S3+Haney,+Maxwell

=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= ||
 * =Lesson 1= ||

=Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that every shape has a different equation that can help solve problems. **(Where)** Students will justify a statement to solve a problem. **(Why)** **//Students justify statements about polygons and solve problems.// (What)**
 * (H)** 1.2 Students will use Turtle Geometry to explore numbers, shapes, and logic by programing a turtle to move around shapes.
 * (E)** 1.3 Students will know formulas like the Pythagorean Theorem, distance formula, and the formulas for the shapes. **(Equip)** Students will use [|Geometric Shapes Investigations Graphic Organizer] to keep tract of the shapes and their formulas. **(Explore)** Students in groups will create a short rhyme about how to use formulas with certain shapes that we will put together into a song. **(Experience)**
 * (R****)** 1.4 Students will share their piece of the song out load to the class.**(Rethink/Revise)** When song is complete students will have an entire song to help remember the formulas to different shapes. **(Revise/Refine)**
 * (E)** 1.5 I will give students an assessment for them to show understanding about the shapes and equations. **(Evaluate)**
 * (T)** 1.6 **Verbal:** Students will have to talk and interact with each other to come up with good lyrics.
 * Logical:** The Turtle Geometry requires logic to move the turtle around the shapes.
 * Visual:** The Turtle Geometry is a visual aid for further understanding of the shapes and equations.
 * Musical:** Students must create a song that will help with remembering the formulas.
 * Interpersonal:** Students will work in groups to create their verse of the song.
 * Intarpersonal:** Students will work independently on Turtle Geometry project to teach themselves.
 * (O)** 1.7 Students will be able to justify a statement to solve a problem. (Explanation) Product: Turtle Geometry. Days: 1-2 **(Organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that using the appropriate formulas can be used to solve missing dimensions. **(Where)** Student will be able to relate the correct equation to the correct shape. **(Why)** **//Students justify statements about polygons and solve problems.// (What)**
 * (H)** 2.2 Students will do a Platonic Solids to discover shapes and relationships between slices of the platonic solids.
 * (E)** 2.3 Students will know shapes like the triangle, square, pentagon, hexagon, circle, parallelogram, trapezoid, diamond **(Equip)** Give students a study guide that has shapes and equations together. **(Explore)** Students will practice drawing shapes and understanding the formulas that go with them. **(Experience)**
 * (R)** 2.4 Students will make Venn Diagrams to compare five shapes together. **(Rethink/Revise)** Students will get in groups and work with students with a different five shapes and compare their Venn Diagrams **(Revise/Refine)**
 * (E)** 2.5 Students will pass their Venn Diagrams to check for understanding. **(Evaluate)**
 * (T)** 2.6 **Verbal:** Students will talk to each other about their Venn Diagrams for further understand.
 * Logical:** Student will apply logic into their Venn Diagrams.
 * Visual:** The Platonic Solids activity with give students a visual aid.
 * Bodily:** The Platonic Solids activity will allow students to move different shapes around for a physical learning experience.
 * Interpersonal:** Students will work in groups to compare their Venn Diagrams.
 * Intraperson:** Students will work by themselves to work on the Venn Diagram.
 * (O)** 2.7 Students will be able to relate the correct equation to the correct shape. (Empathy) Product: Platonic Solids. Days: 1-2 **(Organized)** ||

= = =Lesson 4= =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that using the appropriate formulas can be used to solve for missing dimensions. **(Where)** Students will realize when to use certain formulas. **(Why)** **//Students justify statements about polygons and solve problems.// (What)**
 * (H)** 3.2 Students will use the Right-Triangle Solver to practice using the Pythagorean Theorem.
 * (E)** 3.3 Students will know formulas like the Pythagorean Theorem, distance formulas, and formulas for all the different shapes. **(Equip)** Have students in groups play a memory games that matches shapes and equations. **(Explore)** Students will have an assessment on understanding for the equations and shapes. **(Experience)**
 * (R)** 3.4 I will ask questions during the lesson to check for understanding and make sure they can identify the correct equations into the correct situation the problem is dealing with. **(Rethink/Revise)** Students who are not following along will be asked to show teacher why the right equations go with the right situation. **(Revise/Refine)**
 * (E)** 3.5 Students will answer questions in the lessons to show for understanding. **(Evaluate)**
 * (T)** 3.6 **Verbal:** The lesson the teacher will give is for verbal learners can hear about the lesson.
 * Logical:** Students can use logic to connect formaulas to situations.
 * Visual:** The Right-Triangle Solver will be a good visual aid for the Pythagorean Theorem.
 * Interpersonal:** Students will work in groups for the Right-Triangle Solver.
 * Intrapersonal:** Students will listen individually so they can learn easier.
 * Bodily:** The Right-Triangle Solver will be a good way to move things around to learn about them.
 * (O)** 3.7 Students will be able to realize when to use certain formulas. (Self-Knowledge) Product: Right-Triangle Solver. Days: 1-2 ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that statements about polygons can be used to solve problems. **(Where)** To make sense of the shape's equations. **(Why) //Students justify statements about polygons and solve problems.// (What)**
 * (H)** 4.2 Students will do a Cob Web Plot to change variable on different shapes to see the relations between the shapes and the equations.
 * (E)** 4.3 Students will know how to use shapes like a triangle, square, circle, parallelogram, and others that help solve problems. **(Equip)** Use [|graphic organizer] to write down shapes and their formulas. **(Explore)** Work in groups to use shapes and their formulas. **(Experience)**
 * (R)** 4.4 Give students a list of shapes to examine on the Cob Web Plots **(Rethink/Revise)** Have the students print off their results and show me they understand what the relationship between shapes and their equations and give feedback. **(Revise/Refine)**
 * (E)** 4.5 Assign groups to make a poster about each shape and explain their results from the Cob Web Plot. **(Evaluate)**
 * (T)** 4.6 **Verbal:** Groups will get together and talk to each other about what they found out and help out the people who are struggling.
 * Logical:** Using the Cob Web Plot can show them how logic it applied to the equations and let them break the shapes down.
 * Visual:** Both the Cob Web Plot and the posters that they are creating give students a visual picture.
 * Interpersonal:** The students get to work in groups to make to posters and can talk their way through problems.
 * Intrapersonal:** The students are going to work individually on the Cob Web Plot so they can teach themselves.
 * Bodily:** Students work with the Cob Web Plot and get to work with the shapes ad see changes by using movements to change the shapes.**(Tailors)**
 * (O)** 4.7 Students will be able to realize when to use certain formulas. (Interpretation) Product: Cob Web Plot. Days: 2-3 **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that every shape has a different equation that can help solve problems. **(Where)** Student will be able to analyze a statement. **(Why)** **//Students justify statements about polygons and solve problems.// (What)**
 * (H)** 5.2 Students will work in groups to do an Extra-Normal project to make a script about the step by step process of analyzing a statement.
 * (E)** 5.3 Students will know terminology like angle, side, base, hypotenuse, adjacent, opposite, circumference, area **(Equip)** Students will create their own graphic organizers to write down the steps to analyze a statement. **(Explore)** Students will go outside in groups and make statements about natural shapes that occur in the real world. **(Experience)**
 * (R)** 5.4 Students will find many different natural shapes and share their shapes they found with other group members. **(Rethink/Revise)** Students will use their real world examples of statements and incorporate them into the Extra-Normal projects. **(Revise/Refine)**
 * (E)** 5.5 Students will pass in their final Extra-Normal projects to show understanding on how to analyze a statement. **(Evaluate)**
 * (T)** 5.6 **Verbal:** Students will have to share with others about their findings.
 * Logical:** Students will base what they learn in class to apply logic to real life situations outside the classroom.
 * Visual:** The graphic organizers they create will e a great visual aid on how to analyze a statement.
 * Naturalist:** Students will go outside to make their own statements about real world objects.
 * Interpersonal:** Students will work in groups for both the Extra-Normal projects and sharing information about their findings.
 * Musical:** Students get to create a script like in a play or concert.
 * (O)** 5.7 Students will be able to analyze a statement. (Perspective) Product: Extra-Normal. Days: 1-2 **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that statements about polygons can be used to solve problems. **(Where)** Students will solve for missing dimensions. **(Why)** **//Students justify statements about polygons and solve problems.// (What)**
 * (H)** 6.2 Students will do a Webspiration to show how to solve for missing dimensions.
 * (E)** 6.3 Students will know terminology like angle, side, base, hypotenuse, adjacent, opposite, circumference, area. **(Equip)** Use a blank pictographs graphic organizer to organizer the shapes and their formulas. **(Explore)** Solve problems to find missing shapes and angles. **(Experience)**
 * (R)** 6.4 Make a Web Quest that students must do **(Rethink/Revise)** By doing the Web Quest, the student will apply the formulas and shapes they learn to apply it to real world situations. **(Revise/Refine)**
 * (E)** 6.5 Students will work individually to complete their Web Quests and print out their Webspiration projects.**(Evaluate)**
 * (T)** 6.6 **Verbal:** I will talk the students through the Web Quest expectations and how to do it.
 * Logical:** Students will have to use logic to solve the missing variables and solve the crimes.
 * Visual:** The whole Web Quest is written out for the students step by step and the expectations are all on there as well.
 * Intrapersonal:** Students will work on their Web Quests alone so they can each do all the problems to get the most practice.
 * Naturalist:** The problems deal with miles per hour and miles and speed that they can relate to real life things.
 * Bodily:** Students will have to present their projects in the stae of mind as a lawyer and act out in front of the jury.
 * (O)** 6.7 Students will be able to solve for missing dimensions. (Application) Product: Websiperation. Days: 3-4 **(Organize)** ||





2004 ASCD and Grant Wiggins and Jay McTighe