S3+Kuvaja,+Kyle

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= Verbal-Linguistic: Students will simulate a pair of news anchors on a podcast about atomic structure, which requires them to speak over the air. Logical/Mathematical: Students will need to calculate how many electrons are in each orbital of the atom. Visual/Spatial: Students will create diagrams of atoms on a painting program before creating their podcast. Bodily/Kinesthetic: Students will be interacting with the paint program on the computer when they create a visual representation of atoms. Musical/Rhythmic: Students will need to create a song for their newscast. They can hum, whistle, or use software when coming up with their opening theme. Intrapersonal: Students will be expected to brainstorm ideas for their newscast on their own during Think-Pair-Share. Interpersonal: Students will be expected to share their ideas and collaborate with a partner during their newscast. Naturalist: Relate nuclear fission to the effects it has on the environment while discussing the nucleus of atoms. =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that there is a structure of atoms and this structure determines the properties they exhibit. **(Where)** The many different atoms are the simplest form of matter and compose everything in the world including people, pencils, water, and even the air we breathe. **(Why)**. //Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy.// **(What)**
 * (H)** 1.2 A digital slide show will be playing when students enter the room. The digital slide show will be composed of fifteen pictures up close that keep students wondering what the objects might be. **(Hook)**
 * (E)**1.3 Students will know definitions of atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, energy, density, atomic mass, atomic number, atomic weight, mass, and octet rule..Students will lastly be familiar with Democritus, John Dalton, Sir William Ramsay, and Sir Issac Newton. **(Equip)** Students will use a sequence chart to map out how they will incorporate descriptions of the atomic structure (electrons, protons, neutrons, orbitals, elements, density, and possibly include famous chemists like Democritus) in their podcast. **(Explore)** Use Think-Pair-Share to develop a sequence chart to be used for a podcast. **(Experience)**
 * (R)** 1.4 Before going to Think-Pair-Share, students will complete a ticket and I will use information to guide thinking. **(Rethink)** Using a rubric, students will self-assess and get peer feedback in class. Using the same rubric, students will be given teacher feedback so that students can revise their work. **(Revise)**
 * (E)** 1.5 Formative Assessment: Pre-Assessment: ungraded survey, Checking for Understanding: ticket, Timely Feedback: rubric for self, peer, and teacher feedback. **(Evaluate)**
 * (T)** 1.6 Give an example of each Multiple Intelligences **(Tailor)**
 * (O)** 1.7 Students will be able to describe the structure of atoms. **(Explain)** Product: Podcast, The lesson will take 14 days. **(Organize)** ||

Verbal-Linguistic: The brochure will compare and contrast the various element groups. This section of the project will involve typing. Logical/Mathematical: Doing calculations involving valence electrons, atomic masses, and atomic numbers requires mathematical thinking. Visual/Spatial: Creating the brochure in Microsoft Word will require selecting a layout, colors, pictures, and many other things that incorporate visual learning. Bodily/Kinesthetic: Students will be typing on the keyboard and using the mouse. The brochure project will also stem into an activity involving grouping up with "like" elements. Musical/Rhythmic: The periodic table rap at the beginning of class incorporates musical learning. Intrapersonal: The brochure will be created individually. Interpersonal: During the activity involving "like" elements, students will interact with each other. There will be a brainstorming session in groups. Naturalist: Students will learn about how the elements of a particular family can be found in nature. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that there is a structure of atoms and this structure determines the properties they exhibit **(Where)**. The differences and similarities on the periodic table help determine why we see so many differences between objects in the real world. There is a difference between an oxygen atom and a neon atom, which can be understood by studying the periodic table **(Why)**. Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy **(What)**.
 * (H)** 2.2 Periodic table of elements rap will be played to the students to get them curious about the periodic table **(Hook)**.
 * (E)**2.3 Students will know the definition of atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, energy, density, atomic mass, atomic number, atomic weight, mass, octet rule, half-life, and isotopes..Students will lastly be familiar with Democritus, John Dalton, Dmitri Mendelev, Sir William Ramsay, and Sir Issac Newton. **(Equip)**. Students will use Inspiration to create a web about the brochure they are creating **(Explore)**. Use Partners when using Inspiration. **(Experience)**.
