Online Projects, Collaboration Sites, and Publishing Opportunities

Name: Victoria Hartigan

Grade Level: 2nd
Content Area: Science
Standards Addressed:
S2L1. Obtain, evaluate, and communicate information about the life cycles of different living
organisms.
a. 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.
b. 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.
c. Construct an explanation of an animal’s role in dispersing seeds or in the pollination of plants.
d. Develop models to illustrate the unique and diverse life cycles of organisms other than
humans.
Title of Online Project/Collaboration Site/Publishing Opportunity: Be a Bee
URL of Online Project/Collaboration Site/Publishing Opportunity:
https://kidsgardening.wpengine.com/wp-content/uploads/2016/10/KG_lessonplans-
beabee.pdf

Describe how you would use the Online Project/Collaboration Site/Publishing Opportunity in
your classroom: The students can use this to spread awareness about the lesson and how
they could incorporate it differently. This will help the students better understand what
pollen is and how it effects our environment. This helps teachers develop lessons for
students that are creative, engaging, and beneficial to them as individuals.
What technologies would be required to implement this proposed learning activity in a
classroom? Camera, recorder, etc.
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 can do their lesson with other students.
Students can share on social media what they learned in the classroom and
share it with others. Students can publish their ideas on various different
types of websites.
b. Student-centered learning and knowledge creation (collecting original data and or
producing original products as a result of engaging in the project): As a teacher
we can observe and walk around taking pictures of the students engaging in
the activity and the pictures of the students doing the work can be the
creation along with the stuff they actually created.
c. Higher-order thinking: Students are allowed to be engaged in the content and
think about the effects pollen has on us as an environment.
d. Students publishing their original work to others who will use/care about their
product: Students can use their work to show their parents exactly what they
are doing in the classrooms. They can also share with others in many

1
 different locations showing their process and giving them ideas of what they
can do.

Bloom’s 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?
Expansion- Students are Expanding their knowledge for this assignment and using their
creativeness.
How could you implement this proposed learning experience and still comply with your district’s
Internet Safety and Student Privacy policies?
Have students create face names. Do not allow students to take pictures of themselves
assign them other types of pictures. Express that students should only share necessary
information.