Technology Integrated Lesson Plan
MEDT 3401
Name: Ronda Stapleton, Jennifer Neumann, Kylie Campbell
Lesson Plan # 4
Classroom Configuration
1 Computer 3-5 Computers 6-10 Computers 1-1
X
Design for Learning
Whole Group Small Group Pairs Individual
X
Bloom’s Taxonomy - Levels Addressed
Knowledge Comprehensio Applicatio Analysis Synthesis Evaluation
n n
X X X X
Lesson Title Geometric Jamboree
Subject (s) Geometry
Duration Two days, 20 minutes per day, during daily center
rotation
Learners
Grade Level(s) nd
2 grade, but this lesson could easily be adapted for other
grades. Microsoft Excel could easily be used in a variety
of more complex assignments.
Special Needs Students necessitating modifications will be
accommodated. Students will be placed in groups,
heterogeneously, to ensure that each group contains
students with adequate abilities for successful completion
of the assignment. Similarly, during the rotation, the
teacher or assistant can monitor and assist lower level
students.
ESL Allow ESL students to publish in first or second
language. Provide students with a hardcopy of translated
names of shapes and categories for spreadsheet
completion. Then, allow an upper level student to assist
the ESL student in completing the activity in his or her
first language. Similarly, an assistant could also aid in the
completion.
Prerequisite Skills Students must have:
Basic keyboarding skills
Reading Level of at least a 1st grade level
Curricular Connections
Performance Objectives After completion of the lesson, students will be able to:
Name and identify the six basic geometric solids
Describe the basic attributes of the six basic
geometric shapes by discussing within their group
and completing a spreadsheet in Microsoft Excel
Organize attributes of geometric solids into a
spreadsheet
Create a spreadsheet containing the name of shape,
number of faces, edges, and corners
GPS and Elements M2G2 Students will describe and classify solid
geometric figures (prisms, cylinders, cones, and
spheres) according to such things as the number of
edges and vertices and the number and shape of faces
and angles.
a. Recognize the (plane) shapes of the faces of a
geometric solid and count the number of faces of each
type.
b. Recognize the shape of an angle as a right angle, an
obtuse angle, or an acute angle.
Teacher NETS Planning and Designing Learning Environments and
Experiences: Teachers plan and design effective learning
environments and experiences supported by technology.
Teachers:
a. design developmentally appropriate learning
opportunities that apply technology-enhanced
instructional strategies to support the diverse needs of
learners.
b. identify and locate technology resources and evaluate
them for accuracy and suitability.
c. plan for the management of technology resources
within the context of learning activities.
d. plan strategies to manage student learning in a
technology-enhanced environment.
Teaching, Learning, and the Curriculum: Teachers
implement curriculum plans that include methods and
strategies for applying technology to maximize student
learning. Teachers:
a. facilitate technology-enhanced experiences that
address content standards and student technology
standards.
b. apply technology to develop students’ higher-order
skills and creativity. Manage student learning
activities in a technology-enhanced environment.
Student NETS Basic operations and concepts
a. Students demonstrate a sound understanding of the
nature and operation of technology systems.
b. Students are proficient in the use of technology.
Social, ethical, and human issues
a. Students understand the ethical, cultural, societal
issues related to technology.
b. Students practice responsible use of technology
systems, information, and software.
c. Students develop positive attitudes toward technology
uses that support lifelong learners, collaboration,
personal pursuits, and productivity.
Technology productivity tools
a. Students use technology tools to enhance learning,
increase productivity and promote creativity.
b. Students use productive tools to collaborate in
constructing technology enhanced models, prepare
publications, and produce other creative works.
Assessment
Assessment Formal – Students will complete a geometric solid
spreadsheet using Microsoft Excel, which includes
attributes such as shape name and number of edges,
faces, and corners. Spreadsheets will be evaluated using a
rubric which evaluates mathematical errors, working with
others, completion, and printing.
Instructional Media
Materials Pencils, Print Paper, and Six Geometric Solids
Technology
Teacher Computer with Microsoft Suite and Printer
Projector
Student Computer with Microsoft Suite and Printer
Teacher URLs http://www.rubistar.4teachers.org/index.php
Student URLs There are no student URLs, but the lesson could easily be
enhanced by incorporating a research element online.
Learning Plan
Hook/Motivation Begin center time, on day one, by walking around the
room and allowing students to draw geometric solids
randomly from a brown paper sack. As students choose
shapes, encourage them to discuss things they notice
about the appearance and feel of the shape.
Connections to Previous This lesson should connect to previously learned
Learning keyboarding skills and basic plane figure identification
and recognition.
Procedures 1. Hook students with brief introduction using the paper
*Number these bag and mystery shapes. Refer to Hook/Motivation
above.
2. Instruct students that for two days during center time,
they will be working in groups to explore the six basic
geometric solids and complete a Geometric Jamboree
spreadsheet.
3. Since using Excel, use a computer and projector to
conduct a brief lesson on working with, saving, and
printing a spreadsheet.
4. On day one, within groups, students discuss the
attributes of the geometric solids during their math
center.
5. On day two, within groups, students access computer
to complete a spreadsheet, using a pre-made template,
within Microsoft Excel.
6. After inputting attribute data, students print their
spreadsheets and place them in center folders.
Student Students will create a Geometric Jamboree spreadsheet,
Processing/Products using Microsoft Excel, which includes attributes such as
shape name and number of edges, corners, and faces.
Finally, students will print.
Adaptations Use computer adaptations as necessary for special needs
students: large font, adaptive keyboards, text readers,
software such as Co-Writer or Write Out Loud. Also,
students who are unable to type their assignment will be
allowed to complete a handwritten version. Similarly,
students with extenuating circumstances will be
evaluated with greater flexibility concerning expectations
of overall content.
Connections to Other This lesson is purely a mathematical lesson, and it does
Disciplines not directly connect to other academic disciplines.
However, the lesson does encourage social skills through
group work, and it helps develop strengthened
technology skills.
Extensions/Enrichments Students who finish early will continue their geometric
solid exploration by describing the shape of the faces for
each geometric solid. Also, students can use white paper
to complete hand sketches of the six basic geometric
shapes.
Reflection
Kylie Campbell
This lesson plan was a beneficial experience, because I enjoyed integrating technology
into a math lesson. Often times, students are easily intimidated by math, and allowing
them to incorporate technology may make the subject more enjoyable and interesting.
The lesson plan would be fun to do in a math center, and I look forward to incorporating
technology into my daily lessons.
Ronda Stapleton
This lesson could be a fun activity for the students to do within their center groups. I feel
having them work in the heterogeneous groups to aid them in the learning of the
geometric solids, due to geometry sometimes being a difficult subject area. I like this
lesson, and the way we incorporate the spreadsheet into the lesson.
Jennifer Neumann
I actually did a lesson similar to this, with the second grade class I observed, without
incorporating technology (Microsoft Excel). I believe that math is a tough subject for
many students, so by allowing them to use the computer to aid in their learning, you may
make the assignment more enjoyable. I completed this lesson in a small group but I
believe it would be fun for students to complete the lesson as a center activity.
