L1+Randall,+Alexander

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **
 * Teacher’s Name: ** Mr. Randall
 * Lesson #: ** 1
 * Facet: ** Explain
 * Grade Level: ** 9-12
 * Numbers of Days: ** 2
 * Topic: ** Human Geography


 * __ PART I: __**


 * Objectives **
 * Student will understand that issues involving people, places, and environments are directly influenced by geography.
 * Student will know about a beginning level understanding of Human Geography.
 * Student will be able to describe issues involving people, places, and environments are directly influenced by geography **(explain)**.
 * Product: Blog


 * Maine Learning Results (MLR) **
 * 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 **
 * The issues involving people, places, culture, and environment that are directly influenced by geography will be discussed/studied.
 * Assessments **

Students will be given a pre-test on Human Geography to see where they are with the subject.
 * Pre-Assessment **


 * Formative **
 * Section I – ** Students will use "Fist-to-Five" to help me understand how they're feeling about the lesson's pace.
 * Section II – ** Students will receive a checklist to assess their blogs as well as assessing at least two of their classmates' blogs. I (the teacher) will have the same checklist to assess the students' blogs.


 * Summative **

Blog (100 points) - Students will create a Human Geography Blog where they will reflect on their readings and assignments. This blog must be grammatically correct and appropriate for your peers and I to read. Students will choose two other peers' blogs to read and critique and will be expected to comment with positive and constructive feedback.


 * Integration **


 * Technology **


 * Blog - ** students will create a Human Geography Blog where they reflect on their readings and assignments.


 * English ** - students have to use proper grammar in their blogs.
 * Earth Science ** - students will develop a basic understanding of Earth Science while learning about the physical geography of the regions discussed.
 * History ** - students will understand that the geography of a place has directly affected the course of history.


 * Groupings **
 * Section I - ** "Think-Pair-Share" groups will use the "Fact and Opinion" graphic organizer to promote discussions between students about the significance of Human Geography. The "Fact and Opinion" graphic organizer breaks up into two columns student ideas on Human Geography and facts that they have either been provided with or they have to figure out for themselves.
 * Section II – ** Students will create individual blogs but they'll have an assigned partner to help one another create their blogs and then read each other's blogs to comment on them with positive, constructive feedback.


 * 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. 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.


 * 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. //

I will take the individuals that were absent and personally catch them up on their blog. If I know that student has a good friend that they work well with or a partner, I will leave it to their partner to help them catch up. If I have a student that is absent for several days in a row and misses the entire lesson, I will ask them to visit me during study halls, lunches, or after school to help get them caught up. Homework buddies or Skype buddies will be possibilities.
 * Plan for accommodating absent students **


 * Extensions **


 * Type II technology **


 * Blog - ** students will create a Human Geography Blog where they reflect on their readings and assignments. It's Type II technology because students will be able to get feedback from their classmates and I on the blog itself and be able to update it accordingly.

As an extra, optional challenge, I would have students find images or videos that are related to their topic to put on their blogs. If students want to do more than one, they are encouraged to do so.
 * Gifted Students **


 * Materials, Resources and Technology **
 * // Text books //
 * // Projector //
 * // Handouts (question worksheets, maps worksheets, graphic organizers, etc) //
 * // Index cards //
 * // Syllabus //
 * // Mac laptops //
 * // Maps //
 * // Colored Pencils/Crayons/Markers //


 * Source for Lesson Plan and Research **
 * [] organizer/ - for graphic organizers.
 * [] - for any map worksheets that I might want/need to use.
 * // 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.


 * __ 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 **

I will be arranging my class in a large "U-shape." Students will be able to easily move around to form their groups and will be close enough to be with their partners too. I will present the hook (5 minutes). l will hand out the "Fact and Opinion" graphic organizer to help students take notes as I lecture. The majority of this class will consist of getting the lesson started through a lecture and discussion (see content notes) (65 minutes). Students will be asked to brainstorm how geography might affect their world and I will collect the graphic organizers to see what students had to say about the content of the day (10 minutes).
 * DAY 1 **

My reflections on students' understandings of the topic (based on what they wrote on their graphic organizer) will be discussed in the beginning of class. If everyone got what I was going for, reflection won't be necessary (10 minutes). Students will then split into their groups and discuss their graphic organizers using the Think-Pair-Share system (25 minutes). Students will then separate for an introduction on how to create and use a blog and the expectations of the blog assignment (25 minutes). Students will be separated into their assigned pairs and begin creating the blog (20 minutes).
 * DAY 2 **


 * SECTION 1: ** Students will understand that issues involving people, places, and environments are directly influenced by geography. Students will be able to understand geography's impact on people and places and will develop the ability to empathize with it. //Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities.// Students will answer and discuss the following question on an index card: Do you know why you're here (geographically)? Do you know why you're from where you're from? ** Where, What, Why, Hook, Tailors: ** visual, bodily/kinesthetic, verbal.


 * SECTION 2: ** Students will know about human geography, culture, resources (see content notes) ** . ** Students will use the Graphic Organizer "Fact-and-Opinion" to take notes during my presentation (I'll be using geographical maps and hand-drawn mind-maps) on Human Geography and use them to complete the Cooperative Learning exercise Think-Pair-Share during the following class ** . ** Throughout the presentation, I'll be using Fist-to-Five to see how the students are keeping up with the information. ** Equip, Explore, Rethink, Revise, Tailors: ** visual, verbal, intrapersonal, logical.


 * SECTION 3: ** Students will be able to describe issues involving people, places, and environments are directly influenced by geography. Students will be using their notes on their Fact and Opinion graphic organizer in a Think-Pair-Share partners to discuss Human Geography and then brainstorm how to put this information into a blog (see content notes for tutorial on how to create the desired blog). Students will be paired off at random using a number system where a student will be assigned a number (ex. 1 - 4). Students will help each other create and write their blogs and will peer edit each other. Afterward, each student will write an evaluation of how their partner helped them and submit it to the teacher. Students will be using their blog to reflect on the information on their Fact and Opinion sheets and anything they want to add that they may have learned from their classmates. After reflecting, they will pose examples of Human Geography by applying what they learned. Students will use self-assessment and peer feedback with a checklist to critique their blogs and feedback by teacher on the blog using the checklist will be done at the end of adjusting their blogs after their peer feedback. ** Explore, Experience, Revise, Refine, Tailors: ** //visual, verbal, interpersonal, intrapersonal, logical.//


 * SECTION 4: ** Students will self-assess themselves and their blogs using a checklist that I will provide. At the bottom of the checklist students will be able to write a short reflection about their experience and what they may have to say about their partner. I will have a copy of the same checklist to grade students on and will take their comments on their partners into account as I grade. If their is any troublesome feedback on a partner, I will discuss that problem with those students before deciding on a final grade. By using the blog, students will be showing that they can apply, synthesize, and reflect on Human Geography and have proven to me that they are capable of understanding any following assignments.


 * Evaluate, Tailor: ** visual, verbal, interpersonal, logical.


 * Content Notes **


 * Day 1: ** Students will know about a beginning level understanding of Human Geography. The first day's lesson will begin with a short introduction of what Human Geography is: **Political, Population, Historical, Urban, Social, Economic, and Cultural Geography** comprise **Human Geography.** The following list of terms will be on the board, the definitions will not be written on the board but will be read aloud by the teacher (so as to save space for a mind-map that may or may not be drawn to show connections and help promote discussion rather than the mundane task of writing what the students see into their notes). Students are NOT allowed to use their computers for this exercise unless they have a broken hand or something of that nature. All they're doing is taking notes.


 * Human Geography: ** The spatial analysis of human populations, their cultures, their activities and behaviors, and their relationship with and impact on the physical landscapes they occupy.
 * Political Geography: ** concerned with the spatrial analysis of political phenomena.
 * Population Geography: ** concerner with spatial variations in distribution, composition, growth, and movements of population and the relationship of those concerns with the geographic character of areas.
 * Historical Geography: ** concerning human and physical geographies of the past.
 * Urban Geography: ** the geographical study of cities; concerned with the spatial aspects of 1) the locations, functional structures, size hierarchies, and intercity relationships of national or regional systems of cities, and 2) the site, evolution, economic base, internal land use, and social geographic patterns of individual cities.
 * Social Geography: ** concerning studies of social areas and the social use of space, especially urban space; the study of the spatial distribution of social groups and of the processes underlying that distribution.
 * Economic Geography: ** concerned with how people support themselves, with the spatial patterns of production, distribution, and consumption of goods and services.
 * Cultural Geography: ** focuses on culturally determined human activities, the impact of material and non-material human culture on the environment, and the human organization of space.
 * Space: ** the space available on the Earth's surface.
 * Place: ** a particular geographic location with its unique biophysical, cultural, and social characteristics.
 * Absolute Location: ** refers to the use of the longitude/latitude grid on the globe to find an exact spot on the Earth's surface. Equator = 0 degrees latitude. Prime Meridian = 0 degrees longitude. Latitude measures North to South and longitude measures from East to West.
 * Relative Location: ** the position of a place in relation to other places.
 * Scale: ** in cartography, the ratio between the size of area on a map and the actual size of that same area on the earth's surface.
 * Natural Landscape: ** the physical environment unaffected by by human activities.
 * Cultural Landscape: ** the natural landscape as modified by human activities and bearing the imprint of a culture group or society. (What's been built on).
 * Accessibility: ** the relative ease with which a destination may be reacher from other locations.
 * Connectivity: ** any means of communication or connection between places.
 * Spatial Diffusion: ** the spread or movement of a phenomena over space or through time.
 * Spatial Distribution: ** the arrangement of things on the earth's surface.
 * Globalization: ** a reference to the increasing interconnection of all parts of the world as the full range of social, cultural, political, and economic processes becomes international in scale and effect.
 * Formal Region: ** a region distinguished by a uniformity of one or more characteristics (ex. New England).
 * Functional Region: ** a region differentiated by what occurs within it rather than by a homogeneity of physical or cultural phenomena. The concept of unity is based on interaction and interdependence between different points within the area.
 * Perceptual Region: ** a region perceived to exist by its inhabitant or the general populace (ex. Little Italy, Chinatown, etc).
 * Spatial Interaction: ** the movement of people, goods, information, etc, between different places; an indication of interdependence between different geographic locations or areas.

After the terms are quickly gone through (or, if students don't have the time to write the definitions, they can simply keep the words in mind while they read their textbooks to find the definitions themselves) the teacher will ask the question "how might physical geography affect human interactions." It doesn't matter if they discuss one side of town to another, the other end of a state to another, or even if they compare the interactions between China and the United States. Students will raise their hands and the teacher will write down their ideas on the board for all the see. I want students to think about human interaction over time (talking about communication and transportation is crucial) and how it's changed. It is at this time that students will use their Fact and Opinion graphic organizers to help them take notes. Students will then be introduced to the idea of creating a blog during the next class.


 * Day 2: ** The second day's lesson will begin with a quick reminder of the first class and the teacher will answer any questions that students might have. Students will split into their Think-Pair-Share groups and discuss their graphic organizers. Afterward, they will separate for an introduction on how to create and use a blog and the expectations of the blog assignment and then split into pairs by having them call out numbers 1-4 (if there's an odd number, there will be a group of three). They will use the remainder of the class creating their blogs while helping one another. The teacher is expected to wonder the room and monitor or assist.


 * // Handouts //**
 * List of Terms w/o definitions (for absent students)
 * Blog assignment and explanation sheet
 * Fact and Opinion 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: ** Social Studies, Geography


 * 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: ** Explain


 * 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: ** Blog


 * 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 – ** Students will use "Fist-to-Five" to help me understand how they're feeling about the lesson's pace.
 * Section II – ** Students will receive a checklist to assess their blogs as well as assessing at least two of their classmates' blogs. I (the teacher) will have the same checklist to assess the students' blogs.

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 * Summative: ** Blog (100 points) - Students will create a Human Geography Blog where they will reflect on their readings and assignments. This blog must be grammatically correct and appropriate for your peers and I to read. Students will choose two other peers' blogs to read and critique and will be expected to comment with positive and constructive feedback. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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