 * (R)** 2.4 Before forming a web in Inspiration, students will use "give one, get one" to do personal planning before brainstorming with their partner**(Rethink**)**.** Using a rubric, students will self-assess, get peer feedback, and revise their work **(Revise)**.
 * (E)** 2.5 Formative Assessment: "Give one, get one" will help strengthen understanding before meeting with partner and rubric for self, peer, and teacher feedback **(Evaluate)**.
 * (T)**2.6 Give an example of each Multiple Intelligences **(Tailor)**
 * (O)** 2.7 Students will be able to compare and contrast the various elements on the periodic table. **(Perspective)** Product: Microsoft Word brochure, The lesson will take 14 days.**(Organize)** ||

Verbal-Linguistic: Communicating during the Jigsaw activity will require students to talk about what they know with other students. Logical/Mathematical: Using Google SketchUp requires a knowledge of geometric figures and coordinate planes. Visual/Spatial: The models created will be a 3D representation of molecules. These can be saved and used as a visual reference. Bodily/Kinesthetic: Students will be using Google SketchUp, which is an interactive software. Movement of the mouse will be involved. The nature walk will also activate kinesthetic learning. Musical/Rhythmic: Intrapersonal: Students will be asked to assess their own level of understanding in the triangular prism exercise. Interpersonal: Students will be asked to collaborate in groups during the Jigsaw activity. Naturalist: Students will go on a nature walk and take pictures of objects that they might want to create a molecular diagram of. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that the arrangement of atoms determines a molecule's properties, including the bonds it makes **(Where)**. Understanding what molecules look like allows us to begin exploring what items we use everyday look like up close. **(Why)**. Students describe how the number and arrangement of atoms in a molecule determine a molecule's properties, including the types of bonds it makes with other molecules and its mass, and apply this to predictions about chemical reactions **(What)**.
 * (H)** 3.2 Create a long molecular chain with physical models to "wow" students when they come into the room. This will get them thinking about what a molecule might look like to the extreme. **(Hook)**
 * (E)**3.3 Students will know the definitions of atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, bonds, covalent bond, ionic bond, hydrogen bond, alcohol, density, atomic mass, atomic number, atomic weight, mass, mole, octet rule, half-life, and isotopes.They will also know the important molecules like: molecular oxygen, water, sodium chloride, potassium nitrate, glucose, carbon dioxide,hydrogen chloride, sodium hydroxide, ammonia, ethanol, and molecular nitrogen. Students will lastly be familiar with Democritus, John Dalton, Dmitri Mendelev, Amedeo Avogadro, Sir William Ramsay, and Sir Issac Newton. **(Equip)** Students will use a describing wheel to create spokes of their wheel representing various characteristics of their molecule **(Explore)**. Use Jigsaw as a way to learn more about Google SketchUp **(Experience)**.
 * (R)** 3.4 After the Jigsaw activity, Triangular Prism will be used to assess student understanding **(Rethink)**. Using a checklist, students will self-assess, get peer feedback, and revise their work **(Revise)**.
 * (E)**3.5 Formative Assessment: Triangular Prism will me assess student understanding before they create their brochure **(Evaluate)**.
 * (T)**3.6 Give an example of each Multiple Intelligences **(Tailor)**
 * (O)**3.7 Students will be able to build models of molecules. **(Apply)** Product: Google SketchUp, The lesson will take 18 days. **(Organize)** ||

Students will understand that the arrangement of atoms determines a molecule's properties, including the bonds it makes. ** (Where) ** Molecular b onds help determine whether objects will break easily, be nearly unbreakable, and many other physical properties that we experience everyday.** (Why) **Students describe how the number and arrangement of atoms in a molecule determine a molecule's properties, including the types of bonds it makes with other molecules and its mass, and apply this to predictions about chemical reactions. **(What)** Sir William Ramsay, and Sir Issac Newton .**(Equip)** Students will use a T-Chart to help list the characteristics of each type of bond for specific molecules. The back of the T-Chart can be used for a rough sketch of the molecules they will create on Adobe Photoshop. **(Explore)** Use three-minute review throughout the lesson to make sure that all students are grasping the various types of bonding. **(Experience)** Verbal-Linguistic:Students will talk with each other about molecular bonds, in teams, during the three-minute review periods. Logical/Mathematical: Students will need to calculate bond angles prior to creating their diagrams in Adobe Photoshop. Visual/Spatial: Students will create visual representations of the molecular bonding process using Adobe Photoshop. Bodily/Kinesthetic: The Slap it checking for understanding activity gets students out of their seats, while allowing me to see how much they understand about bonding. Musical/Rhythmic: Intrapersonal: Students will be asked to create their own T-Chart prior to creating their diagrams. Interpersonal: Students will interact in groups during the three-minute review activities. Naturalist: =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1
 * (H)** 4.2 Show a video of the Hindenburg disaster and explain how scientists should have made them aware that a hydrogen gas balloon and an abundance of oxygen react to form water, which has covalent bonds.
 * (E)**4.3 Students will know the definition of atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, bonds, covalent bond, ionic bond, hydrogen bond, energy, alcohol, density, dilution, atomic mass, atomic number, atomic weight, mass, mole, oxidation, octet rule, solute, solvent, half-life, and isotopes.They will also know the important molecules like: molecular oxygen, water, sodium chloride, potassium nitrate, glucose, carbon dioxide,hydrogen chloride, sodium hydroxide, ammonia, ethanol, and molecular nitrogen. Students will lastly be familiar with Democritus, John Dalton, Dmitri Mendelev, Marie Curie, Amedeo Avogadro,
 * (R)** 4.4 After all types of molecular bonding has been discussed, Slap It will be used to assess student understanding before they do their T-Chart. **(Rethink)** Using a check list, students self-assess, get peer feedback, and revise their work. **(Revise)**
 * (E)**4.5 Formative Assessment: Checking for Understanding: Slap it, Timely Feedback: checklist for self, peer, and teacher feedback
 * (T)**4.6 Give an example of each Multiple Intelligences **(Tailor)**
 * (O)**4.7 Students will be able to illustrate how bonds are formed in molecules. **(Interpret)** Product: Adobe Photoshop, The lesson will take 18 days. **(Organize)** ||

Students describe how the number and arrangement of atoms in a molecule determine a molecule's properties, including the types of bonds it makes with other molecules and its mass, and apply this to predictions about chemical reactions. **(What)** alcohol, density, dilution, atomic mass, atomic number, atomic weight, mass, mole, cathode, anode, oxidation, heat, pH, octet rule, solute, solvent, saturated, buffer, half-life, and isotopes.They will also know the important molecules like: molecular oxygen, water, sodium chloride, potassium nitrate, glucose, carbon dioxide,hydrogen chloride, sodium hydroxide, ammonia, ethanol, and molecular nitrogen. Students will lastly be familiar with Democritus, John Dalton, Dmitri Mendelev, Marie Curie, Amedeo Avogadro, Sir William Ramsay, Le Chatelier, and Sir Issac Newton. **(Equip)** Students will use a KWL Chart to gauge prior knowledge of reactions before researching for the Prezi, ask what they would like to know, and then describe the new learning. **(Explore)** Use numbered heads together as a way to break up the lessons on chemical reactions and help reinforce the important information. **(Experience)** Verbal-Linguistic: Students will present their chemical reaction Prezi to the class. Logical/Mathematical: Working with reactions requires many calculations. Two such calculations are equilibrium and entropy. Visual/Spatial: The Prezi will be a visual representation of the various reactions that can take place in a molecule. Bodily/Kinesthetic: Students will be moving around during labs that involve chemical reactions. Musical/Rhythmic: Students will be required to incorporate audio into their Prezi Intrapersonal: Students will create their own KWL Chart while planning their Prezi. Interpersonal: Students will talk about chemical reactions in groups during numbered heads together. Naturalist: Students will learn about chemical reactions that occur in nature, such as cellular respiration and photosynthesis. I will be sure to inform them that these are necessary to most human, animal, and plant life. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that a molecule has properties that allows one to make predictions about chemical reactions it can be involved in. **(Where)** Chemical reactions are an essential part of life processes. Life would not exist if there were no reactions between atoms and molecules. Reactions are also really fun to watch. **(Why)**
 * (H)** 5.2 I would have a large flask with liquid Nitrogen Monoxide and blue indicator. Nitrogen Monoxide reacts with oxygen to form a brown gas. This will get them interested to learn about other experiments. **(Hook)**
 * (E)**5.3 Students will know definitions of atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, bonds, covalent bond, ionic bond, hydrogen bond, reaction rate, energy,acid, base, endothermic, exothermic, reaction,
 * (R)** 5.4 During the numbered heads together cooperative learning technique and two other times throughout the lesson, I will use clickers to assess the students understanding of how to balance chemical equations, products, and other topics discussed in reactions. **(Rethink)** Using a rubric, students self-assess, get peer feedback, and revise their work. **(Revise)**
 * (E)**5.5 Formative Assessment: Checking for Understanding: clickers, Timely Feedback: rubric for self, peer, and teacher feedback
 * (T)**5.6 Give an example of each Multiple Intelligences **(Tailor)**
 * (O)**5.7 Students will be able to consider other reactions that can take place with a given molecule. **(Empathy)** Product: Prezi, The lesson will take 21 days. **(Organize)** ||

alcohol, density, dilution, atomic mass, atomic number, atomic weight, mass, mole, cathode, anode, oxidation, heat, pH, octet rule, solute, solvent, saturated, buffer, half-life, and isotopes.They will also know the important molecules like: molecular oxygen, water, sodium chloride, potassium nitrate, glucose, carbon dioxide,hydrogen chloride, sodium hydroxide, ammonia, ethanol, and molecular nitrogen. Students will lastly be familiar with Democritus, John Dalton, Dmitri Mendelev, Marie Curie, Amedeo Avogadro, Sir William Ramsay, Le Chatelier, and Sir Issac Newton. **(Equip)** Students will use a storyboard to plan out the i-Movie project. The storyboard will contain pictures of important scenes, possible text inclusions, and any information about chemistry included in the video. **(Explore)** Use three-step interview as a way for students to connect with a partner and share their understanding of chemistry as it connects to the world. **(Experience)** Verbal-Linguistic:Students will be talking with a partner during the three-step interview. Logical/Mathematical: Students will use many formulas discussed throughout the semester (i.e. equilibrium, valence electrons) in the i-Movie project. Visual/Spatial: The i-Movie will involve working with video editing software. The entire process of making a movie will involve visuals of some kind. Bodily/Kinesthetic: Students will be expected to "star" in the movie, which will keep them moving around and engaged. The students will also walk around during the Hook. Musical/Rhythmic:Students will be required to incorporate audio into their i-Movie project. Intrapersonal: The decisions, decisions checking for understanding activity will be worked on by each individual student. Interpersonal: Students will interact with another student in the class during the three-step interview. Naturalist: Many careers that involve nature will attend my hook. These careers could include veterinarians, doctors, foresters, marine biologist, and others.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that a molecule has properties that allows one to make predictions about chemical reactions it can be involved in. **(Where)** Understanding how a basketball connects to real life is important for the existence of the sport of basketball. Chemistry is the same way. Understanding chemical principles does not allow for application, which is what makes subject areas meaningful. **(Why)** Students describe how the number and arrangement of atoms in a molecule determine a molecule's properties, including the types of bonds it makes with other molecules and its mass, and apply this to predictions about chemical reactions. **(What)**
 * (H)** 6.2 Invite guest speakers of various occupations that involve chemistry. This would not be a speech in the front of the class, but stations set up that children could visit. This would allow children to interact with individuals who work with chemistry on a daily basis. **(Hook)**
 * (E)**6.3 Students will know definitions of atom, electron, neutron, proton, energy level, element, orbitals, charge, cation, anion, molecule, bonds, covalent bond, ionic bond, hydrogen bond, reaction rate, energy,acid, base, endothermic, exothermic, reaction,
 * (R)** 6.4 After talking about a current event that has occurred dealing with chemistry (there is always something), students will use decisions, decisions to discuss their opinion on the matter and helps me get a feel for their understanding. **(Rethink)** Using a rubric, students self-assess, get peer-feedback, and revise their work. **(Revise)**
 * (E)**6.5 Formative Assessment: Checking for Understanding: ticket, Timely Feedback: rubric for self, peer, and teacher feedback
 * (T)**6.6 Give an example of each Multiple Intelligences **(Tailor)**
 * (O)**6.7 Students will be able to reflect on how chemical processes affect their everyday lives. **(Self-Knowledge)** Product: i-Movie, The lesson will take 21 days. **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe