S3+Horne,Daniel+Patrick

=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= **Verbal-Linguistic:** Lectures on the subjects will take place to give the students an introduction to the material.  **Logical/Mathematical:** Students will be working to fill out a diagram correctly to what they just learned in the lecture  **Visual/Spatial:** There will be many animations and diagrams showing the many jobs and aspects of cells  **Bodily/Kinesthetic:** Students will be moving around in groups to fill out their diagrams.  **Intrapersonal:** Students will take the same diagrams and complete them for homework so that they reinforce the information.  **Interpersonal**: Group work creating a podcast on how many types of cells there are and how they differ and how they are similar (**Tailor**) =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will be able to express structures and functions of cells at intercellular and molecular levels. (**Where**) Students must understand how cells work to sustain life. (**Why**) //**Students describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals.**// (**What**)
 * (H)** 1.2 Students will watch an animation on all of the different jobs and activities cells do in your body.
 * (E)** 1.3 Students will know membranes, phospholipids, diffusion, cell junctions, osmosis. (**Equip**), Students will work in groups to fill out diagrams of different cells, mainly plant vs. animal cells. (**Explore**), Students will use partners to discuss and teach one another the materials to reinforce what they just went over. (**Experience**).
 * (R)** 1.4 Students will go over their diagrams and worksheets in groups of four to revise and guarantee they have the correct information. (**Revise**)
 * (E)** 1.5 Students will be given a diagram that they will have to fill out with all the new materials and hand in to ensure they have all the definitions and aspects in order and correct. (**Evaluate**)
 * (T)** 1.6
 * (O)** 1.7 Students will be able to express similarities and differences of different cells. (**Explain**) Product: Podcast, 3 days. (**Organize**) ||

**Verbal-Linguistic:** Students will participate in a discussion on what things are good for your body and what things are bad for it. **Logical/Mathematical:** Students will calculate how much ATP each molecule produces when it is digested. **Visual/Spatial:** Students will create diagrams of specific processes being done within the cell. **Musical/Rhythmic:** Students will have the option to make a song or music video for their movie. **Intrapersonal:** Students will choose one thing they have learned and talk about it with the class. **Interpersonal**: Students will work in their movie groups to rehearse. (**Tailor**) =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand differentiation to form systems and interactions between cells and their environment. (**Where**) Students must understand on what they eat and do effects how there body performs. (**Why**) //**Students describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals.**// (**What**)
 * (H)** 2.2 Students will be shown pictures of how certain things can effect your body in both positive and negative ways.
 * (E)** 2.3 Students will know functions, mitochondria, glucose, water, metabolism, energy, protection. (**Equip**) . Students will examine how specific chemicals and molecules effect certain cell processes through videos and diagrams.(**Explore**) Students will collaborate in a class discussion re-adressing everything that has been covered and share with the class one important fact they have learned. (**Experience**)
 * (R)** 2.4 Students will rehearse their role playing for 10 minutes so that they can work out everything they need to include in there movie. (**Rehearse**)
 * (E)** 2.5 The students will be observed on what they share with the class and made sure what they say is correct to make sure that the students learn what is right. Also they will be given points for the complexity and understanding of what they say. (**Evaluate**)
 * (T)** 2.6
 * (O)** 2.7 Students will be able to role-play how certain biomolecules help cells perform. (**Empathy**) Product: imovie, 1 week (**Organize**) ||

**Verbal-Linguistic:** Students will discuss in groups the process of creating a protein. **Logical/Mathematical:** Students will understand how specific combinations of amino acids make up proteins. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Visual/Spatial:** Students will have a completely filled out topic wheel that will provide a good visual for the information needed for the lesson <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Naturalist:** Students will observe different plants to see how different proteins produced in the cells create variation in a population. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Intrapersonal:** Students will be work independently on the question sheet. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Interpersonal**: Students will work in groups to figure out if DNA and proteins are the only factors determining how organisms are differentiated. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">(**Tailor**) =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand the impact of cellular processes and changes on individuals. (**Where**) Students will need to know how cells influence how people become different and their effect on the world. (**Why**) //**Students describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals.**// (**What**)
 * (H)** 3.2 Students will watch a short clip from the movie //GATTACA// to show how our cells influence who we are as a person
 * (E)** 3.3 Students will know DNA, proteins, amino acids, mitosis, meiosis. (**Equip**) Students will work to fill out a topic wheel on how informational materials such as DNA, proteins, and amino acids influence out bodies. (**Explore**) Students will share from their groups and share what they have written down and this will go around until there is no new information to be shared. (**Experience**)
 * (R)** 3.4 Students will watch some animations on the topic and then meet in groups to make sure their information wheel is correct. (**Rethink/Revise**)
 * (E)** 3.5 Students will be given a short worksheet with a few questions on what they should have been brain storming in their groups and we will go over it as a class to ensure everyone has the correct answers. (**Evaluate**)
 * (T)** 3.6
 * (O)** 3.7 Students will be able to evaluate relationships among DNA, proteins, and amino acids. (**Interpertation**) Product: podcast, 3-4 days (**Organize**) ||

