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Taryn Bramel
EGP 335
9/29/14

1.0 Lesson Plan Details
Lesson Title: Maine Environment: The Appalachian Trail
Day Number: Day 3
Authors: Taryn Bramel
Grade Level: 4
th
grade
Expected Duration: 60 minute period
Concepts:
Location of Maine
Important features within the state (capital, etc)
Physical Features and Environment of Maine
Appalachian Trail and Baxter State Park.
Human and Environment connections
Vocabulary
Physical Systems: Systems that have an impact on the geographical formations
of an area, such as weather systems, erosions, and hydrology.
Appalachian Trail: The Appalachian Trail (AT) is a National Scenic Trail extending
from Springer Mountain, Georgia, to Mount Katahdin, Maine, and protected by
federal- and state-owned lands as well as public rights-of-way.
Skills
Using and making maps
Analyzing Human and Environment relationships
Locating and analyzing information from internet sources
Giving Oral presentations
1.1 Integration of Learning Outcomes/Objectives
Students will be able to construct maps of Maine that include important features
(Capitol, physical features, etc).
Students will be able to identify physical characteristics of Maine, in particular the
Appalachian Trail and Baxter State Park regions.
Students will be able to identify the effects from physical processes and human action
on the environment surrounding the Appalachian Trail and Baxter State park area.
Students will research and analyze human and physical effects to create a conservation
poster.
1.2 Standards PA Civics, History, Economics, Geography &
NCSS Themes I - X with subthemes
Geography:
Physical Characteristics of Places and Regions:
o 7.2.4.A. Identify the physical characteristics of places and regions.
o 7.2.4.B. Identify the basic physical processes that affect the physical
characteristics of places and regions.
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Interactions Between People and The Environment
o 7.4.4.B. Identify the effect of people on the physical systems within a
community.
NCSS themes with subthemes:
People, Places, and Environment:
NCSS.1.3.a ...enable learners to construct, use and refine mental maps of
locales, regions, and the world that demonstrates their understanding of
relative location, direction, size, and shape
NCSS.1.3.g ...challenge learners to examine, interpret, and analyze the
interactions of human beings and their physical environments.

1.3 Anticipatory Set (5 minutes)
1) The teacher (T) will ask if any of the students have been to Maine or lived there and to share
their experience if so. The T will show map of the North East on the smart board and have a
student point out the state of Maine. Ask students if they remember what natural resources
from yesterday were located in Maine?
2) The teacher (T) will start the lesson by showing an image of the states pine tree forest. The T
will ask students to describe what they see. T will then switch to the Tree of Facts and
share some of the interesting facts about the State.
a) http://www.maine.gov/sos/kids/about/treefacts.htm
3) The T will hand out a Maine state sheet (a familiar practice from previous units) to begin
their North East Portfolio. Using pictures/maps on the smart board the teacher will help
them fill their state with important geography about the state and give them a one sentence
reason for the importance of each thing (content notes): (children will use colored pencils)
(Students will be able to construct maps on paper of the Maine area and use there maps
(mentally and visually) to support their learning/activities.) (Students will be able to identify
physical characteristics of Maine, in particular the Appalachian Trail and Baxter State Park
areas.)
a) Augusta (Green Star)
b) Portland (Green Circle)
c) Bordering states/countries (purple words)
d) Katahdin Mountain (solid brown triangle)
e) Appalachian Mountains (Brown ^ marks)
f) Kennebec River (blue line)
g) Penobscot (blue line)

1.4 Procedures (48 minutes)
1) The T will ask if any of the students if they have heard of the Appalachian Trail, do they
know what it is, and what states it stretches through.
2) The T will show a map of the Appalachian Trail and have students add the Maine portion to
their maps in red.
a) http://www.appalachiantrail.org/hiking/find-a-hike/interactive-map
b) The T will point out where the trail ends/begins on the map
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i) In Baxter State Park (which surrounds Mt. Katahdin)
c) The T will show how long the Appalachian Trail is and share its length and some
important facts about the trail.
3) The T will discuss Baxter state park and what it is using content notes. T will have students
take a look at what Baxter state park looks like: (Students will be able to identify physical
characteristics of Maine, in particular the Appalachian Trail and Baxter State Park areas.)
a) https://www.youtube.com/watch?v=5ZlyZE0cKtA
i) 3:39 to 4:50
4) The T will introduce the students to a mini-research assignment where each group of
students will try to find answers to the following questions (answers are based off question
requirements on the worksheet):
a) What can you do in Baxter State Park/along the Appalachian Trail (Maine section)?
i) http://www.maine.gov/sos/kids/about/state_parks.htm
ii) http://www.baxterstateparkauthority.com/outdoors/picnic.htm
(1) Use Left list for more activities
b) What animals are found in the Maine section of the Appalachian Trail that different
from ones we find in PA?
i) http://www.maine.gov/sos/kids/about/wildlife.htm
c) What is the climate like in Maine?
i) http://www.netstate.com/states/geography/me_geography.htm
d) What products/resources are found in the state? Would you find these
products/resources near the Appalachian Trail?
i) http://www.maine.gov/sos/kids/about/products.htm
e) What does this area physically look like? What physical forms can we find here?
i) http://geography.howstuffworks.com/united-states/geography-of-maine1.htm
5) The T will split the class into groups of about 3-4 (based on learning and student needs) and
give each group an iPad and a research sheet that applies to their given question. (attached
in materials). The T will provide students links/apps to where to find the information already
loaded onto the iPads ahead of time.
6) The T will give the students 6 minutes for research. Then the T will have each group share
their information for about 1 minute.
Next, the T will assess students formatively based upon their group presentations and
various questions asked to the student presenters and student listeners intermitted
during this process. (Students will be able to identify physical characteristics of Maine, in
particular the Appalachian Trail and Baxter State Park areas.)
7) The T will discuss how the land developed into how it looks today and what some of the
natural changes to the environment were and what some of the human changes were.
(using content notes and images on the smart board)
a) The T will formatively assess students using a questions/thumbs up and thumbs down
response set up. (Students will be able to identify the effects from physical processes
and human action on the environment surrounding the Appalachian Trail and Baxter
State park area.)
8) Appalachian Trail Conservation Rules Poster: The T will split students into groups of 3. The T
will have students create a poster with a list of rules for hikers/visitors to the Maine
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Appalachian Trail. The rules will be based on how people should interact on a small scale will
the environment to help conserve it for use by everyone. Each group will be given an
area/topic that has been discussed in class as the focus of their rules. Students will need to
include 4 rules and a description of the region/environmental and human effects. The T will
give students 5 minutes to create their poster. The T will monitor student progress by
walking around the room with student rubrics for notes. (Students will research and analyze
human and physical effects to create a conservation poster.) (Students will be able to
identify the effects from physical processes and human action on the environment
surrounding the Appalachian Trail and Baxter State park area.)
1.5 Differentiation
Struggling Students:
The T will provide students, whom are struggling or are likely to struggle (based on IEP goals,
etc) with the research process, with a modified worksheet that provides beginning information
to focus their research.

Students who have finished early:
The T will challenge students, whom have finished early, by having them try the Maine content
related activities below (on the iPads)
Word Jumble: http://www.maine.gov/sos/kids/fun-games/jumble.htm
Symbol matching game: http://www.maine.gov/sos/kids/fun-games/tilegame.htm
1.6 Closure (7 minutes)
The T will have the groups share their posters with the class. The T will give each group ~1
minute to share their poster with the class. The T will ask students to explain one reason for a
rule or two on their posters. (Students will research and analyze human and physical effects to
create a conservation poster)

1.7 Formative/Summative Assessment of Students (P-12)
Formative:
The T will assess students formatively based upon their group presentations and various
questions asked to the student presenters and student listeners intermitted during this
process. (Students will be able to identify physical characteristics of Maine, in particular
the Appalachian Trail and Baxter State Park areas.)
The T will formatively assess students using a questions/thumbs up and thumbs down
response set up. (Students will be able to identify the effects from physical processes
and human action on the environment surrounding the Appalachian Trail and Baxter
State park area.)
The T will formatively assess students using a questions/thumbs up and thumbs down
response set up. (Students will be able to identify the effects from physical processes
and human action on the environment surrounding the Appalachian Trail and Baxter
State park area.)
Summative:
Test
o Preparation for summative test at the end of the New England section of North
East Unit. (All four objectives will be assessed)
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Portfolio (As part of overall Unit Plan Portfolio)
o Research + Presentation
Will be assessed as part of the UNIT PLAN portfolio rubric/checklist
o Poster + Presentation
Will be assessed as part of the UNIT PLAN portfolio rubric/checklist
1.8 Materials/Equipment
A. STUDENT MATERIALS/ READING RESOURCES:
State Sheets (attached)
iPads with preloaded links (provided above)
Research Sheets for each child in a group (attached)
Poster Assignment information (displayed on the smart board)
Posters
Drawing/Poster Creation materials
B. TEACHER MATERIALS/RESOURCES FOR LESSON DESIGN:
Content Notes
iPads in order to preload sites.
Images for the Smart board
Assignment descriptions Pre designed groupings for Smart Board display
Websites:
o Maine.gov
http://www.maine.gov/sos/kids/about/treefacts.htm
http://www.maine.gov/sos/kids/about/state_parks.htm
http://www.maine.gov/sos/kids/about/wildlife.htm
o Other
http://kids.britannica.com/comptons/article-204172/Maine
http://geography.howstuffworks.com/united-states/geography-of-
maine1.htm
http://www.appalachiantrail.org/hiking/find-a-hike/interactive-map
https://www.youtube.com/watch?v=5ZlyZE0cKtA
http://www.baxterstateparkauthority.com/outdoors/picnic.htm
http://www.netstate.com/states/geography/me_geography.htm
http://www.outdoors.org/conservation/trails/appalachian-trail/at-
faq.cfm
C. Attached a Sources Chart

D. Attached teacher content notes sheet

1.9 Technology
Students will use iPads in order to research in small groups. T will have necessary web pages
pre-loaded and students will navigate webpages and tabs on the browser to find and read
information.

2.1 Reflection on Planning
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During planning, I found it difficult to determine the importance of information in terms of
directly connecting the lesson to the state. I went through a variety of topics before finding one
that I felt spoke to the state and the life style there. Once I finalized the focus of the lesson, I
found the information easier to research and find since I personally spent every summer at the
summit of Mt. Katahdin. However from this I found that time seemed to be a definite constraint
and am worried that the times may be too short for the amount of information included.

Website M.I-Minor
Influence or
S.I-Significant
Influence
If S.I. include why
credible
How easy is it
for teachers to
access?
How easy is it
for students
to access?
Maine.gov
(three links to
sections)
SI The site is
monitored and
prepared by the
Maine government.
Very easy for
teacher access
since the site is
decided for
use by
children.
Very easy for
child use
since the site
is decided for
use by
children.
http://geography.ho
wstuffworks.com/uni
ted-
states/geography-of-
maine1.htm
SI Retrieved from a
commonly used site
with reliable
information.
Very easy for
teacher access
due to a clear
layout.
Student
access is
eased due to
images, word
choice and
layout clarity.
http://www.appalach
iantrail.org/hiking/fin
d-a-hike/interactive-
map
MI
https://www.youtub
e.com/watch?v=5ZlyZ
E0cKtA
MI
http://www.baxterst
ateparkauthority.com
/outdoors/picnic.htm
SI Retrieved from a
site managed by the
Park authority
related to the
content.
Very easy for
teacher access
due to clear
layout design.
Easy access
for students
due to
images to
support text.
http://www.netstate.
com/states/geograph
y/me_geography.htm
SI Retrieved from N-
state an site that
researches and
produces education
internet materials.
Very Easy
Teacher access
due to clear
sections.
Easy student
access due to
chunked
and labeled
text.
http://www.outdoors
.org/conservation/tra
ils/appalachian-
SI Retrieved from the
AMC and
organization based
Very clear
chunked text
relevant to the
Used by
teacher for
lesson
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trail/at-faq.cfm in outdoor activities. lesson plan. preparation.


Content Notes
Environment of Maine- Appalachian Trail and Baxter State Park

1) Maine Basics
a) Augusta
i) Capital of Maine
b) Portland
i) Largest city in Maine
c) Bordering states/countries
i) New Hampshire, Canada, and Atlantic Ocean
d) Katahdin Mountain
i) This is the highest point in Maine at 5,268 feet
ii) It is also the most northern mountain in the Appalachian range
e) Appalachian Mountains
i) Mountain range filling up a significant portion of the state.
f) Kennebec River
i) Is a river that is 170 miles long and located entirely in Maine
g) Penobscot
i) A 109 mile long river but branches off into more rivers.
2) Information about Baxter State Park
a) The Baxter Park Authority
b) 200,000+ acres of land
c) Given to the state by the late Governor Percival Baxter.
d) Includes Mt. Katahdin and the most northern mountain in the Appalachian
range
e) Restricted from hunting, wildlife spotting is frequent and photo
opportunities are great
3) Natural Changes/Human Changes
a) Vocab
i) Physical Systems: Systems that have an impact on the
geographical formations of an area, such as weather systems,
erosions, and hydrology.
b) Natural Change example
i) The physical features of Maine were greatly affected by continental glaciers
more than 10,000 years ago.
ii) This ice has eroded and smoothed the hills and in some areas leveled the
land.
iii) In other areas they dammed rivers and created lakes.
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c) Human Changes/effects
i) Pollution: toxins
ii) Litter
iii) Forest and tree removal
iv) Recreation effects






References:
Maine.gov
o http://www.maine.gov/sos/kids/about/treefacts.htm
o http://www.maine.gov/sos/kids/about/state_parks.htm
o http://www.maine.gov/sos/kids/about/wildlife.htm
Other
o http://kids.britannica.com/comptons/article-204172/Maine
o http://geography.howstuffworks.com/united-
states/geography-of-maine1.htm
o http://www.appalachiantrail.org/hiking/find-a-hike/interactive-
map
o https://www.youtube.com/watch?v=5ZlyZE0cKtA
o http://www.baxterstateparkauthority.com/outdoors/picnic.htm
o http://www.netstate.com/states/geography/me_geography.ht
m
o http://www.outdoors.org/conservation/trails/appalachian-
trail/at-faq.cfm














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MAINE