S3+Archambault+Michael

=Stage 3 Plan Learning Experiences and Instruction=

Verbal Logical Kinesthetic Visual Naturalist 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)
 * 7. (O)** **Organize** (Facet of Understanding - Students will be able to ...) and Product

=Lesson 1= 2. A [|video] of an elderly lady involved in a car accident.**(Hook)** 3. Students will know definitions of speed, velocity, acceleration, and force. **(Equip)** A KWL will be used to combine definitions. **(Explore)** The class will use the jigsaw technique to give examples of each word in action. **(Experience)** 4.Classwork in groups will give students the framework of understanding, and confidence in their intuition.**(Rethink)** They will practice identifying constant velocity and acceleration using pictures.**(Revise)** Students will free write about an experience they had with constant velocity and extreme acceleration.**(Rehearse)** Students will receive feedback about their free write experience and get to change things.**(Refine)** 5. Teacher-led problems on the chalk board will be used. Students will know what is essential material through a rubric. At the end of class, students will share one thing they learned in a small group. **(Evaluate)** 6. **Visual:** The youtube video at the beginning of class and the use of Brainboards in groups. 7. Student will be able to describe the contribution of Newton to our understanding of motion. Product is an Blog Entry. **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Student will understand that energy is never made or lost.**(Where) //Newton's Laws of motion describe everything around us.//** **(why)** Students will explain velocity and acceleration.**(What)**
 * Interpersonal:** Students will work together in groups and share their free writing with each other.
 * Intrapersonal:** Free writing is initially an alone assignment.
 * Musical:** Students will present to the entire class, which will dial in the aural learners.
 * Verbal:** Students will be conferring with group members after the free write.
 * Logical:** Students will be identifying vector direction using pictures. **(Tailor)**

9. An ITunes track with an accelerating and decelerating beat. (**Hook)** 10. Students will draw vectors on existing motion diagrams to reflect velocity and acceleration. **(Equip)** A Graphic organizer will be used to label information. **(Explore)** The class will use the motion sensor to repeat a desired movement using graphical analysis. **(Experience)** 11. Students will work in groups to finish a vector worksheet to refine their framework and intuition. **(Rethink)** Students will conduct a three step interview with another student to compare answers. **(Revise)** Students will ask the teacher questions if teamwork cannot clarify the information. **(Rehearse)** Students will make sure their work is completely correct at the end of class by reviewing the answer key with the teacher. **(Refine)** 12. A short quiz will be administered to evaluate class mastery of vectors and vector notation. **(Evaluate)** 13. **Visual:** Students will be drawing vectors and analyzing graphs. 14. Student will be able to solve problems using vector notation. Product is an IMovie.**(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand the difference between acceleration and velocity using vector notation.**(Where)** Vectors present a visual aid in understanding graphically what velocity and acceleration look like. **(Why)** Students will explain velocity and acceleration. **(What)**
 * Interpersonal:** Students will be working in groups, class talking individuals through motion analysis.
 * Logical:** Students will be using vectors to describe motion, and using the motion sensor to create graphs.
 * Kinesthetic:** Students will be using creative motion to create desired graph shapes, drawing vectors to represent motion.
 * Musical:** Students will listen to the ITunes hook and be listening to directions from classmates on motion.
 * Verbal:** Students will be giving directions to classmates to create the graphs, and be communicating in their group about why they made their vectors a certain way. **(Tailor)**

16.Conduct a demonstration by throwing an egg into a sheet hanging from the ceiling. **(Hook)** 17.Formula: All three kinematic equations will be presented on a handout, and derived on the board. **(Equip)** Garden Gate. **(Explore)** Round Robin brainstorming**(Experience)** 18.Students will complete simple, one dimensional problems that deal with things falling off the roof. **(Rethink)** Students will discuss forces affecting the situation, and compare answers. **(Revise)** Students can ask questions of the teacher and their peers at anytime during the problem solving. **(Rehearse)** Students will be able to change their answers in class, and show work that could be used on an exam. **(Refine)** 19. Students will be instructed to create an experiment inside the classroom, and calculate the velocities, times, and distances traveled by each object in their experiment. **(Evaluate)** 20. **Linguistic:** Students will have to read the kinematic equations and the word problems that they would use them to solve. **Interpersonal:** Students will do their experiments and problem solving in groups. 21. Students will be able understand the patterns that arise when solving kinematic equations. Product is a Brochure. **(Organize)** || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will begin to transform vector notation into kinematic equations. **(Where)** Students will be able to calculate velocities of falling objects, and accelerations of crashing objects. **(Why)** **//Newton's Laws of motion describe everything around us.//** Students will respond to homework questions posted on a blog. **(What)**
 * Logical:** Students will create an organizational pattern that works for them to clearly label knowns and unknowns.
 * Spatial:** Students will be seeing the kinematics derived on the blackboard.
 * Bodily-Kinesthetic:** Students will be moving around the classroom when they are designing their own experiment.
 * Intrapersonal:** Students will do a reaction and self assessment on their own. **(Tailor)**

23. [|Show Motorcycle accelerating] **(Hook)** 24.Students will know how to use COS and SIN to break down vectors into the vertical and horizontal components. **(Equip)** Flow Chart **(Explore)** Think Pair Share **(Experience)** 25. Students will blog about whether they think a race car accelerates more around a corner or in a straight away. **(Rethink)** Students will visit read other student's blogs and comment on them. **(Revise)** Students will have a chance to Update their blog with a better answer after reading five other blogs. **(Rehearse)** Students will receive feedback from the teacher on their blogs at the end of class. **(Refine)** 26. Students will be given a practice test with an answer key to gauge their understanding. **(Evaluate)** 27. **Linguistic:** Students will use the Think Pair Share technique to hone their physical intuitions. 28. Students will be able to assess multi-dimensional motion and solve their kinematic equations. Product is a blog entry. **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will be able to solve multidimensional problems using kinematic equations. **(Where)** Most collisions and motions happen in more than one plane, so it will begin to be applicable to real life. **(Why)** **//Newton's Laws of motion describe everything around us.//** **(What)** Product: Comic Life geared towards designing an egg car.
 * Logical:** Students will organize different types of acceleration.
 * Spatial:** Students will be able to picture a race car and track to determine areas of acceleration.
 * Bodily-Kinesthetic:** Students will be moving around in the classroom to read blogs and receive group feedback.
 * Interpersonal:** Students will work in groups to compare their results.
 * Intrapersonal:** Students will do individual brainstorming. **(Tailor)**

30. [|Pendulum Video]**(Hook)** 31.Students will know the terminology: Elastic, Inelastic, and Momentum. The Conservation laws **Equip)** Fact and Opinion **(Explore)** Numbered Heads Together **(Experience)** 32. Students will write blog entries to predict what will close a door better: a rubber ball or a wood ball. **(Rethink)** Students will discuss the opinions they had before and after the lab on their blog and if their reasoning changed, why it did. **(Revise)** Students can use the balls to bounce and explore with. **(Rehearse)** Students will be able to write a reaction blog to change their initial answer if they discover they were wrong. **(Refine)** 33. Students will take a self assessment of themselves and describe why their intuitions were right or wrong. **(Evaluate)** 34. **Linguistic:** Students will confer with other students to reach a standard answer. **Spatial:** Students will be watching the experiment take place after all hypothesis' are in. 35. Student will understand why things heat up during a collision, and why a crash is noisy. Product is an IMovie. **(Organize)** || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will demonstrate the difference between elastic and inelastic motion. **(Where)** Conservation laws are a big part of why things heat up when re-entering the atmosphere, and why people get hurt in car accidents. **(Why)** **//Newton's Laws of motion describe everything around us.//** **(What)**
 * Logical:** Students will have to use their knowledge of Newtons laws of motion to predict the results.
 * Bodily-Kinesthetic:** Students will be setting up and completing the lab.
 * Interpersonal:** Working together to set up labs.
 * Intrapersonal:** Students will hypothesize on their own which material applies the most force. **(Tailor)**

37. [|Bowling ball] kinetic energy video **(Hook)** 38.Students will know F=MA and its application in conservation. **(Equip)** Sequence chart **(Explore)** Numbered Heads Together **(Experience)** 39.Students will use kinematics and the definitions they have learned in previous lessons to explain why cars that look bad after an accident are actually safer than a car in the same accident without a dent in it. **(Rethink)** Students will discuss in their groups where the momentum goes in a car accident. **(Revise)** Students can use frictionless cars to create collisions and observe. **(Rehearse)** Students will free write incorporating Newton's laws and synthesizing the material. **(Refine)** 40. All students will grade themselves on rubrics handed out at the beginning of the unit. **(Evaluate)** 41. **Linguistic:** Students will share with other students and debate their intuitive choices. 42. Students will be able to design an experiment to show Newton's three laws of motion. Product is a Podcast. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand the laws of conservation. **(Where)** Knowing how potential energy is changed to kinetic and vice versa is important in the era of energy conservation. **(Why)** **//Newton's Laws of motion describe everything around us.//** **(What)**
 * Spatial:** Students will be recreating accident scenes to predict what happened.
 * Bodily-Kinesthetic:** Students will be experimenting with frictionless carts to explore conservation laws.
 * Musical:** Students will hear the hook's audio.
 * Interpersonal:** Students will work in groups to discover momentum and its components..
 * Naturalist:** Students will apply what they did today to the Three Laws of Motion.**(Tailor)**

2004 ASCD and Grant Wiggins and Jay McTighe