S3+Hudson+Kimberly

=Stage 3 Plan Learning Experiences and Instruction=

logical: Kinesthetic: Visual: Naturalistic: Intrapersonal: Interpersonal: Musical:**
 * 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)
 * verbal:
 * 7. (O)** **Organize** (Facet of Understanding - Students will be able to ...) and product

=Lesson 1= 2.Video-scientist claims that evolution of man is grinding to a halt [|http://www.youtube.com/watch?v=F7slnVngFjg**(hook)**] 3.Students will know fossil record, natural selection, homologous, analogous and residual structures, disruptive selection, directional selection, stabilizing selection**(equip)**. The time order chart will be used to help students organize the fossil record and a KWL will be used to assess what they know**(explore)**. The jigsaw will be used to help students who understand the complicated ideas teach others**(experience)**. 4.By doing individual work on the time order chart and then discussing it with other will allow each other with big ideas that they might not understand**(rethink)**. Students will then write a skit reflecting natural selection and the fossil record and will receive feedback from the teacher**(revise)**. The groups will practice with each other before presenting it to the class**(rehearse)**. Students will create an Imovie using this skit**(refine)**. 5.Students will use a second KWL to assess where they are as well as a graded Imovie**(evaluate)**. 6.**Verbal:** Students will talk with each other and explain ideas to students who do not understand. 7.Students will be able to describe the origins of life and how natural selection provides a mechanism for evolution. Product-Imovie**(organize)**. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that there is evidence that supports evolution(**where**). Evolution applies to the human race**(why)**. Interactions between species and populations that lead to natural selection**(what)**.
 * Logical:** Students will use the time order chart to organize their thoughts.
 * Kinesthetic:** The skit will allow them to move around and learn in a bodily way.
 * Intrapersonal:** Students first have to work on their own. Interpersonal: students have to work in groups for their skits.
 * Musical:** music will be playing in the background when students are working in groups.**(Tailor)**

9.Pictures of English Peppered Moth**(hook)** 10.Students will know stabilizing selection, directional selection, and disruptive selection, and adaptation**(equip)**. Students will use a four column chart to have an easy way to keep track and compare them**(explore)**. Students will use team pair share to physically draw pictures of these ideas**(experience)**. 11.By doing the four column chart they can have an easy reference for these complex ideas. The team pair share allows students to help each other with areas that they are struggling in**(rethink)**. Students will find a species that exhibits one of these and write and oral report on it**(rehearse)**. The teacher and class will provide feedback on the oral report**(revise)**. Students will then create a wiki explaining what evidence supports this type of selection**(refine)**. 12.Students will have a small quiz that will not be graded to make sure that they understand the big ideas. The wiki will then be graded and used for deeper understanding**(evaluate)**. 13.Visual: Pictures of the selections to help them understand them. Interpersonal: Students will be working in groups. Verbal: There will be a lecture about these concepts. Musical: Music will be playing in the background when students are working in groups. Kinesthetic: An interactive demonstration that allows the students to get up and move around. Intrapersonal: Students work individually on oral report**(Tailor)**. 14.Students will be able to illustrate some forms of natural selection. Product-Wiki**(organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand that there are multiple forces that drive evolution**(where)**. Relate to a the English Peppered Moth**(why)**.Interactions between species and populations that lead to natural selection**(what)**.

16.Video- http://videos.howstuffworks.com/hsw/8273-islands-and-evolution-natural-selection-video.htm 17.Students will know disruptive selection, stabilizing selection, directional selection, allopatric speciation**(equip)**. Students will individually use a Venn diagram to help organize original thoughts and then work with a partner to compare answers**(explore)**. Students will use numbered heads together to receive peer feedback on ideas**(experience)**. 18.By doing the Venn diagram, they are able to organize their own thoughts**(rethink)**. Students will use number head together to share ideas with one another and recive feedback**(revise)**. Students will create a wiki with compairisons or differences with evidence**(rehearse)**. Students will critque wikis and provide feedback in the history section before submitting it to the teacher**(refine)**. 19.Wiki will be used to show understanding because they have to support their ideas with evidence**(evaluate)**. 20.Logical: organise information in the form of a Venn diagram. Musical: playing music in the background during working in groups. Interpersonal: Using group feedback. Intrpersonal: working as an individual before working in groups. Natural: realting to species on the galapagos. Verbal: comments on the wiki page **(Tailor)**. 21.Students will be able to compare and contrast the different forms of natural selection. Product: Wiki**(organize)**. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will be able to compare and contrast different forms of natural selection**(where)**. Apply these to the different species that live on the Galapagos**(why)**. Interactions between species and populations that lead to natural selection**(what)**.

23.Video- http://www.youtube.com/watch?v=GOKW_7KajCu **(hook)** 24.Students will know homologous, analogous and residual structures, and adaptation**(equip)**. Students will work in groups to use the E chart for organizing supporting ideas**(explore)**. Students will use round robin brainstorming to help share and collect ideas**(experience)**. 25.Students will have to discuss what they already know about this evidence and preform research**(rethink)**. Then they will create an informal wiki where their classmates will comment on their ideas**(revise)**. Students will then take information on wiki and make a comic life presentation out of it**(rehearse)**.The class will then have a debate about these ideas**(refine)**. 26.The debate will be used to evaluate understanding and comic life will be graded**(evaluate)**. 27.Verbal: Students will have a group discussion about their ideas. Logical: E chart is used to help organize ideas. Kinesthetic: Moving and standing while participating in the debate. Visual: using pictures for comic life. Interpersonal: Using groups to brainstorm. Musical: Music will be playing in the background**(Tailor)**. 28.Students will be able to decide which evidence best shows evolution. Product: comic life **(organize)**. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.There is evidence that supports evolution**(where)**. Relate to evidence that humans have evolved(why). Interactions between species and populations that lead to natural selection**(what)**.

30.[|Video] **(hook)** 31.Students will know creationism, intelligent design, natural selection, and evolution **(equip)**. Students will use a persuasion map to help organize their ideas about creationism**(explore)**. Students will use a think pair share to answer questions about creationism**(experience)**. 32.Students will discuss the ideas about creationism in relation to evolution**(rethink)**. Students will form these ideas and come up with a skit to present to the class**(rehearse)**. Students will then get feedback from the class and the teacher**(revise)**. The skit will then be turned into an Imovie**(refine)**. 33.A debate will be used for self assessment and understanding**(evaluate)**. 34.Naturalistic: can work on the skit outside if they so choose. Logical: persuasion chart helps organize thoughts. Verbal: talking to others about their ideas. Kinesthetic: Getting up and putting on a skit. Visual: using the Imovie as a source of explanation. Interpersonal: Students will be working together on all aspects of the project**(tailor)**. 35.Students will be able to assume the role of someone who believes in intelligent design. Product: Imovie**(organize)**. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.All forms of life exhibit evolution**(where)**. Ideas and beliefs evolve over time**(why)**. Interactions between species and populations that lead to natural selection**(what)**.

37.Video- Http://www.pbs.org/nova/programs/ht/wm/3416_01_220.html **(hook)** 38.Students will know evolution, natural selection, and intelligent design**(equip)**. Students will use a goal reasoning to organize their ideas on where they stand and their reasoning behind it**(explore)**. Students will use circle the sage to express these ideas and reasons**(experience)**. 39.Students will write blog entries and reflect on both the ideas of evolution and creationism**(rethink)**. 40.Students will blog their ideas and reasoning and then respond to other students' blogs**(evaluate)**. 41.Verbal: talking to other students about their ideas. Kinesthetic: walking around the room with circle the sage. Interpersonal: students will work in groups to discuss their ideas. Intrapersonal: Students will work individually on their blogs. Logical: Students will use goal reasoning to help them organize ideas. Musical: Music will be playing in the background with students are working in groups**(tailor)**. 42.Students will be able toreflect on the ideas of intelligent design/creationism. Product: Blog **(organize)**. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.There is evidence that supports evolution**(where)**. People believe that there is an alternate theory to evolution**(why)**. Interactions between species and populations lead to natural selection**(what)**.

2004 ASCD and Grant Wiggins and Jay McTighe