S3+Amari,+Alyssa

=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= __Product:__ Comic Life __Days:__ 3 **(ORGANIZE)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that determining quantitative measures such as mean, median, mode, IQR, and absolute deviation can help to describe the overall patterns of striking deviations with reference to the context in which the data was collected. **(WHERE)** Quantitative data can make large sets of data into much smaller pieces. This will make homework easier and faster! **(WHY)** //Students will develop understanding of statistical variability and summarizing and describing distributions.// **(WHAT)**
 * (H)** 1.2 Show the mean, median, mode song [|video] **(HOOK)**
 * (E)** 1.3 Students will know formulas for calculating mean, median, mode, IQR, and absolute deviation **(EQUIP)**. Using the Mix-Pair- Freeze technique students will be given either a vocabulary word or a vocabulary definition related to mean, median, mode, IQR, and absolute deviation. Each definition or vocabulary has a matching counterpart, students will be cued by music, and required to find their matching partner before the music ends. When the music stops the partners will record their information into the describing wheel graphic organizer. The words and definitions will be mixed up, and each student will receive a new one until their wheel is filled in. After, all students will come together for a class discussion that will help to clarify each term and its definition, as well as examples of how to use each quantitative measure **(EXPLORE/ RETHINK)**. Then all students will be given a vocabulary word, they will engage in the Mix-Pair-Freeze activity again to find a partner with the same vocabulary word. Each student and their partner will create a comic life presentation that they will present to the class that describes their quantitative measure through real-life examples of how the measure is used to describe data sets **(EXPERIENCE).**
 * (R)** 1.4 Students will split into two large groups with only one student from each set of partners. In the groups, they will use the give-one get-one strategy. Each person will discuss the quantitative measure they are using in their project by describing their understanding of the term, and their plan to describe how it is used in real life. The other students will provide input of information they think should be included in the presenters product. **(RETHINK)** Students will then meet with their partner to discuss what they talked about in their groups, and to add the information to their comic. They will also look at their rubric to see that they have included all of the information required and they will make adjustments accordingly. **(REVISE)** The partner groups will meet one-on-one with the teach to discuss the content in their comic as well as how they feel they have done in relation to the rubric. The teacher will provide any feedback needed as well as proposing any ideas to help relate their quantitative measure to real life data sets. This will allows the students to complete a final plan/ outline for their comic. Students will self-reflect/ self-assess what they have learned, what they are still unsure of, and one thing they want to work on in their personal journals that will be responded to by the teacher. **(REFINE)**
 * (E2)** 1.5 The pre-assessment for this unit will be done with the graffiti board technique where students are presented with the central topic of the lesson (statistics), and as a group they will write or illustrate anything they know or understand about statistics. Students will be checked for understanding through the thumbs up or down technique during the class discussion about mean, median, mode, IQR, and absolute deviation **(EVALUATE).**
 * (T)** 1.6
 * **Interpersonal:** The group discussion involving the give-one get-one method where students will discuss each quantitative measure with each other as well as sharing ideas or understandings involving each measure.
 * **Bodily-Kinesthetic:** In the Mix-Pair-Freeze activity, students will be required to move around to discover their matching vocabulary word or definition in relation to quantitative measures.
 * **Musical:** The hook is a song involving mean, median, and mode that describes how each is used.
 * **Intrapersonal:** The self-reflecting journal entries require students to reflect on what they have learned/ understand/ do not understand about mean, median, mode, IQR, and absolute deviation.
 * **Verbal:** Students are required to use the graphic organizer to describe each quantitative measure, they are also writing in self-reflecting journals, and engaging in discussions about quantitative measures.
 * **Visual:** The comic life product is related to the topic of quantitative measures, the comic life software is geared toward visual aspects.
 * **Logical-Mathematical:** Students are required to connect quantitative measures to real life situations and data sets, this requires a lot of thinking and logical connections. **(TAILOR)**
 * (O)** 1.7 Students will be able to produce quantitative measurements from sets of numerical data. **(APPLICATION)**

