Online

Projects, Collaboration Sites, and Publishing Opportunities

Lesson Idea Template

Name: Genna Rodriguez

Grade Level: 2nd Grade
Content Area: Science
Standards Addressed: S2L1. Obtain, evaluate, and communicate information about the life cycles of
different living organisms.

1. Ask questions to determine the sequence of the life cycle of common animals in your area: a

Mammal such as a cat, dog or classroom pet, a bird such as a chicken, an amphibian such as a

Frog, and an insect such as a butterfly.

2. Plan and carry out an investigation of the life cycle of a plant by growing a plant from a seed

And by recording changes over a period of time.

3. Construct an explanation of an animals role in dispersing seeds or in the pollination of

Plants.

4. Develop models to illustrate the unique and diverse life cycles of organisms other than humans.

Title of Online Project/Collaboration Site/Publishing Opportunity: Journey North
URL of Online Project/Collaboration Site/Publishing Opportunity:
http://www.learner.org/jnorth/
Describe how you would use the Online Project/Collaboration Site/Publishing Opportunity in
your classroom: I would use Journey North as an individual project for the students to work
on everyday. I would introduce the site to the students by putting it up on the project and
click around the site for some time. I would show them how they are going to observe and
create report both on the computer and in a class log. The next step would then take the
students to the computer lab to allow then clicking on the site on their own. One to two
times a week, I would set aside time for small groups to use the class computer to create
their reports. In the end we will come together and compare our entire finding to see what
some people found and other did not.
What technologies would be required to implement this proposed learning activity in a
classroom? At first a projector and them computer and tables could be used for this project.
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: They will be able to see other students report form students
that post on the website.
b. Student-centered learning and knowledge creation (collecting original data and or

1
 producing original products as a result of engaging in the project): They will be
waiting the migration of the animals and reporting what they are seeing.
c. Higher-order thinking: The students get the think about the why one bird is
moving faster then another and have to think about the changes to make their
reports.
d. Students publishing their original work to others who will use/care about their
product: Other students will be able to see their reports

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? I would
say that this level is a Loti 5 because they are talking what they are watching and having to
explain it in the class log and reposts.
How could you implement this proposed learning experience and still comply with your districts
Internet Safety and Student Privacy policies? The student can use code names and not give out
any information.