Online Projects, Collaboration Sites, and Publishing Opportunities

Lesson Idea Template

Name: Destin Thomas

Grade Level: 9-12
Content Area: Chemistry
Standards Addressed:
GSE
SC5. Obtain, evaluate, and communicate information about the Kinetic Molecular Theory to
model atomic and molecular motion in chemical and physical processes.
c. Construct an explanation using a heating curve as evidence of the effects of energy and
intermolecular forces on phase changes.
ITSE Student
7. Global Collaborator Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and globally.
Students:
a. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging
with them in ways that broaden mutual understanding and learning.
b. use collaborative technologies to work with others, including peers, experts or community
members, to examine issues and problems from multiple viewpoints.
c. contribute constructively to project teams, assuming various roles and responsibilities to work
effectively toward a common goal.
d. explore local and global issues and use collaborative technologies to work with others to
investigate solutions.
Title of Online Project/Collaboration Site/Publishing Opportunity: The JASON Project
URL of Online Project/Collaboration Site/Publishing Opportunity: https://www.jason.org/
Describe how you would use the Online Project/Collaboration Site/Publishing Opportunity in
your classroom:
This online project allows students to gain knowledge from field scientists and participate in
inquiry-based learning. As part of the energy unit in my class, I would have my students work on
the Energy: Infinite Potential module. This module has videos of content taught by professionals,
student and teacher resources, and online activities for students to complete. Students would be
able to choose one of the big module challenges as their summative assessment for the energy
unit instead of an exam.
What technologies would be required to implement this proposed learning activity in a
classroom?
The students would need computer access in class and at home. There is also a need for BPTs
such as Microsoft Word, Prezi or Weebly as a means for students to present their projects.
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: The people who are teaching the content are knowledgeable
field scientists who act as mentors to the students in guiding their learning.
b. Student-centered learning and knowledge creation (collecting original data and or
producing original products as a result of engaging in the project): The students

1
 will be required to complete a module challenge which will require resources
presented in the module, class resources and outside research.
c. Higher-order thinking: This online project is designed to promote inquiry-based
learning and the creating level of Bloom’s Taxonomy is reached.
d. Students publishing their original work to others who will use/care about their
product: The projects created by students will be published to the site.

Bloom’s 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? This
lesson will reach a LoTi 5 because the work is authentic and shared to people outside of the
classroom.
How could you implement this proposed learning experience and still comply with your district’s
Internet Safety and Student Privacy policies? This project should not interfere with the district’s
safety policies. Students are not required to use full names when publishing and the site is
password protected.