Lesson Plan for

Implementing NETS•S
Template with guiding questions
Teacher(s)
Name Megan Dunning

Position 1st grade teacher

School/District Jackson Elementary School/Gwinnett County Public Schools

Grade Level(s) 1st grade

Content Area Math

Time line 2 class periods

Standards
 What do you want students to know and be able to do?
 What knowledge, skills, and strategies do you expect students to gain?
 Are there connections to other curriculum areas and subject area benchmarks?
 Please put a summary of the standards you will be addressing rather than abbreviations and
numbers that indicate which standards were addressed.
Content Standards Math:
1MA.C.4 identify and compose shapes, analyze the attributes of shapes, and relate their
parts to the whole (1.GSR.4)
4.a identify common two-dimensional shapes (e.g., rectangles, squares, rhombuses,
triangles, trapezoids, hexagons, circles, half-circles, quarter-circles) and three-dimensional
figures (e.g., cubes, rectangular prisms, cones, spheres, cylinders); sort and classify them
by their attributes; build and draw shapes that possess defining attributes (1.GSR.4.1)
4.b compose two-dimensional shapes and three-dimensional figures to create a shape
formed of two or more common shapes and compose new shapes from the composite
shape (1.GSR.4.2)

By the end of the lesson, students will be able to identify common 2-D and 3-D shapes and
describe their defining attributes. Students will also be able to compose 2-D and/or 3-D
shapes to create a composite shape and identify which shapes have been used to create a
composite shape.
NETS*S Standards: ISTE 1.1.c. use technology to seek feedback that informs and improves their practice and
to demonstrate their learning in a variety of ways.

ISTE 1.1.d. understand the fundamental concepts of technology operations, demonstrate

the ability to choose, use and troubleshoot current technologies and are able to transfer
their knowledge to explore emerging technologies.

ISTE 1.2.b. engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.

ISTE 1.4.d. exhibit a tolerance for ambiguity, perseverance and the capacity to work with
open-ended problems.

ISTE 1.6.b. create original works or responsibly repurpose or remix digital resources into
new creations.

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 ISTE 1.6.c. communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.

Students will utilize digital tools in order to share their composite shapes and explain their
thinking with others. They will receive feedback from their teacher and peers.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
This lesson will be taught toward the end of the geometry unit and will serve as culmination of students’ learning
and provide students with an opportunity to demonstrate their learning and share their understandings with others
through the use of technology.

Day 1:
 Students will participate in a Quizizz game to review the names of 2D and 3D shapes and their defining and
nondefining attributes. This will serve as a review for students and as a formative assessment to allow the
teacher to identify areas in need of review.
 Next students will participate in a guided Nearpod lesson about composite 2D and 3D shapes. Students will
practice identifying shapes used to create a composite image and creating their own composite image. The
teacher will introduce students to their challenge: using 2D or 3D shapes in the classroom, students will
compose them to create a composite shape. Students will also go on a scavenger hunt around the
classroom/school to find composite shapes and identify which 2D or 3D shapes have been used. All of their
composite shapes will be shared using SeeSaw. However, students will have the option to select which tools
will best demonstrate their work and communicate with their audience (teacher and classroom peers). This
includes text boxes, drawing, voice recording, video, and draw and record.
 Students will begin to work on their composite shapes and sharing their work on SeeSaw. Students will have
access to their Chromebooks and a set of iPads to utilize while taking pictures and creating their SeeSaw
posts.
Day 2:
 Students will continue to work on creating and presenting their composite shape if needed.
 Next, students will go on a scavenger hunt around the classroom. Additionally, the teacher can take
students on a walk around the school to allow students to take pictures of the composite shapes they see.
 Using pictures (or video) from their scavenger hunt, they will complete their posts.
 Once everyone has finished sharing their posts on SeeSaw, students will be given time to view and
comment on other students’ work.

Essential Questions
 What essential question or learning are you addressing?
 What would students care or want to know about the topic?
 What are some questions to get students thinking about the topic or generate interest about the topic?
 What background or prior knowledge will you expect students to bring to this topic and build on?
Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be answered
with a simple “yes” or “no” and should have many acceptable answers.
How can 2D and/or 3D shapes be used to compose new shapes?
What 2D and/or 3D shapes are used to compose everyday objects around our school?

Students will need to have an understanding of attributes of 2D and 3D shapes and be able to identify and
describe common 2D and 3D shapes. They will build upon these understandings by composing two or more
shapes to make a composite shape and by identifying which shapes were used to create a composite shape.
Students will be interested in the topic since they will be able to make connections between the content and real-
life applications around the classroom/school.

Assessment
 What will students do or produce to illustrate their learning?
 What can students do to generate new knowledge?
 How will you assess how students are progressing (formative assessment)?

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  How will you assess what they produce or do? How will you differentiate products?
You must attach copies of your assessment and/or rubrics. Include these in your presentation as well.
Formative Assessment:
 Students will participate in a Quizizz review activity. The teacher will be able to view student responses in
order to determine overall needs of the class as well as individual student’s needs. This will help the
teacher identify areas of misconception and which students need additional small group differentiation.
 During the Nearpod activity, students will have opportunities to demonstrate their understanding of 2D
and 3D composite shapes through drawing and labeling. The teacher will be able to provide feedback on
their performance and provide additional small group differentiation as needed.
Summative Assessment:
 Students will produce 2 products to demonstrate their understanding of 2D and/or 3D composite shapes.
Using images and explanations (through text boxes, drawings, voice recording, videos, and/or draw &
record video) students will identify the shapes used to create the composite shape and describe their
defining attributes. The variety of available tools will allow the products to be differentiated based on
students’ needs.
 Students submissions will be evaluated using a rubric which will be shared with students at the beginning
of the project. Composing 2D and 3D Shapes Rubric

Resources
 How does technology support student learning?
 What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials,
templates, assessment rubrics, etc.—help elucidate or explain the content or allow students to interact
with the content?
 What opportunities did you have to collaborate with your students to discover and use new digital
resources to meet their learning goals? (Note: This meets part of ISTE standard 4.2)
 What previous technology skills should students have to complete this project?
During the lesson, students interact with various types of technology resources, some which were familiar and
some that were new. Students have used Quizizz before and are typically very engaged in the activities. They
enjoy answering the questions and competing to get the most points. Quizizz also allows students to receive
immediate feedback on their answers. After each question, students find out if they are correct and at the end
they are able to review their missed questions and the correct answers. Teachers are also able to view students
responses (grouped as a class and individually). This helps teachers to quickly understand their students’
progress and determine next steps for remediation.

The next part of the lesson involved activities on Nearpod. The Nearpod includes a variety of multimedia activities
including videos, pictures, and audio recordings. Students are also able to interact through drawings, text, and
audio recordings. The various features in Nearpod, including audio recording, help make the lesson accessible for
all students regardless of their reading abilities. The teacher is also able to see and share students’ responses in
real-time in order to provide immediate feedback.

By using SeeSaw, students are able to demonstrate their learning through a variety of tools. This allows students
to select which tool is best suited to their needs and allows for differentiation based on students’ needs/abilities.
SeeSaw is also an easy way for students to share their work with each other, their teacher, and even their
parents.

Using SeeSaw was new for students. They have taken pictures and used tools to add text and drawings in other
programs, but not in SeeSaw. Their previous experiences made it easier for them to utilize the tools in SeeSaw.
When I have used SeeSaw in the past, I have used the drawing tool, text boxes, and ability to record audio. There
is also a tool called “record+draw” which allows you to screen record while drawing. This was new to me, and I
explored this tool with some students. We found that you can only have one draw and record video per page, so
students had to make sure they included everything in the one video. Some students found this difficult and used
some of the other tools (drawing and recording audio separately). The ones who used draw and record found it
easier to practice drawing and rehearse their audio first and then record a final version.

Quizizz Game
Nearpod
SeeSaw Composing Shapes

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SeeSaw Shape Scavenger Hunt

Instructional Plan and Preparation

 What student needs, interests, and prior learning provide a foundation for this lesson?
 How can you find out if students have this foundation?
 What difficulties might students have?
Before beginning the lesson, I prepared the Quizizz and Nearpod activities. I have a wide range of skill levels in
my classroom, so I made sure the lessons included supports to help all students be successful. This included a
variety of visuals (pictures and videos) and audio recording to help support students with difficulty reading
independently. Based on students’ needs and interests, I chose SeeSaw as a way for students to share their work
since it offers so many different tools. Students can draw, write, and record audio/video of their work. Through
differentiation of tools, I was able to support the needs of all of my students. Based on some of their previous
work, I know that some students have difficulty typing, but SeeSaw and Neapod both provide alternatives for
student responses.

To begin the lesson, I used Quizizz, which is a platform my students are familiar with. They are always highly
engaged when using Quizizz and enjoy competing with each other. I knew this would get their attention to help
review previously taught content about 2D and 3D shapes and provide formative assessment data about their
progress in mastering the geometry standards.

