Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Pop-Pop-Popplet

Content Area: Geometry
Grade Level(s): Sophomore

Content Standard Addressed: MGSE9-12.G.SRT.5 Use congruence and similarity criteria for triangles to
solve problems and to prove relationships in geometric figures.

Technology Standard Addressed:

1b. Create original works as a means of personal or group expression.

Selected Technology Tool: Popplet

URL(s) to support the lesson (if applicable): N/A

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): This activity aligns with the framework of the UDL principles. For
representation, the “what” of learning: Activate prior knowledge (e.g. using routines), using advanced
organizers (e.g. KWL methods, concept maps), and re-teaching critical models, concrete objects. For
action and Expression, the “how” of learning: Compose in multiple media such as text, speech, drawing,
illustration, comics, storyboards, design, film, music, visual art, sculpture, or video For Engagement, the
“why” of learning: Design activities so that outcomes are authentic, communicate to real audiences, and
are purposeful.

Lesson idea implementation: The students will already have prior information about triangle categorization.
However, in this lesson the students will then get on a computer and create their own diagram/concept map
on Popplet in which they want to organize and present the information. The teacher will observe and assist
when needed with either the website or the content knowledge. I’m assuming this will only take up half of the
class. Therefore, the students will present how they categorized this information to their other peers for the
rest of the class period and they will turn in their final product as a grade. This helps with differentiated
learning because each student can work at their own pace and organize information how they want to ir how
it makes sense to them.

Reflective Practice: It would probably help student learning because the students have to organize their
content knowledge by creating a project that helps them categorize this information in their head, which will
help the students retain the information better.

Spring 2018_SJB