Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Comparing the Planets

Content Area: Science
Grade Level(s): 6th

Content Standard Addressed:

S6E1 c. Analyze and interpret data to compare and contrast the planets in our solar system in terms of:
 size relative to Earth,
 surface and atmospheric features,
 relative distance from the sun, and
 ability to support life.

Technology Standard Addressed:

6b. create original works or responsibly repurpose or remix digital resources into new creations.
6c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as
visualizations, models or simulations.
6d. publish or present content that customizes the message and medium for their intended audiences.

Selected Online Project/Collaboration Site/Publishing Opportunity: iReport

URL(s) to support the lesson:

http://ireport.cnn.com

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
For this lesson, I would have students get into groups of 3-4. Each team will be given a planet (other than
Earth) to study. They will use various different search engines to find information regarding to the size of their
planet, the surface and atmospheric features of their planet, their planet’s relative distance from the sun, and
the ability for their planet to support life. To make this cross-circular, I would teach students about the
difference between primary and secondary sources. I would encourage students to use as many primary
resources as possible.
After students have their research, I would give them a few choices on how to make their iReport
documentary. If students do not feel comfortable recording themselves, they could do a stop-motion movie
using an app on their phone, they could make a cartoon animation using an online source, or they could do
just about any other creative idea they have.
Once students have made their documentary, they will submit it to the iReport page on the CNN website. On
the iReport page, the documentaries will be viewed by a respectful audience. Also, I would have students
share their videos with the class. This way the students get to learn about all of the planets.

What technologies would be required to implement this proposed learning activity in a classroom?
Ideally, we would need a computer for every student, but a computer for every group of students would also
work.
To record their videos, they will need a camera. A cell phone will work perfectly for this, they do not
necessarily need a fancy video camera.
Depending on what kind of video students want to make, they may need specific apps or video editing
software. I do not expect that they pay for these, but I do expect the videos to be of good quality seeing as
though they will be posted online.

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 Online Projects, Collaboration Sites and Publishing Opportunities
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 will be working with their peers in groups of 3-4, this will allow for constant
collaboration. While the project does not rely on near-peers or mentors outside of the classroom, I
would like to be able to incorporate this aspect when it comes time to actually use this lesson in the
classroom. I had a wonderful astronomy professor at KSU who might be willing to serve as a mentor for
these students.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): Students will be researching about their assigned planet
and creating an original product as a result of this project. Their original product will be in the form of a
documentary/ movie.

c. Higher-order thinking: in this project, students will be analyzing by comparing and contrasting their
planet to Earth. They will be evaluating websites by judging their content to determine if it is a primary
source, and they will be selecting information that retains to their topic. Then, they will be creating a
video. These tasks all include students engaging in higher-order thinking.

d. Students publishing their original work to others who will use/care about their product: students will
be publishing their final videos to CNN’s iReport. Once on the iReport page, there will be an audience
who cares for and respects students’ work.

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: Students are given choice with how they want to create their documentary. They are in no way
limited to only doing a certain format. Since they are working in groups, this is fostering collaboration with
their peers.
Representation: Students are being asked to create a video, and by doing so they can offer an alternative for
auditory information. They could choose to do something that solely relies on visuals instead of sounds. This
also promotes understanding through multiple media.
Action and Expression: Students will be exposed to different types of technologies during this project. They
will be using search engines, video creating software, and video editing software. This is optimizing their
access to tools and assistive technologies in the classroom. Because they are turning their research into a
documentary, they are also using multiple media for communication.

Lesson idea implementation and Internet Safety Policies:

I would inform administration and parents about the project 2-3 weeks before I plan on doing it. This would
allow time for administration to approve the project and to get parent feedback. I would make sure they
know there will be no anonymous communications between students and other parties. I would be observing
their online conversations and monitoring their searches. If a student wants to be in their video, I would have
them get a slip signed by their parents saying they are aware of what is happening and they are fine with a
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video of their child being posted to CNN iReport. I would make sure no key identifying factors were included
in their videos (names of students, school name, location, etc).

Reflective Practice:
I feel like this lesson would have a positive impact on student learning. Students would be given time to
research their planets and become the “in house expert” on their planet. They will take the information they
find on reliable websites and use it to create their video. Since they are able to use their creativity to make
and design their video, they will be more engaged with the lesson than if they were simply listening to me
lecture about the material.
I don’t think this would be an ‘introductory’ lesson, but I wouldn’t want to give students much information
regarding the planets beforehand. I would want them to find the information for themselves and have them
figure out what is important about their planet.
To extend this lesson, I could figure out how to incorporate an outside mentor into the project. My astronomy
professor at KSU would be a good fit. I could also use an online project site like Planting Science to find a
collaborating scientist who would be willing to volunteer their time to help these students. Since the students
are not doing an experiment, I would not be able to use Planting Science as an alternative to iReport.

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