Myrna+R.+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?) Verbal: Physical:** [|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:**
 * Aural:
 * Logical:**
 * Social:**
 * Solitary**:
 * 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.You have traveled back in time. Ancient peoples are coming to you to explain how the sun comes up in the morning and why the stars are where they are in the night sky. You cannot possibly explain the universe scientifically, but you can metaphorically. Tell them a story. **(Hook)** 3.Students will know that myths helped ancient people explain the universe.(**Equip**)[|babylonian myth] [|more myths] 4.Students will plan a myth around a specific constellation using a storyboard. (**Explore/rethink**) Students will work in pairs to plan and organize a myth to explain how those stars got up in the sky - cooperative learning (**Experience/revise)** Product:Storyboard 5.(**Summative**) Students will produce a myth that fulfills the rubric for development of a myth.(**Formative)** Storyboard 6.**Visual:**Students will use different colored postits to indicate setting, climax, characters, theme and resolution of the myth. 7.Students will be able to imagine how various astronomers developed the theories they proposed..(**Empathize**)Product: Myth posted to a wiki page. Days: 4-6.(**Organize**) || =Facet 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that man's knowledge of the universe had changed over time.(**Where**)//Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.//**(What)**We need to be able to analyze how changes in technology can affect our lives.(**Why)**
 * Aural:** Students will listen to other myths to provide feedback on organization and storyline.
 * Verbal:** Students will read their myths to other students to receive feedback on organization and storyline.
 * Physical:**Students will be able to physically move postits to organize their storyboard.
 * Logical:**Students will organize their myth through the storyboard.
 * Social:**Students will work in pairs to develop their storyboard.
 * Solitary**: Students will be given the option to work alone or with a partner.

9.Traveling back to our time, you have the distinct privilege of meeting with scientists who have discovered information critical to discovering the way the universe works.**(Hook)** 10.Students will know that knowledge is incremental. **(Equip)** [|ancient history][|babylonian myth][|http://www.youtube.com/watch?v=qw7TvrBnnkc][|brief bios of astronomers] 11.Students will research 5 scientists over time and make a time line with their name, important discovery and how it changed man's understanding of the universe. (**Explore/Rethink)** Students will work in pairs to develop a time line on Inspiration. **(Experience/Revise)** Product - Time Line. 12.**(Summative)** Students will produce a time line that is accurate and informative. **(Formative)** Notes from research. 13.**Visual:** Students will use the Inspiration program to develop a time line. 14.Students will be able to describe the impact of astronomical knowledge to a society.**(Explain)** Product: Time line Days 4-6 **(Organize)** || =Facet 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand that man's knowledge of the universe had changed over time.(**Where**)Students will understand how man's knowledge of the universe has changed over time//.// **(What)**We need to be able to analyze how changes in technology can affect our lives.(**Why)**
 * Aural:** Students will listen to other students reasoning of the importance of scientific discoveries.
 * Verbal:** Students will discuss in pairs and then in groups of four, the importance of scientific discoveries.
 * Physical:** Students will be able to use props to support their view.
 * Logical:** Students will debate the impact of scientific discoveries in a small group setting.
 * Social:** Students will work in pairs and small groups.
 * Solitary:** Students will write a one paragraph essay on the scientist they feel had the greatest impact on man's knowledge of the universe.

16.When you return to our present time, the museum curators will ask you to prepare a model of the solar system, explaining how our understandings have changed over time. 17.Students will know that a model requires objects to conform to scale. **(Equip)**[|example of model] [|model ideas] 18.Students will work with a partner to develop a model of the solar system. **(Explore/Rethink).**Students will determine what type of model they want to develop. **(Experience/Revise)** Product: Model of solar system 19.**(Summative)** Student's model will accurately reflect the solar system to scale. **(Formative)** Write up of model with data used. 20.**Visual:** Students will produce a model of the solar system. 21.Students will create a model of the solar system.**(Apply)** Product - Model **(Organize)** (10 - 15 days) || =Facet 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15..Students will understand that different models can be used to help explain the solar system.(**Where**) Students will understand that some models are more effective than others in explaining the solar system.**(What)**We need to be able to analyze how different models allow for greater understanding.(**Why)**
 * Aural:** Students will listen to peers to determine the validity of their design.
 * Verbal:** Students will discuss the best methods of developing a model of the solar system
 * Physical:** Some students may decide to walk out the model on the school grounds.
 * Logical:** Students will determine what makes sense when making a model.
 * Social:** Students will work with a partner to develop ideas.
 * Solitary:** Students will reflect on the process and what they learned.

23.As a scientific consortium, we gather our knowledge together and share our understandings. You will be asked to post your findings on the class blog, read what others have written and decide which scientists you feel best reflect our changing understanding of our universe. 24.Students will know that because of a change in scientific understanding, civilizations have evolved.(**Equip)** Find Resources!!!!! 25.Students will analyze the blogs of their classmates to determine what changes were pivotal to civilizations.(**Explore/Rethink)** Working with a partner, they will determine which scientists they feel should be showcased for the museum presentation.(**Experience/Revise)** Product: blog entry. 26.**Summative** - Blog entry with justification of selection. **Formative -** List of choices. 27.**Visual-** Students will look at a timeline of scientific discoveries and place pivotal changes in civilizations. 28.Students will be able to document various astronomers' findings.(**Interpret)** Product: Blog entry **(Organize)** 3-4 days || =Facet 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand that a system is interrelated and interdependent.(**Where**)//Students will understand how different models can be used to explain the universe.//**(What)**We need to be able to understand that scientific understanding changes the way we live in the world. (**Why)**
 * Aural:** Students will listen to the discussion of others.
 * Verbal -** Students will read the entries of others.
 * Physical -** Students will make post -it notes on scientists and pivotal changes in civilization and post them on a time-line.
 * Logical -** Students will reflect on choices.
 * Social** - Students will work with a partner to determine the best choices.
 * Solitary** - Students will post their individual choices on a blog.

30.Children will be coming to our museum and you know that they get easily bored listening to presentations. To make sure that they learn also, you will develop a game that explains what systems are and how they are interdependent and interrelated. 31.Students will design a board game to reinforce information learned. **(Equip)** 32.Students will work in groups of four to design and develop the structure of the game.(**Explore/Rethink)** Students will play other groups games and comment on the learning taking place. **(Experience/Revise)** Product: Game. 33.Summative: Students will assess each others' work based on criteria of what was learned and how fun it was to play. Formative: Rubric is given and referred to as project is completed. 34.**Visual -** Students will design a game board that is attractive and engaging 35.Students will be able to recognize that the solar system is interrelated and interdependent. **(Perspective)** Product: Game **(Organize)** 5 - 10 days || =Facet 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students will understand that a system is interrelated and interdependent.(**Where**) Students will understand the definition of interdependent and interrelated//.//**(What)** We need to understand that what affects one affects the whole.(**Why)**
 * Aural-** Students will listen to advice and criticism about the game being developed.
 * Verbal -** Students will develop game cards to be used in the game.
 * Physical -** Students will play the game to determine what has been learned.
 * Logical -** Students will produce a game that moves in a logical way with appropriate consequences.
 * Social -** Students will listen to and give advice on how to improve their games.
 * Solitary** - Students will design their own board and card design.

37.Now you become the scientist. You are to take on the persona of a scientist you have studied. You will be interviewed and videotaped so visitors to our museum can understand what you have accomplished and how that has altered the course of civilization. 38.Students will role play interviews of one of the five scientists they have explored. **(Equip)** 39.Students will be on a panel with at least five other "scientists" to discuss their place in our understanding of the solar system.**(Explore/Rethink)**Students will be given ahead of time a list of questions that the interviewer is going to ask.**(Experience/Revise)** Panelists will have an opportunity to work together to develop answers that will help explain their influence on scientific understanding of the solar system. 40.Summative: Students will be assessed based on the quality of the questions and answers. Formative: Students will have the opportunity to revise based on input from other students and the teacher. 41.**Visual -** Students will find a representation of the scientist and appropriate photos. 42.Students will be able to infer a scientists perspective on his/her findings. **(Self-Knowledge)** Key Note with audio and music **(Organize)** 5 days. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36..Students will understand that man's knowledge of the universe had changed over time.(**Where**)//Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.//**(What)**We need to be able to analyze how changes in technology can affect our lives.(**Why)**
 * Aural -** Students will take a role either as the scientist or the interviewer.
 * Verbal -** Students will role play either the scientists or the interview.
 * Physical** Students will take on those roles listed above.
 * Logical -** Students will use sound reasoning for the arguments they make.
 * Social -** Students will interact with each other in a role play situation.
 * Solitary -** Students must prepare to be interview or be the interviewer.

2004 ASCD and Grant Wiggins and Jay McTighe