Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Life Cycle!

Content Area: Science/ Life Science
Grade Level(s): 2nd grade
Content Standard Addressed: S2L1. Students will investigate the life cycle of different living organisms.
a. Determine the sequence of the life cycle of common animals in your area: a mammal such as a car or
dog or classroom pet, a bird such as a chicken, and amphibian such as a frog, and an insect such as a
butterfly

Technology Standard Addressed: Global Collaborator

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:
I would use this online project to allow the students in my class the opportunity to see how different animal
life cycles around the world occur. The students can use this site to research a specific animal that is listed
and they can see facts about the animal, an update on when the animal was last seen, and breakdown of their
life cycle throughout the four seasons.
This online project can also be used as an online animal watch. The site has a tab labeled “Projects” and users
can click a specific species of an animal and read up on the latest information on the animal or they can watch
live videos of the animals as well. This is a great way to extend students learning because they can interact
with the website in countless ways.
What technologies would be required to implement this proposed learning activity in a classroom?
If students have access to an electronic device that supports this website they will be able to complete the
learning activity in class. This website can be accessed by phone, computer, iPad, 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 will be able to see information on the various animals posted from the 60,000+
members that use the site as well. The ideas on the site come from multiple sources, students will have
sources, information, and ideas from all kinds of people.

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 need to choose an animal/species of their
choice and follow its life cycle. The students will also be required to track the animals and record
important information on them as well. The students will use the information they have gathered from
Journey North to write an essay, create a PowerPoint or brochure informing others on their animal’s
life cycle. They will also need to include their initial predictions on their animal’s “journey” and
compare that to the actual journey reflected throughout the study.

c. Higher-order thinking: Higher order thinking will be evident as students make predictions on their
chosen animal’s life cycle and migration journey. They will also have to reflect on how the actual
outcome of the journey compares to their original prediction.

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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
post their essay, PowerPoint, or brochure online to the class blog website. They will also be required to
present their information to the class as well.
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 will have a choice in which animal/species they want to track and present their
information on. Students also have a choice in how their information will be presented and published.
Representation: The site Journey North is suitable for all learners. It provides written text, videos, and
pictures. Students will be provided with a checklist to help them organize their thoughts and to also make
sure they have included all the requirements in their final product.
Action and Expression: Students will have access to a variety of ways to use Journey North. Some students
may use the computers (keyboard) others may use the iPads (touchscreen). This allows students who may
have a difficulty using a keyboard the chance to use assistive technology to navigate through the webpage.

Lesson idea implementation and Internet Safety Policies: The teacher should inform students about the
safety guidelines based on the district they are in. Teacher should also get parental permission to allow for
the students to have access to Journey North, since the students will be under the age of thirteen. The
teacher can also provide students with citation sources ahead of time, to make sure they are correctly giving
credit to the original authors.

Reflective Practice:
I think this activity will be fun for the students. They will get a chance to see actual footage of animals and get
information on their chosen animal’s life cycle. The students can also go on a school trip to the zoo to see the
different animals that they may have chosen from in real life. Providing the technology needed for students to
access Journey North will be very important in this activity, since it will be completed in class.

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