S3+Black,+James

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary**: [|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.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life, 2 sentences), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Time frame,

=Facet 1= environments in the community, Maine, the United States, and the World**// 2. Have students describe where they live with out giving the actually address. 3.**(Equip)** Students will know the importance of the 5 themes of geography and how to apply them to there life. **(Explore)** Individually students will complete a KWL sheet to assess prior knowledge. Students will then form groups and compare/contrast information. Promethean board will be used to create class list. **(Experience)** Student will break into 5 groups and each group will be assigned a theme. After reading and investigating there theme they will then Jig Saw and teach the concept to the other groups. 4. **(Rethink)** What is the most important theme and why? **(Revise)** Students will peer edit each others theme presentations in order to increase knowledge. 5.**(Formative Assessment)** Daily journal entries describing the students interaction with the five themes in there lives. 6.**Visual:** Students will use Digital poster creation as an assessment technique.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.**(Where)** Students will understand that geography is broken into 5 themes. How the 5 themes of geography help us understand earth?
 * (Why)** Through this lesson students will relate everyday activities to the 5 themes of Geography.
 * (What)** //**Students will draw on concepts and processes from geography to understand issues involving people, places, and
 * Aural**:Students will prerecord their presentations and put it to music.
 * Verbal:**Students will present their poster to the class.
 * Physical:** Students will create maps and poster.
 * Logical:** Students will need to use logic to setup and create their posters.
 * Social:** Students will be using peer feedback after their presentations.
 * Solitary**: Students will have individual homework assignments.

7. **(Organize)** Students will be able to explain the 5 themes of geography.

Product: Digital Poster that will be presented to the class Time frame: 8-weeks || =Facet 2=

environments in the community, Maine, the United States, and the World**// 9. Students will play Battle ship game in order to introduce the idea of a grid system.(Longitude/Latitude) 10.**(Equip)** Students will know why places are located using longitude and latitude **(Explore)** Individually students will complete a step by step chart in order to lay out the process of locating a place on earths surface.. **(Experience)** Student will first work individually on locating places using either absolute or relative location. Once they have completed this they will then 11. **(Rethink)** Students will research jobs that use relative and absolute location in there application. **(Revise)** Have students work with the atlas to find important places on the globe using both absolute and relative location. Students will then record answers in written fashion and have peers review. 12. **(Formative Assessment)** Complete a written one thing learned after lesson has been completed. Hand in to check knowledge. 13.**Visual:** Battle Ship Game 14. **(Organize)** Students will compare and contrast relative and absolute location. Product: Creation of map using Long/Lat Time Frame: 8 Weeks || =Facet 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. **(Where)** Students understand that places are located on earth using longitude and latitude and that this is part of the location theme. **(Why)** Through this lesson students will understand the importance of the grid systems and how it helps people find locations on earth.
 * (What)** //**Students will draw on concepts and processes from geography to understand issues involving people, places, and
 * Aural**:
 * Verbal:**Students will be involved in map work throughout the lesson.
 * Physical:** Students will be involved in the creation of maps and locating places using relative and absolute location.
 * Logical:** Students will be figuring out the locations of their individual residences.
 * Social:** Students will be working in groups and completing each others map questions.
 * Solitary**:Students will be responsible for the creation of an individual map.

environments in the community, Maine, the United States, and the World**// 16.**(Hook)** Quick write on what is part of the physical environment and human environment. Master list on board with discussion after. 17.**(****Equip)** Students will know the importance of place as a geographic theme and how geographers break it into physical and human characteristics. **(Explore**) Students will create a Venn diagram comparing and contrasting the two characteristics of place. **(Experience**): Students will then be asked to do a Think,Pair, Share, on the two characteristics of place and which one they believe is more important to geography. Share opinions. 18.**(Rehearse)** Students will be shown a 20 slide power point which will have a mixture of physical and human pictures. Students will then decide if each picture represents either a physical place or a human place. 19.**(Formative Assessment)** Power Point self assessment and then compare answers with partner. 20.**Visual:** Students will be responsible for the creation of a Power Point. 21.**(Organize)** Students will need to properly organize slides and pictures. Product: Students will create a visual and written explanation of there bed rooms. Time Frame: 8 Weeks || =Facet 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.**(Where)** Students will understand that Place describes what a location is like. **(Why)** Through this lesson students will understand that Places are described in two ways. Physical Characteristics: The land, climate, water, life forms, and other natural processes are described. Human Characteristics: The nature and impact of human activity upon Earth are described. are located on earth using longitude and latitude and that this is part of the location theme. **(What)** //**Students will draw on concepts and processes from geography to understand issues involving people, places, and
 * Aural**:Students will need to decide what pictures to use or create their own for the Power Point presentation.
 * Verbal:** Students will peer review each others Power Point through discussions with partners.
 * Physical:**Students will create a rough draft using paper and pencil of their Power Point.
 * Logical:** Students will be responsible for the organization of their Power Point slides.
 * Social:** Students will partner and discuss the physical/human pics they will be using.
 * Solitary**: Students will work individually on the Power Point.

Solitary**:Students will do a Home Work assignment and in class maps and diagram work. || =Facet 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * // **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?)
 * 1.** (**Where)** Students will understand that places are organized by regions. (**Why**) At the completion of this lesson students will understand that places on earth are categorized in regions. **(What)** //**Students will draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and the World**//.
 * 2.(** **Hook**) Have students quick write about regions in there school. For example - Tech Center, Library, Gym, Content sections. Once complete have discuss this in larger terms like New England and the Middle East.
 * 3. (E)** **Equip** - Students will know what a region is and how to regionalize places), **Explore** Students will investigate different regions around the world and will decide what factors make them regions., **Experience** Students will then partner up and compare answers. Using the Promethean board students will then (Include Web resources)
 * 4. (R)** **Rethink-** Students will chose countries from around the world and break them into regions. Starting with macro and ending with micro regions.
 * 5. (E)** **Evaluate** (Formative Assessment) Students will investigate regions that they live in and be responsible for bringing in rtifacts that reflect that region.
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:** Students will use maps and cultural aspect to define regions.
 * Aural:** Students will listen to lecture and video explanation of region as a theme.
 * Verbal:** Students will be responsible for sharing with the class there formative assessment.
 * Physical:** Students will create maps and diagrams describing and laying out world regions.
 * Logical:**Students will break down the world into localized regions.
 * Social:NA
 * 7. (O)** **Organize** -Students will be able to organize different places around the world into regions. **Product (Technology)**, Once students have organized a place into a region they must justify there decision on the class wiki. Students must also make a comment on other students work using the same format. Time frame-80 minute period+ outside class work

Logical:**Students will need to Layout poster. As well as Student list. =Facet 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * // **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?)
 * 1. (W)** **Where** (Students will understand that humans and the environment have are constantly interacting. ), **Why** The class will discuss the importance of HEI and how everything we do affects the environment. The change, adaption and use of our environment will be introduced and understood. ), **(What)** //**Students will draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and the World**//.
 * 2. (H)** **Hook-** Quick Write: Students will make a list of daily activities that they are involved with. Once complete they will then need to explain and describe the interaction that is occurring. Think/Pair/Share
 * 3. (E)** **Equip** (Content - Students will know how humans and the environment interact and the three ways in which this occurs. ), **Explore**- Students will list the top ten ways in which they believe humans affect the environment and then do the same for how the environment affects humans using the internet. Once complete students will work in pairs to compare and contrast results. A final list will be narrowed by the pair and Glogster will be used to create an online poster which will be uploaded onto the students Wiki space. **Experience**- Internet search, Wiki space post (Include Web resources)
 * 4. (R)** **Revise-** Once all post are completed student will constructively critique classmates work and add suggestions. Revision will be completed as a homework assignment.
 * 5. (E)** **Evaluate** (Formative Assessment) In class student evaluation sheets will be used for the students to self assess there progress in class. What went well, What could be change/Improved and what were some issues.
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:** Students will be making an online poster on Glogster.
 * Aural:** Students will listen to students Critique their posters.
 * Verbal:**Students will be involved in a Think Pair Share discussion.
 * Physical:NA
 * Social:**Students will be involved in a Wiki Post/Discussion.
 * Solitary**:Students will work from home on a Wiki Post.
 * 7. (O)** **Organize** (Students will be able to describe and evaluate how humans and the environment interact with each other), Product (Technology)- Glogster will be used to create an online poster which will be uploaded to the class wiki space for final evaluation and student suggestion. and Time frame- 80 minute class period. ||

[|R] ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * // **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?)
 * 1. (W)** **Where** (Students understand that people and places stay connected through the geographic theme of movement), **Why** (Movement is one of the most important and fluid of all the geographic themes. It relates to every part of a students life and at the conclusion of the lesson students will be able to explain how movement relates and affects their lives. ), **(What)** //**Students will draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and the World**//.
 * 2. (H)** **Hook** (Brain storm the top 5 ways in which you stay connected with people and places. Create class list on Promethean board and discuss as a class. )
 * 3. (E)** **Equip** (Content - Students will know that movement is broken into three sub categories that include goods, ideas and information), **Explore**- Students will be broken into groups and assigned a sub category to explore. Students will then create a web diagram to display the information using the Promethean board. **Experience**- Students will then be required to investigate further all three of the categories and give real world examples of all three using power point. For example ideas are now transmitted using the internet, Goods travel overnight using planes trains and trucks. Information is shared using cell phones, computers and the internet.
 * 4. (R)** **Rethink-** Students will be required to think about what the future holds for them in terms of movement. Using the the three sub categories they will post what they believe is the future of movement. Students will be required to also comment on another students post for reflection.
 * 5. (E)** **Evaluate** (Formative Assessment) Learning log for the closing of each class will be handed in at the close.
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:** Students will create a Web diagram
 * .Aural:**Students will listen to verbal direction from the teacher.
 * Verbal:** Students will share ideas and facts about their web diagrams.
 * Physical:** Students will be part of the creation of an in class diagram.
 * Logical:** Students will need to decide what needs to be part of their diagram.
 * Social:**Students will be part of Group Work in class.
 * Solitary**: Wiki Space
 * 7. (O)** **Organize** (Students will be able to explain the theme of movement and how it pertains to their lives), Product (Technology), Web Diagram, Promethean Board chart, Wiki Space write up.

2004 ASCD and Grant Wiggins and Jay McTighe