L4+Brock,+Jonathan


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Mr. Brock **Date of Lesson: Product:** Glogster/EMPATHY
 * Grade Level:** 9-Diploma **Topic:** Types of Geography

__**Objectives**__

 * Student will understand that** that geographic unity and diversity occur on many levels.
 * Student will know** their own local community's place within the hierarchy of levels of government, and subsequently, unity and diversity. Students will understand that unity on a Maine level is different from that on a New England level, compared even further with a national level
 * Student will be able to** consider the role of unity/diversity on many levels.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies - D. Geography D2 Individual, Cultural, International, and Global Connections in Geography Grade 9-Diploma "Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities."
 * Rationale:** Students are meeting this understanding being able to see how geography affects unity and diversity on many levels, from the local to the national to the global.

__**Assessment**__
Students will share ideas about differences between their town and a neighboring town, their state and a neighboring state, etc. While this is informal, it is meaningful because the understanding of the average person of how their culture fits into the region and interaction reflects actual unity/diversity and write them down on a printed set of fields. Students will come up with short descriptions of geographic unity as it relates to their hometown, county, state, region (New England), and nation, building off of each others' contributions to prior discussion. Given the instruction and learning process that has progressed, students will be asked (discussion mode, in class) if their perspective on unity and diversity has changed. Also, are they more aware of their region's presence in the "big picture"? This is essential to the "empathy" component. Students will take the short descriptions they made earlier as part of the "experience" section, and apply them to maps using Glogster. Students will add multimedia links to the web in order to enhance their Glogsters and deepen exploration and insight.
 * Formative (Assessment for Learning)**

Using Glogster, students will depict different levels of geography by showing maps with descriptions that compare geographic effects on the multiple levels of geography. Students will share ideas about differences between their town and a neighboring town, their state and a neighboring state, etc. While this sharing appears really informal at first, it is meaningful because the understanding of the citizen of how their culture fits into the region and interaction reflects actual unity/diversity. These thoughts will be written down on a printed set of fields. Students will then come up with short descriptions of geographic unity as it relates to their hometown, county, state, region (New England), and nation, building off of each others' contributions to prior discussion. This will help the students formulate and refine the content for thei Glogster product. Students' final Glogster product will be graded by checklist, ensuring that it meets content and organizational standards.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will utilize Type II technology in the form of the Glogster software during this lesson.
 * English:** Students will connect to the English discipline by creating written outlines for their posters.
 * Art:** Art is present in the creative aspect of making the poster.

__Groupings__
Students will work in groups of three throughout this assignment (each student having an individual product). Students will be allowed to choose their own groups with the criteria that they group with people they haven't worked with before. Groups will not have assigned roles within, but students can collaborate and exchange ideas about their products.

__**Differentiated Instruction**__

 * Strategies**
 * Kinesthetic:** Students connect to the content by physically experiencing levels of government.
 * Visual:** Students see actual comparisons of maps of different levels of geography.
 * Logical:** Students will consider objective measurements like land area in order to help build understanding of unity/diversity on multiple levels of government.
 * Interpersonal:** From the hook activity, students will see themselves in relation to others as representations of levels of geography, this puts geography into a social situation that is intuitive for them.
 * Intrapersonal:** Students will reflect on their understanding of their community's place on multiple levels of geography by being asked to rethink their understanding after engaging in the learning process.
 * Verbal:** Students will be able to relate with words what their own experiences and perspectives are with neighboring towns and states, and how that relates to unity/diversity.

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//
 * Modifications/Accommodations**


 * Absent:** An absent student will catch up by doing the group work with other students who were absent, or with the teacher if necessary.


 * Technology:** Students will utilize Type II technology in the form of a Glogster during this lesson.


 * Extensions:** Extensions will be given due to uncontrollable circumstances, technology issues not being one--unless the student contacts the teacher with a viable reason and plan to get things completed in a timely fashion.

__**Materials, Resources and Technology**__
Laptops and Glogster software, paper for handouts.

__Source for Lesson Plan and Research__
For information on the two types of geography: [|Physical] and [|political.] Jonathan Brock's 221 student sample, which provides basic information on physical and political geography: http://geographysample221.wikispaces.com/ Graphic organizer/storyboard: [] [|Scales, systems, and regional geography] [|Scale in Geography]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Microscope: Students analyze different scopes of geography and provide reasoning for the distinctions they make. Clipboard: The process of making the Glogster is sequential and allows for controlled analytical thought development. Beach Ball: Students are allowed a lot of room for creativity in their products--a good hands-on experience. Puppy: Students will share ideas about their conceptions of levels of geography.
 * //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.//**
 * Rationale:**


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** The Maine Learning Results specifically state that students must understand concepts in geography on different levels--ranging from the local to the global. This means that students must be able to perceive and empathize with people in other places, the bigger picture, the role that they themselves and their communities play in their county, their state, their nation, their world.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Kinesthetic:** Students connect to the content by physically experiencing levels of government.
 * Visual:** Students see actual comparisons of maps of different levels of geography.
 * Logical:** Students will consider objective measurements like land area in order to help build understanding of unity/diversity on multiple levels of government.
 * Interpersonal:** From the hook activity, students will see themselves in relation to others as representations of levels of geography, this puts geography into a social situation that is intuitive for them.
 * Intrapersonal:** Students will reflect on their understanding of their community's place on multiple levels of geography by being asked to rethink their understanding after engaging in the learning process.
 * Verbal:** Students will be able to relate with words what their own experiences and perspectives are with neighboring towns and states, and how that relates to unity/diversity.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** Both types of assessments were used in order. Formative assessments were used to help refine the student product and develop student understanding (topic checklist/verbal review). In addition, summative assessment was applied to the students' final products, in order to grade for mastery (checklist-graded product).

Students will share ideas about differences between their town and a neighboring town, their state and a neighboring state, etc. While this is informal, it is meaningful because the understanding of the average person of how their culture fits into the region and interaction reflects actual unity/diversity and write them down on a printed set of fields. Students will come up with short descriptions of geographic unity as it relates to their hometown, county, state, region (New England), and nation, building off of each others' contributions to prior discussion. Given the instruction and learning process that has progressed, students will be asked (discussion mode, in class) if their perspective on unity and diversity has changed. Also, are they more aware of their region's presence in the "big picture"? This is essential to the "empathy" component. Students will take the short descriptions they made earlier as part of the "experience" section, and apply them to maps using Glogster. Students will add multimedia links to the web in order to enhance their Glogsters and deepen exploration and insight.
 * Formative (Assessment for Learning)**

Using Glogster, students will depict different levels of geography by showing maps with descriptions that compare geographic effects on the multiple levels of geography. Students will share ideas about differences between their town and a neighboring town, their state and a neighboring state, etc. While this sharing appears really informal at first, it is meaningful because the understanding of the citizen of how their culture fits into the region and interaction reflects actual unity/diversity. These thoughts will be written down on a printed set of fields. Students will then come up with short descriptions of geographic unity as it relates to their hometown, county, state, region (New England), and nation, building off of each others' contributions to prior discussion. This will help the students formulate and refine the content for thei Glogster product. Students' final Glogster product will be graded by checklist, ensuring that it meets content and organizational standards.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The class will be arranged in a U-shape, and I will teach from the front. My desk is in the back of the classroom.

Outline of Agenda Day 1 (80 minutes) Day 2 (80 minutes) Day 3 (80 minutes)
 * Hook: 30 min.
 * Brief teacher presentation: 20 min.
 * Discussion and note-taking, beginning of constructing ideas of Glogster: 30 min.
 * Revision and reflection on ideas from prior class: 20 min.
 * Glogster work time: 60 min.
 * Glogster work time: 80 min.

Students will understand that geography occurs on many levels. Understanding the ramifications of your environmental surroundings and established borders/governments will allow you to see how people can be united or diversified based on geography. **//Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities//**.The teacher will introduce the lesson in the following way. The classroom will be arranged so that the desks are in concentric circles, each layer representing a geographical "level," from community size through state, region, and nation. Students will be able to visually and kinesthetically grasp this. With students seated in this manner, they will be shown the following video, which provides an example of how geographic unity/diversity is affected by varying levels of geography: []
 * Where, Why, What, Hook, Tailor: Visual, Logical, Kinesthetic, Interpersonal, Verbal.**

Students will know how the different levels of geography relate to each and interact. What are the implications of this? Where do they fit in? Where does their community fit in? The teacher will briefly discuss these ideas and FAQs.
 * Equip, Explore, Rethink, Tailor: Verbal, Visual, Logical, Interpersonal.**

Students will share ideas about differences between their town and a neighboring town, their state and a neighboring state, etc. While this is informal, it is meaningful because the understanding of the average person of how their culture fits into the region and interaction reflects actual unity/diversity and write them down on a printed set of fields. Students will come up with short descriptions of geographic unity as it relates to their hometown, county, state, region (New England), and nation, building off of each others' contributions to prior discussion.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal, Verbal, Visual.**

Students will review their product with using the Glogster checklist. This will allow them to self-assess and make sure that they have met the standards of the assignment in terms of content, formatting, organization, etc.
 * Evaluate, Tailor: Logical, Visual, Verbal, Intrapersonal.**


 * Content Notes**

On political levels of geography per the MLR ([]): "Students should understand that drawing connections between politics and geography is not just knowing the location of current events. Instead, they should understand the ways in which political-territorial arrangements reflect and influence other aspects of geography. If individuals have any geographic image of the world at all, it is likely to be an image of a world carved up into independent countries, with perhaps some capital cities and a few major physical features sprinkled in the midst. As a result, the world political map has a certain taken-for-granted quality that provides an easily accessible frame of reference for students, but that also makes it difficult for them to ask questions about the political organization of space that go beyond knowing where things are. A major goal of the political geography section is to establish a generalized understanding of the nature and significance of the political organization of territory in the contemporary world. Students should know:  1. The basic ways in which humans have divided the planet for purposes of governance and control, as well as the implications of that division for such fundamental matters as the development of ethno-national conflicts. 2. The emergence of regional political-economic blocs, and the struggles to develop coordinated responses to issues that extend beyond the borders of one state. 3. How and why the political-territorial basis of the modern state system is changing. 4. That political geographic processes play out at a variety of scales, from local to regional to national to supranational to global. 5. What happens at one scale often influences what happens at other scales. The Concept of Territoriality  Human territoriality is the attempt to control what goes on in a specific geographical area. There are various ways to control space that range from pure physical force of an individual to organized sets of laws. Most geographers believe that human territoriality differs from the territorial behavior observed in other forms of life because human behavior is learned and animal behavior is instinctive."


 * Handouts**
 * **Syllabus**
 * **Handout for pre-Glogster writing**
 * **Checklist**