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Melissa Brunke SST 309-04 1

European ExplorationMelissa Brunke

SST 309-04April 20, 2015


Table of ContentsPg 3: IntroductionPg 4: KUD’s Pg 6: Final AssessmentPg 7: Lessons

Pg 8: Lesson 1 Pg 11: Lesson 2 Pg 13: Lesson 3

Pg. 16. Vocabulary LessonsPg 19: Resource AttachmentsPg. 38 Works Cited


1. Overview: This unit will introduce to students the technological advances that made sea exploration possible. Fifth graders will understand that certain things had to be in motion to make the whole event possible. Also, students will learn about the different European Explorers and what they explored within the unit.

Rationale: It is important for students to realize the developments with both technology and also with political developments have aided humans with exploration. The advances in technology have allowed us to explore the seas, lands, and then eventually space. It is also important for students to learn about the different explorers, because they have impacted the Americas.

Introduction: The unit about sea exploration, as well as explorers will allow students to grasp knowledge on how that have impacted the way things are currently today. Fifth graders will learn from biographies, trade books, activities and jeopardy to get these concepts.

Fifth Grade Level Content Expectations: 5-U1.2.1 Explain the technological (e.g., invention of the astrolabe and improved maps), and political developments, (e.g., rise of nation-states), that made sea exploration possible. (National Geography Standard 1, p. 144, C)

5-U1.2.2 Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the America (e.g., economic, political, cultural, and religious).


2. KUDs: The road map:GLCE (coding and wording); Verb(s) underlined; type of learning: Knowledge, Skill, Reasoning, Product

5-U1.2.1 Explain the technological (e.g., invention of the astrolabe and improved maps), and political developments, (e.g., rise of nation-states), that made sea exploration possible. (National Geography Standard 1, p. 144, C)Verb: ExplainType of learning: Skill

Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

Need to know the countries that were involved in sea exploration (e.g., Great Britain, Spain, Portugal, France, Germany, etc.)

Need to know the different technological advances in the Age of Exploration. -compass-Astrolabe-Improved Maps

Need to know the political developments at the time(goes a little into next GLCE about the reasoning of each country to explore the world)

Students will understand that with the advancement in technology aids in exploration

Students will create a poster individually picking one of the topics, such as an astrolabe, improved maps, compasses, and also political developments. On this poster they will explain how the invention or development of this topic has aided in sea exploration.

AstrolabeMapsPolitics Nation-states

I can create a poster that explains how technology and politics were important in exploring the oceans.

GLCE (coding and 5-U1.2.2 Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles,


wording) and Verb underlined

motivations, and consequences for European exploration and colonization of the America (e.g., economic, political, cultural, and religious).


Vocabulary I Can

Need to know:

the different explorers (e.g., Christopher Columbus, conquistadors, such as Hernan Cortes and Francisco Pizarro).

Different reasons for each country (England wanted more space and resources, Spain wanted gold, People in Mayflower from England wanted religious freedom, etc)

Consequences of colonization, such as slavery, overuse of America’s resources, Spain put too much gold on the market, dropped price of gold, etc.)

Students will understand that people from different areas have different reasons to explore each area.

Students will create a research project focusing on one European explorer that explored the United States. They will focus on who they sailed for, the reasons why this explorer sailed, the goals they wished to accomplish, the activity they did in the Americas, and the end results. The students will then present their research to the class. While each student is presenting, each student will write down information on that explorer. The students will then create a one page essay to compare and contrast two different countries from the age of exploration

Explorer ColonizationNative peopleConsequences

I can compare and contrast in an essay, two different European countries from the Age of Exploration.


Final Assessments: GLCE 5-U1.2.1A. Students will show their knowledge of the different aspects that made sea exploration possible by creating a poster to demonstrate one specific aspect. Students will each be assigned a specific aspect (technology or politics) and then research these different topics. They will create a poster based upon having: the aspects name, what it helped accomplish, as well as its creation. The poster will have this accurate information.

B. I will grade this by using a specific rubric below. This rubric is Attachment A. I will consider a student who has grasped the material to have most of the information on the poster.

