S3+Booth,Heath+Bascom

=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= Students must understand ways to quantify the physical world around them. **(Why)** A flow chart of the steps to setup and customize their new blog Worksheet for in class simple object approximate/measurement exercise Lesson packet - renaissance man, data charts, reference materials **(Explore)** Think-pair-share: Student work within pairs and clusters these grouping will be engaged in discussions about the results and the variations. **(Experience)** Remeasure one or two objects and compare results**(Revise)** Score some of the worksheet with feedback on focus problems, checklist to complete the remainder of the worksheet.**(Evaluate)**  Verbal-Linguistic - There is class discussion of every aspect of this lesson and the students will use a blog to keep a dialogue with me, and themselves about the ongoing work.  Logical/Mathematical - calculations of golden ratios in the human body  Visual/Spatial - Worksheet contains visual representation of data collected and the hands on manipulation of objects both include this type of learner  Bodily/Kinesthetic - Moving around measuring their partners and sample items provided by the teacher includes this group.  Musical/Rhythmic -  Intrapersonal - working with a partner  Interpersonal - Reflections listed on a blog  Naturalist - The relation of topics to the human body includes the naturalist learners. Days: 2 **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that most measurements are approximations. **(Where)**
 * //Students convert across measurement systems and within a system for different units in derived measurements. (//What)**
 * (H)** 1.2 Video on the Golden Ratio - leading into DaVinci type measurement exercise.**(Hook)**
 * (E)** 1.3 Students will know the tools used to measure and how to measure with consistency. **(Equip)**
 * (R)** 1.4 Feedback discussion on the differences between measurement ratios - discuss consistent measurement techniques**(Rethink)**
 * (E)** 1.5 KWL assessment of their existing knowledge about blogs, measurements and unit systems, worksheet with golden ration calculations
 * (T)** 1.6
 * (O)** 1.7 Students will be able to analyze variations in collected data. **(Perspective)**
 * Product:** Blog

Students need to understand how to attach units to measurements and how to convert them to different systems **(Why)** Reference conversion charts of the English and Metric systems in both directions including formulas. Worksheets/conversion charts on planetary size, distance from sun and period of orbit **(Explore)** Clusters will work together to complete conversion charts related to planets size, distance from sun and length of orbit.**(Experience)** I will check in on blog postings to ensure students do not have any misconceptions **(Revise/Refine)** Verbal-Linguistic - The material will be discussed as a class and in small groups, as well as the ongoing blog dialogue. Logical/Mathematical - Providing conversion formula and data sheets to these learners caters to their organizational/learning style Visual/Spatial -These students will be shown a variety of spacial relationships on both small and large scales Bodily/Kinesthetic - Musical/Rhythmic - Intrapersonal - These learners will continue to post reflections on their blogs Interpersonal - This group will benefit from the small group work of the lesson Naturalist - These learners will be drawn in by the topic of space. Days: 3 **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand measurements have no meaning without units.**(Where)**
 * //Students convert across measurement systems and within a system for different units in derived measurements. (//What)**
 * (H)** 2.2 Applet playing solar system rotation during class discussion and desk work.**(Hook)**
 * (E)** 2.3 Students will know the differences in unit systems. **(Equip)**
 * (R) .4** There will be a class discussion reviewing the conversions processes after students have had an opportunity to perform a few of the conversions **(Rethink)**
 * (E)** **.5** A checklist of the blog entries. (Required entries include, distance and weight conversions from work sheet, data from planetary calculation exercise, answers to daily questions, vocabulary (the prefixes kilo - milli)) **(Evaluate**)
 * (T)** 2.6
 * (O)** 2.7 Students will be able to perform conversions of measurement units across unit systems. **(Apply)**
 * Product:** Blog

Students need to understand how to combine data into equations to calculate other statistics, such as speed. **(Why)** Worksheet with room for estimations in hook exercise and formulas/data about speed. **(Explore)** Desk work within clusters and pairs. **(Experience)** I will check in on blog entries to ensure students are connected to the necessary concepts. **(Refine)** <span class="wiki_link_ext">Verbal-Linguistic - The material will be discussed as a class and in small groups, as well as the ongoing blog dialogue for these learners. <span class="wiki_link_ext">Logical/Mathematical -These students will benefit from the comparison and organization of the data involving speeds. <span class="wiki_link_ext">Visual/Spatial - These students will benefit from creating graphic representation of the sample data. <span class="wiki_link_ext">Bodily/Kinesthetic <span class="wiki_link_ext">Musical/Rhythmic <span class="wiki_link_ext">Intrapersonal - These students have the opportunity to reflect on their blogs. <span class="wiki_link_ext">Interpersonal - These learners will benefit from the pair and cluster groupings during desk work activities. <span class="wiki_link_ext">Naturalist -These students are included by using subjects from the animal kingdom as examples. Days:2 **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand measurements have no meaning without units. **(Where)**
 * //Students convert across measurement systems and within a system for different units in derived measurements. (//What)**
 * (H)** 3.2 Quick exercise where students estimate what speeds they believe humans, animals and machines travel at. **(Hook)**
 * (E)** 3.3 Students will know how distance and time relate in speed. **(Equip)**
 * (R) .4** Students will review formulas and calculations for speed within their cluster groups **(Rethink)**
 * (E)** 3.5 Blog with checklist for completeness, including Geogebra graph of the speeds estimated analyzed during class. **(Evaluate)**
 * (T)** 3.6
 * (O)** 3.7 Students will be able to evaluate calculations of measurement using multiple attributes including speed. **(Interpret)**

Students must understand how we interpret data and what it can tell us. **(Why)** Info sheet on gravity (weight vs mass, earth vs moon, w=mg ) Team planet data sheet **(Explore)** Team based project learning for the remainder of the unit. **(Experience)** Progress check in with each group will allow me to ensure students understand the conversion process **(Refine)** <span class="wiki_link_ext">Verbal-Linguistic - The material will be discussed as a class and in small groups, as well as the ongoing blog dialogue. <span class="wiki_link_ext">Logical/Mathematical - These students will enjoy manipulating the data <span class="wiki_link_ext">Visual/Spatial -These students will enjoy finding creative ways to represent the data <span class="wiki_link_ext">Bodily/Kinesthetic <span class="wiki_link_ext">Musical/Rhythmic <span class="wiki_link_ext">Intrapersonal - These students have the opportunity to reflect on their blogs. <span class="wiki_link_ext">Interpersonal - These learners will benefit from the pair and cluster groupings during desk work activities. <span class="wiki_link_ext">Naturalist - The large scale naturalist topic of space will included these learners. Days: 2 **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that data collected has meaning. **(Where)**
 * //Students convert across measurement systems and within a system for different units in derived measurements. (//What)**
 * (H)** 4.2 Video of planetary size in our solar system smallest to largest **(Hook)**
 * (E)** 4.3 Students will know the conversion formulas for their upcoming project. **(Equip)**
 * (R)** 4.4 After the students have had some time to work on their conversion formulas, the whole class will discuss the process and eliminate any misconceptions. **(Revisit)**
 * (E)** 4.5 Checklist for the prezi and individual evaluations of group work. Practice rubric evaluation for final project rubrics. **(Evaluate)**
 * (T)** 4.6
 * (O)** 4.7 Students will be able to relate measurement results to other unit systems. **(Empathy)**
 * Product:** Mini Prezi with calculated data about the group's assigned planet

Students will revisit/refine their measurement skills and data collection for final project **(Why)** Student created data sheet sheets for recording data. **(Explore)** Team based project learning for the remainder of the unit. In this lesson, students will rotate through assigned roles (record keeper, timer, observer(s), athlete) **(Experience)** <span class="wiki_link_ext">Verbal-Linguistic - <span class="wiki_link_ext">Logical/Mathematical -These learners will benefit from the data sheet used to record their data in an organized manor <span class="wiki_link_ext">Visual/Spatial -These students will see the distances represented by the numbers they are collecting <span class="wiki_link_ext">Bodily/Kinesthetic - These students will enjoy actually competing in the events <span class="wiki_link_ext">Musical/Rhythmic <span class="wiki_link_ext">Intrapersonal -These learner will enjoy studying their own performance <span class="wiki_link_ext">Interpersonal - These learners will benefit from teamwork in collecting data. <span class="wiki_link_ext">Naturalist - These students will enjoy taking the class outside. Product - Data and photos from field day Days: 1-2 **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that measurements are approximations. **(Where)**
 * //Students convert across measurement systems and within a system for different units in derived measurements. (//What)**
 * (H)** 5.2 - The field day, outside competing in the events and measuring results. **(Hook)**
 * (E)** 5.3 Students will know the difference between precision and accuracy **(Equip)**
 * (R)** 5.4 Students continue to explore proper measurement techniques introduced in previous lessons **(Revise)** I will circulate the group to be sure there is clear understanding of measurement techniques and data to be collected. **(Refine)**
 * (E)** 5.5 Checklist for data collected and postings to blog **(Evaluate)**
 * (T)** 5.6
 * (O)** 5.7 Students will be able to demonstrate appropriate and consistent measurement techniques. **(Explain)**

Students will reinforce and hone their skills in the interpretation of data. **(Why)** Data and conversion sheets from previous lessons Checklist of required Prezi elements **(Explore)** Team based project learning for the remainder of the unit. **(Experience)** <span class="wiki_link_ext">Verbal-Linguistic - The material will be discussed as a class and in small groups, as well as the ongoing blog dialogue. <span class="wiki_link_ext">Logical/Mathematical - These learners will benefit from the data conversion and reference sheets created in previous lessons. <span class="wiki_link_ext">Visual/Spatial - These students will enjoy creating a visual product <span class="wiki_link_ext">Bodily/Kinesthetic - The learners will have more freedom then usual to move around during in class work on the project. <span class="wiki_link_ext">Musical/Rhythmic - <span class="wiki_link_ext">Intrapersonal - These students have the opportunity to reflect on their blogs. <span class="wiki_link_ext">Interpersonal - These learners will benefit from the pair and cluster groupings during desk work activities. <span class="wiki_link_ext">Naturalist - These learner will relate better to data they have collected themselves during outdoor activities Days: 4 **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that data collected has meaning.**(Where)**
 * //Students convert across measurement systems and within a system for different units in derived measurements. (//What)**
 * (H)** 6.2 My sample of the Prezi. **(Hook)**
 * (E)** 6.3 Students will know the differences between unit systems. **(Equip)**
 * (R)** 6.4 As the final lesson of the unit, students are revisiting the concepts from earlier lessons (conversion across systems, and interpreting data) in greater depth.**(Revise)** I will take time to sit with each group to be sure they have a clear understanding of the project expectations **(Refine)**
 * (E)** 6.5 The projects will be evaluated by 2 rubrics (presentation and Prezi) and an individual self assessment tool. **(Evaluate)**
 * (T)** 6.6
 * (O)** 6.7 Students will be able to reflect on what data tells them **(Self-knowledge)**
 * Product:** Olympic Prezi and oral presentation

2004 ASCD and Grant Wiggins and Jay McTighe