Classroom Blog and Website Creation Tools

Lesson Idea Name:​ Learning Shapes Assignment

Content Area:​ Mathematics- Geometry
Grade Level(s):​ Kindergarten
Content Standard Addressed:​ MGSEK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or
three-dimensional (“solid”).

Technology Standard Addressed:​ 3- Knowledge Constructor

Selected Technology Tool:

☒​Blog ​☐​Wiki ​☐​Other: Website Creation Tool (list):

URL(s) to support the lesson (if applicable):​ http://jjimenez13.edublogs.org/flipped-classroom/

Bloom’s Taxonomy Level(s):

☒​Remembering ​☒​Understanding ​☒​Applying ​☒​Analyzing ​☒​Evaluating ​☐​Creating

Levels of Technology Integration (LoTi Level):​ ​(Level determined by the specific lesson idea)
☐​Level 1: Awareness ​☐​Level 2: Exploration ​☐​Level 3: Infusion ​☒​Level 4: Integration
☐​Level 5: Expansion ​☐​Level 6: Refinement

Universal Design for Learning (UDL):

Engagement: ​The students are being given the opportunity to explore things in their everyday environments
and are being given choices as to what they choose to share about in class.
Representation: ​The assignment is being given to them as an audio file in which they can listen to the
instructions and a transcript is also being provided in which they can read the instructions.
Action and Expression: ​Students have the option to take pictures of their objects that they can bring to class
or the option to bring in the objects themselves.

Lesson idea implementation:​ The teacher will first present students with a lesson on 2-dimensional and
3-dimensional shapes and provide activities and practice on this standard throughout the week. At the end of
the school week, the teacher will remind students to check the classroom blog for instructions on their
weekend homework assignment. This assignment can take anywhere between 20 minutes or the whole
weekend, depending on what objects students decide to use as their 3-dimensional observations. On
Monday, students will be expected to bring in their objects or pictures of their 3-dimensional objects and
share with the class the attributes that make the objects 3-dimensional.
Based on the students’ in class discussion of their objects and the objects they identify as 3-dimensional, the
teacher will be able to assess students’ understanding and learning of the material. The teacher will then
compile all of the students’ 3-dimensional shapes and take a picture to upload it to the classroom blog. This
final product can be used as a resource for students to check back for a visual reminder on what
3-dimensional objects in real life look like. In all, this project is a way for students to apply what they have
learned to their real life.
Importance of technology: ​Using a website-creation tool is critical to the project because it allows for easier
accomodation to the UDL principles. Posting the project instructions on the website allow students to both
listen to and read what is expected of them. Although the project can be completed without this technology,
the easy access to instructions will be lost without it. In addition to the website, a camera or
tablet/smartphone with a camera will be used.
Inspiration (optional):

Summer 2017_SJB
 Classroom Blog and Website Creation Tools
Internet Safety and Student Privacy: ​The teacher will be posting a picture of the students’ objects on the
classroom blog and this may bring up concerns in whether students will be seen in the picture or the school
location will be known. As the teacher, I will be sure to not include students’ names or faces in the photo and
keep the background minimally shown. If I do decide to include students in the picture, I will be sure to send a
parent consent form home with students and provide it on the class blog before proceeding.

Reflective Practice: ​The activity created in this lesson can impact student learning in a rewarding way by
allowing them to relate what they learn to their everyday lives. This activity can be further extended by
allowing students to create their own blog entries about the objects they find to further move up on Bloom’s
levels of taxonomy.

Summer 2017_SJB