Instructional Software

Lesson Idea Name: Finding Area using PHET simulation.

Content Area: Math
Grade Level(s): 4th grade.

Content Standard Addressed: MGSE4.MD.8 Recognize area as additive. Find areas of rectilinear figures by
decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts,
applying this technique to solve real world problems.

ISTE Technology Standard Addressed: Computational Thinker 5c. Break problems into component parts,
extract key information, and develop descriptive models to understand complex systems or facilitate
problem-solving.

Selected Technology Tool: Phet simulations.

URL(s) to support the lesson (if applicable):

Type of Instructional Software:

☐ Drill and Practice ☐ Tutorial ☒ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☒ Assessment Monitoring/Reporting
☒ Allows teacher to create customized lessons for students
☒ Multi-user or collaborative functions with others in the class
☒ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Digital 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): This activity is meant to help students further their understanding of
area and apply their knowledge. Students will be paired up and asked to solve a problem and discuss their

SBooker, 2020
 Instructional Software
reasoning with their partner. To represent their knowledge students will be given an area and perimeter and
they must work together to draw the appropriate shape.
Lesson idea implementation: Students will explore the PhET simulation and further their knowledge on the
concept of area, teachers should be walking around to observe student thinking process and serve as a
facilitator if needed. First the students will be introduced to the concept of area and its components. They will
be taught about the formula used to calculate it and the different ways to find area. Then students will be
given the link to the simulation to practice a few problems. For this activity students will have 30 minutes
each class period for 1 week to practice a few problems.
Students will be put into pairs and they will be given an area, they will draw the shape they want to
demonstrate their knowledge (the shape can be anything they like, for example a flower, a robot, a car, etc.)
Students will demonstrate their knowledge by adequately drawing a shape with the area given to them. After
they finish, students will be asked to break down their drawings into non overlapping squares or rectangles
and calculate the area of each using the area formula (A= l x w) and add all the areas to find the area of the
total shape. The lesson will conclude with an in-class review, teacher will put up problems on the board and
ask students questions to solve them, I will ensure all students understand by emphasizing the key points and
ask students what they learned and what they need help on. To provide feedback on their project I will meet
with each pair of students and provide them with feedback.

Reflective Practice: This project is a hands-on activity; I believe students understand more when they
participate and use manipulatives. To extend the lesson students will be introduced to finding one side of a
shape with the area and the other side given. Another concept can be perimeter, students will be introduced
to perimeter and its formula as well as building shapes when area and perimeter is given.

SBooker, 2020