Linnea+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. Show a clip of a Nova program from [|Teachers Domain] about exploring ecosystems (**Hook)**. 3. Students will know terminology of ecology: dynamic equilibrium, biotic, abiotic, species, population, density, resource **(****Equip).** For information that is useful in identifying organisms, go to: [|enature] and [|Maine Wildlife Species Information]. For examples of conducting research, go to [|Vital Signs], and [|Cornell Citizen Scientist] **(Resources)**. 4. Students will record data digitally, using digital still and video cameras. As a class, they will construct an online spreadsheet, compiling their data in appropriate columns. The criteria for the categories will be determined collectively by the students. **(Explore)** Students will write journal entries in their computer lab notebooks, responding to the following prompts: What did I learn? I learned that. . . I learned how to. . . Give examples **(Rethink)** The team component of Team->solo **(Experience/Revise)** Students will rehearse the inventory procedure as teams, and then perform individual inventories as homework. **(Rehearse)** 5. Students will use the journal entries in (4) as formative assessment, also. **(Evaluate)** 6. **Visual:** Students will i**dentify animals and plants by tracks, sign and sight, abiotic factors by sight****.** Aural: Students will **identify animals by song and sound.** Verbal: Students will discuss their observations during Team portion of Team-> Solo 7.Students will be able to describe biotic and abiotic factors in a local ecosystem.**(Explain).** Product: Google Docs spreadsheet. Days: 2-3 **(Organize).** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that an ecosystem is composed of a variety of components, both biotic and abiotic **(Where).** //Students describe and analyze the interactions, cycles, and factors that affect short-term and long-term ecosystem stability and change// (What). All life is interconnected, whether you are aware of it or not **(Why).**
 * Physical:** Students will explore by wandering around the practice ecosystem.
 * Logical:** Students will use the Describing Wheel to organize and classify components of ecosystem.
 * Social:** Students will share, compare and contrast findings during Team portion of Team-> Solo
 * Solitary:** Students will collect data individually, and reflect individually on Team discussion during Solo portion of Team-> Solo

=Facet 2=

11. ** Students will construct food webs based on the components of their individual ecosystems, using Inspiration software on their computers. They will pay special attention to describing the nature of the connections between components **(Explore).** After working individually, students will pair and share their webs using **(Rethink).** Students will revise the individual webs, using feedback from pair – share **(Revise).** Match terminology with components of webs (heads-together) **(Refine)** ** Aural: ** Students will listen to recordings of birds as they work. ** Verbal: ** Students will discuss their rationale for connecting species during pair share. ** Physical: ** Students will manipulate the concept boxes in Inspiration maps. ** Logical: ** Students will list components of their ecosystems to be included in their webs. ** Social: ** Students will compare their explanations during pair share. ** Solitary ** : Students will initiate food web design individually. ** 14. ** Students will be able to illustrate the relationships in the ecosystems **(Interpret** ** ). ** Product: Annotated Inspiration food web. Timeframe: 1 day ** (Organize **** ). ** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** 8. ** Students will understand that ecological balance can be cyclic or directional (**Where****)**. // Students describe and analyze the interactions, cycles, and factors that affect short-term and long-term ecosystem stability and change // (What). Interactions between organisms may be for transfer of energy (food), protection, or reproduction. The degree of interdependence between species can vary **(** ** Why **** ). **
 * 9. ** Students will brainstorm types of relationships in the food Web using Inspiration software **(Hook).**
 * 10.** Students will know the following terminology: symbiotic relationships, predator, prey, cycles of matter, cycles of energy, niche, carrying capacity, exponential growth, logistic growth ** (Equip). ** They will use the digitized data collected from ecosystem observations. They will use the Inspiration software on their computers, their textbooks, and information from [|Maine Department of Inland Fisheries and Wildlife] **(Resources).** **
 * 12. ** A team concept map on Inspiration software will be the formative assessment **(Evaluate).**
 * 13. V **** isual: ** Students will use images from data collection in constructing food webs.

=Facet 3=

** 18. ** Students will their review their digitized data and brainstorm hypotheses **(Explore).** Using Inspiration software, students will map out two possible experiments, including variables and controls **(Rethink).** Students will get feedback from colleagues in a Pair-Share of 2 hypotheses per student **(** ** Revise). ** Students will consider feedback from colleagues (Pair-Share) in preliminary revision of experimental design **(** ** Refine). ** ** Aural: ** Students will listen to other students experimental design proposal. ** Verbal: ** Students will articulate suggestions and feedback to colleagues. ** Physical: ** Students will manipulate the concept boxes in Inspiration maps. ** Logical: ** Students will analyze proposed experimental designs. ** Social: ** Students will interact with each other during Pair-Share. ** Solitary ** : Students will initiate creation of their experimental designs. ** 21. ** Students will be able to design and carry out an experiment that (reversibly) perturbs the ecosystem **(Apply).** Product: entries in Google docs spreadsheet. Timeframe: 1 day ** (Organize). ** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** 15. ** Students understand that it is necessary to test their ideas **(Where).** // Students describe and analyze the interactions, cycles, and factors that affect short-term and long-term ecosystem stability and change // (What). This is the difference between science and random thought. Scientists, and people doing science, test their ideas **(** ** Why). **
 * 16 **** . ** Students will be asked to review their journal entries from Facet 1 **(Hook).**
 * 17. ** Students will know the characteristics of experimental design: variable, control, specificity. **(Equip).** Inquiry toolkit handout **(Resources).**
 * 19. ** Students will post their hypotheses, variables, and controls on a Google docs spreadsheet that I review as a formative assessment **(Evaluate)**
 * 20.Visual: ** Students will create a map of experiment components.

