S3+Tingley,Erika+Joy

=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= Visual: Students will use visual skills in seeing models of atoms as well as in the spatial layout of the video (on atomic structure). Logical:Students will need to think linearly in order to express views to other students and understand the parts of an atom. Kinesthetic:When producing the video (on atomic structure), students will have to use their bodies to act out the information they have learned about the components of atoms. Intrapersonal: Students will express their own ideas when working in groups and will present those ideas in the video (on atomic structure). Interpersonal:The interpersonal learner will be working with other students to create the video (on atomic structure) and organize the information along with other students. Music: Music may be used in the video that the students produce on atomic structure to enhance its quality. Naturalist: The atoms that are being presented can be related to the earth around us. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that matter has a structure and behaves a certain way (**Where**). The structure of atoms tells us a lot about how they interact, and helps us to understand how the matter we experience every day is constructed (**Why**). **//Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy//** //(////**What**////)//**//.//**
 * (H)** 1.2 I will have a photo of oxygen projected on the wall and students will be asked to guess what the photo is before telling them.
 * (E)** 1.3 Students will know matter, atoms, protons, neutrons, electrons (**Equip**). Students will use a tick tack toe board to organize the information about atomic structure and properties (**Explore**). Students will use the three step interview to clarify misconceptions and gain a better understanding amongst their peers. Students will also be creating a video in groups to express their understanding of atomic structure (**Experience**).
 * (R)** 1.4 Students will share their graphic organizers to each other in pairs (**Rethink/Revise**). Students will have an opportunity to think through the topic again when going through the three step interview (**Rethink/Refine**).
 * (E)** 1.5 Understanding will be assessed by looking at the content on the tick tack toe board and when the students present their information to each other. The video (on atomic structure) will be evaluated using a rubric and students will give feedback to each group in class (**Evaluate**).
 * (T)** 1.6 Verbal: Students will be able to speak and use words in groups to help each other with questions regarding atomic structure. As well as in their video explaining the parts of an atom in a creative way.
 * (O)** 1.7 Students will be able to express the structure of atoms and the role of atomic structure in chemical properties (**Empathy**). Product: Video, 3 days (**Organize**). ||

Verbal:Students will use verbal skills when interacting amongst themselves and in writing their blog entries on the life of a molecule as it bonds in various ways.. Visual: Students will be able to see the way bonds are formed in real life applications. Logical:Students will come to understand the sequence of events that lead to the formations of bonds and the various kinds of bonds that are formed. Intrapersonal: Students will reflect on their own thoughts in groups and when producing their blog entries (on the life of a molecule as it bonds). Interpersonal: Students will work in groups to uncover all the information they need and will work together by providing feedback on the blog entries (on the life of a molecule as it bonds). Music:The music video will be intriguing to the students who are musically inclined. Naturalist: There will be example of bonds formed in nature. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that there are interactions between matter at the atomic level (**Where**). We see chemical bonds and reactions everyday and it is important to understand what is happening around us (**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 Students will be shown a music video from youtube that expresses information about bonds and reactions.
 * (E)** 2.3 Students will know molecules, covalent bonds, ionic bonds (**Equip**). Students will use a step-by-step chart to explain how various bonds are formed (**Explore**). Students will use the jigsaw method within groups to help split up the work and use each other as resources (**Experience**).
 * (R)** 2.4 Students will be able to process the information they use are given using the step-by step chart and will be able to critique it in their jigsaw groups (**Rethink/Revise**). When writing their blogs (on the life of a molecule as it bonds), the students will solidify the information (**Revise/Refine**).
 * (E)** 2.5 Students step-by-step charts and work in jigsaw groups will be observed. Student blogs will be graded on content and comments made by classmates (**Evaluate**).
 * (T)** 2.6
 * (O)** 2.7 Students will be able to illustrate how molecules bond with other molecules in chemical reactions (**Application**). Product: Blog entries, 2-3 days (**Organize**). ||

Verbal: Students will discuss the factors that affect reaction rates with their partner and ask questions. Visual: Students will see the the effects of various factors on reaction rates, and will be putting it into a concept web. Logical: Students will have reaction rate factors organized in the concept web and understand how the parts work together. Kinesthetic: The students will do an activity involving going fast and slow to talk about reaction rates. Intrapersonal: Students will put their own ideas about reaction rates down in the concept web and discuss them with their partner. Interpersonal: Students will be working with a partner to discuss reaction rates. Naturalist: Students will see the relation of reactions to the world around them. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that there are interactions between matter at the atomic level (**Where**). There are reactions in nature and the world that occur everyday and we need to understand the factors that speed up or slow down those reactions (**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 Teacher will demonstrate a reaction going fast or slow.
 * (E)** 3.3 Students will know rate of chemical reactions, and factors that affect the rates of chemical reactions (**Equip**).Students will use a idea wheel to convey the various factors that affect reactions and how(**Explore**). Students will play a game involving going fast and slow based on various factors. Students will work with partners to discuss the individual components of reaction rates and ask questions (**Experience**).
 * (R)** 3.4 Students will be able to think through the information on reaction rates using the idea wheel in pairs and when doing the game on fast and slow reactions (**Rethink/Revise**). Students will solidify the material on reaction rates when working with their partners and when putting together their concept webs (**Revise/Refine**).
 * (E)** 3.5 Student concept webs will be graded based on content and clarity (**Evaluate**).
 * (T)** 3.6
 * (O)** 3.7 Students will be able to exhibit the factors that affect the rate of chemical reactions (**Application**). Product: Concept web posted to the blog, 2 days (**Organize**). ||

Verbal: Students will use their verbal skills to express their ideas about the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions and to work in groups on the comic life (addressing the factors that affect atoms, molecules, and ions). Visual: Students will use visual skills to create aspects of the comic life (on the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions). Logical: Students will examine the affects of heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions and will understand how the components interact. Intrapersonal: Students will express their views on the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions in the comic life as well as in the round robin groups. Interpersonal: Students will interact with each other when creating their comic life (on the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions) and in group discussions on heat, temperature, and pressure, effects on atoms, molecules, and ions. Music: The comic life (on the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions) could potentially have a musical component to it. Naturalist: Students will see the effects of weather and environment on various elements in nature. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that matter has a structure and behaves a certain way (**Where**). We must understand how heat, temperature, and pressure affect atoms, molecules, and ions in order to prevent dangerous situations from occurring and promote healthy ones among substances (**Why**). **//Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy//** //(////**What**////)//**//.//**
 * (H)** 4.2 Students will be shown a video on the burning of mercury thiocyanide.
 * (E)** 4.3 Students will know heat, temperature, pressure, atoms, molecules, and ions (**Equip**). Students will use a four column chart to examine the affects of heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions (**Explore**). Students will work in round robin groups so that each person expresses their ideas concerning the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions (**Experience**).
 * (R)** 4.4 Students will get to share four column charts and ideas about the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions (**Rethink/Revise**). When creating the comic life that addresses the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions, students will get to reinforce the concepts they have learned (**Revise/Refine**).
 * (E)** 4.5 Student four column charts will be reviewed and work among groups will be monitored. Comic life on the relationship between heat, temperature, and pressure in terms of the actions of atoms, molecules, and ions will be evaluated for content (**Evaluate**).
 * (T)** 4.6
 * (O)** 4.7 Students will be able to reflect upon the relationship among heat, temperature, and pressure in terms of actions of atoms, molecules, and ions. (**Perspective**). Product: Comic life posted to blog, 2 days (**Organize**). ||

Verbal: Students will talk when answering questions on fusion and fission and when working together to create the song comparing and contrasting fusion and fission. Visual: Students will see the chart on fusion and fission energy and other various displays of fusion and fission. Logical: Students will put the information on fusion and fission in a logical sequence in their charts and will have to think through the parts to the song on fusion and fission. Kinesthetic: Students will interact in the activity acting out fusion and fission in class. Intrapersonal: Students will express their thought and views on fusion and fission in the numbered heads activity, and will think upon them to include in the song. Interpersonal: Students will work together on the song comparing and contrasting fusion and fission and share ideas amongst themselves. Music: Students will be creating a song to explain what occurs in fusion and fission and to contrast them. Naturalist: Students will see the affects of fusion and fission in nature. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that there is a relationship between matter and energy (**Where**). Fusion and fission are involved in vary intense releases of energy that could potentially be dangerous if not regulated (**Why**). **//Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy//** //(////**What**////)//**//.//**
 * (H)** 5.2 Students will be shown a picture of an atomic bomb explosion and asked questions about the picture.
 * (E)** 5.3 Students will know fusion, fission, energy release (**Equip**). Students will use two different flow charts to express the steps in both fusion and fission (**Explore**). Students will do an activity involving colliding material into each other and/or splitting material apart to demonstrate fusion and fission. Students will work in numbered heads together formation to answer questions about fusion and fission (**Experience**).
 * (R)** 5.4The flow charts on the steps to fusion and fission will be shared in groups and the activity on colliding material and/or splitting material will be used to reinforce the concepts (**Rethink/Revise**). Students will correct any misconceptions in the numbered heads together groups and in the making of their song comparing and contrasting fusion and fission (**Revise/Refine**).
 * (E)** 5.5 Students flow charts will be examined and the numbered heads activity will be monitored. Rubric will be used to evaluate the song (**Evaluate**).
 * (T)** 5.6
 * (O)** 5.7 Students will be able to contrast fusion and fission (**Explanation**). Product: Song, 2 days (**Organize**). ||

Verbal:Students will use verbal skills to express their ideas on energy constancy. Visual: Students will see various situations of energy transfer, and will use the information to create their own diagrams. Logical: Students will have to think logically to determine where energy is going and to put this information into the diagram. Intrapersonal: Students will have to think individually about energy constancy before sharing with their partner, they will also have to put their own ideas into the diagram. Interpersonal: Students will be sharing with other students their ideas on energy constancy and interacting with others on the material. Naturalist: Students will see the transfer of energy in real world situations.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that there is a relationship between matter and energy (**Where**). Energy transformation occurs around us all the time and understanding these interactions helps us to use them to our advantage (**Why**). **//Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy//** //(////**What**////)//**//.//**
 * (H)** 6.2 Students will be given 30 seconds to find an article on energy transfer to share with the class.
 * (E)** 6.3 Students will know the constancy of energy, energy transformation, potential energy, kinetic energy (**Equip**). Students will use a problem solution chart to express the problem of energy constancy and the solution to where the energy goes (**Explore**). Students will be put in a think-pair-share situation where they think about their understanding of energy constancy, express it to a partner, and then the two will share with another pair (**Experience**).
 * (R)** 6.4 Students will share their charts on energy constancy in pairs and than to another pair (**Rethink/Revise**). Students will be able to solidify the information on energy constancy when making their diagrams for their blogs (**Revise/Refine**).
 * (E)** 6.5 Student problem charts on energy constancy will be reviewed and their think-pair-share sessions will be observed. Students will review each others diagrams and be graded on content (**Evaluate**).
 * (T)** 6.6
 * (O)** 6.7 Students will be able to consider how energy transformation occurs (**Interpretation**). Product: Interactive Diagram on the web, 2-3 days (**Organize**). ||

2004 ASCD and Grant Wiggins and Jay McTighe