Lesson Idea Name: James Doane

Content Area Addressed: Math

Grade Level(s): 7th
Content Standard Addressed:
MGSE7.G.3 Describe the two-dimensional figures (cross sections) that result from slicing three-dimensional
figures, as in plane sections of right rectangular prisms, right rectangular pyramids, cones, cylinders, and
spheres.
Technology Standard Addressed:
Knowledge Constructor, Digital Citizen, Empowered Learner, Creative Communicator
Selected Technology Tool: Video, Video Editing Software.

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):

The great thing about student centered learning is that it suits each student by definition. The task calls for
students to create their own video. This is individual choice, which is advisable when recruiting interest.
Students are also given multiple means of action and expression by leaving it very open ended as to how
students present the information. The only requirement is that the project be in video form. Beyond that,
students have much freedom to present their finding however they want. Lastly, this task does provide
options for comprehension. What this means is that students have the ability to do their own research to
supplement their findings.
Lesson idea implementation:
a laptop. Each laptop has a webcam that can act as a video-camera. This gives my class the opportunity to
create their own videos. For this task, I will first partner students together. Next, I will show them Adobe
Spark, which is an in-browser video editing program. Then, I will introduce the task. Each group will be given a
random 3D shape. Their task will be to show in the form of a video, the following: the cross sections created
by a slice parallel to the base, perpendicular to the base, and diagonal to the base. Next, students should
attempt to synthesize across multiple 3D shapes by creating general rules for each of the previously
mentioned slices. Students should explain their thinking.
This project will probably take 1.5 class periods. To assess the students’ learning, I will grade each project by a
rubric. By seeing each partnership individually, I will be able to see who is getting it and who is not. If I were
to extend student learning, I might ask students to create an instructional video to teach their findings to the
class. To conclude this lesson, I will explain the relationships between the cross sections and the 3D shapes
they are on. After I have had a chance to review all the students’ work, I will return the groups a graded
rubric.
Reflective Practice:
I think this task would be a great exploratory task for students to discover cross sections. Research shows that
student led exploration fosters the greatest learning, so using video to do so would be greatly beneficial. If I
were to further extend the lesson, I would simply ask students to pretend they were teaching the lesson
themselves. This would build up their metacognition, that is their own knowledge of their learning.
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