Jen+F.+Stage+3

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each part must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|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.
 * 1. (W)** **Where** (Students understand that....), **Why**, **What** (MLR) Which ones from Stage 1?
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...) and Resources (Include Web resources)
 * 4. (E) Explore/****(R)** **Rethink** ([|Graphic Organizer], [|Checking for Understanding]) **Experience/****Revise** ([|Cooperative Learning] Feedback Loop - use checklist, rubrics), **Rehearse,** and **Refine** (after getting some type of feedback )
 * 5. (E-2)** **Evaluate** (Formative/Summative Assessment) Which one from Stage 2?
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe (total minutes? over how many days? over the length of the unit?)

=Facet 1= 2. Teacher introduction of a variety of measurement tools and a short discussion of how and why we use them. Teacher will distribute the tools in work areas around the classroom (**Hook**). 3. Students will know terms same/different, bigger/smaller, taller/shorter, heavier/lighter. Resources: A variety of measuring tools and non-traditional measuring tools (**Equip**). 4.Students will explore a variety of measurement tools independently after introduction of the tools/terms by the teacher (**Explore/Rethink**). Children will explore measurement tools in small groups (**Revise/Refine**/**Experience**). 5. Formative: Teacher will observe children using a variety of non-traditional measurement tools and document on monthly Individual Observation form and transfer to the Creative Curriculum Continuum (**Evaluate**). 6. (**Tailor**) Visual: Hands-on manipulation of objects Aural: Listening to terminology from teacher/students Verbal: Sharing own knowledge with peers Physical: Hands-on manipulation of objects Logical: Construction of knowledge through exploration of tools Social: Small group discussions/exploration Solitary: Individual use of objects with or without one on one support from teacher 7. Students will be able to consider the variety of ways that numbers and measuring tools are used (**Empathy/Consider**). Product: Observation of child's interaction with numbers and measuring tools. Days: Four, with ongoing observations (**Organize**). || =Facet 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that numbers can be used to represent multiple uses (**Where**)//.// //The early learning environment should provide young children with rich opportunities to discover fundamental mathematical concepts and math's relevance to daily life// (**What**). Students will begin to be able to "measure" and group and/or count objects in their lives (**Why**).

9. We will talk about what it means to "measure" and decide as a group what we will use to measure our plants. We will practice measuring together and take a picture of our plant (**Hook**). 10. Students will know terms taller/shorter, numeral recognition and concept of quantity. Resources: Plants, measuring tool, weekly log, camera and tri-pod (**Equip**). 11. Students will independently measure plants, with prompt from the teacher and write the measurement in the weekly log (**Explore, Rethink**). Students will pair up to tell a friend about their plant and measurement (**Experiment**). 12. Formative: Weekly log. Teacher will review weekly log and document discussions on Individual Developmental Observation which can be transferred to the Creative Curriculum Continuum (**Evaluate**). 13. (**Tailor)** 14.Students will be able to exhibit an understanding of quantity and recognize numerals (**Apply/Self Knowledge**). Product: Pictures of plants and weekly log. Days: Once per week for one month (**Organize**). || =Facet 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand that numbers are concepts that represent quantities and sequences (**Where**). //The early learning environment should provide young children with rich opportunities to discover fundamental mathematical concepts and math's relevance to daily life// (**What**).Students will expand upon their abilities to "measure" and group and/or count objects in their lives (**Why**).
 * Visual:** Documentation in the weekly log. Using the camera to take picture of the plant.
 * Aural:** Discussions with peers and teacher.
 * Verbal:** Discussions with peers and teacher.
 * Physical:** Manipulation of the measuring tools. Fine motor practice with writing tools and camera use.
 * Logical:** Discussing the idea of "quantity" and allowing children to explore this concept independently, in pairs and with teacher support. Use of the camera.
 * Social:** Sharing observations with peers. This is a small group activity.
 * Solitary**: Weekly log, measurement of own plant. Taking the picture.

16. Today we will ask you questions about your plant and record your voice with the computer. When we are done we will play it back to you (**Hook**). 17.Students will know key facts: same,different, some numeral recognition and vocab: the names of numbers/numerals. Terms same/different, bigger/smaller taller, shorter. Resources: Garage Band, questionnaire (**Equip**). 18. A teacher will ask the child questions about his/her plant and audio record onto Garage Band (**Experience, Rethink**). The teacher will play back the recording and allow the child to listen to it (**Revise, Refine**). 19. Formative: Audio recording. Teacher will listen to audio answers to determine learning, which she can document on the Individual Developmental Observation form, which can be transferred to the Creative Curriculum Continuum (**Evaluate**). 20. (**Tailor**) 21. Students will be able to exhibit an understanding of quantity (**Explain**). Students will be able to consider the variety of ways that numbers and measuring tools are used (**Empathy**). Product: Teacher will document audio answers on the Individual Developmental Observation form.Days: One time per week, four weeks total (**Organize**). || =Facet 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand that numbers are concepts that represent quantities and sequences (**Where**).//The early learning environment should provide young children with rich opportunities to discover fundamental mathematical concepts and math's relevance to daily life// (**What**).Students will expand upon their abilities to "measure" and group and/or count objects in their lives (**Why**).
 * Visual:** Student can watch the visual reproduction of their audio recording on Garage Band
 * Aural:** Listening and responding to verbal questions from the teacher.
 * Verbal:** Sharing learned information verbally.
 * Physical:**Manipulation of the tool.
 * Logical:** Processing information to generate answers. Introduction to the audio recording.
 * Social:** Developing attention span and focus as child interacts one on one with the teacher.
 * Solitary**: Responsible for independent answers.

