S3+Brock,+Jonathan

=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 **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|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 there is a difference in unity/diversity imposed by physical vs. political geography **(where)**. 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 **(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 watch a video clip introducing physical and political types of geography **(hook)**.
 * (E)** 1.3 Students will know types of geography **(equip)**. Students will receive instruction on how to classify types of geography using a graphic organizer with examples provided **(explore)**. Students will brainstorm together in groups of three to create outlines of what they think defines/distinguishes the two types of geography in order to form a storyboard for their iMovie assignment, and engage in a think-pair-share supported by the teacher providing a discussion topic checklist **(experience)**.
 * (R)** 1.4 Students can verbalize their outlines and review them orally with the teacher **(rethink)**. Students will adjust their definition as used in the outline and focus it on the learning objective **(revise)**. Concrete teacher feedback on outlines will help to refine the product **(refine)**.
 * (E)** 1.5 Students will review and consider the rubric containing expectations for the iMovie **(evaluate)**.
 * (T)** 1.6 **Visual:** Students will illustrate their understanding or physical and political features on a whiteboard during the think-pair-share.
 * Verbal:** Teacher will orally support and comment on the clip used as the hook.
 * Logical:** Students can evaluate/consider numerical geographic statistics (i.e. lengths of shorelines vs. borders).
 * Naturalist:** Students can observe physical and political features nearby outside, and take notes.
 * Interpersonal:** Students can discuss pre-conceptions of types of geography before formulating their outlines.
 * Kinesthetic:** Students can roleplay the two roles of scientist/geologist and diplomat/historian/political scientist to demonstrate the two types of geography.
 * (O)** 1.7 Students will be able to discern between types of geography **(explain)**. Product: iMovie. Days: 3 **(organize)**. ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand the different effects of physical and political geography **(where)**. Comprehension of the specific effects of types of geography will help students to understand concepts key to their culture region, like understanding why their hometown was established at the specific site it was **(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 Teacher will introduce a current event (through a multimedia example) on how geography has influenced people. Example: [] **(hook)**.
 * (E)** 2.3 Students will know influences of geography **(equip)**. Students will get a graphic organizer with tables for categorizing the effects of geography. Teacher provides examples, and students fill in the table **(explore)**. Students will use a printed template to create a storyboard for their comic, working in groups to aid brainstorming **(experience)**.
 * (R)** 2.4 Students can orally review their ideas for the comic with the teacher **(rethink)**. Students will revise their storyboards for the comic so that they are on topic and have content accuracy **(revise)**. Written teacher feedback and availability of informational resources for geographic influences will help students to perfect their storyboards **(refine)**.
 * (E)** 2.5 Students will discuss their ideas for their comic in class, and make sure that their products will meet the requirements of the rubric **(evaluate)**.
 * (T)** 2.6 **Musical:** Students can present their comic with background music relevant to places they showcase in their comic, capturing the theme of their comic.
 * Logical:** Students can use geographic statistics like population density in reviewing influences of geography.
 * Verbal:** Students can discuss geographic influences on language and dialect, and enunciate (during presentation) printed examples of this from their comic.
 * Interpersonal:** Students can explore the geographic influences on human interaction, and ask for volunteers to demonstrate how a physical feature might separate or connect people.
 * Naturalist:** Students can bring plants to class and explain how the climate or topography has shaped them.
 * Kinesthetic:** Students can try running tests outside and compare their results with running capabilities of people who live in areas of lower oxygen due to extreme elevation (or vice-versa)
 * (O)** 2.7 Students will be able to evaluate differences in influences based on type of geography **(interpret)**. Product: Comic. Days: 2 **(organize)**. ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that physical boundaries and political borders are not the same yet are similar in many ways--and that Google Earth can be used to illustrate this **(where)**. This point of understanding is important because it will help students to assess geographic unity/diversity from the standpoint of dividing elements in geography **(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 The teacher introduces the lesson with the song "The Wreck of the Edmund Fitzgerald" by Gordon Lightfoot which involves trade and interaction on the Great Lakes, a physical boundary that also acts as a political border between the U.S. and Canada **(hook)**.
 * (E)** 3.3 Students will know the similarities and differences of physical boundaries and political borders **(equip)**. Students will receive an unmarked map from Google Earth where they must trace places where political borders are also physical boundaries, with help and instruction from the teacher **(explore)**. Students will pick an area of the world to analyze for physical boundaries and political borders, and make brief notes on it by labeling a map of their chosen area while collaborating with others **(experience)**.
 * (R)** 3.4 The class will hold a discussion where different ideas are exchanged about similarities of political borders and physical boundaries from examples all over the world **(rethink)**. Students will consult maps of different time periods to better evaluate their chosen part of the world **(revise)**. Students will develop short written examples that prove the similarities or parallels they are exploring **(refine)**.
 * (E)** 3.5 Students will display their labeled maps on the projector of the class and receive feedback and discuss **(evaluate)**.
 * (T)** 3.6 **Visual:** Students will be able to see the similarities they are exploring via the image provided by Google Earth
 * Logical:** Students can compare the statistical relevance of physical boundaries in acting as a divider--at what point does the average elevation of a mountain range make it a significantly "dividing" factor, for example?
 * Interpersonal:** Interpersonal students will benefit from discussing their findings when they review them in front of the class.
 * Musical:** Musical students can connect to the content through the song introduced as the hook by the teacher.
 * Verbal:** Verbal students will be able to connect to content by enunciating concepts of parallels between physical boundaries and political borders during the class discussion.
 * Kinesthetic:** Students can create groups to physically role play and simulate the effect of a boundary in regards to human interaction,
 * (O)** 3.7 Students will be able to see similarities and parallels between physical boundaries and political borders **(perspective)**. Product: Google Earth. Days: 2 **(organize)**. ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that geographic unity and diversity occur on many levels **(where)**. Students must be able to grasp 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 **(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 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 **(hook)**.
 * (E)** 4.3 Students will know that geographic unity and diversity occur on many levels, and this can be examined by levels of government, or distinguished regions (think continents, general areas like Iberia, British Isles, Ruhr valley industrial area) **(equip)**. 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 **(explore)**. 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 **(experience)**.
 * (R)** 4.4 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 **(rethink)**. Students will take the short descriptions they made earlier as part of the "experience" section, and apply them to maps using Glogster **(revise)**. Students will add multimedia links to the web in order to enhance their Glogsters and deepen exploration and insight **(refine)**.
 * (E)** 4.5 Students' final Glogster product will be graded by rubric, ensuring that it meets content and organizational standards **(evaluate)**.
 * (T)** 4.6 **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.
 * (O)** 4.7 Students will be able to consider the role of unity/diversity on many levels **(empathy)**. Product: Glogster. Days: 3 **(organize)**. ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that geographic influences affect Maine as they do in other places, and that the concepts being learned can be used to evaluate Maine's geographic unity/diversity **(where)**. This understanding is important because it will allow students to decide how exactly Maine is affected by geography. What are cultural ramifications? How are Maine's industries shaped by geography **(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 The teacher will enter the classroom wearing the typical work clothes of a lobsterman. Students will be prompted as to why the teacher might be wearing this, what geographical reasons could contribute to this outfit, and why someone in the far inland part of the state might not wear this to work **(hook)**.
 * (E)** 5.3 Students will how geographic influences affect Maine's unity/diversity specifically **(equip)**. Students will be given a graphic organizer that consists of three sections to fill out. One section is labeled "culture," another "industry," and the last "unity/diversity." Students will fill in contributing factors to each of the sections **(explore)**. Students will post their findings on how geography affects Maine's unity/diversity on a discussion board. **(experience)**.
 * (R)** 5.4 Students will be asked to review their discussion board postings in class and consider the contributions of others **(rethink)**. Next, students will formulate responses to the original posts **(revise)**. Finally, students will post new contributions considering the online discussion that has taken place **(refine)**.
 * (E)** 5.5 Students' discussion board post will be checked for completion, relevance, and professionalism **(evaluate)**.
 * (T)** 5.6 **Visual:** Students will connect to the content by seeing the teacher dress up in the hook.
 * Interpersonal:** Students will connect to the content through the interaction provided by the discussion board.
 * Verbal:** Verbal students will connect to the content by enunciating their thoughts on the discussion board.
 * Naturalist:** Students can consider and write about Maine's geographic unity/diversity in regards to ecology.
 * Kinesthetic:** Students will connect to the content by being able to dress in a form of clothing exclusive to one part of the state.
 * Logical:** Students will be able to use statistics to back up their posts on the discussion board.
 * (O)** 5.7 Students will be able to apply their knowledge by deciding on how Maine's unity/diversity is affected by geography **(apply)**. Product: discussion board. Days: 1 **(organize)**. ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that geographic aspects of unity and diversity occur on many levels **(where)**. This understanding is important because students must be able to relate the concepts being learned in class to their own lives and communities **(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 teacher will begin the class by comparing two areas in dress and music (by presenting these things), and then explaining how geography influenced this difference **(hook)**.
 * (E)** 6.3 Students will know the use and application of geographic concepts applied to current events and global perspective **(equip)**. The content will be explored in a graphic organizer that allows students to make bulleted lists of how geography affects various parts of their lives and their community--like industry, language, etc. **(explore)**. Students will engage in a think-pair-share activity to review their findings for their blogs **(experience)**.
 * (R)** 6.4 Students will self-assess themselves by comparing their blogs to a teacher example that focuses on a different area **(rethink)**. Students will receive teacher comments on their blogs **(revise)**. To check for understanding, students will apply a MI-based theme to their blogs **(refine)**.
 * (E)** 6.5 Student blogs will be evaluated by a checklist to ensure that they have met content standards **(evaluate)**.
 * (T)** 6.6 **Interpersonal**: Students will engage the content with the think-pair-share.
 * Musical**: Students can evaluate how geography affects the music of their location.
 * Intrapersonal**: Students will benefit by working independently and thinking critically on their blogs.
 * Naturalist**: Students can choose to blog about geographic impacts on animals.
 * Verbal**: Students will engage the content by talking about their blog in the think-pair-share.
 * Visual**: Students can choose to complete a VLog as long as it meets the content checklist of the conventional blog.
 * (O)** 6.7 Students will be aware of how geography shapes their own culture **(self-knowledge)**. Product: Blog. Days: 1 **(organize)**. ||

2004 ASCD and Grant Wiggins and Jay McTighe