S3+Freeman,+Zackary

=Stage 3 - Plan Learning Experiences and Instruction= =Part 1= The reason for radians to degrees is to use sin, cos, tan which have real world applications. **(Why)** //**Students understand and use basic basic ideas of trigonometry.**// **(What)** 2. Students will throw the frisbee around the class, and I will quiz them, the top of the frisbee will be the "key" to the quiz. **(Hook)** 3. Students will know radians, degrees, radian = degrees*pi/180, degree= radians*180/pi. **(Equip)** A cross chart will be used to introduce the content for this lesson. **(Explore)** Students will join in groups to search the internet for different ways to solve radians and degrees. **(Experience)** 4.Students will compare these results to the orginal chart that they have filled out. **(Rethink)** Students will change their graphic organizer to better fit what they believe to be the easiest way to solve this question. **(Revise)** Students will than discuss what they have learned to make sure that what they have updated to their organizers makes mathmetical sense. **(Refine)** 5. The formative assessment for this section will be conducted through a checklist, making sure that they have completed each section of the organizer, and edited it before passing it in. **(Evaluate)** 6**.Verbal:** Students will listen to the orginal filling out of the graphic organizer, they will also be able to speak their mind during the group sections. subject. given to them. will be the best for themselves. Logical:** Students will be given the oppurtunity to set up their graphic organizer that seems the most apporpriate for themselves. **(Tailor)** 7. Students will be able to realize that radians and degrees are interchangeable. **(Application)** Students will be asked to create a wiki page that will bring relife example of degrees and have them change them to radians. (Product) The overall time frame for this section will be about 2 days. **(Organize)** || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that angles can be converted from degrees to radians and radians to degrees.
 * (Where)**
 * Visual:** Students will be able to see the graphic organizer laid out in front of them.
 * Kinesthetic:** Students will be given time to move around with the frisbee, along with the ability to learn the
 * Interpersonal:** Students will be given the oppurtunity to talk in small groups collaborating on the material
 * Intrapersonal:** Students will be given the oppurtunity to change their graphic organizers to what they believe
 * Naturaralist:**
 * Musical:

The reason for radians to degrees is so that it is possible to differentiate when radians is needed for math, and degrees is needed for real world applications. **(Why)** //**Students understand and use basic basic ideas of trigonometry.**// **(What)** 9. Cell Phone: Students will attempt to answer questions posed to them through the cell phone calculator. **(Hook)** 10. Students will know radians, degrees, radian = degrees*pi/180, degree= radians*180/pi. **(Equip)** Students will create a T-Chart to set up a map on which one is needed. **(Explore)** Students will combine with a partner and discuss what they have listed down to increase their list to as many as possible. **(Experience)** 11. As a class students will than each add one to a class list, and than compare this to their own list. Students will then edit their own lists so that they have the class compliation of the entire list. **(Revise)** As a class we will than vote on the most important of each of the lists so that students may shorten and refine their lists. **(Refine)** 12. The formative assessment of this section will come as a partner non graded quiz, where they come up with the questions for their partner. **(Evaluate)** 13. **Verbal:** Students will listen to the orginal filling out of the graphic organizer, they will also be able to speak their mind during the partner sections, and lastly they will learn again through the group discussion. assessment will give them another view of this material. given to them, they will also be given the oppurtunity to also discuss in the class setting as a whole. believe will be the best for themselves, they will also be given a time to self evaluate during the non graded quiz. at least one example of nature, it will most likely be many more than one example though. Logical:** Students will be given the oppurtunity to set up their graphic organizer. They will also be given the oppurtunity to use their logical intelligence on the non graded partner quiz. **(Tailor)** 14. Students will be able to consider where responsible to use degrees vs. radians. **(Empathy)** Students will have to complete an exercise on the graphing calculators, showing that they know the difference between radian and degree modes. (Product) The overall time frame for this section will be about 2 days. **(Organize)** || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that angles can be converted from degrees to radians and radians to degrees.
 * (Where)**
 * (Rethink)**
 * Visual:** Students will be able to see the graphic organizer laid out in front of them, the formative
 * Kinesthetic:**
 * Interpersonal:** Students will be given the oppurtunity to talk in small groups collaborating on the material
 * Intrapersonal:** Students will be given the oppurtunity to change their graphic organizers to what they
 * Naturaralist:** Students will be given the oppurunity to give examples, these examples must contain
 * Musical:

The reason for the unit circle is so that it will give a basis for the pythagorean therorem in accordance to sin, cos and tan, so that they may be able to be used in the real world. **(Why)** //**Students understand and use basic basic ideas of trigonometry.**// **(What)** 16. Frisbee Part 2: Students will again through the frisbee around the classroom so that students can answer questions as a pre-assement, on the circle will be the unit circle. **(Hook)** 17. Students will know Unit Circle, radians, hypotonuse, adjacent, opposite, A^2+B^2=C^2, Unit Circle measurements. **(Equip)** Students will be given a blank form of the unit circle to fill in over the course of the lesson. **(Explore)** Students will join up in groups of four, two searching for the ratios, two searching for the meaning of the unit circle. **(Experience)** 18. Students will be then taught the lesson on all the different parts of the unit circles. **(Rethink)** Students will than discuss all the difficulties that they are having with the unit circle one another, answering the questions themselves. **(Revise)** Students will then change places with the previous two people in their group and must explain that aspect of the unit circle to the other set of people. **(Refine)** 19. Each student must bring the completed unit circle to me and I will ask them one question, once the student gets the question right they will be given a check in the grade book. **(Evaluate)** 20. **Verbal:** Students will be able to listen to the lesson from the teacher, they will be able to talk amongst the groups. the subject. given to them. of the unit circle. Logical:** Students will be given the oppurtunity to set up their graphic organizer that seems the most apporpriate for themselves, they will also be given the oppurtunity to answer question making them think about the subject at hand. **(Tailor)** 21. Students will be able to make meaning of all the different parts of the unit circle. (**Interpretation)** Students will use the program geologabra to be able to use the circles feature to be able to play around with the unit circle, they will have to answer some questions on a worksheet while being able to play around. (Product) The overall time frame for this section will be about 1 days **(Organize)** || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that you are able to use the unit circle to find ratios. **(Where)**
 * Visual:** Students will be able to see the unit circle and each of the seperate parts inside of the unit circle.
 * Kinesthetic:** Students will be given time to move around with the frisbee, along with the ability to learn
 * Interpersonal:** Students will be given the oppurtunity to talk in small groups collaborating on the material
 * Intraperonal:** Students will be given the oppurtunity to work by themselves figuring out the different parts
 * Naturaralist:**
 * Musical:

The students will be able to see how every day triangles will fall into this ratios, which are used for sin, cos and tan. **(Why)** //**Students understand and use basic basic ideas of trigonometry.**// **(What)** 23. Frisbee Part 3: The students will for the last time throw around the frisbee they will begin to learn about the relationships between the angle and the sides of a triangle. **(Hook)** 24. Students will know Unit Circle, radians, hypotonuse, adjacent, opposite, A^2+B^2=C^2, Unit Circle measurements. **(Equip)** Students will have to fill in a organizer dealing with a right triangle and every part of of it paying special attention to the angles. **(Explore)** Students will be asked to come up with a hypothesis about the correlation, if any between the sides and angles. **(Experience)** 25. Students will than be asked to explore the internet with a partner about ratios in unit circles dealing with triangles, at this point they will find out about adjacent, hypotonuse and opposite. **(Rethink)** Students will add all of the different ratios to the triangle organizer, making sure that they have all of them. Students will redo the triangle organizer but set up in a way that they are able to understand easily to themselves. **(Refine)** 26. Each student will be asked to create 5 questions about the section in which they will research the answer with their partner to make sure they understand what is actually happening. **(Evaluate)** 27. **Verbal:** Students will be able to listen to the lesson from the teacher, they will be able to talk amongst the partners. inside of the unit circle. learn the subject. about the subject. parts of the triangle, they also must think inside themselves for the questions. Logical:** Students will be given the oppurtunity to set up their graphic organizer that seems the most apporpriate for themselves, they will also be given the oppurtunity to answer question making them think about the subject at hand, they will also benefit from being able to think of different questions that pertain to what they are thinking. **(Tailor)** 28. Students will be able to solve for a ratio using the unit circle. **(Perspective)** Students will be asked to use the program mathematica to solve for the ratios of triangle using the programs manipulative properties. (Product) The over all time frame for this section will be about 1 day. **(Organize)** || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that you are able to use the unit circle to find ratios. **(Where)**
 * (Revise)**
 * Visual:** Students will be able to see the triangle and each of the seperate parts inside of the triangle
 * Kinesthetic:** Students will be given time to move around with the frisbee, along with the ability to
 * Interpersonal:** Students will be given the oppurtunity to talk with partners gathering information
 * Intraperonal:** Students will be given the oppurtunity to work by themselves figuring out the different
 * Naturaralist:**
 * Musical:

The students will be able to see that the angle found by the sin, cos, and tan operations may be used in almost any faucet of the world. **(Why)** 30. Google Earth: Students will see the use in everyday life that will create there wanting to learn more about the subject. **(Hook)** 31. Students will know sin, cos, tan, all of the equations for these, SAHCOHTOA, unit circle, radians,pi, theta, adjacent, hypotenuse, opposite, triangle, graphs. **(Equip)** Students will look up bloggers on the topic of trigonometric funtions and ratios. **(Explore)** Students must reply to at least three different bloggers and state what they have learned from their blog. 32. The teacher will than create a class wiki in which students must add at least two blog posts they have found, citiation is required, all students must read this. **(Rethink)** Students will than create a web of the most important things, and give examples of real world things that can be found in nature of at least half of their findings. **(Revise)** Students must than create a class list of the most important information on their lists. **(Refine)** 33. Students will be evaluated on a checklist making sure they have completed all of the necessary adjustments to their lists. **(Evaluate)** 34. **Verbal:** Students will have to read many different blogs learning things from each. figure out how to use sin, cos and tan. use and which ones not to use. world, including music. people, via the internet. **(Tailor)** 35. Students will be able to derive and find the value of trigonometric ratios in a right triangle. Students will be asked to use mathematica to solve for sin, cos and tan. (Product) The overall time frame for this section will be about 2 days. **(Organize)** || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that sin, cos and tan are related to triangles. **(Where)**
 * //Students understand and use basic basic ideas// //of trigonometry.//** **(What)**
 * (Experience)**
 * Visual:** Students will be able to see the equations for sin, cos and tan as they find them online.
 * Kinesthetic:**
 * Interpersonal:** Students will be given the oppurtunity to talk with people all around the world trying to
 * Intraperonal:** Students will be given the oppurtunity to work by themselves figuring out which blogs to
 * Naturaralist:** Students must find things that are found in nature that cause sin, cos and tan to occur.
 * Musical:** Students will be given the option to look up how sin, cos and tan are connected to the real
 * Logical:** Students will be asked to find out the meaning of sin, cos and tan through the use of other
 * (Explaination)**

The students will be able to see that the angle found by the sin, cos, and tan operations may be used in almost any faucet of the world. **(Why)** //**Students understand and use basic basic ideas of trigonometry.**// **(What)** 37. Students will listen to a song and than analyze the behinds of it whether it forms sin, cos, or a tan graph. **(Hook)** 38. Students will know sin, cos, tan, all of the equations for these, SAHCOHTOA, unit circle, radians,pi, theta, adjacent, hypotenuse, opposite, triangle, graphs. **(Equip)** Students will be given a paper with three graphs upon it, they will fill out these graphs with explantion from the teacher. **(Explore)** Students will than be shown how it relates to the up and down beats of a song with rhythem. **(Experience)** 39.Students will compare what they have learned to the class wiki in the last class, to see why it works as so. **(Rethink)** Students will re-evaluate the wiki and make sure all of the information on the wiki is correct. **(Revise)** Students must than create a cheat sheet with a partner tha may be used on the next test. **(Refine)** 40. Students will be asked one question and using their cheat sheet they must answer it correctly, until than they do not receive a check. **(Evaluate)** 41. **Verbal:** Students will be able to listen to the lesson from the teacher, they will be able to talk amongst the partners. the subject. of the graphs. students will have to think about what is and is not important for the cheat sheet. **(Tailor)** 42. Students will be able to compare and contrast sin, cos, and tan. **(Self-Knowledge)** Students will be asked to use garageband and analyze songs to see what graphs they create. (Product) The overall time frame for this section will be about 2 days. **(Organize)** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Students will understand that sin, cos and tan are related to triangles. **(Where)**
 * Visual:** Students will be able to view the graphs and see what they do when pulled, and tugged upon.
 * Kinesthetic:**
 * Interpersonal:** Students will be given the oppurtunity to talk with partners gathering information about
 * Intraperonal:** Students will be given the oppurtunity to work by themselves figuring out the different parts
 * Naturaralist:**
 * Musical:** Students must listen to a song in which they will than see how the subject relates to music.
 * Logical:** Students will be given the oppurtunity to set up their cheat sheet in the most effcient manner,

2004 ASCD and Grant Wiggins and Jay McTighe