Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Latin American versus Canadian Grocery Prices

Content Area: Social Studies
Grade Level(s): 6th Grade
Content Standard Addressed:

SS6G5 Explain the impact of location, climate, distribution of natural resources, and population
distribution on Canada. a. Describe how Canada’s location, climate, and natural resources impact
trade and affect where people live.

SS6G3 Explain the impact of location, climate, distribution of natural resources, and population
distribution on Latin America. a. Explain how the location, climate, and distribution of natural
resources impact trade and affect where people live in Mexico, Brazil, and Cuba.

Technology Standard Addressed:

7: Global Collaborator

7b: Students use collaborative technologies to work with others, including peers, experts or
community members, to examine issues and problems from multiple viewpoints.

Selected Online Project/Collaboration Site/Publishing Opportunity: Global Grocery List

URL(s) to support the lesson: Global Grocery List Project (landmark-project.com)

Describe how you would incorporate an Online Project/Collaboration Site/Publishing

Opportunity in your classroom:

I would incorporate online learning./collaboration into my classroom a couple of times throughout the
year where students could really harness their creativity and research from the various units within the
Social Students/ ELA Georgia Standards. My goal for this online collaboration website is for students
to research, see, and experience a fluid global market where prices of groceries can shift up and down.
They can also compare grocery prices to other countries that they are not studying, but they can use
these countries as comparisons to their actual research. Personally, as a future teacher, I would
incarnate and research the online projects experimenting as I go and I would find the best online
project or site for students to be able to use within their lesson or area of study.

My goal for students is for them to learn about global markets within Canada and the Latin American
countries. I would love to see them research the prices of various grocery/household items and be able
to compare these prices to other countries. They could also visually and physically see and learn how
standards of living differentiates between different countries.

What technologies would be required to implement this proposed learning activity in a

classroom?
Classroom set of computers or a computer lab for research, smart board for end of class collaboration
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).

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 Online Projects, Collaboration Sites and Publishing Opportunities
a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond
their school: Students will be working on this online project over a period of two class days
therefore they will not have to work on this online project outside of school. In the future,
students could collaborate on a Google Slides Document to present their newly found grocery
data to the class discussing the difference in prices between Canada and Latin America.

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 create their
own original charts that represent the data from the grocery prices in Latin America versus
Canada.

c. Higher-order thinking: Students can connect this product to a higher order of thinking in
terms of comparing the different economic and agricultural prospects of each continent.
Students could also harness their data to be able to make inferences about the many cities and
communities within each of the continents. Students can assess their data and look at the
standards of living within both continents as well.

d. Students publishing their original work to others who will use/care about their product:
Students can publish their work (as a class therefore one document) to a growing table of
grocery prices around the world and they can compare their prices of Latin America and
Canada to the rest of the world.

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):

This activity is created for students of all learning types to be able to participate in a classroom and
individual research project. This activity and technology supports students who need that visually
aspect incorporated into their lessons. Students will engage with the internet, each other, and the
teacher at the end of class to combine their information about grocery prices and submit their research
into an everchanging and fluid table created on this website. Students can also represent and present
their information to the class as a whole and compare their information to their peers.
Lesson idea implementation and Internet Safety Policies:

Students will safely work on this assignment as the website is student friendly as it was created by a
teacher himself. This website has only a few tabs where students can go and explore without getting
lost or adventuring down a wrong path. Students will also not be able to interact with other people on
the website therefore this site is student/child friendly in a school based environment.

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 Online Projects, Collaboration Sites and Publishing Opportunities

Reflective Practice:

I think that this lesson idea will impact student learning in a way where students can interact with
their classmates and with the global network itself of a growing table of comparison with Latin
American and Canadian grocery prices. I think that this lesson plan could be extended into comparing
these prices with other countries further down the standard lines of curriculum. Students could also
take the information from the global chart and create their own data representations for the data.

Spring 2018_SJB