S3+Fritschy+Rachel

=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. [|Song and Video] about the phases of the moon **(Hook)**. 3. Students will know the meaning of orbit, planet, gravity, dwarf planet, meteor, meteorite, meteoroid, comet, axis, solar and lunar eclipse. **(Equip)** Students will use an altered version of the Time Order Chart to describe and draw the eight phases of the moon **(Explore)**. During my lesson, I will use the Three-minute review to allow the students to discuss and really understand the material that is being taught **(Experience)**. 4. In small groups throughout the classroom, students will be able to exchange what they know and are not sure of about the eight specific phases of the moon. This will also help them realize how the Earth's orbit affects what we see at night when we look at the moon **(Rethink)**. Students will then work alone and take what they learned to draw a picture of the Sun, Earth, and the Moon in the position they would be for each phase of the Moon. There will be eight drawings overall **(Revise)**. In groups of three, each student will be assigned a role as either the Sun, the Earth, and the Moon. They will then demonstrate the phases of the moon to the class using their own bodies as the model **(Rehearse)**. A blog will be created where students will record the phase of the moon they see for three clear nights before they go to bed **(Refine)**. 5. The students will a self-evaluation rubric **(Evaluate)**. 6. **(T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice) Logical:** Students will understand how Earth's location in relation to the sun directly causes the eight phases of the moon. 7. Students will be able to document the nightly phases of the moon in a journal for a month. Product: wiki **(Organize)** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that earth days, years and seasons are related to orbits **(Where)**. Living on Earth, students' lives revolve around days, years, and seasons so it is important for them to know why these events occur in their daily life **(Why)**. //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun, and galaxies.//**(What)**
 * Verbal:
 * Kinesthetic:** In groups of three, each student will be assigned a role as either the Sun, the Earth, and the Moon. They will then demonstrate the phases of the moon to the class using their own bodies as the model
 * Visual:** Students will watch a video over viewing the eight phases of the moon.
 * Naturalist:** For three clear nights, students will go outside before bed to observe the current phase of the moon and record their observation in a blog.
 * Intrapersonal:**
 * Interpersonal:** Students will be working in groups to exchange what they know and are not sure of about the eight phases of the moon. They will also work together to use their bodies as a physical model of the Sun, Earth, and Moon orbiting system.
 * Musical:** In the video the students will watch at the start of the lesson, they will listen to a catchy rap that will help them remember the phases of the moon.

9. [|Sun, Earth, Moon Rap] **(Hook)**. 10. Students will know terminology such as orbit, axis, tilt, orbital path, seasons as well as the time it takes for the Earth to orbit around the Sun once **(Equip)**. Using the Tree Chart, students will be able to identify the topic, Earth's orbits, and branch off ideas of what they know about Earth's days, years, and seasons **(Explore)**. With the Three-step Interview, students will interact with one another to ask questions and learn facts about Earth's orbit around the Sun. Students will reverse roles and then share what they learned with the whole class **(Experience)**. 11. In groups, students will debate about what causes the seasons to occur on Earth. Students will provide evidence to back up their theory and will consider their classmates opinions as well **(Rethink)**. Students will then learn about the actual cause of Earth's seasons and will individually write a reflection. In the reflection, students will compare their original idea of what causes Earth's seasons and what they learned from the exercise **(Revise).** As a class, students will answer questions posed by the teacher regarding Earth's orbit around the Sun and the Moon's orbit around Earth **(Rehearse).** Students will create a wiki space about their favorite season. In the wiki, they need to explain and display an image of where Earth is in regard to the Sun during their favorite season and how long the season usually lasts. They also need to reflect on how Earth's orbit around the Sun is related to the seasons **(Refine).** 12. The students will create an iMovie in groups about the Earth's orbit around the Sun and the effects of that orbit. The teacher will evaluate the product of each group **(Evaluate)**. 13. **(T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice) Kinesthetic:** Students will be up and moving around the room as they get into groups and during the class discussion. Intrapersonal:** After describing their original idea of what causes Earth's seasons and the actual cause, students will individually reflect about their original thought. They will compare it to the actual cause and reflect about what they learned from the exercise. 14. Students will be able to recognize that the Earth's orbit around the sun results in Earth's years. Product: iMovie **(Organize)** || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students understand that earth days, years and seasons are related to orbits **(Where)**. Students will realize that their days and years all occur because of the Moon's orbit around the Earth and the Earth's orbit around the Sun. They will also realize that Earth's tilt and orbit around the sun causes Winter, Spring, Summer, and Fall **(Why)**. //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun, and galaxies// **(What)**.
 * Verbal:** Students will participate in an in class discussion where the teacher will ask the students questions about how orbits and their relation to Earth's years and days.
 * Logical:
 * Visual:** With pictures, students will be able to see where Earth is in relation to the Sun during certain seasons. They will also be able to recognize Earth's orbit and orbital path as it makes its way around the Sun.
 * Naturalist:
 * Interpersonal:** Students will be working in groups to discuss their ideas of what causes Earth's seasons and will consider the other theories of their group members.
 * Musical:** Students will listen to "Sun, Earth, Moon" rap in the beginning of class to start the lesson off.

16. Bill Nye video (Planets and Moons) **(Hook)**. 17. Students will know important events and people such as Galileo Galilei, Giovanni Cassini, the origin of the solar system, solar eclipse and lunar eclipse **(Equip)**. Students will use the Tree Chart to record the different theories for the origin of the solar system. They will use the chart to investigate the major theories and the differences and similarities between them **(Explore)**. Students will start discussions in small groups about how they believe our solar system came into existence and will listen to their classmates theories. They must provide reasons as to why they believe the way they do. Students will respect their classmates but considering their ideas because no one theory is wrong **(Experience)**. 18. After students have heard the different ideas from their classmates regarding the origin of the solar system, they will shift their perspective to think like one of their classmates. Students will get to know the reasons why that students thinks the way they do and will understand as much as possible **(Rethink)**. Using the Tree Chart graphic organizer, students will add to it the many new ideas that they have heard about how the solar system originated. They will write a small description of what the theory means and if they agree or disagree **(Refine)**. Students will reflect about what they learned about the origin of our solar system in their blog. The blog will include how the student originally thought the solar system originated, other theories they found interesting that they heard from their classmates, and whether or not they still think the way they did. If not, then they will explain what changed their mind **(Reflect)**. 19. The teacher will review all of the students' blogs to check for understanding and what the student learned **(Evaluate)**. 20.**(T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice) Naturalist:** Tree chart graphic organizer helps students organize the many different theories that they learned as well as bring in a part of nature to the lesson. The branches of the tree symbolize the many different aspects of the topic. 21. Consider the many theories about the origin of the solar system. Product: Blog **(Organize)**. || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students understand that there are many theories about the origin of the solar system **(Where)**. It is important for students to know and understand the major theories about where our solar system, Earth, and human existence came from. By knowing where the world they live on came from as well as how humans came to being, students can have a better idea of where we are possibly going **(Why)**. //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun, and galaxies// **(What)**.
 * Verbal:** Students will be talking to each other in small groups when sharing their personal ideas about how the solar system came into existence.
 * Logical:** One theory about the solar system's origin provides scientific evidence of a supernova and colliding particles that eventually formed planets. Students will consider this logical theory as one of the major theories.
 * Kinesthetic:** During group discussions, students will be up and moving to hear many different theories about the origin of the solar system.
 * Visual:
 * Intrapersonal:** For homework, students will reflect in their blog about what they learned from their small group discussions. They will cover their personal idea of how the solar system originated, some other ideas from their classmates, and whether or not they changed their mind.
 * Interpersonal:** Working in small groups, students will interact with each other, exchanging ideas and thoughts about our solar system's origin. They will listen carefully and respectfully to each other.
 * Musical:**

23. Make homeroom resemble outer space before class **(Hook)**. 24. Students will know key factual information such as the order of the planets and their composition due to their location. They will also be able to know vocabulary such as orbit, planet, gravity, dwarf planet, meteor, meteorite, meteoroid, comet, axis, solar and lunar eclipse **(Equip).** Using the sandwich graphic organizer, students will write down the planets in order, including the Sun. The teacher will be able to tell what the students already know about the planets and what they do not. Repeat this exercise at the end to reflect on what they learned **(Explore).** Students will pair up to combine their knowledge of what they already know about the planets and what order they are in. Every ten minutes, students will rotate and learn something new with another classmate **(Experience).** 25. Students will become astronomers and will be assigned a planet to focus on. They will research the planet to learn its basic characteristics and what separates it from the rest of the planets. Students will then create a ComicLife of the information they found and present it to the class **(Rethink).** Before presenting to the class, students will present completed product in small groups of two or three. Peers will review each others projects and will provide feedback. Students will then have the opportunity to perfect their project before presenting it to the class as a whole **(Rehearse/Revise).** Students will create their own rubric for their project which includes components they believe are important to the project. After presenting and completing the project, they will grade themselves using their own rubrics **(Reflect).** 26. Students will be evaluating their own projects using their own rubrics **(Evaluate)**. 27.**(T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice) Intrapersonal: Interpersonal:** Students will be discussing the planets in pairs as well as peer reviewing each others projects in small groups. 28. Create a model of the solar system which includes all of the planets in their correct order. Product: ComicLife **(Organize)** || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that there are many different kinds of objects in the solar system including planets, the sun, moons, asteroids, and comets **(Where)**. From this lesson, students will not only learn about the planet that they live on but the many other planet's in their own solar system. The other seven planets in our solar system along with our sun and moon directly affect the way we live our lives **(Why)**. //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun, and galaxies// **(What)**
 * Verbal:** During peer review process, students will be conversing while they provide positive feedback and constructive criticism.
 * Logical:** Students will be researching the scientific characteristics of the planet they were assigned. They will learn about its location, size, atmosphere, moons, and many other fundamental aspects.
 * Kinesthetic:** Students will be pairing up to share what they already know about the planets and where they are in the solar system. They will be rotating partners every ten minutes which requires them to get up and move around the room.
 * Visual:** Students will present what they know about the planet they were assigned in a ComicLife. Their project will include pictures and graphics that will help the viewers understand the planet better.
 * Naturalist:
 * Musical:** Students are allowed to add any musical element to their project if they believe that it will enhance the finished product. The musical element(s) should be included in the students rubric.