Management-- Describe the classroom management strategies will you use to manage your students and the
use of digital tools and resources.
 How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.)
 What strategies will you use to achieve equitable access to the Internet while completing this lesson?
 Describe what technical issues might arise during the Internet lesson.
 Explain how you worked with students to resolve or trouble-shoot them? (This meets part of ISTE
standard 4.2.)
 Please note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the
process. Be sure to indicate how you prepared for problems and work through the issues that occurred as
you implemented and even after the lesson was completed.
For the Quizizz and Nearpod components of the lesson, they will be completed whole group. When working on
composing their shapes, students will be able to work independently or with a partner. While students are working
on the SeeSaw assignments, I will be able to pull students for small group instruction based on formative
assessment data provided by Quizizz and Nearpod. Each student has a school-provided Chromebook. My school
also has packs of iPads that can be checked out. I will be sure to have a set of iPads available if students prefer
to use SeeSaw on the iPad instead of the Chromebook. However, the functionality and features are similar on
both. Since we have 1-to-1 devices and wifi, I do not have concerns for equitable access to the Internet.

To avoid potential problems, I verified that all Chromebokos and iPads were charged, connected to the internet,
and the apps needed were downloaded and working. I also made sure that the audio for each device was working
and that each student would have access to working headphones. Since SeeSaw was a new tool for students, I
made sure to model how to create a response and a brief demo of each of the tools before students began
working.

During the Nearpod component of the lesson, a student checked in late and needed to join and another student’s
got frozen/closed. Having the code written on the board was helpful for getting both students restarted quickly.
While working on SeeSaw a couple of students accidentally submitted their assignment before they were finished
working. I worked with students to help them edit their created post and continue working.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson.
 How will your learning environment support these activities? What is your role? What are the students'
roles in the lesson?
 How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of
Bloom’s Taxonomy?

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  How can the technology support your teaching?
 What authentic, relevant, and meaningful learning activities and tasks will your students complete?
 How will they build knowledge and skills?
 How will students use digital tools and resources to communicate and collaborate with each other and
others?
 How will you facilitate the collaboration?
During the lesson, I used a variety of research-based instructional strategies. Using Quizizz and Nearpod, I was
able to incorporate several strategies including modeling, scaffolding, authentic engagement, and instant
feedback. I began the lesson with Quizizz, an engaging review and formative assessment activity. Students then
worked on the Nearpod. The Nearpod included a variety of multi-media representations, real-world connections,
and opportunities for modeling and independent practice. While students were completing the “drawing” response
slides, I was able to formatively assess their understanding of composing 2D and 3D shapes as well as provide
instant feedback and just in time direct instruction.

Once I felt that students had the necessary geometry skills of identifying 2D and 3D shapes and describing their
defining attributes, they were ready to begin composing their shapes. Between the Nearpod and SeeSaw
activities, I utilized the gradual release method of “I do, we do, you do.” The Nearpod included me modeling how
to compose shapes and identify the shapes used in composite shapes. During the Nearpod students also had a
chance for guided practice with “turn and talk” opportunities and scaffolding. Finally, they were ready to try on
their own using SeeSaw to demonstrate their composite shapes. Regardless if students were using 2D or 3D
shapes, they had to defend their thinking by describing the attributes of their identified shapes.

The student learning was authentic since they were finding real-life objects around the classroom/school and
identifying how they had been composed of 2D and 3D shapes. Students were able to demonstrate their creativity
while creating their own composite shape. Nearpod and SeeSaw provide students with a number of different tools
that students could utilize when creating their work.

The entire lesson provided many opportunities for communication and collaboration between students. During the
Nearpod, students were given opportunities to “turn and talk” about the content on the slides and to discuss with a
partner before completing the practice slides. While working on their SeeSaw posts, students had the option of
working independently or collaborating with a partner. After everyone’s posts were finished, they were able to
view their peers’ responses on SeeSaw and share comments. So even if students worked independently, they
were able to share their work and receive feedback. Throughout the lesson I facilitated discussions by reminding
students of established classroom procedures and expectations for “turn and talk” and accountable classroom
talk. I also modeled appropriate and expected responses for SeeSaw posts and monitored the
feedback/comments that students were providing.

