Bianca

Becker
EDTC 5320
Theory-Based Lesson Plan Part 1

Lesson Title: Geometry All Around Us

Subject/Grade Level: 3rd Grade Math (Geometry)
Timing: Before Learning- Three 45 minute blocks
During Learning- Five 45 minute blocks
Materials: Digital camera or iPad (camera app), Google SketchUp software,
Objectives:
o

TEKS: 3.8A, 3.9A, 3.9B, 3.11A, 3.14A, 3.14D

The student will identify, classify, and describe two- and threedimensional figures by their attributes. The student compares twodimensional figures, three-dimensional figures, or both by their
attributes using formal geometric vocabulary.
The student will identify congruent two-dimensional figures.
The student will create two-dimensional figures with lines of
symmetry using concrete models and technology.
The student will use linear measurement tools to estimate and
measure lengths using standard units.
The student will identify the mathematics in everyday situations.
The student will use tools such as real objects, manipulatives, and
technology to solve problems

Engagement:

Part 1- Students are a group of architects that have been hired to develop new
buildings and structures in the Pflugerville community. As part of their research
they will go out into the local neighborhood and community to gather data and
information about the current architectural designs that exist. They will do walkabouts in order to examine current buildings and structures. During their research,
students will need to focus on the overall design and esthetics. Also, they will be
looking for real-life examples of geometric shapes in the buildings and structures
they observe. It is important for them to identify these figures because it will
assist them in the second phase of their project.
Part 2- In this phase students will take the information they have gathered and
about the buildings that are located in the community and use it to try and develop
their own design that will fit into the Pflugerville community. Their
building/structure will fit into the overall look that the community has and employ
the use of geometric figures in its design.

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Before learning:

Students are introduced to solid geometric shapes (cubes, rectangular prisms,

spheres, cylinders, cones, and pyramids) as a part of the 3rd grade math
curriculum. Students will identify each shape and name its characteristics (# of
edges, vertices, sides, and faces).
Discuss with students guidelines for proper care and handling of digital camera or
iPad, and how to take quality pictures.
Teacher will divide students into groups and assign the project outlined in the
activity.

During learning: The learning theory I have selected is project-based learning. Project-
based learning is a dynamic approach to teaching in which students explore real-
world problems and challenges. With this type of active and engaged learning,
students are inspired to obtain a deeper knowledge of the subjects they're studying.
Project Based Learning reverses the order in which information and concepts are
traditionally presented. A typical unit with a project add-on begins by presenting
students with knowledge and concepts and then, once gained, giving students the
opportunity to apply them. Project Based Learning begins with the vision of an end
product or presentation. This creates a context and reason to learn and understand
the information and concepts.
I believe that this learning theory integrates perfectly with the math content I have
selected because it gives students hands on experience. Students are able to learn and
apply geometry concepts and relate them to real-life examples. They have the opportunity
to identify geometric shapes in architecture in our community, and use the knowledge
they acquire about to develop their own structures.
Part 1

Student groups will be using the Internet to research different kinds of buildings
in the Pflugerville area and identify the geometric shapes that comprise it. Groups
will also discuss reasoning behind those designs. In addition, the class will go on
a field trip around the surrounding neighborhood and community to look at
current building and structures. This research will help them in creating their
designs. Students will also identify representations of solid geometric shapes in
buildings and structures. Students will be responsible for going out into the
community on their personal time (with a family member) and taking pictures of
real-life examples of them and the geometric shapes they identify in the design
(Ex: Shapes in the playground, building layouts, and structure/design of homes,
etc.)

During the walk-abouts/field trip, students will take a picture of an object as they
find it. The other partners of the group should take notes and jot down what object
they found, details about the design, and where they found it. Every student in the

Bianca Becker
EDTC 5320
group should have the opportunity to take at least one picture and to take at least
one set of notes.

Once students have collected all of their pictures and data, they will create a
multimedia project as a cooperative group to display their findings (the teacher
will decide whether the students will work on the multimedia project in the
classroom or in the Computer Lab). Students will create a presentation on Prezi.

Presentation will have pictures from the walk-abouts/fieldtrip. Students will be

shown how to import the picture if they are not familiar with how to do so. Then,
they add text stating the building/structure they found, explaining the shapes they
identify in the overall design of the building, and where it is located. They will get
this information from their team notes. You may choose to have the students
record their voices as they read their text. Suggest that students be creative! The
names of the team members should be included. Remind the students to Save
early, and save often.

