S3+McLaughlin,Linda+Vanna

=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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that matter is the building blocks in which the universe was created. (**where)** The things we use everyday wouldn't exist without matter. **(why)** //Students describe the structure, behavior, and interactions of matter at the atomic level and the relationships between matter and energy//. **(what**)
 * (H)** 1.2 Students will watch a video on youtube on the overview of atoms -- [|"History of the Atom Rap"] **(hook)**
 * (E)** 1.3 Students will know what atoms are, and how protons, neutrons, and electrons are important. **(equip)** Students will use a describing wheel to organize different components of atoms. **(explore)** Students will participate in a three-minute review, in teams, to clarify any questions before creating a glogster that depicts all aspects of an atom and its structure. **(experience)**
 * (R)** 1.4 Students will think about why each part of atomic structure is important. They'll be able to ask questions in class to get an accurate idea in their head. (**rethink**) Students will receive instant feedback from the teacher and peers during the three-minute review. **(revise)** Students will refine their learning and understanding while creating a glogster and will receive feedback from the teacher based on a checklist for scoring for final revisions . (**revise/refine)**
 * (E)** 1.5 Students will be pre-assessed before discussions on atoms. Glogsters will be graded based on a checklist. **(evaluate)**
 * (T)** 1.6 **Logical**: Students will learn the structure of an atom in a puzzle-like manner.
 * Visual:** Students will be using glogster to show their understanding of an atom in a visual format.
 * Verbal:** Students will participate in class discussion and be able to ask questions about unclear aspects of atoms.
 * Interpersonal:** Students will work in teams and during the three-minute review to review and ask questions on protons, neutrons, and electrons.
 * Intrapersonal:** Students work individually on glogster to reflect on what they learned about the entirety of an atom.
 * Naturalist:** Students will be prompted to find examples of differing atoms in nature.
 * Musical:** Students will be presented an overview of the structure of an atom by listening to a music video about the history of the atom. Students may also add audio clips to their Glogster. (**tailors)**
 * (O)** 1.7 Students will be able to model the structure of atoms, by way of neutrons, protons and electrons. (**explain**) Product: glogster; 2 days (**organize**) ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that matter is the building blocks in which the universe was created. (**where)** The properties of molecules signify different purposes, i.e. the difference between your gold and silver ring. (**why**) //Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy//. (**what**)
 * (H)** 2.2 The students will take off and examine all jewelry and compare them. How are they different? Why are they different? (**hook**)
 * (E)** 2.3 Students will know what elements are, and how the properties of matter are important. (**equip**) Students will use a T-chart to map out different kinds of molecules and their properties. (**explore**) Students will partake in RoundRobin brainstorming, in groups, to think of different kinds of properties. Student will create a Comic Life depicting various molecules and why they're different. (**experience**)
 * (R)** 2.4 Students will think about how molecular properties affect what they use, and they'll receive more practice sheets using the graphic organizer to describe more molecules. (**rethink**) Students will receive instant feedback during and after participating in the RoundRobin brainstorming. (**revise**) Students will be given the opportunity to correct mistakes in the worksheets and refine their learning and understanding while creating a comic life. Students will receive feedback from the teacher based on a rubric for scoring for final revisions. (**revise/refine**)
 * (E)** 2.5 Students will be pre-assessed before discussions on molecules. Their Comic Life will be graded based on a rubric. (**evaluate**)
 * (T)** 2.6 **Verbal:** The class will discuss what they think distinguish molecules from each other.
 * Logical:** Students will be asked to try to figure out the differences between certain molecules on their own.
 * Visual:** Students will be using Comic Life to demonstrate molecular properties.
 * Kinesthetic:** Students will be finding and using objects from the classroom to describe molecular properties.
 * Interpersonal:** Students will be working in groups, during the RoundRobin brainstorming, to sort through ideas.
 * Intrapersonal:** Students work individually to create a Comic Life to demonstrate understanding. (**tailors)**
 * (O)** 2.7 Students will be able to analyze how the number and arrangement of atoms in a molecule determine molecular properties. (**perspective**) Product: comic life; 2 days (**organize**) ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that there are different kinds of interactions that take place on an atomic level. (**where)** We wouldn't have life, or things like plants if it wasn't for carbon and water. Life processes cannot take place without some energy driving it. (**why**). //Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy//. (**what**)
 * (H)** 3.2 Students will look at an image depicting photosynthesis, then think of how the world would be today if we didn't have photosynthesis. (**hook**)
 * (E)** 3.3 Students will know how chemical formulas work and how to balance equations. (**equip)** Students will use a KWL chart to organize what they already know and what they learn. (**explore**) Students will work in groups in a numbered heads together activity to work through the material. (**experience**)
 * (R)** 3.4 Students will receive formative assessment through the lesson through self evaluation and feedback from peers. (**revise**). Students will analyze parts of photosynthesis and apply it to other parts of life processes. (**rethink**) Students will be able to revise their understanding while collaborating on a discussion board. (**refine**)
 * (E)** 3.5 Students will be given full credit based on participation in class and on a discussion board. (**evaluate**).
 * (T)** 3.6 **Logical:** Students will have to think about what the world would be like without life processes.
 * Visual:** Students will be looking at diagrams of different life processes to gain a better understanding.
 * Verbal:** Students will be having discussions in class and on a discussion board online.
 * Interpersonal:** Students will be working with their peers in groups.
 * Intrapersonal:** Students will reflect on what they know while filling out graphic organizers.
 * Naturalist:** Students will apply their learning to natural processes, such as photosynthesis. (**tailors**)
 * (O)** 3.7 Students will be able to consider how the roles of carbon and water in life processes are essential. (**empathy**). Product: Discussion Board; 1 day (**organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that there are different kinds of interactions that take place on an atomic level. (**where**) We distinguish so many objects in a world by their properties, without even thinking twice about it, thus showing how important it is. (**why**) //Students describe the structure, behavior, and interactions of matter at the atomic level and the relationsihp between matter and energy.// (**what**)
 * (H)** 4.2 Students will watch the youtube video "[|The properties song"] to introduce the idea of chemical and physical properties. (**hook**)
 * (E)** 4.3 Students will know what the properties of matter and elements are and be able to distinguish them in real life and between objects. **(equip**) Students will use a planning chart to help organize their thoughts and what they learn. (**explore**) Students will work in small groups in a jigsaw to learn about different properties of matter before presenting what they learned to the rest of the class. (**experience**)
 * (R)** 4.4 Students will come up with examples of chemical and physical properties not mentioned in class. (**rethink**) Students will ask questions and brainstorm what they've learned during the jigsaw activity. (**revise**) Students will refine their learning and understanding by creating a podcast and receiving feedback from the teacher based on a rubric for scoring. (**refine**)
 * (E)** 4.5 Students will receive feedback from peers and the teacher during classtime and their podcast will be scored based on a rubric. (**evaluate**)
 * (T)** 4.6 **Musical:** Students will able to add elements of music to help their understanding of properties of matter in their podcast.
 * Naturalist:** Students will be asked to find objects in nature and distinguish their chemical and physical properties.
 * Verbal:** Students will take part in discussions and teaching others.
 * Interpersonal:** Students will work in groups to create the podcast, as well as in class activities.
 * Logical:**Students will be applying what they learned in class about properties to real life examples.
 * Kinesthetic:** Students will act out different types of chemical properties. (**tailors**)
 * (O)** 4.7 Students will be able to illustrate how atomic structure plays a role in distinguishing chemical properties. (**interpretation**) Product: podcast; 3 days. (**organize**) ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that energy is important for our existence. (**where**) Look at all the different kinds of lights we have: neon lights, florescent lights, lights that save energy, and so on. These lights are all different because light depends on the change of atoms. (**why**) //Students describe the structure, behavior, and interactions of matter at the atomic level and the relationships between matter and energy//. **(what**)
 * (H)** 5.2 When the students walk into the room, there will be a table set up with different kinds of lights. Students will be able to look at them and play with them to notice their differences and similarities. (**hook**)
 * (E)** 5.3 Students will know about gas laws, free energy laws, and particles. **(equip**) Students will use a KWL chart to organize their thoughts and write down what they've already know and what they want to learn. (**explore**) Students will work in Team Pair Solo groups during a class activity to gain a better understanding of light emissions, so that they may use that new knowledge in their lab report. (**experience**)
 * (R)** 5.4 Students will think about their favorite kind of light and then determine why that light is emitted the way it is. They'll be able to ask clarifying questions to be sure they're on the right track. (**rethink**) Students will receive instant feedback from the teacher and peers during the Think Pair Solo activity. (**revise**) Students will refine their learning and understanding while creating a lab report and will receive feedback from the teacher based on a checklist for scoring for final revisions. **(revise/refine**)
 * (E)** 5.5 Students will create a lab report that will be scored based on a checklist. (**evaluate**)
 * (T)** 5.6 **Visual:** Students will be looking at different types of lights in class to help sort through the differences in emission.
 * Verbal:** Students will be creating a lab report that demonstrates their understanding, as well as taking part in class discussion and activities.
 * Interpersonal:** Students will be working in groups with their peers.
 * Intrapersonal:** Students will reflect on their understanding and learning while creating a lab report.
 * Logical:** Students will be learning the process by which light is emitted and apply it to the real world.
 * Naturalist:** Students will apply their learning to look at natural light in the world. (**tailors**)
 * (O)** 5.7 Students will be able to test how light is emitted based on how atoms change. (**application**) Product: Lab report; 3 days. (**organize**) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that energy is important for our existence. **(where)** Without different kinds of energy we wouldn't have all the actions in the world, nothing would be able to go anywhere. (**why)** //Students describe the structure, behavior, and interactions of matter at the atomic level and the relationships between matter and energy//. (**what**)
 * (H)** 6.2 Students will watch a youtube video on energy by [|Wile E. Coyote and the Roadrunner]. (**hook**)
 * (E)** 6.3 Students will know about free energy laws, kinetic energy, and potential energy. (**equip**) Students will use a describing wheel to map out various examples and properties of kinetic and potential energy. (**explore**) Students will participate in a Think-Pair-Share activity to brainstorm examples of the different kinds of energies so that they can be used in their blogs. (**experience**)
 * (R)** 6.4 Students will think about real world examples of kinetic energy and share them with their peers, and explain how it's important. (**rethink**) Students will receive instant feedback from the teacher and peers during the Think-Pair-Share activity. (**revise**) Students will refine their learning and understanding while keeping a blog throughout the unit, providing examples and discussion of kinetic and potential energy found in the real world. (**revise/refine**)
 * (E)** 6.5 Students will keep a blog that will be assessed for participation, feedback, and understanding. (**evaluate**)
 * (T)** 6.6 **Verbal:** Students will partake in discussion of kinetic and potential energy.
 * Visual:** Students will be looking around them to find real life examples of energy.
 * Logical:** Students will apply their learning to their daily lives.
 * Interpersonal:** Students will work with their peers during class to sort through information.
 * Intrapersonal:** Students will reflect on what they've learned in their blog entries.
 * Naturalist:** Students will look for examples in nature of potential and kinetic energy. (**tailors**)
 * (O)** 6.7 Students will be able to recognize examples of kinetic and potential energy in the real world. (**self-knowledge**) Product: Blog Entries; 1 week. (**organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe