S3+Blouin,+Cameron

=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 each ecosystem has unique properties such as plants and animals //(**where**). Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part (**what**).// It is important to know this because our world depends on the plants and animals to keep earth habitable //(**why**).//
 * (H)** 1.2 There will be computers set up with a video and posters of an ecosystem in stations that the students will see as they enter the class. (**hook**)
 * (E)** 1.3 Students will know terminology like biomes, ecosystems, climate, photosynthesis, and metabolism.(**see notes, equip**) The cluster-word web will be used to show key concepts and vocabulary based on ecosystems (**explore**). In small groups students will compare and contrast various ecosystems. This will lead to a Glogster project where each student will compare various ecosystems.(**experience**)
 * (R)** 1.4 As the students are finishing their research on ecosystems in the class, there will be a question and answer time for students who need concepts clarified. (**rethink**) Students will make a template of what they want their poster to look like and show the content it will explain. A list of specific information needed will be given to the students so they can make sure everything needed is in their poster. (**rethink/revise**) Students will show their Glogster to another student in which they will receive written feedback on their poster before their final presentation. (**revise/refine**)
 * (E)** 1.5 **Formative Assessment**: **Pre-assessment-** A pre-assessment will be given on the first class of the lesson to see what the students know. A KWL chart will be used**.** **Checking for Understanding:** Class questions**.** **Timely Feedback:** Their will be a review of the Glogster with a rubric by a peer in class. **(Evaluate)**.
 * (T)** 1.6
 * **Verbal/Linguistic**- There will be readings and notes over the ecosystems in class.
 * **Logical/Mathematical**- Students will be able to compare and contrast the various ecosystems.
 * **Visual/Spatial**- Posters and videos will be presented in the class with details on the ecosystems.
 * **Bodily/Kinesthetic**- Walking into the woods by the school to study the local ecosystem.
 * **Musical/Rhythmic**- Playing background music or recordings of sounds from various ecosystems around the world.
 * **Intrapersonal**- Students will be making a Glogster online by themselves.
 * **Interpersonal**- They will be working in small groups comparing ecosystems.
 * **Naturalist**- Seeing pictures of nature and going outside into the local ecosystem.
 * (O)** 1.7 Students will be able to show examples of ecosystems in the world(**Explain**). **Product**: Glogster Four days(**organize**) ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that energy flow is different in each ecosystem. //(**where**). Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part (**what**).// It is important to know this because our world is changing and it is important to know how and what is going to happen. //(**why**).//
 * (H)** 2.2 Give the students a real life example asking them what they think would happen to the food-chain if polar bears went extinct.(**hook**)
 * (E)** 2.3 Students will know the vocabulary like food-webs, climate, extinction, endangered species, and Global Warming (**see notes, equip**). A food-web template will be used for the students to map out their ecosystems food-web (**explore**). In pairs students will map out their ecosystems food-web (**experience**). Inspiration will be used to create a digital food-web.
 * (R)** 2.4 Thumbs up/Thumbs down will be used during the class to check in on groups as they design their food-webs (**rethink**). Peer reviews will take place after each group puts their food-webs together. (**rethink/revise**) Student will grade themselves on a rubric meeting the proper guidelines. (**revise/refine**)
 * (E)** 2.5 Thumbs up/Down (**Checking for** **understanding**). **Timely Feedback** will be the students grading their rubrics.
 * (T)** 2.6
 * **Verbal/Linguistic**- Students will be able to communicate in their groups discussing their food-webs
 * **Logical/Mathematical**- Student will be able to sequence the organisms in the timeline
 * **Visual/Spatial**- They can draw out their food-webs and visualize what it should look like
 * **Bodily/Kinesthetic**- Students will be able to move freely around the classroom as they work on their food-webs as they look for resources
 * **Musical/Rhythmic**- Background music will be played as students are building their food-webs
 * **Intrapersonal**- Students will do self reflections on their food-webs
 * **Interpersonal**- Students will work with a partner to make the food-webs
 * **Naturalist**- Students will need to do research and find picture of the organisms in their food-webs
 * (O)** 2.7 Students will be able to design a food-web and show what happens if an organism is removed (**Application****)** **Product**: Comic-Life 2-3 days(**organize**) ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that energy flow is different in each ecosystem //(**where**). Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part (**what**).// It is important to know this because everyone's lives will be effected in one way or another //(**why**)//.
 * (H)** 3.2 The ice caps have melted causing parts all around the world to flood and cause temperatures to change. How would this effect humans and all other organisms.(**hook**)
 * (E)** 3.3 Students will know climate changes in the earth's history and be able to describe in detail Global Warming and ice ages and how they effect our planet (**see notes, equip**). The garden gate graphic organizer will be used to show key details of ice ages and Global Warming (**explore**). Two groups will be made in the class, one that will study ice ages while the other studies Global Warming. The class will then collaborate all of their information in a class discussion (**experience**). Podcasts will be made by pairs of students discussing the two concepts.
 * (R)** 3.4 A question box will be in the class where students can write down any questions or comments the students may have (**rethink**). Students will get questions in return as guidance for them to understand the content (**rethink/revise**). Students will answer and review the content with the teacher (**revise/refine**)
 * (E)** 3.5 The question box (**Checking for Understanding**) **Timely Feedback:** Oral response to students written questions in the next class. (**Interpret**).
 * (T)** 3.6
 * **Verbal/Linguistic**- Students will be recording their speech about climates.
 * **Logical/Mathematical**- Students will have to do research and keep track of dates of key events in Earth's history.
 * **Visual/Spatial**- Pictures and videos will be used in the class about climate changes
 * **Bodily/Kinesthetic**- The students will be able to move around freely in the class as they work in their groups.
 * **Musical/Rhythmic**- Music will play softly in the background as students are brainstorming.
 * **Intrapersonal**- Students will do their own research on climates.
 * **Interpersonal**- Students will work in groups on their Podcast.
 * **Naturalist**- Students will be relating climate change to nature and its effects.
 * (O)** 3.7 Students will be able to make sense of climate differences (**Interpret**) **Product**: Podcast 4-5 days(**organize**) ||

4.6 =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that each organism is related in one way or another // . ( ** where ** ). Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part ( ** what ** ). // It is important to know this because not everyone will know how closely related organisms in the world are. For instance, we share nearly 98% of the same DNA as monkeys! // ( ** why ** ). //
 * (H)** 4.2 Have the students pick two of the favorite animals that live in different parts of the world. Then, have them find the animals in the tree of life to see how close or distant they are related.(**hook**)
 * (E)** 4.3 Students will know how to compare and contrast plants and animals in various ecosystems. (**see notes, equip**). A Venn Diagram will be used so that the organisms can be properly compared with differences on the outside circles and the similarities in the center (**explore**). In small groups students will work together as they are comparing and contrasting their organisms. Then the students will write a blog entry about their organisms. (**Experience**)
 * (R)** 4.4 A exit ticket will be used as the students are leaving the class with a question based on the lesson of that day (**rethink**). The information will get reviewed in the class the next day. (**rethink/revise**). The students will be given back their exit ticket with a similar question as before to make sure they understand. (**revise/refine**)
 * (E)** 4.5 Exit ticket (**checking for understanding**) **Timely Feedback:** Questions answered in the class and another question for clarification is given
 * **Verbal/Linguistic**- Students will be reading and writing down information about their animals in their Venn Diagrams.
 * **Logical/Mathematical**- Students will need to analyze how their plants and animals are similar or different.
 * **Visual/Spatial**- Students will be working with diagrams while using their computers and textbooks to find their animal information.
 * **Musical/Rhythmic**- Videos playing in class covering topics like the tree of life.
 * **Intrapersonal**- Students will be writing a blog entry about their animals.
 * **Interpersonal**- They will be working in small groups as they begin to compare their plants and animals.
 * **Naturalist**- Students will be researching plants and animals both in text and on the Internet.
 * (O)**4.7 Students will be able to compare plants and animals in ecosystems and how they interact.(**perspective**) **Product:** 2-3 days (**organize**) ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 // Students will understand that each ecosystem has unique properties such as plants and animals ( ** where ** ). Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part ( ** what ** ). // Students need to realize that the only reason why humans exist is because of the smaller organisms in the world. Small cellular structures started it all( ** why ** ).
 * (H)** 5.2 How is something smaller than the eye can see vital to an ecosystem?
 * (E)** 5.3 Students will know critical details to how plants and animals survive and interact with one another. They will understand how crucial organisms as small as plankton are vital. (**see notes, equip).** A four column chart will be used for students to categorize different species and list important factors they play in an ecosystem. (**explore**) In small groups students will work together as they brainstorm ways that each organism is important. (**experience**).
 * (R)** 5.4 An index card summary will be used for students to write down things they learned, want to know more about, or found interesting during the class. (**rethink**) The index card summaries will be read and a written response will be supplied back to the student. (**rethink/revise****)** The students can then use the feedback in their paper. (**revise/refine**).
 * (E)** 5.5 Question box (**checking for understanding**) **Timely Feedback**: Questions will be answered the next day as a written response.
 * (T)** 5.6
 * **Verbal/Linguistic**- An essay will be typed about the how the plants and animals interact with each other.
 * **Logical/Mathematical-** There will be comparisons of plants and animals.
 * **Visual/Spatial**- The graphic organizer will provide a good visual as students sort out their information on their plants and animals.
 * **Intrapersonal**- Students will be writing an essay on their plants and animals.
 * **Interpersonal**- Students will be working in groups as they are comparing their plants and animals.
 * **Musical/Rhythmic**- There will be background music playing as the students are working in their groups.
 * (O)** 5.7 Students will be able to consider what makes each organism necessary in an ecosystem (**empathy**). **Product:** 3-4 Days (**organize**) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that each organism plays a key role in their ecosystem. // ( ** where ** ). Students examine how the characteristics of the physical, non-living (abiotic) environment, the types and behaviors of living (biotic) organisms, and how the flow of matter and energy affect organisms and the ecosystem of which they are part ( ** what ** ). // This information is key to know simply because this is how the world keeps itself sustained. // ( ** why ** ). //
 * (H)** 6.2 How would modern society work if suddenly there was no Internet or cell phones?
 * (E)** 6.3 Students will know terminology like biomes, ecosystems, trophic systems, and food-webs. They will know the critical details to how plants and animals survive and interact.(**see notes, equip**). Cluster Word Web 3 will be used for the students to organize the large concepts of ecosystems into fine details. (**explore**) Students will work in small groups of 2-3 to discuss their ecosystems and make their iMovie. (**experience**)
 * (R)** 6.4 Students will keep journals with entries explaining what they learned or wanted to learn more of in the class.(**rethink**) The journals will be turned in and read and a period of time in class would be going over similar questions in the journals. (**rethink/revise)** Journals will all get a written response to help guide the students so they can use the information. (**revise/refine**).
 * (E)** 6.5 Journals (**checking for understanding**) **Timely Feedback**: Written responses in journals
 * (T)** 6.6
 * **Verbal/Linguistic**- Students will be writing journals with questions or comments about the content.
 * **Logical/Mathematical**- Students will be analyzing the ecosystems to find key points and details.
 * **Visual/Spatial**- Students will be creating their Cluster Word Web.
 * **Bodily/Kinesthetic-** Students will be making videos using iMovie.
 * **Interpersonal-** Students will be working in groups as they make their iMovie on ecosystems.
 * **Naturalist-** Students will be doing studies on ecosystems and will be doing outdoor observations.
 * (O)** 6.7 Students will be able to synthesize the big picture of how each ecosystem works (**Self-Knowledge**). **Product**: 4 Days (**organize**). ||

2004 ASCD and Grant Wiggins and Jay McTighe