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Onlinelearningproject

This lesson plan introduces 1st grade students to seasonal weather patterns through the online project Journey North. Students will make observations on the Journey North website about temperature, rainfall, and environmental changes. They will then work in groups to create presentations like timelines or maps displaying their findings. Students will also have the opportunity to contribute their unique findings to the ongoing Journey North investigation online. The lesson allows students to collaborate, think critically, and publish their work, while addressing science and technology standards through student-centered online research.

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37 views

Onlinelearningproject

This lesson plan introduces 1st grade students to seasonal weather patterns through the online project Journey North. Students will make observations on the Journey North website about temperature, rainfall, and environmental changes. They will then work in groups to create presentations like timelines or maps displaying their findings. Students will also have the opportunity to contribute their unique findings to the ongoing Journey North investigation online. The lesson allows students to collaborate, think critically, and publish their work, while addressing science and technology standards through student-centered online research.

Uploaded by

api-449683496
Copyright
© © All Rights Reserved
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: Season change!


Content Area: Science
Grade Level(s): 1st
Content Standard Addressed: S1E1. Obtain, evaluate, and communicate weather data to identify weather
patterns.

d. Analyze data to identify seasonal patterns of change.


(Clarification statement: Examples could include temperature, rainfall/snowfall, and changes
to the environment.)

Technology Standard Addressed: Knowledge Constructor

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

URL(s) to support the lesson: https://journeynorth.org/sunlight-seasons

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
I will start the lesson off by asking children to name the seasons and some examples of things to describe
each. I will start a mini lesson on the season to access some prior knowledge before we begin our
investigation. I will then introduce the children to Journey North by showing a video from the site. As a class
we will use the site to investigate. I will allow students do the investigation themselves by having them come
up and click on things they want to investigate and go over with the class.

I will then divide the students in groups and have them create a board of their findings. They will have the
option of creating a timeline, calendar, map or collages to display their knowledge found. Each group will
have access to the Journey North website to do some more research if needed. They can look at the other
finding posted and create from it. Students will have the week to work on their collaboration. After
completion, each group will share with the class and come up with one unique finding they would like to
report onto the site.

What technologies would be required to implement this proposed learning activity in a classroom?
Students will be working on computers using the Journey North website.
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 finding their own data and given the opportunity to add to the site as well as
using the information already posted for the investigation.

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 using online data as well as the collection
of their own to create their very own investigation.

c. Higher-order thinking: Students will have to take their finding from the investigation and turn them
into project of some sort. (Timeline, Calendar, Map or collage).

d. Students publishing their original work to others who will use/care about their product: Students are
able to track their findings and post them onto the site of an on-going investigation.

Spring 2018_SJB
Online Projects, Collaboration Sites and Publishing Opportunities
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): I will help my ELL and ESOL students by allowing them time to go over
any direction or videos as many times needed. Students will be in groups so other group members will be able
to assist and guide those who need it. I will also be available for extra help or understanding.
Lesson idea implementation and Internet Safety Policies: Students are given the opportunity to explore on
their own, but I will be around the direct their studies. In my classroom, we will always go over the rules of
internet safety when technology is involved. I will post the rules around the classroom for everyone to be able
to refer to. I will help navigate the students to the Journey North site and help them navigate through it.
Reflective Practice: Students are given the opportunity to become investigator and obtain information on
their own I believe this is impactful because it is different from the tradition. It allows for students to lead
their learning and find answers to question on their own.

Spring 2018_SJB

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