S3+Bubier,+Rebecca

=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. Gaia hypothesis testament (hook). 3. Students will know Earth's cycles, water, carbon, nitrogen and energy cycle and all terms related to those cycles. (equip) Students will use their rubric to organize what they are going to say and do for their wiki. (Explore) Students will create body maps of the cycles with groups to show how they work (experience) 4. Students will switch their body map roles, and try all of the different cycles. (Rethink) They will have a chance to go back to their least favorite cycle (revise) Then the group would present it to the class as a wiki page, with graphics and links (rehearse) 5. Students will write in their journals about what they did and how much they learned. (Evaluate) 6. Linguistic – students will be using language and reading skills with the body map activity. They will be using those skills to create the wiki. Logical – Mathematical – students will have an opportunity to take a very visual and kinesthetic activity and turn it into an outline of the most important information. Spatial – there will be pictures on one of the note cards for every group. They will be able to visualize the cycle as they are moving and use the pictures on the cards for reference. Bodily – Kinesthetic – students will be moving around the room as a cycle, they will be using their bodies to create pieces and parts of the cycle. Musical – music will be incorporated similarly to musical chairs. When the music stops, the students will stop and they will evaluate their roles in the cycle. Interpersonal – students will be working in the groups with their cycle-mates. Intrapersonal – students will be completing the blog in pieces by themselves. They will eventually combine the information, but can break it up into parts and complete it on their own. Naturalist – students will be studying earth cycles, something that occurs everywhere in the natural world. (tailor) 7. Illustrate their knowledge of the earth's cycles, and how they interact with each other. (organize) || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1 (Where) Everything in the Earth's systems are related in several ways, to pollution, energy consumption and climate change (Why) Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-terms changes to the earth. (What) Describe significant Earth resources and how their limited supply affects how they are used. Product: Wiki

9. Passage from "Sacred Balance" by David Suzuki (Hook) 10. Students will know Earth's cycles, water, carbon, nitrogen and energy cycle and all terms related to those cycles (Equip). Artwork and human interaction (Explore). partners (experience). 11. Students will be teaching the class about cycles, after they created a recording of a type of art that connects humans to the disruption of earths cycles. (Rethink, Revise, Rehearse, Refine). 12. Students will be evaluated on a checklist, and they will evaluate themselves and others on the same rubric, scores will be compared and recorded (evaluate). 13. Linguistic – students will be talking to record the description of their piece of art, or recording their piece of art. They will be having a discussion about earth cycles before we get the activity going. Spatial – students will have the opportunity to create a visual representation of the cycles. They can choose one, or do more than one. Musical – students will have the opportunity to create a song or integrate music with reading a poem or describing a piece of art. Bodily – Kinesthetic – students will have the opportunity to create a song and then dance to it. They can treat the project as an interpretive dance or they can make some sort of kinesthetic visual. Either way, it requires them to be up and moving. Interpersonal –students will be working on their audio art with a partner Intrapersonal – students will be working on their own while we are having the discussion of earth’s system and the human body. They will be sharing their own thoughts and opinions. Naturalist – students will be talking and working with the connection of nature to the human body in the form of earth’s systems and cycles. (tailor) 14. Compare cycles and how they work together and how they work separately. (organize) || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Everything in the Earth's systems are related in several ways, to pollution, energy consumption and climate change (where). A more in depth conversation of other earth cycles and systems, including carbon, rock, energy and nitrogen cycle, a connection to Gaia hypothesis and pollution why). Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-terms changes to the earth. (What) Product: Garage band (song or recording)

16. (engage) hook - http://youtube.com/watch?v=Kc-Kwz83O3w video about earth spheres and earth systems. 17. Students will know Earth's spheres: lithosphere, hydrosphere, biosphere, atmosphere and how they work together (equip). Graphic organizer of the layers of the spheres (explore). Jigsaw, each will get a specific sphere (experience). 18. Students will talk in class about what they learned, and ask any questions of the expert group (Rethink). Students will be able to revise their graphic organizer (Revise) Students will refine brochures before they put that information on the web. Their brochure will be a trial and then they will create some sort of digital representation of their brochure to share with the world. 19. Students will share their brochures with the class and also their digital presence. They must make this a creative presentation and have rubrics on the web quest that I will use to evaluate them. (evaluate). 20. Linguistic - students will be writing and reading while creating their graphic organizer and copying information from the board and the picture on the board. Logical - mathematical - students will be categorizing the spheres in location to the Earth's crust and core. Spatial intelligence - Students will be working with a picture on the board and then will create a visually educational way to teach people about climate change. Bodily-kinesthetic - Students will be using the computer to create a brochure and moving around during the jigsaw activities that are part of the web quest. Musical - Students will be allowed to have headphones while they are working on their brochure. Intrapersonal - Students will be working independently on their separate goals (in web quest) Interpersonal - Students will be working in groups and then sharing their picture with the class after they are complete. Naturalist - Students will be able to use technology to create physical representation of the spheres that occur in the natural world. Also for climate change purposes. (tailor) 21. Students will be able to test their knowledge of how earth cycles work in conjunction to earth's spheres and the changing climate. (organize) || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. The different spheres of Earth and the importance that each of them play in the cycles that make up Earth's connected system (Where) Students will learn about the spheres of the Earth and how they all work together with the cycles learned about previous. (Why) Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-terms changes to the earth. (What) Product: Digital representation of a brochure created from a web quest. http://www.questgarden.com/18/34/1/060312232502/process.htm

23. (hook) lab on resources 24. Students will know (equip) alternative energy technology of hydrogen, ethanol, hydro power, wind power, nuclear, solar, wave and geothermal in comparison to gasoline, kerosene, oil, coal and determine which would be most beneficial for the cost in Maine. (explore) Energy pre-test (experience) students will talk about the pros and cons of a particular alternative energy their blogs in think-pair-share groups. 25. Comment on blog, (Rethink) After feedback, students will revise their blog for final grade (Revise) Then post favorite sentence to team blog (Refine) 26. Students will be evaluated on a rubric and have topics they must address. 27. Musical - There will be music during the lab on resources and while they are working on their blog. They will be allowed to use headphones if they wish while they are writing and researching. Logical - There will be brain teaser questions following the lab, that will require students to think about what they just witnessed and make connections to the lab and our real life fuel crisis. Linguistic - There will be short notes following the lab and blogging will have the students writing and reading about different types of fuel. Spatial – Students will be encouraged to include pictures and videos in their blogs. There will also be visual and tactile representations of resources during the lab activity. Bodily-kinesthetic – Students will be up and moving during the lab, there will be miners, counters and recorders. Some of them will be moving from the front of the room and back to their tables. Others recording things on the board and the last, counting the resources that have been given to them. Interpersonal - There will be think-pair-share opportunities, students will be working together to compose a blog to present to their peers about different resources. Intrapersonal – For the most part, the blog writing and the researching will be done alone. However, group participation is a must. (tailor) 28. onsider what alternative energy sources are good for the state of Maine and ones that might not be in the best interest of the state. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.(Where) There are various types of resources, both renewable, non-renewable and alternative, the cost/benefit and plausibility of use and conversion to renewable and alternative energy in the state of Maine. (Why) Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-terms changes to the earth. (What) Describe significant Earth resources and how their limited supply affects how they are used. Product: Blog.

30.. carbon footprint 31. Students will know alternative energy technology of hydrogen, ethanol, hydro power, wind power, nuclear, solar, wave and geothermal in comparison to gasoline, kerosene, oil, coal and determine which would be most beneficial for the cost in Maine (equip) They will use a graphic organizer to organize the different resources. (explore) students will share their inspirations or debate outlines with their favorite-color-partners. (Experience) 32. students will be able to change their inspirations after meeting and talking with their partners. They will have to pick the most convincing arguments. (Rethink) then will edit and alter as they choose (Revise) They will use this for their final performance task. (rehearse) and then can refine as they need it, to use in their performance task. (refine) 33. Students will blog about who had the best arguments and discuss why that energy is the best for Maine. 34. Linguistic – students will be writing about their comparisons of different energies (in a blog format) and creating an outline using inspiration. Logical-mathematical – students will be organizing their thoughts with inspiration as they feel comfortable. Spatial – students will use graphics, links within their blogs and also using inspiration to organize an outline, which is great for visual learners. Bodily-kinesthetic – students will be using a computer and moving to get together with their partners. Intrapersonal – students will be creating their own outlines with inspiration. Interpersonal – students will be getting together with their partners for their blogs and will be discussing their outlines and how to integrate them into their blogs. Naturalist – students will be learning about energy and where it comes from, in the earth and from the sun, etc. 35. Student will be able to consider what alternative energy sources are good for the state of Maine and the ones that might not be in the best interest for the state. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. (Where) There are various types of resources, both renewable, non-renewable and alternative, the cost/benefit and plausibility of use and conversion to renewable and alternative energy in the state of Maine. (Why) Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-terms changes to the earth. (What) Consider what alternative energy sources are good for the state of Maine and ones that might not be in the best interest of the state.. Product: Inspiration

37. I will show students a portion of An Inconvenient Truth (hook). 38. Students will know alternative energy technology of hydrogen, ethanol, hydro power, wind power, nuclear, solar, wave and geothermal in comparison to gasoline, kerosene, oil, coal and determine which would be most beneficial for the cost in Maine (equip). Fact and Opinion (explore). Students will count off by numbers 1 - 5 there will be four groups of 5 and each group will talk about a different aspect (global warming, pollution, energy consumption, An Inconvenient Truth) (experience). 39. Students will be to talk with their group about their topic (rethink). They will then prepare a statement to teach to the class (3 minutes) (rehearse). Then after they have received a small amount of information, they will show a short iMovie, that further explains their topic to the class, trying to put them all together at the end into one big movie about the 4 topics (refine). 40. Students will assess how their final movie looks, once it is all one piece. They will evaluate how they were able to work in small groups and then in one big group via their blogs (evaluate). 41. Linguistic – students will be speaking and presenting their iMovies to the class and writing a script about what exactly they are going to say and do for the movie. Logical-mathematical – during group choosing we will be using numbers to allow a more logical decision of groups and there will be defined roles in those groups. Bodily-kinesthetic – students will be acting and moving around while they are making their movie and gathering all of the materials that they will need. Musical – students will have the opportunity to use music in the background of their movie and have the opportunity to use garage band to record their voices and music in their movie. Interpersonal – students will be working in groups creating their movie and learning about their topic. Intrapersonal – students will be evaluating their movie on their blogs after their presentation. Spatial – students will view An Inconvenient Truth and the movies that were made by other students in the class, along with their own.(tailor). 42.Recognize the importance of alternative energy and the fuel crisis that is going to happen within their lifetime (organize). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Everything in the Earth's systems are related in several ways, to pollution, energy consumption and climate change (where). We will talk about global warming, energy consumption, and how that contributes to pollution. I will talk about what causes global warming and what things it affects (why). Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-terms changes to the earth. (What) product: iMovie

2004 ASCD and Grant Wiggins and Jay McTighe