S3+Stoutamyer,+Bianca

=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...) (**Experience**)
 * (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 the constantly changing universe can affect Earth. **(Where)** //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.// **(What)** To know that things that are out of our control can still affect our lives and our futures. **(Why)**
 * (H)**1.2 Video on tides. URL: http://www.youtube.com/watch?v=l37ofe9haMU&feature=related **(Hook)**
 * (E)**1.3 Students will know seasons, rotation, revolution, axis, planes, planets, tides, asteroid, comets, how the Earth rotates and revolves, movement of the solar system and elliptical orbits. **(Equip)** Students will do a dance of the tides about the tides and how they are affected by the Moon. In a cluster/word web the students will brainstorm other ways that the Earth is affected by the Sun, Moon, comets, and asteroids. Students break into small discussions by table groups and discuss what they came up with and what they know about their peers ideas. After each group will share with the class which affects they think are the least likely to be real. **(Explore)** Students will write a blog entry about how the Sun and Moon affect Earth. **(Experience)**
 * (R)** 1.4 During an activity of sharing cluster/word web ideas on what affects Earth students can flag an idea as something they do not understand or want more information on and I will readdress the issue. **(Rethink)** Students will have a checklist to refer back to in order to know if they are including all of the affects the Sun and Moon have on Earth. While the students are working on their blog entries I will meet with each student for two-three minutes and review what they are doing and how they are doing it and give immediate verbal feedback and examples if necessary. **(Rethink/Revise/Refine)**
 * (E)**1.5 **Pre-Assessment:** The students will take a pre-quiz to assess their current knowledge of the Universe and Solar System, **Checking for Understanding**: Flag it and **Timely Feedback:** Self, Peer and Teacher **(Evaluate**)
 * (T)** 1.6
 * Verbal/Linguistic:** Students can share their ideas and are writing down ideas on cluster/word web.
 * Logical/Mathematical:** Students will be able to compare and contrast ideas on what affects Earth.
 * Visual/Spatial:** Can see demonstration of tides through dance of the tides activity.
 * Bodily/Kinesthetic:** Dance of the tides activity.
 * Musical/Rhythmic:** Dance of the tides activity to modern music.
 * Intrapersonal:** Option to work alone on cluster/word web activity.
 * Interpersonal:** Option to work in a group on cluster/word web activity.
 * Naturalist:** Seeing pictures of Earth and the Sun and option to be near the window while doing work. **​(Tailor)**​
 * (O)**1.7 Students will be able to describe the affects the Sun and Moon have on Earth. **(Explanation)** **Product:** Blog **Number of Days:** 3-4 days **(Organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that the moon is affected by the Earth and Sun. **(Where)** //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.// **(What)** To know that objects such as the Earth, Sun and Moon affect each other. **(Why)**
 * (H)** 2.2 Drawing of the phases of the moon on the board. **(Hook)**
 * (E)** 2.3 Students will know eclipses, rotation, revolution, and phases of the moon. **(Equip)** Students will do an activity where they create the moons phases physically. After doing the activity they will fill out Moon Phases graphic organizer. **(Explore)** Students will be able to create a glogster that illustrates the phases of the moon. **(Experience)**
 * (R)** 2.4 Students will do a quick write about the phases of the moon and why we only see one side of the moon students can get into groups to discuss I will walk around and see if the students are having trouble writing about the phases and will readdress any problems I see they are having. **(Rethink)** Students will have a rubric to know what I want included on their Glogster and expectations of how they creatively do the work. While the students are working I will meet with them to make sure they are on task and accomplishing what they need to do. **(Rethink/Revise/Refine)**
 * (E)** 2.5 **Checking for Understanding:** Quick writes and **Timely Feedba****ck:** Self and Teacher **(Evaluate)**
 * (T)** 2.6
 * Visual/Spatial:** The phases of the moon graphic organizer.
 * Intrapersonal:** Option to work alone on activity and graphic organizer.
 * Interpersonal:** Option to work in groups on activity and graphic organizer.
 * Bodily/Kinesthetic:** Phases of the moon activity.
 * ​Musical/Rhythmic:**Phases of the moon activity with phases of the moon rap playing. URL: http://www.youtube.com/watch?v=AQRNzepe4wI Option to work on Glogster with music.
