Online

Projects, Collaboration Sites, and Publishing Opportunities

Name: Elaina Eikey

Grade Level: 3
Content Area: Science
Standards Addressed: S3L1.
Students will investigate the habitats of different organisms and the
dependence of organisms on their habitat.

1. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic

Ocean) and the organisms that live there.
2. Identify features of green plants that allow them to live and thrive in different regions of
Georgia.
3. Identifyfeaturesofanimalsthatallowthemtoliveandthriveindifferentregionsof Georgia.
4. Explain what will happen to an organism if the habitat is changed.

Title of Online Project/Collaboration Site/Publishing Opportunity:
Journey North
URL of Online Project/Collaboration Site/Publishing Opportunity:
https://www.learner.org/jnorth/
Describe how you would use the Online Project/Collaboration Site/Publishing
Opportunity in your classroom: Students will use Journey North to track the migration of
hummingbirds. Students will have already hung up a bird feeder outside our classroom window.
This way we could keep a record, as a class, of how many hummingbirds we saw each day. We
would chart the number of times we saw them throughout the week and see if the number
decreases. When migrations starts, then they will use Journey North to really track the migration
while working with others. Then they would create a group project about what they found and
present them in class. After they present them in class, they will be shared for others to view
outside the classroom.
What technologies would be required to implement this proposed learning activity in a
classroom? A device for students whether they are computers or iPads. An interactive white
board is necessary as well as access to PowerPoint.
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 collaborate with their whole class and as small
groups in class. They will use Journey North with other students and Journey North
experts.
b. Student-centered learning and knowledge creation (collecting original data and or
producing original products as a result of engaging in the project): Students will
find research for the hummingbird activity, and then they will collaborate with
others via Journey North. Last they will create a project that contains all of their
information that they found and present.
c. Higher-order thinking: Students will study hummingbirds and their patterns in
behavior. They will collect information in and outside the classroom.
1
 d. Students publishing their original work to others who will use/care about their
product: I will publish their work on our class blog. It will also be on Journey North.

Blooms Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
What Level of Technology Implementation best describes this learning activity and Why?
LoTi Level five, expansion, best describes this learning activity. This is because students are
engaged in higher-level thinking skills, engaged in two-way collaborations with peers, mentors
and experts beyond the classroom, and produce products that are meaningful to them and their
peers and parents. The project is also shared with an audience outside of the classroom.
How could you implement this proposed learning experience and still comply with your
districts Internet Safety and Student Privacy policies? Parents will have to sign off for their
student to complete this online project. I will include our Internet Safety and Student Privacy
policies for our District, so that the parents have a refresher.