S3+Bowden,+Scott

=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]
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (give an example of each Multiple Inteligences)
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology) [|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= 2. Human Geometry - see bodily-kinesthetic under (6) 3. Students will know about the coordinate plane, ordered pairs, the x and y axes, slope, the slope formula, midpoints. Pre-assessment: Students will take a pre-test to be scored by the teacher, returned to students, and used as a study guide. This will introduce the Unit KWL chart. Graphic Organizer: Spider chart - used to gather many topics and ideas at one time. Cooperative Learning: Students will be divided into groups and each member will get a number 1 to 3 or 1 to 4. After 2-3 minutes to consider and discuss answers, each group will have one member respond based on a random number draw. 4. Rethink: Compare the Google Earth results to a flat map. Compare this to a coordinate plane. Revise: Students can resubmit the Google Earth worksheet after having it scored and feedback from the teacher. Refine: Students may make changes and retool work for an official score. Rehearse: none. 5. Evaluate: Associated worksheet with the Google Earth activity. Teacher will give feedback the first time and a score the second (and any subsequent) time. 6. Kinesthetic - Have floor represent a coordinate plane. Students will stand on specific "points" as directed by the teacher. Interpersonal: Students will work in small groups during the Google Earth activity. Verbal: Class discussion about material and discussing answers in the cooperative learning. Visual: Students use pictures to illustrate points and the coordinate plane. Logical: Use the coordinate plane to determine where the points are on it. Intrapersonal: Students will individually consider answers during cooperative learning and on their Google Earth Worksheet. 7. Students will be able to illustrate the location of a point based on its ordered pair. Summative Assessment: Google Earth worksheet. Duration 1-2 80 minute periods. Period 1: Instruction and cooperative learning. Period 2: Google Earth Activity. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that the coordinate plane relates to ordered values in space. //**Students understand how to solve families of equations and inequalities.**// This material is useful across the disciplines (like geography).

9. Hook - Human Geometry - See Bodily-Kinesthetic under 13 10. Students will know how to find the distance between two points and the distance formula. Pre-assessment - continue the unit KWL chart and do a short pre-quiz. Graphic Organizer - Sandwich map used to gather a lot of information on one topic. Co-operative Learning: Short travel/day trip WebQuest/Exercise will be done in groups. 11. Rethink - Allow students to consider/propose other topics left untouched. Revise - use feedback from teacher to devise a more effective or better thought out trip. Refine - No score the first round, the students will be allowed multiple attempts. Rehearse: none. 12. Evaluate: WebQuest will have a checklist - Start point, end point, mathematical distance, "real" distance (using road maps), cost, mode of travel, is it feasible in one day. 13. Tailor: Kinesthetic - Human geometry - students will walk distances from one point to another, counting footsteps. Interpersonal - Students discuss travel plans with each other in groups. Intrapersonal - Everyone will submit their final travel plans individually. Verbal - Students will discuss material covered in class. Visual - Students will make a project that details their map and itinerary. Logical - Using mathematics to find distances. Naturalist - Students can consider the material in aspects of travel, roads, and trails. 14. Students will be able to predict the distance between two points. Summative assessment: Travel mini WebQuest. 1-2 80 minute periods Period 1: Instruction and discussion. Period 2: WebQuest activity. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that the coordinate plane relates to ordered values in space. //**Students understand how to solve families of equations and inequalities.**// The material covered can relate across disciplines and is often thought about in everyday life.

16. Musical Math - Each note can be represented in an octave and how octaves are like slopes. "Graphing" a note. 17. Students will know - independent variable, dependent variable, graphing methods, slope intercept form, standard form, point slope form, parallel lines, perpendicular lines. Graphic organizer - Ice cream map - each scoop of ice cream is one different way to graph and another for forms of equations. Coop Learning - Work together to solve problems and design a roof. 18. Rethink - pose questions that spark old learning methods. Address other issues like how slopes interact graphically with lines. Revise - redo any incorrect math on try 1 after instructor feedback. Refine - multiple tries at a project. Rehearse - none. 19. Evaluate - roof worksheet. None for virtual manipulative software. 20. Tailor: Kinesthetic - Students can build their model using the given parameters. Logical - Students do the computations of the project. Musical - Finding slopes and points in octaves of music. Verbal - Students discuss graphs and listen to instruction Visual - Students picture graphs Interpersonal - Students discuss plans for the roof with others. Intrapersonal - Students work with the online software individually. 21. Students will be able to create the graph of a line. Summative assessments 1. Students will design and build a roof using slopes and equations of lines. 2. Students will have the visual aspect of slopes and points reinforced using virtual manipulative software online. 5-6 80 minute periods. Period 1 - introductory instruction. Period 2 - Different kinds of graphs. Period 3 - Other facets of graphing. Period 4 - Review and begin working on roof. Period 5. Finish working on roof project. Period 6 - Review and reinforcement. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that algebraic equations of one degree can be represented as lines. //**Students understand how to solve families of equations and inequalities.**// This material can be used to determine aspects like pitch of a roof or ramp.

23. Hook - Introduce wikispaces and the research project. 24. Students will know - system solution methods. Pre-assessment - brainstorm a list of professions that might use this material. Graphic Organizer - ISP to record materials and sources for works cited, gate chart to record different methods and careers. Cooperative learning - students will research in groups. 25. Rethink - Students can research and consider other careers. Revise - students can make modifications to digital presence after instructor feedback. Refine - more research can be done and the project expanded upon. Rehearse - students present their material to the class. They will be given time to prepare each individual's portion and the presentation content. 26. Evaluation - checklist for wikispace. Who uses it, how they use it (methods defined and an example given), functionality, readability. 27. Tailor: Kinesthetic - Students will do hands-on research. Logical - Students will complete an example of their career's methods. Verbal - Discussion of findings with class Visual - Students will make their wikispace look appealing and interesting to read. Naturalist - Students have choice of careers. They can pick an outdoor career and link material to the outdoors. Interpersonal - Research is done in groups. Intrapersonal - Each student is responsible for their own portion of the wikispace and can perform individual research. 28. Students will be able to relate a system solution method to a real-world application. Summative assessment - wikispace about a career who uses this material. 1-3 80 minute periods. Period 1: instruction and word problems. Period 2: research, project preparation, and feedback. Period 3: Discuss findings with class. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students understand that there are multiple ways to solve a problem. //**Students understand how to solve families of equations and inequalities.**// This material is useful to students because they can discover people who use this material in their everyday lives.

30. Hook - examples of intersections in music. 31. Students will know system of equations. Graphic Organizer - Rake: big ideas on one side and methods on the other. Pre-Assessment - Give students graphs with intersecting lines. They will estimate the intersection point. Cooperative Learning: Assign/Devise Performance task groups so students may begin working on it. 32. Rethink - Students have many attempts to ensure their mathematics for performance task are accurate and correct. Revise - Teacher gives feedback and discusses mistakes with students. Refine - Students use feedback to correct and rework their mathematics. Rehearsal - none. 33. Evaluate - Instructor feedback for mathematics of performance task. Not scored. 34. Tailor: Interpersonal - Students work in groups to begin work on performance task. Intrapersonal - Students consider answers to problems in class for themselves and form their own ideas. Visual - Students continue to graph lines. Logical - Students complete relevant computation. Verbal - Students discuss the material in class. Musical - Illustrate intersections of lines as chords of instruments. 35. Students will be able to realize the solution to a system is an ordered pair. Summative Assessment - Students begin working on performance task and submit all relevant mathematics for teacher feedback. 1-2 80 minute periods. Period 1 - Instruction and discussion. Period 2 - Introduce and begin working on Performance task. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that algebraic equations of one degree are represented as lines. **//Students understand how to solve families of equations and inequalities.//** This material is useful in other disciplines like the sciences and arts.

=Lesson 6=

37. Hook - showing a comiclife piece (maybe a lesson student sample). 38. Students will know system solution methods. P.A. review the methods prior discussed. Graphic - Venn Diagram of the different solution methods. Cooperative Learning - Students work together to make a comiclife project. 39. Rethink - Student reflection sheet. Revise - Students can make modifications based on instructor feedback. Refine - students rework piece and make it more appealing and accurate. Rehearse: teams will take time to determine individual portions of the comiclife presentation and reading. 40. Evaluation - Instructor gives feedback the first time. Rubric - discuss each method, compares them, gives one example that shows all three methods, uses diverse examples. 41. Tailor Interpersonal - Collaborate to make comiclife. Intrapersonal - Each student must make individual contribution to the overall piece. Kinesthetic - Students are hands on with making the project. Visual - The end result of the project is visually appealing and uses pictures to illustrate concept. Verbal - Class presentation of comiclife. Logical - Correct mathematics done out in the piece. Naturalist - Comiclife can be themed with outdoor elements or uses outdoor examples. 42. Students will be able to compare methods of solving a system of linear equations. Summative assessment - ComicLife project that compares the methods. 3 80 minute periods Period 1: Review system solution methods and introduction to comiclife. Period 2: Work and feedback for project. Period 3: Present piece to the class. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that there are multiple ways to solve a problem. //**Students understand how to solve families of equations and inequalities.**// This material can be used to enhance students' ability to compare and contrast different methods of solving a problem.

2004 ASCD and Grant Wiggins and Jay McTighe