Karl+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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that t echnology and inventions can change society in both positive and negative ways. **(Where)** The inventions we use everyday shape the world around us. **(Why)** // INFLUENCE OF ENGINEERING, TECHNOLOGY, AND SCIENCE ON SOCIETY AND THE NATURAL WORLD //**(What)**
 * (H)** 1.2 What would you life be like without the cell phone?
 * (E)**1.3 Students will know t erms: Technology, engineering, design cycle, society, feedback, engineering design process **(Equip)** Outline and peer feedback **(Explore)**Working on paper written in Google Docs on impact of an invention. **(Experience)**
 * (R)**1.4 Observations of student work to check for mistakes or misconceptions( ** Rethink), ** Checklist of requirements for paper to be completed as a self-assessment. ** (Rethink/Revise), ** Feedback in using Google Docs comments( ** Revise ** / ** Refine ** ),
 * (E)**1.5 Formative Assessment - ** Pre-Assessment: ** Quick Write, ** Checking for Understanding ** : Observations ** Timely Feedback: **Teacher comments** (Evaluate ** )
 * (T)** 1.6
 * Verbal-Linguistic-** Students will write a paper on their invention.
 * Logical/Mathematical-** Students will outline their ideas for their paper.
 * Visual/Spatial-** Students find or create pictures of what life would be like without their invention.
 * Bodily/kinesthetic-** Students will act out a scene of life without the invention.
 * Musical rhythmic-** Students will pick a musical theme to represent life before and after their invention, as well as a third theme to represent what life would be like if their invention no longer existed.
 * Intrapersonal-** Students will self-asses their paper with a rubric.
 * Interpersonal-**Students will provide feedback on another students Google Docs paper in a structured discussion.
 * Naturalist-** Students will evaluate how the loss of the invention would affect the natural world.
 * (O)**1.7 Students will be able to d escribe an invention and how it impacted society. (Explain) Product: Google Docs Paper **Number of Classes:** 4 ||

http://www.lesley.edu/library/guides/research/evaluating_web.html (**Explore**)Evaluate websites used in paper.(**Experience**) =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 //Students will understand that media must be evaluated for accuracy and bias before using//.(**Where**) How can you tell if a website is accurate and honest? (**Why**) Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.(**What**)
 * (H)** 2.2 Present samples of bad websites and ask students to evaluate.
 * (E)** 2.3 Students will know how to evaluate the quality of a source of information. (**Equip**) Website evaluation guide @
 * (R)** 2.4 Teacher will check over and discuss student website evaluations (**Rethink**) Students will justify their website choice to another student (**Rethink/revise**) Students will write a breif summary of why or why not they have chosen to use that source in their paper. (**Revise/refine**)
 * (E)**2.5 Formative Assessment - ** Checking for Understanding ** : Exit Slip and ** Timely Feedback: ** Teacher comments ** (Evaluate ** )
 * (T)**2.6
 * Verbal-Linguistic-** Students will complete a reading on evaluating websites.
 * Logical/Mathematical-** Students will complete a checklist for determining the quality of a website.
 * Visual/Spatial-** Students will sort websites (printed) to different locations based on quality of source.
 * Musical rhythmic-** Students will make a song about evaluating sources.
 * Intrapersonal-**Students will write a paragraph detailing why you feel the sources you have chosen to use are high quality.
 * Interpersonal-**Justify the websites you have deemed acceptable to use to your peers.
 * (O)**2.7 Students will be able to e valuate web based and print sources. (**Interpret**) **Product**: Annotated bibliography justifying your choice in sources. **Number of Classes:** 1 ||

