L1+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:** iMovie/EXPLAIN
 * Grade Level:** 9-Diploma **Topic:** Types of Geography

__**Objectives**__

 * Student will understand that** there is a difference in unity/diversity imposed by physical vs. political geography.
 * Student will know** types of geography (physical vs. political).
 * Student will be able to** discern between types 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 defining the types of geography, seeing different examples of each type of geography, and by being able to classify a geographic feature by type of geography.

__**Assessment**__
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. Students can verbalize their outlines and review them orally with the teacher. Based on the oral feedback from the teacher, students will adjust their definition as used in the outline and focus it on the learning objective. After this, concrete teacher feedback on outlines will help to refine the product.
 * Formative (Assessment for Learning)**

In order to demonstrate understanding of the two types of geography (physical and political), you will create a presentation using iMovie. This will be graded using a rubric with clear expectations. You will begin work on the iMovie by brainstorming together in groups of three to create outlines of what they think defines/distinguishes the two types of geography. Next, you will form a storyboard for the iMovie, and engage in a think-pair-share that will be guided by a discussion topic checklist. This will allow you to reflect and refine your presentations before I give you some concrete non-graded feedback. All of this will culminate in a polished final product which will be graded.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will utilize Type II technology in the form of an iMovie during this lesson.
 * English:** Students will connect to the English discipline by creating storyboards for their iMovies.
 * Art:** Art is present in the acting, choreography, and scriptwriting of the iMovie.

__Groupings__
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, followed by a think-pair-share supported by the teacher providing a discussion topic checklist. 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**
 * 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.

//**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 an iMovie 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 movie editing software; digital cameras if the laptop camera isn't used; 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: [] iMovie tutorial: [] Windows Movie Maker tutorial: []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Microscope: Students analyze different types of geography and provide reasoning for the distinctions they make. Clipboard: The process of making the iMovie 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// think-pair-share that keeps the discussion on track.
 * //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:**

The whole iMovie and its creation process are based on providing evidence and understanding of the two different types of geography (physical and political). This is necessary knowledge for comprehension of geographic unity and diversity, as it is mentioned in the Maine Learning Results. This will address the "Explain" facet of understanding. Students will be able to understand physical geography, 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. Conversely, students will be able to explain and understand political geography, which 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.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


 * //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 an iMovie to show their understanding of physical and political geography.
 * 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.


 * //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 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. Students can verbalize their outlines and review them orally with the teacher. Based on the oral feedback from the teacher, students will adjust their definition as used in the outline and focus it on the learning objective. After this, concrete teacher feedback on outlines will help to refine the product.
 * Formative (Assessment for Learning)**

In order to demonstrate understanding of the two types of geography (physical and political), you will create a presentation using iMovie. This will be graded using a rubric with clear expectations. You will begin work on the iMovie by brainstorming together in groups of three to create outlines of what they think defines/distinguishes the two types of geography. Next, you will form a storyboard for the iMovie, and engage in a think-pair-share that will be guided by a discussion topic checklist. This will allow you to reflect and refine your presentations before I give you some concrete non-graded feedback. All of this will culminate in a polished final product which will be graded.
 * 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: 20 min.
 * Brief teacher presentation: 20 min.
 * Brainstorm and outline: 40 min.
 * Storyboard: 50 min.
 * Think-pair-share: 10 min.
 * Verbal review with teacher: 20 min.
 * iMovie demonstration: 10 min.
 * iMovie work time: 70 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//**. Students will watch a video clip introducing physical and political types of geography: [|Political] and [|physical]. 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 types of geography. Students will receive instruction on how to classify types 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 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. 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 review their product with using the iMovie rubric. 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 different types of geography.
 * Content Notes**

"political geography." Web. <[]>. Political geography is the study of political or governmental institutions and states from a geographic or spatial perspective. This means that political geography largely focuses on borders, provinces, territories, cities, and other artificial entities. A map is "political" if it depicts various color-coded states, labels of governments and territories, and population centers ("political geography"). 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.

McMichael, Christine. "Physical geography." //The Encyclopedia of Earth//. 2010. Web. <[]>. Physical geography is the study of natural features, processes, and characteristics that occur on the Earth's surface. Physical geography is divided into four spheres of study: Rock, Life, Water, and Air. The rock sphere is encompasses physical features such as mountains, valleys, or other landforms. The life sphere is biological--geographic aspects of plants, animals, in addition to their ecology and interaction with inanimate physical features and climate. The water sphere consists of water in its various states of matter ranging from liquid, to solid, to gas. In this sphere, the water cycle is a vital concept. The air sphere is made up of the Earth's atmosphere and its composition. Physical geography is much more than the labels of rivers and mountain ranges on a map (McMichael). 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.


 * Handouts**


 * Syllabus
 * Concept outlines
 * Storyboard
 * Discussion topic checklist
 * Product rubric