Learning Experience Outline

Mathematics Model Lesson

1. Name:
Lyndsey Wells
2. Grade Level and Title
Grade 2: Geometric 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 through a cooperative model, in
which students utilize web based resources to formulate a group padlet pertaining to a specific
geometric shape and its various attributes. Students will present and articulate their findings as
a group. Afterwards, students will engage in an independent based project using the various
group created padlets and resources to create digital flashcards using Google Sheets to then
publish on Flippity to study for their geometry quiz.
5. Objective & Expected Student Outcomes:
Condition
Behavioral
Criteria
Verb
Students will use the create
a padlet using 5 or more resources provided.
technology device to
Students will

utilize

correct terminology, identifying at least 5 shape

attributes.

During the
presentation, students
will

speak
fluently

about the process of creating the padlet, mentioning

resources and valuable information related to shape
attributes connected to real world scenarios.

6. Criteria for Assessment

Teacher will assess students based on their contribution to the group padlet and overall
quality of work. The teacher will also assess students based on their citation of sources and the
clarity of their oral presentation. (Rubric as follows)

CATEGORY
Use of Resources

Working with
Others

Mathematical
Terminology

Presentational
Quality

4
Student always
listens and follows
directions provided
by the tutorial and
only uses resources
as instructed. Student
successfully
completed padlet
using 5 or more
resources provided.
Student was an
engaged group
member, listening to
suggestions of others
and working
cooperatively
throughout lesson.
Correct terminology
and identification of
shape attributes are
frequently used,
demonstrating a clear
understanding of the
shape.
Student speaks
fluently about the
process in which they
added to the padlet,
mentioning resources
and valuable
information related
the shape attributes.
Student connects
shape attributes to
real world, three
dimensional, and
digital imagery.

3
Student typically
listens and follows
directions and uses
resources as
instructed most of
the time. Student
successfully
completed padlet
using 3-4 resources
provided.
Student was an
engaged partner but
had trouble listening
to others and/or
working
cooperatively.

2
Student sometimes
listens and follows
directions and uses
resources
appropriately when
reminded. Student
demonstrated effort
completing padlet
using 2-3 resources
provided.
Student cooperated
with others, but
needed prompting to
stay on-task.

1
Student rarely listens
and often becomes
distracted with the
resources instead of
using them as
instructed. Student
used 1 of the
resources provided.

Correct terminology
and identification of
shape attributes are
usually used,
demonstrating a fair
understanding of the
shape.
Student speaks with
somewhat ease about
methods used in
creating the padlet,
mentioning some
resources. Student
connects shape
attributes to at least
two real world objects
and one form of
graphic design.

Correct terminology is
used, but student
shows little
understanding of
shape attributes.

There is little use, or

a lot of inappropriate
use, of terminology
and overall shape
attribute
identification.

Student
demonstrates an
understanding of
shape attributes, but
does not mention
resources used in
creating the padlet.
Student connects
shape attributes to at
least one real world
object.

Student does not

demonstrate
understanding of
shape attributes nor
does the student use
any form of real worl
connection.

Student did not work

effectively with
others.

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.

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance to support individual learning and contribute to the learning of others.
a. Interact, communicate, and publish with peers, experts, or others employing a
variety of digital environments and media.
b. Communicate information and idea effectively to multiple audiences using a
variety of media and formats
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 a cooperative geometry lesson model, in which the teacher establishes how many
students are in a group, what shapes are being researched, what application students use to work
cooperatively, and what web based sources are used in the making. Being that this task is
performed by second graders, it is essential that the project is well structured and teacher guided.
Therefore, a padlet tutorial is included in the instruction portion of the assignment. In this
tutorial I demonstrate how to navigate the padlet as well as how to upload image files, web links,
and even use the webcam to photograph shapes in my immediate surroundings. This ten minute
tutorial creates a foundational understanding of the tools prior to student engagement, as well as
a resource to go back to. This fosters student independence and differentiation to all learners.
Group members can work cooperatively, highlighting each others strengths. Perhaps student A is
about to navigate web links and acquire shape attribute information while student B scans the
room to find real world shape connections as student C prepares to use the webcam to upload a
direct photo to the padlet while student D researches a rationale connecting the shape to a real
world model. The point here is that this lesson incorporates a multilevel medium for students to
thrive in a cooperative setting and feel confident about it.
To up the individual accountability aspect of the lesson, because motivation is a key
component of performance, it is noted in the tutorial that students will not only be demonstrating
an oral presentation, for which they will be graded, but there is an independent portion of the
task. In the independent portion, after all groups have created, stored, and presented their shape
explorer padlets, students will access all group padlets as a resource to create flashcards using
Google Sheets to study for the geometry quiz. Before students engage in the group activity, they
know that all other students, not only their group, will be relying on them to create a high quality
presentation, full of useful information pertaining to shape attributes. Therefore, students are not
only contributing to their own academic achievement, but their research will directly impact the
study of the entire class. However, students are presented with the option to conduct their own
research after the group presentations, prior to making the flashcards, to interject any important
information they find to be necessary in test preparations. All students have all access to the
resources used in making the padlets.

Students will be allotted approximately three days to create the group padlet for
presentation. This includes specific classroom time, optional classroom time, and the ability to
work on the padlet from home. Therefore, if students are not able to access a computer at home,
they can use a computer in class. Also, the optional classroom time is given to students that
successfully complete their tasks in a timely fashion, thereby creating a motivational opportunity
to work on the padlet while others complete their work. This takes the dictatorship role away
from the teacher and allows students to become engaged facilitators of their own learning. The
cooperative lesson model allows students to work with students and decipher what information is
important to them. During the given classroom working time, the teacher can walk around and
ask students questions about their padlets. This gives the teacher a noninvasive opportunity to
monitor student learning and a chance for students to revise information or incorporate more
information.
The level of creativity in this learning experience is booming. It is a fun way to meet the
mathematical learning standard of shape attributes. Not only are students talking about shapes
and shape attributes, but they are exploring more advanced concepts. Such as, what are some
graphic design companies that create patterns that utilize this shape? Or, what is the difference
between organic and geometric shapes? This lesson is designed not only to meet the standard
and establish a cooperative learning model, but to instill curiosity within the students in hopes
that they do go home and wish to seek out and share this information with others. Students
should be excited and eager to engage in group projects like this.
One challenge to be considered is technological tolerance. When I use that term, (which I
may have just coined?!) is the level of tolerance to technological mishaps. When creating the
video tutorial I have about 5 mishaps. First, my connection was not strong so it was taking a very
long time to navigate schoology. Next, in the middle of recording I clicked a web link on to
discover that I had lost connection entirely. When I reestablished a connection, I tried again and
this time the adaptor on my laptop was having issues. At one point in the tutorial I am
demonstrating how to write in the textbox on padlet and a bright red something is wrong box
pops up, but it was still working, so I kept recording, stating, Hm. I dont know why thats
there. It turns out that it was there because I was losing connection again. Being that I left it in
the video, that allows students to see even the susceptibility of even my vulnerability to
technological difficulty. With that being said, I do anticipate technological difficulties arising in
the classroom. I created the tutorial in hopes that students with questions about how to use the
software can watch the tutorial again, maximizing my time to help disband technological
difficulties and asking probing questions in relation to content. This provides a well-rounded
lesson in use your resources!