Online Projects, Collaboration Sites, and Publishing Opportunities

Lesson Idea Template

Name: Ashley Everett
Grade Level: 4TH Grade
Content Area: Science
Standards Addressed:
S4E4. Students will analyze weather charts/maps and collect weather data to predict
weather events and infer patterns and seasonal changes.
a. Identify weather instruments and explain how each is used in gathering weather data and
making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer).
b. Using a weather map, identify the fronts, temperature, and precipitation and use the
information to interpret the weather conditions.
c. Use observations and records of weather conditions to predict weather patterns throughout
the year.
d. Differentiate between weather and climate.
Title of Online Project/Collaboration Site/Publishing Opportunity: Journey North
URL of Online Project/Collaboration Site/Publishing Opportunity:
https://www.learner.org/jnorth/

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

your classroom: I would use online project, collaboration sites, and publishing opportunities in
my class to have students view data from weather charts and maps. After gathering up detailed
information from these charts and maps, I will have students record their findings in their
notebook in order to predict events of the weather and make inferences on seasonal changes.
What technologies would be required to implement this proposed learning activity in a
classroom? The technologies that would be required for this learning activity would include the
following: A computer with Internet access (weather channel online) and/or a television for child
to look up their research along with a pencil and paper to record their information.
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: The students will have access using the Web to
connect with others (other students, TV reporters, and science teachers) in order
to learn outside the classroom setting. (Teachers must be sure to moderate student
activity often.)
b. Student-centered learning and knowledge creation (collecting original data
and or producing original products as a result of engaging in the project):
Students will use the information that they collected from the weather maps and
charts (online and offline) as a guide to formulate their very own weather map and
chart to show student-centered learning and knowledge creation. They are to use
any and all means appropriate for their learning. (Teachers will inform students to
be very creative with this assignment.)
c. Higher-order thinking: This activity would be considered higher-order thinking
because it involves students thinking outside of the box rather than what
information is right in front of them. In addition, this activity will allow students to
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reason strategically as well as extended.

d. Students publishing their original work to others who will use/care about
their product: The students will be able to publish their original work on a safe
and appropriate website that other students, teachers, and whomever else can
view from time to time.
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
Evaluating
Creating
What Level of Technology Implementation best describes this learning activity and Why?
The LoTi that best describes this learning activity would be Level 6 (Refinement) because
student collaborations extending beyond the classroom that promote authentic student problemsolving and issues resolution are the norm. The instructional curriculum is entirely learnerbased involving the content, process, and product of instruction. The content emerges based on
the needs of the learner according to his/her interests and/or aspirations and is supported by
pervasive access to the most current digital resources.
How could you implement this proposed learning experience and still comply with your
districts Internet Safety and Student Privacy policies? I could implement this proposed
learning experience and still comply with my districts Internet Safety and Student Privacy
policies by the following: including only first and last initials so students remain anonymous,
allow no personal information of student to be known (pictures, locations, etc.)