Francis

Online Projects, Collaboration Sites and Publishing Opportunities
Lesson Idea Name: Human impact and sustainability

Content Area: Environmental Science
Grade Level(s): 9/10th
Content Standard Addressed:
SEV5. Obtain, evaluate, and communicate information about the effects of human population growth on
global ecosystems.
b. Analyze and interpret data on global patterns of population growth (fertility and mortality rates) and
demographic transitions in developing and developed countries.
Technology Standard Addressed:

Computational thinker
Selected Online Project/Collaboration Site/Publishing Opportunity: Global grocery list project
URL(s) to support the lesson: http://landmark-project.com/ggl/
Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
This online project gives students the ability to contribute to their data. Going to their local grocery store and
finding the prices of foods then comparing it to other places in the world. This online project would serve as
an introductory project to get the students acclimated to analyzing and interpreting data like the standard
requires. Having students get their feet wet and interpreting this data will help them understand when
performing the standard in class.
Students will be tasked with collecting, inputting, and interpreting data in the Global grocery list website.
After they have collected their data, they will analyze trends they see on the website in regard to prices here
in the U.S. and across the world. After this project they will know how to analyze data when they analyze data
for fertility and mortality rates later in the unit.
What technologies would be required to implement this proposed learning activity in a classroom?
Students will need a devise that can connect to the website (phone, tablet, or computer). A calculator to help
analyze data gathered and program to input said data, ex: Excel.
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 Global Grocery list project has students collecting data with those in their classroom and outside of
it. They are able to collaborate with students and teachers world wide and find and interpret data
based off all of their collective data.
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 creating their own data and contributing to the grocery project. And from the data
they interpret on their own will result in their own project
c. Higher-order thinking: Student will have to make connections based off the data they gather. Different
regions will have different prices and students will have to use their higher order thinking to develop
reasons as to why there are different prices.
d. Students publishing their original work to others who will use/care about their product: The Global
grocery list project is a world wide collaborative project, all data input is appreciated and used for
Spring 2018_SJB
Online Projects, Collaboration Sites and Publishing Opportunities
other student and scientists.
Bloom’s Taxonomy Level(s):

☐ 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):

Constructing useable knowledge, knowledge that is accessible for future decision-making, depends not upon
merely perceiving information, but upon active “information processing skills” like selective attending,
integrating new information with prior knowledge, strategic categorization, and active
memorization. Individuals differ greatly in their skills in information processing and in their access to prior
knowledge through which they can assimilate new information. Proper design and presentation of
information—the responsibility of any curriculum or instructional methodology—can provide the scaffolds
necessary to ensure that all learners have access to knowledge.
Like any craftsman, learners should learn to use tools that are an optimal match between their abilities and
the demands of the task.
Lesson idea implementation and Internet Safety Policies: When students submit their price data they can do
so using an alias or using the teachers information. This will make sure student information is not given out
and students are still able to provide and contribute to a group project. Even at the end of data collections the
class can combine their data into one submission so the teacher can submit the data using their name.
Reflective Practice: With this lesson students will have a chance to be introduced to analyzing data they have
collected as well as a collective amount of data. After being introduced to data they will be able to further
their experience and use their analytical skills to assess fertility and mortality rates per the standard. Using an
online productivity tool such as Excel will help support their analytical research and provide visual
representations of the data they create.
Spring 2018_SJB

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Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Human impact and sustainability

Technology Standard Addressed:

Selected Online Project/Collaboration Site/Publishing Opportunity: Global grocery list project

URL(s) to support the lesson: http://landmark-project.com/ggl/

Bloom’s Taxonomy Level(s):

Levels of Technology Integration (LoTi Level):

Universal Design for Learning (UDL):

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