Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Students can make a difference! Down the Drain Project, How Much Water Do You Use?-
Ciese.org project
Content Area: Science
Grade Level(s): 4th Grade
Content Standard Addressed: S4E3. Students will differentiate between the states of water and how they
relate to the water cycle and weather.
S4CS2. Students will have the computation and estimation skills necessary for analyzing data and following
scientific explanations. a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a
calculator.
S4CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in
scientific activities utilizing safe laboratory procedures. c. Use computers, cameras, and recording devices for
capturing information.
S4CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological
matters. d. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and
stories to represent corresponding features of objects, events, and processes in the real world. Identify ways
in which the representations do not match their original counterparts. c. Identify patterns of change in things-
such as steady, repetitive, or irregular change—using records, tables, or graphs of measurements where
appropriate.

Technology Standard Addressed: Knowledge Constructor

Selected Online Project/Collaboration Site/Publishing Opportunity: Down the Drain Project

URL(s) to support the lesson: http://www.ciese.org/curriculum/drainproj/overview/

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom: I would use online projects/ collaboration sites/ publishing opportunities cautiously in my
classroom, as teachers need to comply with student and internet safety policies. That being said, I would use
these in my classroom as ways to get students involved in their learning. These opportunities are fun and
interactive. Students can collaborate with teachers and students from around the country and world. This
allows for a whole new way of learning. I would also use publishing sites for students who would like the
opportunity to have their work published.

What technologies would be required to implement this proposed learning activity in a classroom?
Computers, iPads, etc.

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 allowed to collaborate with their peers, teachers, and parents about this
project.

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 their water
usage.
c. Higher-order thinking: Students will use their data to compare and contrast what is sustainable.
Students will be orchestrating their own water conservation campaigns.

Spring 2018_SJB
 Online Projects, Collaboration Sites and Publishing Opportunities
d. Students publishing their original work to others who will use/care about their product: Students
will have the opportunity to publish their work if they wish. Students will be sharing their finished
campaign products with the school and the teacher will publish them on the classroom website for
parents to see.

Bloom’s Taxonomy Level(s):

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

Levels of Technology Integration (LoTi Level): (Select the best level)

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): Students will be given a rubric with the criteria that should be included
in their projects. There will be an individual and group portion of this project. Also, students will be able to
use a variety of technology and the teacher will provide different resources for the students.
Lesson idea implementation and Internet Safety Policies: First and foremost, the teacher will have signed
consent from each parent for internet use and that they have signed off on the policies as well. The teacher
would then have informed parents of this upcoming project in the classroom. Remind the parents that they
have all signed their consent and even invite the parents to come participate. In order to adhere to the
internet safety policies, the teacher would go ahead and have a list of approved websites that the students
may use so that they are not off searching on their own. The teacher would monitor student usage of
computers, iPads, etc. When publishing, students will not use personal information.

This project will take the duration of the unit. The teacher will lead multiple discussions and will challenge the
students to think and use inquiry. Throughout the unit, students will participate in whole class discussions,
peer talks, and group discussions. Students will also experience guest speakers from the community as well as
experts. Students will watch videos, read books, and do research. The teacher will discuss the instructions for
the first part of the project. Students will work individually in monitoring their own water usage at home and
collecting data. They will then discuss their findings with their groups. Students will also be required to write a
reflection on the assignment.

The second part of the project will be done as a group. Students will come together to create their own
sustainable water usage campaigns. Their job will be to become experts on this topic and inform the public, in
this case their entire school on better water usage practices. They will be able to create powerpoints,
infomercials, create brochures, etc. The classroom will have a final discussion. They will then share their
finished products with the school. Students will have the opportunity to publish their work.

Reflective Practice: I feel as though this project would be a fun and interesting way for students to learn
about water in general. Students will be able to monitor their own water usage, collect data, inquire. The
students will also be able to collaborate with peers and organize a sustainable water usage campaign that is
informative. The students will be able to share their information with the schools and have the opportunity to
publish their informational campaigns. To take this lesson further, the teacher could have students send their
campaigns (without personal information) to members congress and state representatives.

Spring 2018_SJB