Scribd
Upload
30 views

Olp Itec

Students will track monarch butterflies and their eggs using the Journey North online resource to observe migration patterns. They will collect local data and add their findings to the website. By accessing information provided by other users, students can infer where their butterflies may travel next based on timing of year. Students will create an informational graphic combining their own data with online data to illustrate predicted monarch migration routes. The lesson allows for collaboration, student-centered learning through original data collection and knowledge creation, and publishing findings for others.

Uploaded by

api-446865944
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
30 views

Olp Itec

Students will track monarch butterflies and their eggs using the Journey North online resource to observe migration patterns. They will collect local data and add their findings to the website. By accessing information provided by other users, students can infer where their butterflies may travel next based on timing of year. Students will create an informational graphic combining their own data with online data to illustrate predicted monarch migration routes. The lesson allows for collaboration, student-centered learning through original data collection and knowledge creation, and publishing findings for others.

Uploaded by

api-446865944
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Monarch Butterflies Egg Galore


Content Area: Science
Grade Level(s): 3
Content Standard Addressed: Students will be aware of the importance of curiosity, honesty, openness, and
skepticism in science and will exhibit these traits in their own efforts to understand how the world works.
a. Keep records of investigations and observations and do not alter the records later.

Technology Standard Addressed: Knowledge Constructor

Selected Online Project/Collaboration Site/Publishing Opportunity: Journey North

URL(s) to support the lesson: https://journeynorth.org/weather-songbirds

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom (Minimum 2 paragraph overview):
The student will be working on tracking monarch butterflies and their eggs to say where they are now and
using the online resource to guess where their butterfly will go next. Students will create an informational
graphic with the information they find online and collect in person. They will also be adding to the website
their findings as well.
What technologies would be required to implement this proposed learning activity in a classroom?
Students would need computers.
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 are adding to the site what they find in their own areas. But students are also using
the data that another user has added to the site to make an educated guess about where the butterfly
may go next.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): Students are collecting their own data and using online
data to create their migration graphic.

c. Higher-order thinking: Students having to guess where their butterflies go next requires higher order
thinking. They will have to infer where the butterflies will go based on the ones before them and
around the certain times of year.

d. Students publishing their original work to others who will use/care about their product: Students
can track what they are seeing.

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

Spring 2018_SJB
Online Projects, Collaboration Sites and Publishing Opportunities
Universal Design for Learning (UDL):
Engagement: Students can pick what part of the life cycle of a monarch butterfly that they want to track.
They can pick the larvae state, the full-grown state, etc.
Representation: Students can create an online graphic on a word processor or even make a collage or draw
it out. This way, they have multiple ways to show their knowledge they have gained.
Action and Expression: Students can interact with classmates to compare data that they have collected
themselves and that they have collected from the maps.

Lesson idea implementation and Internet Safety Policies: Students will only be using Journey North which is
a safe monitored site for people who take migration tracking and nature conservation professionally.
Reflective Practice: I think this lesson is great to make students think about the environment and how the
ecosystem works. In the day and age where conservation is a topic of conversation, I think this would
positively impact my student’s view on the planet and taking care of it. We could lead this up to an Earth Day
activity that would directly relate to a science standard.

Spring 2018_SJB

You might also like