L4+Randall,+Alexander


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 * UNIVERSITY OF MAINE AT FARMINGTON **


 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **


 * LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Randall
 * __ Lesson #: __** 4
 * __ Facet: __** Empathy
 * __ Grade Level __**** : ** 9-12
 * __ Numbers of Days: __**
 * __ Topic: __** Human Geography


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** the environment affects human societal changes.
 * Student will know ** the environment affects human society.
 * Student will be able to ** empathize why geography is so crucial in the planning of a society.
 * Product: ** Comic Life


 * __ 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: ** empathize why geography is so crucial in the planning of a society.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**
 * Section I – ** Students will do a Fist-To-Five during instruction to give me an idea on where they stand with the content.
 * Section II – ** students will use two rubrics to guide their work on the creation of their Comic Life and will be able to peer edit and self-evaluate. I will be using the same rubrics to grade the final products.

Comic Life (75 points): Students will be separated into groups where they will create a comic using Storyboard so that they may apply their knowledge of a Human Geography topic that they have yet to cover.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**
 * Technology: ** Comic Life


 * 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.
 * Art: Students will have a lot of room in this project for creativity.


 * __ Groupings __**
 * Section I – ** Students will use a Solo-to-Team brainstorming method to go over their graphic organizers and notes.
 * Section II – ** Students will be set up into small group at random to create the Comic Life presentation.


 * __ 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 always have the opportunity to use the class wikispace to keep caught up with assignments for as long as they’re absent. If the Internet is not available to those students, they are expected to meet with me as soon as possible to decide what is to be done that is fair to both myself and the student and to what is fair for their classmates.


 * __ Extensions __**


 * Type II technology: ** Comic Life


 * Gifted Students: ** For an extra challenge, students that are drawing scenes by hand could draw in more detail in their scenes.


 * __ Materials, Resources and Technology __**
 * Enough text books for students missing theirs to use in class.
 * Projector
 * Rubrics
 * 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 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 classwork, homework, and studying.


 * __ PART II: __**


 * __ Agenda __**

Day 1
 * Present the hook (5 minutes).
 * Use the majority of the class to introduce and discuss the environment’s role in human society. This topic is going to be expanded on in Lesson 6 in greater detail. Students will use their graphic organizers to help them take notes (75 minutes).

Day 2
 * This class will be spent learning about how the environment affects human society with an emphasis on the climate. I want students to really think about why major cities and populations are where they are (80 minutes).

Day 3
 * Students will be introduced to the Comic Life project. They will be broken up into small groups and will create a Comic Life together. For details on the Comic Life project, see “Summative Assessment” (80 minutes).

Day 4
 * Students will use this class to work on their Comic Life’s. They will have the opportunity to call on me for questions and/or help (80 minutes).

Day 5
 * Students will present their Comic Life’s (80 minutes).


 * Content Notes **

The hook (“why are cities located where they are?”) will be presented. I want to do a little activity where students talk about and show on a map in the room where they would have put cities if they had their way. This will get kids thinking why cities are where they are, how they ended up there, and what it takes to support large populations. The following vocabulary will be on the board and will be discussed in class:


 * ** Agriculture: ** the science and practice of farming, including the cultivation of the soil and the rearing of livestock.
 * ** Aquaculture: ** production and harvesting of fish and shellfish in land-based ponds.
 * ** Commercial Economy: ** a system of production of goods and services for exchange in competitive markets where price and availability are determined by supply and demand forces.
 * ** Extensive Agriculture: ** a crop or livestock system characterized by low inputs of labor per unit area of land.
 * ** Extractive Industry: ** primary activities involving the mining and quarrying of non-renewable metallic and nonmetallic mineral resources.
 * ** Gathering Industry: ** primary activities involving the subsistence or commercial harvesting of renewable natural resources of land or water.
 * ** Green Revolution: ** a term suggesting the great increase in food production, primarily in subtropical areas, accomplished through the introduction of very high-yielding grain crops, particularly wheat, maize, and rice.
 * ** Intensive Agriculture: ** any agricultural system involving the application of large amounts of capital and/or labor per unit of land.
 * ** Market Economy: ** an economic system in which most goods and services are privately produced and distributed for monetary exchange.
 * ** Maximum Sustainable Yield: ** the maximum rate at which a renewable resource can be exploited without impairing its ability to be renewed or replenished.
 * ** Natural Resource: ** a physically occurring item that a population perceives to be necessary and useful to its maintenance and wellbeing.
 * ** Nonrenewable Resource: ** a natural resource that is not replenished or replaced by natural processes or is used at a rate that exceeds its replacement rate.
 * ** Planned Economy: ** a system of production of goods and services, usually consumed or distributed by a governmental agency, in quantities, at prices, and in locations determined by governmental program.
 * ** Primary Activity: ** those parts of the economy involved in making natural resources available for use or further processing: mining, lumbering, agriculture, hunting, fishing, etc.
 * ** Quaternary Activity: ** those parts of the economy concerned with research, with the gathering and dissemination of information, and with administration.
 * ** Renewable Resource: ** a natural resource that is potentially inexhaustible either because it is constantly or periodically replenished as long as its use does not exceed its maximum sustainable yield.
 * ** Secondary Activities: ** those parts of the economy involved In the processing of raw materials derived from primary activities and in altering or combining materials to produce commodities of enhanced utility and value.
 * ** Shifting Cultivation: ** crop production on tropical forest clearings kept in cultivation until their quickly declining fertility is lost.
 * ** Subsistence Economy: ** an economic system of relatively simple technology in which people produce most or all of the goods to satisfy their own and their family’s needs.
 * ** Technology: ** the integrated system of knowledge, skills, tools, and methods developed within or used by a culture to successfully carry out purposeful and productive tasks.
 * ** Tertiary Activity: ** those parts of the economy that fulfill the exchange function, that provide market availability of commodities, and that bring together consumers and providers of services.
 * ** Truck Farm: ** the intensive production of fruits and vegetables for Markey rather than for processing or canning.
 * ** Usable Reserves: ** mineral deposits that have been identified and can be recovered at current prices and with current technology.


 * __ Handouts __**
 * Vocabulary
 * 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 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. **


 * Content Knowledge: **


 * 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: ** Empathy


 * 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: ** Comic Life


 * 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 do a Fist-To-Five during instruction to give me an idea on where they stand with the content.
 * Section II – ** students will use two rubrics to guide their work on the creation of their Comic Life and will be able to peer edit and self-evaluate. I will be using the same rubrics to grade the final products.


 * Summative: **
 * Comic Life (75): ** Students will be separated into groups where they will create a comic using Storyboard so that they may apply their knowledge of the environment’s impact on society, focusing on climate.

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