Online Projects, Collaboration Sites and Publishing Opportunities

Elice Mitchell
Lesson Idea Name: Oreo Counting
Content Area: Math
Grade Level(s): Kindergarten
Content Standard Addressed: MGSEK.CC.4.a: When counting objects, say the number names in the standard
order, pairing each object with one and only one number name and each number name with one and only
one object. (one-to-one correspondence)
MGSEK.CC.4.b: Understand that the last number name said tells the number of objects counted. The number
of objects is the same regardless of their arrangement or the order in which they were counted. (cardinality)
MGSEK.CC.4.c: Understand that each successive number name refers to a quantity that is one larger.

Technology Standard Addressed:

1: Empowered Learner
2: Digital Citizen
3: Knowledge Constructor

Selected Online Project/Collaboration Site/Publishing Opportunity:

http://www.projectsbyjen.com/index.html

URL(s) to support the lesson: http://theoppbj.weebly.com/

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom (Minimum 2 paragraph overview):
The project I would use from Projects By Jen is called O.R.E.O. (Our Really Exciting Online Project). Jen gives
very clear guidelines for the project. Each student in the class will have two attempts to stack Oreo cookies as
high as they can (one-to-one correspondence and cardinality). You record the highest stack for each student.
Then you average the highest numbers and submit that number to the project page. Once the project is over
you will be able to see the results of the world wide collaboration.

I would use this project collaboration as a wrap up to the standard. Once the students have had time to
practice their one-to-one correspondence and cardinality I would tell the students about the project. I would
explain that this is a collaboration project with other students around the world. We would discuss the
parameters of the project and how we are going to accomplish it.

I would assign children a day that they will work with the parapro to stack their Oreo cookies. The parapro
would gather the data. Once all the data has been gathered and submitted to the collaboration site we would
extend the activity further within our classroom. We would use this site
http://nces.ed.gov/nceskids/createagraph/ to create a graph of our classroom data. Each child, with the
parapro, will input their own data into the graph. Once the graph is complete we will talk about what the data
represents and tells us about Oreo stacking. Once the project has closed we will view the results of the world
wide collaboration.

As the parapro was working with the students individually stacking she would also be doing an assessment on
the students to see how they meet the 3 standards discussed above.

What technologies would be required to implement this proposed learning activity in a classroom?
You would need a computer, and the following websites:

http://www.projectsbyjen.com/index.html
Summer 2017_SJB
 Online Projects, Collaboration Sites and Publishing Opportunities
Elice Mitchell
http://theoppbj.weebly.com/
http://nces.ed.gov/nceskids/createagraph/

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: We are using a project from the Projects by Jen website. This project shares data collected
from students around the world.

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 are not really creating an original product
themselves but they are gathering original data and contributing to an original product.

c. Higher-order thinking: Students are analyzing their data collected and evaluating the results
compared to other students in their class and eventually to other students around the world who also
participated in the project.

d. Students publishing their original work to others who will use/care about their product: Again the
students are not really creating an original product themselves but they are gathering original data and
contributing to an original product that is published.

Blooms 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

Lesson idea implementation and Internet Safety Policies: I would first talk to my administrators and
technology team to make sure that the sites I want to use are compliant with policies and that I know what I
can and cant do. For this particular project there is no need to give any personal data of the students so their
privacy should be protected.

Summer 2017_SJB