S3+Fletcher,+Caleb

=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 using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - Checking for Understanding Strategies.pdf **(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=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that quadratics can be solved in multiple ways. **(Where)**. This lesson generates problem solving so the students can start understanding how to use logic to analyze a situation and figure out which choice might be the best. (**Why**) //Solve equations and inequalities in one variable//. **(What)**
 * (H)** 1.2: A dramatization of a problem that can be solved in many different ways but has to be solved with a step by step process. For instance, the teacher pretends to make a PBJ sandwich and listens to the multiple ways to do it while paying attention to the instructions given to show that each step is important.
 * (E)** 1.3 Students will know factoring, completing the square, quadratic formula, roots.**(Equip)** The sequence flow chart shows students the step by step process of how to solve a quadratic. If there is a step that's frustrating they are able to circle the sage so I am able to give them a better answer in the end.**(Explore)** Generate a web-quest showing other students how to best solve a quadratic.(**Experience**)
 * (R)**1.4 Polling the students will allow me to see a visual of what needs to be covered more. (**Rethink**) Using a checklist for the web-quest along with a portfolio with all the worksheets that I'll be passing out I should be able to generate the best possible understanding of what my students have learned. (**Revise) (Refine)**
 * (E)** 1.5 By using a rubric as well as a peer survey we will determine which web-quest provides the information needed. **(Evaluate)**
 * (T)** 1.6
 * Visual**- Showing how to solve a quadratic by using factoring, quadratic formula, and completing the square.
 * Verbal**- Explaining each step of a how to solve a quadratic, which could be factoring, quadratic formula or completing the square.
 * Interpersonal**- Talk to each student about how they feel pertaining to the steps of solving a quadratic.
 * Intrapersonal**- Allow the students to work by themselves and to understand the importance of each step
 * Logical**- Show the logical order of steps that are needed to solve a quadratic
 * Kinesthetic**- Construct a tangible equation so students are able to use manipulative.
 * Musical**- Students can sing their own jingle to the quadratic formula, or to any of the other ways to solve a quadratic.
 * Naturalist**- Relate quadratics to nature by showing them valleys, five finger fruit, spider-webs, carved out ice bergs, and rocks in the ocean

=Lesson 2=
 * (O)** 1.7 Students will be able to solve quadratics. **APPLY** Product: Web-Quest Time: 6 days ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that quadratics can be solved in multiple ways **(Where)**. This lesson will show the students that they have an ability to look a situation, think about it, and then choose what ruling best applies to the situation and then solve it. Along with the logical aspect of this lesson,we see another important aspect come out which are other applications they can be solved by using quadratics such as cell phone use or car crash analyzation. **(Why)**. Solve inequities and equations in one variable **(What)**
 * (H)**2.2 Showing students a video from Portal, a puzzle game, which will tell the students that there will always be a better way to solve a puzzle. That is why we have these different ways to solve a quadratic and why we need to know the different forms. http://www.youtube.com/watch?v=UjApKHyEGTc
 * (E)** 2.3 Students will know how to derive an equation, the quadratic formula, completing the square, factoring, and roots. **(Equip)** The graphic organizer "problem-solution" will show that when a quadratic arises there are multiple was to solve one quadratic. After that they will be formed into teams and then asked to think about quadratics, these teams will break down into pairs, and then finally to the individual. Students will create a video game for their peers, which will ask quadratic equations in a fun manner. (**Experience)**
 * (R)**2.4 After the lesson has been taught I will ask for thumbs up thumbs down. This will give me an instant feedback source as well as a chance to understand what is going on with the kids at this time.**(Rethink)** For this part of the lesson I will use a survey to see how far they have come as a teacher, and then they will be able to tell me how far they have come as a student as well.**(Revise/Refine)**
 * (E)** 2.5 To evaluate the students in the end I'll use a rubric. This will cover a variety fo topics that will show me how well my students understand.**(Evaluate)**
 * (T)** 2.6
 * Verbal**- Explain to the students how to choose the best procedure, and relate it to an analogy
 * Visual**- Draw out each quadratic equation and show the process on how to choose and how to solve them.
 * Interpersonal**- Group the students up into teams so they can work out the answer together
 * Intrapersonal**- Once the group work is done I'll have the students work by themselves and think about which procedure works the best.
 * Kinesthetic**- Figure out someway that students can physically hold onto a quadratic so they can move it around to figure out the best result. A tangible equation.
 * Musical**- In the background have some music going while they are working in their groups
 * Naturalist**- Talks about how quadratics relate to the world outside.
 * Logical**- Allow them to dive deeper into the quadratic to understand the logica behind it.
 * (O)** 2.7 Students will be able to recognize which procedure best solves a quadratic. **Perspective** Product: Video Game. Time: 4 days ||

http://www.knowyourmobile.com/mobile-games/mobilegamesnews/745542/angry_birds_popularity_blamed_on_arc_trajectories.html http://online.wsj.com/article/SB10001424052748703779704576074222543274268.html) which is due to the fact that humans have an innate ability to determine parabolas. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that a quadratic will produce a parabola **(Where)** Parabolas are all around us, from trajectories to arches, we tend to be surrounded by these arch. In order to figure out how these parabolas effect the real world we must first determine how they work. Thus why we are learning
 * (H)**3.2 Play a few rounds of Angry Birds (http://chrome.angrybirds.com/) then show them an article talking about why Angry Birds is so addicting (
 * (E)** 3.3 Students will know about parabolas, roots, and vertex. **(Equip)** Using the inverted triangle we will start on the basics on parabolas and from there we will keep getting closer and closer to a simpler definition of what a parabola really is. We'll start thinking about what a quadratic does by ourselves, then I'll ask everyone to find a partner then as partners they will share what they think with the group at large.
 * (R)** 3.4 When the students enter the classroom and after I've introduced the subject I would like for them to write down what they think about this lesson on a exit ticket, and then at the end of class I'll have them write what they actually learned and how I can help them out better. **(Rethink)** From here I will use a checklist of what we will be covering so that they might have an idea of where we are heading **(Revise)**
 * (E)**3.5 While they are in their groups I'll have their partners talk about how far they think they've come in quadratics as well as ask their partner how far they have come. As a teacher I will keep a portfolio of all the worksheets to see if they understand what is going on. **(Evaluate)**
 * (T)** 3.6
 * Verbal-** I will explain how a parabola is formed, as well as give some analogies to the outside world, such as saying that when you put a drop of water on a rock it tends to spread out in different directions much like plugging in a single point into a quadratic.
 * Visual-** I will show graphs and equations to let them see how parabolas are being formed.
 * Kinesthetic-** Reminding them of what a parabola looks like through hand-motions.
 * Logical-** Allowing the students to figure out the step by step process of how a quadratic is formed from me going through each quadratic in that very same fashion.
 * Musical-** Demonstrate musical parabolas when discuss what happens when parabolas are formed like certain drums, and how certain pitches tend to make an arc like shape.
 * Naturalist**- Along with the musical parabolas show some natural parabolas such as valleys, spiderwebs, the whole sha-bang.
 * Intrapersonal**- Students will be given time in class to reflect about this work
 * Interpersonal**- Students will be given time in class to interact with their peers to discuss their own thoughts on parabolas
 * (O)** 3.7 Students will be able to prove how a parabola is formed. **Explanation** Product: Comic Life Time: 3 days ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that a quadratic will produce a parabola ** (Where) ** Not only we'll students be able to determine how to differentiate the world around them in a new way by comparing the parabola to other functions, along with this it's important to understand that parabolas tend to mean that something is returning, whereas a linear function tends to show an general increase or decrease **(Why)** Solve equations and inequalities in one variable/analyze functions using different representations.**(What)**
 * (H)** 4.2 Tell a story about two legendary warriors Deepvalley, and Tallmountain and how each did important things for their people but more or less explain the differences between parabolas and linear functions through these two characters.
 * (E)** 4.3 Students will know about parabolas, vertex, standard form, vertex form, roots, complex roots, and roots.**(Equip)** They will use a compare and contrast organizer where they will write down how quadratics differ from a linear equation. During our lesson I will take three minute reviews to see if my students are understanding what I'm telling them so far.**(Experience)**
 * (R)** 4.4 The students will use a checklist to see how far they've come in understanding parabolas.**(Rethink)** Peers will fill out surveys and polls to see how they learned the material and how well the worked with each other. **(Revise)**
 * (E)** 4.5 In order to see where my students have done I'll make sure they have post-it notes so they can flag the information that they believe is important in the lesson. **(Evaluate)**
 * (T)** 4.6
 * Visual-** Through graphs, and diagrams I will show the students just how exactly a quadratic differs from another equation.
 * Verbal-** Tell them the reasons behind the differences between a parabola and a linear equation.
 * Logical**- Show the reasoning behind every facet of a parabola which will explain to them why a parabola is different then a line.
 * Kinesthetic-** Bring back the human function so they will be able to physically see the main difference behind the line and the parabola.
 * Interpersonal**- Have the students talk amongst themselves during the end of the class to allow them time to reflect with their peers about what has been taught
 * Intrapersonal-** Giving students a few question that they only have to think about such as "Why does a parabola curve?" and "What else acts like a parabola?"
 * Naturalist-** Bring back elements from the story given at the beginning of class and show them the nature aspect of what was being told.
 * Musical-** Find music that tends to fluctuate in sound, and then fine music that tends to stay a one pitch to show them the differences.
 * (O)** 4.7 Students will be able to compare parabolas to other functions **Empathy** Product: Podcast Time: 3 days ||

Visual- Show them real-life scinearos and once again show the step by step process out on the board Verbal- Tell stories of real-life parabolas. Intrapersonal- Allow them to work by themselves at the end of class and give them a brief pause to dwell on what has been covered Interpersonal- Students can work in groups to better help them understand. Kinesthetic- They can construct their own parabola to play with. Muscial: Find musical instruments that base themselves around curves Naturalist: Show examples of parabolas in nature Logical- Break down each real-life example so they can fully analyze it. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that real world problems can be solved using quadratics // . //**(Where).** Since we know the math behind parabolas know it is time to apply it to the real world and show the students where parabolas are needed, why are they around, and the general grandness of the parabola. **(Why)** Solve equations and inequalities in one variable/analyze functions using different representations.**(What)**
 * (H)**5.2 A video montage of the various parabolas we seen in our lives. This will let the students see the vastness of parabolas as well as some of their importance
 * (E)** 5.3 Students will know what vertex, and standard form are. As well as what the definition of the vertex and the meaning of roots. **(Equip)** They will use an idea wheel to think about real-life parabolas and how they apply to their own lives. They will use their previous knowledge along with this new material being learned to construct an equation and then solve it by placing the students into a round robin setting so they might learn from each other. **(Experience)**
 * (R)**5.4 By using fill in the thoughts, whatever material they are lacking at the moment I will be able to judge and then answer with this method.Then I will proceed to use an idea spinner to asses what the students have done. By using a spinner I will get the chance to ask questions and see how the students are learning
 * (E)** 5.5 Using a rubric, as well as a self-poll I will be able to see how much they learned, and they will be able to tell me how much they learned at the same time.
 * (T)** 5.6
 * (O)** 5.7 Students will be able to evaluate a real world problem. **Interpretation** Product: Digital Poster. Day 2-3 ||

Solve equations and inequalities in one variable/analyze functions using different representations.**(What)** http://www.youtube.com/watch?v=bRd3HMS388A&feature=related Visual- Show them real-life scinearos and once again show the step by step process out on the board Verbal- Tell stories of real-life problems that can be solved with quadratics. Intrapersonal- Allow them to work by themselves at the end of class and give them a brief pause to dwell on what has been covered Interpersonal- With talking heads students will be able to work together and collaborate their ideas. Kinesthetic- They can find a real world problem for quadratics in the classroom, and study it hands on. . Muscial: Find musical instruments that were made by using parabolas, and talk about the type of sound a parabola can make. Naturalist: Show examples of real-life problems that need quadratics to be solved, in nature. Logical- Break down each real-life example so they can fully analyze it.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that real world problems can be solved using quadratics **(Where)** The world around us if filled with parabolas and know we understand how they are formed and more importantly how to solve them. So, we can now find real world parabolas and figure out what makes them tick **(Why)**
 * (H)**6.2 Records are made everyday and to this human cannon ball arcs or parabolas are very important to his line of business.
 * (E)** 6.3 Students will know about the vertex form, standard form, and the rest of the information that has been gathered thus far.**(Equip)** They will use a story map to get their ideas down for what sort of story they want to do for the final project as well as see that quadratics, with their step by step process, play out much like a story at times. Using numbered heads I will make sure that my students get the full understanding of a relationship between quadratics and the real world. **(Explore)**
 * (R)** 6.4 With a survey for the teams I will see how they collectively learned as a group **(Rethink)** As a teacher I will a pass out the rubric for the project to see how well they will learn. **(Revise)**
 * (E)** 6.5 I will use give one get one in order to see if my students are learning properly. **(Evaluate)**
 * (T)** 6.6
 * (O)** 6.7 Students will be able to relate quadratics to the real world. **Self-knowledge** Product: imovie Time: 5 days ||

2004 ASCD and Grant Wiggins and Jay McTighe