Multimedia: Audio or Video Lesson Idea

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Lesson Idea Name: Geometry Town
Grade Level/Content Area: 4th/ Math
Content Standard Addressed:
MGSE4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the
figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of
symmetry.

ISTE Technology Standard Addressed:  What would you like students to know and be
1.6 Creative Communicator- Students able to do by the end of this lesson:
communicate clearly and express themselves  Recognize the concept of a line of
creatively for a variety of purposes using the symmetry for a two-dimensional figure
platforms, tools, styles, formats, and digital media  Distinguish between parallel and
appropriate to their goals. perpendicular lines
 Explain the relationship between a line of
1.6.d: Students publish or present content that symmetry and a two-dimensional figure
customizes the message and medium for  Identify line-symmetric figures in various
their intended audiences. geometric shapes
 Draw lines of symmetry for given two-
dimensional figures
 Analyze and classify two-dimensional
figures based on their lines of symmetry
What is the student learning goal for this lesson idea?
Student can Recognize the concept of a line of symmetry for a two-dimensional figure, distinguish between
parallel and perpendicular lines, Explain the relationship between a line of symmetry and a two-
dimensional figure, identify line-symmetric figures in various geometric shapes, Draw lines of
symmetry for given two-dimensional figures, Analyze and classify two-dimensional figures based on
their lines of symmetry
Selected Instructional Software Tool: Spotify Podcast

Description of Software:

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

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:
(Sometimes only one option will apply. Please do not highlight your response, put an X in the box
or an X without the box)

☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations. Learning activities are assigned to the student and mostly
practice based.

☒ Student-Led: Students are given voice and choice in the activities. They may select the topic of
TFrazier, 2022
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learning and/or determine the tool they will use to meet the learning goal. The teacher facilitates
the learning as the students direct their own learning processes.

☒ Problem-based and/or Publishable: Students are solving problems and completing projects to
demonstrate their learning. Additionally, the projects can be shared outside of the classroom.
(Note: This objective could be reached by displaying the project on the school’s morning
newscast, posting the project to the classroom blog, presenting it to another class, or publishing
it via an outside source.)
Lesson idea implementation:
Students will re-listen to teachers example of a Podcast and view her sample of her town based off the follow
the directions below from the “Geometry Town” student sheet. In your role as city planner, you have been
asked to plan a new part of your city. Create a model of your plan, including 2-D models of the buildings, to
present to the committee. You are required to meet the following specifications.
● 4 streets that are parallel to each other
● 1 road that is perpendicular to the 4 parallel streets
● 1 avenue that intersects at least 2 streets but is not perpendicular to them.
6 buildings that are the shape of any polygons and color coded using the following requirements:
○ 2 different shaped red buildings that have at least one right angle and at least one set of parallel sides
○ 2 different shaped green buildings that have at least one obtuse angle
○ 2 different shaped yellow buildings that are right triangles
● 1 park shaped like a right triangle with the following features:
● A t least 4 different geometric figures inside of it but has a symmetrical design (a line of symmetry could be
drawn through the park)
● A swimming pool in the shape of a figure that has only acute angles
● A right triangular sandbox
● Name the park and the streets, the road, and the avenue. Plan your city on a sheet of paper first. Once your
plan is complete, create your model. Build your model on 1” grid chart paper. Use paper strips to create the
streets, road, and avenue, and draw your buildings. Add the required features to the park by creating the
appropriate 2-D shapes for your park.
When 35 mins has passed students will be required to stop and begin to plan a script for a podcast or video,
we will do the next day. They will go home and work on their script for the Podcast or prepare to record as a
“new anchor” telling the town about these new parts and explaining to “the town” using the requirements
listed and explain how this will make your town a better place.
Managing student learning: I will manage students learning by giving them a time limit of 35
minutes to create this city, this may seem like a lot of time but there are a lot of requirements and
I’m prepared for students to have many questions. I will also play music during this time and
students are required to be quite enough for me to be able to hear the music.

Universal Design for Learning (UDL) Reflection: The activity I have chosen is beneficial for all
students because it allows them to be creative, using different colors and creating names of cities
they would like. They will be able to use markers, crayons and other tools which will help the hands-
on learners. I will be asking the students to plan and create a podcast which helps audio learners,
and there will be a script over this podcast to help students who might need to read while listening
to better understand. We will also have the opportunity to use iMovie to create videos in class. This
lesson and podcast tool helps students engage through the lesson they will have to process how to
create this town using specific angles we need them to know.
Reflection: I think this is a great lesson that helps students get involved and excited about

TFrazier, 2022
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learning. This is a way to challenge them but also excite them. I’m mostly looking forward to
having them be the city planner of their town and explain the town to their classmates!

TFrazier, 2022