S3+Stevenson,Elizabeth+Kate

=Stage 3 - Plan Learning Experiences and Instruction=

**Note:** How are you using technology as a teacher? How are your students using technology?

(W) .1 Students understand that....**(Where)**, Real Life **(Why)**, MLR **(What**) [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (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= __Interpersonal__: Students will work in teams both in the three-minute review groups and on final product. __Visual__: Students will create and watch the short films about the theory of evolution. __Linguistic__:Students will ask questions about unclear aspects of evolution and process information by using graphic organizer. __Intrapersonal__: Students will complete assessments individually. __Verbal__: Students will listen to lectures and watch films about the theory of evolution. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that.... All life as we know it has evolved through genetic transfer and natural selection (**where**). It is important to understand how species have become what they are today (**why**). //Students describe the interactions between and among species, populations and environments that lead to natural selection and evolution// (**what**).
 * (H)** 1.2 Bean and Spoon Game- students will be given apendages that is considered their "trait" (i.e. spoon, straw, knife, etc.). after collecting food for a given time period, the least successful will become extinct and the most successful will reproduce. This will introduce natural selection.
 * (E)** 1.3 Students will know... the premise of evolution (who first came up with the theory, how it has taken off) (**equip**) by using a spider chart (**explore**). In teams, students can reflect/clarify questions in three-minute review groups (**experience**). Students in teams will create a digital short film (using imovie or another video editing program) to share with the other teams.
 * (R)** 1.4 Formative, Peer Assessment, Teacher/Peer Feedback
 * (E)** 1.5 Team-presentation point guide. Products should fit rubrics.
 * (T)** 1.6 __Bodily__: Students will participate in the bean and spoon game that will help introduce unit and lesson.
 * (O)** 1.7 Students will be able to... Describe the premise of evolution (**organize**). Product: Film. 2-3 Days. **Explain**. ||

__Music__: Students will be creating a podcast. __Visual__: Students will be using a graphic organizer. __Intrapersonal__: Students will provide sandwich feedback. __Bodily__: Students will participate in the Peppered Moth simulation. __Linguistic__: Students will be sharing information with teammates in their group work. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that....Interactions between species, populations, and environments lead to natural selection and evolution (**where**). It is important to understand how these interactions have shaped communities (**why**). //Students describe the interactions between and among species, populations and environments that lead to natural selection and evolution// (**what**).
 * (H)** 2.2 Peppered Moth simulation.
 * (E)** 2.3 Students will know... How natural selection affects populations and specie groups (**equip**) by using a KWL chart (**explore**). Students will partner up (**expierence**) and then create a pod cast combining student knowledge.
 * (R)** 2.4 Teacher/Peer feedback, individual feedback
 * (E)** 2.5 Graded on rubric, sandwich feedback
 * (T)** 2.6 __Interpersonal__: Students will be working in pairs on project.
 * (O)** 2.7 Students will be able to... Analyze concepts of natural selection of evolution (**organize**). Product: podcast. 2 Days. **Analyze**. ||

4.1 Students will understand that....natural selection provides an evolutionary mechanism that can be advantageous or disadvantageous to the next generation (what). This understanding will allow students to grasp natural selection (what works and what doesn't) and its importance to our evolved state (why). //Students describe the interactions between and among species, populations and environments that lead to natural selection and evolution// (what). (H) 4.2 Clip of octupus. [|Octupus] (E) 4.3 Students will know... how evolutionary mechanism work and apply them to living species (equip). Students will use a T-chart (explore) to organize and explore these mechanisms further. Students will work in groups doing Round-robin brainstirming to get started (experience). (R) 4.4 Students will regroup with their brainstorming groups and share new ideas and information. Have students rate their participation and effort. (E) 4.5 Students will be evaluated on their final product using a rubric. Must have content, spelling and grammar correct. (T) 4.6 __Visual__: Students will watch the clip of the octupus changing. __Interpersonal__: Students will brainstorm in groups. __Intrapersonal__: Students will work independently on final product. __Naturalistic__: Students should look/be inspired by examples in nature when brainstorming. __Logic__: By using a graphic organizer students should be able to organize thoughts. __Linguistic__: By brainstorming in groups, students can bounce ideas off of each other. (O) 4.7 Students will be able to... evaluate why some organisms have characteristics that have no apparent survival or reproductive advantages (organize). Product: newspaper/magazine article. Days: 1-2. Interpretation . || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (W)

(H) **5.2 Google Earth download.** (E) **5.3 Students will know...** how environmental affects can effect a species (**equip**). Students will use the idea wheel (explore) to organize their findings. Students will use Google Earth to explore the relations between environment and specie (Experience). (R) **5.4 Students** (E) **5.5 Students will be assessed on partipation, working with others and working individually using the point-grade system.** (T) **5.6 __Logical__: The use of the idea wheel will help students organize their thoughts.** (O) **5.7 Students will be able to... relate structural and behavioral adaptations of an organism to its survival in the environment (organize). Product: Google Earth worksheet. Days:1. Empathy.** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (W) **5.1 Students will understand that....** natural selection provides an evolutionary mechanism that can be advantageous or disadvantageous to the next generation (what). It is important for students to understand how interactions with the environment affect species and populations (why). //Students describe the interactions between and among species, populations and environments that lead to natural selection and evolution// (**what**).
 * __Intrapersonal__: Exploring google earth will be done individually.**
 * __Interpersonal__: Students will share their findings with the rest of the class.**
 * __Linguistic__: Students will share their findings with the rest of the class.**
 * __Naturalist__: Students must think of realistic examples that are found in the environment.**
 * __Visual__: Students will interact with Google Earth.**

__Interpersonal__: Students will be mixing up in jigsaw groups. __Intrapersonal__: Students will create a glogster individually. __Visual__: Students will create a glogster. __Verbal__: Students will share their ideas with other students. __Musical__: Students will listen to podcast. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that.... **Students will be assessed on partipation, working with others and working individually (what). Being able to recognize evidence is important so we can realize that there is solid proof of evolution (why).** //Students describe the interactions between and among species, populations and environments that lead to natural selection and evolution// (**what**).
 * (H)** 5.2 Podcast.
 * (E)** 5.3 Students will know... the similarities and differences within the diversity of existing organisms (equip). Students will use the idea rake (explore) and work in Jigsaw groups, each group working on a different Class. Students will create a glogster supporting their findings (experience).
 * (R)** 5.4 Students will be mixed around in their jigsaw groups to get teacher and peer feedback.
 * (E)** 5.5 Students will be given a pre-assessment that will not be graded. Students will be given a follow up assessment to quiz their knowledge.
 * (T)** 5.6 __Logical__: Students will use a graphic organizer.
 * (O)** 5.7 Students will be able to... recognize evidence from the fossil record and evidence based on observation of similarities within the diversity of existing organisms (organize). Product: Creating a glogster. Days:1-2. Self-Knowledge. ||

__I____nterpersonal__: Jigsaw group work and group work for wiki. __Bodily__: Students will move around for the jigsaw groups. __Visual__: Students will create wiki. __Logic__: Students will use the graphic organizer. __Naturalist__: Students must relate to actual speices.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that.... natural selection provides an evolutionary mechanism that can be advantageous or disadvantageous to the next generation (what). It is important for students to know the basis of evolution (why). //Students describe the interactions between and among species, populations and environments that lead to natural selection and evolution// (**what**).
 * (H)** 6.2 Station Activity.
 * (E)** 6.3 Students will know... how the theories of life apply to their lives (equip). Students will use the Five W chart (explore) to organize their ideas. Students will split into Jigsaw groups, each group exploring one evolution theory. Using their knowledge each group will create a wiki for their theory (experience).
 * (R)** 6.4 Formative and peer assessment.
 * (E)** 6.5 Students will be graded on participation and their wiki will be assessed using a rubric.
 * (T)** 6.6 __Verbal__: Students will work in jigsaw groups.
 * (O)** 6.7 Students will be able to... exhibit knowledge of the origins of life and other theories of evolution (organize). Product: wiki page. Days:2-3. Application. ||

2004 ASCD and Grant Wiggins and Jay McTighe