Lesson Idea Focus

Lesson Title Polygon Mind Map

Content Area 5th Grade Mathematics

Content Standards 5.GSR.8: Examine properties of polygons and rectangular prisms, classify
polygons by their properties, and discover volume of right rectangular prisms
Technology Standards 1d: Students understand the fundamental concepts of technology operations;
demonstrate the ability to choose, use and troubleshoot current technologies;
and can transfer their knowledge to explore emerging technologies.
6c: Students communicate complex ideas clearly and effectively by creating
or using a variety of digital objects such as visualizations, models or
simulations.

Integrated Technology Popplet

Reference or https://www.popplet.com/
Supporting Resources

Bloom’s Taxonomy Understanding: Students develop an understanding of polygons by classifying

Levels them into groups based on their properties.
Creating: Students create a mind map that connects different types of
polygons together based on their classification.
Integration Level The learning experience is LoTi 4: Integration. The learning experience
student-centered, real-world applied learning and students work to produce a
product that is meaningful to them.

Universal Design This lesson idea supports Universal Design for Learning (UDL) by allowing for
Rationale multiple means of representation. Students can use the assistive technology
integrated into their computer to alter the way information is given to them.
This might mean a student changes their computers language, uses a screen
reader, or applies a color filter.
Lesson Idea Before the lesson, students will be reminded about the different types of
polygons and quadrilaterals. Students then will be told of the nature of the
assignment. They will use the web-based tool Popple to create a mind map of
the different types of polygons. Students will be given a tutorial that explains
how to use the tool’s functions, such as creating new cells, adding text, and
making connections. Students will then be reminded of the classroom norms
when we use technology (i.e., stay on task, inside voices, etc.), and be sent to
the computers.

During the lesson, students will work to create a mind map of different types
of polygons. Students will be expected to create a polygon cell and then
create cells for different types of polygons, such as triangles, quadrilaterals,
pentagons, etc. In addition, students will be required to create cells for sub-
categories of quadrilaterals, such as rectangles, rhombus, and squares, and
connect them to create a logical flow of classification. Students will be given
the option of doing the same for other categories, such as triangles, but this
will not be required. Classification information will be put up on the whiteboard
during the lesson to use as a reference. When students finish their mind map,
they will print it out to take it with them to use as a future reference.

After the lesson, students will log off and shut down the computers and then
return to their desks. The class will then discuss what they thought about the
 tool. Was it easy to use? Did it help them understand the content? Would they
like to use it again? Comparisons will be drawn between the process of
making a mind map digitally versus making a physical one, with the goal of
helping students see the benefits of beyond-the-basic productivity tools.
Students will be encouraged to think of other ways they might use this tool
and how it can help them with their learning.
Design Reflection Overall, I think using Popplet to create a mind map can help students better
understand how to classify different types of polygons. Creating a
classification is an assignment students usually have to do with this content,
and using a web-based tool can remove many of the frustrations behind
doing that on pen and paper. Specifically, the freedom of being able to move
around cells and add and remove connections makes the process much
smoother. Still, there are several ways this lesson could be extended.
Students could be tasked with adding pictures to the cells to get a better idea
of what each shape looks like. I decided not to include this in this lesson as to
keep students from getting distracted, but if incorporated properly it could help
even further with understanding. Additionally, rather than make this one
lesson, it could be done over and extended period of time by having students
slowly add cells as they learn more topics, allowing them to build a large mind
map with several different topics.