MultiMedia Tools: Video

Lesson Idea Name: Shapes!

Content Area: Math
Grade Level(s): Kindergarten
Content Standard Addressed: MGSEK.G.2 Correctly name shapes regardless of their orientations or overall
size.

Technology Standard Addressed: 1: Empowered Learner

Selected Technology Tool: iPads

URL(s) to support the lesson (if applicable): https://jr.brainpop.com/math/geometry/planeshapes/

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL): Students will be using iPads to create their videos using the pictures
and/or videos they took of the shapes they found around our classroom. Students will choose if they want to
work with a partner or on their own. By giving them this choice and also creative freedom to find their own
shapes, I am giving students different options of how they want to complete this assignment per UDL
guidelines. In the video, I made sure to include text when possible to ensure that students who may have
hearing problems can still understand everything that is being said and asked of them.
Lesson idea implementation:
To begin, just like every lesson, I will read the standard and then have students read it with me. This time
around, it may be just having the students repeat after me because they are kindergarteners who may or may
not know how to read yet. I will start by showing students a BrainPOP Jr. video about shapes to introduce the
lesson. I will then follow it by drawing out the shapes on the board one by one and having students shout out
what shape it is. I will then ask them to take out their iPads. They will go to a drawing app that will be pre-
downloaded called Joy Doodle. I will call out shape names and students will draw it. I will then ask them to
show it to me by turning their devices towards me. I will give verbal praise as we go for those who answer
correctly. I will also draw the shape on the Smartboard so that they can see it. After I have done all of this
with students, I will then show them the Adobe Spark video that will review and also introduce the
assignment.

Overall, I anticipate this project to take anywhere between 45 minutes to an hour. Students will need time to
take the picture and videos, upload them into Adobe Spark and also record sounds and add music. They are
Kindergarteners so I am expecting them to need help along the way. All of these things combine are what

SBooker, 2020
 MultiMedia Tools: Video
lead me to believe that it would take this long. Students will be assessed on accuracy. I will watch all of the
videos and upload them to our classroom blog while checking to make sure that the shapes they identified
are indeed the shapes they said they were. The final project will be used to inform/differentiate learning
because while watching the videos, I will be able to see who understood and quickly learned most of it, as
well as identify those who did not seem to learn any of it. This will allow me to see how much more I will need
to teach about shapes. I can extend student learning by having them do the same thing but at home. I will
challenge them to do this without parent help. I will conclude the lesson by having them again repeat the
standard after me, as well as the I can statement. I will provide feedback to students while I watch their
videos. I will call students up to my desk and watch it again with them while pointing out what they did
wonderfully, as well as what they can improve.
Importance of technology: In order for students to be able to combine their pictures and videos into the
creation of their videos, using a multimedia authoring tool is critical to this project. Technology allows
students to use these tools that offer editing tools in order to be able to add in their pictures and videos. This
project could be completed without the multimedia authoring tools by simply just recording one video of
them walking around the classroom. However, the power of editing and being able to simply take pictures
and videos and then edit them together and add sound once they are apart from the large crowd provides
students with the opportunity to make their video so much better, as well as cleaner and neater. I will be
using the Smartboard to show the videos and to do the drawings.
Inspiration (optional): I did not use an existing multimedia project as a model for my project.
Internet Safety and Student Privacy: Internet safety and student privacy is incredibly important in general,
but in the classroom even more. Some issues that could come with this is students accidentally revealing
information about themselves or their classmates. To avoid this, I will pre-watch each video before posting
them to our classroom blog. When posting them on the blog, I will create a page that is password protected
and regularly changing this password to ensure only our classroom parents and guardians have it. Parents will
receive a school handbook at the beginning of the year to read over. They will then return a signed copy of
the Return Receipt and Display Student Work form. If parents were to ever choose to have their students
work taken off of the blog website, they can send me an email or a letter with their student and I will make
sure to make these changes.
Reflective Practice:
I believe that after designing this lesson idea, students will benefit from it because it will allow them the opportunity to
see that shapes are anywhere and everywhere they look. Students will be able to identity the different shapes no matter
what direction they’re facing. I can further extend this lesson by assigning students to groups and having them create
electronic projects over one specific shape and where they can find these shapes. I could also look for games that have
to do with practicing identifying the different shapes.

SBooker, 2020