S3+Christensen,+Melaine

=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 or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Explain**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7**Students will be able to ..., **(Facet Name)** Product: Type II Technology, Number of Days: (**Organize**)

[|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 a variety of natural cycles and processes control Earth's environment (**Where**). //Students will understand Earth Systems and their impact on natural resource supplies// (**What**). Students need to understand what minerals are and where they come from in order to understand the importance of mineral resources to their lives (**Why**).
 * (H)**1.2 Students will be given a role in the rock cycle based on preferred learning style. (**Hook**)
 * (E)** 1.3 Students will know what minerals are, how they form, and how they are compacted together to form each of the three main rock types (**Equip**). The rock cycle will be introduced in terms of a story that students will act out and then discuss to ensure questions or unclear points are covered. Students will use a flowchart to track the stages of the rock cycle and make note of the various cyclical pathways that are possible within the cycle (**Explore**). Students be asked to retell the story of the rock cycle in a creative blog post (**Experience**).
 * (R)** 1.4 Students will have the opportunity to rethink during the checking for understanding activity (fly swatter) and discussion will be incorporated when students are confused or give incorrect answers. They will be required to rethink in more depth when constructing their Prezi (**Rethink**). Students will self assess their blog using a checklist. Teacher feedback will be provided in terms of an annotated checklist (**Revise/Refine**).
 * (E)**1.5 Formative Assessment - **Pre-Assessment:** Survey over basics of rocks, minerals, and natural resources. **Checking for Understanding**: Fly Swatter and **Timely Feedback:** Self, Teacher (**Evaluate**)
 * (T)** 1.6 (**Tailor**)
 * Verbal:** The rock cycle will be discussed in a narrative format.
 * Logical:** Students will use skills such as sequencing and logical process of elimination.
 * Visual:** A picture of the rock cycle will be shown and students will have to identify parts of it during flyswatter. Students will be given the opportunity to create their own visuals of the rock cycle for their blog.
 * Kinesthetic:** Students will have the opportunity to role play and act out the rock cycle.
 * Musical:** Student will have the option to write a song or rap for their blog.
 * Intrapersonal:** Students will work individually on a creative blog post which will give them the opportunity to reflect on the class.
 * Interpersonal:** Students will interact during the role playing of the rock cycle and during flyswatter.
 * Naturalist:** Students will get to discuss natural processes and look at samples of rocks and minerals.
 * (O)**1.7 Students will be able to describe the rock cycle and how it forms and transforms rocks (**Explanation**). **Product**: Blog **Number of Days**: 2-3 (**Organize**) ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that a variety of natural cycles and processes control Earth's environment (**Where**). //Students will understand Earth Systems and their impact on natural resource supplies// (**What**). It is important to know where minerals are found and how to identify them in geologic context in order to determine their commercial value (**Why**).
 * (H)**2.2 Video URL: http://www.youtube.com/watch?v=rTXSwnkieZc&feature=bf_prev&list=PL0D8515B0F0DFD945 (**Hook**)
 * (E)**2.3 Students will know all five components of the definition of a mineral and be able to distinguish between a mineral and a rock (**Equip**). Students will work in teams to sort samples into rocks and minerals. They will then practice sorting rocks into igneous, metamorphic, and sedimentary. In the final stage they will try to match the mineral samples to the rocks they think might contain the mineral. After each stage the class will join together and discuss the results and make corrections as necessary (**Explore**). Students will work in pairs to create a digital collage of minerals that will represent an assigned rock type (**Experience**).
 * (R)**2.4 Students will be asked to explain their reasoning after each sort (**Rethink**). During discussion students will be guided through a revision of their sort and receive feedback on their process and methods of observation and classification (**Revise).**
 * (E)**2.5 Formative Assessment - **Checking for Understanding**: Circle, triangle, square **Timely Feedback:** Self, Teacher (**Evaluate**)
 * (T)**2.6 **(Tailor**)
 * Verbal:** The hook video will give students a verbal introduction to the topic and the definition of a mineral.
 * Logical:** Students will use analytical skills to determine how to classify each sample.
 * Visual:** Visual and spatial observation skills will be needed to make detailed observations about the samples. In the digital collage students will need to create of find illustrations of the mineral constituents of their assigned rock.
 * Kinesthetic:** Students will be physically moving and sorting samples into categories and piles; this will allow them to be physically engaged in the sorting process.
 * Musical:**
 * Intrapersonal:**
 * Interpersonal:** Students will work with teams in the lab and discuss their observations.
 * Naturalist:** The focus of the lab will be to make detailed observations about natural objects.
 * (O)**2.7 Students will be able to recognize that minerals are the ingredients of rocks (**Self-Knowledge**). **Product**: Digital Collage **Number of Days**: 2-3 (**Organize**) ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that natural resources are formed by Earth processes over time (**Where**). //Students will understand Earth Systems and their impact on natural resource supplies// (**What**). Students will observe the properties of minerals in order to understand how a mineral's properties influence its uses (**​Why**​).
 * (H)** 3.2 Students will play "the line game" with mineral samples to learn vocabulary they will need for the lab (**Hook**).
 * (E)**3.3 Students will know how to classify minerals based on the properties of luster, streak, hardness, color, cleavage, crystal system, and specific gravity (**Equip**). Students will work in pairs to examine 10 mineral samples and make observations about their properties (**Explore**). The collaborative learning strategy "one stray" will be used to check student assessments before each groups' data is added to the class database on Google Docs (**Experience).**
 * (R)**3.4 Students will rethink when they re-examine the samples during the one-stray stage of the lab (**Rethink**). They will take time after this to individually refine and revise their conclusions before entering them on the Google Doc (**Revise/Refine**).
 * (E)**3.5 Formative Assessment - **Checking for Understanding**: checking in on groups and Google Doc **Timely Feedback:** Self, Peer, Teacher (**Evaluate**)
 * (T)**3.6 **(Tailor**)
 * Verbal:** The hook activity will present the necessary vocabulary for the lab aurally.
 * Logical:** Students will use analytical skills to determine how to classify each sample.
 * Visual:** Visual and spatial observation skills will be needed to determine the color, cleavage, luster, and streak of the mineral.
 * Kinesthetic:** The hook will allow students to learn the vocabulary through movement, they will also be moving to different stations throughout the lab to make observations of the samples.
 * Musical:**
 * Intrapersonal:** Students will have a reflection and revision period after the lab to re-examine their work before posting in the Google Doc.
 * Interpersonal:** Students will work with partners in the lab and discuss their observations.
 * Naturalist:** The focus of the lab will be to make detailed observations about natural objects.
 * (O)**3.7 Students will be able to consider the properties of different minerals and how they are similar and dissimilar (**Empathy**). **Product**: Google Doc **Number of Days**: 1 (**Organize**) ||

Kinesthetic: The inside/outside circle will give students the opportunity to share information and learn from their classmates while moving. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that natural resources are formed by Earth processes over time (**Where**). //Students will understand Earth Systems and their impact on natural resource supplies// (**What**). Students will consider how a mineral's properties influence its uses in order to understand why minerals are so valuable and useful (**Why**).
 * (H)**4.2 The class will have a discussion about how the properties of various common objects suit them to the way we use them. This idea will be applied to minerals later in the lesson (**Hook**).
 * (E)**4.3 Students will know the uses of mineral resources and how a mineral's properties influence how it is used (**Equip**). Students will research a mineral resource and fill out a graphic organizer with useful information and citations. The class will share what they learned during research in an inside/outside circle (**Explore**). Each student will create a Wordle which reflects the ways the mineral they researched is used (**Experience)**.
 * (R)**4.4 Students will rethink what they have researched during the inside/ outside circle and will work together to make connections between their minerals' properties and uses (**Rethink).** After students create their Wordles they will share them with the class and explain why they think their mineral is suited to its uses any misconceptions or questions will be addressed during this discussion (**Rethink/Refine**). Each student will complete and exit card explaining why their mineral is applicable to one of its uses before leaving class (**Revise**).
 * (E)**4.5 Formative Assessment - **Checking for Understanding**: Text exit tickets with Pinger **Timely Feedback:** Self, Teacher (**Evaluate**)
 * (T)**4.6 **(Tailor**)
 * Verbal:** Students will create a Wordle with the results of their research.
 * Logical:** Students will look for logical connections between the properties of resources and their uses.
 * Visual:** Wordles will give students a way to visualize the applications of their mineral.
 * Musical:**
 * Intrapersonal:** Students will work independently on their research and Wordle and reflect on connections. Properties can be viewed like character traits that influence what a person does.
 * Interpersonal:** Students will share their findings with their peers and compare research and conclusions.
