S3+Mitchell,+Jasmine

=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= //Students will be able to draw, construct, and describe geometric figures, and describe the relationships between them.// **(What)** It is important to understand angles because it allows an understanding of how things are created. Nothing in the world would exist without angles. **(Why)** The spider map chart will be used to separate angles into different categories to explain and include examples of what differentiates the different types. Round robin brainstorming, which is where the class is split into small groups and discuss questions and problems revolving around the angles topic, will be used to introduce the spider map chart. **(Explore)** Students will individually create an inspiration diagram creating examples and explaining how to realize the differences of each type of angle. **(Experience)** Also, for timely feedback, students will have an opportunity to re- answer a similar question after we discuss the answer as a group.**(Revise)** After having adequate time to individually think about the problem, students will receive peer feedback by working in partners through another example.**(Refine)** The product that will be created is an inspiration diagram describing the different types of angles as well as how you can notice what type of angle is presented to you. The lesson will take two to three days. **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that unknown angles can be solved using angles following guidelines of supplementary, complimentary, vertical, and adjacent angles. **(Where)**
 * (H)**1.2 I will post pictures around the room of real world examples of angles without labeling them, and students will go around and try to find the angles in each picture.**(Hook)**
 * (E)**1.3 Students will know that supplementary, complimentary, vertical, and adjacent angles, as well as acute/ obtuse angles. Students will understand that angles are formed with a vertex and two rays. **(Equip)**
 * (R)** 1.4 I will check for understanding using clickers. I will put a question on the board and ask the students to submit an answer. The example will be an angle that pertains to nature or real life in some sort. **(Rethink)**
 * (E)**1.5 The types of formative assessment I will use are clickers to check for understanding, as well as self, and peer assessment.**(Evaluate)**
 * (T)** 1.6
 * Verbal** - We will discuss and describe angles verbally without pictures at first, and will discuss any angles we may know of in the real world.
 * Logic** - We will explore the logical ways of understanding angle measures and types of angles and how they correlate.
 * Visual** - We will draw angles on the board and create some online using interactive websites.
 * Musical** - We will use pictures of musical instruments that demonstrate various angles in the beginning of class during the hook.These may include the angles formed when a violin is played.
 * Naturalist** - We will use pictures of nature angles. These may include trees, animals, landscape, etc.
 * Interpersonal** - Students will be put in groups and asked to form angles with their limbs. They will be asked to describe what type of angle is represented by the bodies.
 * Intrapersonal** - Students will have time at the end of class to create angles when doing the inspiration diagram. They will have individual time to explore angles and come to understandings on their own.
 * Kinesthetic -** Students will be put in groups and asked to form angles with their limbs. They will be asked to describe what type of angle is represented by the bodies.
 * (Tailor)**
 * (O)** 1.7 Students will be able to be aware of which guidelines to follow to solve for various unknown angles. **(Self Knowledge)**

//Students will be able to draw, construct, and describe geometric figures, and describe the relationships between them.// **(What)** It is important to be able to solve angles because it leads to a common observation knowledge. It leads to the ability to solve more difficult problems that will be related in most careers in the future. **(Why)** Students will use a flow chart to help discover a method for deciding which angle is being represented and how to decide how to solve for the unknown angle. Students will use the numbered heads together cooperative learning method to actually attempt to figure out angles. This involves the class being split into groups and work out strategies together. **(explore)** Students will create a glogster which will be about a topic in real life that explores angles in the real world. They will discuss why the topic interests them and how angles are related and what type of angles are present. **(Experience)** I will assess the exit ticket without grading, to let the students know how they are doing and how they did on the problem. **(Refine)** They will then have an opportunity to go back and try to figure it out again if they got it incorrect. They will have to note what they did wrong and how to fix it. **(Revise)** The product that will be created is a glogster relating angles to real life situations. The product can be about a topic of the students' choice. It can be about everything that relates to them or just interests them. This lesson will take two days. **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that unknown angles can be solved using angles following guidelines of supplementary, complimentary, vertical, and adjacent angles. **(Where)**
 * (H)** 2.2 In groups, students will create angles and put them on the board for other groups to solve. The angles created should be an angle that could be found in real life. **(Hook)**
 * (E)**2.3 Students will know supplementary, complimentary, vertical, and adjacent angles, as well as acute/ obtuse angles. Students will understand that angles are formed with a vertex and two rays. They will understand how to solve for different types of angles when provided with the proper accompanying angle. **(Equip)**
 * (R)** 2.4 I will check for understanding using an exit ticket. After we have practiced solving several angles and have created a system of thinking about it, students will be faced with an individual problem that must be completed before they leave. **(Rethink)**
 * (E)**2.5 The types of formative assessment that will be used are an exit ticket to check for understanding, teacher and self assessment. **(Evaluate)**
 * (T)** 2.6
 * Verbal** - We will discuss the different methods of deciding which angles can be used to solve for an unknown and how to go about solving it. We will talk in small groups about what kind of angles are able to be used to solve the angles.
 * Visual** - We will use pictures both of simple lines to express angles as well as real life examples in order to show how much they are related.
 * Logical** -We will show a logical flow chart to explain the steps to take when faced with an angle including deciding what kind of angle it is, which angle can be solved for, and how to solve for it.
 * Kinesthetic** -We can form angles with our limbs and bodies and express what type of angles are formed, and then solve for an unknown.
 * Interpersonal** - We will work in groups when forming angles with our bodies. It will lead to solving for other angles.
 * Intrapersonal** - The exit ticket that is completed at the end of the lesson will be completed individually. It will be an opportunity for students to think on their own and realize how much they actually know about the topic and are able to figure out on their own without the help of others in the class. **(Tailor)**
 * (O)**2.7 Students will be able to solve for unknown angles when given the proper corresponding angle. **(Apply)**

