Telecollaborative

eNotebook
Cesar Lopez
EDTC 526

Table of Contents
Down the Drain
Table of Contents .. Page 1
Down the Drain Cover Page . Page 2
Implementation Plan ... Page 3
Webcaptured URL . Page 6
Data charts . Page 7
Synopsis of the Learning Experience Page 9
Students Participation .. Page 10
Students Final Presentations Page 11
Global Grocery List Project
Global Grocery List Project Cover Page ... Page 12
Implementation Plan .. Page 13
Webcaptured URL Page 16
Synopsis of the Learning Experience .. Page 17
Students' Participation ........... Page 18
Students' Final Presentations Page 20

Tellecollaborative eNotebook 1

Down The Drain

http://ciese.org/curriculum/drainproj/
Cesar Lopez EDTC 518

Lesson Objective:
This Internet-based collaborative project will allow students to share information about water
usage with other students from around the country and the world. Based on data collected by
their household members and their classmates, students will determine the average amount of
water used by one person in a day. They will compare this to the average amount of water used
per person per day in other parts of the world.

ISTE Standards: 1a) Creativity and innovation; apply existing knowledge to generate new ideas,
products, or process. 2a) Communication and collaboration; Interact, collaborate, and publish
with peers, employing a variety of digital environments and media. 3d) Process data and report
results. 4a) Critical thinking, problem solving, and decision making; Identify and define authentic
problems and significant questions for investigation.

CC Standards: 7.RP Analyze proportional relationships and use them to solve real-world
and mathematical problems.
7.G Solve real-life and mathematical problems involving volume.

Telecollaborative structures: Class blog for project, class website for final presentations, iMovie or
access to Animoto to create final video, class Padlet page.

Date
2015.
of implementation: January/February

ANTICIPATORY SET:
Teacher
Discuss the current drought that our state is
facing. Ask partners to think-pair-share a list
of how the drought will impact their daily
lives, ways to conserve water and the
importance of conserving water.
Ask class to select their best ideas along
with their partners and write them on class
Padlet page.

Student
Think about how the current drought will
impact your life, ways to conserve water and
the importance of conserving water. Share
your ideas with your partner and write
them down.
Discuss with your partner the best ways to
conserve water and write this on the Padlet
page.

Take a survey through Surveymonkey.com

on how many gallons of water they may use
each day. Show a gallon of water. Discuss
results.

Enter the number of gallons you think you

use through the day on the survey. Ask
questions for clarification.

INSTRUCTION:
Teacher
Go over the definition of a gallon and work
with students on the first part of the project
How much in a gallon?
Show students how to write their
observations in class blog (after completing
their Personal Water Use chart.)

Student
Make guesses on the amount of water you
use (step 2 of how much in a gallon)

Check students blog entries. Check for

understanding or misconceptions and
address them as a class.
Provide examples on how to change gallons
into liters.
Ask students to enter on Padlet page their
method to change liters into gallons and
vise-versa.

Write your answers on class blog. You may

want to provide a link to your table/chart.

Make notes on how to collect data for chart

Personal water use. Ask questions for
clarification.

Work on conversion problems. Ask

questions for clarification.
Write your method on how to convert
gallons into liters & vise-versa on Padlet
page.

GUIDED PRACTICE:
Teacher
Students
Check students calculations on conversions. Think about your results. How does your
Check students entries to their tables and
class average compare to the U.S. national
offer help if needed.
average domestic water use of 80 -100
gallons per person per day (approx. 300 -
375 liters per person per day)? What factors
Down The Drain 3

Display all the water usage for each student

and ask class to find the average for the
data.
Submit class water usage average into
project database.

Ask students to develop a hypothesis after

theyve collected data on water usage.

might account for any difference or

similarity in the values? Do the results
surprise you?
Write answer to the above questions on
class blog.
Think about what you have learned about
water use so far. Think about how much
water you, your family, and your classmates
use on a daily basis. How do you think your
class average daily water use would
compare to the amount of water used by
people living in other parts of the world?
Brainstorm several hypotheses and then
pick one to investigate. Think about these
questions to help you develop a hypothesis:
How do you think the average amount of
water you use in one day compares
to what other Americans use?
Do you think people in other parts of the
world use more or less water than
Americans? Why?
What factors contribute to water usage?

CLOSURE:
Teacher
Ask students to think-pair- and share
answers and then to write answers on class
blog.
Provide a rubric for final reflection
paragraphs.
Show class how to create a Glogster to
communicate their results.

4 Down The Drain

Students
What did you learn after looking at all the
data? What summary statement can you
make describing what you found?
Can you think of anything that may explain
your results? Are there any factors that
might change your results? How might you
go about confirming your results? What, if
anything, should be done by you or others
based on your findings?
Write their final paragraphs on the class
blog.
Students will create a Glogster to
communicate their results.

INDEPENDENT PRACTICE:

Students will collect data of water usage for a week.

Students will finish writing their results in class blog at home.
Teacher will give feedback in class and in class blog.
Comparing gallons and liters homework assignment.

Down The Drain 5

The Down the Drain Project

Webcaptured URL

A CIESE Collaborative Project

Login

Project Information
Home

The Down the Drain Project

How Much Water Do You Use?

Overview
Student Activities
Teacher Guide

How much water do you use everyday in your home? Would you be surprised to learn that according to the USGS
the average American uses
between 80-100 gallons (approx. 300 - 375 liters) of water per day? Do you think people in other parts of the world use more or less water than
Americans? Well, this collaborative project will help you find out the answers to these questions. By collecting data on water usage from people
around the world you will be able to see how your water use compares to others and determine what you
might do to use less water.

Tools
Register

New to the Project?

Submit Data
View Data

Welcome newcomers! For an overview of the project as well as how to participate, click here.

Discussion
Current Participants

Resources
Student Gallery
Reference Material
Ask an Expert
Project Leader
Other CIESE Projects

This project was developed and is managed by the Center for Innovation in
Engineering and
Science Education (CIESE), which is located at Stevens
Institute of Technology in
Hoboken, New Jersey.

Copyright 2014 All Rights Reserved

The Center for Innovation in Science and Engineering
Stevens Institute of Technology

6 Down The Drain

http://ciese.org/curriculum/drainproj/[7/25/14, 12:43:26 PM]

Home

Register

Student Gallery

Overview

Submit Data

Reference Material

Student Activities

View Data

Ask an Expert

Teacher Guide

Discussion

Project Leader

Current Participants

Other CIESE Projects

Students collected data on these charts and then entered their data on a Google form.
Student Name:____________________________________________

Household Water Use Chart

Household Member Name

Total Weekly Water Use

(gallons)

1
2
3
4
5
6
7
8
9
10
Total Weekly Water Use by Entire Household
(gallons)
Average Daily Water Use by Entire Household
(gallons/day)
Number of People in Household
Average Daily Water Use
(gallons per person per day)

Down The Drain 7

Copyright 2000 Stevens Institute of Technology, Center for Improved Engineering and Science Education, All Rights Reserved

Student Name:__________________________________________________

Household Member Name:__________________________________________________

Personal Water Use Chart

{ ------------------ To be filled in by student ------------------------------- }

Activity

Sun

Mon

Tues

Wed

Washing face or hands

Taking a shower

Thurs

Fri

Sat

Estimated
Total
Number of Amount of Water
Times
Used (gallons)
1
50

(standard shower head)

Taking a shower
(low flow shower head)

25

Taking a bath
Brushing teeth

40
2

(water running)

Brushing teeth
0.25

(water turned off)

Flushing the toilet

5

(standard flow toilet)

Flushing the toilet

1.5

(low flow toilet)

Shaving

Getting a drink

0.25

Cooking a meal

Washing dishes by hand

10

Running a dishwasher

15

Doing a load of laundry

30

Watering lawn

300

Washing car

50

Total Weekly Water Use by Household Member (gallons)

Copyright 2000 Stevens Institute of Technology, Center for Improved Engineering and Science Education, All Rights Reserved

8 Down The Drain

Total Weekly
Water Use
(gallons)


SYNOPSIS OF THE LEARNING EXPERIENCE

I decided to create a Google classroom specifically for this project. This allowed me to
communicate with my students and share links, documents and deadlines in a closed
supervised environment. Moreover, this allowed the students to work at home or at the
library since our classroom does not have access to computers. Our class shared ways to
conserve water on the following Padlet page:

http://padlet.com/MrLopez37/iho1ql8fsr7m

Some students were able to come up with a water conservation idea, but others needed
some help. I shared the following link for them to read about ways to save water usage:
http://wateruseitwisely.com/100-ways-to-conserve/ Students were exited to share their
ideas that theyve learned and post them on an electronic bulletin board.

The class was asked to enter the data from their Personal Water Use Chart on a Google
form. This group of students were able to see the results collected from the class, which
provided us with the opportunity to discuss the meaning of averages using data that the
students had collected over a period of one week. Moreover, we had a discussion in our
Google classroom about using an online calculator and estimating information for our
charts.
























Down The Drain 9

 We gathered each of the students daily water use per person per day and found our class
average. This class average was shared on the projects website and shown to the class.
Students were excited that their gathered data and averages was shared and posted on the
projects website for the world to see. This made the project, the assignments and
discussions relatable to a real-world situation and motivated students on their learning.

Students created a Google slide presentation as a conclusion to this project. They were
asked to describe and share their water conservation idea, compare our class water
average with another school listed on the projects website and provide references for their
clip art. Here is a link to the students presentations.
http://mrlopez13.wix.com/downthedrain
I will continue to participate in this project with my students. They were able to
research, share and discuss water conservation ideas. Moreover, our class was able to use
math skills such as averages, data collection and data analysis to discuss their results. To
take this project a step further, I am currently collaborating with a science teacher for our
students to develop a hypothesis and implement it as part of the 7th grade curriculum.

10 Down The Drain

Students compare our class daily water average per person per day with those averages
posted on the projects website. This is the class conversation on their Google classroom.

This website page showcases students culminating Google Slides presentations.

Down The Drain 11

Cesar Lopez EDTC 518

Lesson Objective:
On this internet-based collaborative project, students will be able to collect data
of prices of groceries around the world. They will analyze and represent data as
graphs. Students will find unit costs using collected data. Students will also write
their results on class wiki and make comparison of cost of groceries from other
parts of the world.

ISTE standards: 1a) Creativity and innovation; apply existing knowledge to generate
new ideas. 2a) Communication and collaboration; interact collaborate, and publish
with peers employing a variety of digital environments and media. C) Develop cultural
understanding and global awareness by engaging with learners of other cultures. D)
contribute to project teams to produce original works or solve problems. 3d) Research
and information fluency; process data and report results.
CC standards: 7.7.SP.4 Use measures of center and measures of variability for
numerical data from random samples to draw informal comparative inferences
about two populations. 7.7.RP.3 Use proportional relationships to solve multistep
ratio and percent problems

Telecollaborative Structures: Class blog for project, class website for final
presentations, iMovie or access to Animoto to create final video.

Date of implementation: August/September 2014.

ANTICIPATORY SET:
Teacher
Show students video How much food can
you buy for $5 around the world?
https://www.yahoo.com/food/it-can-be-
tough-to-understand-another-nations-
90072886796.html

Students
Watch video, ask questions for clarification.

Ask: How did they determine how many

bananas you can buy for $5? Are the prices
the same in every part of the US?



Ask: How do we determine which quantity
to use when collecting hundreds or
thousands numbers (data)? Is $5 the
highest, the lowest price or something in
between?


Ask: How can we tell if a graph of the cost of
bananas is misleading (giving us the wrong
information)?

Discuss question with partner, share answer to

the class and write answer in projects blog for
homework. Answers may include: The prices
are not the same, they consider all the prices
and they use an average of all those prices.
Answer may include: $5 may be the highest if
the supermarket wants to validate its prices.

Answer may include: because we read the

graph and the information given may not be
the same as the price in our local supermarket.

INSTRUCTION:
Teacher
Show class the GLLP website and its
components.

Students
View the GLLP website on the projector or
computer screen. Ask questions for
clarification.

Hand out worksheet US grocery list and tell

class to select one supermarket and collect
data. They can also do this online.

Review US grocery list and ask questions for

clarification.

Show examples on how to find the unit rate of

an item. Ask students how would they use this
to fill out their grocery list worksheet.

Work on examples of unit rate. Answer: we

can use the unit rate to find how much one
pound of an item is, for example if we know
that 5 lbs. of corn is $20, we can divide $20 by
5 to find how much one pound is.

Work on examples on how to find the mean,

median, mode and range.
Tell students to post their learning on how to

Post your answers on Padlet page. Remember

Global Grocery List Project 13

find an unit rate, an example and how they

might use it when they make purchases on
Padlet page. Check answers for student
understanding and to clarify
misunderstandings.
GUIDED PRACTICE:
Teacher
Students use their knowledge of mean, median
and mode by collecting data from students in
the class and creating a bar graph of their
results.
Ask class if the mean, median or mode best
describes the data and why. Ask class to write
their answers on Padlet page and take a picture
of their graphs and attach it to their answers.
Check the work on the data collected, the
graphs and the reasons why they chose the
mean, median or mode.
CLOSURE:
Teacher
Have students compare data from other classes
through the Global Grocery List. They will
choose 5 items.
Instruct students to create a short video using
iMovie or Animoto to share the costs of those
five grocery items.
Instruct pair of students to share their movie
with their results on class webpage and make
comments for the other movies.
Provide a rubric for students movie and final
reflection on costs of groceries around the
world and affordability.

to use the proper netiquette and use your first

initial and your last name. Ask questions for
clarification.

Students
Collect data on student class and practice how
to find the mean, median and mode. Graph
your results.
Discuss answer with partner, agree on the
solution with your partner, chose the graph to
photograph and post your answer on the padlet
page.
Ask questions after you have discussed
misconceptions with your partner.

Students
Choose five items from the global list.
Work with your partner to create video on
costs of the 5 grocery items. Follow the rubric
that the teacher has provided.
Upload your short movie to class website and
comment on at least 2 other movies. Follow the
comment netiquette and guidelines.
Follow both rubrics to post comments and
creation of video.

INDEPENDENT PRACTICE:

Student participation in class blog will be required as homework assignment. They will
be expected to respond to the questions and read and comment of at least 2 other
students responses.

14 Global Grocery List Project

Teacher will check for student misunderstanding by providing feedback on blog and
answer questions through email.

Students will practice on practice problems from the book on mean, median mode and
unit rates.

Global Grocery List Project 15

Global Grocery List Project

Webcaptured URL

In its 16th Year Online

from The Landmark Project
Students share local grocery prices to
build a growing table
of data to be used in social studies, science, health,

mathematics, and other disciplines.

About Global Grocery List

Global Grocery List is a long standing
project that
generates real, peer collected data for student computation,

analysis, and conclusion-building within the context of

social studies, science,
mathematics and other disciplines.
This project was designed by The Landmark
Project, and
continues to be supported by the Global SchoolNet

Foundation.
The project creator and coordinator is
David Warlick, a 20+
year educator and who now works as an instructional

technology consultant (free-agent educator) and author.

Global Grocery List began on FrEdMail,
a distributed
educational network of the Global SchoolNet Foundation, in

December of 1987. Since then it has collected grocery

prices from classes
all over the world and provided real
data for examining important issues
of our local and global
communities.
Enjoy the project!
-- dave --

16 Global Grocery List Project

http://landmark-project.com/ggl/index.html[7/25/14, 12:42:29 PM]

GGL
Home
Participating
The Grocery
List
U.S. List
World List
Submit
Prices
View
Prices

SYNOPSIS OF THE LEARNING EXPERIENCE

It was a challenge to implement this project because of the following two reasons: The creator
of Global Grocery List has stopped implementing the project since 2010 and the data from
other classrooms is not available. Second, most students did not have access to a computer at
home and found it difficult to stay after school to use the librarys computers.
I decided to implement this project by creating a Google classroom since my district provides
Gmail addresses to all students. As seen below, the layout of the Google classroom allows a
closed environment to have discussions, post announcements, post assignments, share documents
and have discussions.

Students watched a video about how much food can be purchased for $5 around the world.
https://www.youtube.com/watch?v=2dS8qjJ4lQ0 This video was an introduction of price
comparisons around the world. Then, students were asked to answer two questions on a Padlet
page about the video. I will have to change the questions on the Padlet page because I realized
that I did not word the question correctly. The question will be changed to: why do we get more

Global Grocery List Project 17

bananas for the same $5 in different parts of the world? My class enjoyed posting their answers
on the Padlet page and instantly reading the answers from the rest of their peers.
http://padlet.com/MrLopez37/62i6v3fopent

I created a Google form and asked the class to investigate the prices asked on the projects
website. It was the first time that our class has worked on applying mathematics in the real
world. The class attention was visible and they were curious and asked questions about the
products, prices and the ways to gather the data.

This part of the project led to a discussion about finding unit prices, price comparisons and
averages. Our class had to compare the food prices from a different source since the projects
18 Global Grocery List Project

database of food prices is not available. I found this website that gives the prices of groceries
around the world: http://www.numbeo.com/cost-of-living/ We had to use the data that the
students had gathered and compare it to a different country. I shared the following chart for
students to do their own investigation and price comparisons.

This lead to discussions about foreign currency conversion and what makes a currency
stronger than others (this could be a great GLP.) As a culminating activity, the class created a
Google slide showing the price comparisons of three grocery products.
http://mrlopez13.wix.com/globalgrocerylist
This was a great activity for students to investigate food prices around the world, learn about
unit prices and foreign currency. However, I will have to find a different project website since
Global Grocery List appears to be inactive. I found that the excitement and participation level
increases when students know that others around the world are participating in the same activity.
Moreover, I need to allow students to have conversations about foreign currency on the Google
classroom. This would allow participation from all students and will give them the opportunity to
read, discuss and comment on the answers of their peers.
The following are some examples of the investigation on prices on grocery items around the
world completed by students participating on this project.

Global Grocery List Project 19

This website page provides examples of students culminating Google Slides activity.

20 Global Grocery List Project