23. What color are our flowers? Today we're going to make a graph together that shows what color our school flowers are (**Hook**). 24.Students will know Critical concepts: matching, sorting, grouping. Resources: Pictures of flowers for children to color. Graph board (**Equip**). 25. We will gather as a group and I will ask students to predict which flower color we have the most and least of. We will discuss which colors that we have. Children will individually color their flower and then join the large group to post it on the graph (**Explore, Rethink**). We will discuss which color there is the most of, how many there are of each color and which color has the least or fewest (**Experience, Revise**). 26. Graph. Teacher will use the Individual Developmental Observation form to document discussions by children and transfer as needed to the Creative Curriculum Continuum (**Evaluate**). 27.**(Tailor). Visual:** Visual graphic and hands on project 28. Students will be able compare objects from one or more groups with differing attributes (**Perspective**). Students will be able to make sense of objects of differing attributes in order to create groups (**Interpret**). Product: Graph. Days: One (**Organization**). || =Facet 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand that objects that share one or more attributes can be put together to make a group (**Where**). //The early learning environment should provide young children with rich opportunities to discover fundamental mathematical concepts and math's relevance to daily life// (**What**).Students will expand upon their abilities to "measure" and group and/or count objects in their lives (**Why**).
 * Aural:** Following verbal prompts.
 * Verbal:** Sharing of knowledge verbally.
 * Physical:** Hands-on activity.
 * Logical:** Processing concept of graphing.
 * Social:** Turn taking, group discussion, gathering of group information
 * Solitary**: Responsible for individual flower and placement on graph

30. We will read this book (__Planting a Rainbow__) and I will teach you a song about plants (Pitter Patter). Then we will talk about what you hear in the story and song (**Hook**). 31. Students will know concepts of living and growing. Resources: Book: __Planting a Rainbow__ (**Equip).** 32. We will sing the chant of Pitter Patter together which describes the growth of a flower from a seed. Then we will sing it a second time and pretend we are a bulb (**Explore, Rethink**). Then we will read the story about a plant being grown and we will have a discussion (**Experience**). 33. Formative: Teacher will document quotes from the children on the Individual Developmental Observation form which can be transferred to the Creative Curriculum Continuum (**Evaluate**). 34. (**Taylor**) 35. Students will be able to discuss what a plant needs to live and grow (**Interpret**). Product: Individual Developmental Observations of children interacting with the activities and learning. Days: 1 (**Organize**). || =Facet 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that plants need sun, food, water and air to live (**Where**). //A rich science curriculum provides children with the tools and techniques of early science inquiry, and stimulates them to construct theories and knowledge about the world around them through every day experience// (**What**). Students will expand their knowledge of and respect for their environment. (**Why**).
 * Visual:** The pictures of the story
 * Aural:** Listening to the story. Participating in the chant.
 * Verbal:** Participation in the discussion.
 * Physical:** Motions during the chant.
 * Logical:**Sequencing the growth of the flower
 * Social:**Large group activity.
 * Solitary**: Individual responses to discussion.

37. We are going to plant seeds to grow our plant today (**Hook**). 38.Students will know concepts of living and growing. Resources: Planting supplies (Soil, water, seeds, pots, scoop) (**Equip**). 39. We will plant our seeds into the dirt (**Explore**). Then we will water them and place them in the sunny window (**Refine**). We will discuss what we have done and what the plant needs to grow (**Experience)**. 40. Formative: Teacher will assist students in the ongoing digital photographing of the growing plants, which will be put on the digital recording. Students will care for their plants. Teacher can take the information and transfer it to the Creative Curriculum Continuum (**Evaluate**). 41. (**Taylor**) Aural: Following verbal directions. Verbal: Sharing knowledge during discussion. Physical: Planting the flower. Using the camera. Logical: Sequencing the events of the growth. Working the cameral. Social:Turn taking, sharing, small group work. Solitary**: Taking the pictures. Planting own flowers. 42. Students will be able to demonstrate their understanding of what a plant needs to grow and live (**Explain**). Product: Digital Recording. Days: Initial planting and then ongoing care and photography of plant during four week unit (**Organize**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that plants need sun, food, water and air to live (**Where**). //A rich science curriculum provides children with the tools and techniques of early science inquiry, and stimulates them to construct theories and knowledge about the world around them through every day experience// (**What**). Students will expand their knowledge of and respect for their environment. (**Why**).
 * Visual: Observation of the plant growing.

2004 ASCD and Grant Wiggins and Jay McTighe