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Online Learning Project Bugscope

This document describes a 4th grade science lesson plan that incorporates the online project Bugscope. The lesson involves students: 1) Collecting bug specimens on a nature walk and mailing them to Bugscope to be examined. 2) Participating in a video chat with a Bugscope expert to learn about their bug's role in the ecosystem. 3) Creating a PowerPoint presenting the daily life of their bug based on what they learned. The lesson addresses science and technology standards and promotes collaboration, student-centered learning, and higher-order thinking. Required technologies are laptops, video chat, and a projector.

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83 views2 pages

Online Learning Project Bugscope

This document describes a 4th grade science lesson plan that incorporates the online project Bugscope. The lesson involves students: 1) Collecting bug specimens on a nature walk and mailing them to Bugscope to be examined. 2) Participating in a video chat with a Bugscope expert to learn about their bug's role in the ecosystem. 3) Creating a PowerPoint presenting the daily life of their bug based on what they learned. The lesson addresses science and technology standards and promotes collaboration, student-centered learning, and higher-order thinking. Required technologies are laptops, video chat, and a projector.

Uploaded by

api-412689064
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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: The Journey of a Bug


Content Area: Science
Grade Level(s): 4th grade
Content Standard Addressed: S4L1. Obtain, evaluate, and communicate information about
the roles of organisms and the flow of energy within an ecosystem.

Technology Standard Addressed: 7. Global Collaborator

Selected Online Project/Collaboration Site/Publishing Opportunity: Bugscope

URL(s) to support the lesson: http://bugscope.beckman.uiuc.edu/

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
I would incorporate online project, collaboration sites, and publishing opportunities into my classroom as
many times as I could. I feel as though it is very important that you allow your students the opportunity to
take part in all the robust features these sites have to offer. Students can really benefit from these sites in
more ways than you can imagine. Incorporating these into your lessons will motivate students to want to
further educate themselves.
Using these sites can extend your students learning experience and promote higher order of thinking.
Through these sites, students can explore new topics and collaborate with others just like them. Students can
get their work out there so that they can be recognized like the people they aspire to be. Speaking with
professionals can encourage students to want to achieve excellence just as the professional did. There are so
many fun and interactive online educational resources out there that are a click away and free of charge.
These resources can bring up the quality of lesson plans and promote creative thinking among all students.
What technologies would be required to implement this proposed learning activity in a classroom?
The technology that would be required in order to complete this activity would be laptops, video chat, and an
overhead projector.
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: In this activity, students will discuss with their groups and with a professional from the
Beckman Institute about the flow of energy between insects and their role in the ecosystem.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): The students will work in groups to create images of the
journey of an insect’s day to day life. This will include its role in the ecosystem and the flow of energy
within their ecosystem. They will then compile their drawings into a PowerPoint slideshow to show the
journey of the insect they chose.

c. Higher-order thinking: The students will participate in higher order thinking by using their imagination
to recreate the journey of a bugs life from the specimen they chose.

d. Students publishing their original work to others who will use/care about their product: As the
teacher, I will publish the student work onto my classroom blog under a password protected page so
that their parents or guardians can see what they have been working on.

Bloom’s Taxonomy Level(s):


Spring 2018_SJB
Online Projects, Collaboration Sites and Publishing Opportunities
☐ 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):


This lesson can support all students learning experience in many ways. The activities within this lesson allow
students to use their imagination to create the journey of a bug and their role in the ecosystem. The online
video chat with an expert allows students to learn content from someone other than the teacher. This also
helps those auditory and visual learners grasp the content in a way that is exciting and new.
Lesson idea implementation and Internet Safety Policies:
To introduce my lesson, I would inform the students about the website Bugscope and how we will be
collecting bug specimen and mailing it in to an intuition to be examined. I would assign students into groups
of 4. After the groups were formed, then the students would go on the school’s nature trail with a baggy to
collect bug specimen. Once the groups collected bug specimen, I would mail them off to be examined.
The next week, I would inform the students that today we will be talking to a professional from Beckman
intuition about the bug specimen that they sent in. The students would be encouraged to take notes while
the professional discussed their bugs. I would have a list of questions for each group to ask the professional.
These questions would include things like what type of food the bugs eat, in what ways does their bug
contribute to the flow of energy, and what role does the bug play in their ecosystem. After that, the students
will be asked to create a day to day journey of their bugs life would look like based off of the questions they
asked. The students will be asked to recreate drawings of their bug and their role in the flow of energy in the
ecosystem. The students will compile all of their images into a PowerPoint slide show.
There are a lot of issues that can arise when dealing with the internet. Before posting any student work,
you must receive parental permission. Another important tip to remember is the safety risks of putting
personal information online. There are regulations that are put in place for teachers to follow that will protect
your student’s privacy.

Reflective Practice:
After designing this lesson, I feel that the activities that I created could reach the student’s in a fun and
entertaining way. This lesson could increase each student’s learning and promote higher order of thinking. As
an extension to this lesson, I would ask the expert from the Beckman institute what is it that they look for
when examining bug specimen. As the teacher, I would make a list of all of the things that the students might
find while examining bug specimen. I could take the class on a nature walk around a large park to collect more
bug specimen. After we collected more bug specimen, I could bring in a few microscopes for the students to
become professionals and examine their own bug specimen.

Spring 2018_SJB

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