Differentiation
 How will you differentiate content and process to accommodate various learning styles and abilities?
 How will you help students learn independently and with others?
 How will you provide extensions and opportunities for enrichment?
 What assistive technologies will you need to provide?
Throughout the lesson, there were opportunities for differentiation and accommodations for students’ diverse
needs. I provided differentiated means for students to express their ideas throughout the Nearpod and
when creating their final products in SeeSaw. As mentioned, students could respond using drawings, text,
images, and audio recordings. This allowed students to express themselves in the way that they felt most
appropriate and comfortable. Students also had a choice in using 2D or 3D shapes, the design of their composite
shape, and the everyday object they selected to analyze for 2D or 3D shapes.

During the lesson, the students engaged in independent work and collaborative partner work. Additionally, while
students were working on their SeeSaw activities, I was able to pull differentiated small groups for additional
practice activities based on students’ skill level and responses to the Quizizz and Nearpod activities.

Since my students have a diverse skill level, ranging from early reader/writer to more fluent
readers and writers, I utilized the tools within Nearpod and SeeSaw to accommodate those
needs. Using Nearpod, I was able to provide audio recordings for many of slides, allowing for readers and
nonreaders to engage in the Nearpod independently if needed. When possible, I also tried to provide visual

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references for the students. The touchscreen capabilities of the Chromebooks and iPads made drawing and
labeling the pictures easier for students.

Reflection
 Will there be a closing event?
 Will students be asked to reflect upon their work?
 Will students be asked to provide feedback on the assignment itself?

Also answer the following questions:

 How will you know if the students found the lesson meaningful and worth completing?
 In what ways do you think this lesson will be effective?
 Why do you think this?
 What problems do you anticipate and why?
 How would you design and/or teach this lesson differently if you had more time?
After students have created their posts in SeeSaw, they will be able to view the class journal and see other
students’ responses. SeeSaw allows students the ability to “like” each other’s posts and provide comments. The
comments can either be typed or voice recordings. This will allow all students to participate, regardless of their
writing/typing abilities. Viewing each other’s posts will give them the opportunity to observe the creativity of their
classmates with the variety of composite shapes that were created and the opportunity to see a wide range of
everyday composite objects. Parents are also able to join SeeSaw and will be able to see their student’s work.

Students were very engaged in the activity and really seemed to enjoy creating posts on SeeSaw. In fact, many
students wanted to create additional posts once they were finished. They liked the ability to select different tools
while creating their post and most students used multiple tools while identifying the shapes and explaining their
attributes. I was not sure how it would go using SeeSaw for the first time, but students seemed to pick it up
quickly. They were confident to try out the different tools and were eager to help each other. Once a few students
figured something out, for example, changing the color of the pen, other students began trying out the same thing
or asked each other for help. I was excited to see them taking the initiative and collaborating with each other. This
lesson was effective in helping students realize that everyday object are composed of 2D and 3D shapes and to
begin looking at the world around them differently. During this lesson and immediately afterward, I heard students
pointing out 2D and 3D shapes that they were finding around our classroom and throughout the school. Students
would even come tell me some of the 2D and 3D shapes they noticed on the playground. These were all objects
they have seen many times before, but after this project, they were starting to become more aware of the things
around them and look at objects through a different lens.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
Overall, this lesson went well! The students were engaged in the activities and were able to demonstrate their
understanding of 2D and 3D composite shapes. This lesson helped students apply the geometry content we had
been learning in an authentic way and see real-world applications of their learning. Using SeeSaw was new for
my students, but it is definitely something I will continue in the future. Overall, students found it easy to use with
only minor problems posting. We all enjoyed that their work was posted to the class journal so they could view
each other’s work. Being able to share with parents is also a great feature. Students often work on games,
centers, group work, or projects that are not easily turned in or sent home. SeeSaw’s many tools provides
students the opportunity to document their work with pictures, videos, etc. that can be shared with their teacher
and parents.

If others were implementing this lesson, I would recommend that their students have some familiarity with the web
tools used or similar tools. Since my students already had familiarity with Quizizz and Nearpod, they were able to
focus more fully on the instruction and activities rather than on learning many different tools. Their familiarity with
Nearpod tools helped them when learning to use SeeSaw. The Nearpod component took longer than I was
expecting, so I would recommend doing this lesson across more than 2 days. This would also allow the teacher
more time to pull students for small group differentiation.

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Students having their own devices with touchscreens made this lesson much easier, so that is something I would
highly recommend to anyone implementing this lesson. Many students have difficulty trying to draw with the
mouse or touchpad, so the touchscreen made their drawing much more accurate. Having a stylus may make
things even more precise.

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