European Exploration
Explorer Research
I. Objectives
Students will be able to compose a report on an European Explorer in a small group setting.
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.
Geography - 3.5 The student will develop map skills by
c) locating the countries of Spain, England, and France;
d) locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia);
3.6 The student will read and construct maps, tables, graphs, and/or charts.
Writing - 3.11 The student will write a short report.
c) Collect and organize information about the topic into a short report.
Oral Language - 3.2 The student will present brief oral reports using visual media.
a) Speak clearly.
b) Use appropriate volume and pitch.
c) Speak at an understandable rate.
d) Organize ideas sequentially or around major points of information.
e) Use contextually appropriate language and specific vocabulary to communicate ideas.
II. Materials for Learning Activities
Teacher –
1. Index Cards with Research Groups Names from previous lesson
2. Research Material - Non-Fiction Books on Explorers, Encyclopedias, Access to Virtual Field Trip, see lesson: What is an Explorer?
3. Chart Paper for Maps
4. Explorer Research Worksheet
5. Explorer Research Rubric
6. Research Steps Worksheet
7. Access to computers
8. Anecdotal Records
9. Exit Card II
Student –
1. Social Studies Interactive Notebook
2. Explorer Research Worksheet
3. Research Steps Worksheet
4. Research Materials- See Teacher Materials
5. Pencil
6. Chart Paper/ Colored Pencils/Markers to create Maps
7. Computers
III. Procedures for Learning Activities
Introduction strategies – Small Group – 20 minutes
o Break students up in to their research groups, groups can be verified via the index cards. When groups are settled, explain to students they are going to become experts on an European Explorer by doing a research report and then share their findings with other groups. Every group member must participate in writing, researching, and or drawing the report. The information gathered for your report can come from the books provided and your notes collected from the previous lessons. The teacher will then go over the requirements of the assignment and the rubric for the assignment.
o After the requirements and rubric have been explained allow students to start working on their research project. Students should be given a minimum of two days to complete project. Presentations should occur after “Experts on Explorers” Lesson, day eight.
o During the research process the teacher should circulate around the room assisting groups as needed.
Summary –Whole Group – 5 minutes- At the end of each research day take a few minutes and bring the class together in whole group. Have each group share where they are in the research process. Also use this time to have students discuss if they are having any problems with their project and allow other groups to provide advice. At the end of the lesson have students complete Exit Card II as a way to monitor student understanding.
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. While students are collecting information about a particular explorer they are becoming experts on that explorer and will use the information they found to inform other classmates during a break-out session planned for after students have completed researching. Students will use the knowledge gained in the Native American IRA to help assist them in writing the "Interaction with Native Americans" section of research report.
IV. Assessment
Formative Assessments will be taken via observations and verbal checks of the students, the teacher will continue to note student understanding on anecdotal records. The teacher will circulate the room during students’ research time to address needs as well as assess student understanding of the information being collected. The exit card will act as an assessment to monitor if students are comprehending the material Summative Assessment will be gathered from the final presentation of the reports, see rubric. The teacher is looking to see if students can collect and present data on a European Explorer, essentially becoming an expert on a particular explorer to be able to report on their explorer in a break-out discussion session.
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 discussions during the research process. Visual learners will be supported through the reading of research information. Kinesthetic learners will profit from searching for their explorer as well as writing the report and the drawing of the maps. The research project also offers students the choice of how they want to present their information: play, make a book, power point, or poster presentation.
Explorer Research
I. Objectives
Students will be able to compose a report on an European Explorer in a small group setting.
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.
Geography - 3.5 The student will develop map skills by
c) locating the countries of Spain, England, and France;
d) locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia);
3.6 The student will read and construct maps, tables, graphs, and/or charts.
Writing - 3.11 The student will write a short report.
c) Collect and organize information about the topic into a short report.
Oral Language - 3.2 The student will present brief oral reports using visual media.
a) Speak clearly.
b) Use appropriate volume and pitch.
c) Speak at an understandable rate.
d) Organize ideas sequentially or around major points of information.
e) Use contextually appropriate language and specific vocabulary to communicate ideas.
