S3+Roy,+Matthew

=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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that the living world around us is the aggregate sum of countless, seemingly invisible, chemical processes/interactions **(Where?)**. It is important to understand theses interactions if we are to fully understand why things are the way they are **(Why?)**. **//Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy// (What?).**
 * (H)** 1.2 Before students arrive, colored note cards will be distributed randomly to the desks with each color representing a sub atomic particle: blue for neutrons, red for protons and black for electrons. On the floor I will have mapped out an empty shell model of an element large enough to support the number of students in the class. The students will be instructed to stand at the appropriate tape to bring life to the shell model. I will then explain how they have just mapped the atomic structure for the given element and that will segue into the lesson on atomic structure.
 * (E)** 1.3 Students will know vocabulary words like atom, proton, neutron, electron and nucleus **(Equip)**. Students will work alone and fill out a [|word web]outlining the sub-atomic particles and the unique characteristics of each and then the class will consolidate into small groups and will work together to identify and fill in any knowledge gaps that may still exist as best as they can, any further questions can be answered following group work**(Explore/Rethink)**. While in these small groups, students will be encouraged to begin thinking about the creation of a video introducing the information they have learned regarding atomic structure **(Experience)**.
 * (R)** 1.4 Student groups of four will have 30 minutes in class (in addition to time outside of class) to work on a script/storyboard for the 5-10 minute educational video they will create describing the basics of atomic structure **(Rethink)**. Students will create a very simple poster with their story board and follow the "Two Show, Two Go" technique and the groups will make quick presentations of the idea behind their video and receive constructive criticism from their classmates **(Revise)**. Once the story board has been approved, the groups will then film their videos to be presented to the class **(Refine)**.
 * (E2)** 1.5 At the end of the hook activity, students will fill out a matched pairs/multiple choice questionnaire to establish a baseline on understanding. After the first day, students will be given exit tickets before class is dismissed so that any remaining knowledge gaps or misconceptions may be assessed **(Evaluate)**.
 * (T)** 1.6
 * Kinesthetic:** Assuming the role of sub-atomic particles effectively gets students up and moving around in the classroom and working with material.
 * Interpersonal:** Students will first fill out their word-webs organizing the aspects of atomic structure alone, thus allowing them to think individually.
 * Intrapersonal:** Multiple opportunities for group work allow students to come together and collaborate to enhance understanding of atomic structure.
 * Visual/Spatial:** The creation of a video introducing the basics of atomic structure will engage students who enjoy organizing their thoughts into a visual product.
 * Naturalist:** Students will gain a baseline understanding of the structure of elements, like Carbon, that are present in all life on Earth.
 * Logical:** The word web of the defining characteristics of sub-atomic particles will promote the organization of important information into a logical format.
 * Verbal:** Listening to my speaking and delivery of the material through spoken word will aid understanding of sub-atomic particles.
 * (Tailor)**
 * (O)** 1.7 Students will be able to assume the role of sub-atomic particles in order to gain an understanding of atomic structure **(Empathy)**. Product: Educational Video. Days: 2-3 (80) **(Organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that the living world around us is the aggregate sum of countless, seemingly invisible, chemical processes/interactions **(Where?)**. It is important to understand theses interactions if we are to fully understand why things are the way they are **(Why?)**. **//Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy// (What?).**
 * (H)** 2.2 Students will be shown a video about nuclear fission, will most likely contain pictures of atomic blasts and will hopefully catch attention.
 * (E)** 2.3 Students will know vocab words like atom, neutron, proton and electron and understand critical details like atomic structure **(Equip)**. Students will work alone and then in groups, filling out a venn-diagram plotting the characteristics of the sub-atomic particles **(Explore/Rethink).** Students will remain in those groups and begin working up a script for a mock interview describing the differences between the sub-atomic particles **(Experience).**
 * (R)** 2.4 Students will be given 20-30 minutes to work on their scripts for the pod-cast interview they will be creating **(Rethink).** The groups will then present their ideas briefly to the class, receiving feedback from peers as well as the teacher **(Revise).** Students will then be asked to move forward and begin creating their podcasts **(Refine).**
 * (E)** 2.5 Students will fill out a short multiple choice questionnaire to serve as a pre-assessment and, before class ends, they will be asked to memorize at least one rhyme associated with the sub-atomic particles and recite one before leaving class.
 * (T)** 2.6
 * Visual:** Notes on the board as well as pictures will aid students in their understanding of sub-atomic particles
 * Verbal:** Listening to my speaking and delivery of the material through spoken word will aid understanding of the difference between subatomic particles.
 * Logical:** The venn-diagram of the defining characteristics of sub-atomic particles will promote the organization of important information into a logical format.
 * Musical:** The rhyme as the exit ticket will help to engage musical learners with the difference between sub-atomic particles.
 * Interpersonal:** Students will first fill out their venn-diagrams organizing the characteristics of the sub-atomic partices alone, thus allowing them to think individually.
 * Intrapersonal:** Multiple opportunities for group work allow students to come together and collaborate to enhance understanding of the differences between sub-atomic particles.
 * (Tailor)**
 * (O)** 2.7 Students will be able to compare and contrast the different sub-atomic particles **(Perspective).** Product: Podcast. Days 2 (80)
 * (Organize).** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that atomic structure influences behavior **(Where?).** Students will want to know this because simple things like atomic structure can explain why Carbon is crucial to all Organic Matter. **(Why?). //Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy// (What?).**
 * (H)** 3.2 A simple "volcano" model of vinegar and baking soda will be used to get the attention of the students.
 * (E)** 3.3 Students will know vocabulary like covalent bond and ionic bond and understand critical details like electron orbitals and different bonds **(Equip).** Students will get into small groups to create a fact sheet comparing the two types of bonds **(Explore/Rethink).** Students will then break from these groups and work alone, working to further understand valence electrons in preparation for their upcoming quiz **(Experience).**
 * (R)** 3.4 Students will get 10-15 minutes of solo think time to identify their own knowledge **(Rethink).** Students will then get into pairs and do a 3-minute interview and work together to identify and fill knowledge gaps **(Revise).** For homework, students will then get a practice worksheet to prepare students for their quiz the following class **(Refine).**
 * (E)**3.5 As a pre-assessment we will use the Anticipation Guide to identify the level of prior knowledge, before the class ends students will complete the same guide to identify how much they learned. **(Evaluate)**
 * (T)** 3.6
 * Visual:** Notes on the board as well as pictures will aid students in their understanding of valence electrons.
 * Verbal:** Group discussions will help the verbal learners get time conversing about the topic and engaging them in valence electrons.
 * Logical:** Creating a compare and contrast fact sheet for each type of bond will help students organize information in a logical manner.
 * Interpersonal:** Students will be given alone time to think about their understanding of valence electrons after they have created their fact sheet thus allowing for reflection and processing.
 * Intrapersonal:** Group work to identify knowledge gaps or misunderstandings about valence electrons will stimulate the group learners.
 * Naturalist:** The hook will help students make a natural world connection between the material and life.
 * (Tailor)**
 * (O)** 3.7 Students will be able to apply their knowledge of valence electrons **(Apply).** Product: Graded Summative Assessment/Quiz. Days: 1.25 (80)
 * (Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that atomic structure influences behavior **(Where?).** Students will want to know this because simple things like atomic structure can explain why Carbon is crucial to all Organic Matter. **(Why?). //Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy// (What?).**
 * (H)** 4.2 In order to get the students attention I will chew alka selzter and walk into the room with a foaming mouth.
 * (E)** 4.3 Students will know vocabulary words like neutron, proton, electron and critical ideas like atomic structure **(Equip).** Students will work independently on a fact wheel outlining everything they know about electrons then will convene into groups and hear what others have to say and "beef-up" the wheel even more **(Explore/Rethink).** Groups will break and individuals will work on brainstorming for ideas on their blog which will cover their knowledge of electrons and how they apply to our natural world using examples.
 * (R)** 4.4 Students will be given time in class to work either alone or cooperatively on designing an outline for their blog **(Rethink).** I will circulate around the room giving feedback and direction based on the conversation I hear as I move around the room **(Revise).** For homework, students will create a blog explaining why electrons are important by giving real life examples of how they influence our natural world **(Refine).**
 * (E)**4.5 Students will be asked to participate in the "Interview Design" activity to serve as a pre-assessment while Exit Tickets will be used as a Formative Assessment. **(Evaluate)**
 * (T)** 4.6
 * Visual:** Diagrams and physical notes on the board relative to electrons and bonding will help to stimulate the visual learners in the class.
 * Verbal/Linguistic:** The assignment of blogging about electrons will help to engage those students who utilize language (written or spoken) as their primary learning tool.
 * Logical:** The Fact Wheel activity will help students organize their understanding of valence electrons in a logical manner.
 * Interpersonal:** Time to fill out the fact wheel alone and brainstorm about the blog on electrons will give all learners adequate time to reflect and process individually.
 * Intrapersonal:** Collaborative group work is offered to give students a chance to convene and discuss their understanding of electrons.
 * Naturalist:** Keeping the blog assignment focused on electrons and how they specifically function in the natural world will help keep the Naturalist learners engaged.
 * (Tailor)**
 * (O)** 4.7 Students will be able to explain why electrons are important **(Explain).** Product: Blog. Days 1 (80)
 * (Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that the Periodic Table is a tool to be read and used to aid our understanding of the physical world **(Equip).** Students will want to know this because it's important to know how our previous knowledge applies to real world tools **(Why?). //Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy// (What?).**
 * (H)** 5.2 At the beginning of class I will play the Periodic Table Song to, if for no other reason, bring a little humor to the class and show that I'm not the biggest nerd on the planet.
 * (E)** 5.3 Students will know formulas like the mole road and dimensional analysis **(Equip).** Students will work alone and then in small groups to fill out a Periodic Table worksheet identifying important aspects of the Periodic table and even doing some fill in the blank work as well **(Explore/Rethink).** These small groups will then use these sheets to begin preparing a script/storyboard for their iMovie **(Experience).**
 * (R)** 5.4 Students will be given 30 minutes to work on their storyboard in addition to filming time and out of school time to work on their storyboard and filming of their movie introducing the key aspects of the Periodic Table **(Rethink).** Teams will split and then intermingle to present and get feedback on their group's direction **(Revise).** Upon approval of the script and story board, student swill be allowed to film and produce their movie **(Refine).**
 * (E)** 5.5 Students will be given a simple quick worksheet for the periodic table with quick questions to simply identify prior understanding, the same worksheet will be used as an exit ticket to identify how much student understanding changed in the class. **(Evaluate)**
 * (T)** 5.6
 * Visual: T**he visual aid of the Periodic Table itself will help engage and stimulate visual learners in the classroom.
 * Verbal/Linguistic:** Lecture time on the Periodic Table will stimulate those students that need to hear things spoken or see them written.
 * Logical:** While planning the iMovie, the creation of a script or story board will help students organize their thoughts in a logical manner.
 * Intrapersonal:** Group work on the Periodic Table worksheet and iMovie will give students a chance to collaborate and enhance their understanding of the Periodic Table.
 * Interpersonal:** Students are provided with solo reflection time while working on their Periodic Table worksheet.
 * Musical:** Musical learners will be stimulated by the Periodic Table song in the hook.
 * (Tailor)**
 * (O)** 5.7 Students will be able to recognize that the Periodic Table can be read to help gather important information **(Self Knowledge).** Product: iMovie. Days: 2-3 (80)
 * (Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that the Periodic Table is a tool to be read and used to aid our understanding of the physical world **(Equip).** Students will want to know this because it's important to know how our previous knowledge applies to real world tools **(Why?). //Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy// (What?).**
 * (H)** 6.2 I will introduce the Interactive Periodic Table to the class.
 * (E)** 6.3 Students will know critical ideas like atomic structure and vocabulary like column and period. **(Equip).** Students will work individually with the Interactive Periodic Table and take note of the tools it provides and the trends they notice. Students will then move to a grid that has been laid out on the floor in the shape of the Periodic Table and I will instruct students to move in certain ways and students will be asked to think about how things like electronegativity and atomic radius change as you move about the Periodic Table **(Explore/Rethink).** Students will then break into small groups and begin preparing ideas for a comic life about the Periodic Table **(Experience).**
 * (R)** 6.4 Students will be given time in class to work together and create a storyline for a comic outlining the history and uses of the Periodic Table **(Rethink).** I will circulate through the room giving feedback based on questions and conversation that I hear **(Revise).** Upon approval of the story line, students will then create their group comic life **(Refine).**
 * (E)** 6.5 A short quiz will be used at the beginning to see where students are at with their level of understanding the Periodic Table, the outlines will serve as the exit ticket formative assessment **(Evaluate).**
 * (T)** 6.6
 * Visual: T**he visual aid of the Periodic Table and the interactive table itself will help engage and stimulate visual learners in the classroom.
 * Verbal/Linguistic:** Lecture time on the Periodic Table will stimulate those students that need to hear things spoken or see them written.
 * Logical:** Organizing ideas for a comic life in a storyline will help students gather their thoughts in a logical manner.
 * Interpersonal:** Solo work time with the interactive Periodic table will allow students plenty of reflection and understanding time.
 * Intrapersonal:** Group work planning the comic life assignment will give students a chance to collaborate and enhance their understanding of the Periodic Table.
 * Kinesthetic:** The activity where students move around on the Periodic Table placed on the floor will give kinesthetic learners a chance to physically interact with the material.
 * (Tailor)**
 * (O)** 6.7 Students will be able to translate the Periodic Table into useful information **(Interpret).** Product: Comic Life. Days: 2 (80)
 * (Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe