Lindsay+M.+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** (Real Life), **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. Students will research the prices of their top 10 favorite vehicles, in which they will determine the measures of central tendency and be able to describe the data **(Hook)**. 3. Students will know how to find the measures of central tendency, mean, median, mode, range, and how they are used to describe the center to data **(Equip)**. Visit [|Carprices.com] for an extended list of prices for any make and model vehicle. **(Resources)**. 4. Students will explore prices for their top 10 favorite vehicles. They will then describe the center of the set of data **(Explore/Rethink)**. Students will form groups of 4, each being assigned the role of being responsible for either learning how to find the mean, median, mode or range. At that point, 4 groups (one for each measurement) will form. When students have mastered the technique, they will return to their original groups to teach them how to find their measure (mean, median, mode or range). **(Experience/Revise)**. 5. Students will fill out an exit ticket at the end of day 1 explaining what they have learned from the day and list any clarifying questions. A graphic organizer will be evaluated at the end of day 1 that makes meaning of a given set of data **(Evaluate)**. 6. **Visual: Students will be looking at charts and graphs. Aural: Students will listening to their classmates as they present their findings. Verbal: Students will be sharing their findings with their peers. Physical: Students will rotate through stations reporting their findings, and listen to their peers. Logical: Students will be making calculations of the data. Social: Students will be interacting as they share their findings. Solitary**: Student will work independently to make meaning of the given set of data. 7. Student will be able to make meaning of data **(Interpret****)**. Product: Excel Spreadsheet. Days: 2. **(Organize)** || =Facet 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that data can be organized and represented in multiple ways **(Where)**. //Students use graphs and charts to represent, organize, interpret, and draw conclusions from data// //** (What **** ) **.// Students need to read statistics critically when making their own financial decisions **(Why)**.

9. Students will work in pairs, and will receive a tennis ball and a meter stick. They will guess how high the ball will bounce when dropped from a height of one meter, and test their predictions. Pairs will then drop the ball from several different heights, predicting the bounce height each time and discussing their findings **(Hook)**. 10. Students will know line graphs and scatter plots, and be able to read the information given to them in each organizer **(Equip).** Students will use their text book resource to give themselves a [|self-check quiz]**(Resources)**. 11. Students will examine a variety of line graphs and scatter plots and make predictions regarding each one **(Explore/Rethink)**. After examining a given organizer on their own, students will post their predictions to the class wiki, then report to a partner to discuss their prediction, and afterwards will reconvene as a whole class **(Experience/Revise)**. 12. Students will be assessed on an informal basis based on their group discussions, and self-check quizzes **(Evaluate)**. 13. **Visual: Students will examine a variety of data organizers. Aural: Students will discuss their predictions in small groups and as a whole class. Verbal: Students will justify their predictions in small groups as well as with the entire class. Physical: Students will engage in an experiment in which they are bouncing tennis balls. Logical: Students will record data in pairs, and will justify their predictions. Social: Students will work in pairs to conduct an experiment in the beginning of class. Solitary:** Students will work independently to make predictions using line graphs and scatter plots. 14. Students will be able to justify their predictions made using data organizers **(Interpret)**. Product: wiki posts, Days:1 **(Organize)**. || =Facet 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that data can be organized and represented in multiple ways **(****Where)**. //Students use graphs and charts to represent, organize, interpret, and draw conclusions from data// **(What)**. When reading graphs and charts students will be able to understand the information and be able to make their own real-life decisions based on the information they read **(Why)**.

16. Students examine examples of graphs from newspapers, magazines or the internet. Are these graphs straightforward and easy to understand? How could they be modified to be harder or easier to understand? **(Hook)**. 17. Students will know that data can be misleading **(Equip)**. Students will be provided with examples of misleading graphs from newspapers and magazines. They will then look online for a misleading graph to share with their classmates. Students will also complete a [|self-check quiz] **(Resources).** 18. Students will review different types of organizers, what elements they contain, and the best use of each **(Explore/Rethink)**. Students will work in a small group to examine a given organizer. The student then becomes an expert on that organizer, and will mix up with peers from another group, so that there is a different expert in each new group **(Experience/Revise)**. 19. Students will complete a self-check quiz online **(Evaluate)**. 20. **Visual: Students will examine data organizers. Aural: Students will listen to their peers as they share their expertise on their given organizer. Verbal: Students will share their expertise with their new groups. Physical: Students will work in small groups examining the content, and then will shift to becoming an expert in a new small group. Logical: Students will explain their reasoning for whether or not an organizer is misleading. Social: Students will work with a group to determine whether or not an organizer is misleading. Solitary**: Students will work independently on their self-check quizzes as well as collection of misleading organizers and explanations. 21. Students will be be able to aware of misleading statistics **(Self-Knowledge)**. Product: Self-check quiz, Days: 1 **(Organize)**. || =Facet 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that some data organizers are more appropriate for certain collections of data **(Where)**. //Students use graphs and charts to represent, organize, interpret, and draw conclusions from data// **(What)**. You can't believe everything in print. Students must be able to analyze data to understand what it is really telling them **(Why)**.

23. Students will be presented with a set of student quiz scores. In small groups, they will be prompted to discuss what the data reveals and how they could share the information with another group of students **(Hook)**. 24. Students will know how to construct several data organizers: pictograms, bar graphs, histograms, line graphs, scatter plots, line plots, pie charts, stem and leaf plots, and box and whisker plots **(Equip)**. Students will use Excel as well as the following links to create data organizers in digital form: [|Create a Graph], [|Box-and-Whisker Plots] , [|Stem-and-Leaf Plots] **(Resources)**. 25. Students will explore the measures of central tendency while looking at sets of data, and will learn how to make a variety of data organizers using pencil and paper as well as in digital form **(Explore/Rethink)**. Students formulate their own survey questions for their classmates and will collect data in a "round-robin" fashion. They will then examine sets of data and will learn how to represent the data using a variety of data organizers. At the end of every class students will share their organizers in another "round-robin" **(Experience/Revise)**. 26. Students will be assessed at the end of each lesson based on the organizer that they have completed **(Evaluate)**. 27. **Visual: Students will display data in visual form. Aural: Students will be sharing their results with classmates at the end of each class. Verbal: Students will present their organizers to a small group of peers. Physical: Students will be moving around the room in "round-robin" fashion to collect data as well as to display data. Logical: Students will need to collect data in an organized fashion, and create organizers using pencil and paper as well as a digital form. Social: Students will circulate the room in a "round-robin" to collect data, and will circulate again at the end of class to share results. Solitary**: Students will work independently to create their data organizers. 28. Students will be able to produce data organizers using pencil and paper as well as electronic technologies **(Apply)**. Product: Data Organizers (pencil/paper and digital), Days: 7-10 **(Organize)**. || =Facet 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that data organizers are used for collecting and presenting data, and can be interpreted in many ways **(Where)**. //Students use graphs and charts to represent, organize, interpret, and draw conclusions from data// **(What)**. Students will know how to effectively share data collections **(Why)**.

30. Students will have a choice to research prices of different types of cell phones or game consoles in which they will try to convince their parents to buy **(Hook)**. 31. Students will know which measures of central tendency and which organizers are most useful in which situations **(Equip)**. Using [|Glogster.com]students will create posters to persuade their parents to buy them a new electronic device **(Resources)**. 32. Via class discussion, students will fill in a graphic organizer (worksheet) for explaining the best uses for each type of data organizer **(Explore/Rethink)**. Taking 4-5 selected student's work, the remaining students will report to a small group where classmates will explain their measures of central tendency and why their organizer is most effective and return to their home groups to report out their findings **(Experience/Revise)**. 33. Students will be evaluated on their digital posters that will display the data organizer of their choice, as well as their organizer containing examples of when a certain organizer can be useful **(Evaluate)**. 34. **Visual: Students will be visually comparing the representations of different data organizers displaying the same data. Aural: Students will listen to their classmates as they discuss the benefits if using different types of data organizers. Verbal: Students will have the opportunity to discuss in groups the uses of different organizers, as well as to report out to small groups why a classmate chose a certain organizer to share with their parents. Physical: Students will be moving among groups to discuss uses for organizers. Logical: Students will examine a variety of organizers that display the same set of data, and will give an example of when each is most effective. Social: Students will be taking part in small group discussions as well as a whole class discussion. Solitary**: Students will research their device of choice, and create an organizer for their poster independently. 35. Students will be able to compare the uses of a variety of data organizers **(Perspective)**. Product: Digital Poster, Days: 1-2 **(Organize).** || =Facet 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that some data organizers are more appropriate for certain collections of data **(Where). //Students use graphs and charts to represent, organize, interpret, and draw conclusions from data// ** **(What).** If a student wants to share data, they should know what the most effective way of doing it **(Why).**

37. Students will try to convince their parents to buy them the gift of their choice, by convincing them of their academic integrity in math class! **(Hook)**. 38. Students will know the measures of central tendency and how to construct effective data organizers **(Equip)**. Students will use a [|persuasion map]to convince their parents to buy them their gift of choice, as well as using resources for creating a digital version of their data organizer **(Resources)**. 39. Students will revisit the types of data organizers and the appropriate use for each **(Explore/Rethink)**. They will use their grades to create an organizer as well writing a letter, that includes a rationale for the organizer, the data results, and a convincing argument for the gift of choice **(Experience/Revise)**. 40. Students will be assessed on their organizers and letters as well as an oral presentation **(Evaluate)**. 41. **Visual: Students will create their own data organizers and letters. Aural: Students will listen to their classmates presentations. Verbal: Students will give a presentation of their organizer and will give their rationale for choosing their organizer. Physical: Students will be able to work in their own space, moving around as needed in order to complete their assignment. Logical: Students will determine the measures of central tendency and will create the most effective organizer. Social: Students will share their final products. Solitary**: Students will work independently in creating their organizers and writing their letters. 42. Students will be able to assume the role of a statistician representing data in multiple ways **(Empathy)**. Product: data organizer, letter and oral presentation, Days: 2 **(Organize)**. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that data organizers are used for collecting and presenting data, and be interpreted in many ways **(Where)**. //Students use graphs and charts to represent, organize, interpret, and draw conclusions from data// **(What)**. Data organizers can be very powerful tool in sharing data and statistics. Students will know the best way to present their data to please their audience **(Why)**.

2004 ASCD and Grant Wiggins and Jay McTighe