European Exploration
What is an explorer?
I. Objectives
Students will be able to identify traits of an explorer.
History - 3.3 The student will study the exploration of the Americas by
a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport;
b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.
II. Materials for Learning Activities
Teacher –
1. SMARTBoard for KWL
2. Computer /SMARTBoard Virtual Field Trip of European Exploration – http://prezi.com/z1uu5npecyno/european-exploration-of-the-americas/
3. Graphic Organizer – European Exploration, Facts and Questions
4. World Map
5. Anecdotal Records
Student –
1. Social Studies Interactive Notebook
2. European Exploration, Facts and Questions Worksheet
3. Pencil
4. Glue
III. Procedures for Learning Activities
Introduction – Whole Group – 5 Minutes-
o The teacher will introduce the Exploration Unit by asking the students – What do you know about explorers?
o From the question the teacher will write the students’ responses on a KWL via SMARTBoard.
o Next the teacher will ask the students – What do you want to know about explorers?
o The students’ responses will be posted under the W on the KWL chart.
o The teacher will explain to the students that over the next week the class will be explorers exploring the European Exploration of North America, finding out new information, answering the questions they may have about explorers and discovering if what they already know is accurate.
o The teacher will then hand out the European Exploration, Facts and Questions worksheet and ask students to return to their desk to insert the worksheet in their interactive notebooks.
Instructional strategies –
Day One - Whole Group/Individual -40-45 minutes(students can sit comfortably to see the SMARTBoard)
o The teacher will explain to the students that they are going to watch a presentation on Four European Explorers as they watch the presentation they should write down interesting facts and questions they may have about the explorers on the European Exploration, Facts and Questions worksheet.
o Note - During the presentation the teacher will stop and discuss the information that was just viewed to help develop understanding.
o After student’s are settled the teacher will begin the presentation - http://prezi.com/z1uu5npecyno/european-exploration-of-the-americas/
Day 2 – Small Groups – 20 minutes
Summary Day 1 – Individual – 3 minutes- Give students a moment to write any last facts or questions in their notebooks and explain to them that the next class they will share their findings in groups.
Summary Day 2–Whole Group – 3 minutes- Direct students’ attention to the KWL, started earlier, and ask students if there is any more information they would like to add to the W and possibly add new information to the L portion of the chart.
Extensions or connections to other lessons – Students will continue to discuss European Exploration over the next week, building on knowledge of Explorers, the reasons and results of exploring North America. The next lesson students will write a definition of an explorer based on the facts they collected from the presentation, this will be done in a group setting.
IV. Assessment
Formative Assessments will be taken via observations and verbal checks. The teacher will assess understating during the question and review portion of the presentation, taking note of students’ responses, looking for correct or misunderstandings, misunderstandings should be addressed immediately, observations are noted in anecdotal records, see anecdotal records attachment. Anecdotal records will be used to help monitor understanding. Formative assessments may also be gained through the charting of the KWL, taking note of students former understating of explorers and the beginning of what they learned after the presentation. The teacher may also assess understanding by walking around during the presentation and checking what students are writing for their facts and questions.
V. Differentiation
The lesson will provide access to students with varying visual, kinesthetic and auditory learning modalities through a variety of methods. Auditory learners will benefit from the direct instruction portion when the teacher describes and explains the presentation and charting the KWL. Visual learners will be supported through the use of the online presentation which holds videos, maps, and pictures. Kinesthetic learners will profit from writing the facts and questions during the presentation.
What is an explorer?
I. Objectives
Students will be able to identify traits of an explorer.
History - 3.3 The student will study the exploration of the Americas by
a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport;
b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.
II. Materials for Learning Activities
Teacher –
1. SMARTBoard for KWL
2. Computer /SMARTBoard Virtual Field Trip of European Exploration – http://prezi.com/z1uu5npecyno/european-exploration-of-the-americas/
3. Graphic Organizer – European Exploration, Facts and Questions
4. World Map
5. Anecdotal Records
Student –
1. Social Studies Interactive Notebook
2. European Exploration, Facts and Questions Worksheet
3. Pencil
4. Glue
III. Procedures for Learning Activities
Introduction – Whole Group – 5 Minutes-
o The teacher will introduce the Exploration Unit by asking the students – What do you know about explorers?
o From the question the teacher will write the students’ responses on a KWL via SMARTBoard.
o Next the teacher will ask the students – What do you want to know about explorers?
o The students’ responses will be posted under the W on the KWL chart.
o The teacher will explain to the students that over the next week the class will be explorers exploring the European Exploration of North America, finding out new information, answering the questions they may have about explorers and discovering if what they already know is accurate.
o The teacher will then hand out the European Exploration, Facts and Questions worksheet and ask students to return to their desk to insert the worksheet in their interactive notebooks.
Instructional strategies –
Day One - Whole Group/Individual -40-45 minutes(students can sit comfortably to see the SMARTBoard)
o The teacher will explain to the students that they are going to watch a presentation on Four European Explorers as they watch the presentation they should write down interesting facts and questions they may have about the explorers on the European Exploration, Facts and Questions worksheet.
o Note - During the presentation the teacher will stop and discuss the information that was just viewed to help develop understanding.
o After student’s are settled the teacher will begin the presentation - http://prezi.com/z1uu5npecyno/european-exploration-of-the-americas/
- The first slide shows a map of European Exploration, the teacher should point out where the exploration started and ended.
- After the video on Christopher Columbus – review key points
- Who paid for his Voyage, Why did he go, What he found.
- Discuss the map – pointing out Spain, Dates, Where he landed
- Read the Journal Entry of Columbus – point out how he described the Native Americans.
- After the video on Juan Ponce De Leon – review key points - Who wanted him to go, Why did he go, What he found
- Discuss the map – pointing out What country his journey began, Where he landed, Dates
- After the 2nd explorer, stop and discuss with the students what they have learned thus far.
- During the timeline on Jacque Cartier read and discuss the information to help with understanding. After the timeline review – Why he went, What he found.
- Discuss the map, you may need to view a world map to show where Cartier set sail from. Point out dates, where he set sail from and where he landed.
- Read the information to the class on Christopher Newport, review – Who sent Newport, Why did he go, What did he find.
- Discuss the map, point out what country he set sail from and where he landed.
- Play the last video, it is a song to help sum up the four explorers.
Day 2 – Small Groups – 20 minutes
- With interactive notebooks, have students read and review the facts and questions they gathered on explorers from the previous day in small groups. Explain to the students to take each reading a fact and a question until everyone in the group has had a chance to share all their facts and questions. If someone has a question that another classmate in the group can answer have students take the opportunity to answer those questions at that time.
- After students have had a chance to share, have the students, in their group, write a sentence or two defining the question – What is an explorer? They will use information from the presentation and the facts they wrote done to help write the sentence(s).
- Ask a member from each group to share their definition, write the definition on the bottom of the KWL. Take a moment to have the class discuss if they agree or disagree on the definitions.
Summary Day 1 – Individual – 3 minutes- Give students a moment to write any last facts or questions in their notebooks and explain to them that the next class they will share their findings in groups.
Summary Day 2–Whole Group – 3 minutes- Direct students’ attention to the KWL, started earlier, and ask students if there is any more information they would like to add to the W and possibly add new information to the L portion of the chart.
Extensions or connections to other lessons – Students will continue to discuss European Exploration over the next week, building on knowledge of Explorers, the reasons and results of exploring North America. The next lesson students will write a definition of an explorer based on the facts they collected from the presentation, this will be done in a group setting.
IV. Assessment
Formative Assessments will be taken via observations and verbal checks. The teacher will assess understating during the question and review portion of the presentation, taking note of students’ responses, looking for correct or misunderstandings, misunderstandings should be addressed immediately, observations are noted in anecdotal records, see anecdotal records attachment. Anecdotal records will be used to help monitor understanding. Formative assessments may also be gained through the charting of the KWL, taking note of students former understating of explorers and the beginning of what they learned after the presentation. The teacher may also assess understanding by walking around during the presentation and checking what students are writing for their facts and questions.
V. Differentiation
The lesson will provide access to students with varying visual, kinesthetic and auditory learning modalities through a variety of methods. Auditory learners will benefit from the direct instruction portion when the teacher describes and explains the presentation and charting the KWL. Visual learners will be supported through the use of the online presentation which holds videos, maps, and pictures. Kinesthetic learners will profit from writing the facts and questions during the presentation.
anectodal_records.pdf | |
File Size: | 92 kb |
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european_explorer_facts_and_questions.pdf | |
File Size: | 59 kb |
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