L2+Randall,+Alexander


 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT **
 * __ Teacher’s Name __**** : ** Mr. Randall
 * __ Lesson #: __** 2
 * __ Facet: __** Application
 * __ Grade Level __**** : ** 9-12
 * __ Numbers of Days: __** 7-8 Days
 * __ Topic: __** Cultural Geography


 * __ PART I: __**

Student will understand that issues of cultural diversity are directly affected by geography. Student will know how people use their environments to live and how their environment affects their lifestyles (cultures). Student will be able to do propose why some cultures started where they did. Product: Glogster.
 * __ 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: ** Propose why some cultures started where they did.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**
 * Section I – ** Students will use the Thumbs Up/Down system to help me understand how they're feeling about the lessons pace.
 * Section II – ** Students will receive a presentation and a product rubric to guide and assess their Glogsters as well as assessing at least two of their classmates' Glogsters. Students will be able to use the back of the rubrics to write any comments or concerns that I will read and take into consideration while grading. I will have the same rubrics to assess the students' Glogsters.

Glogster - (100 points) Students will be separated into groups according to their desired topics and will research a specific culture/cultural region over time and will create a Glogster showing and discussing that culture's birth, life, and (if possible) death. The Glogster must be grammatically correct and appropriate for their peers and I to read. Groups will present their Glogsters in front of the class and be evaluated by their classmates using the rubrics that I've designed. I will also use the same rubrics to grade the presentation and the Glogsters.
 * __ Summative (Assessment of Learning): __**


 * __ Integration __**


 * Technology: ** Glogster - students will use Glogster to learn and teach about certain cultures.


 * 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 - ** Cluster Word Web 2 to organize their notes and thoughts and use RoundRobin Brainstorming to bounce ideas off of their classmates.
 * Section II – ** Students will be separated into groups of 3-4 and will decide amongst themselves who is to research what aspect of the culture, but all students in the groups are expected to come together in at least one final meeting where they put everything together.


 * __ 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: **

If a student absent, I will personally catch them up on the assignment and what team they have been assigned to. I will inform the team that the absent student has been assigned to them and that they must give some of the work load to that student so that they may do their part. Because the project/lesson will take about a week, students will have plenty of time to catch up, assuming they weren't out for too long.


 * __ Extensions __**


 * Type II technology: ** Students will use a Glogster to learn and teach about a culture that has been assigned to them. It's Type II because students will be using text, images, videos, and links on their Glogsters in whatever way necessary to teach about the culture that they've researched.


 * Gifted Students: ** As an extra, optional challenge, students are welcome to interview someone belonging to the culture they are researching and post the video or audio onto the Glogster for the class to see/hear. This is strictly as an extra credit and students will not be penalized for not doing this added assignment.


 * __ 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 Glogster.
 * [] 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.


 * __ 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) //

Day 1
 * Talk about the hook that was presented the day before this class: "What's your culture and where are it's origins?" This could take 15-20 minutes. (20 minutes)
 * I will hand out the Cluster Word Web 2 graphic organizer to help students take notes as I lecture. The majority of this class will consist of getting the lesson started on human origins and the diffusion of peoples over time through lecture and discussion. Students will use their graphic organizers to help keep track of their notes along with any other note taking process they prefer. I will collect the graphic organizers to see what students had to say about the content of the day (60 minutes).

Day 2
 * My reflections on students' understandings of the topic (based on what they wrote on their graphic organizers) will be discussed in the beginning of class. If everyone got what I was going for, reflection won't be necessary (10 minutes).
 * The remainder of the class will be spent continuing the lesson on cultures and the use of resources (70 minutes).

Day 3
 * I will take the majority of the class period to do a basic overview of the cultures that the students will be researching. Some information that I provide in class will be expected to be on their Glogsters. All students will be held accountable for the information from this lecture/discussion (60 minutes).
 * A list of cultures/cultural regions will be provided.
 * The remainder of the class will be used to set up groups and begin brainstorming ideas using their notes and graphic organizers (20 minutes).

Day 4
 * I will get the class settled into their groups (5 minutes).
 * Students will begin their research and I will be available for questions as I wonder the class monitoring their progress (70 minutes).
 * I will stop students and have them save their progress. The last five minutes of class will be used to get organized and clean up the room if necessary (5 minutes).

Day 5
 * Students will use this entire class period to compile their information and create their Glogsters (80 minutes).

Day 6
 * Students will use this entire class period to finish their Glogsters. All Glogsters must be finished by the next class (80 minutes).

Day 7 > Students will understand that issues of cultural diversity are directly affected by geography **. ** 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 **. **// Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities //**. ** What's your culture and where're its origins? ** Where, What, Why, Hook, Tailors: ** visual, verbal, logical, intrapersonal, interpersonal
 * Students will present their Glogsters in a random order that I choose (80 minutes).

Students will know how people use their environments to live (resources) and how their environment affects their lifestyles (cultures) **. ** Students will use the graphic organizer "Cluster Word Map 2" and the cooperative learning exercise Round-Robin Brainstorming **. ** 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 **. **

Using a Thumbs Up/Thumbs Down system during instruction, I'll be able to see how students feel about what we're talking about **, ** students will use checklists to critique themselves and each other ** , ** and final teacher feedback will be done using a checklist. ** Equip, Explore, Rethink, Revise, Tailors: ** visual, verbal, interpersonal, intrapersonal, logical

Students will use the graphic organizer "Cluster Word Map 2" and the cooperative learning exercise Round-Robin Brainstorming **. ** 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 **. ** Glogster is an online digital, interactive poster that can have text, images, graphics, videos, links, and more attached to it. Simply go to the EDU Glogster website (or search for it on Google) and take a quick tour of the site to get started. Using a Thumbs Up/Thumbs Down system during instruction, I'll be able to see how students feel about what we're talking about **, ** students will use checklists to critique themselves and each other ** , ** and final teacher feedback will be done using a checklist **. **** Explore, Experience, Revise, Refine, Tailors: ** verbal, interpersonal, intrapersonal, logical.

Students will self-assess themselves and their Glogsters 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 partners. 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 there is any troublesome feedback on a partner, I will discuss that problem with those students before deciding on a final grade. By using the Glogster, students will be showing that they can apply, synthesize, create, and reflect on Human Geography and have proven to me that they are capable of understanding any following assignments. ** Evaluate, Tailors: ** interpersonal, intrapersonal, verbal, visual, logical


 * __ Content Notes __**

Students will know about a beginning level understanding of cultures and the use of resources. The lessons will consist of lecturing and discussing the readings on culture, human origins, diffusion, and resources. Terms will be listed on the board and will be defined together by the class while using checking for understanding methods to make sure that everyone is following along with the content. 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.


 * Culture: ** A society's collective beliefs, symbols, values, forms of behavior, and social organizations.
 * Culture Traits: ** a single distinguishing feature of regular occurrence within a culture, such as the use of chopsticks or the observance of a particular caste system. A single element of learned behavior.
 * Culture Region: ** A formal or functional region within which common cultural characteristics prevail.
 * Culture Realm: ** A collective of culture regions sharing related culture systems. (European, North American, Latin American, Islamic, Indic, Southeast Asian, etc).
 * Cultural Ecology: ** The study of the interactions between societies and the natural environments they occupy.
 * Environmental Determinism: ** The view that the physical environment, particularly climate, controls human action, molds human behavior, and conditions cultural development.
 * Cultural Landscape: ** The natural landscape as modified by human activities and bearing the imprint of culture group or society; the built environment.
 * Cultural Divergence: ** The likelihood or tendency for to become increasingly dissimilar with the passage of time.
 * Carrying Capacity: ** The maximum population numbers that an area can support on a continuing basis without experiencing unacceptable deterioration; for humans, the numbers supportable by an area's known and used resources - usually agricultural ones.
 * Cultural Hearth: ** A central area within which an advanced and distinctive set of culture traits, ideas, and technologies develops and from which there is diffusion of those characteristics and the cultural landscape features they imply.
 * Multilinear Evolution: ** Proposed by anthropologist Julian Steward (1972) to explain cultural similarities among widely separated peoples existing in similar environments but who could not have benefited from shared experiences, borrowed ideas, or diffused technologies.
 * Cultural Convergence: ** The tendency for cultures to become more alike as they increasingly share technology and organizational structures in a modern world united by improved transportation and communication.
 * Ideological Subsystem: ** The complex of ideas, beliefs, knowledge, and means or their communication that characterize a culture.
 * Mentifacts: ** the central, enduring elements of a culture expressing its values and beliefs, traditions, and the like.
 * Technological Subsystem: ** The complex of material objects together with the techniques of their use by means of which people carry out their productive activities.
 * Sociological Subsystem: ** The totality of expected and accepted patterns of interpersonal relations common to a culture or subculture.
 * Sociofacts: ** The institutions and links between individuals and groups that unit a culture, including family structure and political, educational, and religious institutions.
 * Cultural Integration: ** the interconnectedness of all aspects of a culture: no part can be altered without creating an impact on other components of the culture.
 * Innovation: ** Introduction of new ideas, practices, or objects.
 * Diffusion: ** The spread or movement of a phenomena over space or through time.
 * Expansion Diffusion: ** The spread or ideas, behaviors, or articles through a culture area or from one culture to neighboring areas through contact and exchange of information.
 * Relocation Diffusion: ** The transfer of ideas, behaviors, or articles from one place to another through the migration of those possessing the feature transported.
 * Diffusion Barriers: ** Any condition that hinders the flow of information, the movement of people, or the spread of an innovation.
 * Syncretism: ** The development of a new form of culture trait by the fusion of two or more distinct parental elements.

After the terms are gone through (or, if students don't have the time to write the definitions, they can simply keep the words in mind while they skim their textbooks to find the definitions themselves) I will ask the question "how do you think geography affected cultures and their diffusion?" 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 countries around the world. Students will raise their hands and I will write down their ideas on the board for all to see. I want students to think about cultural interaction over time (talking about communication and transportation is crucial) and how it's changed. Students will then be introduced to the idea of creating a Glogster during the next classes. The terms and main ideas of the reading takes precedent over introducing the Glogster project. I strongly recommend that any substitutes take the time to play around with the EDU Glogster website (link provided above) so that they may answer questions accurately when students start creating their Glogsters. Students will also be given an instruction sheet that will have a link to the EDU Glogster "Tour" page. The list of cultures/cultural regions is provided below. Students will choose a culture/cultural region that they'd like to research and present on and will be separated into groups accordingly. The first 3-4 students that raise their hands and tell me what they want to do will be the ones assigned to the groups they desire.


 * North America/Europe (Capitalism, Democracy, Imperialism, Socialism, Communism, Individualism, Christianity, Catholicism, Judaism, Islam, Paganism)
 * South America (Imperialism, Native Cultures)
 * Southeast Asia (Communism, Fascism, Imperialism, Collectivism, Capitalism)
 * Africa (Native Cultures, Imperialism, Westernization)
 * Australia/Oceania (Native Cultures, Imperialism, Capitalism)
 * Middle East (Islam, Judaism, Christianity, Imperialism, Westernization)


 * __ Handouts __**
 * List of terms without definitions.
 * Glogster assignment and explanation sheet.
 * Cluster Word Web 2 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.


 * 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: ** Application


 * 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: //** 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 – ** Students will use "Thumbs Up/Down" to help me understand how they're feeling about the lessons pace.
 * ** Section II – ** Students will receive a checklist to assess their Glogs as well as assessing at least two of their classmates' Glogs. I (the teacher) will have the same checklist to assess the students' Glogs.

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 * Summative: ** Glogster - (100 points) Students will be separated into groups according to their desired topics and will research a specific culture/cultural region over time and will create a Glogster showing and discussing that culture's birth, life, and (if possible) death. The Glogster must be grammatically correct and appropriate for their peers and I to read. Groups will present their Glogsters in front of the class and be evaluated by their classmates using the rubrics that I've designed. I will also use the same rubrics to grade the presentation and the Glogsters. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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