//Students will be able to draw, construct, and describe geometric figures, and describe the relationships between them.// **(What)** It is important to learn about circles and formulas about circles because without circles there would be no pizza, or round spherical objects in the real world. **(Why)** An inverted triangle will be used such that students individually will be given a radius of a circle and they will compute whatever they can figure out, which should be both the circumference and the area. Partners will be the cooperative learning method used. This will allow students to find a partner in such a way that one partner will solve a problem and it will be reviewed by the other partner. **(Explore)** Students will create a mnemonic device that hepls to remember the formulas. They can create a rap, a poem, a rhyme or anything that helps them remember it. It will be a podcast. **(Experience)** I will be going around the room throughout the class to individually help students with their work and make sure they are staying on track. **(Revise)** After the worksheet is completed, the students will be assigned a partner and they will compare papers to see how each other did. They will discuss methods of how to solve formulas as well as how to improve next time. This will be a form of peer assessment. **(refine)** The product that will be created is a podcast expressing a mnemonic device about circle formulas. This lesson will take two to three days to complete. **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that the area and circumference of a circle are solved using formulas, are related, and are related to three dimensional geometric figures. **(Where)**
 * (H)** 3.2 We will all join in a circle in the middle of the classroom and form the radius using people and rulers in the middle of the circle. Through this, we will see what information we need in a circle to figure out so much more information about it. **(Hook)**
 * (E)** 3.3 circles, circumference, area and how to solve for area and circumfrence when given the proper corresponding data about the circle. **(Equip)**
 * (R)** 3.4 For timely feedback, I will check for understanding using a fill in the blank worksheet. The worksheet will include questions pertaining to circles, what the formulas are to solve for area and circumference, as well as examples to practice solving. This will be an individual task. **(Rethink)**
 * (E)** 3.5 Formative assessments in this lesson will include a fill in the blank paper to check for understanding, as well as teacher and peer assessment. **(Evaluate)**
 * (T)** 3.6
 * Visual -** I will bring in colored circles of various sizes and we will put them on the board and look at what information we can find about them by just being given the circle and a ruler.
 * Verbal -** We will brainstorm as a class for a while and discuss in small groups what we need to do for each formula and how to solve for a given question with any circle.
 * Logical -** We will set up logical steps to solving a problem. First we need to find the radius and then decide which formula we need to solve, write out the formula, and then solve.
 * Naturalist -** We will include nature examples of circles such as citrus fruit and the center of a sunflower.
 * Musical -** We will look at examples of circles in music such as a record or a c.d, and solve for the area or circumference of the circle.
 * Interpersonal -** We plan to be working with partners through the cooperative learning method because it will give students an opportunity to work through problems with somebody and not just be by themselves struggling. They can figure out problems more easily with someone else' ideas being in the picture. **(Tailor)**
 * (O)**3.7 Students will be able to evaluate the area and circumference of a circle when given the radius. **(Interpret)**

//Students will be able to draw, construct, and describe geometric figures, and describe the relationships between them.// **(What)** Learning about circle equations will give the students a chance to use math that “real” people need and use outside of school. Many careers like architecture, aeronautical and graphics design, engineering, the coast guard, and many others include the use of area and perimeter on a regular basis. **(Why)** I will begin the lesson using an ice cream cone graphic organizer. This will include the formulas, and 3d figures we will be exploring in this lesson. We will then use the cooperative learning method of three minute interview. This includes students having talks with other students in the classroom about circles and three dimensional figures that include circles. They will discuss where in the real world this occurs. **(Explore)** Students will create a comic life. The comic will be based on a topic that is the choice of the student. They must explain how the formulas for circles are important to their real life example and include the formulas in the comic, as well as why it is benefficial to solve for either area or circumference of a circle or surface area of a sphere. **(Experience)** There will also be peer assessment during the cooperative learning because peers will be working together to figure out problems and help each other. **(Revise)** I will be assessing the students through every pupil response. I will make sure that they are on track and are figuring out the problems being presented to them. **(Refine)** Students will create a comic life in which they show how circles are related to real life in three dimensional figures such as in a soda can. This lesson will take 2 days. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1. Students will understand that the area and circumference of a circle are solved using formulas, are related, and are related to three dimensional geometric figures. **(Where)**
 * (H)** 4.2 I will bring in soda cans to class, and ask students what they know about soda cans. We will get on to the discussion about the shape and size and how we may go about finding the size of the can. It will lead us into the discussion of how it is related to the circle and circle formulas. **(Hook)**
 * (E)** 4.3 Students will know area, circumference, cylinder, sphere real life examples of spherical and cylindrical objects and how knowing information about the circles relate to solving for the 3 dimensional figures. **(Equip)**
 * (R)**4.4 The methods of formative assessment that will be included in this lesson include: every pupil response, which is where I will present questions in which every student must submit an answer, so that I can assess how they are doing. **(Rethink)**
 * (E)** 4.5 Formative assessment that will be used in this lesson include every pupil response. The other types of assessment include peer and teacher assessment. **(Evaluate)**
 * (T)** 4.6
 * Visual** We will be looking at real life examples where 3d figures include circles and will compare them to a regular drawing of the shape.
 * Verbal** We will talk about how the formulas of 2d circles relate to that of 3d shapes.
 * logic** We will come up with a logical sequence of assessing shapes to see if they are related to circles, and connecting that to the formulas needed to solve for other information including surface area or volume.
 * Interpersonal** We will be working with peers through the three minute interview. This will include talking to eachother about problems, and examples presented in class.
 * Inrapersonal** Through every student response, students will be submitting an individual answer that was presented to the class. This involves individual work and thinking.
 * Naturalist** We will be looking at cylindrical, spherical objects that appear in nature. These can vary immensely. We will discuss the comparison to 2d circles as well as look at 2d circles in nature.
 * (Tailor)**
 * (O)**4.7 Students will be able to demonstrate understanding of circles relate to 3 dimensional figure **(Explain)**

//Students will be able to draw, construct, and describe geometric figures, and describe the relationships between them.// **(What)** In construction, surface area affects planning (how much to buy) and costs (how much to charge) in connection with such things as wallboard, shingles, and paint. In manufacturing you will have the same issues - say, the cost of making boxes or printing, or sheet metal parts. In designing, surface area enters into calculations of wind resistance and drag in cars or airplanes, pressure and strength of materials. **(Why)** Formulas: Surface area of cube, rectangular prism, sphere, cylinder, pyramid, volume of sphere, cube, cylinder, cone **(Equip)** The cooperative learning method that will be used think - pair - share. This means that first students will think about presented problems on their own, then they will meet with a partner and compare answers. The partners will then get a new problem and will then join another partnership and they will all collectively discuss their problems. We will then use the graphic organizer of a describing wheel. In your group, you will discuss the varieties of shapes and formulas. In the wheel, you will draw the 3d shape as well as the formula that goes along with it. **(Explore)** Students will create an interactive game about surface area/ volume formulas and the shapes that exist within them. The game must somehow be on the computer and interactive, but the rest is up to you. It can be any type of game that interests you; it can be very similar to a game that already exists. This will be a group project. **(Experience)** Peers will be working together as well as groups during the think-pair-share exercise. They will be expected to work together and help each other depending on their skill levels **(Revise)** I will be assessing students by walking around the room to see how their progress is coming and make sure they are understanding all of the components of the problems**. (Refine)** Students will create an interactive game to help them learn about the different formulas and how to use them, and how to know which formula solves which problem. This will be a group project. This lesson will take 3 days. **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that volume and surface area of 2 and 3 dimensional objects (triangles, prisms, cubes) are solved using formulas when given the appropriate data about the figure. These formulas can be applicable to real world and mathematical situations. **(Where)**
 * (H)** 5.2 I will present pictures around the room as well as formulas. Students will walk around and try to match the cards with the pictures. The pictures will be of items that appear in real life. They will be able to work in groups on this. **(Hook)**
 * (E)**5.3 Students will know surface area, volume, geometric figure, construct the figure, solve for the unknown
 * (R)** 5.4 I will check for understanding using the 3-2-1 method. That means that while I am discussing things in class, I will periodically check for understanding by asking students to express their understanding level based on a 3-2-1 scale. From that, I will decide if we can move on or not. **(Rethink)**
 * (E)** 5.5 The types of assessment that will be presented in this lesson include a 3-2-1 method, as well as self and peer and self assessment. **(Evaluate)**
 * (T)** 5.6
 * Visual** We will be looking at real life examples of where surface area is important and look at the images compared to regular drawings to observe the similarities.
 * Verbal** We will discuss how surface area and volume can be related to real life situations and jobs. We will talk about the formulas and how they seem logical to the shape by applying knowledge we know about 2d figures.
 * Musical** We will look at examples in music where volume and surface area can be important and evident.
 * Kinesthetic** We will be walking around the room and looking at the different shapes and trying to match them with the proper formula.
 * Logic** We will form a logic sequence to solving 3d formulas. This will include assessing what type of shape it is, and what the formula is, and what the method of solving it would be.
 * Interpersonal** We will be working in groups and in partners for almost the entire class. This will make it more engaging and easier to understand when we are working with someone.
 * (Tailor)**
 * (O)**5.7 Students will be able to recognize which formulas are needed to solve for volume/ surface area for various 2/3 dimensional figures. **(Perspective)**

