S3+Barnes+Mckell

=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.Students will view an informational video on graphing functions. **(Hook)** 3.Students will know the use of graphing functions: i.e. Quadratic formula. **(Equip)** Students will use a KWL Chart to first self-assess what they know about the importance of graphing functions. Then they will use the internet to research the importance of graphing functions.**(Explore)** Students will create a wiki discussion discussing the research they have found using the internet on the importance of graphing functions. **(Experience)** 4.Students will research the use of graphing functions. **(Rethink)** They will then do a few examples of graphing simple functions such as lines. **(Revise)** They will fix whatever mistakes were made to show mastery in graphing functions. **(Refine)** 5.Students will use write a journal entry on what they believe is the use of graphing functions. **(Evaluate)** 6.Students will view an informational video on the importance of graphing functions. **(Visual)** Students will then research themselves on the importance of graphing functions. **(Intrapersonal)** Students will then solve and graph simple functions using a graphing calculator. **(Kinesthetic) and (Logical)** After, students will form groups and compare what they have found to be the importance of graphing functions using a wiki discussion board. **(Interpersonal) and (Linguistic)** 7.Students will be able to recognize the importance of graphing functions. **(Organize)** They will do this through creating a discussion wiki with the other students in the class on what they have found to be the importance of graphing functions. || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will be able to understand the use of the graphing functions. **(Where)** This can connect to finding the arc of a basketball on the way to the hoop. **(Why)** Students will solve families of equations. **(What)**

9.Students will be shown a video of graphing equations found on youtube. **(Hook)** 10.Students will the zeros and y-intercepts of particular equations by analyzing graphs and solving equations. **(Equip)** Students will use a step by step chart to help them graph the functions. **(Explore)** Students will form groups and compare zeros and y-intercepts found. **(Experience)** 11.Students will first be shown examples of how to find zeros and y-intercepts provided by me. **(Rethink)** Students will then have to find zeros and y-intercepts on the board, they will do this until they get the answer right. **(Revise)** Students will then be given a brand new problem they will have to do on their own. **(Refine)** 12.Students will use a checklist to help them find zeros and y-intercepts. **(Evaluate)** 13.Students will be shown a music video of graphing equations. **(Musical)** Then examples of solving for zeros and y-intercepts will be shown by me. **(Visual)** Students will then work alone to solve for zeros and y-intercepts. **(Intrapersonal) and (Logical)** We will then conform as a whole class and work with each to compare zeros and y-intercepts found. **(Interpersonal)** Students will then project their answers and how they solved them onto the board with class guidance as well as help from me. **(Kinesthetic)** 14.Students will be able to evaluate the graph of an equation and give zeros and y-intercepts. **(Organize)** Students will produce a themed graph on the internet. || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand graphing equations are essential in find zeros and y-intercepts. **(Where)** You can use zeros and y-intercepts for example to find height or time for a particular problem. **(Why)** Students will solve families of equations. **(What)**

16.Show a music video from youtube of the quadratic formula.[|Video] **(Hook)** 17.Students will know the use of the quadratic formula. **(Equip)** Students will use a KWL chart.**(Explore)** Students will form groups and compare graphs then project a final graph using the quadratic formula.**(Experience)** 18.Students will be given multiple examples of the quadratic formula to work out and graph, they will then go to the board and project their graph **(Rethink)**, those graphs who are not correct will give it another try with teach assistance **(Revise)**. They will continue to do the problem until they get it right. **(Refine)** 19.Students will use a checklist to do their self-assessment. **(Evaluate)** 20.My students will first work alone **(intrapersonal)** solving equations and graphing them **(logical) and (visual)** they will then form groups of three **(interpersonal)** and share their graphs **(verbal)**. 21.Students will be able to describe how you find x using the quadratic formula by creating a comic life of each of their graphs after they have gone through multiple examples of quadratic formulas and graphing them. The comic life will be a "time line" of the graphs they've created as well as the different steps they have taken in order to master that skill. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand that the quadratic formula helps you find x.**(Where)** This connects to projecting graphs of real life scenarios. ex. slope of a mountain.**(Why)** Students will be solving families of parabolas.**(What)**

