S3+Reynolds,+Allison

=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 linear equations can be found in the outside world.(**Where)** // Distinguish between situations that can be modeled with linear functions and with exponential functions. //** (What) ** Linear equations, linear rates, and linear shapes are all around us, such as how fast you drive. **(Why)**
 * (H)**1.2 Video http://www.youtube.com/watch?v=Qhm7-LEBznk **(Hook)**
 * (E)** 1.3 Students will know linear, equations, constant rates, y=mx+b, standard. (**Equip**) The students will be given a flow chart graphic organizer. I will give students an example problem to solve in the flow charts that will display the method on how to solve linear equations based on my scenario about the cop and the broken radar. Then, I will brain storm with the class for three real life examples and if none are created I will give each group one I created. The students will then be created by random numbers and they will present their flow charts after solving the problem. Since they are presenting as a group they will required to use teamwork in the process. **(Explore)** Introduce the class into Glogster and produce a make up in class. Students will create posters that display basic ideas of linear equations individually. They will be given a check list of what steps are needed. **(Experience)**
 * (R)** 1.4 I will check students flow chart graphic organizer and let them know which problem they got wrong but not what they got wrong so they have to go back and recheck their work **(Rethink).** They will self assess their project using a check list. I will need the students to meet with me at least once for periodic check ins before finalizing the project for feedback. **(Revise)** The student will then create the final product and pass it in **(Refine)**.
 * (E)**1.5 Formative Assessment - ** Pre-Assessment: ** Students will be given a survey about how much math they had been exposed to and worked with ** Checking for Understanding ** : check papers and ** Timely Feedback: ** Self, teacher
 * (T)** 1.6
 * Verbal Linguistic** Students will report back to the group, using their speech to present how the problem was solved.
 * Logical/Mathematical** The flow chart graphic organizer is set up to show a step by step instruction on how to solve which is highly logical.
 * Visual/Spatial** The video in the beginning of the lesson will hook the visual learners into the lesson.
 * Bodily/ Kinesthetic** Students will have pieces of the equation that they can physically move around the equation in order to solve the equation hands on.
 * Musical Rhythmic** During the group work, the group can present their problem and solution in a song or rap in order to connect the information.
 * Intrapersonal** Students will be able to discuss and work with others in the group.
 * Interpersonal** Students will work on the graphic organizers alone in order to work on the concept of the method.
 * Naturalist** Students will have the chance to come up with natural ideas of rates that would be found outside the classroom.
 * (O)** 1.7 Students will be able to build a foundation of linear equations (**Apply**) **Product**: Glogster **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 linear equations can be found in the outside world.( ** Where) ** // Distinguish between situations that can be modeled with linear functions and with exponential functions. // **(What)** Since the basic idea of why linear equations can be used, the understanding of when and where is now being strengthened **(Why).**
 * (H)** 2.2 Show students examples of how people instruct students to evaluate linear equations and have a discussion. Then show the Instructables website that shows how people explain methods of doing things. **(Hook)**
 * (E)** 2.3 Students will know linear equations, rates, constant rates, y-mx+b, standard form, how to identify. **(Equip)**. I will give students the step-by-step graphic organizer and have them go to the same groups as from Lesson 1. The organizer is used for describing how to explain each step of solving a linear equation with words, pictures, or anything that will help. Each group will get a part of the step-by-step process to deliberate on and write an instruction step for it. Then, the students will go to new groups, each with a part of the puzzle, and use the jigsaw method to create a new, and in their own words, step by step instruction.**(Explore)** Then, the teams will be introduced to the Instructables website. The groups will then decide whether to work together or alone on creating a step-by-step instruction to publish on the web. They will be given a rubric on what is expected to be completed. **(Experience)**
 * (R)** 2.4 I will use the muddy windshield method of checking for unclear spots in the step-by-step process. This way, if students have questions about how to say a part of the instructions they can ask and I can answer them **(Rethink).** Students will self assess with the rubrics handed to them at the beginning of the project. Students will also receive feedback from peers with pair share method. **(Revise).** Students will then submit the Instructable and I will give feed back with an interview with the group or individual on the assignment **(Refine).**
 * (E)**2.5 Formative Assessment -**Checking for Understanding**: muddy windshield method and **Timely Feedback:** Self, Peer, Teacher **(Evaluate)**
 * (T)** 2.6
 * Verbal Linguistic** Students will be writing the steps for solving the method in their own words.
 * Logical/Mathematical** The method for writing the steps is in a step-by-step fashion that describes the method logically.
 * Visual/Spatial** Students can use pictures to show the steps or create a visual representation of the step by step method to add to the Instructable.
 * Musical Rhythmic** Students can have the option of creating a song that would sing the steps to solving if they wanted to post it along with the Instructable.
 * Intrapersonal** Students will get the information from the group as well as create the instructions in a group form
 * Interpersonal** Students can work alone on the project with the information from the group work.
 * (O)**2.7 Students will be able to evaluate linear equations and judge when to use them **(Interpret).** **Product:** Instructables submission **Number of days** 2 **(Organize)** ||

// Distinguish between situations that can be modeled with linear functions and with exponential functions. //** (What) **Exponential equations and shapes can be applied to real world problems such as structures, banking, and other situations. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that exponential equations can be used in the real world. **(Where)**
 * (H)** 3.2 I will bring in books about art, architecture, sculpture, and other images that show the shapes of the exponential equations. The students will have the chance to see these shapes and realize they are outside of the classroom.
 * (E)** 3.3 Students will know exponential equations, percent rates, exponential rates formulas, difference in rates, rates in and out of the classroom. **(Equip)** Students will be given a ISP (Information, Source, Page) graphic organizer in order to put information about shapes, structures, art pieces, and other ideas of exponential shapes from books and the internet. The class, after looking at the architectural books, will then use the paper ball pass method to create a brainstormed list of specific examples of exponential shapes in the real world. This will be done by having one person write down an example, crumble the ball, and pass it (safely) to another student. The student will then open it and write down a new idea. This will continue until the list is exhausted. The list will be presented and students will gather some of the idea in order to take photos of them or similar shapes. This will lead to the photo portfolio for the class. **(Explore)** I will give students the assignment to take photos of exponential shapes in the real world. Then, I will introduce students to Geogebra, which will import their photos and find the equations of the shapes. The students will use a rubric that asks for a number of photos, accuracy in the equations, and other topics for the photos. Students will decide whether to work in groups or individually. **(Experience)**
 * (R)3**.4 I will use the post it note method for checking for understanding. On the previous assignments and practice problems, students can sticky note where they got lost or confused on what the problem was asking for. On the sticky note, they have to say why they got lost. That way, I know they tried and I can see that they still need help. Then, we will talk about what was confusing the student **(Rethink)**. Students will self assess with the rubric that I gave them while working on the project **(Revise).** Finally, students will have an interview with me after the project so I can give them feedback and they can make the appropriate edits **(Refine).**
 * (E)3**.5 Formative Assessment -**Checking for Understanding**: post it notes **Timely Feedback:** Self, Teacher **(Evaluate)**
 * (T)3**.6
 * Logical/Mathematical:** Students will have to estimate the equation in order to get a starting shape and then logically move through the parts of the equation in order to find the equation that matches the picture.
 * Visual/Spatial:** Students will be taking photos of structures, sculpture, and other pieces of art that could produce beautiful pieces. Students will be analuzing wha they see in order to create the equations in the program.
 * Musical/Rhythmic:** Students can use musical instrument shapes as their pictures, or take photos of someone singing and look at the shape of the mouth for different sounds.
 * Intrapersonal:** Students will be passing the piece of paper to each other, forcing them to interact and warn the other person when the ball is coming. The group will work together in order to create a full list.
 * Interpersonal:** Students have the opportunity to take photos of things that mean a lot to that particular student to show things that are close to that student.
 * Naturalist:** Students will have the opportunity to take photos of things in nature such as tree shapes, animal print patterns, river bends, and other things to bring to the portfolio and find exponential shapes in.
 * (O)3**.7 Students will be able to recognize the situations where exponential equations would be applied **(Self-knowledge)** **Product:** Photo portfolio **Number of days** 2-3 **(Organize)** ||

Formative Assessment -**Checking for Understanding**: Thumbs up method **Timely Feedback:** Self, Teacher **(Evaluate)**
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)4**.1 Students will understand that rates of "real world" subjects can be solved with linear, quadratic, and exponential equations ( ** Where) ** // Distinguish between situations that can be modeled with linear functions and with exponential functions. // **(What)** This will give students the chance to work with more real life (or not real life) situations that equations could be solved for in the real world. **(Why)**
 * (H)** 4.2 Have the students act out the story that is being told with voices, characters, and motions. **(Hook)**
 * (E)** 4.3 Students will know rates, constant rates, percent rates, parts of rates **(Equip)**. I will give students a planning graphic organizer that can be used for planning a story. During the lesson, the students will be either be given a type of rate, a story line, or a conflict. The students will move around the room to music and when the music stops the two people will talk about their own topic given. Then, after both have shared, the two would very quickly brainstorm some ideas about what to do with those two pieces of information given.**(Explore)** The students will then individually work on playing with the software Comic Life. The students would create a small comic to understand the idea. Then, students will then individually create a story about some super hero that would use mathematics and rate to solve a problem plaguing the city. A rubric based on content, creativity, and other requirements will be given to the students to make sure they have met all requirements. **(Experience).**
 * (R)** 4.4 I will use the Thumbs up method to make sure students are all on the same page. If students do not have their thumbs up then both the student and I know that we need to discuss the problem **(Rethink).** Students will self-assess by using a check list to make sure that they have all aspects of the project **(Revise).** Students will be get feedback from the teacher by the rubric **(Refine).**
 * (E)4**.5
 * (T)** 4.6
 * Verbal/Linguistic:** Students will be writing a story that will be turned into a comic.
 * Visual/Spatial:** Students will be using visuals in the comic in order to tell the story of the superhero.
 * Musical Rhythmic:** Students can convert their comic into a movie and create background music to add to the adventure of the comic.
 * Bodily/Kinesthetic:** Students will be acting out the story created by the teacher in order to show an example durring the hook portion of the class.
 * Naturalist:** The story can be based with scientific rates that show a connection to the environment. This can also be a comic that brings a environmental concern to the class.
 * Interpersonal:** This comic will be individually done, without partners.

=Lesson 5=
 * (O)**3.7 Students will be able to describe the relationship between rates and equations in the real world **(Explain)** **Product:** Comic Life **Number of days** 3 **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that rates of the "real world" subjects can be solved with linear, quadratic, and exponential equations **(Where).** // Distinguish between situations that can be modeled with linear functions and with exponential functions. //** (What) **Linear, exponential, and quadratic rates and equations can be used in the real world in professions and careers. **(Why)**
 * (H)** 5.2 Students will come into class and the chairs will be arranged in a circle. The students will sit down and we will discuss what we want to be when we grow up. Everyone will say something, related to math or not, and then the group will discuss how some are related and some aren't. This gets the students interested because you are using what they want to be when they grow up.
 * (E)** 5.3 Students will know linear, quadratic, and exponential equations, rates, y=mx+b, standard, difference in equations, identify situations, rates in and out of the classroom. **(Equip)** Students will be given the Ice cream cone graphic organizer to have different ideas for careers. Each scoop will have a different career that would have be interesting to the student that also uses the equations that have been taught. After creating their own list of careers on their own, students will then sit in a circle around the room. They will each pick their top three careers choices and present one of them to the class. The Round Robin style allows each student to contribute individually as well as giving students a new perspective on potential careers in this area. **(Explore)** The students will then work on researching a profession that uses these equations. Then, the students will find a person in the area that they can interview with this profession on how they use the equations in their careers. The students will then create a podcast for it and post it online. The students will have a check list of essential questions that will need be addressed during the interview. **(Experience)**
 * (R)**5.4 I will use the method of calling on everyone to see where they are in the assignment during the Round Robin part of the lesson. That way, if students do not have a full organizer or a confused on what type of careers deal with these equations, I can answer that question right away **(Rethink)**. Students will self-assess themselves with a simple check list that I gave them earlier in the unit **(Revise)**. Students will then have timely feedback from me in the way of periodic check ins on the interview with the professional **(Refine)**.
