L5+Randall,+Alexande


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


 * Teacher’s Name: ** Mr. Randall


 * Lesson #: ** 5


 * Facet: ** Interpretation


 * Grade Level: ** 9-12


 * Numbers of Days: **


 * Topic: **


 * PART I: **


 * Objectives **


 * Student will understand ** that humans greatly impact the environment.


 * Student will know ** how to brainstorm ways for humans to treat the environment better.


 * Student will be able to ** evaluate why human and environmental coexistence is a crucial topic.


 * Product: ** Insperation


 * 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: ** Interpret


 * Assessments **


 * Formative (Assessment for Learning) **


 * Section I – ** I will periodically ask students during the lecture how they feel about the pace.


 * Section II – ** Students will be given two rubrics to guide them on the creation of their presentation. I will be using the same rubrics to grade their finished products.


 * Summative (Assessment of Learning): **

Inspiration (75): Students will independently use Inspiration (or another mind-map software) to create an in-depth mind-map showing their understanding of Human Geography at this stage. They will create a colorful, attractive mind map to show how humans interact with the environment and stress coexistence.


 * Integration **


 * Technology: ** Insperation


 * Content Areas: **


 * English: Students are expected to use proper grammar on all work.
 * Science: Students will have to understand how geology and meteorology play a role in the research of their topics.


 * Groupings **


 * Section I - ** Students will use a Problem-Solution Chart graphic organizer to help them take notes and get their thoughts in order and will use their graphic organizers in a 3-Minute Review session in groups or as a class.


 * Section II – ** Students will work together to brainstorm using the 3-Minute Review cooperative learning method. Afterward, students will be split into at least four different groups and will make up a mind map together. Everyone should participate and everyone will have a bubble designated as theirs that they are in charge of.


 * 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 the lessons will involve me speaking, so they should have no problems.


 * 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.


 * 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 using sticky notes that students have to get up and move around to compare with sticky notes around the room or that their classmates might have.


 * 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.


 * 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 be forced into making their own mind map. Any questions they have can be presented to me either in person, over the phone, or by email. They can use the class wiki to keep up with the class. In case Internet is not available to the student, they must see me as soon as they return to school.


 * Extensions **


 * Type II technology: ** Inspiration


 * Gifted Students: ** Students that are seeking a little extra challenge are encouraged to make their mind map colorful and appealing, but match and are encouraged to delve as deeply as they wish to. Also, they could also volunteer to present first, if they feel the desire.


 * Materials, Resources and Technology **
 * Enough text books for students missing theirs to use in class.
 * Projector
 * Graphic Organizers
 * Vocabulary Sheets
 * Project Instruction Sheets
 * Laptops (If MLTI laptops or a laptop cart are available).
 * Maps


 * Source for Lesson Plan and Research **
 * [] - for Inspiration.
 * [] for graphic organizer.
 * 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 classwork, homework, and studying.


 * 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)


 * Agenda **

Day 1
 * Present the hook (5 minutes).
 * This class will be spent introducing the topic of human impact on the environment. Students will discuss what they know and think as a class and will take notes on their graphic organizers (75 minutes).

Day 2
 * This class will be spent talking and learning about human interactions with the environment and how it's changed over time because of technological advances (80 minutes).

Day 3
 * Students will be introduced to the Inspiration technology and will be separated into their groups. They will begin brainstorming and working on their Inspiration and have the entire class to finish them and upload them to the class wiki (80 minutes).


 * Content Notes **

The hook ("how do you think you impact your environment on a daily basis?") will be presented in the beginning with a short video on something like the amount of garbage a city produces or something of that nature. Something to get the information into their heads and get them more interested. The following vocabulary will be discussed and will be written on the board before class:


 * Acid Precipitation: ** created when oxides of sulfur and nitrogen change chemically as they dissolve in water vapor in the atmosphere and return to earth as acidic rain, snow, or fog.


 * Aquifer: ** a porous, water-bearing layer of rock, sand, or gravel below the ground.


 * Biome: ** a major ecological community, including plants and animals, occupying an extensive earth area.


 * Biosphere (Ecosphere): ** the thin film of air, water, and earth within which we live.


 * Desertification: ** extension of desert-like landscapes as a result of overgrazing, destruction of the forests, or other human-induced changes, usually in semiarid regions.


 * Ecosystem: ** A population of organisms existing in a small, relatively homogeneous area (pond, forest, small island) together with the energy, air, water, soil, and chemicals upon which it depends.


 * Environment: ** surroundings; the totality of things that in any way may affect an organism.


 * Fallowing: ** the practice of of allowing plowed or cultivated land to remain uncropped for one or more growing seasons.


 * Global Climate Change: ** change in the earth's climate system, whether natural or cause by humans.


 * Greenhouse Effect: ** heating of the earth's surface as shortwave solar energy passes through the atmosphere.


 * Hazardous Waste: ** discarded solid, liquid, or gaseous material that poses a substantial threat to human health or to the environment when improperly disposed of or stored.


 * Hydrological Cycle: ** the natural system by which water is continuously circulated through the biosphere by evaporation, condensation, and precipitation. ** Icebox Effect: ** the tendency for certain kinds of air pollutants to lower temperatures on earth by reflecting incoming sunlight back into space and thus preventing it from reaching and heating the earth.


 * Ozone: ** a gas molecule consisting of three oxygen (O3) atoms formed when diatomic oxygen (O2) is exposed to ultraviolet radiation.


 * Pollution: ** the introduction into the biosphere of materials that because of their quantity, chemical nature, or temperature have a negative impact on the ecosystem or that cannot be readily disposed of by natural recycling processes.


 * Rotation: ** the annual alteration of crops that make differential demands on or contributions to soil fertility.


 * Soil: ** the complex mixture of loose material including minerals, organic and inorganic compounds, living organisms, air, and water found at the earth's surface and capable of supporting plant life.


 * Soil Erosion: ** the wearing away and removal of rock and soil particles from exposed surfaces by agents such as moving water, wind, and ice.


 * Terracing: ** the practice of planting crops on steep slopes that have converted into a series of horizontal steplike level plots.


 * Toxic Waste: ** discarded chemical substances that can cause serious illness or death.


 * Handouts **

Vocabulary

Graphic Organizers


 * 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 student 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. **


 * 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: ** Interpretation


 * 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 the lessons will involve me speaking, so they should have no problems. If I move too quickly, I will welcome students to ask me to slow down.
 * ** 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 a logical learner myself, students will be able to ask any questions or strategies.
 * ** 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 using sticky notes that students have to get up and move around to compare with sticky notes around the room or that their classmates might have.
 * ** 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.


 * Type II Technology: ** Inspiration


 * 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 – ** I will periodically ask students during the lecture how they feel about the pace.


 * Section II – ** Students will be given two rubrics to guide them on the creation of their presentation. I will be using the same rubrics to grade their finished products.


 * Summative: ** Inspiration (75): Students will independently use Inspiration (or another mind-map software) to create an in-depth mind-map showing their understanding of Human Geography at this stage. They will create a colorful, attractive mind map to show how humans interact with the environment and stress coexistence.

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