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BBPT Lesson Idea

This lesson plan teaches 9th and 10th grade students about the volume formulas for cylinders, pyramids, cones, and spheres. Students will use the online mind mapping tool Popplet to create a product demonstrating their understanding of volume formulas and how to apply them to solve problems. To begin, students will participate in a hands-on activity using physical shapes to pour water between containers and observe volume relationships. They will then create individual or paired Popplet maps representing their comprehension of the volume formulas and concepts. This technology-based assessment allows students to show their understanding in a visual way. The lesson incorporates higher-order thinking and applies what students have learned.

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65 views2 pages

BBPT Lesson Idea

This lesson plan teaches 9th and 10th grade students about the volume formulas for cylinders, pyramids, cones, and spheres. Students will use the online mind mapping tool Popplet to create a product demonstrating their understanding of volume formulas and how to apply them to solve problems. To begin, students will participate in a hands-on activity using physical shapes to pour water between containers and observe volume relationships. They will then create individual or paired Popplet maps representing their comprehension of the volume formulas and concepts. This technology-based assessment allows students to show their understanding in a visual way. The lesson incorporates higher-order thinking and applies what students have learned.

Uploaded by

api-522925992
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Volume of Geometric Shapes


Content Area: Geometry
Grade Level(s): 9th and 10th grade

Content Standard Addressed:


MGSE9-12.G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

Technology Standard Addressed:


Empowered learner, 1c. Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.
Creative Communicator, 6b. Students create original works or responsibly repurpose or remix digital resources
into new creations.

Selected Technology Tool: Popplet

URL(s) to support the lesson (if applicable): https://app.popplet.com/#/p/6042822


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): Popplet is a simple and fun mind mapping application designed for
educators, students, and business professionals. This tool is used for generating ideas and thoughts, capturing
facts, enhancing visual learning, planning projects, and conducting brainstorming sessions. For my lesson,
Popplet is an online tool students will use to create a product that includes review definitions of geometric
shapes and give examples of how to solve problems by applying volume formulas of cylinders, pyramids,
cones, and spheres. This tool will allow students to illustrate their understanding of the content, which
highlights the Representation principle of UDL.
Lesson idea implementation: At the start of this lesson, prior to the lesson task, there will be a small hands-
on activity presented by a selected few to demonstrate the relations within the volume of geometric shapes.
There will be clear, hollow-like, geometric shapes provided for two volunteers to use for the demonstration
given to the rest of their peers. The cylinder manipulative will be filled with water, the student volunteers will
be instructed to pour the water from one shape to the next going in the order: cylinder, cone, sphere,
pyramid. After each pour, I will ask the rest of the whole group to identify what they observe and if they can
recall the volume formula for the specific shape. This part of the activity is to help jump start the students
thinking in making connections between the figures rather than simply lecturing the students and moving on.
The technology-based activity is designed to be an individual or pairs assignment, as an informal assessment
of the students understanding of measuring the volume of geometric shapes. Students will be able to make
the choice to work individually or with a partner. They will be instructed to create a map on Popplet that
represents their understanding; individually or collectively. Students will have the remainder time of the class
period to complete and submit this activity which should be roughly 30-45 minutes depending on the
duration of the class period. This assessment will be graded as a partial-content quiz in this unit of the class.

The lesson extends to higher levels of Bloom’s taxonomy because the students are using features within a
computer-based program, Popplet, to create a product. The students are also applying what they have

Spring 2018_SJB
Beyond-the-Basic Productivity Tools (BBPT)
learned in this lesson to complete the activity. Student will submit their work for review as their exit ticket of
the day. Towards the end of this unit, before the unit test, any errors or misconceptions uncovered will be
addressed to the ensure class during a unit review by displaying a selected few student examples showing the
best, most appealing and accurate work.
Reflective Practice: Using Popplet in this lesson to assess student learning is an innovative way to utilize a
resource rather than assigning a written assessment. After this lesson, students should feel more comfortable
using Popplet to create presentations and be able to explain the relationships between the volume formulas
of the geometric shapes. Using BBPTS in the mathematics classroom is beneficial and allows students to
explore the opportunities given through using technology to deliver and create content. For a further
extension, I could create a bonus question for the students to answer about connecting the given figures and
their volumes to the next lesson concept. Or the students can write a reflection about the informal
assessment and the lesson overall, whether it was beneficial to them as an individual, allowing for the
opportunity for students to make connections between the assessment and the use of technology prompting
them to think further into their learning process.

Spring 2018_SJB

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