=Facet 4=

** 26. ** Individual lab notebooks will be assessed for summative assessment ** (Evaluate). ** ** 27. Visual: ** Students will create a map of cause and effect. ** Aural: ** Students will listen to other students’ cause and effect/correlation analyses. ** Verbal: ** Students will articulate suggestions and feedback to colleagues. ** Physical: ** Students will manipulate the concept boxes in Inspiration maps. ** Logical: ** Students will analyze proposed correlation/cause and effect. ** Social: ** Students will interact with each other during Pair-Share. ** Solitary ** : Students will individually complete Persuasion Map. ** 28. ** Students will be able to perform an in-depth analysis, //including basic statistics// // – Math component) . // **(Perspective)**//.// Product: Lab notebook of completed experiment. Timeframe: 5 days, including a weekend. Math integration will occur in class during this time. ** (Organize). ** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** 22. ** Students understand how a specific ecosystem reacts when components are changed ** (Where). ** // Students describe and analyze the interactions, cycles, and factors that affect short-term and long-term ecosystem stability and change // (What). A population's size is limited by a number of factors including: availability of food, shelter, and number of predators **(** ** Why). **
 * 23. ** Have the cover page from the [|Here’s the Scoop pdf] **(Hook).**
 * 24. ** Students will know terminology: herbivore, omnivore, overpopulate, source of energy, physical environment, ** (Equip) ** . Students will make wordles from terminology and definitions . [|Wordle.net,] [|Eduplace.com] **(Resources).**
 * 25. ** Students will work in pairs and use Inspiration to make maps of correlation/cause and effect, based on documentation in their lab notebooks.**(Explore).** Still working in pairs, students will make Venn diagrams. They will list the proposed regulations in the center and the positive and negative outcomes on the sides ** (Rethink) ** Student pairs will present [|Venn diagrams] to class for feedback **(Rehearse).** Students will then individually complete [|Persuasion Map] **(Refine)** //(after getting some type of feedback - maybe enter their// // correlation/cause and effect analyses in Google spreadsheet //// – Math component ). //

=Facet 5=

** 32. ** Students will identify the 6 main points of their wiki, usingthe [|Inverted Triangle] **(Explore).** Students will revise the focus of their wiki to 3 main points, by cutting and pasting the Inverted Triangle **(** ** Rethink). ** ) Students will screen drafts of wikis in small groups, while colleagues notate Product rubric for feedback **(** ** Rehearse). ** Students will incorporate feedback in next edit of wikis **(** ** Refine) ** . ** 33 **** . ** Formative Assessment - Blog entries - What is your opinion about the inventory of the components of the ecosystem? Why do you feel that way? What is challenging you right now? Why? What are your ideas for overcoming it? **(**** Evaluate) ** ** Aural: ** Students will listen to scripts of wikis. ** Verbal: ** Students will articulate conflicts between beliefs and results. ** Physical: ** Students will cut and paste components of Inverted Triangle. ** Logical: ** Students will analyze personal conflicts between beliefs and results. ** Social: ** Students will view and critique wikis collaboratively. ** Solitary ** : Students will reflect individually in their blogs, using the prompts. ** 35. ** Students will be able to report in a form suitable for presentation to a town Planning Board **(Empathize).** Product: wiki. Timeframe: 1 ½ days ** (Organize). ** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** 29. ** Students understand that not all components in an ecosystem can (or should) be controlled ** (Where). ** // Students describe and analyze the interactions, cycles, and factors that affect short-term and long-term ecosystem stability and change // **(What)**. To what extent should humans influence an ecosystem **(** ** Why)? **
 * 30. ** Projection of - Attack of the Goslings photo **(Hook).**
 * 31. ** Students will know the sequence of ecological succession ** (Equip). ** You Again? [] **(Resources)**
 * 34. Visual: ** Students will view draft of wikis.

=Facet 6=

** 38. ** Students will know terminology: biodiversity, invasive species, conservation biology, sustainability **(** ** Equip). ** Textbook, Teacher’s Domain **(Resources).** ** 41. Visual: ** Students will create a Venn Diagram – Should Influence vs Shouldn’t Influence**,** with reasons in the center. ** Aural: ** Students will listen to other students reasons for choices in Venn Diagram. ** Verbal: ** Students will articulate suggestions and feedback to colleagues. ** Physical: ** Students will manipulate the components in the Venn diagrams. ** Logical: ** Students will analyze proposed stances. ** Social: ** Students will interact with each other during Pair-Share. ** Solitary ** : Students will revise personal stances.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * ** 36. ** Students understand to what extent humans should influence an ecosystem ** (Where) ** . // Students describe and analyze the interactions, cycles, and factors that affect short-term and long-term ecosystem stability and change // (What). To what extent should humans influence an ecosystem **(** ** Why) ** ?
 * 37. ** Projection “Witnessing Environmental Change” on Teacher’s Domain **(Hook).**
 * 39. ** Venn Diagram – Should Influence vs Shouldn’t Influence**,** with reasons in the center.**(Explore).** Students will pair up and create single Venn diagram **(Rethink).** Student pairs will form groups of 4 and create single Venn diagram. Students then work individually to produce revised individual Venn diagrams **(** ** Revise). **
 * 40. ** Summative Assessment ** (Evaluate). **
 * 42. ** Students will be able to state personal bias and its possible influence on the conclusion **(Self-knowledge).** Product: disclaimer page/biography page . Timeframe: 2 days. ** (Organize) ** ||

2004 ASCD and Grant Wiggins and Jay McTighe