S3+Stewart,Justin+Larry

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= 1.2 H: Bring students out to a soccer field and have some students stay in the middle and others on the outside. This will represent the atom and its structure (**HOOK**). 1.3 E: Students will know protons, neutrons, electrons and the structures of atoms (**EQUIP**). Students will use a tree chart to record the particles and structures of atoms (**EXPLORE**). Students will break up into groups and the three minute review to discuss why they think the particles impact the structure of an atom (**EXPERIENCE**). 1.4 R: Students will break up into groups for their three minute review and will talk about why the particles that make up atoms impact the structure and fill out a tree chart to show their group understandings and ask any questions that come up (**RETHINK**). Groups will then come together to make larger groups and compare their results. The groups will compare and contrast their understandings (**REVISE/REHEARSE**). Students will then write a lab report that will be based on a checklist that will be handed out and can be posted on a wiki site for classmates to read and analyze (**REFINE**). 1.5 E: The teacher will check the lab reports with the checklist that was handed out to make sure that comprehension of atoms and their structure is thorough and complete (**EVALUATE**). 1.6 T: 1.7 O: Students will be able to write a lab report about atom structure in terms of neutrons, protons and electrons and post it on a wiki for your classmates to critique (**SELF-KNOWLEDGE**). Product: Wikispace, 3 days (**ORGANIZE**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.1 W: Students will be able to recognize the structure of atoms in terms of protons, neutrons and electrons (**WHERE**). Protons, neutrons and electrons make up elements, which make up compounds, which make you and I (**WHY**). Students describe the structure, behavior and interactions of matter at the atomic level and the relationship between matter and energy (**WHAT**).
 * Verbal:** Groups will talk about their idea for why atoms are built the way they are.
 * Logic**: The students will analyze the different particles and where they are suppose to go in the atom.
 * Kinesthetic**: Students will be brought outside and asked to move around based on their assigned particles abilities.
 * Interpersonal**: Students will talk in groups about their understandings of atoms so they can complete the tree chart.
 * Intrapersonal**: Students will work alone on their lab reports that they will be posting on a wikispace.
 * Naturalistic**: Students will be brought outside where they will interact based on the elements that can be found in the environment.

=Lesson 2=

2.2 H: Students will be shown the history of the atom rap (**HOOK**). 2.3 E: Students will know protons, neutrons, electrons, atoms, atomic structure and the nucleus (**EQUIP**). Students will use a flow chart to illustrate the pieces of atoms and the atom (**EXPLORE**). During my lesson, I will use think-pair-share so students can recap on the material (**EXPERIENCE**). 2.4 R: The students will break up into their groups for the think-pair-share and complete the flow chart for particles and how they come together (**RETHINK**). The class will come back together and the teacher will ask questions about atoms and how the students think that atoms are meant to be put together (**REVISE/REHEARSE**). Students will take an assigned element and create the atom on sketchup while checking their work on a checklist (**REFINE**). 2.5 E: The students sketchup will be evaluated by a checklist that was handed out before the assignment (**EVALUATE**). 2.6 T: 2.7 O: Students will be able to build structures of simple atoms nuclei (**APPLY**). Product: Sketchup, 2 days (**ORGANIZE**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 2.1 W: Students will understand that matter interacts at the atomic level (**WHERE**). Atomic structure is what dictates how elements react and create objects and foods that we use and eat (**WHY**). Students describe the structure, behavior and interactions of matter at the atomic level and the relationships between matter and energy (**WHAT**).
 * Verbal**: Students will talk in groups and then answer questions from the teacher.
 * Visual**: Students will create an atom that can be seen in three dimensions.
 * Logic**: Students will be place atoms and their pieces in the correct positions.
 * Interpersonal**: Groups will be made so they can do their think-pair-share assignment during class.
 * Intrapersonal**: Students will create their own element on sketchup.
 * Musical**: The history of the atom rap will be played as the hook for the lesson.

=Lesson 3=

3.2 H: Have all the students stand and instruct them how to move and where to move based on the three states of matter (**HOOK**). 3.3 E: Students will know atoms, protons, neutrons, electrons, states of matter, melting points, boiling points, Gas Laws and atomic structure (**EQUIP**). Students will use a planning chart to show the structures of atoms (**EXPLORE**). Students will have a three minute review to recap what was being taught in the lesson (**EXPERIENCE**). 3.4 R: The class will be broken up into groups where they will fill out a planning chart of the three states of matter (**RETHINK**). The students will discuss their planning charts with a partner during the three minute review (**REVISE/REHEARSE**). After class, the students will work with a partner to create a glogster of certain materials states at different temperatures and will be based off the rubric that was provided (**REFINE**). 3.5 E: The teacher will go through the online posters using a rubric to check for comprehension (**EVALUATE**). 3.6 T: 3.7 O: Students will be able to analyze the states of matter (**PERSPECTIVE**). Product: Glogster, 2-3 days (**ORGANIZE**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 3.1 W: Students will understand that matter is the building block for everything in the universe (**WHERE**). Everything is made of matter, the food you eat and the car you drive (**WHY**). Students describe the structure, behavior and interactions of matter at the atomic level and the relationship between matter and energy (**WHAT**).
 * Verbal**: Students will talk with their partners on the glogster project.
 * Visual**: The class will create glogsters so they can visually represent the matter in question.
 * Logic**: Students will take different boiling points and melting points to demonstrate the states their material is at.
 * Kinesthetic**: Students will be asked to move in certain ways depending on the state of the matter.
 * Interpersonal**: The students will work with a partner to revise and assess their planning charts.
 * Intrapersonal**: The planning charts should be filled out by individuals.

=Lesson 4=

4.2 H: Have students put on costumes of different atoms and have them “bond” together (**HOOK**). 4.3 E: Students will know nucleus, valence electrons, ions, ionic bonding and covalent bonding (**EQUIP**). Students will use a tree chart to describe what creates a bond (**EXPLORE**). Students will break up into partners where they will discuss what was being learned (**EXPERIENCE**). 4.4 R: During the lesson, students will be broken up into partners where they will work on a tree chart about how bonding occurs (**RETHINK**). The class will come back together and the students will fill out a tree chart on the board as a whole class. Questions that come up may be answered by the teacher or the students (**REVISE/REHEARSE**). After the lesson, students will create a podcast, with a partner, where they are talking to a famous chemist on a radio station. The students will critique each groups performance using a rubric the teacher hands out (**REFINE**). 4.5 E: The teacher will watch all of the presentations that were based on the rubrics handed out and also read the critiques from the students to see what they caught that was wrong or exemplary (**EVALUATE**). 4.6 T: 4.7 O: Students will be able to describe how matter bonds (**EXPLAIN**). Product: Podcast, 3-4 days (**ORGANIZE**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 4.1 W: Students will be able to describe how matter bonds (**WHERE**). Every molecule that the human body uses is bonded with either an ionic bond or a covalent bond (**WHY**). Students describe the structure, behavior and interactions of matter at the atomic level and the relationship between matter and energy (**WHAT**).
 * Verbal**: The class will discuss what is correct or what is wrong with the class tree chart and why they are wrong or correct.
 * Visual**: The tree chart will have drawings of the elements and the electron configuration.
 * Logic**: Students will plot the electrons role in the bonding process.
 * Interpersonal**: Students will work in pairs to fill out the tree chart.
 * Naturalistic**: Students will be asked to pick an element in the outdoors or their home environment and explore the elements electron configuration.
 * Music**: Music will be a component of the podcast.

=Lesson 5=

5.2 H: Ionic/covalent bonding animation (**HOOK**). 5.3 E: Students will know atomic structure, ions, ionic bonding, covalent bonding, Gib’s free energy law and atomic structure (**EQUIP**). Students will use a venn diagram to show how ionic bonds and covalent bonds differ and contrast (**EXPLORE**). After making the venn diagram, students will break up and do a jigsaw (**EXPERIENCE**). 5.4 R: After the lesson, students will complete a venn diagram alone so they can figure out the differences they think of ionic and covalent bonds (**RETHINK**). The class will then break up into groups and do a jigsaw with their groups going over what they found (**REVISE/REHEARSE**). The students will then create a blog using a checklist to make sure they cover ionic and covalent bonding.(**REFINE**). 6.5 E: The teacher will check the blogs using a checklist to check for understanding of the arrangement idea (**EVALUATE**). 6.6 T: 5.7 O: Students will be able to illustrate ionic/covalent bonds (**INTERPRET**). Product: Blogs, 3-4 days (**ORGANIZE**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 5.1 W: Students will be able to illustrate ionic/covalent bonds (**WHERE**). Ionic/covalent bonds are what make life possible (**WHY**). Students describe the structure, behavior and interactions of matter at the atomic level and the relationship between matter and energy (**WHAT**).
 * Verbal**: Students will participate in the jigsaw.
 * Visual**: The blogs will require them to add a picture of the bonds that they are talking about so they provide a clear image for the reader.
 * Logic**: Students will show the ways that certain molecules can bond in the dimensions allowed.
 * Interpersonal**: The students will be required to go over their venn diagrams as a group to make sure they met all of the requirements.
 * Intrapersonal**: The students will create their own blogs and come up with the venn diagram alone.
 * Naturalistic**: The students will be shown a specific example of bonding in the environment.

=Lesson 6=

6.2 H: Have the students move into different formations of materials as shown on the whiteboard or projector (**HOOK**). 6.3 E: Students will know chemical formulas, Gibs free energy laws, elements, compounds and mixtures (**EQUIP**). Students will use a flow chart to show the progression of different mixtures of the same elements except in different arrangements (**EXPLORE**). During the lesson, students will use the think-pair-share groups to compare and contrast what they thought of the arrangement of materials (**EXPERIENCE**). 6.4 R: Students will break up and complete the flow chart for different arranging mixtures (**RETHINK**). The students will then break up into think-pair-share groups and brain storm different ways that they could have created different arrangements for the same material (**REVISE/REHEARSE**). The students will then create a comic life on how matter is arranged in materials using a checklist to guide them on the necessary material that should be covered (**REFINE**). 5.5 E: The teacher will look at all of the comic lifes to make sure that they followed the checklist and answered all of the major questions on bonding (**EVALUATE**). 6.6 T: 6.7 O: Students will be able to imagine how matter is arranged in materials (**EMPATHY**). Product: Comic life, 2-3 days (**ORGANIZE**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 6.1 W: Students will understand that matter is the building block for everything in the Universe (**WHAT**). The way matter is arranged allows for certain materials to have the different properties such as diamond and graphite (**WHY**). Students describe the structure, behavior and interactions of matter at the atomic level and the relationship between matter and energy (**WHAT**).
 * Verbal**: Students will go over the flow charts to make sure that had in fact made possible arrangements of mixtures.
 * Visual**: Students will be making a flow chart that will have representations of the materials they are talking about.
 * Logic**: The arrangements of materials will be produced to allow the best possible formation.
 * Kinesthetic**: Students will move around into the different formations of the atoms shown on the board or projector.
 * Interpersonal**: The students will work alone on the blogs to show their understanding.
 * Intrapersonal**: Students will have to work together to make sure they have done their flow charts correctly.

2004 ASCD and Grant Wiggins and Jay McTighe