//Students will be able to draw, construct, and describe geometric figures, and describe the relationships between them.// **(What)** Professional painters use surface area to determine how much paint they will need for a project. They calculate the surface area of a wall by multiplying the width of the room by its height from floor to ceiling, subtracting the total areas of any windows or doors that they aren't planning to paint. They then divide the total surface area to paint by the coverage of each paint can, to determine the number of cans to purchase. Santa's elves use the concept of surface area with each gift they wrap. The total surface area of any gift determines how much paper they will need to cover it. They might need the surface area of a rectangular prism to wrap a board game, a sphere to wrap a basketball, or a cylinder to wrap a can of cashews. **(Why)** Students will be able to solve for: surface area of cube, rectangular prism, sphere cylinder, pyramid, circumference of circle, volume of sphere, cube, cylinder, cone. **(Equip)** In groups, students will be given a graphic organizer which is a step by step chart. They will be given various problems and will discuss how they would go about solving them. The cooperative learning method will be team, pair, solo. The first part will be team where they fill out the chart. Next, in pairs, they will compare sheets and attempt to solve the first problem assigned. Then, solo, students will complete the other problems. **(Explore)** Students will create a prezi in which they choose a topic related to the real world. They will find an object that is one of the shapes we have studied and find either the surface area and or volume of it. The prezi must be creative and show your personality. Choose a topic that interests you. This will be an individual project. **(Experience)** Students will experience peer assessment through the team, pair, share expercise. They will work together and correct each other where there were mistakes on the graphic organizer or while solving the first problem. **(Revise)** I will assess the students through the example/ non example. I will look over the answers in which they submit to see who is understanding and who may need more help to figure it out. **(Refine)** Students will create a prezi in which they choose a topic related to the real world. They will find an object that is one of the shapes we have studied and find either the surface area and or volume of it. The prezi must be creative and show your personality. Choose a topic that interests you. This will be an individual project. This lesson will take 3 days. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that volume and surface area of 2 and 3 dimensional objects (triangles, prisms, cubes) are solved using formulas when given the appropriate data about the figure. These formulas can be applicable to real world and mathematical situations. **(Where)**
 * (H)** 6.2 In the beginning of class, I will tell students that we are on a scavenger hunt to try to solve the surface area of various furniture pieces of furniture in the classroom. There will be hidden notecards that contain the dimensions of different furniture pieces. In groups, they will attempt to solve for the furniture. **(Hook)**
 * (E)**6.3 Student will know surface area, volume, geometric figure,construct the figure, solve for the unknown.
 * (R)**6.4 I will check for understanding using an example/ non example. I will put two problems and solutions on the board. The students must determine which problem is correct and which is incorrect. For the one that is incorrect, the student must explain why. **(Rethink)**
 * (E)**6.5 The formative assessments that will be present in this lesson include using an example/ non example as well as peer and teacher assessment. **(Evaluate)**
 * (T)**6.6
 * Visual** We will be looking at pictures of where 3d shapes occur in real life and will also be doing that through the product for this lesson.
 * Verbal** We will talk about the differences between the formulas and how we go about solving them.
 * Logic** We will create a logical sequence in which we decide which formulas go to which shape and how to solve them the easiest way.
 * Kinesthetic** We will try to create 3d figures in partners with our limbs and bodies. With that, we will try to solve the SA of the shape.
 * Naturalist** We will solve for various 3d figures that occur in nature.
 * Interpersonal** We will be doing a lot of group work and partnership work in this lesson to experience how to solve these problems and to get a lot of practice.
 * Musical** We will look at different shapes in music and discuss which ones are related to the shapes we have studied and how they are related.
 * (Tailor)**
 * (O)**6.7 Students will be able to relate volume/surface area to real world situations. **(Empathy)**

2004 ASCD and Grant Wiggins and Jay McTighe