S3+Hart,+Nicholas

=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. Comericial of [|'New's Anchor] **(Hook)** 3. Students will know the terms term event, set, element, combination, probability, independent and compound. Students will also know the formula for probability (wanted event/all events). **(Equip)** Students will fill out a survey regarding student physical characteristics. **(Explore)** Student will break up into groups of 4 and work out the probabilities of the survey and make predictions. **(Experience)** 4. Students will evaluate other student predictions, analysis in their own group by comparing the similarities and differences from their own work. **(Rethink)** Students will have the opportunity to review the discussions with other students. **(Revise)** Students can use their feedback and make any changes to their prediction. **(Rehearse)** Students can then finalize their predictions and be ready to make their product. **(Refine)** 5. Students will complete a guided practice worksheet by answering problems related to the material covered in class. **(Evaluate)** 6. **Mathematical Reasoning**: Students will have to calculate simple probabilities and draw predictions from them. 7. Students will be able to show how to find and use probabilities. **(Explain)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Fractions are used to find probabilities. **(Where)** This lesson will help students recognize how to compute and compound simple probabilities regarding their real life. **(Why)** **Students understand the relationship of probability to relative frequency and know how to find the probability of compound events**. **(What)**The product will be a Comic Life representation of a "new student", including explanation of math.
 * Interpersonal**: Students will be working in groups of 4.
 * Verbal**: Students write a blog describing their calculations.
 * Spatial**/**Visual**: Students will take notes that have been written on the white board.
 * Naturalist**: Students will be analyzing physical traits of other classmates.
 * Intrapersonal**: Students will be analyzing their own physical traits and answer problems on their own. **(Tailor)**

9. Show a sports box score with player averages in it. **(Hook)** 10. Students should know the following terminology: mean, odds, combinations, events, compounding, relative frequency, probability, elements, statistic and set. Students should also know the formulas for probability. **(Equip)** Students will fill out a chart to organize their research (collected data). **(Explore)** Students will break up into groups based on heigth to research probability as a fact opposed to an estimate or guess as well as the difference to statistic through sports statistics. **(Experience)** 11. The students will each analyze the probabilities and averages to draw conclusions about calculations. **(Re-think)** The individuals of each group will write a blog entry discuss their findings on their research. **(Revise)** Students will then organize their research and ideas in their groups. **(Rehearse)** Each student will be responsible for commenting on other blog entries to compare and contrast with their own. **(Refine)** 12. Students will be given a take home quiz, which will require them to write in their blog regarding understanding and difference between probability and statistics. **(Evaluate)** 13. **Mathematical/Logical**: Students will be compiling data and calculating probabilities. 14. Students will be able to recognize probability gives ideas not facts on data sets. **(Self-Knowledge)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Fractions are used to find probabilities and Not all elements in a data set are equally likely. **(Where)** This lesson is important because students will be able to analyze as well as contrast real life probabilities and statistics and what they mean. **(** ** Why) ** **Students will understand the relationship of probability to relative frequency and know how to find the probability of compound events.** **(** ** What) ** Product: Students will gather visuals and research to compile into a blog (hyperlinked/videos) to support or not support their understanding from class.
 * Interpersonal**: Students will be working in groups and discussing material.
 * Spatial/Visual**: Students will be viewing a video and using the internet to research.
 * Musical**: Students will be able to include sound and music in their presentations. Music will also be played during class work time. **Verbal/Linguistic**: Students will be discussing their ideas in groups.
 * Intrapersonal**: Students will be working alone on their quizzes. **(Tailor)**

16. Skittles Candy commercial ( [|http://youtube.com/watch?v=C3Zma2_n5CA)]. **(Hook)** 17. Students will know the terminology mean, element, set, probability,, relative frequency, event, probability, odds. They will also need to know box plots, frequency tables, bar/line graphs and pie charts. Formulas students will need to know are for quartiles and probability. **(Equip)** Students will first start a KWL chart to see where they are with the material. **(Explore)** Students will participate in a jigsaw activity. **(Experience)** 18. Students reporting their information back to their group will allow them to reinforce their specific understanding. **(Re-think)** Students will take their findings and create a template for how their graphs are created and interpreted. **(Revise)** Students will then create an example of their graph and draw inferences from it regarding probability. **(Rehearse)** Students will then share their product with their group and create their Inspiration tree/web. **(Refine)** 19. Each group will compare and contrast their Inspiration tree/web's with another group, then complete an understanding survey as homework and blog about their understanding. **(Evaluate)** 20. **Mathematical/Logical**: Students will assess and infer probabilities from graphs. 21. Students will be able to infer the likelihood of different events happening based on their probability. **(Perspective)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Pictures and graphs can represent data. **(Where)** Visuals are used all throughout the news and media to give information to the reader to understand. **(Why)** **Students understand the relationship of probability to relative frequency and know how to find the probability of compound events.** **(What)** Product: Students will create a graph and assess probabilities. In pairs each student will use Inspiration to create a visual for graphs and the data they are used for.
 * Bodily/Kinesthetic**: Students will be up and moving around the room from group to group.
 * Musical**: Music will be played in the background when any group work is being done.
 * Visual**: Students will be using graphs to interpret probability.
 * Naturalist**: Students will have the opportunity to research probability regarding nature.
 * Spatial**: Students will be drawing and constructing their own graphs.
 * Interpersonal**: Students will be working in groups of five. **(Tailor)**

