Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: The Cereal Box Project

Content Area: Mathematics
Grade Level(s): 6th
Content Standard Addressed:
CCSS.MATH.CONTENT.6.G.A.4: Solve real-world and mathematical problems involving area, surface area, and
volume.

Technology Standard Addressed:

2a
Students cultivate and manage their digital identity and reputation and are aware of the permanence of their
actions in the digital world.
2b
Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.
2c
Students demonstrate an understanding of and respect for the rights and obligations of using and sharing
intellectual property.
3a
Students plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.
3b
Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other
resources.
3c
Students curate information from digital resources using a variety of tools and methods to create collections
of artifacts that demonstrate meaningful connections or conclusions.
4a
Students know and use a deliberate design process for generating ideas, testing theories, creating innovative
artifacts or solving authentic problems.
4b
Students select and use digital tools to plan and manage a design process that considers design constraints
and calculated risks.
4c
Students develop, test and refine prototypes as part of a cyclical design process.
4d
Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended
problems.

Selected Online Project/Collaboration Site/Publishing Opportunity:

URL(s) to support the lesson: https://www.classroomauthors.com

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
In this assignment, students will design in groups their own cereal boxes addressing the mathematical
standards Above. To present their final product, each group will design an advertisement for their cereal box
an provide a caption explaining why their cereal box is the most effective use. these advertisements will be
published using classroom authors. The goal of this assignment is for students to apply concepts of volume
and surface area into creating a product.
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 Online Projects, Collaboration Sites and Publishing Opportunities
This project encourages students to explore the engineering process and tap into their creativity while using
mathematical concepts in real life. Students will work collaboratively too create their product, persevere in
problem solving, and publish a final product. this project would take about 1 to 2 weeks long to complete in
the class.
What technologies would be required to implement this proposed learning activity in a classroom?
Computers and/or iPads would be required to implement this activity.

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 collaborating with their peers to create a product as well as write a
description of their product and why it is the best.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): Students are expected to come up with a unique
product that is unique to the group. Students must include what formulas and topics influenced their
decisions In their final product to justify why their cereal box creation is the best and most effective.

c. Higher-order thinking: This project requires students to make connections to prior lessons about
surface area volume and volumes of specific shapes. The students, on their own, must apply what they
have learned in order to create their cereal box.

d. Students publishing their original work to others who will use/care about their product: Students
will publish their final advertisement and description to classroom authors so that their work can be
displayed in the classroom library for future students to view.

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 provides options for comprehension by having students use
background knowledge of what they already know. This activity guide students into information processing
has them visualized a product and manipulate it. Lastly this activity sustained effort and persistence by
fostering collaboration and community for students working together to create a product.
Lesson idea implementation and Internet Safety Policies: For the safety of the students this project can be
completely anonymized so that students’ identities are protected. Students may come up with group names
product names that have nothing to do with their identities. Students will always also be provided
information on policies about Internet safety as well as have a teacher monitoring progress and Internet use.

Reflective Practice: This lesson would greatly impact student learning because they're not just remembering
and solving problems, but they are applying the concepts of surface area volume and formulas to create a
product. S0tudents will learn how to collaborate with a group over n extended period. I feel that this project
would best fit an end of year project for the students to show their knowledge.

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 Online Projects, Collaboration Sites and Publishing Opportunities

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