S3+Fecteau+Cameron

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinesthetic: Visual: Naturalist: Intrapersonal: Interpersonal: Musical:**
 * 1. (W)** **Where** (Students understand that....), **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)
 * Verbal:
 * 7. (O)** **Organize** (Students will be able to ...) and Product:

=Lesson 1= 2. X-Science Plate Tectonic YouTube video (**Hook**). 3. Students will need to know the sequence of continental drift and the timelines of Pangea, Gondwanaland, and Laurasia (**Equip**). Graphic Organizer: Sequence Chart (**Explore**). Think Pair Share: Students will be confronted with a question and then be given time to individually process their ideas. The students will further develop their ideas with a partner and compare each others sequences. When the partners come to terms with both sequences, then they will share with the class as a whole. (**Experience**). 4. At the end, the class will come together in a discussion of their observations and thoughts (**Rethink**). From there they will go back to their graphic organizers and fill in the blanks that might have been missed (**Revised**). Students will turn in a rough draft of the map and feedback will be given to them for refinements (**Refine**). 5. Students will be provided with a checklist so that their accuracy of the continents, spelling, peer revisions, and teacher's feedback is completed (**Self-Assessment**). 6. MIs 7. Students will be able to create a map and a comic life version of the various stages of plate movement. Stages will start from Pangea and go to present day. Students' predictions of what might happen in the near future will also be considered. Product: map and Comic life (**Organize**). || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that the Earth's crust has transformed since Pangea to present day, and will continue to change in the future (**Where**). Students will need to know the mechanics of how these continents move because it directly correlates to what the future continents will look like (**Why**). //Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth// (**What**).
 * Verbal:** Class, group, and pair discussions provide interaction.
 * Logical:** The Sequence Chart gives students the organization.
 * Visual:** The final poster product will give the students an overall view of the big idea.
 * Bodily-Kinesthetic**: Students are up and moving in between groups.
 * Musical**: Constructive music will be playing while the students are working. If students have their own music, then they can listen to their audio devices at a reasonable level.
 * Interpersonal**: Organize the information of the lesson individually in the Think section of the cooperative learning.
 * Intrapersonal**: Cooperative learning: Think, Pair, Share
 * Naturalist:** Students are continuously thinking about how the Earth's continents will move. There will be magnetic continents on the whiteboard (**Tailor**).

9. YouTube video that is titled Plate Boundary Overview (**Hook**). 10. Students will need to know the sequence of events from past formations of the Earth's oceanic and continental plates. They will also need to know the actions that are bound to occur from the present day structure (**Equip**). Graphic Organizer: Time-Order Chart (**Explore**). Partners: The class will be divided into groups of four, where partners will go to either sides of the class. One side will learn about the past formations of the Earth and the other side will learn of the present and future. Once they undertsand the information, groups will come together and exchange the material they have learned. The partners that have mastered a particular time can help aid the other two peers within their group (**Experience**). 11. After the groups have consolidated and gone over both sides of content, students are then able to individually write down any last minute thoughts on their organizers (**Rethink**). From there, students will join with their partners once again to share their final thoughts and peer edit (**Revise**). When their organizers are filled enough so that they are satisfied, the organizers will be grouped into packets and handed in to the teacher for additional feedback (**Refine**). 12. Students will be quizzed by their peers, pertaining to the material that they just learned. Students will also complete a blog entry everytime the group meets to see that fairness is being practiced (**Self-Assessment**). 13. MIs 14. Students will be able to perform a rap that compares the similarities and differences of historical to present day Earth. Product: Garage Band rap song (**Organize**). || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that the Earth's crust has transformed since Pangea to present day, and will continue to change in the future (**Where**). Students will learn that if the continents do reemerge together, then this would effect the globalization aspect of the world (**Why**). //Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth// (**What**).
 * Verbal:** Each side of the room is being taught of a new time period verbally.
 * Logical:** The Time-Order Chart gives a sense of organization.
 * Visual:** The opening X-Science video will engage visual learners.
 * Bodily-Kinesthetic**: Students are constantly up and moving inbetween their groups and are also teaching other students of the material they learned.
 * Musical**: There is a background music in the video that will capture their attention and final product is a rap.
 * Interpersonal**: As students split from their groups, they are allowed a certain amount of time to rethink the material and ideas.
 * Intrapersonal**: Students are working together in a large group, group of four, and a group of two. All aspects are being covered.
 * Naturalist**: During class discussions, the teacher will enlighten learners of some of the particular animals present during the time periods. Students can then imagine what animals will look like in the future (**Tailor**).

16. Represent boundary zone features through introductory models and experiments (**Hook**). 17. Students will need to know the Convergent, Transformation, Divergent, and Subduction zones and their unique function (**Equip**). Graphic Organizer: Cluster/Word Web 1 (**Explore**). Think-Pair-Share: Students will first be briefly confronted with the names of the four types of plate boundary zones. Individually, students will then do a constructive thinking to see what they already know, or might have a guess at the definition of the zones. From there, students get into pairs and see what they collectively think and will come to an agreement before sharing. As they come comfortable with the ideas shared between each other, the class as a whole will listen in on what the pair has come up with (**Experience**). 18. Once all of the pairs have shared their brainstormed ideas, the pairs will be able to have a chance to go back and have a relook at their organizer (**Rethink**). Once the organizers have been handed into the teacher, feedback is given to them, and then given back to them for revisements (**Revise**). Students will take their Comic Life product and self-assess themselves using a given rubric before handing into teacher (**Refine**). 19. Students will take their Comic Life product and self-assess themselves using a given rubric before handing into teacher (**Self-Assessment**). 20. MIs 21. Student will be able to recognize and model the different types of boundary zones. Product: Comic Life of boundary zones (**Organize**). || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that the four boundary zones cause immediate changes upon the Earth's surface (**Where**). Students will need to know the various types of plate boundary zones and their placement because it may effect where they decided to live (**Why**). //Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth// (**What**).
 * Verbal:** Students interact with each other as they come together in pairs and when they share with the class during the cooperative learning procedure.
 * Logical:** The graphic organizer is given to them at the beginning of class.
 * Visual:** There are multiple usages like the organizer, experiments, and models.
 * Bodily-Kinesthetic**: During the introduction model, students use the tables as plate representations and push them against each other to simulate an earthquake.
 * Musical**: Constructive music will be playing while the students are working. If students have their own music, then they can listen to their audio devices at a reasonable level.
 * Interpersonal**: The first step in the cooperative learning process allows these students to brainstorm individually.
 * Intrapersonal**: Students have pair and class discussions about the content.
 * Naturalist**: A volcano replica is made and undergoes a mini eruption (**Tailor**).

23. Act out the different Earth cycles with cardboard cut-outs (**Hook**). 24. Students will know precipitation, condensation, evaporation, photosynthesis, decomposers, Nitrates, Nitrites, Ammonium, and respiration (**Equip**). Graphic Organizer: Step-By-Step Chart (**Explore**). Jigsaw: Students will be broken up into groups of three, where each is assigned a particular cycle; Nitrogen, Water, and Carbon. Students then individually research the cycle until it is time to meet with other students of the same cycle. After they have gone over the material and mastered the cycle, they will return to their original groups of three and teach the others (**Experience**). 25. Before returning to orginal groups of three, students' graphic organizers will be looked over by the teacher and given feedback (**Rethink**). After handing back their graphic organizers,students will make a rough draft of their poster onto a regular piece of paper that will be reviewed and critqued by students(**Revise**). Students will then check their final product with a given rubric (**Refine**). 26. Students will then check their final product with a given rubric (**Self-Assessment**). 27. MIs 28. Students will be able to make sense of the processes of the Earth's systems by making posters and then producing a Comic Life visual that is digital. Product: Digital Comic Life posters (**Organize**). || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that the Water, Nitrogen, and Carbon Cycles can be slightly altered by the effects of plate movement (**Where**). Students will learn that there are many different contributors other than being provided by humans, like natural events, that add to the chemical levels (**Why**). //Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth// (**What**).
 * Verbal:** Once the student has mastered their cycle, they are required to relay the knowledge to the two other members of his or her group.
 * Logical:** The graphic organizer, Step-by-step chart and rough draft of posters.
 * Visual:** The graphic organizer, the cardboard cut-outs during the hook, and rough drafts of posters.
 * Bodily-Kinesthetic**: Students will be acting out the cycles with cardboard cut-outs and will need to put the processes in order.
 * Musical**: Upload a song to the wiki that might relate to the cycles, like weather.
 * Interpersonal**: In the cooperative learning group students are able to brainstorm on their own about the specified cycle.
 * Intrapersonal**: Students are interacting with each other in the groups of three and of the same cycle.
 * Naturalist**: Students are thinking of these natural cycles that they experience day in, and day out (**Tailor**).

