within geographic regions (Blue
Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia. a.
Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic
regions. b. Construct an explanation of how external features and adaptations (camouflage, hibernation,
migration, mimicry) of animals allow them to survive in their habitat. c. Use evidence to construct an
explanation of why some organisms can thrive in one habitat and not in another.

Technology Standard Addressed: Loti Standards 1-5 (Awareness, Exploration, Infusion, Routine
Integration, and Expansion)

ISTE Standards: Students are becoming Empowered Learners, Digital Citizens, Knowledge Constructors,
Innovative Designers, Computational Thinkers, Creative Communicators and Global Collaborators

Selected Online Project/Collaboration Site/Publishing Opportunity: Journey North

URL(s) to support the lesson: www.journeynorth.com

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in

your classroom: Students will choose from the various observation projects available on Journey North.
They will need to ask parents for help, but it’s probably not vital. Most activities can be done by them,
on their own. They will choose an observation project and submit it to Journey North. Each student will
report their findings to the class.

What technologies would be required to implement this proposed learning activity in a classroom?
Desktop or laptops to enter and submit findings, Word, Excel or comparable software to document
observation statistics PowerPoint, or compatible software for class presentations.

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:
By submitting the findings of their reports, they are collaborating with students all over the country.
They can follow the activities of their animal 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): Their observation reports and class presentation will be
good and interesting examples of creating original data and products.

c. Higher-order thinking: Students will follow the news and discuss the migratory patterns of their
animal and consider the reasons why these patterns occur.
d. Students publishing their original work to others who will use/care about their product:When
students submit their data, it will be used by Journey North to compile their statistics on migratory
patterns and other aspects of animal behavior.

Bloom’s Taxonomy Level(s): All six levels are used, going all the way up to Evaluation

Online Projects, Collaboration Sites and Publishing Opportunities

Spring 2018_SJB

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

Levels of Technology Integration (LoTi Level):

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

☐X Level 5: Expansion ☐Level 6: Refinement

Universal Design for Learning (UDL): Students will be involved in multiple means of representing their
observations (handwritten, Word processing, Excel). They will also create a presentation for the class
using Powerpoint, or another tool. They will represent their findings in these multiple forms, as well.
They will be engaged through observation, reporting, and collaborating with others.

Lesson idea implementation and Internet Safety Policies:Students will be taught practices that maintain
safety and confidentiality. Their parents will be sent an informational newsletter about this, as well. It
will be clear to them that they must not submit their full name, or exact location. Any of this
information, if needed, will be provided directly to Journey North by the teacher.

Reflective Practice: I think this lesson would be fascinating to most students. Through collaborating and
making observation reports, and following the reports on Journey North, they should develop a keen
interest in animal behavior and migratory patterns. They can choose the animal they observe. Hopefully,
their parents will become involved, as well, and help them. It could be extended to study almost any
animal’s habitat and behavior. The possibilities for extensions are truly endless. Special needs students
can get appropriate help from the teacher and/or parents, friends, and classmates. Technology used
includes websites and productivity tools. Technology products that monitor weather and weather
patterns could also be added.