Jessica+Stage+3

=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 ..., (**Name the Facet**) **Product:** Type II Technology, **Number of Days:** ( **Organize**)

[|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= **Interpersonal:** Students will be collaborating in a group in order to use their interpersonal skills.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that scientists perform electrophoresis analysis to identify and consider possible suspects by comparing DNA collected from a crime scene to possible suspects **//(where).//** Students will act as forensic scientists to understand how they solve a crime using technology **//(why).// MLR Science E1** **(b)** //Describe the role of DNA sequences in determining the degree of kinship among organisms and the identification of species// **//(what).//**
 * (H)** 1.2 CSI video (Collecting and analyzing DNA evidence)
 * (E)** 1.3 Students will know t he structure of DNA and h ow electrophoresis works to separate DNA. (**Equip**) Computer simulation on using electrophoresis [|VIrtual Lab] (**Explore)** Collaborative lab report to describe how electrophoresis works and display results from the analysis of crime scene data compared to possible suspects. **(Experience).**
 * (R)** 1.4 Checking for understanding by discussing virtual lab reflection questions **(Rethink)** Self-Assessment using Lab Checklist **(Rethink/Revise),** and feedback by teacher on lab report (**Revise**/**Refine**),
 * (E)** 1.5 **Pre-Assessment** KWL; **Checking for Understanding** Virtual Lab Reflection Questions; **Timely Feedback**: Teacher comments on Lab Report in google docs **(Evaluate)**
 * (T)**1.6 **Multiple Intelligences //(interaction with the content)//**
 * Verbal:** Students will interact with the content verbally by discussing lab questions with their partner and using a word processing program to write their lab report.
 * Logical:** Students will interact with the content logically by conducting detailed lab procedures in order to figure out the answers to the lab.
 * Musical:** Students can create their own theme song (like CSI) and present to the class.
 * Visual:** Students will use technology to visually interact with the content through a Virtual Lab Simulation.
 * Bodily:** Students will interact with the content in a kinesthetic manner by using scientific equipment (electrophoresis equipment) to conduct the lab.
 * (O)** 1.7 Students will be able to p erform electrophoresis analysis to compare DNA collected from a crime scene to possible suspects. **(Apply) Product:** Google Docs, **Number of Days:** 2 **(organize)** ||

Lesson 2 - I would spend more time on this lesson next year, I think it would help to make the videos better if students had more time to research other forensic techniques.
**Interpersonal:** Students will have to collaborate in a group to complete the work. **Naturalist:** Guest Speaker will be brought into class to demonstrate a specific forensic technique, showing the students who really uses these techniques in real life. =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that crime scene forensics have improved due to technological advances.//**(where)**// Students will research and demonstrate other forensic techniques that scientists use to process a crime scene. **//(why)//** **MLR Science C3 (a)** //Explain how science and technology influence how a crime scene is processed//. **//(what)//**
 * (H)** 2.2 Fingerprints comparisons (take their fingerprints as soon as they come into class and have them compare them with a partner)
 * (E)**2.3 Students will know h ow to process a crime scene in 2012.**(Equip)** Students will research a specific forensic technique. **(Explore)** Group work to demonstrate for the class a short presentation on how the specific technique is used and why. **(Experience)**
 * (R)** 2.4 Exit slip briefly explaining their technique that they will be presenting next class.**(Rethink)** Self-Assessment using rubric **(Rethink/Revise),** and feedback by teacher on draft of presentation research (**Revise**/**Refine**),
 * (E)** 2.5 **Checking for Understanding** Exit Slips and during class teacher will check in with groups on their progress with their research using content specific questions; **Timely Feedback:** Peer reviews on presentations and Teacher comments on presentation **(Evaluate).**
 * (T)**2.6 **Multiple Intelligences //(interaction with the content)//**
 * Verbal:** Students will verbally present to the class how to conduct a forensic technique.
 * Logical:** Students will logically follow the detailed procedural steps when investigating the technique.
 * Visual:** Students will visually see the fingerprints and compare their prints with a classmates looking for similarities and differences.
 * Bodily:** Students will manipulate scientific equipment when explaining their lab technique.
 * Intrapersonal: ** Students will create an imovie to express themselves.
 * (O)**2.7 Students will be able to d emonstrate other crime scene techniques to collect evidence, i.e; fingerprinting, fiber analysis. **(Explain) Product:** Imovie/video, **Number of Days:** 3 **(organize)** ||

**Interpersonal:** Students will work with a partner to complete the work.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that evidence must be used in order to support a scientific argument. //**(where)**// Students will collect evidence from the crime scene presented in the book and use it to show how it supports the argument that Mr. Harvey is the killer. **//(why)//** **MLR Science C1** **(b)** //Describe how scientists defend their evidence and explanations using logical arguments and verifiable results.//
 * (H)** 3.2 Video clip (from The Lovely Bones Movie) showing a scene where/how evidence is collected.
 * (E)**3.3 Students will know h ow to collect evidence to support a conclusion.**(Equip)** Students will present evidence collected from the crime scene in the book **(Explore)** Students will create an Argument map with a partner visually showing why the evidence points to Mr. Harvey. **(Experience)**
 * (R)**3.4 Think/Pair/Share - compare evidence with other students and class (**Rethink),** Use feedback from other students and teachers about the evidence collected from the book and how it points to Mr. Harvey **(Rethink/Revise)**, Teacher feedback during large group discussion **(Revise/Refine)**
 * (E)**3.5 **Checking for Understanding:** Think/Pair/Share - student will share the one piece of evidence that they think strongly supports the claim that Mr. Harvey was the killer.**Timely Feedback:** Teacher feedback on Argument Map **(Evaluate)**
 * (T)**3.6 **Multiple Intelligences //(interaction with the content)//**
 * Verbal:** Students will verbally communicate and discuss with a partner the evidence that they found from the book and how it points to Mr. Harvey as the obvious killer.
 * Logical:** Students will logically explain why the evidence points to him.
 * Visual:** Students will be shown a video clip from the movie to see the evidence being collected.
 * Bodily:** Students can act out a short court scene using the evidence from the book and convict Mr. Harvey through a mock trial.
 * Musical: **Students can create their own song using the evidence and why it points to Mr. Harvey as the killer.
 * Intrapersonal: ** Students individually will create an argument map based on their work.
 * (O)**3.7 Students will be able to m ake sense of evidence collected at a crime scene in order to support a scientific argument. **(Interpret) Product:** Argument Map, **Number of Days:** 1 **(organize)** ||

Lesson 4 - Next year my colleague and I discussed that this lesson could be integrated into her English class.
**Interpersonal:** Students will be working with a partner and presenting to class. =Lesson 5 - No time to complete this whole lesson. =
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that crime scene forensics have improved due to technological advances. **//(where)//** Students will compare and contrast forensic techniques used in the novel compared to modern day techniques in order to analyse how new technology might of changed the outcome of the book. **//(why)//** **MLR Science C4** **(b)** //Select and describe one of the major episodes in the history of science including how the scientific knowledge changed over time and any important effects on science and society.**(what)**//
 * (H)** 4.2 Short local newspaper article related to a cold case from 30 years ago that was solved using DNA evidence.
 * (E)**4.3 Students will know h ow a crime scene was processed in 1970 compared to 2012.**(equip)** Students will work with a partner to research when specific forensic techniques were discovered and by whom **(explore)** Students will work with a partner to create a timeline showing the advances in forensic technology from 1970 to present **(experience)**
 * (R)**4.4 Venn diagram comparing techniques from both time periods **(rethink)** Self-Assessment using grading sheet for project **(rethink/revise)** and feedback from teacher before final product is due **(revise/refine)**
 * (E)** 4.5 **Checking for understanding** venn diagram; **Timely Feedback:** teacher feedback about Venn Diagram **(evaluate)**
 * (T)**4.6 **Multiple Intelligences //(interaction with the content)//**
 * Verbal:** Students will discuss venn diagram and timeline with each other and present to the class.
 * Logical:** Students will be creating a timeline showing how technology has advanced the study of forensic science.
 * Visual:** Students will be designing a venn diagram comparing and contrasting forensic techniques in different time periods.
 * Musical:** Students can create a song that describes the different techniques used from each time period.
 * Bodily:** Students can act out two strategies showing the techniques used from each time period.
 * Intrapersonal: **<span style="font-family: Arial,sans-serif;">Students will be using computer tools to process their thinking.
 * (O)**4.7 Students will be able to c ompare and contrast forensic analysis done in the 1970's to forensic analysis done in the present.**(perspective)** **Product:** T imeline maker/Venn Diagram **Number of Days:** 2 **(organize)** ||

write a collaborative story with a partner **(experience)** <span style="font-family: Arial,sans-serif;">**Bodily:** Students can act a scene from the book showing how the evidence would be analyzed in 2012 and how that particular piece of evidence may change some aspect of the book. <span style="font-family: Arial,sans-serif;">**Interpersonal:** Students will be working with a partner. <span style="font-family: Arial,sans-serif;">**Naturalist:** Students will use a digital camera to take pictures of themselves in character roles from the book to be included in their story. =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that evidence must be used in order to support a scientific argument.**//(where)//** Students will act as forensic scientists, collecting evidence from the novel and discussing how it would be processed today.//**(why)**// **MLR Science C2** **(a)** //Provide an example that shows how science advances with the introduction of new technological problems often impacts new scientific knowledge//. //**(what)**//
 * (H)** 5.2 I will read one piece of evidence that I found in the book to the class to get them started.
 * (E)**5.3 Students will know h ow to collect evidence to support a conclusion.**(equip)** students will use all of the evidence from the book and discuss how new technologies would support that Mr. Harvey was the killer **(explore)** Students will c onsider how advances in forensic technology would of changed the outcome of the novel; they will
 * (R)** 5.4 Students will write an entry in their journal describing the evidence that was used to convict Mr. Harvey **(rethink)** Discuss journals as a class to get feedback **(rethink/revise)** teacher feedback in journal about their ideas of how the evidence would be used to convict Mr. Harvey **(revise/refine)**
 * (E)** 5.5 **Checking for understanding** science journal entry discussing evidence collected **Timely Feedback:** teacher feedback on journal entries **(evaluate)**
 * (T)**5.6 **Multiple Intelligences //(interaction with the content)//**
 * Verbal:** Students will be discussing the evidence collected from the novel with another student.
 * Logical:** Students will be using evidence to change the logical sequence of the outcome of the novel by creating a new ending.
 * Visual:** Students will use a computer to visual outline the story.
 * (O)**5.7 Students will be able to c onsider how advances in forensic technology would of changed the outcome of the novel. **(empathy) Product:** Collaborative Story Maker. **Number of Days:** 2 **(organize)** ||

<span style="font-family: Arial,sans-serif;">**Naturalist:** Students will portray themselves and their experience as an avitar in xtranormal.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that evidence must be used in order to support a scientific argument.//**(where)**// students will recognize how biases can be a variable that comes into play when analyzing evidence in order to support a scientific argument **(why)** **MLR Science** //(b) Describe how scientists defend their evidence and explanations using logical arguments and verifiable// results.**(what)**
 * (H)** 6.2 scenarios that demonstrate obvious bias for students to identify
 * (E)**6.3 Students will know h ow to collect evidence to support a conclusion and that bias sometimes can be the uncontrolled variable.**(equip)** Students will conduct experiments where bias will come into play in order for them to make a conclusion, then they will compare with others to see how bias made each conclusion unique and not necessarily correct.**(explore)** students will create an xtranormal movie clip based on their experience. **(experience)**
 * (R)** 6.4 exit slips where students will explain how bias plays a role in analyzing evidence **(rethink)** Feedback from other students discussing if their examples show bias **(rethink/revise)** teacher feedback during class discussion of exit slip answers **(revise/refine)**
 * (E)** 6.5 **Checking for understanding** exit slips **Timely Feedback:** students use rubric to grade their xtranormal video, teacher uses rubric to give feedback.
 * (T)**6.6 **Multiple Intelligences //(interaction with the content)//**
 * Verbal:** Students will be discuss biases with classmates.
 * Logical:** Students will plan their movies from beginning. middle to end in a logical sequence for a rough draft.
 * Visual:** Students will be creating a video clip in xtranormal that portrays their experience with bias.
 * <span style="font-family: Arial,sans-serif;">Musical/Rhythmic: **<span style="font-family: Arial,sans-serif;">Students will incorporate a theme song or background music into their animation.
 * <span style="font-family: Arial,sans-serif;">Intrapersonal: **<span style="font-family: Arial,sans-serif;">Students will use a computer program to process their thinking.
 * (O)**6.7 Students will be able to b e aware of biases in analyzing evidence.**(self-knowledge) Product:** Xtranormal movie clip **Number of Days:** 2 **(organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe