S3+Columbia+Laura

=Stage 3 Plan Learning Experiences and Instruction=


 * 1. (W)** **Where** (Understanding), **Why** (Real Life), **What** (MLR)
 * 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 ...) and Product

=Lesson 1= 2. In the beginning of class a video of [|Bill Nye the Science Guy] will be shown **(HOOK).** 3. Students will know the affects of solar radiation Global Warming, ocean currents, tides, atmospheric pressure and weather on the Earth **(EQUIP).** Students will use a Describing Wheel to organize their thoughts **(EXPLORE).** Students will get into groups and work on Describing Wheel **(EXPERIENCE).** 4. Students will meet with me and edit their process **(RETHINK)**. Students will work in their groups creating their ComicLife **(REVISE)**. Students will be given a checklist on what is required in the ComicLife **(REFINE).** 5. Students will be assessed using a checklist **(EVALUATE).** 6.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that the Earth is affected by solar radiation, ocean currents and differing atmospheric conditions and how humans can affect these factors**(WHERE).** The connection is that our environment and climate affect where we live, how we dress and the activities we do **(WHY).** Students will analyze how solar radiation, ocean currents and differing atmospheric condtions effect Earth Systems **(WHAT).**
 * Interpersonal**: Students will discuss questions with classmates as well as teachers.
 * Intrapersonal**: Students will complete their Describing Wheel individually.
 * Kinesthetic:** Students will use the computer to complete their ComicLife as well as getting up to get into groups.
 * Musical:** During the Bill Nye video at the beginning of class. At the end of the period students will be allowed to work on homework with music playing.
 * Visual:** The Bill Nye video at the beginning of class will include images, as well as working on the computer using ComicLife and creating graphic organizers.
 * Naturalist**: All the information covered will relate back to nature and the factors that affect Earth.
 * Logical**: Students will use the internet to research information.

7. Students will be able to describe the affects of solar radiation, ocean currents and atmospheric conditions on the Earth **(ORGANIZE).** **Product**: ComicLife. || =Lesson 2=

9. In the beginning of class a clip of [|Captain Planet] will be shown **(HOOK).** 10. Students will know about various geophysical and biological changes **(EQUIP).** Students will use a Tree Chart to organize their ideas **(EXPLORE).** Students will have three minutes to think and quietly reflect before they meet and discuss in small groups about biological and geophysical in small groups about the changes **(EXPERIENCE).** 11. Students will participate in a whole class discussion on what they found in their research **(RETHINK).** Students will design models that will be included in their iMovie as well as outlines **(REVISE).** Students will meet in groups to make final edits on their movie and will revise script **(REFINE).** 12. A checklist will be given at editing session of what is expected from the iMovie **(EVALUATE).** 13. I**ntrapersonal:** Students will individually fill out their Tree Charts. 14. Students will be able to design and explain a visual model of some of the biological or geophysical changes of the Earth **(ORGANIZE).** **Product**: iMovie. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Student will know the connection between our location and lives and that of geophysical and biological changes. **(WHERE).** Student will be able to model how the Earth is changing both geophysical and biologically. **(WHY).** Student will understand that the Earth is affected and being changed by geophysical and biological changes. **(WHAT).**
 * Interpersonal**: Students will work collaboratively in their groups.
 * Kinesthetic**: Students will meet in groups during the period as well as use the computer for research.
 * Musical:** Students will be encouraged to add music to their iMovie.
 * Visual:** Students will watch a video clip in the beginning of class as well as working on their iMovie.
 * Linguistics:** Students will use a Tree Chart to write down their ideas.
 * Logic:** Students will use the internet to research information as well as understand how certain actions can affect others.
 * Naturalist**: Students will have a deeper understanding of how humans interact with and affect the natural world.
 * (TAILOR).**

16.Students will be shown a short clip about [|Theory of Pangea] **(HOOK).** 17.Students will know about continental drift, Global Warming, ice ages, plate tectonics, and atmospheric conditions **(EQUIP).** Students will complete an online Interactive Lab about the atmosphere **(EXPLORE).** Students will meet in groups and discuss what they found doing the lab **(EXPERIENCE).** 18. Students will do an online activity about our current atmosphere and an activity about plate tectonics **(RETHINK).** Students work on their Inspiration Diagram **(REVISE).** Students will be given a checklist in which they will assess their Inspiration Diagram **(REFINE).** 19. Students Inspiration Diagram will be assessed using a checklist, reflective questions and a quiz on their interactive lab **(EVALUATE).** 20. 21.Students will be able to create an Inspiration Diagram showing how the Earth has changed **(ORGANIZE).** **Product**: Inspiration Diagram. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will compare how the Earth has changed from the origination of Earth until present **(WHERE).** Students will be able to see how the Earth is changing which will allow them to predict what might happen in the future **(WHY).** Students will understand has shaped and influenced the world **(WHAT).**
 * Interpersonal**: Students will get in groups and discuss ideas presented.
 * Intrapersonal**: Students will individually work on their Inspiration project.
 * Kinesthetic**: Students will use a computer to gather information as well as getting up and getting into groups.
 * Visual**: The movie in the beginning of class will be visually stimulating, as well as the graphic organizer and the interactive labs.
 * Linguistic**: Students will practice their commercials.
 * Musical**: Students can add music to their projects if they would like to.
 * Logical**: Students will have to understand how the Earth has changed and the factors that affect our atmosphere.
 * Naturalist**: Students will understand how their actions affect the Earth as well as understanding more about the Earth. **(TAILOR).**

23. Students will be shown the move trailer for [|10,000 BC] **(HOOK).** 24. Students will know about climate change, ice ages, and biological systems that have changed **(EQUIP).** Students will use Story Map 2 to organize their ideas **(EXPLAIN).** Students will individually work on their Story Maps, then will get into their group and discuss their plots and how they will research the information **(EXPLORE).** 25. Students will look up other video clips or pictures to help them understand their time period **(RETHINK).** Students will then do peer editing **(REVISE).** I will then collect the story maps to assess along with a self reflection that the student completed **(REFINE).** 26. Students will create reflective blogs with postings **(EVALUATE).** 27 28. Students will be able to create an iMovie depicting the trailer to their own "movie" showing how life was 10,000 years ago **(ORGANIZE**). **Product**: iMovie. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will assume the role of a person living about 10,000 years ago while considering the environment they lived in **(WHERE).** Students will be able to compare the similarities and differences of our environment and how that effects our lives **(WHY).** Students will understand the human influences that shape and alter Earth **(WHAT).**
 * Interpersonal:** Students will work in groups to complete their iMovie.
 * Intrapersonal**: Students will initially work individually on their Story Map 2.
 * Visual**: Students will watch video clips and look at pictures online.
 * Kinesthetic**: Students will work on the computer researching information as well as getting up and into their groups.
 * Logical:** Students will use a step by step process in their graphic organizers, as well as doing research.
 * Music**: Students will be listening to music in some of the videos that they will be viewing.
 * Naturalist**: Students will view photos and video clips of nature and some of the effects of nature on the Earth.
 * Linguistic**: Students will discuss in their groups their plans as well as writing on their Story Map 2 **(TAILOR).**

30. Students will be shown the [|Make Love Not CO2] clip **(HOOK).** 31. Students will know natural resources, renewable resources, non-renewable resources, and fossil fuels **(EQUIP).** Students will use a Fact and Opinion graphic organizer **(EXPLORE).** Students will split into partners, with each group taking a turn in interviewing other people **(EXPERIENCE).** 32. Students will use their graphic organizer to search the web and fix any changes need as well as adding more information **(RETHINK).** In a class discussion, we will discuss what we found and fill in any missing information **(REVISE).** Students will get a checklist of what they need for their blog in which they will self-reflect **(REFINE).** 33. Students will blog about the information they found and use the comments on other student's blogs to react to what they are saying **(EVALUATE).** 34. 35. Students will be able to create a Inspiration Diagram which explains a resource **(ORGANIZE).** =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will evaluate the current use of natural resources and compare that to the use of renewable resources **(WHERE).** Students will understand the importance of using renewable resources and conserving natural resources in their daily lives **(WHY).** Students will understand the physical changes and energy changes the Earth goes through **(WHAT).**
 * Intrapersonal**: Students will be able to reflect and evaluate on their own.
 * Visual**: The Hook presented in the beginning of class includes pictures as well as the use of the Fact and Opinion sheet.
 * Music:** The Hook has music playing; music will be also played during reflective moments.
 * Kinesthetic**: Students will be moving around during the Fact and Opinion activity.
 * Linguistics**: Students will be reading research as well as discussing it.
 * Naturalist**: Student will learn about the environment and how humans use natural resources.
 * Logic**: Students will understand the cause and effect relationship our actions of humans affects the Earth.**(TAILOR).**
 * Product:** Inspiration Diagram. ||

37. Students will be shown [|Bill Nye Pollution Solution]**(HOOK).** 38. Students will know Global Warming, pollution (air and water), depletion of resources, and alternative energy sources **(EQUIP)**. Students will use a KWL chart **(EXPLORE)**. Students will individually work and then get together with partner and compare their graphic organizers **(EXPERIENCE).** 39. Students will participate in an interactive lab **(RETHINK).**Students will then edit their quiz and see what will happen when they change different things about their lifestyle. Students will blog about their changes **(REVISE).** Students will blog about what they found doing the last activity and what they are going to incorporate into their own life **(REFINE).** 40.Students must follow the directions for the interactive lab and blogging activity. Students will be given a complete or incomplete demanding on if they completed the exercise or not **(EVALUATE).** 41. 42. Students will create a set of three blog entries explaining what they learned. **(ORGANIZE).** **Product**: Blog Entries.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students reflect on the changes the Earth has gone through as well as how humans have affected the Earth **(WHERE).** Students will see how their individual actions effect the Earth **(WHY).** Students will understand how human influences have altered Earth Systems **(WHAT).**
 * Naturalist**: Students will learn more about the environment and how they contribute to the environment.
 * Intrapersonal**: Students will be given time to individually reflect on their KWL Chart and complete the interactive lab.
 * Interpersonal:** Students will work with their partner on their KWL Chart.
 * Kinesthetic**: Students will move to get into their groups as well as working on the computer during their interactive lab.
 * Visual**: Students will participate in a very visual interactive lab.
 * Music**: Music and sounds effects are present in the interactive lab.
 * Linguistic**: Students will use their graphic organizers to write down information.
 * Logic:** Students will see how each factor that humans do affects our Earth. ||
 * (TAILOR).**

2004 ASCD and Grant Wiggins and Jay McTighe