L5+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:** Discussion board/APPLY
 * Grade Level:** 9-Diploma **Topic:** Geographic influences in Maine

__**Objectives**__

 * Student 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.
 * Student will know** how geography influences Maine.
 * Student will be able to** apply their knowledge by deciding on how Maine's unity/diversity is affected by 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 being able to pinpoint and explain geographic influences in their home state, thus directly connecting the subject matter to real-world situations.

__**Assessment**__
To begin, the class will learn exactly what geographic unity/diversity is. To organize the students' thoughts for their post, they 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." The students will fill in contributing factors to each of the sections. The graphic organizer will be used to complete the student product.
 * Formative (Assessment for Learning)**

Students will post their perspectives on how Maine's geographic unity/diversity is affected by geography. The students will use the thought organizer to assist in formulating their posts. After that, the class will interact with each other and comment on these posts. This will culminate in revised responses to the feedback given.
 * Summative (Assessment of Learning)**

__**Integration**__

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

__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**
 * 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.

//**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 discussion board during this lesson.

. __**Materials, Resources and Technology**__
 * 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.

Laptops, web access, writing utensils, graphic organizers.

__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, and their inflluences: http://geographysample221.wikispaces.com/ Internet message board and forum etiquette: []

__**Maine Standards for Initial Teacher Certification and Rationale**__
Microscope: Students can analyze their local area for geographic influences. Clipboard: Students use a graphic organizer to organize their thoughts for the discussion board posting. Beach Ball: Students are allowed to post whatever influences they can find, as long as they are geographically relevant. Puppy: Students have organized, supported groupings and a classroom that allows for maximum interaction and teacher supervision.
 * //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:** By analyzing their local geography and making inferences about its qualities, students are utilizing the skills they have acquired in the previous lessons in an engaging way. Students are connecting to the material and engaging in a "check for understanding"-like activity in that they are able to take what they have learned thus far and use it in a "real-world" application. Students are also using Type II technology in that they are interacting regarding the content and their own content-based contributions.


 * //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 discussion board to show their understanding of local influences of geography.
 * 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.


 * //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).

To begin, the class will learn exactly what geographic unity/diversity is. To organize the students' thoughts for their post, they 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." The students will fill in contributing factors to each of the sections. The graphic organizer will be used to complete the student product.
 * Formative (Assessment for Learning)**

Students will post their perspectives on how Maine's geographic unity/diversity is affected by geography. The students will use the thought organizer to assist in formulating their posts. After that, the class will interact with each other and comment on these posts. This will culminate in revised responses to the feedback given.
 * 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: 10 mins.
 * Explaining geographic influences/graphic organizer: 25 mins.
 * Internet forum etiquette: 5 mins.
 * Posting/responding 40 mins.

Student 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. Understanding geographical influences on the local level will make the content relatable and applicable. **//Students understand geographic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities//**. The teacher will enter the classroom wearing the typical work clothes of a lobsterman or lumberjack, or the clothes of some other "typical Maine industry". 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.
 * Where, Why, What, Hook, Tailor: Visual, Interpersonal, Naturalist, Verbal, Kinesthetic.**

Students will know how geography influences Maine. Students will receive guidance on their own observations of geographic influences to ensure content relevance and student understanding.
 * Equip, Explore, Rethink, Tailor: Verbal, Visual, Logical, Interpersonal.**

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. Students will post their findings on how geography affects Maine's unity/diversity on a discussion board. Students will be asked to review their discussion board postings in class and consider the contributions of others
 * Explore, Experience, Rethink, Revise, Refine, Tailor: Interpersonal, Verbal, Visual.**

Students will review their product with using the discussion board 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.**

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.

Examples of local geographic influences:

Semple, Ellen Churchill. "Influenes of the Geographic Environment." colorado.edu, 1996. Web. 6 Apr 2011. <[]>.

"**Persistent effect of remoteness** History tends to repeat itself largely owing to this steady, unchanging geographic element. If the ancient Roman consul in far-away Britain often assumed an independence of action and initiative unknown in the provincial governors of Gaul, and if, centuries later, Roman Catholicism in England maintained a similar independence towards the Holy See, both facts have their cause in the remoteness of Britain from the center of political or ecclesiastical power in Rome. If the independence of the Roman consul in Britain was duplicated later by the attitude of the Thirteen Colonies toward England, and again within the young Republic by the headstrong self-reliance, impatient of government authority, which characterized the early Trans-Allegheny commonwealths in their aggressive Indian policy, and led them to make war and conclude treaties for the cession of land like sovereign states; and if this attitude of independence in the over-mountain men reappeared in a spirit of political defection looking toward secession from the Union and a new combination with their British neighbor on the Great Lakes or the Spanish beyond the Mississippi, these are all the identical effects of geographical remoteness made yet more remote by barriers of mountain and sea. This is the long reach which weakens the arm of authority, no matter what the race or country or epoch. **Effect of proximity** As with geographical remoteness, so it is with geographical proximity. The history of the Greek peninsula and the Greek people, because of their location at the threshold of the Orient, has contained a constantly recurring Asiatic element. This comes out most often as a note of warning; like the //motif// of Ortrud in the opera of "Lohengrin," it mingles ominously in every chorus of Hellenic enterprise or paean of Hellenic victory, and finally swells into a national dirge at the Turkish conquest of the peninsula. It comes out in the legendary history of the Argonautic Expedition and the Trojan War; in the arrival of Phoenician Cadmus and Phrygian Pelops in Grecian lands; in the appearance of Tyrian ships on the coast of the Peloponnesus, where they gather the purple-yielding murex and kidnap Greek women. It appears more conspicuously in the Asiatic sources of Greek culture; more dramatically in the Persian Wars, in the retreat of Xenophon's Ten Thousand, in Alexander's conquest of Asia, and Hellenic domination of Asiatic trade through Syria to the Mediterranean. Again in the thirteenth century the lure of the Levantine trade led Venice and Genoa to appropriate certain islands and promontories of Greece as commercial bases nearer to Asia. In 1396 begins the absorption of Greece into the Asiatic empire of the Turks, the long dark eclipse of sunny Hellas, till it issues from the shadow in 1832 with the achievement of Greek independence. **Persistent effect of natural barriers** If the factor is not one of geographical location, but a natural barrier, such as a mountain system or a desert, its effect is just as persistent. The upheaved mass of the Carpathians served to divide the westward moving tide of the Slavs into two streams, diverting one into the maritime plain of northern Germany and Poland, the other into the channel of the Danube Valley which guided them to the Adriatic and the foot of the Alps. This same range checked the westward advance of the mounted Tartar hordes. The Alps long retarded Roman expansion into central Europe, just as they delayed and obstructed the southward advance of the northern barbarians. Only through the partial breaches in the wall known as passes did the Alps admit small, divided bodies of the invaders, like the Cimbri and Teutons, who arrived, therefore, with weakened power and at intervals, so that the Roman forces had time to gather their strength between successive attacks, and thus prolonged the life of the declining empire. So in the Middle Ages, the Alpine barrier facilitated the resistance of Italy to the German emperors, trying to enforce their claim upon this ancient seat of the Holy Roman Empire. It was by river-worn valleys leading to passes in the ridge that Etruscan trader, Roman legion, barbarian horde, and German army crossed the Alpine ranges. To-day well-made highways and railroads converge upon these valley paths and summit portals, and going is easier; but the Alps still collect their toll, now in added tons of coal consumed by engines and in higher freight rates, instead of the ancient imposts of physical exhaustion paid by pack animal and heavily accoutred soldier. Formerly these mountains barred the weak and timid; to-day they bar the poor, and forbid transit to all merchandise of large bulk and small value which can not pay the heavy transportation charges. Similarly, the wide barrier of the Rockies, prior to the opening of the first overland railroad, excluded all but strong-limbed and strong-hearted pioneers from the fertile valleys of California and Oregon, just as it excludes coal and iron even from the Colorado mines, and checks the free movement of laborers to the fields and factories of California, thereby tightening the grip of the labor unions upon Pacific coast industries" (Semple).


 * Handouts**
 * Syllabus
 * Graphic organizer