Part 2

In the next phase of this project, the students (architects) will use the data they
have collected about the community buildings and structures, and what they have
learned about the shapes they found to design their own building floor plans. They
will select a location in the neighborhood/community they want to focus on and
think about what building/structure they want to build in that area. Students will
have the opportunity to design their own structures using some of the shapes they
have observed and identified during this activity. Their final products must be a
good fit for the community and follow the overall community design.
Floor plans and 3D designs will be created using SketchUp.

After learning: Once students develop their designs they will present them and explain
how it integrates into the community and what geometric shapes they used to create their
design. The purpose of this project is to have students correlate and understand that
mathematics is part of over our everyday life. Geometric figures are visible in our
surroundings. They are present in the homes in our neighborhood, buildings,
playgrounds, parks, etc. Students will understand how when developing these structures,
architects have to evaluate what shapes to use as they draft their plans. This project-based
learning activity will help students bridge and connect math with real-life examples and
applications.
References:

Digital Wish- http://www.digitalwish.com/dw/digitalwish/view_lesson_plans

Bring Geometry to Life with Google SketchUp- http://mathforum.org/sketchup/
West Virginia Department of Education- http://wvde.state.wv.us/teach21/pbl.html

Bianca Becker
EDTC 5320
Theory-Based Lesson Plan Part 2

Lesson Title: Geometry and Safety

Subject/Grade Level: 3rd Grade Math (Geometry)
Timing: Before Learning- One 90 minute block
During Learning- Two 90 minute blocks
After Learning- Two 90 minute blocks
Materials: Digital camera or iPad (camera app), PowerPoint software, ActivInspire
Software, Black line masters, activity sheets and rubric
Objectives:
o

TEKS: 3.8A, 3.9A, 3.9B, 3.11A, 3.14A, 3.14D

The student will identify, classify, and describe two- and threedimensional figures by their attributes. The student compares twodimensional figures, three-dimensional figures, or both by their
attributes using formal geometric vocabulary.
The student will identify congruent two-dimensional figures.
The student will identify the mathematics in everyday situations.
The student will use tools such as real objects, manipulatives, and
technology to solve problems

Before learning: The learning theory I have selected for this lesson is constructivism. A
constructivist lesson is rooted in an authentic context that draws upon the students' realworld experience. Molenda states in his article that constructivism adheres to the
following principles: 1. Embedded learning in complex, realistic, and relevant
environments, 2. Provides for social negotiation as an integral part of learning, 3.
Supports multiple perspectives and the use of multiple modes of representation, 4.
Encourages ownership of learning, and 5. Nurtures self-awareness of the knowledge
construction process.
This theory is a great fit for this lesson because it allows students to identify
mathematical concepts in real-life situations. Rather than presenting students with
manipulatives of basic shapes and asking them to identify their characteristics, this
investigation is structured to facilitate students discovery of the concept through a series
of activities. Students are expected to use their knowledge of 3D shapes to identify how

Bianca Becker
EDTC 5320
the characteristics of those shapes can pose a danger in a real life setting such as the
playground.
On Day 1 students are engaged into the lesson by being asked to identify 2D and 3D
shapes that are found at the playground. These shapes are part of the structural design of
the playground. Then on Day 2 students need to identify and evaluate whether the shapes
used in the construction of the playground will pose a danger. If so, they are need to
clearly mark the areas that they deem dangerous. On Day 3 students engage in a series of
activities that have them identify the real-life shapes they found as nets, and then define
the characteristics of each shape. Next, they engage in discussions with their group to
determine why the shapes are dangerous areas and elaborate on the dangers they pose.
Based on that discussion they need to devise a solution to eliminate this danger. They
must use their knowledge of geometric shapes to find a shape that can replace the current
one in order to eliminate the danger. On Days 4-5 students work with their groups to
create a presentation that highlights their findings during the investigation, and details
their solution. Molenda states in his article that in constructivism the knowledge is
constructed by learners as they attempt to make sense of their experiences. I believe that
through this lesson students construct their understanding of geometric shapes and their
attributes by using technological devices, multimedia software, and engaging in discourse
with their peers to evaluate information. All of these activities require collaborative effort
and allows students to learn from each other through the exchange of ideas and
knowledge. It also enhances and promotes communication skills, since students learn to
convey their ideas clearly and effectively. This hands-on experience engages students in
meaningful learning experiences that allows them to apply their knowledge to a realworld problem.

Day 1
o Essential Question: How can you use your knowledge of 3D shapes to make
our playground safer?

Students help teacher create a math anchor chart. Students brainstorm prior
knowledge about 3D shapes. Information will be recorded on a semantic map.
This map can be generated on paper, or digitally using ActivInspire, Inspiration,
Microsoft Office, or any other software.
o Students discuss their knowledge of solid geometric shapes (cubes,
rectangular prisms, spheres, cylinders, cones, and pyramids). Students will
state characteristics and information for the shapes they know of (i.e.
edges, vertices, sides, and faces).
Teacher will divide students into groups of 3 or 4. Students will be handed a
rubric for the activity.
o Discuss with students guidelines for proper care and handling of digital
camera or iPad, and how to take quality pictures.
Students are given a recording sheet that they will use during their investigation.
The class will go outside and observe the playground. As student groups find a
3D shape on the playground, they will take photos of it and assign a photo number
for future reference.

Bianca Becker
EDTC 5320
During learning:

Day 2
o Students will examine with their group the pictures they took using
ActivInspire software. They will highlight 3D shapes within the pictures that
are areas of potential danger on the playground.
Day 3
o Students select an area of danger that they identified previously on Day 2.
They will identify the net that represents that 3D shape from BLM 13.1, 13.2,
or 13.3. Next, they will cut it out and color it to match the playground item.
Students will look at the photo and net to identify the number of faces, edges,
and vertices on their structures. They will record this information on the
recording sheet provided to them. Next students will discuss within their
group the danger that that area poses, and determine how to make that danger
safer by using another 3D shape.

After learning: Once students develop their designs they will present them and explain
how it integrates into the community and what geometric shapes they used to create their
design. The purpose of this project is to have students correlate and understand that
mathematics is part of over our everyday life. Geometric figures are visible in our
surroundings. They are present in the homes in our neighborhood, buildings,
playgrounds, parks, etc. Students will understand how when developing these structures,
architects have to evaluate what shapes to use as they draft their plans. This project-based
learning activity will help students bridge and connect math with real-life examples and
applications.

Day 4-5
o Students will create a PowerPoint presentation that outlines their
investigation. The presentation will include information and images of the
following:
Title slide
Their trip to the playground
Data and Recording Sheets
A slide for every area identified with the following:
Image of dangerous area with the 3D shape clearly
highlighted or marked
Image of the net matching the shape
The name of the 3D shape
How many faces it has
How many edges it has
How many vertices it has
A slide for every area identified with the following:
Why you think this area is dangerous

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EDTC 5320
What 3D shape you will use to make it safer
How your 3d shape will keep kids safe
o Students will present their presentations to the entire class. Teacher will use
the grading rubric to assess students work.

References:

Molenda, M. (2007). Historical Foundations. In Spector, M., Merrill, M.D., Van

Merrienboer, & Driscoll, M.P. (Eds.), Handbook of Research for Educational
Communications and Technology (3rd Ed., pp. 4-20). New York: Routledge.

Instructional Designhttp://www.instructionaldesign.org/theories/constructivist.html

In Search of Understanding: The Case for Constructivist Classrooms (Chapter 9)http://www-tc.pbs.org/teacherline/courses/inst335/docs/inst335_brooks.pdf

ETEC 512 64B Group 3 Wikihttp://constructivism512.pbworks.com/w/page/16397303/FrontPage

Bianca Becker
EDTC 5320
Student Names: _____________________________________________________________________________

Playground Observations

Shapes Found

2D

Location Found

Photo #

3D

Here are some ideas to look for:

2D

3D
Square

Cube
Rectangle

Pyramid
Circle

Rectangular Prism
Oval

Sphere
Triangle

Cylinder



Triangular Prism



Cone

Bianca Becker
EDTC 5320
Student Names: _____________________________________________________________________________

Name of Shape

Shape Characteristics

# of faces
# of edges

# of vertices

Which shapes/areas posed a danger on the playground? Why?









How can this danger be solved/corrected?

Bianca Becker
EDTC 5320

Geometry and Safety Rubric

Student Names: _____________________________________________________________________________


_______ Title Slide (1pt.)

_______ A slide for every area identified with the following:
(10 pts.)
Image of dangerous area with the 3D shape clearly highlighted
or marked
Image of the net matching the shape
The name of the 3D shape
How many faces it has
How many edges it has
How many vertices it has

_______ A slide for every area identified with the following:
(10pts.)
Why you think this area is dangerous
What 3D shape you will use to make it safer
How your 3d shape will keep kids safe

_______ Your file is saved using your group number first followed by the title of the
investigation. Example: Group2_PlaygroundPlan.doc (2 pts.)

_______ Overall presentation (7 pts.)

_______ Group collaboration (5pts.)

_______ Nets for identified shapes (5 pts.)

_______ Recording sheets (10 pts.)
Playground Observations
Shape Characteristics




Total Points ________________




Grade________________

Bianca Becker
EDTC 5320
Lesson Comparison:
I think that the lessons developed in part 1 and part 2 have similar foundations and works
towards a common goal, but each lesson has its own qualities that make the learning
experience unique for students.
For starters, both project-based learning and constructivism have students working in
collaborative group work. Students engage in active and authentic learning experiences
that facilitate divergent thinking. Both theories foster abstract and intellectual learning
tasks that lead students to explore complex issues. In addition, both project-based and
constructivist learning have real-world applications.
Some of the strengths of project-based learning are its authenticity, ability to teach 21st
century skills as well as content, respect for student input, it poses a question or problem
for students to solve which allows them to delve into content in a more direct and
meaningful way, and it asks students to investigate issues and topics that have real world
application as well as cross-curricular ties. For many students, the appeal of this learning
style comes from the authenticity of the
experience. Students take on the role and behavior of those working in a particular
discipline. Students are engaged in real-world activities that have significance beyond the
classroom. For example, in the first lesson students are architects that use geometric
shapes to design a structure that fits into their community.
In contrast, some of the weaknesses and limitations that project-based learning posses
deal with multiple lesson development and management issues. Some specific challenges
that educators face when developing lessons that align with this learning theory are
recognizing situations that make for good projects, structuring problems as learning
opportunities, managing the learning process, integrating technologies were appropriate,
developing authentic student assessments, and timing. As I was developing my projectbased lesson I had trouble developing an idea that wouldnt be too time consuming, and
that could be completed by my students. I had to think about my students age, learning
styles and needs, and the available resources. I believe that the lesson in itself is
engaging, but it does require several revisions. For starters, I think that the concept can be
refined further. The activity and assessment piece need to be further outlined and defined.
Also, I should have supplied some type of rubric for my students to follow. Currently the
way the lesson is written requires students to already have knowledge of Google
SketchUp, but what about those that dont? I should have added a differentiation piece to
help facilitate the activity and learning.
As I developed my second lesson I noticed that the constructivist learning theory has
benefits as well as weaknesses in a teaching and learning environment. Some of the basic
principles of this theory are a movement away from teacher-dominated instruction, an
understanding that knowledge is constructed through a persons cognition and not
passively received, socially interactive activities, and it builds on what the learner already
knows. In this learning theory learning occurs as the learner creates internal
representations of information and knowledge. Learners engage in non-traditional

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methods of learning in which they drive the exploration and problem solving pieces of
the lesson. For example, in my second lesson students are the ones that are primarily
driving the investigation. They provide the information and concepts they know about
geometric shapes. Students use what they already know about these shapes to identify the
potential dangers they may pose in a playground setting and in turn develop alternate
options to solve the problem. Throughout this process students are working
collaboratively and engaging in active discussions with their peers. In order to ensure the
success of this lesson I eliminated some of the assumptions and aspects from the
previous lesson. Instead of focusing on development of an artifact used geometrical
shapes, I tried to focus on the expansion of the understanding of these concepts. Also, in
the second lesson students dont need to know how to use complex design software.
Instead they look at the structural design of a playground and evaluate it.
As far as weaknesses and setbacks go, constructivism has a couple of issues to consider.
For example, it is important to consider that not all knowledge is constructed,
constructivist lessons are often more difficult to implement, there is very little room for
task variation within a group, it can be time consuming, and students may have trouble
with complex concepts so knowledge transfer may not occur. I have some concerns with
part 2 of my lesson because it may be difficult for some students to think about how the
shape of an object affects its structure and design, and thus may pose problem. It may be
difficult for students to understand why certain shapes arent safe on the playground
because its characteristics pose a danger. And if this is difficult for students to
understand, then it is utterly impossible for them to devise a solution to resolve the
problem.