European Exploration
Experts on Explorers
I. Objectives
Students will be able to orally discuss in a small group setting information about their European Explorer from their research project.
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.
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. KWL
2. Computer/SMARTBoard
3. Similarities and Differences Worksheet
4. Anecdotal Records
Student –
1. Explorer Research Worksheet
2. Interactive Notebooks
3. Similarities and Differences Worksheet
4. Pencil
5. Glue
III. Procedures for Learning Activities
Introduction – Whole Group – 5 Minutes
o The teacher will explain to the students that they are going to be split up into groups and be the experts of their explorers, meaning – the students will share the information they found out about their explorer with the other members of the group, students may use their Research Worksheet as guidance. While in the group students will also write similarities and differences they notice among the four explorers as a group.
Instructional strategies - Small Group - 40 Minutes
Summary –Whole Group – 10 minutes - The teacher should gather the class as a whole, with their interactive notebooks and discuss what they noticed about the explorers looking at their Similarties and Differences worksheet. Also, revisit the KWL the students started at the beginning of the unit. Have the students add their learning to the L section of the KWL. Ask them if their definition of an explorer has changed, if so why, if not why?
Extensions or connections to other lessons – This lesson connects with the students research projects, it gives the students an opportunity to show how they are experts on the explorer they researched. This also gives students the opportunity to have small group discussions on European Explorers, discussing the reasons and results of exploration.
IV. Assessment
Formative Assessments will be taken via observations and verbal checks, the teacher will continue to note students' understanding in anecdotal records. The teacher will circulate the room during student break-out sessions, helping with student understanding as well as noting those students that can clearly report their findings and others that struggle with the reporting process. Also, the teacher will be checking to see if students understand similarities and differences by looking at what the student is writing in the notebook.
V. Differentiation
The lesson will provide access to students with varying visual and auditory learning modalities through a variety of methods. Auditory learners will benefit from discussions during the break-out sessions. Visual learners will be supported through the writing facts and questions during the break-out sessions, as well as the use of the KWL.
Experts on Explorers
I. Objectives
Students will be able to orally discuss in a small group setting information about their European Explorer from their research project.
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.
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. KWL
2. Computer/SMARTBoard
3. Similarities and Differences Worksheet
4. Anecdotal Records
Student –
1. Explorer Research Worksheet
2. Interactive Notebooks
3. Similarities and Differences Worksheet
4. Pencil
5. Glue
III. Procedures for Learning Activities
Introduction – Whole Group – 5 Minutes
o The teacher will explain to the students that they are going to be split up into groups and be the experts of their explorers, meaning – the students will share the information they found out about their explorer with the other members of the group, students may use their Research Worksheet as guidance. While in the group students will also write similarities and differences they notice among the four explorers as a group.
- Give students the Similarities and Differences to glue into their interactive notebook.
- Explain to the students that they will write what they notice is the same about the Explorers on the Similarities side.
- The students will also write what they notice is different about the explorers on the Differences side.
- The teacher will then break the students up in to groups, so that each group has one member representing one of the four explorers.
Instructional strategies - Small Group - 40 Minutes
- When the students are in their small groups, the teacher will explain the discussion process.
- Each student should take a turn reading their Research Worksheet or discussing what they have found during their research.
- After each student shares the group should work together to write about the Similarities and Differences about the Explorers.
Summary –Whole Group – 10 minutes - The teacher should gather the class as a whole, with their interactive notebooks and discuss what they noticed about the explorers looking at their Similarties and Differences worksheet. Also, revisit the KWL the students started at the beginning of the unit. Have the students add their learning to the L section of the KWL. Ask them if their definition of an explorer has changed, if so why, if not why?
Extensions or connections to other lessons – This lesson connects with the students research projects, it gives the students an opportunity to show how they are experts on the explorer they researched. This also gives students the opportunity to have small group discussions on European Explorers, discussing the reasons and results of exploration.
IV. Assessment
Formative Assessments will be taken via observations and verbal checks, the teacher will continue to note students' understanding in anecdotal records. The teacher will circulate the room during student break-out sessions, helping with student understanding as well as noting those students that can clearly report their findings and others that struggle with the reporting process. Also, the teacher will be checking to see if students understand similarities and differences by looking at what the student is writing in the notebook.
V. Differentiation
The lesson will provide access to students with varying visual and auditory learning modalities through a variety of methods. Auditory learners will benefit from discussions during the break-out sessions. Visual learners will be supported through the writing facts and questions during the break-out sessions, as well as the use of the KWL.
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