S3+Kemp,Taylor+Marie

=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= I**ntrapersonal:** Students will be self assessing what they have created before turning in their project. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that matter, energy, force, and motion all play a role in the formation of the universe.**(Where)** The solar system formation is the basis of life.**(Why)** //Students explain for physical formation ad changing nature of our universe and solar system and how our nature of our pasts and present knowledge of the universe and solar system developed.// **(What)**
 * (H)** 1.2 Students will be watching a short [|Video] by National Geographics. It is an overview of how the solar system came to be.
 * (E)** 1.3 Students will know ages and origin of main parts of solar system. **(Equip)** Teams will each be assigned two bodies to research, organize what they have learned by using a web, then in the way of a jigsaw will present to class. **(Explore)** Students will continue to work in teams to create a glogster of one body. **(Experience)**
 * (R)** 1.4 The students will be asked to look back on how the solar system was created, **(Rethink)** as well as doing peer assessments **(Revise)**, and receive teacher feedback. These will both be done before turning in the final project. The students will then demonstrate understanding by making a glogster. **(Refine)**
 * (E)** 1.5 Students will fill out an evaluation on themselves on how they think they did upon passing in glogster. They will be graded on a checklist. **(Evaluate)**
 * (T)** 1.6 **Visual:** The students will be watching a movie at the start of the lesson on the creation of the solar system.
 * Music:** The students will be incorporating music into their glogster.
 * Interpersonal:** The students will be working in groups to learn about a spacial body, and then create the end product..
 * Linguistic:** Students will be presenting their found information on their spacial body to the class before completing the project.
 * Logical:** Students will use a web in order to figure out how to create a glogster that flows together with their part of space.
 * (O)** 1.7 Students will be able to realize how mass, energy, force, and motion played a role in the formation of the solar system. **(Self-Knowledge)** Product: glogster, 2-3 Days **(Organize****)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that the universe is a delicate system that depends on the relationship between matter, energy, force and motion. (Where) If the balance is interrupted it could be deadly. (Why) Students explain the physical formation and changing nature of our universe and solar system, and how our nature of out past and present knowledge of the universe and solar system develop. (What)
 * (H)** 2.2Activity on finding things in nature that have gravity to survive, and brainstorming things that could not be possible without gravity.
 * (E)** 2.3 Students will know critical details and concepts about gravity. (equip) Students will work individually on research, and then present application to the class, organizing their ideas using a word web. (Explore) Students will create a pod cast, acting as gravity, and write a proposal asking for the job of helping the universe.(Experience)
 * (R)** 2.4Students will pass in rough draft of scrip as well as edit their own paper. (Rethink and Revise)
 * (E)** 2.5 Students will fill out own rubric prior to passing in their presentation. (Evaluate)
 * (T)** 2.6 **Musical:** Students will be listening to all other presentations
 * Nature:** Students will be thinking of various aspects in nature that have gravity during hook
 * Intrapersonal:** Students work by themselves
 * Interpersonal:** Students edit others, talking about assignemnt as well
 * Logical:** Students have to make best case for gravity
 * Linguistics:** Proposal has to be professionally worded.
 * (O)** 2.7 Students will be able to show how gravity takes a roll in forming planets, stars, and solar system. (Explination) Product: Podcast, 2-3 days.(Organize) ||

** (W) ** 3.1 Students will understand that matter, energy, force, and motion all play a role in the formation of the universe. (Where) Force, energy, matter, and motion are all vital to life. (Why) Students explain the physical formation and changing nature of our universe and solar system, and how our nature of out past and present knowledge of the universe and solar system develop. (What) ** (H) ** 3.2 Jepordy Game ** (E) ** 3.3 Students will know critical details such as ages and origins of parts, how gravity effects the solar system, as well as the time line of events.(Equip) Students will work in small study groups while completing a review packet with different games and activities in it. (Explore) Students will find that an activity in the packet is a problem solution chart, and will complete it for questions to be on the quiz. (Experience) ** (R) ** 3.4 Students will be passing in packet to count towards their quiz grade after working on it together. (Rethink and Revise) ** (E) ** 3.5 Students will use information if packet to quiz each other as practice for the test. (Evaluate) As well as using the double answer sheet on the quiz for instant feedback ** (T) ** 3.6** Interpersonal: **Students will be working in groups on review packet. ** Bodily: **Students will be preforming the activities that are hands on in the packet. ** Logical: **Students will be asked to answer questions in packet and quiz ** Intrapersonal: ** Students will be taking the quiz on their own. ** Natural: ** Students will have to process how elements work in nature to comprehend material ** Musical: **Students will be prepping for the quiz by talking and verbally quizzing each other. ** (O) ** 3.7 Students will be able to test their knowledge and understandings in order to make up quiz questions and then put together the quiz with class, as well as take it. (Application) Product: Quiz Time 1 Day (Organize)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||

=Lesson 4=

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that the universe is a delicate system that depends on the relationship between matter, energy, force, and motion.(Where) There needs to be all four aspects in order for the solar system to be possible. (Why) Students explain the physical formation and changing nature of our universe and solar system, and how our nature of out past and present knowledge of the universe and solar system develop. (What)
 * (H)** 4.2 [|poem]
 * (E)** 4.3 Students will know all the parts that make up the solar system, and how they were formed and stay how they are. (Equip) Students will be using a 5W chart as well as an idea wheel to map out their ideas for what they want to say in their poem or song.(Explore) At first students will use the 5W and do a round robin brainstorming to get ideas. Students will then work individually to put together a poem or song to present to the class that portrays their take on how the solar system is able to be. (Experience)
 * (R)** 4.4 Students will listen have teacher look over poem as well as edit it and revise it themselves (Rethink and Revise)
 * (E)** 4.5 Students will fill out a rubric based on content in their poem upon passing in assignment. (Evaluate)
 * (T)** 4.6 **Intrapersonal:** Students will be working on the final project alone.
 * Interpersonal:** Students will be working with others to think up ideas.
 * Musical:** Students will be creating some type of song or poem as assignment.
 * Linguistic:** Students will be working with words in poem or song to make it understandable.
 * Visual:** Students can add supplemental pictures to poem or song if appropriate.
 * (O)** 4.7 Students will be able to evaluate the delicate relationship that the solar system has. Product: using garage band to write a poem or song on relationship. (Interpretation) Time 2-3 Days (Organize) ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that the universe is a delicate system that depends on the relationship between matter, energy, force, and motion. (Where) There needs to be all four aspects in order for the solar system to be possible. (Why) Students explain the physical formation and changing nature of our universe and solar system, and how our nature of out past and present knowledge of the universe and solar system develop. (What)
 * (H)** 5.2 [|end of the earth video]
 * (E)** 5.3 Students will know all the parts that make up the solar system, and how they were formed and stay how they are. (Equip) Students will be using a story chart in order to lay out their story for the imovie on the change or a relationship. Students will work in groups of three to have this done. They will all work on the story line together as well as the movie its self. (explore) The students then will put together for the class a imovie (experience)
 * (R)** 5.4 Student groups will have others edit their story line. (Rething and Revise)
 * (E)** 5.5 Students will fill out a rubric upon passing in on how they think they did on aspects of the movie (technology) we well as ideas. (Evaluate)
 * (T)** 5.6 **Visual:** Students will create a movie
 * Interpersonal:** Students will be working within their groups
 * Bodily:** Students will be the actors in their movie as well as the creators
 * Musical:** Students will be adding music to their movie that goes along with it.
 * Logical:** Students will need to make a story line for their movie, having it make sense
 * Verbal:** Students will need to be able to communicate their ideas
 * (O)** 5.7 Students will consider what would happen if the relationships of the universe where to change. Product: imovie. (Empathy) Time: 3-4 days. (Organize) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that matter energy, force, and motion play a role in the formation of the universe. (Where)The solar system formation is the basis of life.(Why) Students explain the physical formation and changing nature of our universe and solar system, and how our nature of out past and present knowledge of the universe and solar system develop. (What)
 * (H)** 6.2[|solar system song]
 * (E)** 6.3 Students will know key information like ages, distances, and the origin of their specific body. (Equip) The students will be using a flow chart to get their main idea down for their story. They story will be working in pairs or groups of three on the project.(Explore) The students will then create a comic book with the story, adding pictures to supplement it .(Experience)
 * (R)** 6.4 The students will be sharing their stories after finishing to edit others as well as give peer feedback. (Rethink and Revise)
 * (E)** 6.5 Students will fill out their own rubric before passing it in making sure they have covered everything. (Evaluate)
 * (T)** 6.6 **Visual:** students will be making a comic book with pictures
 * Intrerpersonal:** Students will be working with others to create comic book
 * Natural:** Students will be thinking of how things in space helped create their celestial body
 * Logical:** Students will be putting together a book, making sure the story makes sense
 * Verbal:** Students will be using their verbal skills to make the story as best as possible
 * Intrapersonal:** Students will be reflecting back on their part in the group process on the rubric at the end
 * (O)** 6.7 Students will be able to analyze how a celestial body was formed and put it into a story as a lesson. Product: Comic Life (Perspective)Time: 2-3 days (Organize) ||

2004 ASCD and Grant Wiggins and Jay McTighe