S3+Randall,+Alexander

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...(**Facet**), Product: Type II Technology, Number of Days. **(Organize)**

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**1.1 Students will understand that issues involving people, places, and environments are directly influenced by geography **(WHERE)** Students will be able to understand geography's impact on people and places and will develop the ability to empathize with it ** (WHY). ** //Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities// ** (WHAT). **
 * (H)** 1.2 Students will answer and discuss the following questions: Do you know why you're here (geographically)? Do you know why you're from where you're from?
 * (E)** 1.3 Students will know about the basics of human geography **(EQUIP).** Students will use the Graphic Organizer Fact-and-Opinion to complete the Cooperative Learning exercise Think-Pair-Share **(EXPLORE).** Individuals will create their own blogs, but they'll have a partner to help each other and then assign them to read each other's blogs and comment on them **(EXPERIENCE).**
 * (R)**1.4 Using Fist-to-Five to ask students how they feel about what they're learning as I instruct (**RETHINK),** self-assessment and peer feedback with a checklist to critique their blogs will be done as an assignment **(RETHINK/REVISE),** and feedback by teacher on the blog using the checklist (**REVISE/REFINE**).
 * (E)**1.5 Formative Assessment - **Pre-Assessment:** Pre-Test. **Checking for Understanding**: Fist-to-Five. **Timely Feedback:** Self, Peer, Teacher checklist.
 * (T)** 1.6 **(TAILOR)**
 * 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.
 * (O)**1.7 Students will be able to describe i ssues involving people, places, and environments are directly influenced by geography. **(EXPLAIN)** Product: Blog. Number of Days: 2 Days. **(ORGANIZE)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that issues of cultural diversity are directly affected by geography **(WHERE).** It's important to know why cultures are the way the are and where they are in the world. Understanding someone's culture can explain many major topics in society and students will be able to apply their knowledge to every day issues **(WHY).** // Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities //**(WHAT).**
 * (H)** 2.2 What's your culture and where're its origins?
 * (E)** 2.3 Students will know how people use their environments to live (resources) and how their environment affects their lifestyles (cultures) **(EQUIP).** Students will use the graphic organizer "Cluster Word Map 2" and the cooperative learning exercise Round-Robin Brainstorming **(EXPLORE).** Individuals will create a Glogster talking about a particular culture that they learned about in class and then did more research on their own to show that they understand where some cultures started where they did **(EXPERIENCE).**
 * (R)**2.4 Using a Thumbs Up/Thumbs Down system during instruction, I'll be able to see how students feel about what we're talking about (**RETHINK),** students will use checklists to critique themselves and each other **(RETHINK/REVISE),** and final teacher feedback will be done using a checklist (**REVISE/REFINE**),
 * (E)**2.5 Formative Assessment - **Checking for Understanding**: Thumbs Up/Thumbs Down and **Timely Feedback:** Self, Peer, Teacher checklist.
 * (T)**2.6 ** (TAILOR) **
 * 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.
 * (O)** 2.7 Students will be able to propose why some cultures started where the did. **(DESCRIBE).** Product: Glogster. Number of Days: 3-5 Days. **(ORGANIZE)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that world geography affects human interactions **(WHERE).** 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 apply it in their lives **(WHY).** // Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities //**(WHAT).**
 * (H)** 3.2 Everything about this topic has to do with survival and conflict. This stuff's cool.
 * (E)** 3.3 Students will know people's impacts on their environments have changed over time. Natural disasters and wars are affected by the natural environment and directly affect society **(EQUIP).** Students will use the graphic organizer "Goal Reason Web" and the cooperative learning exercise Circle the Sage **(EXPLORE).** The teacher will create a class wiki so that students can write about what they've learned in class about human impacts on the environment and vice versa. The wiki will help open discussions between students as well as teaching them how to use wikis at the same time **(EXPERIENCE).**
 * (R)** 3.4 Using a 4-3-2-1 system I'll be able to see where students stand during a lecture **(RETHINK),** students will use checklists to critique themselves and each other **(RETHINK/REVISE),** and final teacher feedback will also be done using a checklist **(REVISE/REFINE).**
 * (E)**3.5 Formative Assessment - **Checking for Understanding**: 4-3-2-1 and **Timely Feedback:** Self, Peer, Teacher checklist.
 * (T)** 3.6 **(TAILOR)**
 * 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.
 * (O)** 3.7 Students will be able to analyze the impact of geography on human interaction. **(PERSPECTIVE)** Product: Class wiki. Number of Days: 3-5. **(ORGANIZE)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that issues of cultural diversity are directly affected by geography **(WHERE).** It's important to know why cultures are the way the are and where they are in the world. Understanding someone's culture can explain many major topics in society and students will be able to apply their knowledge to every day issues
 * (WHY).** // Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities //**(WHAT).**
 * (H)** 4.2 Students will answer and discuss the following question: What's your culture and where are its origins?
 * (E)** 4.3 Students will know people's impacts on their environments have changed over time. Natural disasters and wars are affected by the natural environment and directly affect society **(EQUIP).** Students will use the graphic organizer the "Five Ws Chart" and the cooperative learning exercise Three-Step Interview **(EXPLORE).** Students will create a comic strip to demonstrate their knowledge of how the environment affects societal changes **(EXPERIENCE).**
 * (R)** 4.4 Having students draw using the Circle-Triangle-Square system I'll be able to see where students stand during a lecture **(RETHINK),** students will use checklists to critique themselves and each other **(RETHINK/REVISE),** and final teacher feedback will also be done using a checklist **(REVISE/REFINE).**
 * (E)** 4.5 Formative Assessment - **Checking for Understanding**: Circle-Triangle-Square System and **Timely Feedback:** Self, Peer, Teacher checklist.
 * (T)** 4.6 **(TAILOR)**
 * 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.
 * (O)**4.7 Students will be able to consider how the environment affects human and cultural diversity. **(EMPATHIZE)** Product: Comic Life. Number of Days: 5-7 Days. **(ORGANIZE)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that issues involving people, places, and environments are directly influenced by geography ** (WHERE). ** Students will be able to understand geography's impact on people and places and will develop the ability to empathize with it ** (WHY). **// Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities //** (WHAT). **
 * (H)** 5.2 Students will answer and discuss the following questions:
 * (E)**5.3 Students will know use their knowledge of human geography, culture and resources to discuss and learn about landmasses, biomes, immigration, emmigration, migration, war, etc **(EQUIP).** Students will use the graphic organizer "Story Map" and the cooperative learning exercise 3-Minute Review **(EXPLORE).** Students will create a digital Mind Web/Map to think about what they know/have researched and will show their understanding by linking their knowledge to events or changes in the world that are directly affected/started by geography **(EXPERIENCE).**
 * (R)** 5.4 Having students simply say where they feel they are with the topic, I'll know if I should repeat something or not **(RETHINK)**, students will use checklists to critique themselves and each other **(RETHINK/REVISE),** and final teacher feedback will also be done using a checklist **(REVISE/REFINE).**
 * (E)**5.5 Formative Assessment - **Checking for Understanding**: Students will simply say something if they're lost or need assistance/need me to slow down or repeat something and **Timely Feedback:** Self, Peer, Teacher checklist.
 * (T)** 5.6 **(TAILOR)**
 * 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.
 * (O)** 5.7 Students will be able to evaluate the environment's impact on society and vice versa. **(INTERPRET)** Product: Inspiration. Number of Days: 3-5 days. **(ORGANIZE)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that issues involving people, places, and environments are directly influenced by geography. Students will understand that issues of cultural diversity are directly affected by geography. Students will understand that world geography affects human interactions. Students will understand **(WHERE). (WHY).** // Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities //**(WHAT).**
 * (H)** 6.2 The point of all of this is to understand geography's significance in the daily lives of humans around the globe. All it takes is a single major event somewhere on the globe to trigger massive consequences for the rest of us.
 * (E)**6.3 Students will know human geography, culture, resources, landmasses, biomes, immigration, emmigration, migration, war, etc. Students will know how people use their environments to live, what they have at their disposal affects how they live and interact, and how people's impacts on their environments have changed over time **(EQUIP).** Students will use the graphic organizer "Inverted Triangle" and the cooperative learning exercise Team-Pair-Solo **(EXPLORE).** Students will use Google Earth to apply their knowledge so that they can recognize that geography greatly affects society **(EXPERIENCE).**
 * (R)** 6.4 Using a quiz, I will be able to get a really good idea of where kids stand and what needs to be review **(RETHINK),** students will go over and proof read their answers on their quizzes **(RETHINK/REVISE),** and then I will give the appropriate feedback **(REVISE/REFINE).**
 * (E)**6.5 Formative Assessment - **Checking for Understanding**: Quiz and **Timely Feedback:** Teacher checklist.
 * (T)** 6.6 **(TAILOR)**
 * 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.
 * (O)** 6.7 Students will be able to recognize that geography greatly affects human civilization. **(SELF KNOWLEDGE)** Product: Google Earth. Numbers of Days: 5-7 days. **(ORGANIZE)** ||

2004 ASCD and Grant Wiggins and Jay McTighe