Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Geometry in Everyday Life

Content Area: Geometry
Grade Level(s): Sophomores
Content Standard Addressed:

MGSE9-12.G.MG.1 Use geometric shapes, their measures, and their properties to describe objects

(e.g., modeling a tree trunk or a human torso as a cylinder).

MGSE9-12.G.MG.3 Apply geometric methods to solve design problems (e.g., designing an object or structure
to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

Technology Standard Addressed:

1a. Apply existing knowledge to generate new ideas, products, or processes

1b. Create original works as a means of personal or group expression

2c. Develop cultural understanding and global awareness by engaging with learners of other cultures

3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

Selected Online Project/Collaboration Site/Publishing Opportunity:

URL(s) to support the lesson: http://mathforum.org/library/drmath/sets/high_practical_geom.html

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom: In this lesson, students will be paired or grouped together with their fellow students. From there,
they will get on the provided computers and go to the website Ask Dr. Math. From there, they will click on the
subject “Geometry” and then click on “Practical Geometry”. Under practical Geometry are everyday
problems or things that students can build using the Geometry that they have been learning in class. They can
pick from any of the problem prompts given and they will write up or type up the way you would solve this
problem and the math that they used to solve it. Once they have that final product, they will then upload the
solution of their hard work onto KidPub, This way others students and other people who value this
information can access and use it.
What technologies would be required to implement this proposed learning activity in a classroom?
 Computers, iPhones, or tablets.

Describe how the following features are addressed in this learning experience (note: all of them may not be
addressed in the project, but most should be if you are reaching a high LoTi Level).
a. Collaboration with peers, near-peers, and mentors outside their classroom and often beyond their
school: I would pair or group my students. This way they can collaborate with each other as well as
collaborate with other professionals or mentors through the online site Ask Dr. Math.

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): It is student centered because it is asking the students
to work together to build something using math that they have seen before or solve an everyday
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 Online Projects, Collaboration Sites and Publishing Opportunities
problem using the Geometry they have used in class.

c. Higher-order thinking: This is a higher order thinking activity because the students are being asked to
apply the geometry that we have learned in class and relate it to building something that humans use
in their everyday life or solving problems that human encounter in everyday life.

d. Students publishing their original work to others who will use/care about their product: Students
will then publish their group or paired work on KidPub so others can view and value their work that
they put into this project.

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): This activity aligns with the framework of the UDL principles. For
representation, the “what” of learning: Bridge concepts with relevant analogies and metaphors. For action
and Expression, the “how” of learning: Use prompts and scaffolds to estimate effort, resources, and difficulty
and models or examples of the process and product of goal-setting. For Engagement, the “why” of learning:
Design activities so that outcomes are authentic, communicate to real audiences, and are purposeful.

Lesson idea implementation and Internet Safety Policies: First, I would inform my administrators and the
parents of my students about what I plan on doing for this project and how it will support student learning
and how I will protect the students identity and their safety. There is no video communication but just to be
safe I could put tape over each computer camera. I would also tell the students to come up with a code name
that they use to talk to people over the internet.

Reflective Practice: This will support student learning because it lets the students apply what their learning to
what they can actually apply this knowledge in the real world. I hear students a lot saying, “I will never have
to use this in the real world”. When in fact this is not always true so I’ll have them do a project that actually
applies geometry into the real world. To further advance this activity I would ask the students what other
problems could we solve or that else could we build using Geometry?

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