GLCE 5-U1.2.2 A. Students will show their knowledge of explorers through the different research projects that they will each accomplish. The students will focus on the different information such as the explorer’s name, who he sailed for, the reasons he sailed, the goals the country hoped to accomplish, the behavior of the explorer, and the results of the exploration. Each student will present the material to the class. The students will then take notes from a chart that I have created, which is Attachment B. The students will then create a one page compare and contrast essay about two different countries and their reasons for exploration, as well as the obstacles that they faced.

B. I will grade the explorer presentation based on whether or not the students had the necessary information from the work sheet (Attachment D) that I have created. I will grade the essay by using the rubric, Attachment C. This rubric will help me determine how well the students have mastered the material. Students that are able to compare two different countries based on their goals, obstacles, motivations, and consequences have accurately followed the information.

4. Sequence of Instruction


GLCE (coding and wording); Verb(s) underlined; type of learning: Knowledge, Skill, Reasoning, Product

5-U1.2.1 Explain the technological (e.g., invention of the astrolabe and improved maps), and political developments, (e.g., rise of nation-states), that made sea exploration possible. (National Geography Standard 1, p. 144, C)Verb: ExplainType of learning: Skill


Vocabulary I Can

Need to know the countries that were involved in sea exploration (e.g., Great Britain, Spain, Portugal, France, Germany, etc.)

Need to know the different technological advances in the Age of Exploration. -compass-Astrolabe-Improved Maps

Need to know the political developments at the time(goes a little into next GLCE about the reasoning of each country to explore the world)

Students will understand that with the advancement in technology aids in exploration

Students will create a poster individually picking one of the topics, such as an astrolabe, improved maps, compasses, and also political developments. On this poster they will explain how the invention or development of this topic has aided in sea exploration.

AstrolabeMapsPolitics Nation-states

I can create a poster that explains how technology and politics were important in exploring the oceans.

Lesson #1


Lessons: The Things that made sea exploration possible Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

Lessons: How will you take them where they need to go? Use Gradual release/ITIP:Anticipatory Set: “Boys and girls, we have a lot of different technology that has aided us in different ways. Technology is continually advanced. For instance, how many of you have a cell phone, or know of a friend with one? (Wait for students to raise hands). Okay, now can anyone explain to me what a cell phone helps you do? (Answers: keep in contact with people, look up information, text people, keep in contact from a long distance, etc.) Now the reason I’m bringing this up is because way, way, way back, European explorers had new technology that allowed them to travel over the sea. Without this new technology, explorers couldn’t have traveled from here (Map (Attachment E) to over here in the Americas (point to the Americas). There were a few things that allowed these explorers to reach over to the Americas such as different political aspects, such as nation states, and new technology, such as the invention of the astrolabe and improved maps. “Show students a picture of an astrolabe (Attachment F)Have the students do 10x10 on what they observe from the astrolabe and they what they could consider this to be.

Modeling: The teacher will chose a topic and put her computer screen up on the big screen. She will then have a big sheet of Attachment G and fill it in as she shows the students how to find good research. Using the different websites, purposely adding a bad one such as Wikipedia and a good one ending in .gov, the teacher will present how to find decent research. The teacher will then present an already finished poster, telling the students how she used research to do so. Guided Practice: The teacher and students will pick a specific topic for what allowed sea exploration. They will then fill out the sheet together, going to different websites and determining the good websites from the bad ones. While doing this, students will

Resources needed: Map of World (Attachment E) Picture of astrolabe (Attachment

F) Worksheet on information they

need to gather. (Attachment G) Crayons Markers


also write down the website in which they are using. Independent practice: Students will work on creating their poster for either a political development, or technology. They will fill out the sheet( Attachment G) and then work on their poster independently. Checking for Understanding: Students will present their posters in groups of 4 using the “Jigsaw method” and while the students are presenting, other students will use the “little book” foldable to fill out information on the different advancements in technology/ political issue that allows for sea exploration. In this little book, the student will write one sentence on each development by describing that development in their own words.

Instructional strategies/Social constructs: Technology: Students will be working on computers to find their research

on the different technologies. Cooperative activity: During the 10x10 activity, the students will discuss

their thoughts on what an astrolabe might be. Graphic organizers: Students will fill out the information using the little

book foldable to do so. There will be a section for the name of the technology, how it aided in exploration, and when it was invented.

Group Work: Using the Jig-Saw method, the students will each work together and bounce ideas off of each other in order to continue to fill out the “little book foldable”

Independent: By creating their own poster, the students will work independently.

Assessment ideas: a. How will you know they’ve learned it? (Summative – Students demonstrate their learning.) The students will have created a poster in which they will present the information about the specific

object or event that aided in sea exploration. The students will have a checklist in which to put on their poster. The posters will go up in the classroom and the students will walk around and observe each poster.

b. How will you grade it? I have a rubric, (Attachment A) to check the students understanding of the topic. If the students have accurately added the required information, then they have successfully mastered the topic.


GLCE (coding and wording) and Verb underlined

5-U1.2.2 Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the America (e.g., economic, political, cultural, and religious).


Vocabulary I Can

Need to know:

the different explorers (e.g., Christopher Columbus, conquistadors, such as Hernan Cortes and Francisco Pizarro).

Different reasons for each country (England wanted more space and resources, Spain wanted gold, People in Mayflower from England wanted religious freedom, etc)

Consequences of colonization, such as slavery, overuse of America’s resources, Spain put too much gold on the market, dropped price of gold, etc.)

Students will understand that people from different areas have different reasons to explore each area.

Students will create a research project focusing on one European explorer that explored the United States. They will focus on who they sailed for, the reasons why this explorer sailed, the goals they wished to accomplish, the activity they did in the Americas, and the end results. The students will then present their research to the class. While each student is presenting, each student will write down information on that explorer. The students will then create a one page essay to compare and contrast two different countries from the age of exploration

Explorer ColonizationNative peopleConsequences

I can compare and contrast in an essay, two different European countries from the Age of Exploration.


Lesson 2Lesson: Christopher Columbus and the Exploration Unit Resources needed

Lessons: European Explorer: Christopher Columbus

Day 1: Anticipatory Set: Start the conversation by bringing up explorers and what the students remember about explorers. Have the students do a “Mix, Freeze, Pair,” by asking the question “What are the differences between an explorer today, and an explorer from the 1400s?” Have the students then have a class discussion on it. Read the story: Follow the Dream: The Story of Christopher Columbus by Peter SisAsk the students to use the “Think, Pair, Share” Method to discuss something new that they learned about Christopher Columbus. The teacher will explain to the students why Christopher Columbus was one of the most famous explorers because he showed the Europeans that there was another land. Explain to the students that there were multiple different reasons for Europeans to explore the different lands. Ask the students to talk to a neighbor about why the Europeans might want to explore there. Modeling: Explain to the students that they are about to embark upon a research project about a European Explorer that came to the Americas. The students will have guidelines such as Attachment H to work with. As a class, they will work together to fill out Attachment H using the book read in class and online websites. Then afterward, the teacher will demonstrate what a two minute presentation looks like on the explorer. Next the students will pick from a list of explorers that they would like to research. Guided Practice: Students will work together to create a two minute presentation on Christopher Columbus and find a way in which to make it slightly different than the one they just saw the teacher perform. The teacher will walk around to see how the students are doing with this guided practice. The teacher will guide the students if need be. Independent practice: Students will work in the computer lab and focus on answering the questions in Attachment H. The teacher will walk around to see how

Resources needed: Follow the Dream: The Story of

Christopher Columbus By Peter Sis

Attachment C Attachment H Computers


the students are accomplishing this task. The students will also be writing down the websites in which they used. Afterward the students will create a two minute presentation on their explorer using the information from Attachment H. Checking for Understanding: Using 3, 2, 1…. Exit, the teacher will have the students write down three things they have learned thus far about their explorer. Using these different sentences, the teacher will see how well the students have been researching thus far.

The students will also perform their presentation for one other student and the teacher will be walking around observing them.