 * Verbal/Linguistic:** Writing ​down thoughts through quick write and writing on graphic organizer. **(Tailor)**
 * (O)**2.7 Students will be able to illustrate the phases of the moon. **(Interpretation)** **Product:** Glogster **Number of Days:** 2 days **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that the moon is affected by the Earth and Sun. **(****Where)** //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.// **(What)** To see the uniqueness and how long it takes for something like this to happen. **(Why)**
 * (H)**3.2 Video on solar eclipses from space, the moon and Earth. URL: http://www.youtube.com/watch?v=T117ucxll6Q
 * (E)** 3.3 Students will know eclipses, phases of the moon, revolution, rotation, how the Earth rotates and revolves, elliptical orbits and why it takes as long as it does for us to see a lunar or solar eclipse. **(Equip)** Students will do an activity as a class where we create lunar and solar eclipses by having students model Earth, the Sun and the moon. After doing the activity the students will fill out a Venn diagram comparing and contrasting lunar and solar eclipses. **(Explore)** Students will create a model of a lunar or solar eclipse in Google Sketchup. **(Experience)**
 * (R)** 3.4 After students have filled out Venn diagram and done activity I will conduct a four corners activity where the students put themselves in a corner that best fits their ability with the material, students who feel they have mastered the material will answer other students questions. **(Rethink)** Students will have a checklist for what is needed on their Sketchup model and while the students are working I will be meeting with them in groups based on what type of eclipse they are modeling. I will then give the students feedback on their model. **(Rethink/Revise/Refine)**
 * (E)**3.5 **Checking for Understanding:** Four Corners and **Timely Feedba****ck:** Self and Teacher **(Evaluate)**
 * (T)** 3.6
 * Bodily/Kinesthetic:** Physically creating lunar and solar eclipses by modeling with their bodies.
 * Intrapersonal:** Option to work alone on the Venn diagram and Google SketchUp product.
 * Interpersonal:** Option to work in groups on the Venn diagram and in pairs on the Google SketchUp product.
 * Natualist:** Pictures of actual eclipses seen from Earth. Activity done outside if weather permits.
 * Visual/Spatial:** The Venn diagram and the activity of demonstrating lunar and solar eclipses.
 * Logical/Mathematical:** Comparing and contrasting lunar and solar eclipses in Venn diagram.
 * (O)** 3.7 Students will be able to design a model of a solar or lunar eclipse. **(Application)** **Product:** Google Sketchup **Number of** **Days:** 2-3 days **(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that there are more galaxies and solar systems than just our own. **(Where)** //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.// **(What)** To see that there is more to the world and to the Universe than our individual lives. **(Why)**
 * (H)** 4.2 Scale model of the solar system. **(Hook)**
 * (E)** 4.3 Students will know the history of astronomy, the history of telescopes, galaxy, star types, light year, black holes, and types of galaxies. **(Equip)** Students will be given pictures of a multitude of different galaxies in our universe and have to arrange them around the room into the three categories; spiral, cluster, and irregular. After arranging the pictures around the room they will then have to fill out a four column chart on what they notice the galaxies have in common in each category. **(Explore)** Students will write a story on Prezi about a trip to another star or galaxy. **(Experience)**
 * (R)** 4.4 After students have filled out the four column chart they will do an onion ring activity where I ask questions and the outer ring explains the question to the inner ring. If students are struggling to explain the question I will step in and explain the ideas and concepts to them in a different way. **(Rethink)** Students will have a rubric to enable them to know what will be expected of them on their Prezi. The first draft of the Prezi will be peer edited and students will give each other advice on their stories. **(Rethink/Revise)** While students are peer editing I will take one student aside to discuss their ideas and look over their outline for the story to make sure their information is correct and give immediate feedback. **(Rethink/Refine)**
 * (E)** 4.5 **Check for Understanding:** Onion Ring and **Timely Feedback:** Self, Peer and Teacher **(Evaluate)**
 * (T)** 4.6
 * Bodily/Kinesthetic-** Students will physically place the galaxies into the three different categories.
 * Intrapersonal-** Option to work by themselves on four column chart.
 * Interpersonal-** Option to work in groups on four column chart.
 * Verbal/Linguistic-** Writing down ideas on the four column chart. Explaining ideas to their peers.
 * Naturalist-** Pictures of galaxies. Option of working near the windows.
 * Logical/Mathematical-** Conductive reasoning of which picture goes in what category.​
 * (O)**4.7 Students will be able to be aware of the size and complexity of the universe. **(Self-Knowledge) Product:** Prezi **Number of Days:** 3-4 **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that the constantly changing universe can affect Earth. **(Where)** //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.// **(What)** To know that even though things have been around for millions of years there is always an end and the Earth is not an exception. **(Why)**
 * (H)** 5.2 Slideshow of pictures of supernovas and other "dead" stars. **(Hook)**
 * (E)** 5.3 Students will know how stars die, gravity, asteroids, seasons, supernova, stars, revolution, rotation and history of astronomy. **(Equip)** Students will have a class discussion about what they know about the lives and deaths of stars. While doing the class discussion they will fill out their spinning wheel graphic organizers. **(Explore)** Students will create a Fakebook account where they discuss the destruction of the Universe as historical astronomers and taking on that person's point of view. **(Experience)**
 * (R)**5.4 After doing the discussion about the life and death of stars students will fill out their spinning wheel graphic organizers with the correct information given to them from a short powerpoint presentation if they are struggling with information they will have the option to slap it and I will readdress the material. **(Rethink)** They will then get into groups of 4 to 6 students and do a round robin brainstorm activity about what the astronomers would believe could happen to Earth. Each student will be given a specific astronomer to research and have a specific checklist for each astronomer. They can work together to get this information and peers can help give their opinion on how that astronomer would conduct themselves when interacting with each other. (Rethink/Revise) While the students are working I will be answering their questions about their astronomer and giving them feedback on what they have found. **(Rethink/Refine)**
 * (E)** 5.5 **Check for Understanding:** Slap it and **Timely Feedback:** Self, Peer and Teacher **(Evaluate)**
 * (T)** 5.6
 * Visual/Spatial-** Powerpoint of pictures and spinning wheel graphic organizer
 * Intrapersonal-** Option of working alone on the entire assignment.
 * Interpersonal-** Option of working in pairs to research astronomers.
 * Verbal/Linguistic-** Writing down ideas in spinning wheel graphic organizer. Class discussion of stars life and death.
 * ​Logical/Mathematical-** Researching astronomers and determining what is accurate and what is unreliable. Discussion about life and death of stars.
 * ​Naturalist-** Pictures of actual supernovas and other "dead" stars.
 * (O)**5.7 Students will be able to argue the destruction of Earth. **(Perspective) Product:** Fakebook **Number of Days:** 2-3 **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that there are more galaxies and solar systems than just our own. **(Where)** //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun and galaxies.// **(What)** That there could be a chance that there is another planet in our vast universe that can support life and has life on it. **(Why)**
 * (H)**6.2 Video on extra-solar planets and extraterrestrial life. URL: http://www.youtube.com/watch?v=4osfZosSAdI&feature=related **(Hook)**
 * (E)** 6.3 Students will know planets, stars, galaxies, atmosphere, what makes Earth able to support life, and what classifies life. **(Equip)** Students will act out an activity on the atmosphere. After the activity we will discuss what else is needed for life to be sustained on a planet and students will fill out a fact and opinion graphic organizer on the possibilities of life on another planet. **(Explore)** Students will have a discussion on Googledocs about what life could be like on another planet and what is necessary for the life to survive. **(Experience)**
 * (R)** 6.4 After the activity and graphic organizer I will ask a series of questions where the students tell me with a thumbs up or down if they could answer the question if students have a thumbs down I will ask the ones with thumbs up to explain it to their classmates. **(Rethink)** Students will then have a conversation on Googledoc where they have to discuss several questions posed in the document and support the information with facts and research. They will have a check list of how many times they have to participate and how many sources they have to find. Peers can correct, disprove or prove other students points with their own data. **(Rethink/Revise)** I will also participate in the googledoc and will provide commentary on if they are using facts and reliable sources. **(Rethink/Refine)**
 * (E)** 6.5 **Check for Understanding:** Thumbs up/down and **Timely Feedback:** Self, Peer and Teacher **(Evaluate)**
 * (T)** 6.6
 * Bodily/Kinesthetic-** Acting out the usefulness of the atmosphere.
 * Visual/Spatial-** Fact and opinion graphic organizer.
 * Logical/Mathematical-** Fact and opinion graphic organizer. Class discussion on life.
 * Verbal/Linguistic-** Class discussion on life. Verbal explanation during activity.
 * Intrapersonal-** Option to work alone on the fact and opinion graphic organizer.
 * Interpersonal-** Option to work in partners on the fact and opinion graphic organizer.
 * (O)**6.7 Students will be able to imagine another solar system/galaxy with life. **(Empathy) Product:** Googledoc **Number of Days:** 2-3 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe