L6+Randall,+Alexander


 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Randall
 * __ Lesson #: __** 6
 * __ Facet: __** Self-Knowledge
 * __ Grade Level __**** : ** 9-12
 * __ Numbers of Days: __** 6
 * __ Topic: __** Human Geography


 * __ PART I: __**

Student will understand that geography impacts human interaction. Student will know people's impacts on their environments have changed over time. Student will be able to empathize with many real-world issues and apply it in their lives. Product: Any digital presentation.
 * __ Objectives __**


 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Content Area: Social Studies
 * Standard: D2 Geography. Individual, cultural, international, and Global Connections in Geography.
 * Grade Level: Grade 9-Diploma.
 * Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities.
 * Performance Indicators: D2 a,b


 * Rationale: ** World geography affects human interactions.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**
 * Section I – ** The Fist-to-Five method of checking for understanding will be used as the lesson progresses to make sure students are comfortable with the content and, if not, they have the opportunity to bring it my attention in case I need to go over something again.
 * Section II – ** Students will be given copies of the project and product rubrics to keep track of what is required for their presentations. I will use the same rubric to grade the result. Students can use the back of the rubric to include any comments or concerns that I will take into consideration while grading.

Digital Presentation (150 Points) - Students will be assigned to a small group. The size of the group will depend on the size of the class. This group will use the class's Human Geography WebQuest as the guide to doing the project ([] ). All instructions and resources are provided on the WebQuest.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**


 * Technology: ** example: Glogster


 * Content Areas: **
 * ** English: ** Students will need to submit grammatically correct work.
 * ** Science: ** Students will have to keep in mind the weather and biomes that they will be dealing with. Knowing what the climate is like in their areas will allow them to produce a better, more accurate product.


 * __ Groupings __**
 * Section I - ** I will use the Five W's Chart graphic organizer to help students organize their thoughts and notes to help them study and to use as tools to create their products. I have decided that students will individually compare their graphic organizers with their homework notes (if any) and then will come together as a group and discuss (a sort of "Solo-to-Team" cooperative learning method).
 * Section II – ** Students will be placed in small groups and will work with students they have never worked with before. All are expected to work together to decide roles amongst themselves and are expected to try to split the work evenly.


 * __ Differentiated Instruction __**


 * __ MI Strategies __**
 * ** Verbal: ** Verbal learners will always have opportunities to ask questions about Human Geography and have discussions with classmates and group members as they need to. Most of their time spent in class will be spent bouncing ideas off of myself and each other.
 * ** Logical/Mathematical: ** Logical learners are encouraged to use mind-maps or lists to help them learn. I will have lists or mind-maps made to help logical learners because I'm also a logical learner. This class involves a lot of notes and good note-taking skills are crucial (and will have been taught in earlier lessons).
 * ** Visual/Spatial: ** Visual learners will be accommodated for with the use of images, video clips, and/or maps that are used in class when discussing Human Geography.
 * ** Bodily/Kinesthetic: ** Some lessons involving Human Geography or the environment will involve us doing activities inside and outside of the classroom. Other lessons are more suited for bodily/kinesthetic learners.
 * ** Musical/Rhythmic: ** Musical students might think of ways to put their Human Geography terms into a rhyme or a beat to help them retain the information.
 * ** Interpersonal: ** Students will be given the option to work in groups or alone if they see fit, which will allow interpersonal learners to work together and learn from one another.
 * ** Intrapersonal: ** Students will be given the option to work in groups or alone if they see fit, which will allow interapersonal learners the option to work on their own and learn in their own comfort zones.
 * ** Naturalist: ** Human Geography is an easy topic for naturalists to learn because it involves environments. But, to take it to a new level, I will occasionally bring the lesson to the outdoors, to incorporate the environment directly into my lessons. However, this lesson is not one of those.


 * __ Modifications/Accommodations __**


 * From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) ** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.


 * Plan for accommodating absent students: ** Absent students will need to see me immediately concerning classwork and homework. The class wiki will have a continually updated version of the syllabus so that students may work at home using the Internet. However, in situations where a student cannot access the Internet, those students are expected to meet with me to make a plan that works for both of us, and is fair to their classmates.


 * __ Extensions __**


 * Type II technology: ** example: Glogster. Students will create a digital presentation of a region/society in the world that shows the environment's role in human interactions. A poorly made student sample using Glogster has been made for the students to see what their's should not look like.


 * Gifted Students: ** As an extra challenge, students are encouraged to add more images, videos, links, sounds, etc to their work. All products are expected to have some combination of these, but students that would like to challenge themselves and take their project further are encouraged to make theirs more interesting than it would normally be.


 * __ Materials, Resources and Technology __**
 * Enough text books for students to use in class (in case someone forgot to bring their own).
 * Projector
 * Syllabus
 * Laptops (if MLTI or a laptop cart is available).
 * Maps


 * __ Source for Lesson Plan and Research __**
 * [] - for any possibly Glogsters.
 * [] - for the WebQuest.
 * [] - for any possible Prezis.
 * [] - for any possibly Google Earth uses.
 * [] - for graphic organizers.
 * Human Geography: Landscapes and Human Activities, 11th Edition written by Jerome D. Fellmann, Mark D. Bjelland, Arthur Getis, and Judith Getis. Published by McGraw-Hill Publishing in New York, NY: 2010 - for classroom, homework, and studying uses.


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) ** Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)

Students will understand that world geography affects human interactions **. ** I'm teaching this because it's important to know how geography impacts human interactions. Students will be able to empathize with many real-world issues and current events and will be able to apply it to their lives **. ** Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities**.** Everything about this topic has to do with survival and conflict. This stuff's cool. **Where, What, Why, Hook, Tailors:** visual, verbal, logical, interpersonal, intrapersonal.

Students will know that people's impacts on their environments have changed over time. Natural disasters and wars are affected by the natural environment and directly affect society and their interactions. Students will use the graphic organizer "Five W's Chart" and the cooperative learning exercise "Solo-to-Team." Students will create a digital presentation to demonstrate their knowledge of how the environment affects societal changes and interactions. Using a "Fist-to-Five" method, I'll be able to see where students stand during a lesson. **Equip, Explore, Rethink, Revise, Tailors:** visual, verbal, logical, interpersonal, intrapersonal.

Students will create a digital presentation to demonstrate their knowledge of how the environment affects societal changes **. ** Students will be using their notes on their Five W's Chart graphic organizer in the "Solo-to-Team" to discuss Human Geography and then brainstorm how to integrate this information into part of their presentation. Students will be set into small groups of people that they've never worked with before and will work together and equally contribute to the presentation. They will be given copies of the project and product rubrics (which will also be available on the WebQuest) to help guide them as they create their presentation. I will be using the same rubric to grade the final result. Students have the opportunity to write comments or concerns on the back of the rubrics that I will read and take into consideration while grading. **Experience, Revise, Refine, Tailors:** visual, verbal, logical, interpersonal, intrapersonal.

Students will use a rubric to guide them and their teammates on the creation of their presentation. They'll also the rubrics to give peer feedback on their classmates. I will use the same rubrics to grade the final products. Students will always have the opportunity to ask questions at any time and will have plenty of time to work together and individually in the editing process. **Evaluate, Tailor:** visual, verbal, logical, interpersonal, intrapersonal


 * Agenda **

Students will know and understand the significance of Human Geography. This lesson will bring together all of their knowledge and have them apply it in one final performance task.

- Day 1
 * Present the hook (5 minutes).
 * This class will be spent playing Human Geography Jeopardy as a review on the unit. Students will use the Five W’s graphic organizer to organize their thoughts and help them take notes (75 minutes).

- Day 2
 * This class will be spent talking about the Final Performance Task in detail and introducing the WebQuest (80 minutes).

- Day 3
 * This class will be spent working on the FPT. I will be available for questions and support (80 minutes).

- Day 4
 * This class will be spent working on the FPT. I will be available for questions and support (80 minutes).

- Day 5
 * This class will be spent working on the FPT. I will be available for questions and support (80 minutes).

- Day 6
 * This day will be spent presenting the FPT (80 minutes).


 * Content Notes **

The hook will be presented: "Everything about this topic has to do with survival and conflict. This stuff is interesting!" Discuss major events in history that we've talked about (or that anyone can think of) that geography played a large role in (Punic Wars, Civil Wars, Revolutions, WWI, WWII, Vietnam, Korea, etc). The Jeopardy game should consist of geographical terms and going over the lessons that we've covered. Any questions that students need to ask need to be asked now because there will be no final review before the final exam. At the end of Day 1, I will ask "why is geography significant?" Everyone should have a clear understanding of this and should be able to write a detailed informal essay on this on the final exam.


 * __ Handouts __**
 * Study guide with all course terms without definitions.
 * Five W’s graphic organizer.


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. **


 * __ Learning Styles __**


 * Clipboard: ** Clipboard students should have an easy time with these lessons because things are being listed and organized. The graphic organizer helps put the major ideas of the topic onto a chart, so they'll be able to have a relatively easy time following along.
 * Microscope: ** The microscope students won't have much time to experiment and play with the information themselves, but the blog might be more interesting for them because they'll be able to play around with their product.
 * Puppy: ** Puppy students' learning have a lot to do with the comfort level of their environment, but the only real way that the lesson can affect this is that they'll be randomly placed with someone. Whether they get along with this person or not might be an issue, but they'll be able to do most of the work in the comfort of their own work place (home, a study hall, the library, etc).
 * Beach Ball: ** A beach ball might not have the best of times learning this lesson because there won't be a lot of moving around. However, their will be a lot of discussion and interactive learning, so that might help them keep their attention.


 * Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. **


 * Content Knowledge: **
 * ** English: ** Students will need to submit grammatically correct work.
 * ** Science: ** Students will have to keep in mind the weather and biomes that they will be dealing with. Knowing what the climate is like in their areas will allow them to produce a better, more accurate product.


 * MLR or CCSS: **
 * Content Area: Social Studies
 * Standard: D2 Geography. Individual, cultural, international, and Global Connections in Geography.
 * Grade Level: Grade 9-Diploma.
 * Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities.
 * Performance Indicators: D2 a,b


 * Facet: ** Self-Knowledge


 * Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. **


 * MI Strategies: **
 * ** Verbal: ** Verbal learners will always have opportunities to ask questions about Human Geography and have discussions with classmates and group members as they need to. Most of their time spent in class will be spent bouncing ideas off of myself and each other.
 * ** Logical/Mathematical: ** Logical learners are encouraged to use mind-maps or lists to help them learn. I will have lists or mind-maps made to help logical learners because I'm also a logical learner. This class involves a lot of notes and good note-taking skills are crucial (and will have been taught in earlier lessons).
 * ** Visual/Spatial: ** Visual learners will be accommodated for with the use of images, video clips, and/or maps that are used in class when discussing Human Geography.
 * ** Bodily/Kinesthetic: ** Some lessons involving Human Geography or the environment will involve us doing activities inside and outside of the classroom. Other lessons are more suited for bodily/kinesthetic learners.
 * ** Musical/Rhythmic: ** Musical students might think of ways to put their Human Geography terms into a rhyme or a beat to help them retain the information.
 * ** Interpersonal: ** Students will be given the option to work in groups or alone if they see fit, which will allow interpersonal learners to work together and learn from one another.
 * ** Intrapersonal: ** Students will be given the option to work in groups or alone if they see fit, which will allow interapersonal learners the option to work on their own and learn in their own comfort zones.
 * ** Naturalist: ** Human Geography is an easy topic for naturalists to learn because it involves environments. But, to take it to a new level, I will occasionally bring the lesson to the outdoors, to incorporate the environment directly into my lessons. However, this lesson is not one of those.


 * Type II Technology: ** Any. Example: Glogster.


 * Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. **


 * Formative: **
 * Section I – ** The Fist-to-Five method of checking for understanding will be used as the lesson progresses to make sure students are comfortable with the content and, if not, they have the opportunity to bring it my attention in case I need to go over something again.
 * Section II – ** Students will be given copies of the project and product rubrics to keep track of what is required for their presentations. I will use the same rubric to grade the result. Students can use the back of the rubric to include any comments or concerns that I will take into consideration while grading.

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 * Summative: ** Digital Presentation (150 Points) - Students will be assigned to a small group. The size of the group will depend on the size of the class. This group will use the class's Human Geography WebQuest as the guide to doing the project ( [] ). All instructions and resources are provided on the WebQuest. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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