S3+Hardy,+Meng

=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= //Know the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems.// **(What)** 2-D and 3-D shapes are everywhere in daily life. A circle on the wall, a tin can, and a ice cream cone all have something in common but also they are different. What other subject are in our lives that represent relationships like this? **(Why)** 1.2 Groups of 2-D shapes, 3-D objects(toys, household items, etc.), and architectural, cooking or sports magazines are in different activity centers. In groups, students will try to make groups out of 2-D shape, 3-D objects, and magazine cutouts to illustrate the connections between 2-D and 3-D shapes. **(Hook)** 1.3 Students will know definitions of 2-D and 3-D shapes. **(Equip)** Students will use Venn Diagram to categorize the attributes of 2-D and 3-D shapes on their own. **(Explore)** In partners, students will produce a brochure using Microsoft Word to explain the relationships between 2-D and 3-D shapes. **(Experience)** 1.4 After new knowledge is introduced, students will go back to the "hook" activity centers and brainstorm other 2-D, 3-D shapes and their real-world counterparts which are not presented on the tables, and group them basic on their similarities. **(Rethink)** After the group activity, students will share their brainstorm results in the form of "Whip around." **(Revise)** Students will go back to their Venn Diagram to add or move attributes in the graphic organizer. The teacher will answer questions and then students can use their Venn Diagram to make their Microsoft Word brochure. **(Refine)** 1.5 **Formative Assessment** -**Pre-Assessment:** The "hook" activity can serve as a pre-assessment, **Checking for Understanding**:Whip around **Timely Feedback:** self-assessmeng, teacher feedback**(Evaluate**) 1.6 **Verbal-Lingustic:** I will give the definitions of 2-D, 3-D shapes and their attributes. Students will have a chance to define each term with their own words. 1.7 Students will be able to describe the difference between 2-D shapes and 3-D shapes. **(Explain)** Product: Microsoft Word brochure **(Organize)** Days: 2 || =Lesson 2= //Know the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems.// **(What)** 2-D and 3-D shapes don't just stand alone, they all have their own corresponding shapes in the other category. **(Why)** 2.2 There will be centers set up in the room with papers, scissors, and modeling clay on the table. Each center will have four or five students, and each student is supposed to make a 2-D shape and its corresponding 3-D shape out of available materials, for example, a paper square and a cube, or a paper circle and a sphere. **(Hook)** 2.3 Students will know the definitions of 2-D and 3-D shapes and their attributes. **(Equip)** Students will use sequence chart to examine the relationships between and among 2-D and 3-D shapes on their own. **(Explore)** Using the "timed-pair-share" technique, students will pair up with a peer and share their sequence chart and start on their Comic Life. **(Experience)** 2.4 Using the "timed-pair-share," students will compare their sequence chart and give each other feedback. **(Rethink)** Students will use a checklist to check their Comic Life creation. **(Revise)** Students will send their Comic Life creation in electronically and I will give them feedback so they can adjust the comic. **(Refine)** 2.5 **Checking for Understanding**: timed-pair-share **Timely Feedback:** self, peer, teacher **(Evaluate**) 2.6 **Verbal-Linguistic**: Students describe the relationship between the 2-D and 3-D shapes with their own word. For example, a analogy could be made "the relationship between 2-d and 3-D shapes is like a picture of a person and the person his/herself." **Visual/Spatial**: Students will draw 2-D shapes and then make them into 3-D shapes. **Bodily/Kinesthetic**: Students will form groups of 4-6, and each group will make a 2-D shape on the floor with their feet depending on the location they are standing and their bodies will be the sides of the corresponding 3-D shape. **Intrapersonal**: Students will draw upon their personal experience to relate anything they used during breakfast that day. If that object is 3-D, students will have to think about what 2-D shapes relate to the object. **Interpersonal**: Student will pick a partner and take turns to name a 2-D and the partner respond the 3-D shape that's related. **Naturalist**: Students are encouraged to look out of the window and find any 3-D shapes and identify their corresponding 2-D shapes. **(Tailor) ** 2.7 Students will be able to compare the 2-D and 3-D shapes to see the similarities.  **(Perspective)** Product: Comic Life **(Organize)** Days: 2 || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.1 Students will understand that relationships exist among 2-D, 3-D shapes and between them. **(Where)**
 * Logical/Mathematical:** The mathematical definitions of 2-D, 3-D shapes and their attributes practice students' logical skills to understand and recognize.
 * Visual/Spatial:** I will present 2-D, 3-D shapes and their attributes on a projector with different color representing different shapes and attributes.
 * Bodily/Kinesthetic:** Students will be supplied with papers and scissors, glues and tapes to make 3-D shapes out of 2-D paper shapes to discover the relationship between 2-D and 3-D shapes.
 * Musical/Rhythmic:** Students will have the chance to play with percussion instruments, such as tambourine, bongo, or tubular bells,etc.to hear that instruments produce different sounds because of their shapes, volumes, and materials.
 * Intrapersonal:** Students will have time to connect the definition of 2-D, 3-D shapes and attributes to their own experience and make a list of the real-life representations of those shapes in their own life.
 * Interpersonal:** After students make the list described above, they will form groups and share the list with their peers.
 * Naturalist:** Students are encouraged to look for examples in the nature for any 2-D, 3-D shapes and their attributes. **(Tailor)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 2.1 Students will understand that relationships exist among 2-D, 3-D shapes and between them. **(Where)**

//Know the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems.// **(What)** Not only do 2-D and 3-D shapes have specific names, their attributes do, too. **(Why)** 3.2 Activity centers will be set up with different 2-D and 3-D shapes and a basket of slips of paper with attributes regarding geometry written on them. Students will attach attributes to shapes using double sided tape. **(Hook)** 3.3 Students will know the formulas of volumes of cone, cylinders, and spheres. **(Equip)** Students will work in pairs using spider map to list formulas, previously known and new, involving some of the attributes. **(Explore)** Students will work in groups of three to create a poster using Glogster. **(Experience)** 3.4 Students will be divided into two groups and we will use "slap it" activity to identify the attributes that are involved in different formulas. **(Rethink)** The same group for making Glogster poster will have a conversation/discussion and reflect on one another before making the poster. Students will fill out a checklist for their poster. **(Revise)** I will give each group feedback so they can modify their project. **(Refine)** 3.5 **Checking for Understanding**: "slap it" activity **Timely Feedback:** peer and teacher **(Evaluate**) **Verbal-Linguistic**: At the "word station," students will have a conversation to compare each attribute and its common meaning, such as angle could mean perspective, so students will understand that other than their common meaning, those word actually present a mathematical concept. **Visual/Spatial**: At the "K'nex station," s tudents will be using toy K'nex to make 2-D and 3-D shapes and have a conversation of all the attributes that are presented by the K'nex creations. **Bodily/Kinesthetic**: Students will be supplied with craft materials to make 2-D, 3-D shapes and make the connections between the attributes and their definitions. **Intrapersonal**:At the "drawing station," students can draw a picture of their choice and identify any 2-D or 3-D shapes and their attributes in the picture. **Interpersonal**: Students working in pairs with the spider map and in groups for the project will help them learn from their peers. **Naturalist**: At the "National Geographic magazine station, " we will look for 2-D and 3-D shapes in National Geographic Magazine and mark different attributes on the magazine.**(Tailor)** 3.7 Students will be able to <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px;">illustrate all the attributes of 2-D and 3-D shapes on a graph. **(Interpret)** Product: Glogster poster **(Organize)** Days: 2 || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 3.1 <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will understand that the connections among the angles, sides, lengths, radius, perimeters, circumferences, areas, heights, volumes could be represented through mathematical formulas <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">.**(Where)**
 * (T)**3.6

Sometimes certain things have something in common but it may not be obvious at the first glance because the common theme is presented differently. **(Why)** 4.2 Students will be divided into groups for hands-on activity. Each group will be given either a jug of water, a tub of rice, or a container of sand, which are all the same volume. There will also be three cylinder-shaped containers that students will pour the material into, and then mark and measure the height of the material in the containers. Then students will be prompted with the question why is the volume the same but the height of the material different in different cylinder-shaped containers. **(Hook)** 4.3 Students will know that the any changes of attributes in the formulas of volumes of cones, cylinders, and spheres will lead to other attributes to change. **(Equip)** Students will work on their own using "TWWT chart" to list possible attribute changes and the effect of the changes. Then they will form a group of three to compare their notes. **(Explore)** The groups of three will work on Google Sketchup to make 3-D models. **(Experience)** 4.4 We will use "laser tags" to check if students understand the relations between the attributes when one changes. **(Rethink)** Students will get feedback on their understanding of the changing effect of attributes from their group members. **(Revise)** I will give feedback on the students' Google Sketchup projects after they post it on their blogs. **(Refine)** 4.5**Checking for Understanding**: laser tags **Timely Feedback:** self, peer and teacher **(Evaluate**) 4.6 <span class="wiki_link_ext">**Verbal-Linguistic**: Students will be given the chance to pick a book of their choice. Then they can explore the possibility of a crucial story plot change could alter the course of the whole story. This one plot affect whole story could be related to this math lesson, one attribute to the whole shape. <span class="wiki_link_ext">**Logical/Mathematical**: Related the attribute changing factor to linear functions for students to understand better. <span class="wiki_link_ext">**Visual/Spatial**: Instead of describing the attribute changing factor, I will illustrate it with drawing and graphs. <span class="wiki_link_ext">**Musical/Rhythmic**: I will play a short clip of music and the second and third time I will change one note just to show the students that when one element change the whole piece is affected by it. <span class="wiki_link_ext">**Intrapersonal**: I will prompt student to think of any sudden change of plans that affect what they did for the rest of the day to relate to the attribute changing factor in this class. <span class="wiki_link_ext">**Naturalist**: I will relate some example of gardening with the changing attribute effect. For example, if a potted plant has a fixed amount of moisture in the pot with no other source of added water, the rise of temperature will cause moisture loss for the plant and then the plant leaves will droop or curl. **(Tailor)** 4.7 Students will be able to<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> recognize changes in attributes leads to changes in other attributes. **(Self-Knowledge)** Product: Google Sketchup 3-D model **(Organize)** Days:3 || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 4.1 Students will understand that <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">the connections among the angles, sides, lengths, radius, perimeters, circumferences, areas, heights, volumes could be represented through mathematical formulas. **(Where)** //Know the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems.// **(What)**

//Know the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems.// **(What)** The "hook" of this lesson explains the reason why we need to know the formulas of volumes of cones, cylinders, and spheres. **(Why)** 5.2 There will be word problems utilizing formulas of volumes of cones, cylinders and spheres relating to the real life displayed on the projector when students first arrive. Then I will explain that learning the formulas is for using it in real life setting sometime, not just for tests. **(Hook)** 5.3 Students will know how to apply the formulas of volumes of cones, cylinders, and spheres when solving mathematical problems. **(Equip)**Students will be with a peer to use the "tree chart" to summarize when to use the formulas of volumes of cones, cylinders, and spheres. **(Explore)** On their own, students will create a Prezi to showcase some of their favorite mathematical problems involving the formulas of volumes of cones, cylinders, and spheres. **(Experience)** 5.4 We will use "3-2-1" strategy to check students understanding on applying the formulas of volumes of cones, cylinders, and spheres to mathematical problems. **(Rethink)** Students will use checklists to self-assess, and then reflect on the course materials in the journals. **(Revise)** I will give feedback after students share their Prezis with the class via class wiki. **(Refine)** 5.5 **Checking for Understanding**: "3-2-1" **Timely Feedback:** self, peer, teacher **(Evaluate**) 5.6 <span class="wiki_link_ext">**Verbal-Linguistic**: I can have students make up their own word problems to see where they might need help to better their understanding of applying the formulas of volumes of cones, cylinders, and spheres. <span class="wiki_link_ext">**Logical/Mathematical**: I will relate the formulas of volumes of cones, cylinders and spheres to the formulas of areas of circles and rectangles and their applications to make students understand better. <span class="wiki_link_ext">**Visual/Spatial**: By accompanying the word problems with drawings and graphs, I will help students to better understand how to apply the formulas. <span class="wiki_link_ext">**Bodily/Kinesthetic**: I have students make up word problems utilizing formulas of volumes of cones, cylinders and spheres and sports(equipments, balls, or stadiums, etc.) <span class="wiki_link_ext">**Musical/Rhythmic**: I will relate the formulas of volumes of cones, cylinders and spheres to musical instruments to make students more interested. <span class="wiki_link_ext">**Naturalist**: I will relate the formulas to natural objects like trees or fish tanks to have students visualize and understand the application of formulas of volumes of cones, cylinders and spheres**<span class="wiki_link_ext">(Tailor) ** 5.7 Students will be able to <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">solve mathematical problems using the formulas of volumes of cones, cylinders, and spheres. **(Application)** Product: E-portfolio **(Organize)** Days: 2 || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 5.1 Students will understand that <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">the volumes of cones, cylinders, and spheres could be applied to real-world situations. **(Where)**

//Know the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems.// **(What)** We have learned so much about the formulas for the volumes of cones, cylinders, and spheres, now it is time to see what we can do with those new skills in real life. **(Why)** 6.2 The same group of objects and magazine cutouts from the "hook" activity in Lesson 1 are brought back into activity centers and this time, students are prompted to use their new skills, rulers, and tape measures to actually figure out the volumes of each object. **(Hook)** 6.3 Students will know how and when to apply formulas for the volumes of cones, cylinders, and spheres in real life situations. **(Equip)** Students will use "story map" to make a fictional story that involves utilizing formulas for the volumes of cones, cylinders, and spheres with a partner. **(Explore)** In pairs, students will work their story using iMovie with mathematical calculation of volumes presented in the movie. **(Experience)** 6.4 Students will do a "quick write" to summarize what they have learned and what questions they still have regarding the formulas for the volumes of cones, cylinders, and spheres and their application. **(Rethink)** The "quick write" will serve as self-assessment, and then students will share their "quick writes" with partner and reflect from each other. **(Revise)** I will collect the "quick writes," look over them while students are working on their iMovie, and give feedback to students before they leave the classroom. **(Refine)** 6.5 **Checking for Understanding**: quick write **Timely Feedback:** self, peer, teacher **(Evaluate**) 6.6 <span class="wiki_link_ext">**Verbal-Linguistic**: writing the fictional story with applying the formulas for the volumes of cones, cylinders, and spheres will help students understand the real-life application of those formulas. <span class="wiki_link_ext">**Logical/Mathematical**: Making up their own math application problem will engage the students. <span class="wiki_link_ext">**Visual/Spatial**: By utilizing pictures and objects while teaching the real-life application of the formulas for the volumes of cones, cylinders, and spheres will help students understand better. <span class="wiki_link_ext">**Bodily/Kinesthetic**: Students can use the "hook" activity objects for their iMovie production. <span class="wiki_link_ext">**Musical/Rhythmic**: Students can utilize different musical instrument to which the formulas for the volumes of cones, cylinders, and spheres could be applied in their iMovie and showcase the different volumes produce different sounds. <span class="wiki_link_ext">**Interpersonal**: Working with partners on the iMovie project is a great process of learning creative ways to use the formulas for the volumes of cones, cylinders, and spheres <span class="wiki_link_ext">from peers. **(Tailor)** 6.7 Students will be able to <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">imagine the real-world applications of volume formulas. **(Empathy)** Product: iMovie **(Organize)** Days: 3 ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 6.1 Students will understand that <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">the volumes of cones, cylinders, and spheres could be applied to real-world situations. **(Where)**

2004 ASCD and Grant Wiggins and Jay McTighe