Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Life Cycles

Content Area: Science
Grade Level(s): 2nd Grade
Content Standard 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.

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: https://journeynorth.org/

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom: Journey North is a great site where students can learn about the migration of different types of
animals. When learning about life cycle students can use Journey North to see the migrations and why some
of the animals migrate. They will have the opportunity to check journey north throughout the school year to
see the changes. They will also participate in the class blog to post things they have discover throughout the
year in Journey North. Collaboration sites are also very beneficial because is a great tool that parents and
teacher can help students learn and share their findings.

What technologies would be required to implement this proposed learning activity in a classroom? The
technology that will be needed are iPads. Each student will have access to their iPads to use and explore what
is new on Journey North.

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 happens in their classroom under the supervision of the teacher. When the
student use their iPads to explore Journey north. These are safe collaboration because the teacher can
monitor the students when using the iPads on Journey North.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): The students will learn about the life cycles of certain
animals. They will extend their learning by researching and tracking the migration of some of the
animals we learned about.

c. Higher-order thinking: Higher order of thinking happens when the teachers asks the students to make
predictions on where their animals will travel and why they travel on the time they do.

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 Online Projects, Collaboration Sites and Publishing Opportunities
d. Students publishing their original work to others who will use/care about their product: Students
will have the opportunity to post their findings onto the classroom blog. When their research has been
posted, their peers and parents will have the opportunity to see what their students have been
working on.

Bloom’s 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

Universal Design for Learning (UDL):

Engagement: In this lesson students will have the opportunity to explore the website and looking for information that seems
interesting to them. . They get to post their research finding to share with the class and parents on the classroom blog.
Representation: Students will have the opportunity to select the animal they have learned about and track
their migration. They will be able to share with the class and their parents on where their animals have
migrated and why.
Action and Expression: Students will have the opportunity to express the information they have learned about their animals.
They will also have the opportunity to post into the class blog so their peers and parents can also learn about the topics we are
covering in class.
Lesson idea implementation and Internet Safety Policies: When using any kind of technology, teachers
need to keep in mind the privacy policy that are in place for students. The teacher should be responsible for
protecting student’s identity and information. In the classroom blog website, student’s information is safe
and protected. In order to access the classroom blog you need permission and to be able to comment as well.

Reflective Practice: This lesson will be an ongoing lesson throughout the school year. We will do the lesson on
life cycles at the beginning of the school year to give students the opportunity to choose what animal they
would like to track their migration and learn more about them. I will protect the students private privacy by
making sure the classroom blog is set on private and monitor students when exploring Journey North. This
lesson can benefit students by having responsibility for tracking the migration of the animal they chose and
learn about their life cycle.

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