Learning Experience Outline

Mathematics Model Lesson

1. Name:
Lyndsey Wells
2. Grade Level and Title
Grade 2: Exploring 3D Shape Attributes
3. Math Common Core Standard
Standard - 2.G.1:
Recognize and draw shapes having specified attributes, such as a given number of angles or a
given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and
cubes.
4. Process of Learning:
This learning experience is lead through student discovery with use of interactive tools and
mobile devices to explore 3D shape attributes. Students engage in content material using a
geometry website after viewing a tutorial the evening prior to the hands on learning activity in
the classroom. The website allows students to explore 3D shape attributes while directly being
able to manipulate the shape. Students will engage in a nearpod fill in the blank homework
assignment and complete a discussion prompt about their observation of right angles after
utilizing the source. Class time will be maximized as students use iPads to access the
interactive learning app Shapes: 3D Geometry Learning to explore the number of faces,
vertices, and edges of pyramids and prisms all while being able to manipulate the shape.
Students will design their shape(s) using the app with the option to change colors, (such as
coloring the two polygon bases of a prism a different color from lateral faces) and then print
out the shape to cut out and construct in class, folding along its edges. Students can create as
many shapes as preferred, given the amount of time to explore the app. If desired and students
demonstrate a strong conceptual understanding of basic prisms and pyramids, students can
explore and attempt to construct more complex polyhedrons, such as a dodecahedron or an
icosahedron. Students will recollect as a whole class to debrief and share their findings as a
whole class. The teacher will use Google Sheets to create a pie chart of shapes that students
created to get a percentage on the most and least commonly constructed shapes in the class. As
students report their findings, the teacher will create the chart and ask students to hold up their
shape if theyve also constructed the same thing, and perhaps share the differences of the
shape theyve created, such as selecting a different color.
5. Objective & Expected Student Outcomes:
Condition
Behavioral
Criteria
Verb
Students will use
comprehend
the various attributes of prisms and pyramids and
the website
complete the nearpod and discussion prompt
resource to
assignments; achieving at least a 7/10 on nearpod

assignment.
Students will

utilize

the Shapes: 3D Geometry Learning app to design and

construct at least 1 prism and 1 pyramid.

Students will

vocally debrief
and report

their findings to the class in contribution of a

displayed pie chart.

6. Criteria for Assessment

Teacher will assess students based on
o the completion of the nearpod fill in the blank homework assignment
o student analysis of right angles on the discussion board prompt
o use of the in class Shapes: 3D Geometry Learning app to assemble 3D shapes
o vocal contribution of findings during debriefing period

7. Connecting the Science, Technology & Learning Standards

NYS Science Connection & Standard(s)
Analysis, Inquiry, and Design S1.1a&b
Scientific inquiry inspires the continuing, creative process required in developing rational
explanations of natural phenomena in the surrounding world.
S1.1 Ask why questions in attempts to seek greater understanding concerning objects and
events they have heard about.
S1.1a Observe and discuss objects and events and record observations.
S1.1b Articulate appropriate questions based on observations.
International Society for Technology in Education (ISTE) Standards Connection
1. Creativity and Innovation:
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
c. Use models and simulations to explore complex systems and issues.
3.Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize and ethically use information from
a variety of sources and media.

Reflection
This is an interactive geometry lesson model in which students have the opportunity to
expand their understanding of the various attributes of 3D shapes. To maximize classroom
activity time, students engage in content understanding the evening prior to the activity.
Therefore, they have a framework of understanding of the content necessary to expanding their
knowledge with use of an in class mobile device application. Essentially, this is a flipped lesson
model where students are able to grapple with content using a website that allows them to
manipulate 3D shapes and synthesize their understanding. Prior to using the website they have
access to a complete tutorial where I demonstrate how to navigate the site and touch on key
points that they will need to understand in completing the nearpod fill in the blank and contribute
to the discussion forum on their observation of right angles. I also vocalize in the tutorial exactly
what they will be engaging in the next day, giving them the opportunity to anticipate the hands
on activity. The nearpod assessment and discussion prompt will allow me to analyze student
understanding prior to the classroom activity.
As students enter the classroom, they will use an iPad to access the Shapes: 3D Geometry
Learning app. This is an opportunity to reinforce their understanding of 3D shape attributes by
virtually manipulating and exploring the shapes in further detail. Next, they will print out the
shapes that they create, cut out, and directly assemble the 3D shapes by locating its bases and
folding along its edges to match up the lateral faces with precision in order to create the shape.
Although this is an independent task, it is interactive on multiple levels; being that students
interact with the shape virtually prior to interactive engagement through constructing the shape.
All the while, the teacher can scaffold and differentiate learning by observing student
engagement and understanding in constructing the shapes. The application features allow
students to select their shape and change its colors. If a student has a difficult time deciphering
the bases, the teacher can advise students to make the bases a different color from its lateral
faces. This will allow students to determine where the edges meet up in order to fold the shape
accordingly. If advanced students want a challenge, the app allows students to access more
complex shapes. Once students demonstrate a firm understanding in creating basic prisms and
pyramids, the teacher can prompt students to explore and attempt to construct more complex
polyhedrons, such as a dodecahedron or an icosahedron. The activity time allows students to
explore 3D shapes at a level that is most appropriate for them.
The assessment of content is validated the evening before the in interactive activity as
students complete the nearpod fill in the blank form and engage in the discussion thread.
However, an ongoing informal assessment is happening directly during the activity as the teacher
is able to see the process in which students demonstrate a solid understanding of the shape as
they directly construct it. Personally, I like this form of assessment most because it takes the
competitive nature and pressure away from engaging with the content and focuses mostly on the
freedom to explore, design, and create shapes of the students choosing. However, the basic
expectation of the activity requires students to construct at least one prism and one pyramid.
Through use of this app, students have the freedom to be creative at their own level and make
discoveries is a personalized setting. This eliminates the aspect of feeling left behind or not
keeping up with the others because the learning time is individualized and the teacher will have
an understanding as to who may need further assistance based on the nearpod fill in the blank
form and discussion thread posted the night before. All students will be engaged with the
application on various levels as the teacher asks prompting questions and facilitates their use of

