Brief Description

Telecollaborative projects are an excellent way for your students to share information with other students around the globe. In this collaborative project, classes around the world share environmental information collected from a specified area around their schools.  Students participate in collecting and analyzing data gathered from their own school’s “backyard.” This project is run by CIESE, and has starting and ending dates. Be sure to look for these so you don’t miss the window. The entire project takes approximately 5-7 hours over several days.

Standards and Frameworks

Technology Standards

• 1T-E1. Communicate about technology using developmentally appropriate and accurate terminology.
• 3T-E1. Use formatting capabilities of technology tools for communicating and illustrating.
• 3T-E3. Publish and present information using technology tools.
• 4T-E1. Use telecommunications efficiently and effectively to access remote information and communicate with others in support of facilitated and independent learning.
• 4T-E2. Use technology tools for individual and collaborative writing, communication and publishing activities to create curricular related products for audiences inside and outside the classroom.
• 4T-E3. Collaboratively use telecommunications and online resources.

• 1SC-E2. Create a model (e.g., a computer simulation, a stream table) to predict change.
• 1SC-E6. Analyze scientific reports from magazines, television or other media.
• W-E1.Use correct spelling, punctuation, capitalization, grammar and usage, along with varied sentence structure and paragraph organization, to complete effectively a variety of writing tasks

Academic

• In the classroom, each student will participate in a group to prepare a report about their own Square of Life. The report should include a labeled sketch of what was observed in each square and a written description, which summarizes the animals and plant life observed. The report may also include a three-dimensional model of the square.
• In groups, students will complete a final written report which includes all of the following:
• A brief description of the writer's own school environment and what was found in the square.
• The name of the school(s) whose square findings they are comparing to their own or to others, including any information about the environment of that school that they think might have affected what was found in the square.
• A comparison of the squares selected.
• At least three possible reasons for similarities and differences.
• Conclusions or lessons learned.

• In the computer lab and/or classroom, students will use a word processing program to successfully complete their group reports.
• In the classroom, students will use a scanner in order to submit their drawings to the Square of Life website.
• Students will use the Internet to successfully identify the plants and animals found in their squares.

• Keyboarding skills are advantageous, as are ability to edit and save work to a disk or to a server.
• Also helpful, but not required, are familiarity with a digital camera and scanner. These skills could also be taught in conjunction with this project.

• Computer(s) with Internet access
• Preferable is 4 PVC pipes and connecters OR string, yard sticks, wooden stakes or wire clothes hangers
• Drawing tools
• Clipboards or cardboard
• Notebooks
• Pencils
• Large pieces of butcher paper

• Ensure that your teams are heterogeneous. Because this is a group-style project, it lends itself nicely to partnering second-language and learning disabled students with stronger students.
• This project has many ways to meet the needs of various learners.  After observing the squares, students can sketch and/or create three-dimensional models. There are also extension lesson plans that are ideal for gifted learners. These extensions are: Science: Classifying Objects and Social Studies/Language Arts : Partners Around the World. They can be found under “Extension Activities” in the Teacher Information section.
• This project is also ideal for meeting the Multiple Intelligences of students in your classroom. Photography, drawing, creating models, discussing similarities/differences, etc. are some examples of stages in this project that will address the different learning needs of each student.

1. This is a project that will cover several days. You will need to access the Square of Life Homepage at: http://www.k12science.org/curriculum/squareproj/index.html It is imperative that you read the “Project Information” section to look at the project timeline (beginning and ending dates).
2. In order to publish your students’ information and reports, you must register for the project. You will find the registration information under “Project Information.”
3. Because your students will be publishing group reports, and possibly pictures, work, etc. the following is extremely important. If you teach in Amphitheater School District, review the Internet Acceptable Use Policy http://www.amphi.com/~technology/aup.htm, making sure it has been signed by the child’s parent/guardian and the student. In addition, obtain permission to publish using the Amphi District Publishing permission form, which you can access at http://www.amphi.com/~technology/k5.htm, for K-5 students, and http://www.amphi.com/~technology/612.htm, for grades 6-12  If you are in a different district, be sure to follow the rules/guidelines for Internet Use and Publishing.
4. After accessing the Square of Life Home page, go to the “Teacher Area.” Here you will see the heading “Lesson Plans,” with the following links:
• Field Trip to Your Square
• Preparing a List for Posting to Project Database
• Preparing a Final Report: How Are We Alike and Different?
• Constructing a Partner's Square (optional).

There are also two Extension Activities:
• Science: Classifying Objects
• Social Studies/Language Arts: Partners Around the World


Click on each link to see very specific, detailed plans for each section of the project. I have found it invaluable to print these so I can make additional notes and modifications needed for my class.

The following link may be used to access a rubric created for assessing the final report. Group reports are best for submittal to Square of Life Project, however you may wish to require individual reports for assessment, as well. http://rubistar.4teachers.org/view_rubric.php3?id=763546