The partner groups will meet one-on-one with the teach to discuss the content in their comic as well as how they feel they have done in relation to the rubric. The teacher will provide any feedback needed as well as proposing any ideas to help relate their quantitative measure to real life data sets. This will allows the students to complete a final plan/ outline for their comic. Students will self-reflect/ self-assess what they have learned, what they are still unsure of, and one thing they want to work on in their personal journals that will be responded to by the teacher. Students will also reflect in their journals what they learned in relation to each aspect of the rubric as well as asking any questions that they still have regarding outside factors that effect data sets.**(REFINE)** Product: Podcast Days: 3 =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that determining quantitative measures such as the mean, median, mode, IQR, and absolute deviation can help to describe the overall patterns of striking deviations with reference to the context in which the data was collected. **(WHERE)** Sometimes data is not always accurate because of outside factors that effect the outcomes of the data set, and big data sets can be turned into smaller easily understood measures. **(WHY)** //Students will develop an understanding of statistical variability and how to summarize and describe distributions.// **(WHAT)**
 * (H)** 2.2 The [|3M Olympics activity]will be done outside so students have more room to engage in the activity. **(HOOK)**
 * (E)** 2.3 Students will know mean, median, mode, IQR, and mean absolute deviation. **(EQUIP)** Students will get into think-pair-share groups where they will be given a sequence chart. They will be asked to calculate the quantitative measures (learned in lesson 1) of they data they have collected from the 3M Olympics activity using a sequence chart. They will get into their pairs and discuss what they have calculated to see if there are any differences. After, each group will report to the class what they calculated. Then for the share part, the class will gather for discussion where the students and the teacher will discuss how outside factors or the methods in which the data was collected could have affected the overall pattern of the data sets they collected. By putting the entire class data from the 3M olympics on the board, we will observe the data together to see if we can use their calculated quantitative measures to notice any striking deviations or noticeable patterns of the data sets.**(EXPLORE/ RETHINK)** Students will then break up into groups of three to create a podcast using garageband to describe the overall patterns of a self-collected data set by using a quantitative measures and considering the outside contributing factors. Along with the podcast that they will link to the wiki, they will be required to upload an image related to their data set. **(****EXPERIENCE)**
 * (R)**2.4 Student groups will meet with another group to share their dialouge for their podcast. Each group will grde the other through the rubric and checklist for the assignment with comments that provide feedback. This will allow the students to rethink and add to their podcasts before creating the actual recording. **(RETHINK)** In their groups, students will adjust their podcast in relation to the feedback they recieved, they will will then grade themselves on their product before it is finalized to see if they believe they did everything required. **(REVISE)** The student groups will post their dialogue and a small clip of their podcast to the wiki for the teacher to assess using the checklist and rubric. The teacher will comment back to the group on anything they must add to their presentation. **(REFINE)**
 * (E2)** 2.5 The pre-assessment for this unit will be done with the graffiti board technique where students are presented with the central topic of the lesson (statistics), and as a group they will write or illustrate anything they know or understand about statistics. Students will be checked for understanding through the three minute review method where students will be asked as a group to review how/ what outside factors can effect data sets. Students will be asked questions in relation to these outside factors to check for their full understanding. **(EVALUATE).**
 * (T)** 2.6
 * Verbal-Linguistic:** is present in the performance task when students are asked to describe a data set using quantitative measures and discuss how outside factors effect a data set.
 * Logical-Mathematical:** is present when students must analyze and determine possible outside factors that effects the pieces of a data set, as well as when they are ask to calculate quantitative measures of a data set.
 * Interpersonal:** this intelligence is addressed when students are asked to get into think-pair-share groups and fill out a sequence chart with their calculations for quantitative measures.
 * Intrapersonal:** this intelligence is adressed when students are asked to self-reflect in journals what they learned through the creation of their podcast.
 * Visual:** Students are asked to upload a graphic to the wiki in relation to their podcast dialogue and data collection.
 * Bodily Kinesthetic:** My hook is very bodily kinesthetic because students are asked to move around and engage in olympic games so they can collect their own numerical data set.
 * Naturalistic:** The hook allows students to be outside enjoying the atmosphere while engaging in an activity where they collect their own numerical data sets. **(TAILOR)**
 * (O)** 2.7 Students will be able to consider quantitative measures when describing the overall patterns and striking deviations of data sets when referring to the context in which the data was collected. **(EMPATHY)**
 * (ORGANIZE)** ||

** (H)3 ** .2 Activity: Place different objects at each student table, have them observe it by measuring it, feeling it, looking at it etc. Have some tables with rulers in inches or centimeters or no rulers at all. **(HOOK)** ** (E) ** 3.3 Students will know vocabulary: distribution, numerical data, number line, dot plot, histogram, box plot, context, mean, median, mode, variability, IQR, and mean absolute deviation. Critical Details: displaying numerical data in different forms, calculating quantitative measures, and recognizing patterns in data displays.**(EQUIP)** Students will be asked do design a chart that looks like their favorite tree, they will use this during class discussion to take notes on summarizing and describing data sets and displays. **(EXPLORE)** Students will work with partners to create an XtraNormal video that explains why the context in which a certain data set was collected is important, as well as how the data was measured, and its units of measurement. **(EXPERIENCE)** ** (R) ** 3.4 Using the team-pair-solo technique, students will start in teams of four where they will brainstorm together how the context in which data was collected and how the data was measured is important. **(RETHINK)** Then in pairs students will help each other by peer revising each others product through assessment of rubrics/ checklists. This will allow the students to revise their plan. **(REVISE)** Then individually (solo), students will self reflect in journals as well as on their rubrics/ checklists. They will also meet one on one with the teacher to discuss the presentation. **(REFINE)** ** (E) 3 ** .5 The pre-assessment for this unit will be done with the graffiti board technique where students are presented with the central topic of the lesson (statistics), and as a group they will write or illustrate anything they know or understand about statistics. Students will be checked for understanding after they have completed their tree chart by using index cards that will ask student to summarize on one side what they have learned or come to understand, and then ask them to write a question about something they are still unsure about on the other. These will be given to the teacher so they may address the questions in the proceeding discussion. **(EVALUATE).** ** (T) ** 3.6 ** Interpersonal: ** Group brainstorming discussions about why the context in which data was collected is important. ** Verbal: ** Having students use the tree chart to write out each important factor of why the context in which data was collected is important. ** Logical-Mathematical: ** Organizing their information on why the context in which data was collected is important through a tree chart. ** Intrapersonal: ** Self-assessing work with their cheklists as well as journal reflections relating tow hat they have learned. ** Visual: ** Creating an Xtra-Normal presentation. ** Nature: ** Having students create a note taking sheet that relates to their favorite tree. **(TAILOR)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** W) ** 3.1 Students will understand that Numerical data can be summarized through reporting a number of observations, describing the context in which the data was collected, how it was measured, and units of measurement. **(WHERE)** Numbers are nothing without words. **(WHY)** Students will develop an understanding of statistical variability and summarizing/ describing distributions. **(WHAT)**

** (O) ** 3.7 Students will be able to describe why the context in which data was collected is important, as well as how the data was measured, and its units of measurement. **(EXPLANATION)** ** Product: ** XtraNormal Days: 2 **(ORGANIZE)** || =Lesson 4=


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that numerical data be displayed in various forms such as: number lines, dot plots, histograms, and box plots. **(WHERE)** Graphs are universally used to show all types of data. **(WHY)** Students will develop an understanding of statistical variability and summarizing/ describing distributions. **(WHAT)**
 * (H)**4.2 Fun things in different forms activity: at each table will be things (foods, objects, etc.) that can be seen in life in several different forms. Such as water and ice, or eggs raw, hard boiled, and scrambled. **(HOOK)**
 * (E)** 4.3 Students will know critical details for displaying numerical data in various graphical forms. **(EQUIP)** Students will use a four column chart to fill in while note taking from the teacher so that they can display each type of graph followed by each process step, so that they will understand what they need to create it. Then students will be divided into jigsaw groups where each person will be assigned a specific graph creating process step to learn. They will then go and teach their group about that specific process in order to allow their group members to add any information they missed to their column chart. **(EXPLORE).** In these jigsaw groups students will create a Glogster poster with a self-collected set of data displayed in each of the four types of graphs. Their Glogster poster should include images, graphs created using FATHOM, with videos and/or audio files that help describe the process of graph making more clearly. **(EXPERIENCE)**
 * (R)** 4.4 A member of each group will be put into another group with at least one member from every other group in the class. Each individual member will discuss what they will be including in their project as well as their understanding of each graph making process. This will be a way to share and mix ideas as well as a way to recieve some helpful feedback for their projects. Students will each individually assess their project using the project checklists. **(RETHINK)** Returning to their original groups each member will discuss the feedback they have received as well as their own perspective on the project fro their self assessed checklist. This will allow students to form a more solid plan for their Glogster poster. **(REVISE)** During this process the teacher will be included in each group discussion as a means of adding some personal feedback to the feedback each group member has collected and created. After teacher and peer feedback, students will create a finalized plan for their Glogster poster. They will then self assess their plan through reflection in their journals as well as through their checklists. **(REFINE)**
 * (E2)** 4.5 The pre-assessment for this unit will be done with the graffiti board technique where students are presented with the central topic of the lesson (statistics), and as a group they will write or illustrate anything they know or understand about statistics.Students will be checked for understanding using exit tickets that are designed for students to fill out one side with something they understand very clearly, and on the other side something they are still confused about. This will be done after students have been divided into their groups to create their Glogster. **(EVALUATE).**
 * (T)** 4.6
 * Interpersonal:** The jigsaw group activities allow students to talk with other students through discussing how to create each graph.
 * Verbal:** Group feedback discussions allows students to speak up and talk about their own personal ideas and understandings relating to how to create graphs.
 * Logical-Mathematical:** Creating the graph to organize numerical data as well as organizing each graph making process into a four column chart.
 * Intrapersonal:** Self-assessing work with their cheklists as well as journal reflections relating tow hat they have learned throughout the graph making process.
 * Visual:** Creating a Glogster poster with pictures or videos as a way to describe the process of creating each type of graph. **(TAILOR)**
 * Bodily-Kinesthetic:** My hook allows students to interact with different objects in relation to the fact that data sets can also be seen in different forms.

Product: Glogster poster Days: 4 **(ORGANIZE)** || =Lesson 5=
 * (O)** 4.7 Students will be able to represent numerical data in various forms**. (INTERPRET)**

Product: Prezi Diagram Number of Days: 2 **(ORGANIZE)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that numerical data can be summarized through reporting the number of observations, describing the context in which the data was investigated, how the data was measured, and its units of measurements. **(WHERE)** There are several jobs worldwide that use numerical data**. (WHY)** Students will develop an understanding of statistical variability and summarizing/ describing distributions. **(WHAT)**
 * (H)**5.2 Students will each be given a name of a famous person placed on their back. In groups each student will have to figure out who they are by asking questions that require others to answer in a way that does not give away who they are. The questions should involve things that people have made observations about.**(HOOK)**
 * (E)**5.3 Students will know critical details: displaying numerical data in different forms, calculating quantitative measures, and recognizing patterns in data displays.**(EQUIP)** After the teacher introduces techniques to observe numerical data sets, students will receive an observation chart and will be cued by music to go around to four different stations with a posted picture of a data set where they will use the observation chart to record their observations of the data. **(EXPLORE)** Students will engage in the technique known as round robin brainstorming where they will be put into groups of four, one at each posted data set, and they will brainstorm observations and ideas about the data set. In these groups they will take their brainstorming ideas and create a Prezi Diagram with images, audio, and some sort of video to explain their observations of the data set. **(EXPERIENCE)**
 * (R)** 5.4 Students will post their pre-diagram to the class wiki where students from other groups will comment with their observations gathered in their original observation charts. This will allow the group members to receive peer feedback that has observations they may have not included. **(RETHINK)** After receiving this feedback they will self assess their diagram using a rubric. **(REVISE)** The teacher will also comment on the pre-diagrams to give additional feedback. They will also pre-approve each diagram with the rubric before its final presentation to ensure that each group has done what was required.**(REFINE)**
 * (E)**5.5 The pre-assessment for this unit will be done with the graffiti board technique where students are presented with the central topic of the lesson (statistics), and as a group they will write or illustrate anything they know or understand about statistics. Students will be checked for understanding after they have observed all of the four data set individually through the one-minute-essay technique in their journals. After this, the teacher will provide written feedback in their journals as a response. **(EVALUATE)**
 * (T)** 5.6
 * Interpersonal:** Group brainstorming discussions about observations of a certain data set in the round robin brainstorming activity.
 * Verbal:** Having students write their own one-minute essay to discuss what they understand or do not understand.
 * Logical-Mathematical:** Students individually observing the four data sets and making observations based on what they see and know.
 * Intrapersonal:** Self-assessing work with their rubric as well as journal reflections relating to what they have learned.
 * Visual:** Creating a Prezi diagram with videos and images.
 * Bodily Kinesthetic:** Having students move around between each data set before the music runs out.
 * Musical:** Using music to keep the kids engaged in the individual observations of data sets. **(TAILOR)**
 * (O)** 5.7 Students will be able to analyze sets or displays of data by making observations. **(PERSPECTIVE)**

he pre-assessment for this unit will be done with the graffiti board technique where students are presented with the central topic of the lesson (statistics), and as a group they will write or illustrate anything they know or understand about statistics. Students will be checked for understanding after they have completed their flow charts through a question board where they will post questions, understandings, and misunderstandings that will be addressed by the teacher during the teacher feedback portion of refining their product.**(EVALUATE)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that numerical data can be displayed in various forms such as: number lines, dot plots, box plots, and histograms that each have distributions that can be described by quantitative data. **(WHERE)** Graphs are useless if you do not know how to describe them. **(WHY)** Students will develop an understanding of statistical variability and summarizing/ describing distributions. **(WHAT)**
 * (H)** 6.2 Four students at each table will be given either a picture, a sentence, a number, or an object that relates to a person or a thing. They will need to discover who or what it is and then explain to the class how each thing relates to the person or object. **(HOOK)**
 * (E)**6.3 Students will know vocabulary: distribution, numerical data, number line, dot plot, histogram, box plot, context, mean, median, mode, variability, IQR, and mean absolute deviation. Critical Details: displaying numerical data in different forms, calculating quantitative measures, and recognizing patterns in data displays. **(EQUIP)** Students will use a flow chart to take notes during the review discussion so that they can map out each step in order that will help them to remember how to create each graph, describe/ summarize/ observe it, and calculate quantitative measures.**(EXPLORE)** Students will use the Co-op Co-op technique in groups to create a google survey that will collect numerical data about their class involving a statistical question about music. The survey will be posted to the class wiki for other students to take. After, each group needs to create each of the four types of graphical displays to display your numerical data set. Then they will post each graph, along with pictures, descriptions, observations, and summarizations in relation to quantitative measures on the wiki with it. **(EXPERIENCE)**
 * (R)** 6.4 Students will self assess their own work through self grading rubrics and checklists for their product as well as reflecting on their work in their journals. They will also be assed and given feedback by other group members when they comment on their project outline on their wiki home page. **(RETHINK)** Students will add to their outlines after they have received the peer feedback.**(REVISE)** In order for the students to complete their project, a complete outline and list of resources must be check and approved by the teacher who will provide feedback accordingly through group meetings with the teacher. **(REFINE)**
 * (E)**6.5
 * (T)** 6.6
 * Interpersonal:** Students will be working in groups of four to create their wiki and survey.
 * Verbal:** Having students write out questions for the question board for checking for understanding.
 * Logical-Mathematical:** Creating a flow chart of the many processes involved in analyzing numerical data.
 * Intrapersonal:** Self-assessing work with their rubric as well as journal reflections relating to what they have learned about analyzing data.
 * Visual:** Creating a wiki with images and videos.
 * Musical:** The product is about analyzing data from a statistical question involving music. **(TAILOR)**
 * (TAILOR)**
 * (O)** 6.7 Students will be able to recognize that a set of numerical data collected to answer a statistical question has its own distribution that can be described by graphical displays and quantitative measures. **(SELF-KNOWLEDGE)**
 * (ORGANIZE)**
 * Product: Google survey/ wiki**
 * Days 4-5** ||

2004 ASCD and Grant Wiggins and Jay McTighe