II. Materials for Learning Activities
Teacher –
1. Index Cards with Research Groups Names from previous lesson
2. Research Material - Non-Fiction Books on Explorers, Encyclopedias, Access to Virtual Field Trip, see lesson: What is an Explorer?
3. Chart Paper for Maps
4. Explorer Research Worksheet
5. Explorer Research Rubric
6. Research Steps Worksheet
7. Access to computers
8. Anecdotal Records
9. Exit Card II
Student –
1. Social Studies Interactive Notebook
2. Explorer Research Worksheet
3. Research Steps Worksheet
4. Research Materials- See Teacher Materials
5. Pencil
6. Chart Paper/ Colored Pencils/Markers to create Maps
7. Computers
III. Procedures for Learning Activities
Introduction strategies – Small Group – 20 minutes
o Break students up in to their research groups, groups can be verified via the index cards. When groups are settled, explain to students they are going to become experts on an European Explorer by doing a research report and then share their findings with other groups. Every group member must participate in writing, researching, and or drawing the report. The information gathered for your report can come from the books provided and your notes collected from the previous lessons. The teacher will then go over the requirements of the assignment and the rubric for the assignment.
- Requirements – Students will be given a European Explorer Research worksheet. Explain to the students each group member is required to fill out the worksheet this will help them report their information to other groups. The final report will be presented to the class. How you want to present is up to the group, you can create a play, write a non-fiction book on your explorer, create a power point presentation, or make a poster about your explorer. The final report must include all the information collected from the Research worksheet as well as a map of your explorers journey.
- Rubric – The teacher will explain how the students will be graded.
- Because it is a group project there is one grade per group.
- All parts of the research worksheet are included
- Map of the explorers journey included
- Presentation is neat, organized, and easily read
- Information about the Explorer is correct
- All students presented information during final presentation and help create the presentation.
- Students should pair up in the group and look through the research material together, writing down their findings on the Research Worksheet.
- After the pairs of students have found the information, the pairs in the groups should get together and compare notes, to make sure their information is the same and correct.
- Decide how the group wants to present the presentation
- Pick the jobs of the group members to put the presentation together- 2-3 people can work on one portion.
- Draw the Map/ Color the Map
- Write the presentation/ Story/ Play/Book
- Illustrate the book
- Who will write/type what portion of the presentation?
- Decide how you will present, who is going to say what part?
o After the requirements and rubric have been explained allow students to start working on their research project. Students should be given a minimum of two days to complete project. Presentations should occur after “Experts on Explorers” Lesson, day eight.
o During the research process the teacher should circulate around the room assisting groups as needed.
Summary –Whole Group – 5 minutes- At the end of each research day take a few minutes and bring the class together in whole group. Have each group share where they are in the research process. Also use this time to have students discuss if they are having any problems with their project and allow other groups to provide advice. At the end of the lesson have students complete Exit Card II as a way to monitor student understanding.
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. While students are collecting information about a particular explorer they are becoming experts on that explorer and will use the information they found to inform other classmates during a break-out session planned for after students have completed researching. Students will use the knowledge gained in the Native American IRA to help assist them in writing the "Interaction with Native Americans" section of research report.
IV. Assessment
Formative Assessments will be taken via observations and verbal checks of the students, the teacher will continue to note student understanding on anecdotal records. The teacher will circulate the room during students’ research time to address needs as well as assess student understanding of the information being collected. The exit card will act as an assessment to monitor if students are comprehending the material Summative Assessment will be gathered from the final presentation of the reports, see rubric. The teacher is looking to see if students can collect and present data on a European Explorer, essentially becoming an expert on a particular explorer to be able to report on their explorer in a break-out discussion session.
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 discussions during the research process. Visual learners will be supported through the reading of research information. Kinesthetic learners will profit from searching for their explorer as well as writing the report and the drawing of the maps. The research project also offers students the choice of how they want to present their information: play, make a book, power point, or poster presentation.
exit_card_ii.pdf | |
File Size: | 99 kb |
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european_explorer_research_attachments.pdf | |
File Size: | 199 kb |
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