S3+Shorey,Andrew+Francis

=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= It is important to know area/volume so that if you build a house or own a house you could plan it out or if you wanted to know it's area you could figure it out **(Why)**. //**Students justify statements about polygons and solve problems (What)**//. Logical/Mathematical- By using a T-Chart students will be able to keep their area and volume formulas in some sort of logical order. Visual/Spatial- By writing down their area and volume problems students who learn in a visual way will be able to see the process of what they are doing. Bodily/Kinesthetic- By having students measure things inside of their own home they will be moving and thinking about what they want to measure. By doing this they will think about the area of a room or volume of a room. Musical/Rhythmic- By creating a pattern for students to try and follow for solving problems it could allow student who learn in a rhythmic way or musical way to develop a rhythm for the process of solving area/volume problems. Intrapersonal- In the experience portion students will be working on their own on problems and they will also be given self check quizzes where they are working on their own to create the quiz. Interpersonal- Students will be working with partners on problems so they can interact with eachother to try and figure out problems. Naturalist- Students will be able to measure anything that they want in their homes. So these students could measure their garden or a walking path that they take that is in a specific shapes form. **(Tailor)** Product is a Journal entry on a blog explaining how they relate and similarities/differences. 3 days **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that all shapes have area, and 3-D shapes have volume **(****Where).**
 * (H)** 1.2 To intrigue the students I would have them get measurements of rooms in their house, as well as different objects that aren't squares or rectangles inside of their house. **(Hook)**
 * (E)** 1.3 Students will know formulas for Area/Volume, terminology for shape names **(Equip).** As a graphic organizer students will use T-Charts **(Explore)**. For cooperative learning students will use team the team pair solo way of solving problems of shapes that they brought in. The way they will use this is they will do problems on their own then with a partner and finally on their own again. Students will be doing a journal entry on a blog explaining how they relate similarities/differences between area/volume. **(Experience)**
 * (R)** 1.4 Students will be using the team pair solo cooperative learning style. **(Rethink/Revise)** Students will be able to redo their problems on their self check quiz for less points. **(Rethink/Refine)**
 * (E)** 1.5 Students will be given self check quizzes so they can see if they are doing something correct or wrong. They will redo problems that they got wrong. They will also work in partners to create a pattern for solving these problems. To evaluate students on their final product I will be assigning grades based upon a blog grading rubric that I will create. **(Evaluate)**
 * (T)** 1.6 Verbal/Linguistic- Students will have the opportunity to talk with other students and work through volume and area problems and the process.
 * (O)** 1.7 Students will be able to relate area's of shapes to volume of 3-D shapes **(Empathy).**

It is important to know area/volume so that if you were to build a house or own a house you could plan it out, or if you wanted to know how much of something could fit in an area you could figure it out. **(Why)** Logical/Mathematical- By using a Venn Diagram students will be able to organize their thoughts and notice patterns of how volume and area are similar or are different. Visual/Spatial- By having students writing down their thoughts on a Venn Diagram they will be able to get a picture of similarities and differences between area and volume. Bodily/Kinesthetic- By having students up and about moving to find partners it should allow students to move around enough to refocus and discuss thoughts with their partners. Music/Rhythmic- By having students create a song comparing area and volume it should allow students who learn in a musical or rhythmic way to understand the content better. Intrapersonal- Students will be able to work by themselves on their Venn Diagrams and do a self checklist so to get the original information about area and volume by themselves should be helpful for these students understanding. Interpersonal- Students will be working with partners teaching each other about different area's and volume's and also creating a song in groups should benefit these students. Naturalists- Students will be able to observe the shapes before comparing and contrasting area/volume and by showing the students shapes and having them observe this could benefit these students. **(Tailor)** Product is Podcast: about what area and volume are and explain how to find them for different shapes 2 days **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that all shapes have area and three dimensional shapes have volume. (**Where**)
 * //Students justify statements about polygons and solve problems (What//).**
 * (H)** 2.2 To introduce this lesson I would set up a video about comparing and contrasting and how to do it. I would also show the students some 3-D shapes and 2-D shapes.
 * (E)** 2.3 Students will know formula's for Area/Volume, terminology for shape names and the differences between 3-D, and 2-D.**(Equip)** Students will use a Venn diagram to compare and contrast Area and Volume and specific shapes.**(Explore)** In this lesson students will partner up and work with another set of partners teaching eachother about different area's and volume and together create a song comparing area and volume. Students will be creating a podcast singing their song about what area and volume are and then after the song explain how to find different shapes. **(Experience)**
 * (R)** 2.4 Students will be working with other partners going over their Venn Diagram. **(Rethink/Revise)** Students will be using a self check for their Venn Diagram **(Rethink/Refine)**
 * (E)** 2.5 Students will be given a self check rubric about the Venn Diagram. Students will be evaluated on their Podcast as well mostly on content and creativity. **(Evaluate)**
 * (T)** 2.6 Verbal/Linguistic- Students will be working in partners discussing area and volume and teaching each other about area and volume so by doing this students will be able to verbalize their thoughts.
 * (O)** 2.7 Students will be able to compare and contrast volume and area. **(Perspective)**

It is important for student to know different types of triangles because if they were building something they could understand what types of angles they are working with (**Why**). //**Students understand the differences between different triangles, and understand basic forms.(What)**// Mathematical/Logical- Students will be able to take notes using a describing wheel where they can keep track of what the different triangles and organize their thoughts about which each one are. Visual/Spatial- By having students take notes using the describing wheel they are able to visualize what certain triangles look like. Also in the hook students will hopefully get a visualization of different types of triangles and their shape. Bodily/Kinesthetic- By having students get up in the beginning of the class and creating triangles this could help these students understand types of triangles. Musical/Rhythmic- Intrapersonal- By having students create their own quiz about the different triangles they might better understand the lesson because they will be working by himself or herself. Interpersonal-Students will be working with partners in their interview process discussing types of triangles and also be working with partners when going over the quiz that they made up. Naturalist- By seeing the students represent different triangles students will be able to observe what the triangles look like before taking notes. **(Tailor)** Product: They will be working with partners to create a game about the different types of triangles and posting the rules on a class wiki. 2 Days **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that when making triangle calculations students can estimate to guess and check.(**Where**)
 * (H)** 3.2 To hook the students I would have students volunteer to stand in front of the class and have them stand wherever they may please and have students try and imagine the triangle they create and get some guesses on angles and side lengths.
 * (E)** 3.3 Students will know degrees of angles, terminology for: congruence, scalene, obtuse, acute, and right triangles. **(Equip)** They will use a describing wheel to describe the triangles and keep track of notes. **(Explore)** The students will use the three step interview process to discusses the different triangles. They will also be creating a game about the different types of triangles and posting their rules on a class wiki. **(Experience)**
 * (R)** 3.4 The students will be using the three step interview process **(Rethink/Revise)** For students evaluation they will be creating a quiz and answering other peoples quiz and going over the answers with partners. **(Rethink/Refine)**
 * (E)** 3.5 To evaluate the students I will have them make up their own quiz and take it themselves or know the answers and then switch with partners from the class. The quiz must have at least one example of each triangle and congruence that the others have to label. They will also be evaluated on their final product, they will be graded on content and if the game is an interesting game. (**Evaluate**)
 * (T)** 3.6 Verbal/Linguistic-Students will be able to talk to each other during the three step interview process, about what the different triangles are this might help students to talk out what different shapes are.
 * (O)** 3.7 Students will be able to recognize different triangles. **(Self- Knowledge)**

It is important for students to know different types of triangles because if they were building something they can understand what types of angles they are working with it is important for students to know what is equal. **(Why)** //**Students understand the differences between triangles and what congruence means. (What)**// Mathematical/Logic- By using the Idea Rake to take notes students will be able to keep the different terminology in order such as congruence, equality, and the different triangle names. Visual/Spatial- At the beginning of the class when students are picking out what is equal and what isn't students will be able to see physically what congruence is. Bodily/Kinesthetic- Students will be up and about moving around during the beginning of the class period showing what is equal and what isn't so this might be the best time for students to learn. Musical/Rhythmic- Intrapersonal- Students will be taking a pre assessment about triangles and congruence which they will be doing by themselves. Interpersonal- Students will be doing round robin brainstorming as a whole class on triangles and congruence having the chance to interact with others. Naturalist- Students will be able to pick whatever they want to discuss congruence at the beginning of class so I will have various size plants in the classrooms for this period. **(Tailor)** Product: Students will be doing problems on a smartboard and I will be posting on a class wiki and giving them feedback as to what they did right or wrong. 1 day **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that when do triangle calculations they can estimate to guess and check. **(Where)**
 * (H)** 4.2 At the beginning of class I would have students pick things that they think are equal whether it be height or weight and we talk about if things are equal and how we can tell things are equal. **(Hook)**
 * (E)** 4.3 Students will know degrees of angles, terminology for congruence, scalene, obtuse, acute, and right triangles. **(Equip)** They will use the Idea Rake to take their notes and get their ideas. **(Explore)** Students will be using the round robin brainstorming, to discuss what they are learning. Students will also be doing examples on a smartboard which I will be posting to a class wiki. I will be giving feed back to them individually. **(Experience)**
 * (R)** 4.4 Students will be getting feedback on a wiki about the problems the created on the smartboard. **(Revise/Rethink)** Students will be given a pre assessment which they will retake as a pre test while looking at their old assessment. **(Rethink/Refine)**
 * (E)** 4.5 As an evaluation students will be give a pre assessment to see their knowledge of the content and will be able to go over the pre assessment later in the unit. They will also be given feedback on their smartboard problem.**(Evaluate)**
 * (T)** 4.6 Verbal/Linguistic- Students will be able to verbalize their thoughts on what congruence is and what different triangles are.
 * (O)** 4.7 Students will be able to recognize different triangles and explain congruence. **(Interpretation)**

