Beyond the Basic Productivity Tools (BBPTs)

Lesson Idea Name: Using Canva to Develop Connections Between Geometrical Shapes and Real-World
Objects
Content Area: Geometry
Grade Level(s): High School (Sophomore)
Content Standard Addressed: MGSE9-12.G.MG.1 Use geometric shapes, their measures, and their
properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

Technology Standard Addressed: Innovative Designer

Selected Technology Tool: Canva

URL(s) to support the lesson (if applicable): Canva.com

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):

Using Canva to compare geometric shapes to describe objects allows for differentiation within the classroom.
Canva helps students present the material how they best understand it, whether that is through adding
shapes and objects to their creation or creating their own shapes with different lines and then comparing it to
an object. This enhances the learning experience for students, as they are hands on and engaged while
representing the material in a new way. Students can express themselves using any object and geometric
shape they choose, which helps them become more interested in the topic.

Lesson idea implementation:

As the standards are addressed, the students will add their own geometric shapes and objects related to
those shapes, including measurements and properties associated with these objects. The teachers will make
sure that the students are using the website appropriately and guide them by having them think outside of
the box. This means that each student should have a different object representing their geometric shape,
which allows the students to learn from one another as well. The project will be introduced by exposing the
students to common geometric shapes and the associated properties. From there, the students will have to
bridge the connection to real life examples that could be measured that are similar to the shapes. The
student’s learning will be assessed based on the document that they create in Canva. The project will have a
rubric that must check the box of each portion of the standards being addressed.

After students have created their project, students will present their ideas to their peers to help differentiate
learning and see the different examples provided and how they are approached when they start with a blank
canvas. I plan to extend the students’ learning to a higher level by having them create representations that
are to scale. This means that the geometric shape and the object must have the same measurements and can
be accurately identified and measured with a standard tool, such as a ruler. The lesson would be concluded by
having students reflect on properties and terminology that can be used when describing the images, the
created to someone who cannot see the images. This helps build correct vocabulary and also helps students
grasp a better understanding of the topic. Students will be provided feedback on their work after they present

Spring 2018_SJB
 Beyond the Basic Productivity Tools (BBPTs)
their material to the class, from the teacher and their peers.

Reflective Practice:
The activities created will help students become innovative designers and represent their thinking in new
ways. If this lesson was an introductory activity, it could be further extended by creating real life replicas of
the figures and objects they represented in Canva. These replicas would have to have the correct
measurements, which also helps students work with new tools. This project can be further enhanced by
adding more technology, such as a digital ruler that helps students accurately display their objects, as well as
dilate them and manipulate them.

Spring 2018_SJB