S3+Bates,+Tristan

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), **What** (MLR) and Product
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * 7. (O)** **Organize** (Facet of Understanding - Students will be able to ...)

=Lesson 1= 2. Math rap video. **(hook)** 3. Students will know the definition of function, graph and equations **(equip)**. I will use a step-by-step chart to help the students work on defining the formula for the velocity of a rolled ball. **(explore)** I will have the students work together to find the time it takes an object to roll a certain distance. **(experience)** 4. First I will allow students to discuss what they think will will happen (ball speed up, slow down, stay constant) and what each graph would look like. **(rethink)** Next I will have the students get into groups and have them roll balls and time them over certain distances and use the information to find a formula. **(revise)**. Students will discuss what they found about velocity and formulas. **(rehearse)**. I will collect the assignment and give feedback. **(refine)** 5. To evaluate I have the students find a formula for velocity and make a graph. **(evaluate)** 6. **Verbal:** By working with the definitions of words I will appeal to verbal students. 7. Derive a graph from an equation. **(explanation)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that functions and graphs are related. **(where)** This lesson is important because students will learn how graphs and functions relate to the real world. **(why) //Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.//** **(what)** Product: Graphs depicting the velocity of an object from equations using spreadsheet.
 * Logical:** By using math this lesson uses logical.
 * Visual:** The math rap at the beginning will be visual.
 * Intrapersonal:** The students are going to work alone for a while during class.
 * Interpersonal:** The group activity will help the students work together.
 * Natural:** We are finding the equation for velocity.
 * Musical:** The math rap will help engage the musical students.

9. Funny saying/graph using all the concepts. **(hook)** 10. Student will know the definitions of range, zeros, intercepts, and maximum and minimum values. **(equip)** Students will use a T-chart to keep the different terms separate and to learn the information. **(explore)** When students have worked by themselves for a while I will have them do a circle the sage exercise. **(experience)** 11. First we will have a class discussion on the terms and get some idea of what the students think the words mean. **(rethink)** I will next have the students fill out a T-chart with the terminology. **(revise)** Students will then discuss the concepts with each other in the circle the sage. **(rehearse)** I will have the students use excel to figure out how to change a graph using the concepts discussed in the day. **(refine)** 12. By using excel the students will make graphs that fit certain parameters. **(evaluate)** 13. **Verbal:** The different concepts and definitions will appeal to verbal learners. 14. Use concepts such as range, zeros, intercepts, and maximums and minimum values. **(application)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Functions and graphs are related. **(where)** This lesson will help students see that a graph can tell you a lot of information. **(why)** **//Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.//** **(what)** Product: T-charts and graphs using excel.
 * Logical:** By using math this lesson uses logical.
 * Visual:** Making the graphs will help the visual learners.
 * Intrapersonal:** The students will work alone for a while before working in groups.
 * Interpersonal:** The sage activity will allow students to talk among themselves.
 * Physical:** By using the sage activity the students will get up and move.

16. Power = work/time etc. **(hook)** 17. Students will learn vocabulary including slope and intercepts. **(equip)** They will use an observation chart to determine what changing m or b does to a graph. **(explore)** The students will use a three step interview to help fellow students that may be having trouble. **(experience)** 18. First we will discuss what the students think changing m and b will do to a graph. **(rethink)** Then the students will use an observation chart to learn what m and b do to a graph. **(revise)** Then the students will find a partner and discuss how they would make graphs look a certain way. **(rehearse)** The students will use excel to help them see what b and m do to a graph. **(refine)** 19. The students will be using excel to see how m and b effect a graph. **(evaluate)** 20. **Verbal:** By having the students learn the vocabulary I will get the verbal learners interested. 21. Interpret the characteristics of functions using graphs, tables, and algebraic techniques **(interpretation)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. There is more than one way to solve an equation. **(where)** This lesson is important because it will help show students that there is more than one right way to solve a problem. **(why) //Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.//** **(what)** Product: Graphs made using excel and graphing calculators.
 * Logical:** By using math this lesson uses logical.
 * Visual:** The graphs provided by excel will help the visual learners.
 * Intrapersonal:** The activity where the students write their observation charts will be done alone.
 * Interpersonal:** When the students work with a partner and at the beginning of the class.
 * Natural:** I can help engage the natural learners by making references to slopes of hills and mountains.
 * Physical:** The physical students will stay engaged when they move around for group work.

23. bad pun about graphs dating equations **(hook)** 24. Students will learn about more vocabulary. **(equip)** We will use a step-by-step worksheet to make some graphs from equations. **(explore)** Then students will use a think-pair-share discussion to talk about ideas with other people in the class. **(experience)** 25. I will have the students develop what they think the differences and similarities between graphs and equations are. **(rethink)** Then I will have them work on a sheet of equations. **(revise)** They will then talk about the equations and graphs with a partner. **(rehearse)** I will allow students to come up to the SmartBoard and put their ideas down as well as make some graphs. **(refine)** 26. I will use SmartBoard to introduce the topics and make graphs. **(evaluate)** 27. **Verbal:** I will help the verbal learners by dealing with vocabulary. 28. Compare how graphs relate to equations **(perspective)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Functions and graphs are related. **(where)** This lesson is important because it will show students that there is more than one right way to solve a problem. **(why)** **//Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.//** **(what)** product- worksheet and SmartBoard
 * Logical:** By using math this lesson uses logical.
 * Visual:** Working on the SmartBoard will help the visual learners.
 * Intrapersonal:** Being able to work alone for a while will help the intrapersonal learners.
 * Interpersonal:** By working in pairs and then as the whole class the interpersonal learners will benefit.
 * Physical:** The physical learners will stay engaged because they will be getting up and moving to the SmartBoard.

30. xkcd comic **(hook)** 31. Students will learn the graphs of the basic functions. **(equip)** I will have the students work on T-charts to help understand each of the unique graphs. **(explore)** I will use a jigsaw group activity to allow the students time to work together. **(experience)** 32. First I will have the students guess which graph matches with which equation. **(rethink)** I will then have them work on T-charts to help them understand the different graphs. **(revise)** By using a jigsaw activity I will have my students discuss the graphs and work on a worksheet. **(rehearse)** Lastly the students will take a matching jeopardy quiz on the SmartBoard in teams of five. **(refine)** 33. I will use both the worksheet and the SmartBoard quiz to determine where the class is. **(evaluate)** 34. **Logical:** By using math this lesson uses logical. 35. Recognize the graphs of the basic functions **(self-knowledge)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. There is more than one way to solve an equation. **(where)** This lesson is important because it will help students recognize the basic functions. **(why) //Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.//** **(what)** product: short quiz on the SmartBoard
 * Visual:** By doing a quiz on the SmartBoard I will engage the visual learners.
 * Intrapersonal:** I am having them work alone on the T-charts.
 * Interpersonal:** After working alone they are taking a jeopardy quiz in groups.
 * Musical:** During the jeopardy quiz I will have different sounds play.
 * Natural:** I will dicuss where some of the equations can be found in nature.
 * Physical:** I will include physical by having the students move around to answer the SmartBoard.

37. xkcd comic (**hook)** 38. Students will use terminology that we have already covered and expand on it. **(equip)** They will work on an idea wheel to help them gather their thoughts on how graphs are useful in the real world. **(exlpore)** The students will use a round robin activity to share their ideas. **(experience)** 39. First students will think about ways that they think graphs can be used in real life. **(rethink)** Next they will work on their idea wheel. **(revise)** They will discuss these wheels in a round robin fashoin. **(rehearse)** Then they will give presentations that we have been working on for a while. **(refine)** 40. I will use their presentations to evaluate them. **(evaluate)** 41. **Verbal:** The presentation will be good for verbal people. 42. Consider how graphs are used in the real world. **(organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Graphs are useful in the real world. **(where)** This lesson is important because it links graphs to the real world. **(why)** **//Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.//** **(what)** Product- Stock Graph/Presentation - wikispace.
 * Logical:** By using math this lesson uses logical.
 * Visual:** In the presentation the students have to provide graphs.
 * Intrapersonal:** At the beginning of the class they are going to work independently for a little bit.
 * Interpersonal:** The round robin activity will be interpersonal
 * Physical:** During the presentation they will have to get up and move around.

2004 ASCD and Grant Wiggins and Jay McTighe