S3+Jenkins,+Brian

=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]
 * 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]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (give an example of each Multiple Inteligences)
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology) [|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.

=Part 1= 1. **(Where)-** Students will understand that: there is a relationship between probability and expected frequency and how they relate. **(Why)-** Students need to know this information because it pertains to nearly all daily actions, and the applying knowledge of probability and frequency can help make informed decisions. **(What)**- //Students understand the relationship of probability to relative frequency and understand how to find probability. (MLR)// 2. **(Hook)-** Students will watch an example of a very well done, engaging, Comic-Life example to spark their interest and excite them about using the new technology. 3. **(Equip)**- Students will know formulas; probability of an event, frequency of an event, and terminology; Mutually exclusive, compliment, independent, dependent, probability, frequency, relative frequency, expected frequency. **(Explore)**- Use a flow chart as a story board to organize and structure your comic life. (**Experience)**- Share flow charts (story boards) within table groups and receive feedback from peers on how to improve your story, what’s missing, where there is unnecessary information ect. 4. **(Rethink)**- Students will be given the opportunity, after their projects have been graded, to receive points by explaining what they did well, what they could have done better, what was missing, and why their adjustments would improve their comic. **(Revise)**- Peer feedback, as well as instructor feedback will be offered before students final copies are handed in. **(Refine)**- Students may then redo their drafts and adjust any problem that needs to be dealt with. 5. **(Evaluation)**- Students will receive peer feedback on rubrics, as well as self evaluations after their product is finished. 6. **(Verbal)**- Students sharing their story boards with one another will give each other a chance to receive verbal feedback. 7. **(Perspective)**- Students will be able to compare and contrast probability with relative frequency. **(Organize)**- Product; Students will use Comic-Life to illustrate the relationship of probability to relative frequency. (3 Days) =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (Visual)**- The student is expected to create a comic life with pictures that help support their understanding of the relationship between probability and relative frequency.
 * (Logical)**- Students flow chart will help organize and structure their story.
 * (Interpersonal)**- Sharing story boards and flow charts with peers will provide the student with feedback on their ideas and structure. The class wiki will provide feedback on the students final product.
 * (Intrapersonal)**- Students will be allowed artistic freedom to create a story that properly depicts the relationship of probability to relative frequency.
 * (Musical)**- Students have the option, but are not required, to add sound effects, music, and voice effects to their comic.

8. **(Where)**- Students will understand that: there is, and how to calculate the expected frequency of a given event. **(Why)**- By calculating the expected frequency we can scientifically predict the probability of future events. **(What)**- //Students understand the relationship of probability to relative frequency and understand how to find// // probability. (MLR) // 9. **(Hook)**- Use and explain a card trick, to show how probability can be narrowed to expected frequency and then to a final definite result. 10. **(Equip)**- Students will know definitions; Probability, Frequency, experiment, outcome, exclusive, independent, dependent, conditional probability, Formulas; Probability of an event, frequency of an event, expected frequency. **(Explore)**- Use a spider graph to formulate and elaborate on issues, barriers, and problems that arise when calculating or considering an event's expected frequency. **(Experience)**- Use the 3-step review process with a partner to discuss their spider graphs. Share information and feedback until students feel confident that they have the biggest, most important parts of calculating expected frequency. 11. **(Rethink)**- After students have finished their products, each student will present their product to the class. Each remaining student will review the product and evaluate whether they think the product successfully reached expectations, and why, or why it did not, meet these expectations. **(Revise)-** Through the 3-step review, students will be able to receive feedback from their peers. **(Refine)**- After all students have finished their products, they will be given the opportunity to earn some points by briefly writing an explanation of what, how, and why their product was missing something or could have been done differently to be more successful. 12. **(Evaluation)**- Both the spider graph, and 3-step review will give students a snapshot on where they are in developing their product, as well as, show them where they should be, and how they might get there. 13. (**Verbal)-** The podcast that will be the final product allows students to play around with GarageBand. 14.**(Application)-**Students will be bale to exhibit the skills to produce expected and relative frequency. **(Organize)**- Product; students will create a podcast that is used to discuss how to, and why we would want to calculate the expected frequency of an event. (2 Days) =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (Visual)**- Using the spider graph, students will be able to visualize there arguments and be able to arrange them in a reasonable manner.
 * (Intrapersonal)**- Students will be expected to create their own podcast which include their own ideas.
 * (Natural)**- The spider graph will excite anybody interested in animals!
 * (Logic)**- Both the use of the spider graph and the 3-step review are ways in which students will be able to give structure to, and organize their podcast.
 * (Musical)-** The use of GarageBand will allow students to display their musical talents and abilities.

15. **(Where)-** Students will understand that: The relationship of probability to relative frequency. **(Why)-** When we can successfully predict the expected frequency of an event, any event, we have a greater knowledge of what we can expect. **(What)-** //Students understand the relationship of probability to relative frequency and how to find probability. (MLR)// 16. **(Hook)-** Use a weather prediction to sample how expected frequency can give us a better knowledge of what we can expect. 17. **(Equip)-** Students will know: Definitions; Probability, Frequency, experiment, outcome, exclusive, independent, dependent, conditional probability, Formulas; Probability of an event, frequency of an event, expected frequency. **(Explore)-** Crate a “mock up” poster before starting to work on your Globster poster. **(Experience)-** Students will work with table groups to help revise and give feedback on each other’s ideas, and concepts for their Globster poster. 18. **(Rethink)-** After all students have presented their poster, the class will have a “debriefing session” to discuss what they learned, what they liked, didn’t like, ect. **(Revise)-** Table groups will provide feedback and criticism of student’s “mock ups” before they begin working on their final product. **(Refine)-** After all students have finished their products, they will be given the opportunity to earn some points by briefly writing an explanation of what, how, and why their product was missing something or could have been done differently to be more successful. 19. **(Evaluate)-** Student’s will be evaluated on how well they mastered the content and how effective their poster was in supporting that they have mastered the content. Students will be formatively assessed on their story board, and will receive feedback on it to improve it. 20. **(Verbal)-** Student’s presentations will provide engagement for verbal/auditory learners. 21. **(Explanation)-**Students will be able to: predict the expected frequency of an event. **(Organization)-** Product; Globster poster as well an oral presentation explaining the student's findings. (2 days) =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (Visual)-** The Globster posters that students create will engage visual learners.
 * (Natural)-** The use of the weather prediction will engage naturalistic learners right away.
 * (Logical)-** Receiving feedback, and simply creating, a “mock up” design for their poster will aid logical style learners.
 * (Interpersonal)-** Using table groups to receive feedback will engage interpersonal learners.
 * (Intrapersonal)-** Students will be creating this poster on their own, and are encouraged to be creative in how they display their results.

22. **(Where)-** Students will understand that: How to calculate the expected frequency on an event. **(Why)-** Knowing the expected frequency of events, we can easily make accurate predictions for future events. **(What)-** //Students understand the relationship of probability to relative frequency and how to find probability.(MLR)// 23. **(Hook)-** A brief viewing of "Rain Man" will be played, the part when he is counting cards, to show how probability and frequency are used to a personal gain. 24. **(Equip)-** Students will know: Definitions; Probability, Frequency, experiment, outcome, exclusive, independent, dependent, conditional probability Formulas; Formulas; probability of an event, probability of compound independent event, probability of compound dependent event. **(Explore)-** Students will write a script for their I-movie and hand it in for feedback, before and after the product is finished. **(Experience)-** Students will work in teams to produce this I-movie 25. **(Rethink)-** After presenting their findings students will have the opportunity to gain points for explaining what went wrong, was missing, or incorrect during their presentation, how they could have done better, and why it was necessary for adjustment. **(Revise)-** Students will receive feedback from both the instructor and peers on the script before production. **(Refine)-** After presenting their findings students will have the opportunity to gain points for explaining what went wrong, was missing, or incorrect during their presentation, how they could have done better, and why it was necessary for adjustment. 26. **(Evaluate)-** Students will be evaluated on not only their I-movie, but their script will be handed in with their I-movie, after it had been revised and edited. 27.**(Verbal)-** Writing the script, rehearsing, and viewing all the products engages verbal learners. 28. **(Empathy)-** Students will be able to: consider the expected frequency of an event. **(Organize)-** Product: Students will create an i-movie to prove their mastery of expected frequency (3 Days) =Part 5= 29. **(Where)-** Students will understand that: how to calculate the probability of compound dependent, and independent events. **(Why)-** Through understanding how to calculate the probability of compound events, we can make better more informed decisions in “every day” life. Also it helps when playing cards.**(What)-** //Students understand the relationship of probability to relative frequency and how to find probability.// 30. **(Hook)-** Us the game of Black Jack to explain how probability can be use to help when making a decision in the game. 31. **(Equip)-** Students will know: Formulas; probability of an event, probability of compound independent event, probability of compound dependent event. **(Explore)-** Use a tree graph to organize and structure the results your team has collected. **(Experience)-** Within teams, students will research and calculate the probability of various hands being played in a poker game. 32. **(Rethink)-** After presenting each team will open the floor for clarifying questions, then will participate in a class discussion about their product and results. **(Revise)-** Students will be expected to hand in their results before producing a final presentation. Along with their results the team will explain how they will cooperate the graphing calculator in their presentation. **(Refine)-** After presenting their findings students will have the opportunity to gain points for explaining what went wrong, was missing, or incorrect during their presentation, how they could have done better, and why it was necessary for adjustment. 33. **(Evaluate)-** Students will be assessed by not only how well they mastered their content, but also their tree graphs will be collected to more or less prove completion. 34. **(Verbal)-** Students presentations will provide engagement for verbal learners. 35. **(Interpretation)-** Students will be able to: Evaluate the probability of compound events. **(Organize)-** Product: Microsoft Excel spread sheets in a presentation. (2 Days) =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (Visual)-** The movie portion of this project will engage visual learners.
 * (Kinesthetic)-** The production of the movie will be highly physical.
 * (Natural)-** Students will be expected to have at least one scene of the movie be set outside.
 * (Logical)-** Creating a script for the i-movie will give the product structure and help organize the process.
 * (Interpersonal)-** Working together as a team on the script and i-movie will engage interpersonal learners.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (Visual)-** The use of the graphing calculator applications will engage visual style learners.
 * (Kinesthetic)-** After all teams have presented the class will play a game of “Quiet Ball” to discuss what they have learned through this project and the use of the calculators.
 * (Natural)-** The tree graph can help engage naturalistic learners.
 * (Logical)-** The tree graph will help students organize and structure their findings and results.
 * (Interpersonal)-** Students are expected to work cooperatively in groups.

36. **(Where)-** Students will understand that: how to calculate the probability of compound dependent and independent events. **(Why)-** Both dependent and independent compound events happen every day, being able to calculate these events will put in perspective how difficult, or easy doing something may be. **(What)-** //Students understand the relationship of probability to relative frequency and how to find probability. (MLR)// 37. **(Hook)-** Using a combination lock, I will show why it should be a “permutation lock,” and have the class show me how I would calculate the probability of guessing the lock’s permutation, its combination, and explain how they correlate with dependent and independent events. 38. **(Equip)-** Students will know: Definitions; Probability, Frequency, experiment, outcome, exclusive, independent, dependent, conditional probability, Formulas; Probability of an event, frequency of an event, expected frequency, Terminology; Probability, Frequency, experiment, outcome, exclusive, independent, dependent, conditional probability. **(Explore)-** Students will have a template that will contain the requirements for the content and structure of their wiki, but will have the ability to personalize them.**(Experience)-** During the hook, students will work together as a class to determine the results. 39. **(Rethink)-** After the presentation students will have an open floor to share their experiences while creating their wiki. **(Revise)-** This project is an ongoing investigation to determine the differences between dependent and independent compound events; they will have the entire unit to edit their wiki.**(Refine)-** After presenting their findings students will have the opportunity to gain points for explaining what went wrong, was missing, or incorrect during their presentation, how they could have done better, and why it was necessary for adjustment. 40. **(Evaluate)-** The students will be evaluated primarily on effort, however there will be requirements as to what must be on the wiki. 41. **(Verbal)-** Students will present their wiki at the end of the semester. 42. **(Self Knowledge)-** Students will be able to: Recognize the probability of compound dependent and independent events. **(Organize)-** Product; Students will edit their personal page on the class wiki to display their journey though the class and what they have learned about compound events. (On Going, 2 Days end of Unit)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (Visual)-** Students can incorporate any picture, graph, chart they find interesting.
 * (Kinesthetic)-** Students are encouraged to use their own pictures they have captured on their wiki.
 * (Natural)-** Students will have the option to decorate their wiki with whatever they’d like.
 * (Logical)-** A pre-made template for the wiki will provide structure for the logically thinking students.
 * (Interpersonal)-** The class calculations will be cooperative.
 * (Intrapersonal)-** Each student will have their own “results” section on their wiki.
 * (Musical)-** Students are welcomed to incorporate music into their wiki.
 * Spell Check
 * Added Days
 * Added formative assessments

2004 ASCD and Grant Wiggins and Jay McTighe