S3+Kane,+Daniel

=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]
 * (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= Product: Blog - Days: 2 **(Explanation)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that physical activity is an important aspect of a healthy lifestyle **(Where)**. There are many health benefits that come with regular physical activity **(Why)**. Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity **(What)**.
 * (H)** 1.2 Teacher will show the following compilations of foreign commercial's found on Youtube that talk about the benefits of physical activity: http://www.youtube.com/watch?v=JYkjt3-kHMQ&feature=related **(Hook)**.
 * (E)** 1.3 Students will know physical activity terminology (exercise, physical activity, overweight, obese). Students will know the short-term and long-term affects of regular participation in physical activity **(Equip)**. Students will use a persuasion map to describe how physical activity is an important aspect of a healthy life-style. Students will work in pairs while making their persuasion map **(Explore)**. Students will reflect a benefit of physical activity and post in a blog about these benefits as we discuss them throughout the unit **(Experience)**.
 * (R)** 1.4 Students will respond to questions: what are the short-term benefits of physical activity, what are the long-term-benefits, and what are the physiological benefits **(Rethink)**? Checking understanding by class discussion and thumbs up/thumbs down. Once students receive feedback from peers/teachers, they will revise their work **(Revise)**. Teacher comments on the blog will allow students to refine **(Refine)**.
 * (E)** 1.5 Progress checklists will be used for timely feedback by students and teachers **(Evaluate)**.
 * (T)** 1.6 **Tailors**
 * Verbal:** By having a class discussion about the benefits of physical activity.
 * Logical:** Finding stats on how physical activity and health problems relate to one another.
 * Visual:** By showing the hook video and also by using PowerPoints and the persuasion map to map out the different types of benefits of physical activity.
 * Interpersonal:** Students working with partners to brainstorm health benefits and plotting them on persuasion maps.
 * Intrapersonal:** Student works by themselves to blog the health benefits of regular physical activity that were discussed in class.
 * Musical/Rhythmic:** Students can make a short song/rap or poem to describe the benefits of physical activity.
 * Kinesthetic:** Students will role play and act out a reason why people should participate in physical activity.
 * (O)** 1.7 Students will be able to design a blog that describes how physical activity is an important aspect of a healthy lifestyle**. (Design)**

Product: Comic Life - Days: 2 **(Application)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **W)** 2.1 Students will understand that physical activity is an important aspect of a healthy lifestyle **(Where)**. There are many health benefits that come with regular physical activity **(Why)**. Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity **(What)**. **(H)** 2.2 Teacher will show the following slideshow/video to engage students and get them thinking deeper about the importance of physical activity: http://www.youtube.com/watch?v=BFfdoNVTcw&NR=1&feature=fvwp**(Hook)**.
 * (E)** 2.3 Students will know physical activity terminology (exercise, physical activity, overweight, obese). Students will know the short-term and long-term affects of regular participation in physical activity **(Equip)**. Students will use a spider web to exhibit the importance of physical activity **(Explore)**. Students will reflect a benefit of physical activity and use comic life to make a comic about the benefits of regular physical activity **(Experience)**.
 * (R)** 2.4 Students will respond to questions: what are the social benefits of physical activity, what are the health benefits, and how do all the benefits interrelate **(Rethink)**? Checking understanding by class discussion and thumbs up/thumbs down. Once students receive feedback from peers/teachers, they will revise their work **(Revise)**. Teacher comments on comic life will allow students to refine **(Refine)**.
 * (E)** 2.5 Progress checklists will be used for timely feedback by students and teachers **(Evaluate)**.
 * (T)** 2.6 **Tailors**
 * Verbal:** By having a class discussion about the benefits of physical activity.
 * Logical:** Finding stats on how physical activity and health problems relate to one another.
 * Visual:** By showing the hook video and also by using PowerPoints and the persuasion map to map out the different types of benefits of physical activity.
 * Interpersonal:** Students working with partners to brainstorm health benefits and plotting them on persuasion maps.
 * Intrapersonal:** Student works by themselves to blog the health benefits of regular physical activity that were discussed in class.
 * Musical/Rhythmic:** Students can make a short song/rap or poem to describe the benefits of physical activity.
 * Kinesthetic:** Students will role play and act out a reason why people should participate in physical activity.
 * (O)** 2.7 Students will be able to exhibit the importance of physical activity through the use of Comic Life**. (Design)**

Product: Wikispaces - Days: 3 **(Perspective)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **W)** 3.1 Students will understand that there are many different types of physical activities you can do to improve your health **(Where)**. There are so many different types of physical activities that you can find one that you enjoy doing that can improve your health **(Why)**. Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity **(What)**.
 * (H)** 3.2 Teacher will lead the "Circle Game" where students will list activities that they enjoy doing and the students who enjoy an activity, when that activity is called the student will take a step into the middle of the circle **(Hook)**.
 * (E)** 3.3 Students will know physical activity terminology (exercise, aerobic, anaerobic, strength, muscular endurance, cardiovascular endurance, physical activity, overweight, obese) Students will use a cluster/word web one to compare the different types of exercises and physical activities **(Explore)**. Students will reflect on a physical activity they enjoy participating in and how it improves their health by creating a Wikispace **(Experience)**.
 * (R)** 3.4 Students will respond to questions: what is the difference between anaerobic and aerobic exercise, why are anaerobic and aerobic exercise important, and what type of exercise do you prefer **(Rethink)**? Checking understanding by class discussion and thumbs up/thumbs down. Once students receive feedback from peers/teachers, they will revise their work **(Revise)**. Teacher comments on the Wiki will allow students to refine **(Refine)**.
 * (E)** 3.5 Progress checklists will be used for timely feedback by students and teachers **(Evaluate)**.
 * (T)** 3.6 **Tailors**
 * Verbal:** By having a class discussion about the different types of physical activities.
 * Logical:** Finding stats on how many people participate in certain activities.
 * Visual:** By showing the hook video and also by using PowerPoints and the cluster/word web one to organize the different types of activities and exercises.
 * Interpersonal:** Students work together during the "Circle Game" to find similar interests of physical activity
 * Intrapersonal:** Student works by themselves to create their own Wikispace.
 * Musical/Rhythmic:** Students can make a poem of the growing problem of physical inactivity in America.
 * Naturalist:** Students will go outside to play the "Circle Game."
 * Kinesthetic:** By participating in the "Circle Game."
 * (O)** 3.7 Students will be able to compare the different types of exercises and will use Wikispaces to show this. **(Design)**

Product: iMovie- Days: 3 **(Interpretation)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **W)** 4.1 Students will understand that there are many different types of physical activities you can do to improve your health **(Where)**. There are so many different types of physical activities that you can find one that you enjoy doing that can improve your health **(Why)**. Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity **(What)**.
 * (H)** 4.2 Show this Youtube video about different types of activities: http://www.youtube.com/watch?v=jRkIMAxbTGU **(Hook)**.
 * (E)** 4.3 Students will know physical activity terminology (exercise, aerobic, anaerobic, strength, muscular endurance, cardiovascular endurance, physical activity, overweight, obese) **(Explore)**. Students will reflect on a physical activity they enjoy participating in and how it improves their health by creating an iMovie **(Experience)**.
 * (R)** 4.4 Students will respond to questions: what is muscular endurance, what is cardiovascular endurance, and why is it important to incorporate both in your physical activities **(Rethink)**? Checking understanding by class discussion and thumbs up/thumbs down. Once students receive feedback from peers/teachers, they will revise their work **(Revise)**. Teacher comments on the iMovie rubric will allow students to refine **(Refine)**.
 * (E)** 4.5 Progress checklists will be used for timely feedback by students and teachers **(Evaluate)**.
 * (T)** 4.6 **Tailors**
 * Verbal:** By having a class discussion about the different types of physical activities.
 * Logical:** Finding how many calories are burnt from participating in different activities and graph these findings.
 * Visual:** By graphing the findings of calories burnt.
 * Interpersonal:** Students work together to develop an iMovie that documents different types of physical activities.
 * Intrapersonal:** Student works by themselves by wearing a walk-o-meter throughout the day to see how many steps they take.
 * Musical/Rhythmic:** Students can make a short song/rap or poem to describe different types of physical activities they can participate in.
 * Kinesthetic:** By participating in the "Circle Game."
 * (O)** 4.7 Students will be able to document physical activities that they enjoy doing that can help improve their health. **(Design)**

Product: Digital Photography - Days: 3 **(Empathy)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **W)** 5.1 Students will understand that people may face barriers when it comes to participating in physical activity **(Where)**. Students will need to become aware of the barriers they may face and find ways to overcome these barriers so that they can maintain a healthy lifestyle **(Why)**. Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity **(What)**.
 * (H)** 5.2 Show the beginning of "SuperSize Me" which talks about barriers that people face and why they don't participate in physical activity **(Hook)**.
 * (E)** 5.3 Students will know physical activity terminology (exercise, aerobic, anaerobic, strength, muscular endurance, cardiovascular endurance, physical activity, overweight, obese) **(Explore)**. Students will reflect on barriers that people face when in comes to participating in physical activity by using digital photography and creating a slideshow with text **(Experience)**.
 * (R)** 5.4 Students will respond to questions: what are the barriers you face as students, what are barriers that you may face in the future, how do you overcome these barriers **(Rethink)**? Checking understanding by class discussion and thumbs up/thumbs down. Once students receive feedback from peers/teachers, they will revise their work **(Revise)**. Teacher comments on the Digital Photography rubric will allow students to refine **(Refine)**.
 * (E)** 5.5 Progress checklists will be used for timely feedback by students and teachers **(Evaluate)**.
 * (T)** 5.6 **Tailors**
 * Verbal:** By having a class discussion about barriers that people face when in comes to participating in physical activity.
 * Logical:** Finding stats on how many people in America are physical active or inactive.
 * Visual:** By showing the beginning of "Supersize Me"and also by using graphs to graph the trend of physical activity in America.
 * Interpersonal:** Students working with the whole class to discuss why they think people don't participate in physical activity.
 * Intrapersonal:** Student work by themselves to develop a digital photography slide show.
 * Musical/Rhythmic:** Students can make a short song/rap or poem to describe why people do not participate in physical activity.
 * Kinesthetic:** Students will role play and act out a reason why people don't participate in physical activity.
 * (O)** 5.7 Students will be able to consider why people do not stay physically active **(Design).**

Product: GarageBand - Days: 3 **(Self-Knowledge)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **W)** 6.1 Students will understand that people may face barriers when it comes to participating in physical activity **(Where)**. Students will need to become aware of the barriers they may face and find ways to overcome these barriers so that they can maintain a healthy lifestyle **(Why)**. Students explain the interrelationship of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity **(What)**.
 * (H)** 6.2 Students will play the "Circle Game" and step to the middle of the circle when someone says a barrier that they personally face when it comes to participating in physical activity **(Hook)**.
 * (E)** 6.3 Students will know physical activity terminology (exercise, aerobic, anaerobic, strength, muscular endurance, cardiovascular endurance, physical activity, overweight, obese) **(Explore)**. Students will reflect on barriers that students their own age face when in comes to participating in physical activity by using GarageBand to create a product **(Experience)**.
 * (R)** 6.4 Students will respond to questions: what are the barriers you face as students, why do you face these barriers, how do you overcome these barriers **(Rethink)**? Checking understanding by class discussion and thumbs up/thumbs down. Once students receive feedback from peers/teachers, they will revise their work **(Revise)**. Teacher comments on the GarageBand rubric will allow students to refine **(Refine)**.
 * (E)** 6.5 Progress checklists will be used for timely feedback by students and teachers **(Evaluate)**.
 * (T)** 6.6 **Tailors**
 * Verbal:** By having a class discussion in a circle of the different barriers students face when in comes to participating in physical activity.
 * Logical:** Finding stats on how many students their own age in America are physical active or inactive and then comparing those stats to stats from different countries.
 * Visual:** Teacher will use powerpoints and may act out different situations to give students a visual aid of the different types of barriers.
 * Naturalist:** Students will go for a nature walk while they discuss different barriers they face as high school students.
 * Interpersonal:** Students work with the whole class during the circle discussion about barriers they face when in comes to physical activity.
 * Intrapersonal:** Student works by themselves to brainstorm the barriers they face personally.
 * Musical/Rhythmic:** Students use GarageBand to create a product that self-asses the barriers they face with physical activity.
 * Kinesthetic:** Students will role play and act out a reason why people their own age do not participate in physical activity and ways to overcome these barriers.
 * (O)** 5.7 Students will be able to self-asses the barriers the face when it comes to physical activity **(Design).**

2004 ASCD and Grant Wiggins and Jay McTighe