II Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 1

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1 Meet the Explorers From Our Past Grade Level: Connections_3 rd and 5 th Written by: Michelle Abernathy, Suzanne Gandy, and Staci Lewis Length of Unit: (8 lessons) I. ABSTRACT A. This unit is an exciting and interesting approach to teaching 3 rd and 5 th graders about explorers. It focuses on the contributions of each explorer as well as the routes that they took. This unit provides activities for 3 rd and 5 th graders as well as activities that both grades can do together. II. OVERVIEW A. Concept Objectives 1. Students will understand the reasons behind exploration of the world. 2. Students will understand the reasons behind third and fifth grade explorers. B. Content from the Core Knowledge Sequence 1. Find directions on a map: east, west, north, south (p.69) 2. Identify major oceans: Pacific, Atlantic, Indian, Arctic (p.69) 3. Identify the seven continents: Asia, Europe, Africa, North America, South America, Antarctica, Australia (p.69) 4. Locate: the Equator, Northern Hemisphere and Southern Hemisphere (p.69) 5. Identify isthmus, Prime Meridian, longitude and latitude (p.112) 6. Identify Leif Ericson (Leif the Lucky ) as Eric the Red s oldest son (p.70) 7. Europeans set forth in a great wave of exploration and trade (p.113) 8. Understand Ponce de Leon, legend of the Fountain of Youth (p.71) 9. Settlement of Florida (p.71) 10. Bartolomeu Dias rounds the Cape of Good Hope (p.113) 11. Vasco da Gama: spice trade with India, exploration of East Africa (p.113) 12. Cabral claims Brazil (p.113) 13. Two worlds meet Christopher Columbus and the Tainos (p.113) 14. The search for the Northwest Passage (p.72 &113)) 15. Identify John Cabot with Newfoundland (p.72) 16. Identify Henry Hudson with the Hudson River (p.72) 17. Identify Hernando de Soto (p.71) 18. Identify Coronado and the legend of the Seven Cities of Cibola (p.71) 19. Megellan crosses the Pacific, one of his ships returns to Spain, making the first round the world voyage (p.113) 20. Search for the Northwest Passage (p.113) 21. Understand that Pedro Menendez de Aviles was the founder of St. Augustine (p.71) 22. Colonies in North America and West Indies (p.113) 23. Identify Champlain: New France and Quebec (p.72 & 113) C. Skill Objectives (List specific skills to be taught in each lesson and use the same ones from your lessons.) 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 1

2 1. Students will identify the seven continents and four oceans. 2. Students will be able to define vocabulary. 3. Student will identify the contributions made by Leif Ericson. 4. Students will be able to explain why Leif Ericson was the first European to reach North American Midland. 5. Students will be able to create a special day comparable to the Leif Ericson Day. 6. Students will identify the contributions made by Marco Polo. 7. Students will be able to identify and label a map with Polo s route. 8. Students will identify the contributions made by Juan Ponce de Leon. 9. Students will use map skills to understand the direction from one place to another. 10. Students will locate Florida on a map. 11. Students will identify the contributions made by Dias, da Gama, and Cabral. 12. Students will identify Dias, da Gama and Cabral s routes. 13. Students will be able to compare and contrast the contribution that Dias, da Gama, and Cabral made. 14. Students will identify the contributins made by Christopher Columbus. 15. Students will write a story describing a sea voyage using correct punctuation, capitalization, and proper grammar. 16. Students will follow written instructions and create a Christopher Columbus s day compass. 17. Students will identify the contributions made by John Cabot and Henry Hudson. 18. Students will identify key vocabulary, state explorer s names, the reason for their exploration, and their accomplishments. 19. Students will identify the contributions made by Hernando de Soto and Francisco Vasquez de Coronado. 20. Students will compare and contrast facts about the explorers in the lesson. 21. Students will identify Magellan and Cartier s routes. 22. Students will identify the contributions made by Magellan and Cartier 23. Students will identify the contributions made by Pedro Menendez de Aviles. 24. Students will differentiate between fact and opinion. 25. Students will identify Drake s and Minuit s contributions to exploration. 26. Students will use technology to search for factual information. 27. Students will state cause and effect from reading and information presented. 28. Students will identify the contributions made by Drake and Minuit. 29. Students will be able to write a friendly letter. 30. Students will analyze Champlain s character from the literature read. 31. Students will identify the contributions made by Samuel de Champlain. III. BACKGROUND KNOWLEDGE A. For Teachers 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 2

3 1. Frazee, Bruce and Guardia, William. Helping Your Child With Maps and Globes. Glenview IL: GoodYearBooks, Gravois, Michael. Hands-on Explorers. New York: Scholastic Inc., X B. For Students 1. Reading Comprehension and Response (1 st and 3 rd Grades) 2. Writing, Grammar and Usage (2 nd grade) 3. Map Skills: Seven Continents (kindergarten and 1 st and 2 nd Grade) 4. Geography: Spatial Sense (kindergarten and 1 st Grade) 5. Geographical Terms and Features (1 st,2 nd,3 rd,4 th and 5 th. IV. RESOURCES (Provide a list of key resources-literature selections, activity books, AV materials, etc.-that are critical in teaching this unit.) A. Helping Your Child With Maps and Globes by Bruce Frazee and William Guardia B. Pearson Learning Core Knowledge History and Geography 3 rd and 5 th C. What Your Third Grader Needs to Know (revised edition)(varied lessons) D. What Your Fifth Grader Needs to Know (varied lessons) E. Hands on History Explorers (varied lessons) V. LESSONS Lesson One: Introduction to Exploration (Third and Fifth Grade) A. Daily Objectives 1. Concept Objective(s) a. Students will understand the reasons behind exploration of the world. 2. Lesson Content a. Find directions on a map: east, west, north, south. b. Identify major oceans: Pacific, Atlantic, Indian, Arctic. c. Identify the seven continents: Asia, Europe, Africa, North America, South America, Antarctica, Australia. d. Locate: the Equator, Northern Hemisphere and Southern Hemisphere. e. Identify isthmus, Prime Meridian, longitude and latitude. 3. Skill Objective(s) a. Students will identify the seven continents and four oceans. b. Students will be able to define vocabulary. B. Materials 1. 2 apples 2. knife 3. world map 4. world globe 5. overhead or chalkboard 6. Appendix B: Student Map (one copy for each student) 7. Appendix C: Teacher Map C. Key Vocabulary 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 3

4 1. Hemisphere: Half of the earth, either vertically or horizontally. If sectioned vertically, they are western and eastern hemispheres. If sectioned horizontally, they are northern and southern hemispheres. 2. Equator: An imaginary circle around the Earth halfway between the North Pole and the South Pole: the largest circumference of the Earth. 3. Prime Meridian: Zero degrees longitude; passes through Greenwich, a suburb of London. 4. Latitude: Distance measured on the earth s surface north and south of the equator. On a globe or map, lines of latitude are drawn running east and west. Latitude is expressed in degrees. Each degree is equal to approximately sixty miles. 5. Longitude: Distance measured on the earth s surface east and west of an imaginary line. On a globe or map, lines of longitude are drawn from the North Pole to the South Pole. Longitude is expressed in degrees. 6. Isthmus: a narrow strip of land between two bodies of water. 7. Gulf: an extension of our ocean or sea into the land. 8. Peninsula: a long narrow portion of land extending out into the water. 9. Circumnavigate: to go completely around the world by water. D. Procedures/Activities 1. Write the key vocabulary words on the overhead and have the students list the definitions on a piece of paper. 2. The teacher will show a map and a globe and ask the students which one is the most accurate representation of the earth and discuss why. 3. Use an apple to represent the earth. Discuss shapes such as: round, circle, half-circle, sphere, hemisphere. Cut the first apple in half crosswise and show children the northern and southern hemispheres of the apple. Then cut the second apple in half lengthwise to demonstrate the western and eastern hemispheres. Tell the children that the earth can be divided in half horizontally and vertically like the apple and there are guides that show us where. Ask students to project what those lines are called. Teacher should guide student to identify the Prime Meridian and the Equator. Have student practice identifying the hemispheres. E. Assessment/Evaluation 1. Pass out a world map Appendix B: Student Map and have the student fill in as many continents and oceans that they can recall. Then class will review continents and oceans and fill in any missing information. Students will add the terms Prime Meridian and Equator to their map. Lesson Two: Leif Ericson (Third Grade) A. Daily Objectives 1. Concept Objective(s) a. Students will understand the reasons behind Leif Ericson s explorations. 2. Lesson Content a. Identify Leif Ericson (Leif the Lucky ) as Eric the Red s oldest son. 3. Skill Objective(s) a. Student will identify the contributions made by Leif Ericson Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 4

5 b. Students will be able to explain why Leif Ericson was the first European to reach North American Mainland. c. Students will be able to create a special day comparable to the Leif Ericson Day. B. Materials 1. What Your Third Grader Needs to Know 2. Internet to access 3. Appendix A: Explorer Information (one copy for every student) C. Key Vocabulary 1. Explorer: a person who travels in search of geographical or scientific information. D. Procedures/Activities 1. Begin a class discussion by asking the students to name the first European to discover America. Students might name Christopher Columbus. Many people think that Christopher Columbus was the first European to cross the Atlantic Ocean and discover America. However, the Vikings, led by Leif Ericson, arrived about 500 years before Columbus. 2. The teacher will read What Your Third Grader Needs to Know p about Leif the Lucky and lead a class discussion about the adventurous explorer. 3. Possible question to begin discussion: a. Tell me something interesting about Leif Ericson. b. Where is Vinland? Tell the students that Leif landed in Canada on the northeast coast of the province of Newfoundland. There Leif named his new discovery Vinland. c. Why did Leif name this new land Vinland? He saw grass for grazing, wild grapes growing on a vine, and salmon swimming in the river. Perhaps the Vikings were drawn to this land because it reminded them of the fjords of their homeland which also surrounded by grassland. 4. On the Internet site it states that though many still regard Christopher Columbus as the director of the New World, President Lyndon B. Johnson gave Ericson rights to the USA. In 1964, backed by a unanimous Congress, Johnson proclaimed October 9 th on Leif Ericson Day in commemoration of the first arrival of a European on North American soil. 5. Students will add this explorer to Appendix A: Explorer Information. E. Assessment/Evaluation 1. Appendix A: Explorer Information (one copy for every student) 2. Challenge the student to decide who they think deserves the credit for discovering America, Ericson or Columbus. Divide the class into two groups. Have group one explain why Ericson should have the credit for discovering America. Then have the second group explain why Columbus should have the credit for discovering America. Both groups will come together and share their ideas. 3. Leif Ericson Day is celebrated in the United States on October 9. Choose a day, rename it for yourself, and describe any special events that will occur on Your Day Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 5

6 Lesson Two: The Polo s (Fifth Grade) F. Daily Objectives 1. Concept Objective(s) a. Student will develop an understanding of Marco Polo s travels. 2. Lesson Content a. Europeans set forth in a great wave of exploration and trade 3. Skill Objective(s) a. Student will identify the contributions made by Marco Polo. b. Student will be able to identify and label a map with Polo s route. G. Materials 1. Pearson (5 th ) History and Geography pp computer 3. internet 4. overhead projector 5. large classroom map 6. overhead of world map 7. Appendix A: Explorer Information (one copy for every student) 8. Appendix D: Routes (one copy for every student) H. Key Vocabulary 1. Explorer: a person who travels in search of geographical or scientific information. 2. Merchant: someone who makes a living by buying and selling large quantities of goods. 3. Missionaries: a person who travels to other lands and tells about religions. 4. Accompany: to go with. I. Procedures/Activities 1. Read orally with class from Pearson (5 th ) pp. 124 The Travels of Marco Polo. 2. Go to under search type in Marco Polo. If able to project article on movie screen do so, so students can read along. If unable to project on a screen, read article orally to class stopping periodically to review and discuss information. 3. Have each student complete Appendix A: Explorer Information. 4. Pass out world map Appendix D: Routes. Teacher will trace Marco Polo s route with students on over head. Students will begin making a map key in the lower right hand corner. (For explorers routes go to: enchanted learning.com-type in explorers names and a map of that explorer will come up showing the route that they traveled. J. Assessment/Evaluation 1. Appendix A: Explorer Information (one copy for every student) 2. Appendix D: Routes 3. Teacher will ask comprehension questions on Marco Polo presentation. Suggested questions: Who was Marco Polo? What did he do? Where did he do it? When did he do it? Why did he do it? Student will respond in written form and submit to teacher for assessment Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 6

7 Lesson Three: Juan Ponce de Leon (Third Grade) A. Daily Objectives 1. Concept Objective(s) a. Students will understand the reasons behind Juan Ponce de Leon s explorations. 2. Lesson Content a. Understand Ponce de Leon, legend of the Fountain of Youth b. Settlement of Florida 3. Skill Objective(s) a. Students will identify the contributions made by Juan Ponce de Leon. b. Students will use map skills to understand the direction from one place to another. c. Students will locate Florida on a map. B. Materials 1. Pearson Learning History & Geography 2. United States map 3. Internet to access 4. Appendix A: Explorer Information C. Key Vocabulary 1. Abandon: to leave behind or give up on 2. Expedition: a journey made for a particular purpose D. Procedures/Activities 1. Read Ponce de Leon in Pearson Learning History & Geography p This will give the students an understanding of his reasons for exploring the land he named Florida. 2. Point out the state of Florida on a United States map. At this time the teacher will need access to the Internet in order to search for the Florida map and questions. 3. Students will add this explorer to Appendix A: Explorer Information. E. Assessment/Evaluation 1. Appendix A: Explorer Information 2. The teacher will go to the Internet site The teacher will guide the students and help them read the map of Florida in order to seek answers to the questions provided. Lesson Three: Portuguese Exploration (Fifth Grade) F. Daily Objectives 1. Concept Objective(s) a. Student will develop an understanding of Dias, da Gama and Cabral s travels. 2. Lesson Content c. Bartolomeu Dias rounds the Cape of Good Hope d. Vasco da Gama: spice trade with India, exploration of East Africa e. Cabral claims Brazil Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 7

8 3. Skill Objective(s) a. Students will identify Dias, da Gama and Cabral s routes b. Students will be able to compare and contrast the contribution that Dias, da Gama and Cabral made. c. Students will identify the contributions made by Dias, da Gama, and Cabral. G. Materials 1. Pearson (5 th ) History and Geography pp overhead 3. Appendix B: Student Map (handed out previously) 4. Appendix E: Dias & da Gama (one copy for each student) 5. internet 6. blue, orange, and brown map pencil 7. Appendix A: Explorer Information H. Key Vocabulary 1. Moor: a North African follower of Islam. 2. Scurvy: a disease caused by a lack of vitamin C which is found in fresh fruit and vegetables. I. Procedures/Activities 1. Read orally with class from Pearson (5 th ) pp Compare and contrast Dias, da Gama and Cabral on an overhead or chalkboard. 3. Have student complete Appendix A: Explorer Information (one copy for every six students). 4. Use world map from previous lesson Appendix B: Student Map. Teacher will trace Dias, da Gama and Cabral s routes with students on over head. Students will use a blue map pencil for Dias, orange for da Gama and brown for Cabral s route. (For explorers routes go to: enchanted learning.com-type in explorers names and a map of that explorer will come up showing the route that they traveled. 5. Pass out Appendix E: Dias & da Gama. J. Assessment/Evaluation 1. Appendix A: Explorer Information 2. Appendix E: Dias and da Gama Lesson Four: Christopher Columbus (Third and Fifth Grade) A. Daily Objectives 1. Concept Objective(s) a. Students will understand the reasons behind Christopher Columbus s explorations. 2. Lesson Content a. Two worlds meet Christopher Columbus and the Tainos 3. Skill Objective(s) a. Students will identify the contributions made by Christopher Columbus. b. Students will write a story describing a sea voyage using correct punctuation, capitalization, and proper grammar Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 8

9 c. Students will follow written instructions and create a Christopher Columbus s day compass. Appendix F: Compass Design (one copy per group) B. Materials 1. Third Grade Pearson Learning History and Geography p Fifth Grade Pearson Learning History and Geography p Map pencils 4. Green map pencil (for map route) 5. Scissors 6. Construction paper 7. Glue 8. Brad fasteners 9. Appendix A: Explorer Information 10. Appendix B: Student Map (previously handed out) 11. Appendix F: Compass Design (one copy per group) C. Key Vocabulary 1. League: An old measurement of distance equal to approximately 3 miles. 2. Mutiny: A rebellion against a leader such as a captain on a ship. 3. Royal Standard: A monarch flag. 4. Colony: A group of people who settled in a distant land but remained politically connected to their homeland. 5. Voyage: A traveling journey by sea. 6. Navigation: The science of determining a ship s location and the direction and distance it traveled. 7. Compass: An instrument for showing directions, consisting of a needle that points to the north magnetic pole, which is near the North Pole. D. Procedures/Activities 1. Teacher s will read about Christopher Columbus in their individual classrooms out of the Pearson Learning book and go over key vocabulary. 2. Pair a fifth grade student with a third grade student. Have the fifth grader take out their world map Appendix B: Student Map and trace Christopher Columbus s routes with a green map pencil. 3. Teacher will open up a discussion about a sea voyage with both grade level students. Possible questions to begin discussion: a. What kind of duties will you have on the ship or what role will you play? b. What type of ship will you choose for your voyage? c. Take a look at the world map or globe in your classroom. Where are you sailing from? What is your destination? d. What personal supplies will you need to survive this trip? e. What kind of knowledge would you need to navigate the ship in the right direction? 4. Teacher will demonstrate a pre-made compass design to grade level paired students in order to give the students an idea of how to create their own compass. 5. The teacher will give the following instructions to the students: 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 9

10 a. During Christopher Columbus s day, compasses were often decorated with fancy designs. b. Draw designs on your compass face. Be creative and use map pencils. Add N, S, E, W to your compasses in a fancy letter style. c. After you have colored your compass, cut it out and glue it to a piece of construction paper. Poke a hole in the arrow and attach it to the center of the compass with a brad fastener. d. With your partner practice directions on your compass. (Examples: Northeast, Northwest, Southeast, Southwest) 6. Students will add this explorer to Appendix A: Explorer Information. E. Assessment/Evaluation 1. Appendix A: Explorer Information 2. The teacher will have the paired fifth and third grade students write a story together. The group will use the answers from the questions brought up in the class discussion. 3. The students will listen and follow the instructions in order to design their own compass Appendix F: Compass Design. Lesson Five: John Cabot and Henry Hudson (Third and Fifth Grade) A. Daily Objectives 1. Concept Objective(s) a. Students will understand the reasons behind John Cabot and Henry Hudson s expeditions. 2. Lesson Content a. The search for the Northwest Passage b. Identify John Cabot with Newfoundland. c. Identify Henry Hudson with the Hudson River. 3. Skill Objective(s) a. Students will identify the contributions made by John Cabot and Henry Hudson. b. Students will identify key vocabulary, state explorer s names, the reason for their exploration, and their accomplishments. B. Materials 1. Third Grade Pearson Learning History & Geography p Fifth Grade Pearson Learning History & Geography p , Appendix A: Explorer Information 4. Teacher created Jeopardy game poster board 5. Vocabulary words from previous lessons 6. Teacher created question for the Jeopardy game C. Key Vocabulary 1. Charter: A document issued by an authority given a group certain rights. D. Procedures/Activities 1. Teacher s will read about John Cabot and Henry Hudson in their individual classrooms out of the Pearson Learning book and go over key vocabulary Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 10

11 2. The teacher will explain that John Cabot was the first European since the Vikings to explore the mainland of North America and the first to search for the Northwest Passage. 3. An Englishman named Henry Hudson tried four times to find the Northwest Passage, but his attempts failed. 4. Students will add this explorer to Appendix A: Explorer Information. E. Assessment/Evaluation 1. Appendix A: Explorer Information 2. Students will show prior knowledge learned from key vocabulary and explorers from lessons 1-5 by playing a game of Jeopardy. To prepare questions for the Jeopardy game, use Appendix A: Explorer Information that the students have been working on and vocabulary words. Lesson Six: Hernando de Soto and Francisco Vasquez de Coronado (Third Grade) A. Daily Objectives 1. Concept Objective(s) a. Students will understand the reasons behind Hernando de Soto and Francisco Vasquez de Coronado s expeditions. 2. Lesson Content a. Identify Hernando de Soto b. Identify Coronado and the legend of the Seven Cities of Cibola (of Gold) 3. Skill Objective(s) a. Students will identify the contributions made by Hernando de Soto and Francisco Vasquez de Coronado. b. Students will compare and contrast facts about the explorers in the lesson. B. Materials 1. Appendix A: Explorer Information 2. What Your Third Grader Needs to Know p Pearson Learning History & Geography p , Hula Hoops 5. Approximately 15 index cards for compare and contact activity C. Key Vocabulary 1. Astonished: very surprised, amazed 2. Strategy: a plan, or way of handling a situation 3. Crucial: very important 4. Livestock: animals raised by humans, such as cattle 5. Resume: to begin again 6. Disgrace: shame; loss of honor or respect D. Procedures/Activities 1. The teacher will read What Your Third Grader Needs to Know p and Pearson Learning History & Geography p , The teacher will explain to the students that de Soto and Coronado were both looking for the fabled Seven Cities of Gold. 3. After students have read about Hernando de Soto and Francisco Coronado, have them complete a Venn diagram using hula hoops to compare and contrast the two conquistadors. Lay the two hula hoops on the floor in a Venn diagram position. Label an index card with de Soto s 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 11

12 name on it and place it at the top of one hula hoop. Then label another index card with Coronado s name on it and place it at the top of the second hula hoop. Write the word both on another index card and place it between the hula hoops where they join together. Then have the students place the other cards with facts written on them in the right categories. (These are a few facts teachers may want to use.) 4. Facts about de Soto: a. Explored the southeastern part of today s United States. b. Saw the Mississippi c. Did not complete his journey 5. Facts about Coronado: a. Explored what is today the southwestern part of the United States. b. Saw the Grand Canon c. Quivira (a small village of Wichita people in what is now Kansas) 6. Fact about de Soto and Coronado: a. Were conquistadors b. Searched for the Seven Cities of Gold (Cibola) c. Claimed land for Spain d. Didn t find gold 7. Students will add this explorer to Appendix A: Explorer Information. E. Assessment/Evaluation 1. Appendix A: Explorer Information 2. The students will play a compare and contrast game with hula hoops. Lesson Six: Magellan and Cartier (Fifth Grade) F. Daily Objectives 1. Concept Objective(s) a. Student will understand the reasons behind Magellan s and Cartier s exploration 2. Lesson Content a. Magellan crosses the Pacific, one of his ships returns to Spain, making the first round the world voyage. b. Search for the Northwest Passage. 3. Skill Objective(s) a. Students will identify Magellan and Cartier s routes. b. Students will identify the contributions made by Magellan and Cartier. G. Materials 1. Pearson (5 th ) pp Magellan s Voyage 2. Pearson (5 th ) pp. 148 Jacques Cartier 3. Purple and yellow map pencil. 4. World map (previously passed out) H. Key Vocabulary 1. Strait: a narrow waterway connecting two bodies of water 2. Circumnavigate: to travel completely around something (as the earth), especially by water Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 12

13 I. Procedures/Activities 1. Read orally with class from Pearson pp and pp Make an overhead using questions from Pearson teacher guide pp. 15 (1-5) and pp. 19 (2) 3. Have students complete explorer information Appendix A: Explorer Information on both explorers. 4. Use world map from previous lesson Appendix D: Routes. Teacher will trace Magellan s and Cartier s routes with students on overhead. Students will use purple for Magellan and yellow for Cartier s route. J. Assessment/Evaluation 1. Appendix A: Explorers Information 2. Play Jeopardy with class reviewing information that was just covered in the lesson. Reward students that know the answer with candy. Lesson Seven: Pedro Menendez de Aviles (Third Grade) A. Daily Objectives 1. Concept Objective(s) a. Students will understand the reasons behind Pedro Menendez de Aviles expeditions. 2. Lesson Content a. Understand that Pedro Menendez de Aviles was the founder of St. Augustine (oldest European settlement in what is now the U.S.) 3. Skill Objective(s) a. Students will identify the contributions made by Pedro Menendez de Aviles. b. Students will differentiate between fact and opinion. B. Materials 1. Appendix A: Explorer Information 2. Third Grade Pearson Learning History & Geography p C. Key Vocabulary 1. Conquistador: the Spanish word for conqueror 2. Reclaim: to take back D. Procedures/Activities 1. Teacher will read Pearson Learning History & Geography p Teacher will discuss facts about Pedro Mendez de Aviles. The following sentences contain facts that you may want to include in your discussion. He went on to achieve the goal that Ponce de Leon hadn t been able to do. He set up a successful Spanish colony in Florida. The colony was called St. Augustine, and it still exists. 3. These are a few facts and opinions that the teacher may want to use. a. Pedro s expedition was a waste of time. (opinion) b. Pedro set up a successful Spanish colony in Florida. (fact) c. Pedro was better than Ponce de Leon because he achieved more. (opinion) 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 13

14 d. St. Augustine is the oldest permanent European settlement in the United States. (fact) e. St. Augustine is the best place to live. (opinion) f. Conquistador is the Spanish for conqueror. (fact) 4. Students will add this explorer to Appendix A: Explorer Information. E. Assessment/Evaluation 1. Appendix A: Explorer Information 2. The teacher will have the students number their papers from 1-6. The teacher will read statements aloud to students. The students will individually write fact or opinion on their paper next to their numbers. Upon completion, the teacher will go over the statements and make sure the students understood the concept. Lesson Seven: Drake and Minuit (Fifth Grade) F. Daily Objectives 1. Concept Objective(s) a. Student will understand the reasons behind Drake and Minuit s voyages. 2. Lesson Content b. Colonies in North America and West Indies 3. Skill Objective(s) a. Students will identify Drake s and Minuit s contributions to exploration. b. Students will use technology to search for factual information. c. Students will state cause and effect from reading and information presented. d. Students will identify the contributions made by Drake and Minuit. G. Materials 1. Computer Lab (access to computers) 2. Pearson (5 th ) pp. 143 Sir Frances Drake 3. Pearson (5 th ) pp New Netherlands 4. What Your 5 th Grader Needs to Know pp. 145 The Spanish Armada 5. Construction Paper 6. T-chart Appendix: two copies per student. H. Key Vocabulary 1. Joint stock company: a company that raises money by selling shares, or interest in the company, in the form of stock. I. Procedures/Activities 1. Teacher will guide the class through oral reading from Pearson s. 2. If available take whole class to computer lab and the teacher will guide the class orally on how to access information about Drake and Minuit. If computer lab is unavailable teacher can work with small groups on a computer that is available. A purpose of this lesson is to increase a students ability to search for information on the internet. Suggested search engines: and 3. Students will write down additional information that they come across Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 14

15 4. Fold a piece of construction paper in half (to construct a fact sheet) and have students title the top of each half with Drake and Minuit s name. The students need to list at least five facts about each one of these men. 5. Students will state cause and effect from reading and information gathered by constructing a T-chart. Instruct students to transfer the five facts on Drake under the cause column. Students will then write the effect of each cause. If needed students can locate additional information to identify the cause. Repeat for Minuit. J. Assessment/Evaluation 1. Fact sheet 2. Cause and effect T chart Lesson Eight: Samuel de Champlain (Third and Fifth Grade) A. Daily Objectives 1. Concept Objective(s) a. Students will understand the reasons behind Samuel de Champlain s expeditions. 2. Lesson Content a. Identify Champlain: New France and Quebec 3. Skill Objective(s) a. Students will be able to write a friendly letter. b. Students will analyze Champlain s character from the literature read. c. Students will identify the contributions made by Samuel de Champlain. B. Materials 1. Appendix A: Explorer Information 2. What Your Third Grader Needs to Know p Fifth grade Pearson Learning History & Geography p Brown paper bags 5. Scissors 6. Colored pencils 7. Teacher created postcard pattern (to give an antique look teacher will burn the edges around the postcard) 8. Lighter C. Key Vocabulary 1. Trade: when a person buys and sells goods 2. Sail: to travel by water in a sailing craft 3. Region: any of the zones into which the atmosphere is divided according to height or the sea according to depth 4. Growing Season: the days available to plant and harvest crops 5. Portage: to carry a canoe and supplies overland from one waterway to another D. Procedures/Activities 1. Teacher s will read about Samuel de Champlain in their individual classrooms out of the Pearson Learning book and out of What Your Third Grader Needs to Know and go over key vocabulary Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 15

16 2. The teacher needs to prepare the postcards for the students ahead of time. Trace the teacher created postcard pattern on a brown paper bag and cut out it out. Burn the edges of the postcard with a lighter and be careful. 3. On one side of the postcard, have students use their map pencils to draw one scene from Champlain s exploration. On the reverse left side of each card, ask students to write a complete paragraph, as if it were written by Champlain. On the right side, they should address the postcard to someone in France. Encourage the students to design a creative stamp in the upper right-hand corner of the postcard. 4. Students will add this explorer to Appendix A: Explorer Information. E. Assessment/Evaluation 1. Appendix A: Explorer Information 2. Students will create a postcard, write a letter, and draw a picture of Champlain s exploration in order to analyze his character. VI. VII. CULMINATING ACTIVITY A. Third grade and fifth graders will all meet in one classroom. Each student needs to bring with them their individual Appendix A: Explorer Information. The teacher will build a large Time Line at the front of the room using clothes pens and wire. The wire needs to be attached at both ends to something secure in the classroom. As the teacher calls out an explorer, individual students can raise their hand and tell the teacher where the explorer belongs on the timeline. (Teacher will have made cards with the explorer s names on them beforehand.) Students will build their time lines individually as the explorers are called out. Appendix A: Explorer Information sheets and be glued to construction paper. Once the time lines are complete the fifth graders can tell the third graders about the explorers they learned about and the third grader can then tell the fifth graders about the explorers that they learned about that were not covered by both grades. HANDOUTS/WORKSHEETS A. Appendix A: Explorer Information B. Appendix B: Student Map C. Appendix C: Teacher Map D. Appendix D: Routes E. Appendix E: Dias & Da Gama F. Appendix F: Compass Design VIII. BIBLIOGRAPHY A Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 16

17 Explorer: Explorer: Explorer: Date of Exploration: Date of Exploration: Date of Exploration: Reason for Exploration Reason for Exploration Reason for Exploration Accomplishment Accomplishment Accomplishment Explorers Appendix A: Explorer Information 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 17

18 Explorer: Date of Exploration: Reason for Exploration Accomplishment Explorer: Date of Exploration: Reason for Exploration Accomplishment Explorer: Date of Exploration: Reason for Exploration Accomplishment 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 18

19 Explorers Appendix B: Student Map Name Label the continents: Africa Antarctica Asia Australia Europe North America South America Label the oceans: Atlantic Ocean Arctic Ocean Indian Ocean Pacific Ocean Label: Equator Prime Meridian 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 19

20 PACIFIC OCEAN NORTH AMERICA SOUTH AMERICA ATLANTIC OCEAN ARCTIC OCEAN EUROPE AFRICA ASIA INDIAN OCEAN AUSTRALIA PACIFIC OCEAN Name Explorers Appendix C: Teacher Map ANTARCTICA Label the continents: Africa Antarctica Asia Australia Europe North America South America Label the oceans: Atlantic Ocean Arctic Ocean Indian Ocean Pacific Ocean Label: Equator Prime Meridian 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 20

21 Explorers Appendix D: Routes Name 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 21

22 EXPLORERS Appendix E: Dias & Da Gama Name Bartholomeu Dias & Vasco da Gama North America Potugal Lisbon Europe China India Africa Arabian Sea Calicut South America Indian Ocean Pacific Ocean Cape of Good Hope Map Key Dias Da Gama Bartholomeu Dias Vasco da Gama 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 22

23 EXPLORERS Appendix F: Compass Design 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 23

24 EXPLORERS Appendix G: T-Chart (p.1 of 2) S i r F r a n c i s D r a k e ( ) Cause Effect 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 24

25 EXPLORERS Appendix G: T-Chart (p.2 of 2) P e t e r M i n u i t ( ) Cause Effect 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 25

26 2005 Core Knowledge National Conference, Meet the Explorers from Our Past, Connections: 3 rd & 5 th Grade 26

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