L6+Brock,+Jonathan


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


 * Teacher’s Name:** Mr. Brock **Lesson:** 6 **Product:** Blog/SELF-KNOWLEDGE
 * Grade Level:** 9-Diploma **Topic:** Influences and Levels of Geography Applied Locally

__**Objectives**__

 * Student will understand that** geographic aspects of unity and diversity occur on many levels.
 * Student will know** the use and application of geographic concepts applied to current events and global perspective.
 * Student will be** aware of how geography shapes their own culture.

__**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 being able to see how geographic aspects of unity and diversity occur on many levels, and how geography shapes their own culture.

__**Assessment**__
The content will be explored in a graphic organizer that will allow students to make bulleted lists of how geography affects various parts of their lives and that of their communities--like industry, language, etc. Students will engage in a think-pair-share activity with another classmate to review their findings for your blogs. Next, students will self-assess by comparing their blog to an example the teacher has made that focuses on a different area not chosen by anyone in class.
 * Formative (Assessment for Learning)**

Students will write a blog entry that states how they think geography shapes their culture and their life. Students will know the use and application of geographic concepts applied to current events and global perspective. Furthermore, the teacher will comment on the students' blogs with constructive feedback. The students' final product will be evaluated by a checklist to ensure that it has met content standards.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will utilize Type II technology in the form of a blog posting during this lesson.
 * English:** Students are incorporating English through formulating their blog posts.

__Groupings__
Students will engage in a think-pair-share regarding their blog post outlines. Students will be allowed to choose their own groups with the criteria that they group with people they haven't worked with before.

__**Differentiated Instruction**__

 * Strategies**
 * 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.

//**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 Blog 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, internet access, writing utensils, and handouts (blog entry idea outline).

__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/ [|Scales, systems, and regional geography] [|Scale in Geography]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Microscope: Students analyze geography, its influences, and its levels to make observations on their own local culture and that of Maine. Clipboard: The process of making the Blog is sequential (with the outline and teacher guidance) 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 observations on geographic influences in Maine, and how levels of geography can shape their own culture.
 * //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:** To meet the requirements set by the Maine Learning Results, students must be able to make geographic connections in relating Maine to the world through issues of geographic unity and diversity. The prior lesson have set the students up with the tools they need to do this, so this lesson allows them to make educated observations on how geography and its influences affect Maine and its culture, and the way it fits into the world.


 * //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 a blog to show their understanding of physical and political geography.
 * 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.


 * //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).

The content will be explored in a graphic organizer that will allow students to make bulleted lists of how geography affects various parts of their lives and that of their communities--like industry, language, etc. Students will engage in a think-pair-share activity with another classmate to review their findings for your blogs. Next, students will self-assess by comparing their blog to an example the teacher has made that focuses on a different area not chosen by anyone in class.
 * Formative (Assessment for Learning)**

Students will write a blog entry that states how they think geography shapes their culture and their life. Students will know the use and application of geographic concepts applied to current events and global perspective. Furthermore, the teacher will comment on the students' blogs with constructive feedback. The students' final product will be evaluated by a checklist to ensure that it has met content 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)
 * Hook: 15 min.
 * Graphic organizer/handout: 30 min.
 * Think-pair-share: 5 min.
 * Blogging: 30 min.

Student will understand that geographic aspects of unity and diversity occur on many levels. This understanding is important because students must be able to relate the concepts being learned in class to their own lives and communities. **//Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities//**.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.
 * Where, Why, What, Hook, Tailor: Visual, Verbal, Interpersonal, Kinesthetic.**

Students will know how to apply concepts of levels of geography and other geographic influences to their own state and community. Equipped with the knowledge gained in the past five lessons, students will be able to make an educated and insightful observation of their community and how geography affects it, from the local to the global scale.
 * Equip, Explore, Rethink, Tailor: Verbal, Visual, Logical, Interpersonal.**

Students will explore content in a graphic organizer that will allow students to make bulleted lists of how geography affects various parts of their lives and that of their communities--like industry, language, etc. Students will engage in a think-pair-share activity with another classmate to review their findings for your blogs. Next, students will self-assess by comparing their blog to an example the teacher has made that focuses on a different area not chosen by anyone in class.
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal, Verbal, Visual, Intrapersonal.**

Students will review their product with using the blog 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.**

Students will know the use and application of geographic concepts applied to current events and global perspective, through observing these things evident in their community and in the state of Maine.
 * 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
 * Blog post outline
 * Blog checklist