the application. Students have the opportunity to dismiss misconceptions, build further
understanding, and feel inspired to explore more complex systems without the pressure of feeling
right or wrong in what they are accomplishing.
This is an interactive lesson that puts an emphasis on confidence boosting for greater
performance where the teacher is able to scaffold student learning while students maintain the
overall control of their personalized learning experience. Twenty-first century education
demands an adequate balance of developing student creativity and critical thinking skills. In an
interview with Amy M. Azzam from the article, Why Creativity Now? A Conversation with Sir
Ken Robinson, Sir Kenneth Robinson notes, creativity is a process of having original ideas
that have value. We want our students to feel that their thoughts are indeed valuable and their
voice matters. However, it is essential that students must come to understand the process of
critical thinking; the voice that asks, does this even make sense? Robinson identifies creative
and critical thinking as a necessary unison of thought in moving forward in understanding. While
childhood creativity is miraculous and captivating, he cautions, creativity isn't just about
coming up with new ideas; some ideas might be completely crazy and impractical. Yet, without
creativity we become devoid of purpose and lack the ownership in garnering our own
understanding, which becomes symbolical of the memorize and regurgitate informational
influx. This model in education being one of the nineteenth centurys biggest criticisms.
However, we still struggle to achieve the pedagogical balance of creativity and critical thinking.
A lot of misconceptions arise about the creative process, Robinson notes that educators
think that in order to teach creatively they have to be a creative individual. It almost seems that
in that stereotyped sense people assume they must be an amazing artist or know everything about
the work of Picasso. This is silly in thought, being that the creative process has little to nothing to
do about achieving greatness in the realm of art. However, many of the greats do use the process
of creativity to channel their innermost thoughts and complexities, quite often revealing itself in
the form of art. However, again, when we think of art the stereotype of Picasso wearing a French
beret and painting ever so eloquently comes into vision. There are multiple forms of art in
literature, music, cooking and so on. Truth be known, creativity blossoms in all aspects of life.
Its a driving force necessary in becoming passionate in something and a part of self-identity
through discovery. When boiled down, to teach creatively means to understand the multiple
levels in which students operate on, gather their interests, and utilize multiple sources to inspire
them to become engaged with content to develop their own understanding of the functioning
world around them. In doing so, the process of critical thinking becomes eminent as questions
arise and students begin to understand the value of consulting a host of reputable sources to
sharpen their knowledge and dismiss misconceptions. An educators job is to evaluate necessary
avenues in maintaining personalized balances for individual students and provide those students
with reliable sources, mediums, and outlets to channel their creativity. Hence, the importance of
the process of reflection and establishing a professional learning network (Twitter).
The application used in this lesson allows students to channel their creative nature while
directly reinforcing their content understanding of 3D shape attributes. One challenge in using
this application is helping students to balance their creativity with use of critical thinking skills.
For example, I can imagine myself in a scenario with a student that may struggle in creating a
basic rectangular prism, but wishes to create a dodecahedron because he spots another student
doing it. In this situation, I would encourage the child to explore the app further and practice
forming basic structures prior to attempting a complex one. Also, the lesson objective
requirements indicate that students must first demonstrate the ability to create at least one basic

prism and pyramid prior to moving into complex systems. This can be a tricky spot, seeing that
you dont want a childs level of engagement to become withdrawn. However, this really allows
students the opportunity to engage in creativity while developing critical thinking skills in
multiple fashions.
Students are also engaging in critical thinking skills as they analyze and work to
successfully construct the shapes based on alignment and their overall applied knowledge of
content. After the students work with the application individually, they will engage in a whole
class debriefing where they will voluntarily report their individualized findings. During this time,
students will discuss the process in which they chose, virtually manipulated, and constructed
their shapes. They will identify their means of classification between their chosen prisms and
pyramids. If desired, they can talk about the difference between the two polyhedrons, edges
alignment, number of vertices, shape bases and lateral faces, and the findings of right angles.
During the debriefing, the teacher will use Google Sheets to create a displayed pie chart of the
various shapes to get a percentage of the most and least commonly created shape. From here,
students can synthesize their learning by deciphering whether the greater percentage is of prisms
or pyramids. Nonetheless, the process being inquiry as inspiration driven!
Azzam, Amy M. "Why Creativity Now?" Educational Leadership 67.1 22-26. Web. Sept.
2009.