MultiMedia Tools

Lesson Idea Name: Let’s Make a Movie

Content Area: Coordinate Algebra
Grade Level(s): 9th
Content Standard Addressed: MGSE9-12.G.CO.5 Given a geometric figure and a rotation, reflection, or
translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software.
Specify a sequence of transformations that will carry a given figure onto another.

Technology Standard Addressed:

Digital Citizen
2b Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.
2c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing
intellectual property.
2d Students manage their personal data to maintain digital privacy and security and are aware of data-
collection technology used to track their navigation online.
Global Communicator
7c Students contribute constructively to project teams, assuming various roles and responsibilities to work
effectively toward a common goal.
Selected Technology Tool:
☒ Movie (list application):
☐ Audio (list application):
☐ Other: (list)
URL(s) to support the lesson (if applicable):

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)

Engagement
 Students who have physical disabilities will be provided with an alternate keyboard.
 Students are able to work in groups as opposed to working alone
 Students may use self-monitoring checklist if needed.
 Teacher circulates, questions, provides needed cues/prompts, and feedback.

Representation-
 Not only will the directions be said aloud, but they will also be printed and given to every group of
students to accommodate the students with auditory impairments.
 Prompts will be given to review the vocabulary for each topic.
 Working in groups gives students the opportunity to receive information in a way that’s different
from the instruction given by the teacher.

Action and expression-

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 MultiMedia Tools
 Students are given the choice of completing their transformations, reflections, and rotations using
Geogebra or by hand.
Lesson idea implementation: The teacher will begin the lesson by showing a video. The video will introduce
the lesson, while also being an example of what the students are expected to produce. The teacher will say,
“Today you will work with geometric figures. You will practice applying rotations, reflections, and
transformations on four geometric figures of your choice. In groups of four, you will pick four geometric
figures and perform two transformations, reflections, or rotations on each of them. For example, if you pick a
triangle as one of your geometric shapes, you may decide to reflect it over the y-axis and then translate it up
two units. You would then need to pick three other shapes and pick transformations, reflections, or rotations
to apply to them. You must apply these transformations, reflections, or rotations by hand first and then you
can check your work using Geogebra. Next, you will create an informative video explaining what
transformations, rotations, and reflections you applied and how you applied them. You may create them by
hand in your video or you may use Geogebra. However, if you use geogebra you must find a way to create a
voiceover while you are completing the transformations, reflections, and rotations. After you complete your
videos, I will upload them to our class blog. These videos will be used as a study resource.”

This assignment will take two 90-minute class blocks to complete. As the students are completing the task,
the teacher will float around the classroom, checking in to see if any students are progressing. She will ensure
that the students are using the correct academic language and are completing the correct steps. The final
product will inform the teacher of who still struggles with the concepts and who has mastered them. In
recognizing this, the teacher will be able to see how many levels of learning are occurring within her class and
will help her determine how/if she needs to differentiate learning. To extend this lesson, a couple of groups
will be asked to present two of their examples to the class. The lesson will be concluded by having a fishbowl
exercise. Students will write down any questions that they still have about the lesson. The questions will then
be pulled out of a “fishbowl” and answered by a student who feels comfortable giving an answer. If no one
knows the answer, then and only then will the teacher give it to them. After carefully examining each video,
the teacher will be able to provide feedback on a rubric. The rubric will then be returned to each group.
Importance of technology: Technology is critical to this assignment. The students are required to create a
video and without access to a camera or computer, the task cannot be completed. Geogebra is another piece
of technology that is critical to this assignment. It is imperative that the students check their work before
posting it to the classroom blog. Geogebra will allow this to take place.
Inspiration (optional): N/A
Internet Safety and Student Privacy: This activity requires that students post their videos on their teacher’s
classroom blog. Because of this, students will not be communicating with anyone outside of their classmates.
This significantly lowers the issues that normally arise with internet use.
Reflective Practice: This assignment will positively impact student learning. This activity will give the students
the opportunity to practice applying transformations, rotations, and reflections to geometric figures. It will
also give the students the opportunity to articulate their thinking about the topic. In order to explain what
steps they took and why they took them, they must fully understand the concept. If they are uncertain of how
to reteach the concepts in their video, they may lean on their partners and/or teacher for support. If this
assignment was designed to be an introductory activity, I would have the students draw upon any previous
knowledge they have on the subject. They will also be able to research the topics using their textbook and
online resources. The purpose of the assignment would then be to teach the concepts instead of reviewing
them. To further enhance this project, Geogebra will be used. By allowing the students to check their work
using Geogebra, the students will be able to correct misconceptions and any mistakes made.

Spring 2018_SJB