Walter+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= we will have a gallery walk (**Explore)** Research & Technology page for portfolio (**Experience)** =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that humans explore the planets, sun and moons to learn about the history, future, and nature of life and Earth's place in the solar system (**Where)** B2//a. Identify new problems or a current design in need of improvement. B2b. Generate alternative design solutions.// (**What)** Selecting the design that best meets established criteria is a skill that their bosses want them to know. ( **Why)**
 * (H)** 1.2 Books on Apollo mission students will highlight one favorite photo. **(Hook)**
 * (E)** 1.3 Students will know of space life sustaining technology and food production (**Equip)**
 * (R)** 1.4 Students will evaluate previous technology for applications to solve their project goals **(Rethink)** Questioning by students regarding the comments made by teacher on portfolio page of research and technology. **(Rethink/Revise)**
 * (E)** 1.5 Formative Assessment: **Pre-Assessment:** using a KWS **Checking for Understanding**:Teacher questioning **Timely Feedback:** Comments will be made on their portfolio page. (**Evaluate)**
 * (T)** 1.6
 * Verbal:** With groups students will communicate decisions and describe them to teacher.
 * Logical:** Students will justify if the technologies of the past will facilitate the needs of this future mission.
 * Visual:** Students will be visually stimulated by large full color pictures of human space travel to the moon and back.
 * Body:** Students will participate in a Gallery walk of all groups research and address each photo selected by other individuals.
 * Music:** The class will view the docking scene from __2001: A Space Odyssey__ where Blue Danube should be a known song.
 * Intra:** Think: Reflective writing prompt on group work will help the students reflect upon their role in the group
 * Inter:** Group Work: Each group will delegate one of four roles to play in the upcoming mission; Scientist, Engineer, Designer, Architect.
 * Natural:** The basic needs of life will be explored for all life on earth in an alien environment where these needs are cared for with technology and science.
 * (O)**1.7 Students will be able to analyze human experience exploring space. **(**P**erspective) Product** : Google docs portfolio page Research and Technology **Time**: One day **(Organize)** ||

natural resources, geography and characteristics that is similar to Earth's. ( **What** ) to find a specific landing site for a Mars colony **(Why)** Teacher comments will be made on their portfolio online Google Docs for Landing Site (**Revise)** (T) 2.6 (**Tailor**) =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that Mars has a unique environment, using the computer lab **(Where)** viewing
 * (H)** 2.2 Fly by simulations of Mars environment will be projected on large screen in front of class while playing Gustav Holst; Mars the Bringer of War **(Hook)**
 * (E)** 2.3 Students will know the benefits of 3 landing sites (**Equip)** Using a persuasion map will explore the terrain of Mars using Google Mars (**Explore)** Landing site page of Google Docs design portfolio **(Experience)**
 * (R)** 2.4 Teacher walk-through and listening to students design of landing site. (**Rethink)** Students will question and evaluate terrain of Mars for applications and resources to solve their project goals (**Rethink/Revise)**
 * (E)** 2.5 **Checking for Understanding**:Teacher walk through **Timely Feedback:** Teacher Comments **(Evaluate)**
 * Verbal:** Students will discuss with group members and teacher walk through their rationale for choosing a landing site.
 * Logical:** Students will justify their decision as to meeting goals of the group and the resources available.
 * Visual:** Analysis of landing site will mostly be a visual inspection through satellite imagery.
 * Body:**
 * Music:** Classical selections will be playing in the background.
 * Intra:** Students will write a reflection piece on the research process and their part of the group.
 * Inter:** Group Work will compile research and defend the landing site of their choice.
 * Natural:**
 * (O)** 2.7 Students will be able to identify aspects of the Mars environment for challenges **(Explain) Product**: Google docs portfolio page Landing Site **Time:** One day **(Organize)** ||

Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**) Verbal-Linguistic: Students will be reading and interpreting web information. Logical/Mathematical Students will use computer search engines to allocate the necessary tools to complete the goals of their mission Visual/Spatial Students will analyze the technological design that is in use and interpret scientific drawings for application to how it will fit into their project design. Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Students will partake in a self paced internet search. Interpersonal Students will collaborate on the design portfolio using Google docs as well as receive feedback from the teacher. Naturalist The basic needs for human life require certain inputs and outputs to live. =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that the basic needs of life, (**Where**) understanding how technology, science and engineering can support life on another planet.(**What**) Exploring current plans for Mars colony by Mars One and Nasa. ( **Why** )
 * (H)** 3.2 Do now question on board __Mars One__ project intends to send astronauts to Mars and they will never return. Money will be raised for the project by filming the colony for a reality tv show similar to big brother. Is this ethical? Would you go?"
 * (E)**3.3 Students will know c urrent space technology in food production, resource recycling and production. (**Equip**)
 * (R)**3.4 Teacher walk-through and listening to students design of their portion of the Mars colony. (**Rethink)** Students will question and evaluate terrain current technology to support their part of the colony (**Rethink/Revise)**
 * (E)**3.5 verbal conference **Checking for Understanding**:Teacher questioning **Timely Feedback:** Comments will be made on their portfolio page. (**Evaluate)**
 * (T)** 3.6
 * (O)**3.7 ( **Interpret**) (**Product**) illustrate current and future space colony technology. **Time** Two Days (**Organize**) ||

Verbal-Linguistic: Students will be reading and interpreting web information. Logical/Mathematical: Students will use computer aided design to follow directions on a tutorial to build a simple house. Visual/Spatial: CAD will need the visual spatial learners to determine how the house will fit together. Bodily/Kinesthetic Musical/Rhythmic Intrapersonal: Students will partake in the tutorial self paced and explore on their own how the software works. Interpersonal: Students will collaborate on the design portfolio using Google docs as well as receive feedback from the teacher. Naturalist: Landscape will be added to the computer design that will represent the environment that will facilitate the natural resources needed for the colony. =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand how to use computer aided design. In the CAD design classroom of the technical school (**Where**) B2d. // Use models and simulations as prototypes in the design planning process. // (**What**) to use a powerful design tool that has real world applications. (**Why**)
 * (H)** 4.2 Design Warehouse for Sketchup will show some of the possibilities of design, this will be projected on the screen as a (**Hook**)
 * (E)**4.3 Students will know how prototypes and models are an important part of the design process. ( **Equip** )
 * (R)**4.4 Checking for Understanding Strategies during instruction students will raise fingers 1-5 on understanding CAD students and teachers will guide (**Rethink),** Self-Assessment using feedback from tutorial **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**)
 * (E)**4.5 Checklist used for teacher walkthrough sitting with each group in design **Checking for Understanding**: Discussion with group on ways to improve **Timely Feedback: (Evaluate**)
 * (T)** 4.6 (**Tailor**)
 * (O)**4.7 Students will be able to ( **Interpret**): illustrate current and future space colony technology.(**Product**) 3D model of colony (Time) 3 days (**Organize**) ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that computer aided design can be used a a simulation and prototype in the design process. In the CAD classroom (**Where)** their own design will be drawn using the Sketchup software (**What**) to apply a realworld skill in a technical program offered in our high school. (**Why**)
 * (H)** 5.2 CAD design students will present some of the current work they are doing in their tecnical class to show an interesting future plan for freshman students. (**Hook**)
 * (E)**5.3 Students will know u se models and simulations as prototypes in the design planning process. ( **Equip** )

Verbal-Linguistic: Students will be reading and interpreting web information. Logical/Mathematical: Students will problem solve strategies how to translate their ideas onto the language of the computer program. Visual/Spatia:l Three diminutional modeling is the ultimate in visual and spatial thinking and problem solving, these skills will we utilized in this lesson from each group member. Bodily/Kinesthetic Musical/Rhythmic: Music will be played in the background of the classroom, classical selections such as Wagner, Verdi, Tchaikovsky, Strauss, Mussorgsky, Khachaturian, Berlioz and Beethoven. Intrapersonal: Students will solve the problem individually and work on their skills with the software independantly. Interpersona:l Students will collaborate on the design portfolio using Google docs as well as receive feedback from the teacher. Naturalist =Lesson 6=
 * (R)**5.4 Checking for Understanding Strategies during instruction show of hands in agree/disagree statements(**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**)
 * (E)**5.5 teacher review formative Assessment, **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** 5.6 (**Tailor**)
 * (O)**5.7 Students will be able to ( **Self-Knowledge**): reflect on their design to the class, present to team and interdisciplinary teachers. (**Product**) Presentation (**Time**) two class periods. (**Organize**) ||

Verbal-Linguistic: Students will be reading and interpreting web information. Logical/Mathematical: The dimensions and organization of the Mars colony will have to be feasible and follow a useful pattern for humans to inhabit. Visual/Spatial: Virtual walkthrough of the groups design solution will need the aid of these students skills. Bodily/Kinesthetic: Students will present in front of class and standing and communicating with body language. Musical/Rhythmic: Students will have the option of playing music during their mars colony model. Intrapersonal: Students will reflect upon their part of the design process in their portion of the design portfolio pertaining to their role in the project; scientist, architect, engineer or leader. Interpersona:l Students will collaborate on the design portfolio using Google docs as well as receive feedback from the teacher. Naturalist: The environment of Mars will be described and shown in their project.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand to p resent the problem, design process, and solution to a design problem including models, diagrams, and demonstrations in front of class (**Where**) their computer model using Sketchup (**What**) to communicate their design ideas to others (**Why**)
 * (H)** 6.2 Students will be given the opportunity to show what they know to their peers (**Hook**)
 * (E)**6.3 Students will know presentation skills in communicating their part of the design process and modeling. ( **Equip** )
 * (R)**6.4 Checking for Understanding Strategies during instruction pair share with other groups (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**)
 * (E)**6.5 Formative Assessment using the school wide presentation rubric **Checking for Understanding**: Question and answer session after presentation **Timely Feedback:** Return of presentation rubric **(Evaluate**)
 * (T)** 6.6 (**Tailor**)
 * (O)**6.7 Students will be able to (**i** **nterrelate**) life sustaining technologies by combining all groups projects together (**Product**) Two class periods (**Time**) (**Organize**) ||

2004 ASCD and Grant Wiggins and Jay McTighe