23. Will play a game of "Deal or No Deal" at ( [|http://www.nbc.com/Deal_or_No_Deal/game) .] **(Hook)** 24. Students will need to know the following terms, expected value, probability, events, sets, mean, relative frequency, compound and combinations. Students will also need to know the formulas for probability and expected value.**(Equip)** Will use a table to organize data collected from candy activity. **(Explore)** Students will break up into pairs and recieve the unit WebQuest to see how content relates. **(Experience)** 25. Students will analyze their research of rolling two dice to try and draw conclusions about what to expect. **(Re-Think)** Each pair of students will compare their results with the results with another pair of students. **(Revise)** Each group will collaborate and determine what conclusion they have come to with the exercise. **(Rehearse)** Students will then compare their results with a third group in the class to compare their final results. **(Refine)** 26. Students will write a blog entry to verbalize what they have learned about expected value as well as have a takehome quiz. **(Evaluate)** 27. **Mathematical/Logical:** Students will be computing expected values and probabilities. 28. Students will be able to solve for the expected value of a data set. **(Apply)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Not all elements in a data set are equally likely, **(Where)** Expected value can be used in making predictions for budgets and expected incomes for businesses. **(Why) Students understand the relationship of probability to relative frequency and know how to find the probability of compound events.** **(What)** Product: Students will write a blog over homework including hyperlinks and related video content.
 * Bodily/Kinesthetic:** Students will be up and about in groups as well as sorting candy.
 * Linguistic:** Students will be writing blog entries.
 * Interpersonal:** Students will be working in small groups.
 * Auditory:** Students will be listening to others regarding their individual research.
 * Spatial/Visual:** Students will be sorting and counting candies. **(Tailor)**

30. Will play a song to demonstrate two way thinking (write notes to song or write song then notes) **(Hook)** 31. Students will need to know the following terminology: probability, expected value, event, set,element, relative frequencey and odds. Students will also need to know bar and line graphs, pie charts, frequency tables, box plots. **(Equip)** Students will compile the data from the first class using a template for a table. **(Explore)** Students will break up into groups based on shirt color. **(Experience)** 32. Students will apply what they know about probability and graphs to construct their final product. **(Re-think)** Students will make an outline of their product to be shared with a peer. **(Revise)** Students will take feedback from their peer's to adjust their product. **(Rehearse)** Students will create a final product outline for their Comic Life product. **(Refine)** 33. Students will first take an understanding survey halfway through class then they will participate in a Socratic Discussion to reflect on understanding. **(Evaluate)** 34. **Mathematical/Logical:** Students will calculate probabilities and word problems. 35. Students will be able to make meaning of a visual (of data) to estimate probabilities. **(Interpret)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Pictures and graphs can represent data. **(Where)** Graphs are used in life to give an illustration of data to be read and analyzed by whom ever reads it. **(Why)** **Students understand the relationship of probability to relative frequency and know how to find the probability of compound events.** **(What)** Product: Given a graph students will need to make a probability/expected value problem using the information of the graph and illustrating the problem through Comic Life, Garage Band or a movie, will count as a quiz grade.
 * Visual:** Students will be working with graphs and Comic Life/Video software.
 * Interpersonal:** Students will participate in a Socratic discussion.
 * Naturalist:** Students will be given the option to form their product regarding nature.
 * Auditory:** Students will be listening to a lecture and a discussion.
 * Musical:** Students will be listening to a song at the start of class. **(Tailor)**

37. [|Job source] of careers that use probability. **(Hook)** 38. Students will need to know the terms probability, expected value, compounding, combinations, odds, event, set, relative frequency. **(Equip)** Students will fill out a sheet to organize their research on probability careers. **(Explore)** Will work with their seasonal partners to collaborate on their research. **(Experience)** 39. Students will be able to research probability careers on their own and with partners. **(Re-think)** Students will work with their partner's to critique their research and understanding of curriculum. **(Revise)** Students will share their research together as a larger discussion to compile research. **(Rehearse)** Students will piece together a finalized collection of professions in probability. **(Refine)** 40. Students will take an understanding survey to check for understanding of expected value and calculating probabilities.. **(Evaluate)** 41. **Mathematical/Logical:** Students will have to calculate probabilities and expected value. 42. Students will be able to relate concepts of probability to the real world. **(Empathy)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Not all elements in a data set are equally likely. **(Where)** Probability can be applied in many areas of the real world, will explore many aspects of this. **(Why)** **Students understand the relationship of probability to relative frequency and know how to find the probability of compound events**. **(What)** Product: Blog entry summarizing research and hyperlinks to jobs using probability. As a class will compile all research done.
 * Interpersonal:** Students will be working with partners to do research.
 * Linguistic:** Students will be reading and writing about careers.
 * Bodily-Kinesthetic:** Students will be using computers and moving around the room to complete lesson.
 * Naturalist:** Students will be able to research nature/science careers.
 * Visual:** Students will be researching and finding media supplementing their research.
 * Musical:** Music will be played during class work time and audio can be included in blog hyperlinnks.

2004 ASCD and Grant Wiggins and Jay McTighe