L2+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: Comic/INTERPRET
 * Grade Level:** 9-Diploma **Topic:** Types of Geography

__**Objectives**__

 * Student will understand** the different effects of physical and political geography.
 * Student will know** influences of geography.
 * Student will be able to** evaluate differences based on type of geography.

__**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 through illustrating the different effects of physical and political geography, seeing different examples of each type of geography, and by being able to classify a geographic feature by type of geography. This will, in turn, help students to understand concepts key to their culture region, like understanding why their hometown was established at the specific site it was.

__**Assessment**__
Students will get a graphic organizer with tables for categorizing the effects of geography. Teacher provides examples, and students fill in the table. Students will use a printed template to create a storyboard for their comic, working in groups to aid brainstorming. Students can orally review their ideas for the comic with the teacher. Students will revise their storyboards for the comic so that they are on topic and have content accuracy. Written teacher feedback and availability of informational resources for geographic influences will help students to perfect their storyboards.
 * Formative (Assessment for Learning)**

Students will create a comic that illustrates the differences in influences imposed by the two different types of geography. Students will get a graphic organizer with tables for categorizing the effects of geography. The teacher will provide examples, and students will fill in the table. Students will then use a printed template to create a storyboard for their comic, working in groups to aid brainstorming. Students can orally review their ideas for the comic with me, leading up to the final product. Students will revise their storyboards for the comic so that it is on topic and has content accuracy. The teacher's written feedback and availability of informational resources for geographic influences will help the student to perfect his/her storyboard for the final product.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will utilize Type II technology in the form of Comic Life or another similar program during this lesson.
 * English:** Students will connect to the English discipline by creating storyboards for their comics.
 * Art:** The art, illustration, and layout aspect of the comics connect to the art discipline.

__Groupings__
Students will brainstorm together in groups of three to create storyboards for their Comic Life product. Students will be allowed to choose their own groups with the criteria that they group with people they haven't worked with before. With each three-person group, there will be a scribe, a supervisor/moderator to keep things on task, and a researcher with access for informal research and reference. All three will contribute to the brainstorming.

__**Differentiated Instruction**__

 * Strategies**
 * 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).


 * Modifications/Accommodations**

//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and 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 Comic Life 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 comic-making software; graphic organizer for the storyboard.

__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: [] Comic Life tutorial:[]

__**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.//**
 * Rationale:**

Microscope: Students analyze different geographic examples and make connections between geographic features and their influences. Clipboard: The process of making the Comic Life is guided by an outline followed by a storyboard. Beach Ball: Students are allowed a lot of room for creativity in their products--a good hands-on experience. Puppy: Students will engage in a //guided// discussion and brainstorming activity.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students are meeting the understandings stated by the MLR through this lesson and its product, because knowing the influences of geography and being able to apply them is necessary for comprehension or how geography affects unity and diversity. This meets the "Interpret" facet of understanding. Students will be able to interpret the effects and influences of the two types of geography--physical, and political.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**


 * Rationale:** Students are using Type II technology in the form of comic to show their understanding of the influences of different types of geography.
 * 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).


 * //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 (rubric-graded product).

Students will get a graphic organizer with tables for categorizing the effects of geography. Teacher provides examples, and students fill in the table. Students will use a printed template to create a storyboard for their comic, working in groups to aid brainstorming. Students can orally review their ideas for the comic with the teacher. Students will revise their storyboards for the comic so that they are on topic and have content accuracy. Written teacher feedback and availability of informational resources for geographic influences will help students to perfect their storyboards.
 * Formative (Assessment for Learning)**

Students will create a comic that illustrates the differences in influences imposed by the two different types of geography. Students will get a graphic organizer with tables for categorizing the effects of geography. The teacher will provide examples, and students will fill in the table. Students will then use a printed template to create a storyboard for their comic, working in groups to aid brainstorming. Students can orally review their ideas for the comic with me, leading up to the final product. Students will revise their storyboards for the comic so that it is on topic and has content accuracy. The teacher's written feedback and availability of informational resources for geographic influences will help the student to perfect his/her storyboard for the final product.
 * 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)
 * Hook: 20 min.
 * Brief teacher presentation: 20 min.
 * Comic Life demonstration: 10 min.
 * Brainstorming and creation of storyboards: 30 min.
 * Work time for final product: 40 min.
 * Discussion of final products: 40 min.

Students will understand that there is a difference in unity/diversity imposed by physical vs. political geography. 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//**. STeacher will introduce a current event (through a multimedia example, with a projector in front of the class). on how geography has influenced people. Example: []. This will engage the students visually and introduce the subject matter about to be learned. It will provide terminology and examples of what we're talking about.
 * Where, Why, What, Hook, Tailor: Visual, Logical, Naturalist.**

Students will know influences of geography. Students will receive instruction with examples of influences of geography using a graphic organizer with examples provided. Students can verbalize their outlines and review them orally with the teacher.
 * Equip, Explore, Rethink, Tailor: Verbal, Visual, Interpersonal.**

Students will brainstorm together in groups of three to create outlines of that provide examples of geographic influences in order to form a storyboard for their Comic Life assignment. Students will be allowed to choose their own groups with the criteria that they group with people they haven't worked with before. With each three-person group, there will be a scribe, a supervisor/moderator to keep things on task, and a researcher with access for informal research and reference. All three will contribute to the brainstorming.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal, Verbal, Visual.**

Students will discuss their ideas for their comic in class, and make sure that their products will meet the requirements of the rubric. This will allow them to self-reflect and further exchange ideas about the content matter. This will aid in ensuring understanding.
 * Evaluate, Tailor: Verbal, Interpersonal, Logical.**

Geographic influences: Physical Physical geography is a study strongly connected to hard sciences such as hydrology, and full of questions relating to the interconnectivity of Earth's environment. Alternatively, how might physical geography have an impact on peoples' lives and culture? One only has to consider where the world's major population centers are located. They are generally located near a significant body of water--being close to water facilitates sea trade and industry related to the ocean, in addition to generally lending to a land area with climate suitable for land industries like agriculture. Political Political geography has a strong impact on an area in many respects. If two towns are separated by a national border, their level and nature of interaction is very different compared to if they were in the same state. Political aspects of geography can unite or divide an area. The map above, of the German states in 1808, depicts a collection of small governments with a common language and (relative) culture, yet divided by borders. This dynamic changed when Germany was unified officially in 1871. This political unification resulted in a rise of German nationalism and pride--and helped form Germany into one of Europe's great powers.
 * Content Notes**


 * Handouts**
 * **Syllabus**
 * **Outline for storyboard**
 * **Storyboard template**
 * **Rubric**