L3+Randall,+Alexander


 * ** UNIVERSITY OF MAINE AT FARMINGTON ** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT **
 * __ Teacher’s Name __**** : ** Mr. Randall
 * __ Lesson #: __** 3
 * __ Facet: __** Perspective
 * __ Grade Level __**** : ** 9-12
 * __ Numbers of Days: __** 2 Days
 * __ Topic: __** Human Geography


 * __ PART I: __**

Student will understand that world geography affects human interactions. Student 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. Student will be able to analyze the impact of geography on human interaction. Product: Class Wikispace
 * __ 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: ** The importance of the impact of geography on human interaction.


 * __ Assessments __**


 * __ Formative (Assessment for Learning) __**
 * Section I – ** Students will use the 4,3,2,1 method of checking for understanding by rating their comfort level on the conversation and instruction by giving their comfort level a 1-4: 1 being poor, 4 being very comfortable.
 * Section II – ** Students will receive a checklist to assess their work on the class wiki. I (the teacher) will have the same checklist to assess the students' participation on the class wiki.


 * __ Summative (Assessment of Learning): __**

- Class Wikispace (100 points) - I will create a class wiki for students to post artifacts and summaries of Human Geography topics that are discussed in class and use discussion tabs for commenting/critiquing on each other’s summaries.


 * __ Integration __**


 * Technology: ** Wikispace. The Wikispace will be used to give students a basic idea of how Wikispaces work, but it’s primary job is to have students post and organize their homework and thoughts for their classmates and I to see to promote discussion about Human Geography.


 * Content Areas: **
 * English: All work is expected to be grammatically correct.


 * __ Groupings __**
 * Section I - ** Students will use a Goal Reason Web graphic organizer to help organize their notes and thoughts and will use the Circle the Sage method for group conversation.
 * Section II – ** Students will work independently on their own homework assignments and will read and update their wikis independently.


 * __ 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. //


 * Plan for accommodating absent students: ** I will personally get students caught up if they are absent of tardy. Luckily, almost all of the work will be done on the class wiki so, should the student be absent for an extended period of time, they'll be able to stay caught up. If a student does not have internet access (for whatever reason) they will need to set up a meeting time with me and discuss and action plan that can work for both of us and is fair to their classmates.


 * __ Extensions __**


 * Type II technology: ** Wikispace. Students will be able to upload images, videos, audio files, links, and articles on the class wiki and comment on one another's posts.


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


 * __ 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 __**


 * [] for the graphic organizers used.
 * http://www.wikispaces.com/ for the introduction to Wikispaces.
 * // 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 __**


 * __ AGENDA __**

Day 1
 * Presenting hook (5 minutes)
 * I will hand out the Goal Reason Web 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 impact human civilization interaction (5 minutes).
 * I will then close the day with some comments on what we'll be talking about in the next class (5 minutes)

Day 2
 * I will introduce Wikispaces to the students and why they're useful for class projects and not just for class home pages (10 minutes).
 * I will have my students take their homework and talk about it on their Wiki pages on the class Wikispace. We won't be spending a lot of time using the Wikispace in class after this, so this is the students' chance to ask for assistance (60 minutes)
 * Closing down the activity. I will make sure to mention that updating the Wikispace is for homework (10 minutes).

Students will understand that world geography affects human interactions. 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 **. ** //Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities//**.** Everything about this topic has to do with survival and conflict. This stuff's cool. **Where, What, Why, Hook, Tailors:** visual, verbal, interpersonal, intrapersonal.

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 **. ** Students will use the graphic organizer "Goal Reason Web" and the cooperative learning exercise Circle the Sage **. ** 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 **. ** Using a 4-3-2-1 system I'll be able to see where students stand during a lecture **, ** students will use checklists to critique themselves and each other ** , ** and final teacher feedback will also be done using a checklist **. **** Equip, Explore, Rethink, Revise, Tailors: ** visual, verbal, logical, interpersonal, intrapersonal.

Students will be able to analyze the impact of geography on human interaction. Students will be using their notes on their Goal Reason Web graphic organizer using the Circle the Sage brainstorming method to discuss Human Geography and then brainstorm how to put this information and what they learned from their homework into their Wikispaces. Students will be working alone on their Wikispaces but will constructively comment on a few classmates Wikispaces for full credit. Students will be using their Wikispace to reflect on the information on their Goal and Reason Web sheets and anything they want to add that they may have learned from their classmates, so long as they mention that they're borrowing the idea from their classmate(s). 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, logical, verbal, intrapersonal, interpersonal.//

Students will self-assess themselves and their Wikispaces 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. I will have a copy of the same checklist to grade students on and will take their comments into account as I grade. By using the Wikispaces, 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, logical, interpersonal, logical.


 * __ Content Notes __**** - ** Students will know about ways that geography can directly impact human interaction.

Day 1

The first day will be focused on talking about and explaining how geography has a direct impact on human interactions around the world and even locally. 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.


 * Activity Space: ** the area within which people move freely on their rounds f regular activity.
 * Awareness Space: ** locations of or places about which an individual has knowledge even without visiting all of them.
 * Chain Migration: ** the process by which migration movements from a common home area to a specific destination are sustained by links of friendship or kinship between first movers and later followers.
 * Channelized Migration: ** the tendency for migration to flow between areas that are socially and economically allied by past migration patterns, by economic and trade connections, or by some other affinity.
 * Complementarity: ** the actual or potential relationship of two places or regions that each produce different goods or servies for which the other has an effective demand, resulting in an exchange between locales.
 * Counter Migration: ** the return of migrants to the regions from which they earlier emigrated.
 * Critical Distance: ** the distance beyond which cost, effort, and/or means play a determining role in the willingness of people to travel.
 * Distance Decay: ** the declining intensity of any activity, process, or function with increasing distance from its point of origin. ** Friction of Distance: ** a measure of the retarding or restricting effect of distance on spatial interaction.
 * Gravity Model: ** a mathematical prediction of the interaction between two bodies as a function of their size and of the distance separating them based on Newton's Law of Gravity. (It's not usually very accurate, but it's good for approximate numbers).
 * Intervening Opportunity: ** the concept that closer opportunities will materially reduce the attractiveness of interaction with more distant - even slightly better - alternatives.
 * Migration: ** the permanent (or relatively permanent) relocation of an individual or group to a new, usually distant, place of residence and employment.
 * Movement Bias: ** any aggregate control on or regularity of movement of people, commodities, or communication.
 * Network: ** the pattern of sets of places and the routes connecting them, along which movement can take place.
 * Potential Model ** : a measurement of the total interaction opportunities available under gravity model assumptions to a center in a multicenter system.
 * Pull Factor: ** characteristics of a locale that act as attractive forces, drawing migrants from other regions.
 * Push Factors: ** unfavorable characteristics of a locale that contribute to the dissatisfaction of its residents and impel their emigration.
 * Spatial Interaction: ** the movement between different places.
 * Step Migration: ** a migration in which an eventual long-distance relocation is undertaken in stages as, for example, from farm to village to small town to city.
 * Territoriality: ** an individual or group attempt to identify and establish control over a clearly defined territory considered partially or wholly an exclusive domain.

Day 2

The second class will be spent talking mostly about homework and the readings along with discussion of examples of geography affecting human interaction. We'll talk a lot about why major cities are where they are and the like. Students will then use a large chunk of class time working on their Wikispaces because a lot of the previous discussion will have been talked about in the first class while going over vocabulary.


 * __ Handouts __**
 * List of terms w/o definitions
 * Goal-Reason Web
 * Wikispace assignment and explanation


 * __ 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: ** Perspective


 * 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: //** Class Wikispace


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * ** Section I – ** Students will use the 4,3,2,1 method of checking for understanding by rating their comfort level on the conversation and instruction by giving their comfort level a 1-4: 1 being poor, 4 being very comfortable.
 * ** Section II – ** Students will receive a checklist to assess their work on the class wiki. I (the teacher) will have the same checklist to assess the students' participation on the class wiki.

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 * Summative: ** Class Wikispace (100 points) - I will create a class wiki for students to post artifacts and summaries of Human Geography topics that are discussed in class and use discussion tabs for commenting/critiquing on each other’s summaries. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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