30. A YouTube video called FIRESTORM 2007 (**Hook**). 31. Student will need to know the processes of how boundary zones affect the cycles (**Equip**). Graphic Organizer: Cluster/Word Web 1 (**Explore**). Team Pair Solo: The class will be divided down the middle to form two seperate teams to brainstorm natural disasters. Afterwards, students are paired up to elaborate more in depth of the natural disasters and how they might originate. Then students will individually select a disaster type and put their ideas into the organizer (**Experience**). 32. Students will formulate a rough draft of the article and post it onto their blogs, which will be checked and commented by the teacher (**Rethink**). After finishing the magazine article they assess themselves with the checklist before posting the final version into their blog (**Revise**). Students will give feedback to peers by commenting their blogs (**Refine**). 33. After finishing the magazine article they assess themselves with the checklist before posting it into their blog (**Self-Assessment**). 34. MIs 35. Students will be able to explain the specific effects that plate tectonics has on the Carbon, Nitrogen, and/or Water Cycles developing a magazine article and posting it to a blog for critique by peers. Product: A magazine article on blog (**Organize**). || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that the Water, Nitrogen, and Carbon Cycles can be slightly altered by the effects of plate movement (**Where**). Students will need to know the processes of the cycles because they might change the way they use products and resources. (**Why**). //Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth// (**What**).
 * Verbal:** The Firestorm video has multiple pictures and short video clips.
 * Logical:** Students are given the graphic organizer Cluster/Word Web 1
 * Visual:** The Firestorm video has multiple pictures and short video clips, the graphic organizer, and the blogs.
 * Bodily-Kinesthetic**: Students will be needed to make sketches on the whiteboard.
 * Musical**: The Firestorm video has background music that goes with the photographs.
 * Interpersonal**: Students can select a certain natural disaster that they can eloborate on individually.
 * Intrapersonal**: The class is broken up in to two teams and students also work in pairs.
 * Naturalist**: Students need to think of the natural disasters that occur around the world (**Tailor**).

37. Personal sketches and discussion about situation brought foward (**Hook**). 38. Students will need to know the Convergent, Transformation, Divergent, and Subduction zones and how they create instant changes on the surface of the Earth (**Equip**). Graphic Organizer: Four-Column Chart (**Explore**). Think-Pair-Share: Students will be confronted with a question written on the board and individually think of answers. Next, students are paired up and compare answers and complete graphic organizer together. As a class, they share their graphic organizers and student are able to make changes (**Experience**). 39. Students are able to make changes to their graphic organizers during the class discussion (**Rethink**). Students will develop a rough draft script of their news broadcast and peer edit each others (**Revise**). Students will apply their IMovie production to a given rubric to see if all requirements are met (**Refine**). 40. Students will apply their IMovie production to a given rubric to see if all requirements are met (**Self-Assessment**). 41. MIs 42. Students will be able to imagine what the Earth would be like without the four boundary zones in a newscast and incorporate it onto IMovie. Product: An IMovie newscast (**Organize**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that the four boundary zones cause immediate changes upon the Earth's surface (**Where**). Students will need to know the mechanical features of the boundary zone so that when they experience such things like volcanic eruptions and earthquakes, they know what is physically happening to the Earth. (**Why**). //Students describe the various cycles, physical and biological forces and processes, position in space, energy transformations, and human actions that affect the short-term and long-term changes to the Earth// (**What**).
 * Verbal:** Discussions in pairs, then sharing their ideas with the class, and introductory discussion.
 * Logical:** The graphic organizer: Four-Column Chart and rough draft of script.
 * Visual:** The IMovie product, graphic organizer, opening sketches, and the scpript.
 * Bodily-Kinesthetic**: Students will be acting in their IMovies.
 * Musical**: Music should be incorporated into their IMovies.
 * Interpersonal**: The students are confront with a question, which they will be given time to individually think.
 * Intrapersonal**: Students go into pairs after individual thinking and share with the class.
 * Naturalist**: Students can use Google Earth to see arial photos of volcanoes (**Tailor**).

2004 ASCD and Grant Wiggins and Jay McTighe