Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Cross Continent Hummingbirds

Content Area: Science
Grade Level(s): Third
Content Standard Addressed: Students use communication skills allow them to record findings, analyze
data, and recognize the importance of keeping records of observations without making alterations.
a. Ask questions to collect information and create records of sources and effects of pollution on the plants
and animals.

Technology Standard Addressed: 2- Digital Citizen, 3- Knowledge Constructor

Selected Online Project/Collaboration Site/Publishing Opportunity:

Journey North
URL(s) to support the lesson:
https://journeynorth.org/hummingbirds
Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
The students will be using this site to track the migration of hummingbirds over the course of the school year.
They will keep running records of the whereabouts of the birds in a special designated notebook. They will
collaborate with the site Journey North: Hummingbirds to review the site’s data and read corresponding
articles associated with the project. As a class, they will combine their records toward the end of the school
year to create one large map charting the migration status of hummingbirds. Coinciding with the map, the
students will combine their data to create one spreadsheet detailing the data gathers over the course of the
year. As a class, we will submit the map to the website for an opportunity to publish their findings.
What technologies would be required to implement this proposed learning activity in a classroom?
Students will need computers to access the 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 will be publishing their final maps to the Journey North website. They can use the
information gathered to predict where the hummingbirds will go next as well as find the places where
they stay the longest. The students will combine their data to create one classroom map and data
sheet.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): Students will be collecting data based on the visual aids
on the Journey North Hummingbird page. They will produce a map charting the migration patterns of
the hummingbirds.

c. Higher-order thinking: Students are participating in a year-long research activity. They are heightening
their writing and reading skills by reviewing the information on the website to come to their own
conclusions of the migration patterns.

d. Students publishing their original work to others who will use/care about their product: Students will
create one concise classroom map that details the overall track of the hummingbird’s migration. They
will post the map and data chart to the Journey North webpage.

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

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 Online Projects, Collaboration Sites and Publishing Opportunities
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):

Engagement: Engagement is seen throughout the year as the students are completing this project. They are
required to complete their own data collection, so they are able to contribute to the final submission piece.
Students are also collaborating with the scientists through the website to help them collect their necessary
data.

Representation: Representation is seen through the charts and maps students use to keep track of their data
over the course of the school year. They are able to incorporate visual aids to express their data values.

Action and expression: This principle is shown in the lesson through allowing students to choose how they
wish to track the hummingbirds through the year. They can either chart it on a map with dots, color
coordination, or whichever way they see fit. They should keep track of data using the provided table but can
use any color pen to keep track of their data. They will also collaborate with peers to complete the final map
and spreadsheet that is submitted to the website.
Lesson idea implementation and Internet Safety Policies: The students are referencing the site Journey
North, so I must first ensure that this site is secure and safe for my students. This site is a reputable source for
students to use because it is well-known and well-funded by several different scientists and donors. When
submitting the final project, the student’s names will be erased and just listed as “Ms. Alfonso’s Classroom”.
This will ensure the privacy of the personal information associated with my students.

Reflective Practice:
I feel this activity can help students understand how to keep records and not alter any data collected. I will
teach them to stay organized over the course of an extended period of time. To extend this lesson, we can
explore the migration patterns of the other animals tracked through the Journey North webpage. The
students can use voice-and-choice to choose the animal they wish to follow for the prolonged period of time.
To incorporate other technology, I can require students to create an Excel spreadsheet of their data or use
and online mapping tool to create their final products.

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