European Exploration
Explore Explorers
I. Objectives
Students will be able to identify and define European Explorers and their reasons for exploring North America.
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. Explorer Search
2. Explorer Knowledge Worksheet
3. Index card
4. Anecdotal Records
5. Exit Card I
Student –
1. Social Studies Interactive Notebook
2. Explorer Knowledge Worksheet
3. Explorer Facts and Questions from the previous lesson
4. Pencil
5. Glue
6. Exit Card I
III. Procedures for Learning Activities
Introduction – Whole Group – 5 Minutes
o Teacher will explain to the students that they are now going to get know more about European Explorers by doing an Explorer Search. They will be explorers and gather new information on Four European Explorers by collecting data in their interactive notebooks.
o The teacher will then pass out the Explorer Knowledge Worksheet and ask students to glue the worksheet into their interactive notebooks.
Instructional strategies – Whole Group/Small Group – 25 minutes
o Split the class up in to five groups of four students each, do this by passing out letters A-E.
o Next the teacher will explain to the students that they are going to go on an explorer search by each getting one card about an explorer and they have to search for other classmates that will have matching facts, all the facts will match up to one particular explorer, remind students to hold on to the card they get each rotation (5 facts total per group, so each group will have five students). (Note to teacher, when passing out fact cards make sure each student in each group has a fact on a different explorer).
o To help the students find their explorer group, they may use the facts they collected the previous day from the presentation, as well as speak with their classmates. When a group has found one another, they should move to a corner or specific spot in the classroom.
o When the students have found their first explorer group, they will each share the fact they have on their card and document the facts in the correct category on the Explorer knowledge worksheet located in their interactive notebooks. The teacher should walk around and clarify information on the cards for students if needed.
o After each rotation have students return to their letter group and trade fact cards with someone in their letter group and go on another search for an explorer, continue the process until each child has been in every explorer group and documented all the explorer facts. Give each rotation five minutes to document their findings.
o When students have gone to their last explorer, keep them in this rotation. Briefly discuss new findings the students discovered through their explorer search, do this in a whole group discussion setting.
Summary –Small Group – 5 minutes-The teacher will explain to the students the group that they are in is going to be their research group and the explorer they just got done discussing is the explorer they will write their research project on. To document group member, have each group write their names and the explorer they are doing their project on, on an index card for the teacher. At the end of the lesson have students take the Exit Card I, for an assessment of 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. The next two lessons the students will work in groups to research an explorer. Connection – students will use the facts they collected during the explorer presentation, from the previous lesson to help them locate one another in the small group breakouts.
IV. Assessment
Formative Assessments will be taken via observations and verbal checks, the teacher will continue to document student understanding via anecdotal records. The teacher will assess understating with the exit card and during the question and review portion of the explorer search, taking note of students’ responses, looking for correct or misunderstandings, misunderstandings should be addressed immediately. The teacher may also assess understanding by walking around during the small group breakouts and checking what students are writing and discussing in the groups.
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 reading of the facts on explorers. Visual learners will be supported through the use of the fact cards. Kinesthetic learners will profit from searching for their explorer as well as writing the explorer facts.
Explore Explorers
I. Objectives
Students will be able to identify and define European Explorers and their reasons for exploring North America.
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. Explorer Search
2. Explorer Knowledge Worksheet
3. Index card
4. Anecdotal Records
5. Exit Card I
Student –
1. Social Studies Interactive Notebook
2. Explorer Knowledge Worksheet
3. Explorer Facts and Questions from the previous lesson
4. Pencil
5. Glue
6. Exit Card I
III. Procedures for Learning Activities
Introduction – Whole Group – 5 Minutes
o Teacher will explain to the students that they are now going to get know more about European Explorers by doing an Explorer Search. They will be explorers and gather new information on Four European Explorers by collecting data in their interactive notebooks.
o The teacher will then pass out the Explorer Knowledge Worksheet and ask students to glue the worksheet into their interactive notebooks.
Instructional strategies – Whole Group/Small Group – 25 minutes
o Split the class up in to five groups of four students each, do this by passing out letters A-E.
o Next the teacher will explain to the students that they are going to go on an explorer search by each getting one card about an explorer and they have to search for other classmates that will have matching facts, all the facts will match up to one particular explorer, remind students to hold on to the card they get each rotation (5 facts total per group, so each group will have five students). (Note to teacher, when passing out fact cards make sure each student in each group has a fact on a different explorer).
o To help the students find their explorer group, they may use the facts they collected the previous day from the presentation, as well as speak with their classmates. When a group has found one another, they should move to a corner or specific spot in the classroom.
o When the students have found their first explorer group, they will each share the fact they have on their card and document the facts in the correct category on the Explorer knowledge worksheet located in their interactive notebooks. The teacher should walk around and clarify information on the cards for students if needed.
o After each rotation have students return to their letter group and trade fact cards with someone in their letter group and go on another search for an explorer, continue the process until each child has been in every explorer group and documented all the explorer facts. Give each rotation five minutes to document their findings.
o When students have gone to their last explorer, keep them in this rotation. Briefly discuss new findings the students discovered through their explorer search, do this in a whole group discussion setting.
Summary –Small Group – 5 minutes-The teacher will explain to the students the group that they are in is going to be their research group and the explorer they just got done discussing is the explorer they will write their research project on. To document group member, have each group write their names and the explorer they are doing their project on, on an index card for the teacher. At the end of the lesson have students take the Exit Card I, for an assessment of 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. The next two lessons the students will work in groups to research an explorer. Connection – students will use the facts they collected during the explorer presentation, from the previous lesson to help them locate one another in the small group breakouts.
IV. Assessment
Formative Assessments will be taken via observations and verbal checks, the teacher will continue to document student understanding via anecdotal records. The teacher will assess understating with the exit card and during the question and review portion of the explorer search, taking note of students’ responses, looking for correct or misunderstandings, misunderstandings should be addressed immediately. The teacher may also assess understanding by walking around during the small group breakouts and checking what students are writing and discussing in the groups.
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 reading of the facts on explorers. Visual learners will be supported through the use of the fact cards. Kinesthetic learners will profit from searching for their explorer as well as writing the explorer facts.
exit_card_i.pdf | |
File Size: | 100 kb |
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european_explorer_search_and_knowledge_sheet.pdf | |
File Size: | 74 kb |
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