If students were working with carpentry it is important for them to understand how to use the pythagorean theorem to get lengths of sides. **(Why)** //**Students will demonstrate they can solve right triangle problems using the pythagorean theorem. (What)**// Mathematical/Logical- Students will be using a flow chart to organize their thoughts on right triangle problems and how to solve them. Visual/Spatial- Students will get to see examples of the use of the pythagorean theorem when I do them on the board and also by writing down their own thoughts on the flow chart will help these students. Bodily/Kinesthetic- Students will be moving to find their groups to discuss right triangles so this will benefit the students because they will not always be sitting. Musical/Rhythmic- Intrapersonal- Students will be taking a quiz over right triangles and how to solve different sides and they will be doing this on their own. Interpersonal- Students will be grouped up during the three minute review and will get to share idea's with different classmates about right triangles. Naturalist- **(Tailor)** Product**:** A glogster describing how to use the pythagorean theorem and giving real world examples. 2 Days **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that you can find side lengths of right triangles using the pythagorean theorem. **(Where)**
 * (H)** 5.2 As a hook I will be demonstrating how to use the pythagorean theorem by playing Stump the Schwab. Stump the Schwab is a game where students will be giving me lengths of sides and I have to figure out the hypotenuse using the pythagorean theorem or they will be giving me the hypotenuse and a side and I have to find the other side. **(Hook)**
 * (E)** 5.3 Students will know the Pythagorean Theorem and how to use it, what a right triangle is. **(Equip)** Students will be using a flow chart while doing the pythagorean theorem, to remain organized. **(Explore)** Students will be using the three minute review to fully grasp the ideas. Using glogster they will be describing how to use the pythagorean theorem, and be giving real world examples of how we can use the pythagorean theorem. **(Experience)**
 * (R)** 5.4 Students will be talking in groups as to how to use the pythagorean theorem. **(Rethink/Revise)** Students will fix their notes after the three minute review if the have made mistakes. They will also be given a self check rubric on the glogster. **(Rethink/Refine)**
 * (E)** 5.5 As an evaluation students will be given an eight question quiz and at they end they need to explain how to use the pythagorean theorem. They will also be evaluated on their glogster using a basic rubric. **(Evaluate)**
 * (T)** 5.6 Verbal/Linguistic- Students will be able to share their thoughts about what they think the pythagorean theorem is when they do the three minute review.
 * (O)** 5.7 Students will be able to demonstrate they know how to use the pythagorean theorem. **(Explanation)**

( W)6.1 Students will understand that you can find side lengths of right triangles using the pythagorean theorem. (Where) If students were working with carpentry it is important for them to understand how to use the Pythagorean theorem to get lengths of sides. (Why) Students will demonstrate they can solve right triangle problems using the Pythagorean theorem (What) (H) 6.2 For the hook I will give a common carpentry application specifically using the 3-4-5 triangle and how that is a simple triangle. This lesson will be my WebQuest and the hook is the performance task it is what I want them to do. (Hook) (E) 6.3 Students will know how to use the Pythagorean theorem, right triangles and special right triangles. (Equip) Students will be using sequence charts as a graphic organizer. (Explore) Students will be designing a house and will have to use the Pythagorean Theorem to do it in some spots if they want to get a good grade. (Experience) (R) 6.4 Students will be working with partners after completing their WebQuests so they will be able to bounce ideas off each other. (Rethink/Revise) Students will be given a rubric for their WebQuest so they will know what they need to do to achieve a good grade. (Rethink/Refine) (E) 6.5 Students will be evaluated using two rubrics one is a presentation rubric and the other is a content rubric for the most part. (Evaluate) (T) 6.6 Verbal/Linguistic-Students will be able to talk to each other while working on their project because they are working with partners. They will also be able to explain what they have done during their presentations. Mathematical/Logical- The projects process is basically step by step what students need to do so it will be easy for these students to look at what they need to do and complete their task. Visual/Spatial- When students are doing their project they will have to draw out what they want their house to look like so that will help these students. Bodily/Kinesthetic- By having students come to the front of the class and present their project it will allow these students to move around while they are talking and presenting. Musical/Rhythmic- Students have the freedom to present their projects really in anyway. So these students would be able to sing what they have done or include a song in their presentation. Intrapersonal- Students will have to do some work on their own to do their final reflection so this will allow these students to be by themselves where thy may do their best thinking. Interpersonal-Students will be working with their partners to create their projects so this will allow them to get different ideas and space out the work. Naturalist- (Tailor) (O) 6.7 Students will be able to use the Pythagorean theorem to find length of a missing side of a triangle. (Application) Product: Using Prezi to show examples of the Pythagorean theorem and present it to the class. 3 Days (Organize) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||

2004 ASCD and Grant Wiggins and Jay McTighe