// INFLUENCE OF ENGINEERING, TECHNOLOGY, AND SCIENCE ON SOCIETY AND THE NATURAL WORLD // =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that s ocietal and design factors impact how rapidly a technology is adopted. (**Where**) New technology comes and goes all the time. Why is some of it adopted while some is rejected? (**Why**)
 * (What** )
 * (H)** 3.2 The cell phone was invented in 1973. Why did it take so long to become popular?
 * (E)**3.3 Students will know the engineering design process. (**Equip**) Engineering design graphic organizer/jigsaw. **(Explore)** Working on Google Docs paper. (a separate section in the paper will be devoted specifically to this topic.) (**Experience**)
 * (R)**3.4 Create a list of what factors may have influenced how quickly your invention was adopted. (**Rethink**) Share list with a partner and try to come up with more ideas. **(Rethink/revise)** Teacher feedback on list **(Revise/Refine)**
 * (E)**3.5 Formative Assessment - ** Checking for Understanding ** : Quick write and ** Timely Feedback: ** Peer feedback, teacher comments (**Evaluate**)
 * (T)** 3.6
 * Verbal-Linguistic-** Students will write a paper on their invention (Specific section of paper devoted to this topic).
 * Logical/Mathematical-** Students will outline their ideas for their paper.
 * Visual/Spatial-** Students will make a timeline of pictures of how their invention has changed over time.
 * Intrapersonal-**Students will brainstorm ideas for why their invention may or may not have been adopted quickly.
 * Interpersonal-**Students will discuss their list of what might have influenced how quickly their invention was adopted with another student.
 * Naturalist-** Students will address environmental or resource related issues impacting adoption of your invention
 * (O)**3.7 Students will be able to a nalyze why the invention was/wasn't accepted quickly. (**Perspective**) **Product**: Google Docs Paper (Specific section of paper devoted to this topic) **Number of Classes:** 2 ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that t he world around us is shaped by the technology we have invented. (**Where**) How have our lives been changed by the technology around us? ( **Why** ) // INFLUENCE OF ENGINEERING, TECHNOLOGY, AND SCIENCE ON SOCIETY AND THE NATURAL WORLD //**(What** )
 * (H)** 4.2 What would life be like without your invention?
 * (E)**4.3 Students will know students will know t erms: Technology, engineering, design cycle, society, feedback, engineering design process. (**Equip**) Sketches of comic book/share with a partner. ** (Explore) **Creating comic book using Comic Life about what life would be like without your invention. (**Experience**)
 * (R)**4.4 Create sketches of your comic book.(**Rethink**) Share sketches with a partner and try to come up with more ideas. **(Rethink/revise)** Teacher feedback on comic **(Revise/Refine)**
 * (E)**4.5 Formative Assessment- ** Checking for Understanding ** : Exit slip and ** Timely Feedback: ** Peer feedback, teacher comments ** (Evaluate ** )
 * (T)** 4.6
 * Verbal-Linguistic-** Write out a story about a day without your invention.
 * Bodily/kinesthetic-** Act out the panels you will use for your comic.
 * Musical rhythmic-** Choose theme music for each panel of your comic book.
 * Intrapersonal-**Complete a self-reflective checklist on your comic book.
 * Interpersonal-**Read the comic books you have created to each other and offer constructive feedback.
 * Naturalist-** How have inventions helped/hurt the environment? (Discussion)
 * (O)**4.7 Students will be able to i magine life without an invention (**Empathy**) **Product**: Comic Life Comic. **Number of Classes:** 1 ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that t echnology and inventions can change society in both positive and negative ways. (**Where**) The things that make our lives easier can also have unintended consequences. ( **Why** ) // INFLUENCE OF ENGINEERING, TECHNOLOGY, AND SCIENCE ON SOCIETY AND THE NATURAL WORLD //**(What** )
 * (H)** 5.2 T-chart: What are the positives and negatives about the invention of the automobile. Is it worth the cost?
 * (E)**5.3 Students will know students will know t erms: Technology, engineering, design cycle, society, feedback, engineering design process. (**Equip**) T-charts of positive and negatives of invention. (**Explore**) Google Docs presentation on the impact of your invention (**Experience**)
 * (R)**5.4 Create a T-chart for the positive and negative impacts of your invention. (**Rethink**) Share list with a partner and try to come up with more ideas. **(Rethink/revise)** Teacher feedback on comic **(Revise/Refine)**
 * (E)**5.5 Formative Assessment- ** Checking for Understanding ** : quick write and ** Timely Feedback: ** teacher comments ** (Evaluate ** )
 * (T)** 5.6
 * Logical/Mathematical-** Calculating the true cost of a product, students will try to determine what parts and resources go into their product. (Based on article on hybrid cars)
 * Visual/Spatial-** Draw a diagram of where the different resources used in a car come from.
 * Bodily/kinesthetic-** Put pins on a map for the difference resources needed to build a hybrid car.
 * Intrapersonal-**Brainstorm a list of the positives and negatives of your invention.
 * Interpersonal-**Presenting your product to a small group for feedback.
 * Naturalist-** How has our interaction with the natural world been shaped by our technology? (Quick write)
 * (O)**5.7 Students will be able to p resent a summary of their research to the class. (**Apply**) **Product**: Google Docs Presentation **Number of Classes**: 1 ||

**Number of classes:** >1 ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**6.1 Students will understand that self reflection is an important part of the learning process.(**Where**) Reflecting on what we have learned can help us going forwards. **(Why)** Self-evaluation and reflection (**What**)
 * (H)** 6.2 Have you ever turned in an assignment that you thought you did really well on and ended up getting a terrible grade?
 * (E)** 6.3 Students will know how to reflect on the quality of their own work. (**Equip**) Students will be given a rubric to evaluate the quality of their own work. (**Experience**) Student will write a self-reflective piece on what they learned.
 * (R)** 6.4 2+2 feedback form as self-reflection. (**Rethink**) Write down ways to improve your paper (**Rethink/revise**) Teacher feedback (**Revise/refine**)
 * (E)**6.5 Formative Assessment- ** Checking for Understanding ** : teacher conference with students and ** Timely Feedback: ** Teacher comments and graded rubric ** (Evaluate ** )
 * (T)** 6.6
 * Verbal-Linguistic- ** Students will write a paragraph explaining what grade they think they deserve and why they deserve that grade.
 * Logical/Mathematical- ** Students will use a rubric to calculate their own scores.
 * Visual/Spatial- ** Students will color-code a paper to identify each of the required sections as well as an introduction and conclusion.
 * Bodily/kinesthetic- ** Students will sort out sample papers to different locations based on several different criteria (quality of writing, meeting the goals of the assignment, and engagement).
 * Intrapersonal- ** Students will provide feedback on their own Google Docs paper.
 * Interpersonal- ** Students will provide feedback on another students Google Docs paper.
 * (O)**6.7 Students will be able to r eflect on quality of paper and presentation (**Self-knowledge**) **Product**: Google Docs Feedback

2004 ASCD and Grant Wiggins and Jay McTighe