<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Verbal-Linguistic:** Students will discuss in groups the process of mitosis and meiosis. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Logical/Mathematical:** Students will learn the break down of chromosomes and how it is different in mitosis and meiosis. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Visual/Spatial:** Students will create a model of each of the stages of mitosis to have a flow chart for. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Naturalist:** Students will observe slides of onion root tip cells to see the actual real life cells dividing under a microscope. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Intrapersonal:** Students will be asked to explain one impact that mitosis or meiosis is being used for outside the body. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Interpersonal**: Students will work in groups to work on their flow charts. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">(**Tailor**) =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand the impact of cellular processes and changes on individuals. (**Where**) Students must understand how mitosis and meiosis effect how our body works and how we reproduce as a species. (**Why**) //**Students describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals.**// (**What**)
 * (H)** 4.2 Students will watch a short video clip showing a simple break down of mitosis.
 * (E)** 4.3 Students will know DNA, proteins, amino acids, mitosis, meiosis. (**Equip**) Students will work in paris to fill out a flow chart explaining both mitosis and meiosis. (**Explore**) Students will work in pairs to go over the stages of both mitosis and meiosis and make sure their flow charts are all correct. (**Experience**)
 * (R)** 4.4 Students will watch a short prezi to show the correct charts from both mitosis and meiosis to ensure their chats are correct. (**Rethink/Revise**)
 * (E)** 4.5 Students will be given a short quiz which will be a blank flow chart they have filled out earlier to see if the materials have been retained. (**Evaluate**)
 * (T)** 4.6
 * (O)** 4.7 Students will be able to Design diagrams explaining mitosis/meiosis. (**Application**) Product: inspiration, 1 day (**Organize**) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand the differentiation to form systems, interactions between cells and their environment. (**Where**) Students will need to know how certain chemicals and elements effect their cells and bodies. (**Why**) //**Students describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals.**// (**What**)
 * (H)** 5.2 Students will be shown different foods and determine which ones will provide the most energy and how it effects the rest of their bodies.
 * (E)** 5.3 Students will know mitochondria, glucose, water, metabolism, energy, protection. (**Equip**) Students will work on a venn diagram listing out the negative and positive factors that you could take in. (**Explore**) Students will work in groups to fill out there venn diagrams to ensure that they have the most factors listed for reference. (**Experience**)
 * (R)** 5.4 Students will go through a short movie showing exactly how each factor effects the cell in a visual point of view. (**Rethink/Revise**)
 * (E)** 5.5 We will go over everything that students have in there venn diagram to ensure that everything is in it's correct place (**Evaluate**)
 * (T)** 5.6

<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Verbal-Linguistic:** Students will discuss as a class what they have put into their venn diagrams. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Logical/Mathematical:** Students will calculate learn the different amounts of ATP each molecule makes. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Visual/Spatial:** Students will see a movie depicting the actions of cellular respiration. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Naturalist:** Students will see how the things we eat effect our lives. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Intrapersonal:** Students will learn the materials through direct instruction in a lecture. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Interpersonal**: Students will work in groups to create a comic life on what they just wrote in their venn diagrams. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">(**Tailor**)

=Lesson 6=
 * (O)** 5.7 Students will be able to analyze how different factors effect cells. (**Self-knowledge**) Product: Comic life, 2 Days (**Organize**) ||

<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Verbal-Linguistic:** Students will discuss in groups their animals and why they chose them for their project **Bodily/Kinesthetic:** S tudents will look at class room pets and observe how they live. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Visual/Spatial:** Students will see and example of the project that I the teacher have done. <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Naturalist:** Students will observe the class pets or more Planet Earth to show them more about animal lifestyles <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Intrapersonal:** Students will be asked to explore their animal at home and bring in a more descriptive analysis of their animal <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">**Interpersonal**: Students will work in groups to explain why they chose their animal and give a brief description <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; border-collapse: separate; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px;">(**Tailor**)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand the structure and function of cells at intercellular and molecular levels. (**Where**) Students should know the key roles of cells and how it effects living in all life on earth. (**Why**) //**Students describe structure and functions of cells at the intercellular and molecular level including differentiation to form systems, interactions between cells, and their environment, and the impact of cellular processes and changes on individuals.**// (**What**)
 * (H)** 6.2 Students will watch a small segment of Planet Earth to show how there is an abundance of animals that all use cells to live.
 * (E)** 6.3 Students will know mitochondria, glucose, water, metabolism, energy, protection, diffusion,cell junctions, osmosis, DNA, proteins, amino acid, mitosis, meiosis. (**Equip**) Students will choose an animal and fill out a KWL chart on their animal. (**Explore**) Students will meet in groups to discuss one another's animal choices and share a brief amount on what they have in their webs. (**Experience**)
 * (R)** 6.4 Students will watch a quick segment on an animal the teacher has chosen and the teacher will give a model assignment. (**Rethink/Revise**)
 * (E)** 6.5 Students will use their webs as a pre-project and used to assess what they already know on their animal choice and to see how much research and work they put into their final project. (**Evaluate**)
 * (T)** 6.6
 * (O)** 6.7 Students will be able to reflect how all things that happen occur in cells. (**Perspective**) Product: iMovie, 2 Weeks. (**Organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe