S3+Dionne,+Christina

=Stage 3 - Plan Learning Experiences and Instruction=

=Lesson 1= 2. Have students design units, such as 3 certain students is equivalent to 1 other student, and see what happens when their units are mixed when finding area and perimeter as they create polygons by standing next to one another (Hook). 3. Students will know formulas: A=lw, P=2l+2w for a parallelogram, A=(pi)r², P=2(pi)r for a circle, and A=½lw, a²+b²=c² for a triangle; and the terminology: perimeter, area, length, width, radius, diameter.(Equip). Students will use a Problem-Solution Chart to work through various problems where the units are different (Explore). Students will form Think-Pair-Share teams to work on the graphic organizer and questions that go along with the worksheet (Experience). 4.Students will learn about converting units, and that when finding area or perimeter, it is crucial to ensure the units are the same (Rethink). Students will have the opportunity to go over their work and correct as necessary (Revise). The students will take a quiz before the summative assessment to ensure they have mastered the material (Refine). 5.Students will keep a daily blog of how they think they are doing with the lesson. They will also keep track of the types of problems that they are having difficulty with, and the ones they have mastered (Evaluate). 6.Logical: Students will receive more difficult problems where they will convert units (some units will be imaginary). Kinesthetic: Students will create polygons with their bodies. They will set up units, 3 certain students equals 1 other student, and will discover what happens when you incorrectly use units to find area or perimeter. Interpersonal: Students will need to discuss and cooperate to successfully do the standing polygon activity. Verbal: Students will discuss with each other how to solve problems on the worksheet, as well as the unit activity. Intrapersonal: Students are asked to reflect in blogs and think about worksheets on their own at first. Naturalist: Students will discuss how units can relate to nature (such as temperature). (Tailor) 7.Students will be able to be aware of the unit of measurement when finding area and perimeter. Self-Knowledge. Summative assessment: iMovie. 3 days (Organize) || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that units are important when solving problems involving area and perimeter (Where). Students solve problems involving perimeter and area (What). Carpenters, painters, architects, designers, home owners, scientists, engineers, electricians and more all use units when performing calculations necessary for their work (Why).

9. Talk with the students about music, how vocals are put together to form a musical piece. Then show them artwork of patterns (Hook). 10. Students will know: Formulas: A=lw for a parallelogram; A=½lw, a²+b²=c² for a triangle; A=(pi)r² for a circle; A=(pi)ab for an oval; and A=½ap for a regular polygon; Terminology: apothem, regular, and irregular; Critical detail: combined figures can be broken down into circles, triangles, and/or squares (Equip). The students will use the Problem-Solution Chart as a worksheet. On one side would be an irregular polygon, the student must find the least amount of shapes to break it down into in order to be able to find the area (Explore). They will work in a Team Pair Solo style of cooperative learning (Experience). 11. Students will be rethinking the shapes they see in front of them and deciding how to best find out the area by breaking it down into the least amount of regular shapes (Rethink). When students complete the graphic organizer and other homework, they will be allowed to go back over it after it has been corrected to redo the problems they missed (Revise). The students will take a quiz before the summative assessment to ensure they have mastered the material (Refine). 12. Students will fill out a blog entry daily on how they think they are doing, their strong points, their weak points, and concepts they fully understand and do not understand (Evaluate). 13. Visual: Show students art works that have different figures combines, have them find different shapes within the art work. Naturalist: Students will be shown art works of combined polygons that integrate nature. They will find different shapes within the artwork that they can find the area of. Intrapersonal: Students will reflect in their blog about how they are doing with the lesson, as well as what they believe the big picture is. Musical: Students and teacher will discuss the correlation of the breakdown of music and the breakdown of polygons. As different instruments are played, they create a whole piece; as regular polygons are combined, they form irregular polygons. Logical: Students will discuss when it is appropriate to break down figures, and how much a figure should be broken down. Interpersonal: Students will do group work, which will break down into pairs, and then break off into solo work. While in groups, students will have the opportunities to discuss problems and share ideas. (Tailor) 14. Students will be able to explain how combined polygons can be broken down into triangles and squares. Explain. Summative assessment: Glogster. 2 days (Organize) || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students understand that solving problems involve finding areas of polygons and circles (Where). Students solve problems involving perimeter and area (What). Collapsible items, such as futons or gym equipment, are made of several polygons that can be broken down to save space (or area). Art works combine polygons to create designs and patterns (Why).

16. Students will need to find out how much rope will be needed to connect the top of two poles that are a few feet apart (Hook). 17. Students will know: Formulas: a²+b²=c²; Terminology: Pythagorean Theorem (Equip). The students will be using Problem-Solution chart as a worksheet (Explore). Students will be Numbered Head groups. They will solve the problems together and work until all members understand the problem and get them correct (Experience). 18. Student will rethink the process for finding area and perimeter (Rethink). When students complete the worksheet, they will be allowed to go back over it after it has been corrected to redo the problems they missed (Revise). Students will be able to correct the worksheet (Refine). 19. Students will keep a daily blog of how they think they are doing with the lesson. They will also keep track of the types of problems that they are having difficulty with, and the ones they have mastered. (Evaluate) 20. Verbal: Students will create a short news bulletin about perimeter, regular and irregular polygons, and circles. Musical: Students will create a short rap or song of the equations for area of a regular polygon and oval to include in the podcast. Interpersonal: Students will be in groups and discuss to each other how to find perimeter and area. Naturalist: Students will be able to discuss ways that the poles can be utilized, whether for a zipline, clothesline, etc. Logical: Ask students to find ways of determining the length of missing side lengths. Bodily Kinesthetic: Students will be trying to find ways of finding the length of rope needed to connect 2 poles. (Tailor) 21. Students will be able to consider how to find perimeter and area of any irregular or regular shape. Empathy. Summative assessment: Garageband. 2 days (Organize) || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that solving problems involves finding the perimeters of any polygon or circle (Where). Students solve problems involving perimeter and area (What). Not every shape in life is a regular shape and they must equip themselves with the ability to find the perimeter of any shape for when they do projects such as painting or building a birdhouse (Why).

23. Students will be in groups and form polygons with their bodies. They will then reorganize and make as many polygons with the same area and perimeter (Hook). 24. Students will know: Formulas: A=lw for a parallelogram, A=(pi)r², P=2(pi)r for a cirlce, A=½lw, a²+b²=c² for a triangle, A=½ap for a regular polygon, and A=(pi)ab for an oval (Equip). Students will use the Problem-Solution chart of different area and perimeter combinations, and the students will have to provide several possibilities (Explore). Students will form Think-Pair-Share teams to work on the worksheet (Experience). 25. Students will rethink the idea that a specific area and perimeter can only form one shape (Rethink). Students will be able to correct their homework, and redo problems they missed (Revise). The students will have a checklist of all of the required elements of the ComicLife (Refine). 26. Students will keep a daily blog of how they think they are doing with the lesson. They will also keep track of the types of problems that they are having difficulty with, and the ones they have mastered (Evaluate). 27. Kinesthetic: Students will be in groups and form shapes with their bodies. They will then reorganize and make another shape with the same area and perimeter. Visual: Students will be creating a ComicLife to depict a story of different shapes that have the same area and perimeter. Verbal: Students will need to write a script and a story for the ComicLife. Interpersonal: Students will work together and interact while in groups to create different shapes with the same area and perimeter. Naturalist: Students will have the opportunity to base their ComicLife in nature. Logical: Students will have to consider how to find different shapes that have the same area and perimeter. (Tailor) 28. Students will be able to illustrate possible shapes for given area and perimeter. Interpret. Summative assessment: ComicLife. 2 days (Organize) || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that solving problems involves finding the perimeters and area of any polygon or circle (Where). Students solve problems involving perimeter and area (What). When given a certain amount of material, students can utilize their knowledge to get the most out of the material, such as making a quilt or baking cookies (Why).

30. Students will cut out nets and create geometric solids, the find the surface area of the geometric solid (Hook). 31. Students will know:Terminology: net and surface area (Equip). They will use a worksheet that describes nets of prisms and pyramids (Explore). The students will use Think-Pair-Share group style to help each other work through the worksheet. Then the class discusses as a whole (Experience). 32. Students will rethink the idea of surface area, and that they can create nets to find it (Rethink). To revise their work, students will work in pairs to determine the appropriate answers, and why their previous answers were wrong (Revise). The students will receive a checklist of all of the required elements of the GoogleEarth tour (Refine). 33. Students will complete a blog entry and state where they are struggling, what they really know, and what they are unsure of. They will also have a checklist of the different shapes and fill in how to find the area of each (Evaluate). Visual: Students will create geometric solids from nets. Verbal: Students will be narrating a tour using GoogleEarth. Interpersonal: The students will be in Think-Pair-Share groups which will discuss with each other the process of finding the area of the shapes. Kinesthetic: Students will cut out nets for geometric solids to see how they are formed. Intrapersonal: Students will reflect in their blogs. Logical: Students will consider how geometric solids break down in order to create its net. (Tailor) 35. Students will be able to solve the area for any polygon or circle or any combination. Perspective. Summative assessment: GoogleEarth. 2 Days (Organize) || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that solving problems involve finding areas of polygons and circles (Where). Students solve problems involving perimeter and area (What). Anyone needs to estimate how much supplies they will need to paint a wall, build something, and to cook (Why).

37. The students will be shown a student example of the WebQuest **(Hook)**. 38.Students will know the information covered in the preceding lessons **(Equip)**. Students will have handouts that organize the information, such as measurements and supplies **(Explore)**. Students will work on the WebQuest in groups determined by height **(Experience)**. 39.Students will rethink the idea that redecorating does not involve math **(Rethink)**. Students will have opportunities to reflect on their work and revise as necessary **(Revise)**. The students will read the rubrics they are being graded on and make adjustments as necessary **(Refine).** 40. Students will keep a daily blog entry of how they are doing with the WebQuest, and the problems they encounter. **(Evaluate)**. 41.**Musical:** Students have the opportunity to enhance their Glog by adding music. 42. Students will use their knowledge to redecorate a bedroom and stay on budget. Application. Summative assessment: Glogster. 5 days **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that solving problems involves finding the perimeters and area of any polygon or circle. **(Where)**. //Students solve problems involving perimeter and area// **(What)**. Designers and redecorators use area and perimeter to create furniture, and redecorate a room. **(Why)**.
 * Intrapersonal:** Students will be reflecting daily in blogs.
 * Visual:** Students will be creating a Glog that must be visually appealing and creative.
 * Interpersonal:** Students must work together to decide on the paint, flooring, and moulding to use to redecorate the bedroom.
 * Logical:** Students will be working together to find the area and perimeter of the bedroom. They must use this information to determine how much paint, flooring, and moulding they will need while staying on budget.
 * Bodily Kinesthetic:** Students will measure the dimensions of a room.
 * (Tailor)**

2004 ASCD and Grant Wiggins and Jay McTighe