Online

Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Migrations
Content Area: Science
Grade Level(s): 5th grade

Content Standard Addressed:

S5L2. Obtain, evaluate, and communicate information showing that some characteristics of
organisms are inherited and other characteristics are acquired.

a. Ask questions to compare and contrast instincts and learned behaviors.

Technology Standard Addressed: 3. Knowledge Constructor: 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

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

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom (Minimum 2 paragraph overview): I would use online Journey North as a way to introduce
instinct and learned behavior. I would partner the students up and allow each pair to choose one of the
animals or groups of animals available on the Journey North website and research.

After the students research all they can on the animals, the pairs will present what they found out on the
animals that they chose, using any presentation mode that they want to use. The teacher will record/take
pictures of the students as they present (As long as they have permission from parents to use pictures of their
children and use their work) and post it to the classroom blog and provide opportunities for students to
publish it on their own. After the presentations, the teacher will begin a lesson about instinct and learned
behavior, asking the students if migration is learned or instinct and answering it later in the lesson.

What technologies would be required to implement this proposed learning activity in a classroom?
Computers
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 collaboration between peers is included by students working together, and there is a small
collaboration between mentors outside the classroom by using the website.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): The student-centered learning is happening because
students are taking their learning into their own hands. The knowledge creation comes into play by the
students choosing what they choose as important to present with the rest of the class.

c. Higher-order thinking: Higher order thinking is involved because the students are in the process of
learning something that they have not learned about before.

d. Students publishing their original work to others who will use/care about their product: Giving the
students to post their work to student publishing sites.

Summer 2017_SJB
 Online Projects, Collaboration Sites and Publishing Opportunities


Blooms Taxonomy Level(s):

Remembering Understanding Applying Analyzing Evaluating Creating

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: I would make sure that all of the correct
paperwork and signatures have been obtained before starting this lesson, and I would also make sure that the
publishing websites used fall into line with the internet safety policies of the school and the county.

Summer 2017_SJB