23.My students will watch a video regarding the quadratic formula and the conic sections it represents. **(Hook)** 24.Students will first view examples of conic sections representing real life things. **(Equip)** Students will practice graphing these conic sections using their graphing calculator. **(Explore)** Students will continue practicing these conic sections for homework to master the skill. **(Experience)** 25.Students will find real life relationships that are conic sections. **(Rethink)** Students will come up with equations to these real life conic sections and graph them on a poster board. **(Revise)** All mistakes made on first graph will be corrected and a final graph will be made. **(Refine)** 26.Students will post a blog discussion about what conic sections they have found. **(Evaluate)** 27.Students will make a list of real life conic sections they have found whether it is outside, at their house or wherever. **(Logical), (Kinesthetic), and (Nature)** Students will graph the conic sections they have found by themselves. **(Intrapersonal)** Students will then make a blog entry about what conic sections they have found. Other students will comment on those blog entries. **(Interpersonal) and (Linguistic)** 28.Students will be able to solve quadratic equations graphically by factoring in cases where factoring is efficient and by applying the quadratic formula. **(Organize)** Students will create a blog stating the different conic sections they have found. || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand the quadratic formula helps you find x. **(Where)** This connects to real life because the quadratic formula represents different conic sections which relates things such as soccer balls, or the chain of a bicycle etc. **(Why)** Students will solve families of equations. **(What)**

30.Students will watch a video of different conic sections. **(Hook)** 31.Students will research different types of conic sections. **(Equip)** Students will make different graphs of the conic sections on the internet. **(Explore)** Students will print out their graphs and share them with the class. **(Experience)** 32.Students will research different conic sections. **(Rethink)** Students will use the internet to graph different conic sections. **(Revise)** Students will re-do these graphs until they are 100% correct and everything is accurate. **(Refine)** 33.Students will write a journal entry on how they felt about using the internet to graphs conic sections. **(Evaluate)** 34.Students will first research different conic sections using the internet. **(Visual)** Students will then use the internet to graph the conic sections. **(Kinesthetic), (Logical) and (Intrapersonal)** Students will then print their graphs off and share them with the class. **(Interpersonal) and (Linguistic)** 35.Students will be able to compare the graph of an ellipse as well as the graph of a parabola, a circle, an ellipse, and a hyperbola. **(Organize)** Students will have print offs of their graphs and show them to the class. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students will understand that conic sections consist of circles, parabolas, ellipses, and hyperbolas. **(Where)** Students can connect these conic sections to things such as a round clock. **(Why)** Students will solve families of equations. **(What)**

37.Show video of each conic section found on youtube. **(Engage)** 38. Students will use a KWL chart.**(Equip)** Students will also use a graphing calculator. **(Explore)** Students will do multiple examples of each conic section in class as well as for homework. **(Experience)** 39.I will provide a worked out solution and graph of each conic section for the students to use as a guiding tool. Students will then do multiple examples on their own **(Rethink)** We will go over these examples on the board and students will have an opportunity to redo each problem they did not get right **(Revise)** Students will then project a final graph onto the board that is 100% accurate **(Refine)** 40. Students will use a final checklist for every conic section pin pointing specifics to each conic section. **(Evaluate)** 41. Students will first watch me do examples of each conic section. **(Visual)** Students will then try two or three examples of conic sections on their own **(Intrapersonal)** Once students have a basic understanding of the conic sections will we go outside and find real life conic sections. **(Spatial) and (Nature)** Students will then project each conic section onto a larger poster board. **(Kinesthetic)** Students will then discuss the different conic sections found outside on a wiki discussion board. **(Interpersonal)** 42. Students will be able to be aware of the difference between the equations of an ellipse, a parabola, a circle and a hyperbola in real-life. **(Organize)** Students will produce a discussion wiki on what conic sections they found outside. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Students will understand that conic sections consist of circles, ellipses, parabolas, and hyperbolas. **(Where)** This connects to real life through things such as basketballs, three point line, etc. **(Why)** Students will solve families of equations. **(What)**

2004 ASCD and Grant Wiggins and Jay McTighe