S3+Wagg,+Jasmyn

=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= **(H)** 1.2 The teacher will do a Smartboard presentation on the characteristics throughout the stages of adolescence. The students will have a chance to get out of their seats and interact at the board during the lesson **(Hook)** **(E)** 1.3 Students will know physical characteristics of puberty**(Equip)**, Students will use a [|Time line] as graphic organizer, to use in identifying stages of growth and development **(Explore)**, [|Jigsaw] - Groups with five students are set up. Each group member is assigned stages of development and the identifying characteristics to learn and then to teach to his group members. To help in the learning, students across the classroom, working on the same sub-section, get together to decide what is important and how to teach it. After practice in these "expert" groups the original group reform and students teach each other. (Wood, p. 17) Students will be required to take notes on all material. Tests or assessment follows **(Experience)** **(R)** 1.4 Students will be given a handout that requires them to fill in the characteristics for each of the stages of adolescent development **(Rethink/Revise)**, The teacher will collect and give feedback on the handout **(Revise/Refine)** **(E)** 1.5 Students will be grouped and present on different stage of adolescent development and its coinciding characteristics using the PREZI program. They will present their PREZI to the class both the presentation and product will be graded separately with rubrics designed by the teacher. Following the presentation the students will participate in a brief question and answer session, regarding product. Students will write a personal reflection on the entire lesson (this will not be graded) **(Evaluate)** **(T)** 1.6 Verbal-Linguistic: students will discuss stages during the cooperative learning activity Logical/Mathematical: students will be required to fill out worksheets on the stages of adolescence Visual/Spatial: Students will see a Smartboard presentation displaying the stages Bodily/Kinesthetic: Students get interact with the Smartboard Intrapersonal: Students will write a personal reflection. Interpersonal: Students will work in groups to create a PREZI product **(O)** 1.7 Students will be able to describe characteristics of growth and development during adolescence using PREZI as their presentation tool (3-4 days) **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that there are age appropriate characteristics in growth and development **(Where)**, As we grow we must consider that there are appropriate characteristics that coincide with our age **(Why)**, //Students describe specific characteristics of adolescent growth and development// **(What)**

**(H)** 2.2 Teacher will present a movie exhibiting different levels of mental and physical development. **(E)** 2.3 Students will know stages of growth, characteristics of puberty, emotional and social well-being **(Equip),** Students will create a journal containing writings, pictures that display personal growth through their development **(Explore),** Students will find a partner that they feel comfortable sharing their experiences with and discuss their proudest example of personal growth. The teacher will be available to students who are not comfortable sharing with others **(Experience)** **(R)** 2.4 Students will choose 3 examples of personal growth and create an outline for poster presentation **(Rethink/Revise),** Teacher will review outlines and provide written feedback **(Revise/Refine)** **(E)** 2.5 Students will use Glogster to display examples of personal growth and use Garage Band to create a compilation of music that helps describe “who they are”. The Glogster poster will be presented; both presentation and product will be graded separately with rubrics designed by the teacher. Following the presentation the students will participate in a brief question and answer session, regarding product. Students with have the option to share the musical compilation, but will not be graded **(Evaluate)** **(T)** 2.6 Verbal-Linguistic: Students will have the opportunity to participate in a question and answer session Logical/Mathematical: Students will create an outline of experiences before crating a poster Visual/Spatial: Students will be creating a poster on Glogster Musical/Rhythmic: Students will create a compilation of music using Garage Band Intrapersonal: Students will work on reflections of personal growth Interpersonal: Students will be able to share personal growth experiences with a partner **(O)** 2.7 Students will be able to analyze stages of growth and development (4-5days) **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that there are age appropriate characteristics in growth and development **(Where)**, Students will be able to understand that not everyone grows and develops the same way, mentally or physically **(Why)**, //Students describe specific characteristics of adolescent growth and development// **(What)**

** (T) ** 3.6 Verbal-Linguistic: Part of the experience requires students to group up and discuss. During presentation of product students will introduce product and participate in question and answer session Logical/Mathematical: A Cause and Effect organizer will be used to consider idea. Visual/Spatial: A graphic organizer will be used. Students will be required to use the AHEAD program to create a product. Musical/Rhythmic: Students will have the option to use music in their portfolio presentation. Intrapersonal: Students must work individually to complete the graphic organizer Interpersonal: It is required that the students work in groups to complete the final product Naturalist: Students will be encouraged to go outside to take pictures of healthy food options, like gardens and fruit trees or bushes. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W) ** 3.1 Students will understand that there are decisions regarding health that may increase or decrease health status **(Where)** It is important to develop habits that will keep us healthy throughout our lives. **(Why),** //Students demonstrate behaviors to avoid or reduce health risks to self and others// (What)
 * (H) ** 3.2 The teacher will present a sample of an online portfolio to the students. This portfolio will display all of the requirements requested on the rubric **(Hook)**.
 * (E) ** 3.3 Students will know the benefits of eating healthy **(Equip)** Students will use a [|Cause and Effect] graphic organizer to consider the healthy and unhealthy eating habits **(Explore**), Students will group up and discuss the Cause and Effect worksheet, making sure that entire group agrees on how the behaviors have been categorized **(Experience)**
 * (R) ** 3.4 Students will create a collection of digital media that represent healthy activities, they will be encouraged to use music and to take pictures of themselves and each other outside participating in activities **(Rethink/Revise)**, The teacher will help in the collections of this work and make sure that the students are using appropriate examples **(Revise/Refine)**
 * (E) ** 3.5 Students will present a digital portfolio of their examples using the AHEAD program. They will be grouped to produce a portfolio that represents each individual. The portfolio will be presented; both presentation and product will be graded separately with rubrics designed by the teacher. Following the presentation the students will participate in a brief question and answer session, regarding product. The cause and effect worksheet will be considered part of the presentation **(Evaluate)**
 * (O) ** 3.7 Students will be able to consider choices that will increase health status (3-4 days) **(Organize)** ||

**(H)** 4.2 Teacher will provide students with magazines, on-line advertisements and photos of individuals that have diseases that may have been avoided by healthy living. Students will move from station to station viewing these items. **(Hook)** **(E)** 4.3 Students will know about communicable and non-communicable disease, risk factors of smoking, benefits of exercise **(Equip)**, Students will use a [|KWL Chart] as a graphic organizer **(Explore)**, Think-Pair-Share: Involves a three step cooperative structure. During the first step individuals think silently about a question posed by the teacher. Students pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group **(Experience)** **(R)** 4.4 Example/ non-example: Given examples/non ‐ examples, students determine healthy vs. unhealthy behaviors (concept) and pass in written lists of example **(Rethink/Revise)**, Teacher will determine if the concept (healthy vs. unhealthy behaviors) is appropriate and provide written feedback **(Revise/Refine)** **(E)** 4.5 Students will be grouped and use the program; Comic Life, to create a 1 page presentation of healthy behaviors that may prevent disease. Both the presentation and product will be graded separately with rubrics designed by the teacher. Following the presentation the students will participate in a brief question and answer session, regarding product **(Evaluate)** **(T)** 4.6 Verbal-Linguistic: During the second step of Think-Pair-Share students will exchange thoughts with a partner. During presentation of product students will introduce product and participate in question and answer session Logical/Mathematical: Students will use a KWL chart as a graphic organizer Visual/Spatial: Students will work with Comic Life to produce a product Bodily/Kinesthetic: Students will move to different stations to view examples of disease (during hook) Intrapersonal: Students take time to think on their own about healthy vs. unhealthy living Interpersonal: Students will pair up to exchange thoughts. Students will be grouped to produce product. **(O)** 4.7 Students will be able to illustrate ways of disease prevention through Comic Life (4-5 days) **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that there are decisions regarding health that may increase or decrease health status **(Where)**, Healthy behaviors will decrease the likelihood of disease throughout life **(Why)**, // Students demonstrate behaviors to avoid or reduce health risks to self and others //**. (What)**

**(H)** 5.2 Students will be taken on a field trip to the local fitness center, they will be grouped up and encouraged to try different activities, both inside and outside, and have the opportunity to join in on a Zumba session. While visiting the fitness center each member of the group will take turns video recording the other members as they participate in the activities (video cameras will be provided by the school) **(Hook)** **(E)** 5.3 Students will know benefits of exercise **(Equip)**, Students will use a [|Goal-Reasons Web] as a graphic organizer, this organizer will be used for creating the Imovie **(Explore),** Students will be encouraged to try different activities, both inside and outside, and have the opportunity to join in on a Zumba session ** (Experience) ** **(R)** 5.4 Entrance/Exit ticket: Each student will be given a ticket to complete before leaving the room answering: What is the most important thing I learned today? What questions do I still have? These tickets can be given to the teacher when exiting the room or upon entering the next day. The teacher uses this information to guide the instruction ** (Rethink/Revise) **, Using the entrance/exit ticket the teacher will display answers to "What questions do I still have?" ** (Revise/Refine) ** **(E)** 5.5 Students will work in the same groups from the field trip to create a 4 minute Imovie that exhibits proper physical activities. They will present their movie to the class both the presentation and product will be graded separately with rubrics designed by the teacher. Following the presentation the students will participate in a brief question and answer session, regarding product **(Evaluate)** **(T)** 5.6 Verbal-Linguistic: During presentation of product students will introduce product and participate in question and answer session. Logical/Mathematical: Students will use the Goal-Reasons Web as a graphic organizer Visual/Spatial: Students will see and practice exercises at the fitness center Bodily/Kinesthetic: Students will see and practice exercises at the fitness center Musical/Rhythmic: Students will have the opportunity to participate in a Zumba session Intrapersonal: Students will fill out an entrance/exit ticket on their own Interpersonal: Students will work in groups to complete the Imovie Naturalist: Students will be taken on a field trip and participate in outdoor activities. **(O)** 5.7 Students will be able to exhibit ways to prevent disease with video recording from a field trip using Imovie (4-5 days) **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that there are multiple ways to prevent disease **(Where)**, Students should consider exercises that will benefit them throughout the stages of their development **(Why)**, // Students demonstrate behaviors to avoid or reduce health risks to self and others // **(What)**

** (H)  **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> 6.2 Teacher will invite a Nurse from the area to present information and answer questions about communicable and non-communicable diseases ** (Hook) **. ** (E)  **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> 6.3 Students will know sexually transmitted diseases, pathogens, communicable and non-communicable disease ** (Equip) **, Students will use a <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[|KWL chart] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> before creating an interview questionnaire ** (Explore) **, Students will create a questionnaire to be used in an interview process ** (Experience) ** ** (R)  **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> 6.4 Students will conduct interviews with at least two community members who have experience in living with disease. Students will use the questionnaires they created for this interview ** (Rethink/Revise) **, Teacher will interview student about his/her experience with the community member and discuss “things learned” ** (Revise/Refine) ** ** (E)  **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> 6.5 Students will start a blogger account; these blogs will explain the interviewing experience, what they learned, including the name of disease discussed and its symptoms and why it is important to know about these diseases. This will be done for two interviews ** (Evaluate) ** ** (T)  **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> 6.6 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Verbal-Linguistic: Student will conduct an interview <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Logical/Mathematical: Student will create a questionnaire before conducting an interview <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Visual/Spatial: Student will use the KWL chart as a graphic organizer <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Intrapersonal: Student will create a questionnaire on own <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Interpersonal: Student will conduct an interview <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Naturalist: Student will have the option to conduct an interview outside the classroom. ** (O)  **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> 6.7 Students will be able to blog about two different diseases after conducting interviews (3-4 days) ** (Organize) ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** (W)  **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> 6.1 Students will understand that there are multiple ways to prevent disease ** (Where) **, Students need to be aware of the diseases that they me susceptible to and the ways of preventing them ** (Why) **, // Students demonstrate behaviors to avoid or reduce health risks to self and others //** (What) **

2004 ASCD and Grant Wiggins and Jay McTighe