30. Separate students into seven groups and assign them a planet/verse of a [|planet song] sung to the tune of Yankee Doodle. Each group will sing their verse and everyone in the class will sing the chorus **(Hook)**. 31. Students will know key factual information such as the order of the planets and their composition due to their location **(Equip).** Using the Ice Cream cone graphic organizer, students will explore the different theories pertaining to the origin of the solar system. They will also jot down why they believe that Earth is the only planet that can harbor life **(Explore).** In groups of four or five, students will collaborate about the different factors that allow life to flourish on Earth. They will take into consideration Earth's distance from the Sun and how that affects surface temperature as well as Earth's composition **(Experience).** 32. Students will have their rhyming and musical abilities put to the test. The students will be paired up using their "planet partners" worksheet. With your partner, students will discuss the main factors that allows Earth to harbor life starting from the origin of the solar system. Then, these duos will create a rap together outlining the main factors that they discussed **(Rethink).** Teams will have a chance to collaborate with other teams and with the teacher to clear up any issues and to get better ideas for their rap **(Refine).** Students will evaluate themselves with a checklist they created for their rap and ice cream cone organizer **(Reflect).** 33. Students will evaluate themselves with their own checklist. They will also reflect on the results of their checklist in their blogs **(Evaluate)** 34.**(T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice) Naturalist: Intrapersonal:** In their personal blogs, students will individually reflect on how they evaluated their ice cream organizers and raps. 35. Argue why Earth is the only planet in the solar system that is able to harbor life. Product: Garageband **(Organize)**. || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that there are many theories about the origin of the solar system **(Where)**. Students will learn exactly why Earth is the only planet that is able to harbor life and what elements Earth has that other planets do not. They learn what humans need that Earth has to live **(Why)**. //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun, and galaxies// **(What)**
 * Verbal:** Students will be presenting their raps to the class verbally.
 * Logical:** Students will realize that the majority of factors that allows Earth to harbor life have to do with Earth's distance from the Sun and its particular location in the solar system.
 * Kinesthetic:** Students will be moving around the class while they get advice and feedback from their peers and the teacher about their raps.
 * Visual:
 * Interpersonal:** Students will be collaborating closely when they share their knowledge of why Earth is the only planet that has life. They will also be working together when they are refining their raps.
 * Musical:** Students will be creating and presenting a rap about the factors that allows Earth to harbor life.

37. Tour of the planets using GoogleEarth **(Hook)** 38. Students will know key factual information such as the order of the planets and their composition due to their location **(Equip).** Students will use the Idea Wheel graphic organizer to start organizing their ideas about the WebQuest **(Explore).** Students will use the Think-Pair-Share activity to brainstorm ideas for the WebQuest with their fellow classmates. They will reflect on what ideas they came up with and will jot down any new ones in their Idea Wheel **(Experience).** 39. Students will think back to their ComicLife presentations about the particular planet they were assigned. They will review what they learned from their project and will be able to use the same planet for the WebQuest. Students should not just base the WebQuest off of their ComicLife but rather do more research to add on to their knowledge **(Rethink).** Students will use the "sky" option in Google Earth to explore the entire solar system and each planet in it. They will look at links that Google Earth provides about certain aspects of the solar system as well as focus on the planet that they were assigned. This will add on to their expertise of their planet **(Refine/Revise)****.** In their blogs, students will reflect what it was like to act as if they worked for Disney World and their favorite part about the whole project **(Reflect).** 40. Using a modified version of the rubric from the WebQuest, the teacher will assess the students final products **(Evaluate)**. 41.**(T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice) Logical:** In Google Earth, students will be able to view the exact real time location and scaled size of all the planets in our solar system as well as moons, constellations, and many other aspects. Google Earth gives students the ability to physically measure the diameter of any object in the solar system they want. Visual:** The students final products will be visually displayed all around the classroom for everyone to explore and check out. The classroom will basically turn into the solar system. 42. Students will be able to describe the different kinds of objects in the solar system including planets, sun, moons, asteroids, and comets. Product: WebQuest **(Organize)**. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that there are many different kinds of objects in the solar system including planets, the sun, moons, asteroids, and comets **(Where)**. Students will learn that they live in a very complex world and universe **(Why)**. //Students explain the movements and describe the location, composition, and characteristics of our solar system and universe, including planets, the sun, and galaxies// **(What)**
 * Verbal:
 * Kinesthetic:
 * Naturalist:** Using Google Earth, students will literally be able to fly through space to explore our solar system and the planets in it.
 * Intrapersonal:** For the WebQuest, students will be working in groups but also alone to write individual reports about the same planet they were assigned for their previous ComicLife.
 * Interpersonal:** Students will be working in groups of three to prepare a model of the exhibit described in the WebQuest.
 * Musical:** Students are making projects for the prestigous Disney World so it is encouraged to add creative elements such as epic music.

2004 ASCD and Grant Wiggins and Jay McTighe