S3+Martin,+Leighlan

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

[|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= Verbal: Talking with peers about the task during the editing sections and listening to a verbal explanation during the demonstration will help the verbal people. Visual: Learning how to graph lines accurately from equations attaches a good amount of visual representation to the math. Intrapersonal: First run-through of practice will be done alone, the sheet will have reflective questions on the process of graphing linear equations. Interpersonal: Students will check their work on the work sheet and again on excel with their winter partners. Logic: The practice sheet goes over how to graph linear equations in a logical step by step method which will be demonstrated during the hook. Naturalist: The class is started with equations representing different data sets. Some of the data is about the speeds of animals (distance/ time). =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W**) 1.1Students will understand that the graph of a linear relationship y=kx+b is a line. K being slope and b the y-intercept **(where).** Velocity is often represented through linear equations (**why**).
 * //Students understand and solve problems involving linear equations//** (**what**).
 * (H)** 1.2 These equations represent the relationship between the amount of education an individual completes and their starting salary, lets make it so we can see the relationship. These equations represent the speed of several different animals (**Hook**).
 * (E)** 1.3 Students will know y=kx+b, y=x line, point slope formula, and, distance formula & Terminology: linear, equation, slope, y-intercept, x-intercept, graph (**Equip**). Step by step equation graphing sheet, with practice equations. They will use it to help them first do the practice, then to derive their line in excel (**explore**). Check work with peers (**experience**).
 * (R)** 1.4 Doing practice equations, what was hardest? easiest? (**rethink**). Check with peers (**revise**). Go over checklist (**refine**).
 * (E)** 1.5 Checklist (**evaluate**).
 * (T)** 1.6
 * (O)** 1.7 Students will be able to derive a line from a linear equation. (**Explanation.**) Product: Excel. Days: 2-3 (**organize**) ||

Verbal: Students will discuss how deriving the equation is different from graphing it. Visual: Students will first see the graph then use the worksheet to get the equation, then check it by graphing it in grapher and comparing the graphs. Interpersonal: Students will discuss how deriving the equation is different from graphing it. Intrapersonal: Students will blog their proses and thoughts. Naturalist: Video of linear natural population growth will start this lesson. Logic: A systematic proses will be demonstrated and they will repeat it. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that the graph of a linear relationship y=kx+b is a line. K being slope and b the y-intercept **(where).** Velocity is often represented through linear equations (**why**).
 * //Students understand and solve problems involving linear equations//** (**what**).
 * (H)** 2.2 Video of linear natural population growth. (**Hook**).
 * (E)** 2.3 Students will know y=kx+b, y=x line, point slope formula, and, distance formula & Terminology: linear, equation, slope, y-intercept, x-intercept, graph (**Equip**). Graphs with blanks for slopes, y-intercepts, and equations (**explore**). Discussion (**experience**).
 * (R)** 2.4 Discussion (**rethink**). After discussion (**revise**). After checklist (**refine**).
 * (E)** 2.5 Checklist (**evaluate**).
 * (T)** 2.6
 * (O)** 2.7 Students will be able to represent a line with a linear equation (**Interpretation.**) Product: Blogger Days: 1-2 (**organize**) ||

Verbal: Students will discuss their findings as a class at the end of the task. Visual: Using grapher students will be able to see what changing the equation does to the graph. Intrapersonal: Playing with Transformations will be done alone. Interpersonal: Students will discuss their findings as a class at the end of the task and put it up on class wiki. Logic: Students will systematically discover through experimentation, how changing an equation changes the graph. they will also discover why a line is characterized by slope. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that Linear relationships are characterized by a constant rate of change, k **(Where)**. This will prepare them for dealing with vectors, and understanding rates of change, both of witch are highly important in all sciences, higher mathematics, business, and all jobs that deal with data in any capacity. (**Why**)
 * //Students understand and solve problems involving linear equations//** (**what**).
 * (H)** 3.2 What is the most important part of a linear equation? (**Hook**)
 * (E)** 3.3 Students will know that increasing k gives a steeper line, b moves the whole line, and equations can be applied to real life (**Equip**). Diagram of equation (**explore**). Discus in small groups your observations. (**experience**).
 * (R)** 3.4 Playing with it. (**rethink**). Discussion (**revise**). Checklist (**refine**).
 * (E)** 3.5 Checklist (**evaluate**).
 * (T)** 3.6
 * (O)** 3.7 Students will be able to be aware that lines are characterized by slope (**self knowledge.**) Product: Function transformations. Days: 1-2 (**organize**)**.** ||

Verbal: Students will need to write lyrics for their song. Visual: Students will use a web to explore the ideas, concepts and persuasive points they want in their song. Intrapersonal: Writing a song is incredibly intrapersonal, one has to think and feel and string those thoughts and feelings together into a coherent an moving whole. Interpersonal: Students will have to combine their thoughts and feelings on slope, work cooperatively, and sing together, preferably in harmony. Musical: Students will create a song about slope as their final product. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that Linear relationships are characterized by a constant rate of change, k (**Where**). Arguing and explaining why lines are characterized by slope will help them prove that they have the understanding necessary to get jobs in science, mathematics, business, education, sociology, physiology, and countless other categories (**Why**).
 * //Students understand and solve problems involving linear equations//** (**what**).
 * (H)** 4.2 Math song. (**Hook**)
 * (E)** 4.3 Students will know that increasing k gives a steeper line, b moves the whole line, and equations can be applied to real life (**Equip**). Web of persuasive points (**explore**). Done in partners or small groups (**experience**).
 * (R)** 4.4 Do the web (**rethink**). Revise your points with your partner until they make lyrics (**revise**). Tweak song after rubric (**refine**).
 * (E)** 4.5 Rubric (**evaluate**).
 * (T)** 4.6
 * (O)** 4.7 Students will be able to communicate why lines are characterized by slope through song (**perspective.**) Product: Gradge band Days: 2-3 (**organize**). ||

Visual: The final product will be a comic life visually depicting how linear equations can be used to describe an every day activity. Intrapersonal: Students will have to think about their daily activities and find how linear equations relate to them. Interpersonal: Students will create the comic with their partners. Naturalist: Students will be encouraged to choose an outside activity they enjoy. Kinesthetic: Students will have to do the activities they are describing for home work so they can take live action pictures for use in their comic the next day. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that lines can be used to symbolize real life situations, like acceleration **(Where**). Linear equations are everywhere, every time you see a graph with a line on it that is a linear equation, students need to know how to recognize, and manipulate linear equations in real life situations in order to be able to function eficently in the world (**Why**).
 * //Students understand and solve problems involving linear equations//** (**what**).
 * (H)** 5.2 How are linear equations relevant to your lives? (**Hook**)
 * (E)** 5.3 Students will know that increasing k gives a steeper line, b moves the whole line, and equations can be applied to real life (**Equip**). Sheet of brain starters (**explore**). Bounce ideas off partner (**experience**).
 * (R)** 5.4 Brain starters (**rethink**).Bounce ideas (**revise**). Rubric (**refine**).
 * (E)** 5.5 Checklist, Rubric (**evaluate**)
 * (T)** 5.6
 * (O)** 5.7 Students will be able to adapt linear equations to describe parts of their lives, preferably out doors (**Application.**) Product: Comic life. Days 1-2 (**organize**). ||

Verbal: Students must wright scripts for their oral presentation, they must also verbally present how they as a professional use linear equations in their work. Intrapersonal: Students will do a lot of individual brainstorming and research to create an accurate presentation. Interpersonal: Students will discuss their ideas on their presentation in a think pair share. Naturalist: Students could choose an environmentalist, veterinarian, biologist etc. Musical: Students could add a sound track to their presentation, explain their job and prezi in song to entertain and engage their young audience, or chose a musical career to present. Kinesthetic: In order to deliver a really good presentation students should be in character.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that lines can be used to symbolize real life situations, like acceleration **(Where**). Students need to know how different professions use linear equations in order to one day get those jobs.
 * //Students understand and solve problems involving linear equations//** (**what**).
 * (H)** 6.2 Show a list of jobs that require strong algebra skills. (**Hook**)
 * (E)** 6.3 Students will know that increasing k gives a steeper line, b moves the whole line, and equations can be applied to real life (**Equip**). Packet for prostheses, rubric (**explore**). Brainstorm how the professionals use linear equations in a think pair share. (**experience**).
 * (R)** 6.4 Brain storm (**rethink**). Grade self (**revise**). Get graded (**refine**).
 * (E)** 6.5 Rubric (**evaluate**)
 * (T)** 6.6
 * (O)** 6.7 Students will be able to assume the role of a professional that uses linear equations in their work (**Empathy.**) Product: Prezi Days: 2-3 (**organize**). ||

2004 ASCD and Grant Wiggins and Jay McTighe