 * (E)**5.5 Formative Assessment -**Checking for Understanding**: calling on everyone individually **Timely Feedback:** Self, Teacher **(Evaluate)**
 * (T)** 5.6
 * Verbal-Linguistic:** Students will be conducting an interview and relying on how they ask the questions, how to respond to answers, and coming up with a flow to the conversation to make it sound like a real interview.
 * Visual/Spatial:** Students have the option to do a video conference and record the video as well as the audio. Then, they can post the podcast but have the video record of what happened during the interview.
 * Bodily/Kinesthetic:** Students can go on site to the job where the professional uses these equations. That way, the student can also be part of how they are used and still record the interview.
 * Musical/Rhythmic:** Students can create a song that talks about the interview while using clips of the interview as "quotes" for the piece. The students would have to know how to keep the speaker's voice in tempo with the song and make it flow.
 * Intrapersonal:** Students will be meeting new people to talk to and keep a conversation with. These students will be using their social skills to keep the interview engaging and entertaining for both the students and the professionals.
 * Naturalist :** Students have the opportunity to find careers that deal with natures that work with these equations. They can go on site as well so they can be in nature as well as doing the assignment about nature.
 * (O)**5.7 Students will be able to consider the types of rates related to the different professions **(Empathy)** **Product:** Podcast **Number of days** 2 **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that exponential equations can be used in the real world. **(Where)** // Distinguish between situations that can be modeled with linear functions and with exponential functions. //** (What) **Exponential equations can be seen in all sorts of areas, such as art, music, careers, engineering, and more. **(Why)**
 * (H)** 6.2 Students will walk into class with the 5 groups of tables. The class will be using hook stations to start their brains firing about exponential functions in the outside world. At each table, the students will find a real life situation. The students will then attempt to figure out of they think it is a good example, bad example, or interesting example. The students will make their notes and move on to the next table. At one station, the students have the option of acting the scene out in front of everyone and getting everyone's opinion together as a class.
 * (E)** 6.3 Students will know exponential equations, rates, percent rates, exponential formulas, parts of rates, rates in and out of the classroom. **(Equip)** Through the lesson, students will use the word cluster graphic organizer to organize the types of words associated with different situations in the outside world related to exponential functions. The students will group the words into categories and organize their thoughts in order to work through ideas. To start the brainstorming, the students will write plus, minus, and interesting thoughts from stations of examples. This way, they can see what sort of things are good examples of the equations, bad examples, and examples that are just interesting. The students will then discuss what examples they agreed worked and didn't work and then start to brain storm examples that would work. This will lead to situations that have examples of exponential functions.**(Explore)** Then, students will create a Wordle to show a display of the different words that have exponential functions. Students will present their words to the class and the class will create a giant Wordle of all the ideas created by the class. Students will have a rubric for this project. **(Experience)**
 * (R)** 6.4 I will use the method of 4 corners to check for understanding. What I will do is ask if students had a hard time, a sort of hard time, a sort of easy time, or easy time coming up with words. I will ask similar questions and have the students move around the room to represent how they felt during the assignment **(Rethink)**. Student will self-assess with the rubric provided in the project **(Revise)**. I will give feedback with the rubric after the Wordle is completed **(Refine).**
 * (E)**6.5 Formative Assessment -**Checking for Understanding**: 4 corners **Timely Feedback:** Self, Teacher, Peer **(Evaluate)**
 * (T)**6.6
 * Verbal-Linguistic:** Students will be acting out scenes that show good examples and bad examples infront of the class. In the scenes, students must be able to describe their character and through that show why the example is good or bad.
 * Logical/Mathematical:** Students, when working in the scene, will use
 * Bodily/Kinesthetic:** Students will be acting the scenes out in front of the class, allowing the bodily/kinesthetic learners the chance to be part of the scene and learn from being part of the production.
 * Intrapersonal:** Students will have to be willing to work with others in the scene and create the good and bad examples together.
 * Interpersonal:** Students who are interpersonal have the opportunity to watch the rest of the group perform while he or she writes down the interesting, plus, or minus ideas on their own.
 * Naturalist:** The scene that the students could do, instead of a bank, could be scientists traveling to find the plant that grow exponentially and see if the other students in the class find that as a good example, bad example, or interesting example.
 * (O)**6.7 Students will be able to analyze functions in the real world that are based on exponential function **(Perspective)** **Product:** World **Number of days** 2 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe