S3+Haase,Kaitlyn+Nicole

=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= **Logical/Mathematical**: Students will analyze the functions' trends in the sketches. **Visual/Spatial**: While creating the digital poster, students will use visuals; graphs, tables, other relevant images. **Intrapersonal**: Students will be given time during the three-minute review to reflect on what they need clarified about the functions and their graphs. **Verbal-linguistic**: Students will use their verbal skills while asking questions and giving feedback to their peers. **Musical/Rhythmic**: Students can add audio to their Glogsters of the functions' graphs. **(Tailors)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that functions can be interpreted using graphs, tables, and algebraic techniques. **(Where)** Real life predictions can be made by recognizing trends in graphs, such as the rise and fall of America's economy. **(Why)** //Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.// **(What)**
 * (H)** 1.2 An attention-grabbing video that displays rollercoasters, population growth, or anything that will interest students. No matter what the content is in the video, it can be related to functions. "Functions are everywhere!" **(Hook)**
 * (E)** 1.3 Students will know the vertical line test, labeling graphs, variables (independent and dependent), and the basic functions by using a describing wheel. **(Equip)** Students will participate in a three-minute review in teams, in which they will be given three-minutes to interpret the material and ask clarifying questions. **(Explore)** Students' team will create a Glogster as a digital reference of the sketches of the graphs of the basic functions. **(Experience)**
 * (R)** 1.4 Students will be given a checklist to assess their Glogster to make sure they have all of the correct components of the sketches.**(Rethink/Revise)** I will provide feedback while reviewing Glogsters as they are being designed. I will also answer clarifying questions during the three-minute review. **(Revise/Refine)**
 * (E)** 1.5 Students will be pre-assessed on their knowledge of variables and functions. Glogsters will be assessed based on a checklist of necessary components. **Evaluate)**
 * (T)** 1.6 **Interpersona**l: Students will work with their classmates to complete their Glogsters of the functions' graphs ( a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b).

=Lesson 2=
 * (O)** 1.7 Students will be able to recognize the graphs of basic functions **(Self-Knowledge)**. Product: Glogster, 1 day **(Organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that functions can be interpreted using graphs, tables, and algebraic techniques. **(Where)** Projectile motion problems involve functions. For example, how far someone can kick a soccer ball, what the maximum height is.. etc. **(Why)** //Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.// **(What)**
 * (H)** 2.2 Students will listen to a variety of music clips. From those clips they will illustrate shapes of functions based on sounds, pitches, tones, etc. that they hear. **(Hook)**
 * (E)** 2.3 Students will know domain and range by using a tick-tac-toe graphic organizer. **(Equip)** Students will work together in pairs to analyze their graphs and decide upon their domains and ranges. **(Explore)** The pairs will then create digital scrapbooks of their functions using GeoGebra. **(Experience)**
 * (R)** 2.4 Students will be given a checklist with the following components: labels, domain, range, passes vertical line test. The students will assess the graphs of their functions using the checklist. **(Rethink/Revise)** I will provide feedback accordingly while students are compiling their scrapbooks. **(Revise/Refine)**
 * (E)** 2.5 Students will be pre-assessed on their knowledge of graphing. The digital scrapbooks will be assessed based on the checklists provided to the students consisting of necessary components. **(Evaluate)**
 * (T)** 2.6 **Musical/Rhythmic**: Students will listen to music to create their graphs.
 * Intrapersonal**: Students will devise their own interpretation of functions based on the music.
 * Interpersonal:** Students will work in pairs to help analyze functions and create a digital scrapbook.
 * Spatial/Visual:** Students will create visual interpretations of their functions.
 * Bodily/Kinesthetic**: Students have the option of getting up and moving to the music to think of their functions.
 * Linguistic/Verbal**: Students will use their verbal communication skills to work with their partner. **(Tailors)**
 * (O)** 2.7 Students will be able to illustrate graphs of the basic functions. **(Interpretation)** Product: Digital scrapbook, 1 day **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that functions can be solved using various methods. **(Where)** By solving functions we can pin-point what happens at a specific time. For example, if a car is traveling miles-per-hour, using a linear function (kx+b) we could find out the distance at exactly 4.5 hours. **(Why)** //Students understand and interpret characteristics of functions using graphs, tables, and algebraic techniques.// **(What)**
 * (H)** 3.2 Students will be given watch a safari camera (on http://www.earthcam.com/) and try to identify examples of quadratics. **(Hook)**
 * (E)** 3.3 Students will know the quadratic formula using a word-web graphic organizer. **(Equip)** Students in groups will be each assigned a different method of solving functions. Once each student has mastered their technique, they will share with another group. This is called "jigsaw." **(Explore)** The students will collaborate with other with the same technique and create an iMovie presentation to teach a lesson to the class. **(Experience)**
 * (R)** 3.4 Students will be given a self-quiz to figure out what techniques they need to practice more. **(Rethink/Revise)** I will provide feedback as the students are taking their self quiz and answer any clarifying questions. **(Revise/Refine)**
 * (E)** 3.5 The iMovie presentations will be assessed based on a presentation rubric. The students will be assessed on content, collaboration with peers, originality, script/storyboard, enthusiasm, and credits. **(Evaluate)**
 * (T)** 3.6 **Logical/Mathematical:** Students will use the quadratic formula.
 * Musical/Rhythmic**: Students can add music to their iMovie presentation
 * Naturalist:** Students will find an example of a parabola in nature using live-feed webcams online
 * Bodily/Kinesthetic**: Students have the choice of acting in their iMovie presentation
 * Spatial/Visual:** Students will use visual aids in iMovie
 * Interpersonal:** Students must collaborate with their peers to create the iMovie presentation. **(Tailors)**
 * (O)** 3.7 Students will be able to describe various techniques to solve functions. **(Explanation)** Product: iMovie, 3 days **(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that functions can be solved using various methods. **(Where)** By solving functions we could figure out exactly how much profit a company should make based on data. **(Why)** //Students understand and interpret characteristics of functions using graphs, tables, and algebraic techniques.** (What) **//
 * (H)** 4.2 A slideshow will be playing that will display shocking facts, graphs, etc. that can be related directly to functions. **(Hook)**
 * (E)** 4.3 Students will know function notation by using a flowchart. **(Equip)** Student will be assigned a random function, and by using only body motions they must act out their functions. While students are simultaneously signing their functions, they all must find their match. This will create their team. **(Explore)** Students' team will create a digital story about finding the appropriate method to solve a particular assigned function using Comic Life. **(Experience)**
 * (R)** 4.4 Students will given another self-quiz to reassess their knowledge of the techniques used to solve functions. **(Rethink/Revise)** I will allow other students who are "masters" in their technique displayed in iMovie to peer-assess classmates and give feedback. **(Revise/Refine)**
 * (E)** 4.5 The comic life presentations will be assessed using a rubric. The components of the rubric will be the same as the iMovie, but specific to Comic Life. **(Evaluate)**
 * (T)** 4.6 **Bodily/Kinesthetic:** Students will act out/sign their functions using only body movements.
 * Logical/Mathematical**: Students will use the quadratic formula.
 * Spatial/Visual:** Students will use images to create a comic
 * Linguistic/Verbal:** Students will create a story-line for their comic
 * Interpersonal:** Students will work with classmates to create comic
 * Naturalist:** Students can create a nature theme in their comic **(Tailors)**
 * (O)** 4.7 Students will be able to compare various methods to appropriately solve functions. **(Perspective)** Product: Comic Life, 2 days **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that learning basic functions translates to the ability to solve problems. **(Where)** By knowing how to apply functions to problems we can understand why things work the way they do in real life. For example, we can understand the laws of physics and gravity by using functions. **(Why) //Students understand and interpret characteristics of functions using graphs, tables, and algebraic techniques.// (What)**
 * (H)** 5.2 Show a clip from an episode of How It's Made from the Discovery Channel. **(Hook)**
 * (E)** 5.3 Students will know factoring, quadratic formula, graphing, tables, variables, domain, and range by using an idea rake. **(Equip)** Students will participate in a think-pair-share activity in which students will first individually think about solving problems with functions, then they will share their ideas in pairs. The next step is to have each pair share their ideas with another pair. **(Explore)** Students will use real-time webcams (such as the ones found on [] ) to find examples of functions in the real world. The examples could consist of applications of the functions or shapes that resemble the graphs of the functions (a/x, x^n where n=1-3, absolute value of x, square root of x, ax^2+bx+c, kx+b). Students will individually record their findings in Garageband or Audacity to create a podcast that they can share with the class. **(Experience)**
 * (R)** 5.4 Students will be given a self-quiz to assess their knowledge of applying functions to solve problems. The quiz will consist of problems that will need various techniques and functions to solve them. **(Rethink/Revise)** I will provide the answers to the quiz at my desk so students can check their work as they are doing the quiz. They can individually ask me clarifying questions or schedule a time for extra help or more practice if they need it. **(Revise/Refine)**
 * (E)** 5.5 The podcasts will be assessed using a rubric with the components: content, collaboration with peers, enthusiasm/speaks clearly, and time limit. **(Evaluate)**
 * (T)** 5.6 **Interpersonal:** Students will collaborate with a partner and share ideas about solving problems by applying their knowledge of functions.
 * Musical/Rhythmic:** Students can add music and sound effects to their podcast
 * Intrapersonal:** Students will reflect individually about solving problems by applying functions in the first step of Think-Pair-Share
 * Verbal/Linguistic**: Students must speak during their podcast
 * Bodily/Kinesthetic**: Students can give directions for the listener to act or move while listening to the podcast
 * Naturalist:** Students can choose a nature problem for their podcast **(Tailors)**
 * (O)** 5.7 Students will be able to solve problems using basic functions. **(Application)** Product: Podcast, 2 days **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that learning basic functions translates to the ability to solve problems. **(Where)** Nothing in the real world would exist without functions. **(Why) //Students understand and interpret characteristics of functions using graphs, tables, and algebraic techniques//. (What)**
 * (H)** 6.2 Students will see images of all the digital artifacts they have created in this unit so far in a slideshow. **(Hook)**
 * (E)** 6.3 Students will know many examples of how functions are used in the real world by using a goal/reasons web. **(Equip)** Students will participate in a round-robin brainstorming activity. There will be teams of four, and one student is the designated recorder. Students will be allowed "think time" and the recorder will write down all ideas of real world applications of functions and problems that can be solves using functions. **(Explore)** Each student will create a blog about different techniques used to solve functions, the different graphs of functions, problems that can be solved using functions, etc. The blog will serve as a study guide for the students. **(Experience)**
 * (R)** 6.4 Students will follow each others blogs and provide feedback accordingly by posting comments. **(Rethink/Revise)** I will check the blog entries for accuracy and any concerning questions students may have. I will provide feedback on the blog or in person, depending on this issue. **(Revise/Refine)**
 * (E)** 6.5 Students' blogs will be assessed based on the amount of time they spent blogging. They should have at least one entry each day for a week, until the unit test. **(Evaluate)**
 * (T)** 6.6 **Visual/Spatial:** Students can add images and videos to their blog entries
 * Linguistic/Verbal:** Students will put text in most of their blog entries
 * Intrapersonal:** Students will be writing their own thoughts and reflections on their blogs
 * Interpersonal:** Students will get feedback from classmates on blogs
 * Musical/Rhythmic**: Students can add music clips and podcasts to their blog entries
 * Naturalist:** Students can relate functions to nature in their blog entries **(Tailors)**
 * (O)** 6.7 Students will be able to consider solving real-world problems by using basic functions. **(Empathy)** Product: Blog, 5 days **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe