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09 Online Learning Project Lesson Idea Template

The document describes incorporating the WET Water Education for Teachers website into a 4th grade science lesson on the water cycle. Students would explore the site and use its resources like videos and a notebook tool to review and demonstrate their understanding of the water cycle. The site allows for collaboration between students and publishing of their work.

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61 views

09 Online Learning Project Lesson Idea Template

The document describes incorporating the WET Water Education for Teachers website into a 4th grade science lesson on the water cycle. Students would explore the site and use its resources like videos and a notebook tool to review and demonstrate their understanding of the water cycle. The site allows for collaboration between students and publishing of their work.

Uploaded by

api-423707988
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Water Cycle


Content Area: Science
Grade Level(s): 4th
Content Standard Addressed: S4E3. Obtain, evaluate, and communicate information to demonstrate the
water cycle. a. Plan and carry out investigations to observe the flow of energy in water as it changes states
from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid. b. Develop
models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation,
and precipitation). (Clarification statement: Students should understand that the water cycle does not follow
a single pathway.)

Technology Standard Addressed: 1. Empowered Learner Students leverage technology to take an active role
in choosing, achieving and demonstrating competency in their learning goals, informed by the learning
sciences. Students: a. articulate and set personal learning goals, develop strategies leveraging technology to
achieve them and reflect on the learning process itself to improve learning outcomes. b. build networks and
customize their learning environments in ways that support the learning process. c. use technology to seek
feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. d.
understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and
troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

Selected Online Project/Collaboration Site/Publishing Opportunity: WET Water Education for Teachers

URL(s) to support the lesson:

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
I would incorporate this site into my lesson by having the students first explore how the site works. Because
this point in the lesson we are about 1/3 of the way though the lesson, the students have an idea of what the
water cycle is and the phases. Within the site the students have the ability to review the water cycle, watch a
variety of movies about the water cycle and they can also keep a notebook in the site itself.
Once we have talked about the water cycle, my students will be able to pull up their page and add to it every
day. At the end of the unit, the videos will be watched and the notebook will be filled out, I will have my
students print those out and use that as a student guide.

What technologies would be required to implement this proposed learning activity in a classroom?
The only technology that will be required will be a computer and/or an iPad.

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 have the ability to work together and help each other fill out notebooks and use the
resources on the site to be successful.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): the have the ability to move about the site and learn at
their own pace.

c. Higher-order thinking: Level; 4 create

Spring 2018_SJB
Online Projects, Collaboration Sites and Publishing Opportunities
d. Students publishing their original work to others who will use/care about their product: Students
have the ability to create their notebook and print and publish it to student from or give to others to
student from.

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): WET is really accommodating to all students. There are videos for
students and transcripts for those students who have a hear aid. There are also activities in a variety of
languages and even a place to keep notes.
Lesson idea implementation and Internet Safety Policies: This site does allow students to publish their work,
but it does not require any private information. This site does not have an age requirement, but I will still
monitor incase.

Reflective Practice: After I designed this lesson, in my mind, this is for a review day, or even half way through
the unit. This is a great way for the students to show me what they have learned and if they can apply that
knowledge. I can also use their notebook (from the site) as an assessment tool as well as a competition grade.
This is a great way lets students explore and do a little self-checking. This is also something that can be done
over a few days or even weeks.

Spring 2018_SJB

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