Online Learning Lesson Template Final

Online Projects, Collaboration Sites and Publishing Opportunities
Lesson Idea Name: Journey North

Content Area: Science
Grade Level(s): Second Grade
Content Standard Addressed:
SKL2. Obtain, evaluate, and communicate information to compare the similarities and differences in groups of
organisms.
a. Construct an argument supported by evidence for how animals can be grouped according to their features.
Technology Standard Addressed:

3-Knowledge Constructor
Selected Online Project/Collaboration Site/Publishing Opportunity:

Journey North Online Project
URL(s) to support the lesson:

https://journeynorth.org/
Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom
To begin my lesson, I would start by mentioning how each animal has a different migration pattern. I would
have an iPad assigned to each of the students, where they could access the Journey North website on their
own. There are several different animals located on the homepage of this website for students to look at, as
well as their migration pattern. Each student will choose two different animals to compare and contrast from
the websites homepage. While using the Journey North website, each student will be conducting research on
the different animals and the migration patterns of the ones they choose.
Each student will be given a map, where they will be asked to create a migration map based off the patterns
of the two animals they have chosen. This will allow the students to see where their animals have been and
where they may go next. The students can read other students’ data from the website as well as the data
from the scientists. They will also be able to comment on their findings. After the students have completed
their research on their two animals, they will be asked to publish their work on the website Journey North.
What technologies would be required to implement this proposed learning activity in a classroom?
The students will need laptops or tablets and be able to access the internet in order to participate in 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: The students will collaborate with their classmates, teacher, students from other schools, as
well as scientists through the Journey North website. Students from all of the world are able to access
this website and enter their data from observations they have made. This allows students from all over
to view their work and engage in academic conversation based on what they find.
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 be using the data from the websites to
conduct their own research and observations in the classroom. The students will choose two living
organisms and make connections and state the differences between the two they chose to focus on.
Spring 2018_SJB
The students will create a migration map based on the information they found, focusing on the two
chosen organisms.
c. Higher-order thinking: This project brings the students to higher order thinking because of the
research they conduct on their own. The students are going beyond the four walls of the classroom
and conducting research using the website. The website allows them to collaborate with other
students as well as real scientists who also conduct research for this website. The two animals they
choose, they will follow their migration patterns and plot them on a map in order to see where they
have been and maybe where they will go next.
d. Students publishing their original work to others who will use/care about their product: The students
will be conducting their own research where they will upload their findings on to this online learning
website, Journey North. This will allow students and scientists to engage and strengthen the content.
Overall this will be helpful for all of the researchers who use Journey North to follow certain organisms.
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):

This project addresses Universal Design For Learning due to the fact that each student is selecting material
from the website that they want to focus on and conducting their research for their organisms in a way that
works best for them and that they understand. The students are all engaged in this type of lesson and it is
something they enjoy and look forward to working on. ELL students will be able to benefit from this type of
project as well. They may have the opportunity to conversate with another student from their native country.
If this happens these students will really make a connection with this lesson and engage fully, they will be able
to have an advantage when collaborating in their native language.
Lesson idea implementation and Internet Safety Policies:
Before beginning the lesson, the teacher will review the internet safety rules and how to access the website
Journey North. The students will be conducting research on two animals of their choice from this website and
then publishing their results on it for students around the world to see. However, in order to ensure internet
safety, the students will not have their name listed with their work. Instead, they will be asked to use their
classroom numbers. This will be a way to make sure none of their personal data is submitted on the website
for others to see.
Reflective Practice:
This lesson is a great way to introduce the students to the fact that learning does not always happen inside of
the classroom. There are many things that go on outside on a daily basis that students learn from. It is so
important for them to realize that the world around them is constantly changing and so full of new things to
learn about. To further extend the lesson I would have the students pick one of the two organisms, pick their
favorite one. I want them to really dive deep into research on this organism. They will be able to continue
writing on their response on the Journey North website, but I would also like them to write a short paper on
Spring 2018_SJB
what they found out more from further research. I will review internet safety with the students before this
activity to make sure they know its importance. This lesson will be great at teaching them how to think out of
the box for future projects. They will learn about ways to engage with other students as well.
Spring 2018_SJB

Online Learning Lesson Template Final

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Online Learning Lesson Template Final

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Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Journey North

Technology Standard Addressed:

Selected Online Project/Collaboration Site/Publishing Opportunity:

URL(s) to support the lesson:

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

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