 * Naturalist:** Students will think about how observable properties of natural objects influence application.
 * (O)**4.7 Students will be able to analyze a mineral and its uses (**Perspective**). **Product**: Wordle **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 humans rely on Earth cycles, processes, and resources (**Where**). //Students will understand Earth Systems and their impact on natural resource supplies// (**What**). Mineral resources affect human health and are also necessary for technology, construction, and fuel (**Why**).
 * (H)**5.2 Discussion of USGS poster students will try to label which minerals might be in each item on the poster (**Hook**).
 * (E)**5.3 Students will know uses of mineral resources and where mineral resources are found (**Equip**). Students will do a carousel brainstorm of other ways in which we use mineral resources and fill in the clock graphic organizer (**Explore**). Students will work in pairs to create a Prezi highlighting three ways in which they interacted with or used minerals in one day (**Experience).**
 * (R)**5.4 Students will rethink during the brainstorm and the completion of the graphic organizer. When they complete their Prezi they will be required to choose several examples to consider in more detail (**Rethink**).
 * (E)**5.5 Formative Assessment - **Checking for Understanding**: Writing Prezi topics on the board before beginning their projects **Timely Feedback:** Self, Peer, Teacher (**Evaluate**)
 * (T)**5.6 **(Tailor**)
 * Verbal:** Students will brainstorm ideas together and record thoughts on the graphic organizer.
 * Logical:** Students may need to think critically about how objects or tools they use everyday work and what they are made of.
 * Visual:** The hook poster, graphic organizer, and Prezi all incorporate visualizations of the subject material.
 * Kinesthetic:** The hook activity will require students to go up to the board and place labels on the poster.
 * Musical:** Students may incorporate music into their Prezi or write a song about their three mineral encounters to feature in their Prezi.
 * Intrapersonal:** Students will think about their habits and lifestyle and evaluate themselves as consumers.
 * Interpersonal:** Students will work as a team during the hook and will work collaboratively with smaller groups to brainstorm and create their Prezi.
 * Naturalist:** Students will think about human consumption and use of natural resources.
 * (O)**5.7 Students will be able to evaluate the role minerals play in our daily lives (**Interpret**). **Product**: Prezi **Number of Days**: 2 (**Organize**) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that humans rely on Earth cycles, processes, and resources (**Where**). //Students will understand Earth Systems and their impact on natural resource supplies// (**What**). Mineral resources are non-renewable and subject to depletion; it is important to understand their economic and societal value and be able to respond to issues regarding the acquisition and use of mineral resources (**Why**).
 * (H)**6.2 TED Talk; Michael Pawlyn (on iTunes) (**Hook**)
 * (E)**6.3 Students will know the meaning of "non-renewable resource", the prevalence of mineral resources, and how to use mineral resources wisely (**Equip**). Students will use their knowledge of non-renewable mineral resources to create a plan for the future use of a mineral resource. They will begin by brainstorming as a group and then they will respond to a scenario prompt with a partner (**Explore**). Each student will create a persuasion map outlining their plan to create a closed loop system that demonstrates efficient and sustainable use of a mineral resource (**Experience).**
 * (R)**6.4 Students will rethink the ideas that have been proposed in their pairs as they evaluate the best way to respond to their scenario (**Rethink**). They will need to rethink and revise ideas further when creating their individual persuasion map (**Rethink/Refine**). They will be given time to revise their persuasion map after receiving teacher feedback (**Revise**).
 * (E)**6.5 Formative Assessment - **Checking for Understanding**: Thumbs up **Timely Feedback:** Self, Teacher (**Evaluate**)
 * (T)**6.6 **(Tailor**)
 * Verbal:** Discussion and outlining of ideas will be key aspects of the lesson.
 * Logical:** Students need to consider quantities and the input and output of the systems they design.
 * Visual:** The hook video will depict illustrations and visual examples of closed loop systems.
 * Kinesthetic:**
 * Musical:**
 * Intrapersonal:** Students will work independently on their final project and reflect on the ideas discussed by the class.
 * Interpersonal:** Students will work with partners to problem solve for realistic scenarios.
 * Naturalist:** Students will need to consider environmental impacts and relationships within and ecosystem.
 * (O)**6.7 Students will be able to propose ways to wisely use or conserve mineral resources (**Apply**). **Product**: Persuasion Map **Number of Days**: 2 (**Organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe