MultiMedia Tools: Video

Lesson Idea Name: Shape hunting

Content Area: Math
Grade Level(s): Kindergarten
Content Standard Addressed:
MGSEK.G.3 Identify shapes as two dimensional (lying in a plane, “flat”) or three dimensional (“solid”).

Technology Standard Addressed:

Knowledge constructor
Selected Technology Tool:
iMovie
Blender
Adobe Spark

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

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

This scavenger hunt is beneficial for a range of students because it allows them to use their experiences and
their materials. By not defining what shapes had to be found, students are able to be creative and are not
restrictive by items they may not have or be able to access. All learners benefit from this lesson because
students have to move around to locate the items, visually spot them, and verbally explain why their know
their item fits into a shape category.
Lesson idea implementation:
The teacher will introduce the topic that math is everywhere, and it does not have to be confined to addition
or subtracting or counting. The teacher will also explain how shapes are everywhere around us while pointing
out classroom examples and how shapes are mathematical as well as what makes a shape a shape (going
through circle, square, rectangle, triangle, cube, etc.) After going through examples of shapes, the teacher will
introduce the video tools available to students and allow them to experiment with them in order to gain
familiarity with the tool prior to the lesson.
Next, the teacher will give the students the assignment of finding 5 shapes in your yard (they should be
outside) and record where they found the shapes, how they know they are correct in their classification, and
make hypothesis’ about why the item is naturally shaped how it is. Students will upload images they took in
their yard and provide a voiceover with music playing while discussing what they observe about the shape.

SBooker, 2020
 MultiMedia Tools: Video
After students create their movie the teacher will show them to the class (they should only 3 minutes
maximum) and the class will engage in meaningful discussion how math is all around them and how it is more
than just counting.
Importance of technology:
Students will be asked to create a video using a video editing tool and form all of their clips into a movie to
present to the class. Technology is important in this assignment for multiple reasons. First, it allows the
teacher to see the students thinking and visually see what shapes the students are familiar with before
introducing new ones without relying on drawings. Second, technology is going to be very influential to
students, day to day lives outside the classroom so it is important we incorporate it into the learning
environment to promote more authentic and realistic lessons.

Inspiration (optional):
Scavenger hunts were always very engaging to me and I would love when teachers would ask us to complete
them because it gave me a chance to see the learning material outside the classroom and put to real world
use.

Internet Safety and Student Privacy:

I will stress to students not to share their addresses in the videos or any areas where people can see where
they live, further, I will ensure this video is edited on a school computer to prevent sharing outside of allotted
people. I would also communicate this assignment to parents and receive their permission before moving
forward with the assignment.
Reflective Practice:
I feel proud of this assignment as it would promote students to go outside and explore their environment while engaging
in authentic mathematical thinking. This assignment would require students to consider what shapes are around as well
as why specific shapes may be seen more than others as well as notice that shapes are naturally occurring and appear
everywhere in nature. Finally, it would promote student’s abstract thinking because they will begin to see the math
related to shapes and how an imperfect object can still be classified into a category, for where they are in their math
journey. This lesson can be extended by having student hypothesis why they think objects are shaped the way are and
how this is beneficial to the ecosystem and the objects development.

SBooker, 2020