Consider HOTS/Blooms/VocabularyUse Strategies, e.g., QAR, 10x10, Informational Text Literature Circles, simulations, etc.

Instructional strategies/Social constructs: How will they work? Technology: Students will use computers for their research on their

explorers. Cooperative activity; Collaborative work: Students will work together to

create a presentation/ speech on Christopher Columbus. Graphic organizers: Students will have a worksheet in which they have Group work: The students will have discussed their ideas with each other as

well as practicing the skit in front of each other. Independent: Students will independently work on creating a presentation,

and also researching their explorer.5. Assessment ideas: a. Students will show their knowledge of explorers through the different research projects that they will each accomplish. The students will focus on the different information such as the explorer’s name, who he sailed for, the reasons he sailed, the goals the country hoped to accomplish, the behavior of the explorer, and the results of the exploration.

b. How will you grade it? The students will be graded from a rubric (Attachment D), and they will be based upon whether or not, the incorporated information the correct information about the explorer in the presentation. They will have mastered this part of the unit, if they have incorporated most of the information and were able to present it.


Lesson 3Lessons: How will you take them where they need to go? (Step-by-Step plan)Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

Lessons: This is the final lesson that will take the students to where they need to be t complete this GLCE. The students will be able to write a one page essay comparing and contrasting the goals, obstacles, motivations, and results countries had when they came to explore. Anticipatory Set: The teacher will have a class discussion on the different outcomes of the different countries, using the explorer lesson. The teacher will explain how some countries wanted gold, while others wanted more land. The teacher will use a map to show the students how the United Kingdom lacked resources and land, which the people needed, this is why they needed land. Modeling: The teacher will take a giant Venn Diagram and put it on the board. She will write two different items on either side. Focusing on the different countries, she will start off by writing one difference in why each country came to the Americas and one similarity in other aspects. The students will chime in helping fill out the chart. The teacher will then explain that the students will now do this in a group together. Students will “Think, Pair, Share” together about two countries that they would like to compare and contrast. Guided Practice:Groups of four different students will come together to discuss the explorers that they researched and the students will use a foldable to collect the information from the different explorers and countries. Tell the students to compare and contrast the differences between the different explorers and countries. The students will use their “Think, Pair, Share” partners to fill out a Venn Diagram using the countries that they had researched. The teacher will instruct them to focus on motivations, goals, results, and behavior while in the Americas.

Resources needed: Venn Diagrams for students

(Attachment I) Giant Venn Diagram for teacher

(Attachment I) Map (Attachment


Independent practice: Each student will construct an essay using the information they obtained from the Venn Diagram. The students will pick out different topic sentences and focus on details. The student will turn in a rough draft of the essay to the teacher, and the teacher will give formative feedback on the essay. The student will then print the essay and turn in a hard copy of it. Checking for Understanding: The students will created a 3..2…1… Exit Card focusing on the two differences and one similarity between the goals of two different European nations. The teacher will look at these and check for understanding.

Consider HOTS/Blooms/VocabularyUse Strategies, e.g., QAR, 10x10, Informational Text Literature Circles, simulations, etc.Instructional strategies/Social constructs: How will they work?

Technology: The students will type out their final drafts on computers, after editing them.

Cooperative activity: The students will work together using the Jigsaw method to discuss the differences in explorers. Using the foldable from last class, they will write more information down on them that they have collected from this Jigsaw.

Graphic organizers: The students will use Venn diagrams to map out their ideas.

Group work: The students will work together to fill out a Venn Diagram. Independent: Students will independently work on a one page essay.

Assessment ideas: a. How will you know they’ve learned it? The students will demonstrate their learning of the different countries and their goals, the obstacles they faced, and the results of the explorations these countries did by creating a one page compare and contrast paper about two countries of their choosing.

b. How will you grade it? I have a rubric in which I have created in order to check their mastery of the topic. If the students have managed to compare the two different countries and their motivations well, I will have considered them to have mastered the project.


Vocabulary Lessons: How will you take them where Resources needed: What materials and resources will they


they need to go? (Step-by-Step plan)Instructional strategies/Social constructs: How will they

work?(AND what will YOU do?)

need?(Page #s read, graphic organizers, books, posters, realia, etc…)

Lessons: Using Marzano’s Six Steps for Intentional Instruction in Vocabulary:

Vocabulary Word: Native Peoples

Step 1 Provide a description, explanation, or example of the new term.

5-U1.2.2 Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the America (e.g., economic, political, cultural, and religious).Pre-test/Anticipatory set: the hook – introduce students to the vocabulary by bringing in compasses and different types of maps. As each vocabulary word is discussed, there will be a whole class discuss on how it matches the two. Lessons: How will you take them where they need to go?Direct Instruction:

1. Teacher will begin the lessons by introducing the three vocabulary words according to the script and pictures (Attachments A & B), using Marzano’s Six Steps to Building Academic Vocabulary. The teacher will bring in realia to help connect the learning to real life.

The students will use “Think, Pair, Share” to try and make a definition out of these new vocabulary words. The students will also work independently to attempt to figure it out.

Resources needed:

Osofsky, Audrey, and Ed Young. Dreamcatcher. New York: Orchard, 1992. Print.

Resources for Introducing Words: Beck, Isabel (2002) Bringing Words to Life, Chapter 2, “Introducing Vocabulary” and Chapter 6, “Making the Most of Natural Contexts.”

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual, Chapter 3, “Teaching the Selected Terms”

Images of Native American, Astronaut, Christopher Columbus and Marco Polo.

Step 2 Possible resources students will create to collect this information


Ask students to restate the description, explanation, or example in their own words

Students will use create their own descriptions and definitions from using partners and from the materials provided. The teacher will be able to clear up any misconceptions and there will be a discussion on the actual meaning of the words.

could include a Foldable, Vocabulary journal, Interactive notebook, etc.

Age of Exploration. (n.d.). Retrieved February 10, 2015, from http://www.flocabulary.com/age-of-exploration/Resource “Y” – Page for Personal Vocabulary Journal

Resource for making Foldables:Zike, Dinah (2000) Foldables. New York, NY: Macmillan/McGraw-Hill

Step 3 Ask students to construct a picture, symbol, or graphic representing the term.

Students will create an image shortly after that in their foldable. There is a spot available in their foldable.

Foldable

Step 4 Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

Students will review their knowledge using Venn Diagrams, Word families, and maps. The students will use their knowledge to compare today’s explorers with the explorers from the 1400s.

Resources for Vocabulary Activities: Beck, Isabel (2002) Bringing Words to Life, Chapter 4, “Developing Vocabulary in the Earliest Grades,” and Chapter 5, Developing Vocabulary in the Later Grades.”

N.A. (N.A) Venn Diagram (Image) Retrieved from URL http://teacherweb.com/JP/yokosukamiddle/tehranie/apt8.aspx

N.A. (N.A) Interactive Native American Map (Image) Retrieved from URL http://www.learner.org/interactives/historymap/indians.html

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual, Chapter 4, “Review Activities and Games.”

Step 5 Periodically ask students to discuss the terms with one another.

http://teacherweb.com/JP/yokosukamiddle/tehranie/apt8.aspx

http://www.flocabulary.com/age-of-exploration/


Students will use “Think, Pair, Share” to discuss the differences in native and non-native peoples. Also the students will be able to discuss their definitions with this strategy. Step 6 Involve students periodically in games that allow them to play with terms.

To end the vocabulary lesson, the students will play a game of Pictionary. The students will be split off into teams, and each team will create their own definition of the

Resource for Playing Games with Words:Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual, Chapter 4, “Review Activities and Games”

Other possible resources:Allen, Janet (1999) Words, Words, Words: Teaching Vocabulary in Grades 4-12Graves, Michael (2009) Teaching Individual Words: One Size Does Not Fit AllGraves, Michael (2006) Vocabulary Book: Learning and Instruction, Michael Graves Academic Vocabulary, Retrieved 2/23/12 from http://jc-schools.net/tutorials/vocab/strategies.html Games and Activities that Build Academic Vocabulary, Retrieved 2/23/12 from http://www.sedl.org/afterschool/downloads/vocab_games_pp.pdf

Resource Attachments:

http://www.sedl.org/afterschool/downloads/vocab_games_pp.pdf

http://jc-schools.net/tutorials/vocab/strategies.html

http://jc-schools.net/tutorials/vocab/strategies.html


Attachment A: 5 points 3 points 1 pointThe poster contains the following information: the name of the technology/ political event, how this aided in sea exploration, and when did this event happen/when was this object invented.

The poster contains most of the following information, but it was not was missing some information.

The poster is missing most of the information.

The poster is neat and organized and also includes a image that represents the topic.

The poster is semi neat and organized. There is an image but it does not accurately represent the image.

The poster is not neat, and also does not have an image.

Attachment B:


Name:______________________________________ Date:_____________________________Directions: As each of you present, it is important for you to take notes on your classmates presentation. Fill down the information on three people’s presentations. Make sure to fill in each bit of the information.

Presentation 1:

Name of Explorer: _________________Who did he/she sail for?________________What area did this explorer explore? ___________________What were the reasons that he/she sailed for? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________What were the goals that the country had for this exploration? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________What did the explorer do when he/she came to the Americas? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________What were the results of this exploration? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Presentation 2: Name of Explorer: _________________Who did he/she sail for?_______________What area did this explorer explore? ___________________What were the reasons that he/she sailed for? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________


What were the goals that the country had for this exploration? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________What did the explorer do when he/she came to the Americas? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________What were the results of this exploration? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Presentation 3: Name of Explorer: _________________Who did he/she sail for?________________What area did this explorer explore? ___________________What were the reasons that he/she sailed for? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________What were the goals that the country had for this exploration? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________What did the explorer do when he/she came to the Americas? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________What were the results of this exploration? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Attachment C: Compare and Contrast Essay Rubric10 points 7 points 4 points 1 point


The essay compared and contrasted two different European nations. It explained why the nations would want to explore, what the differences in conflicts were, as well as mentioning the differences in what the countries did when they came to the new land. The essay was mainly free of grammatical error.

This essay did compare and contrast two different European nations, and compared why the nations would want to explore. It failed to mention one of the criteria, and the essay had a few grammar mistakes.

This essay compared and contrasted two different nations but focused primarily on one nation. It failed to mention criteria for the other nation and had grammar mistakes.

This essay focused on only one European nation and explained the reasons for exploring. It had multiple grammar mistake and did not mention a second European nation.

Attachment D:

Researcher Checklist rubric


Criteria Yes NoThe students mentioned the explorer name. The student mentioned the country the explorer traveled for.The student mentioned the reasons why the explorer went to the Americas. The student mentioned the goals the country had for the explorer and what they would find. The student mentioned what the exploring group did when they came to the Americas. The student mentioned what occurred from the exploration. The student mentioned whether or not the explorer accomplished what he came to do.

Attachment E:


Attachment F:


Attachment G:


Name:__________________________________ Date:_______________________________Directions: Fill out the information below about the following development that you have decided to research. Remember to write down the website in which you found your information in the space provided! Good Luck! 1. What is your topic you are researching? __________________________________________2. Is it a political development, or a technological development? ________________________3. When was this invented/ When did this event happen?________________________________4. How has it aided in exploring the sea? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Website URL:__________________________________________________________________

Attachment H:


Explorer Research Project!Directions: Today, you are going to research a European Explorer that explored the Americas! This is a helpful website that you can check out! http://www.kidinfo.com/american_history/explorers.htmlFill out the sheet below and remember to include the website in which you found the information. Good Luck! Explorer Name: ________________________The country this Explorer sailed for:_____________________________Why did this explorer want to sail? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What were the goals the country was hoping to accomplish (gold, land, etc)? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What did the explorer do once he/she arrived in the Americas? Did it involve the native people? Was it harmful or beneficial to the native people? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What were the results of this explorer coming to the Americas? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Website(s) used:___________________________________________________________________________________________________

Attachment I:

http://www.kidinfo.com/american_history/explorers.html


Attachment J:


Attachment K: Teacher-talk: (Marzano’s Step One of Building Academic Vocabulary: Teacher introduces the word)


Explorer: (Teacher Talk): Teacher shows pictures of explorers, such as Christopher Columbus, and an astronaut (Attachments L and M). Teacher asks “What do you think these people do?” (Student answers) What do you believe that they might have in common? (Student may answer). “These people all go looking around the world, or even space looking for new and different areas. They are exploring the new places. Such as when Neil Armtrong explored the moon. But before Louis Armstrong and astronauts, people were exploring the earth, looking for new and different things. That’s where these men come in, they explored North America, Central America, and South America. People like them did this too. These people are called explorers. They are people that search for new and different things in new areas.

Step 2: The teacher shows the Age of Exploration Rap and has students comment on it. “Can anyone think of what else an explorer might be like?” Consider any characteristics that they might have. (Teacher writes answers on board and guides them if need be.) Then they will create their own definition with their table groups. These students will use the little books from Dinah Zike’s Foldables to write their definitions in.

Step 3: ‘Boys and girls, can you create a picture in your graphic organizer that looks like an explorer, whether it be present-day or in the past?” Students will need crayons and colored pencils.

Step 4: Each student will have a Venn Diagram in front of them. The two sides will be labeled Explorer from 1500s and Astronaut. The teacher will then have a paper diagram up on the board. There will be a group discussion with the teacher facilitating on the differences and similarities between the two. After the teacher has filled in a few notes on each side of the Venn Diagram, the students will then work together in table groups to fill in the rest of the Venn Diagram. Lastly, the teacher will open the floor once more to whole class discussion and the teacher will fill in the giant paper diagram.

Step 5: The teacher will ask the students, “Who else do you think could be considered an explorer?” After giving the students a moment to think that over, have the students use “Think, Pair, Share” with a partner. “Now students, find a partner and discuss your answer to that question.”

Native Peoples( Step 1, Teacher Talk): Step 1 “Native people are people that were in a place first. An example would be Native Americans. They were here first before the explorers came. Here is an image of a Native American (Show Attachment I).”“Now can you tell me three things you notice about this man?” (Have students discuss these as a group)“This man is a Native American, now not all Native Americans look like this because there are different tribes, which hold different traditions. We are going to read a book about a traditional story in the Ojibway tribe called Dreamcatcher by Audrey Osofsky.”Read the story to children and ask them what their perceptions are on Native Americans. Ask them what questions they have as well.


Step 2: Have the students work in pairs so that they can create their own definition of a native person.

Step 3: Have them create a drawing of a native person in their graphic organizer. Then the students will share the graphic organizer with another student an explain why they used that picture to define that word.

Step 4: There will be a map of the United States (Attachment J) that a group of three students will have. The map will show where the major tribes of Native Americans were in that area. The students will discuss what they image life to be like in that area, (Midwest, West, South, etc).

Step 5: Facilitate a group discussion with all the students about what examples of native and non-native peoples are.

Colonization: (Teacher Talk): “How many of you have played the game Risk? (Count the amount of hands). Well in the game Risk, you have an army, and your goal is to take over each country of the world until you have the whole world. You leave parts of your army and people there in order for other to not take your spot. This is similar to colonizing a country. This means that you are coming from another country and to another place and putting people there. This is similar to the Puritans coming over from England, they colonized Massachusetts.

Step 2: Using your own words, create a definition of colonization in your graphic organizer.

Step 3: Create a drawing of what colonization would look like in your eyes, and then share with a partner.

Step 4: Have the students work in pairs of three or four and have them work with word families. The students will write down as many words that they think can match with colonization. The students will then write a sentence on how they think each word connects, working with their group.

Step 5: The students will “Mix, Freeze, Pair” in order to find a new partner that wasn’t in their previous group. There they will discuss the definitions that they have created.

Step 6: The students will play Pictionary with the other students, breaking into different groups. Each group will create their own definition of the three vocabulary words. This also helps with the teacher determine how well the lesson had gone.


Attachment L:


Attachment M:

Attachment W (two pages)


Portable Word Wall - Directions

Write the title of the topic, issue, or concept being introduced at the top of the page.

Give students 30-45 seconds to write down as many words as they know about that subject. You may also have them work in a pair or small group of 3.

At the end of that short time, ask them, “Is there anyone who has 30 words?” Ask for a number that nobody could have so that all students are on a level field and nobody feels either superior or inferior. This helps your lower students to be more willing to participate and volunteer in this activity. Then, come down in your numbers until you have someone (group) with the most to start with.

A rep from the group reads their words box-by-box, slowly. All class members write down the words in their boxes.

Ask if anyone has any more words not yet mentioned. Students add to their boxes.

This sheet becomes the basis for the vocabulary in the unit or concept and becomes a portable word wall. Students add to the sheet as they learn new words, or teacher adds words as they are studied.

Alternative idea:


Write two names, concepts, ideas for comparison and/or contrast at the top of the page, each in a different color pen/pencil.Students take notes about the topic in the color assigned. After reading or other study, the students write a comparison about the two topics.

Q - R S - T U - V W – X – Y - Z

I - J K - L M - N O - P

A - B C - D E - F G - H

Topic/Issue/Concept:

_______________________________________


Attachment Y

What I think it means: Definition in my own words:

Picture of what I think it is: Examples:

Q - R S - T U - V W – X – Y - Z


Citation Page in APA Format for ALL materials and resources used in the unit. 10 minimum for full credit.See http://www.nwmissouri.edu/library/CITING/APA.htm for help. Use the **resources below ONLY if you’ve used ideas from them in your lessons.

Works Cited

**Beck, I., McKeown, M., and Kucan, L.(2002) Bringing Words to Life. New York, NY: The Guilford Press

Harris & Ewing. (photographer). (1925). Native American (in italics) [Photo]. Native American(in italics) [Photo]. Retrieved from URL http://www.loc.gov/item/hec2013014891/

Hernandez, Edmund. (Painter). (2011) Buzz Aldrin. [Painting]. Retrieved from URL http://edmundhernandez.blogspot.com/2011/05/buzz-aldrin.html

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teacher’s Manual. Alexandria, VA: Association for Supervision and Curriculum Development

N.A. (N.A) Christopher Columbus. [Painting]. Retrieved from URL http://totallyhistory.com/christopher-columbus/

N.A. () [Photo]. Retrieved from URL http://www.mhs.ox.ac.uk/astrolabe/catalogue/browseReport/Astrolabe_ID=220.html

N.A. (N.A) Interactive Native American Map (Image) Retrieved from URL http://www.learner.org/interactives/historymap/indians.html

N.A. (Year). Map(in italics) [Media]. Retrieved from URL http://www.hdwallpapers3d.com/world-maps-with-countries-wallpapers/

N.A. (n.d.). Famous Explorers' Biographies. Retrieved February 10, 2015, from http://www.kidinfo.com/american_history/explorers.html

N.A. (N.A) Christopher Columbus. [Painting]. Retrieved from URL http://totallyhistory.com/christopher-columbus/

http://totallyhistory.com/christopher-columbus/

http://www.kidinfo.com/american_history/explorers.html

http://www.hdwallpapers3d.com/world-maps-with-countries-wallpapers/

http://www.mhs.ox.ac.uk/astrolabe/catalogue/browseReport/Astrolabe_ID=220.html

http://totallyhistory.com/christopher-columbus/

http://edmundhernandez.blogspot.com/2011/05/buzz-aldrin.html

http://www.loc.gov/item/hec2013014891/

http://www.nwmissouri.edu/library/CITING/APA.htm


N.A. (N.A) Venn Diagram (Image) Retrieved from URL http://teacherweb.com/JP/yokosukamiddle/tehranie/apt8.aspx

Osofsky, A., & Young, E. (1992). Dreamcatcher. New York: Orchard Books.

Sis, P. (1992). Follow the dream: The story of Christopher Columbus (Special ed.). New York: Trumpet Club.

**Zike, Dinah (2000) Foldables. New York, NY: Macmillan/McGraw-Hill

http://teacherweb.com/JP/yokosukamiddle/tehranie/apt8.aspx

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