Social Studies Thematic Unit

Early Explorers of the New World

Kayla Oliver
Lauren Witteborg

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 Table of Contents

Thematic Unit Item Page

Table of Contents 2

Overview of Student Demographics 4

Planning Web 5

Unit Goal 6

Social Studies Standards 7

English Language Arts 8

Fine Arts 9

Initiating Activity 10

Developmental Activities 11

Culminating Activity 28

Resources 29

Maps (2) 29-30

Charts, Timelines, Globes, or Graphs (any 2) 30-31

Primary/Secondary Sources 31

Artifacts/Regalia 32

Visual Art 32

Web-sites (2) 33

Childrens Books (2) 33

Picture File 33

School Personnel (optional)

Community (Field Trip or Guest Speaker)

Glossary 34

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Parent Letter (English and Spanish) 35

Bulletin Board 36

Effective Engagement 37

Groupings

Learner-centered Engagement

Critical Thinking/Problem Solving

Accommodations for Diverse Learners

Webquest/Technology

Integration of ss-la-va at least twice

Three Independent Investigations

Formal and Informal Assessment 39-40

Pre-test

Post-test

Formative

Summative

Worksheets (if any)

Rubrics

Assessment Plan 41

Assessment Accommodations 41

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 Student Demographics

Total Number of Students 24

Ages of students 9-10

Total Male 13

Total Female 11

Caucasian Students 12

African- American Students 8

Latino/Hispanic Students 3

Total Asian/Pacific Islanders 1

Special Services Count

Students that receive Speech Services 2

Students that receive ESOL Services 3

Students pulled out for Reading 7

Interventions

Students pulled out for Math 7

Interventions

Student Test-Scores Count

Students ABOVE grade level in ELA/ 7
Reading

Students BELOW grade level in 16

ELA/Reading

Students ON grade level in Mathematics 6

Students BELOW grade level in 17

Mathematics

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Planning Web

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 Unit Goal

The goal of this unit s to allow the students to learn more about the early explorers and
the founding of the New World. The students will learn about where the explorers came from,
where they were planning to go, where they ended up, and what they were looking for. Students
will also learn about the early settlement of the New World. Some activities that the students will
be working on is practicing writing and public speaking.

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 Social Studies Standards

United States Studies to 1865

Standard 4-1: The student will demonstrate an understanding of political, economic, and
geographic reasons for the exploration of the New World.

Indicators

4-1.3 Explain the political, economic, and technological factors that led to the exploration
of the new world by Spain, Portugal, France, the Netherlands, and England, including the
competition between nations, the expansion of international trade, and the technological
advances in shipbuilding and navigation.

4-1.4 Summarize the accomplishments of the Vikings and the Portuguese, Spanish,
English, and French explorers, including Leif Eriksson, Columbus, Hernando de Soto, Magellan,
Henry Hudson, John Cabot, and La Salle.

NCSS Strands

1. Culture
2. Time, Continuity, and Change
3. People, Places, and Environments
5. Individuals, Groups, and Institutions

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 English Language Arts Standards

Standard 1: Write arguments to support claims with clear reasons and relevant evidence.

Indicator:
1.1 Write opinion pieces that: a. introduce a topic or text clearly, state an opinion, and
create an organizational structure in which related ideas are grouped to support the writers
purpose; b. use information from multiple print and multimedia sources; c. provide reasons
supported by facts and details; d. use transitional words or phrases to connect opinions and
reasons; e. develop and strengthen writing as needed by planning, revising, and editing building
on personal ideas and the ideas of others; f. use paraphrasing, quotations, and original language
to avoid plagiarism; and g. provide a concluding statement or section related to the opinion
presented.

Standard 1: Interact with others to explore ideas and concepts, communicate meaning,
and develop logical interpretations through collaborative conversations; build upon the ideas of
others to clearly express ones own views while respecting diverse perspectives.

Indicator:
1.1 Explore and create meaning by formulating questions, engaging in purposeful
dialogue with peers and adults, sharing ideas and considering alternative viewpoints. 1.2
Participate in discussions; ask and respond to questions to acquire information concerning a
topic, text, or issue.

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 SC Fine and Performing Arts Standards

Acting

Standard 2: The student will develop acting skills that allow him or her to portray a
variety of characters in both improvised and scripted dramatic presentations.

Indicators:

T4-2.2 Develop vocal control and expression to interpret characters in improvisations, scripts,
and literary works.

T4-2.4 Apply his or her observations of the environment and people to dramatic
activities.

History and Culture

Standard 4: The student will understand the visual arts in relation to history and world
cultures and the technologies, tools, and materials used by artists.

Indicators

VA4-4.1 Identify and discuss specific works of visual art as belonging to a particular time,
culture, and place.

VA4-4.2 Discuss the qualities of specific works by artists who have had a diverse access to
various technologies, tools, and materials.

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 Initiating Activity

The initiating activity will be a little activity like charades. There will be groups already
created so that way the people who need a little extra help are with those who understand
material easily. Once given some time to read over the scenario and figured out who in the group
is doing what, the students are to act out their scene in front of the class. The scenarios will be
relevant to early settlers attempting to travel and discovering new land. The class will then have
to guess what was happening during the skit. This activity allows for the students to become
explorers and get a taste of what it might have been like as a simple person trying to gain riches
and territory.

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 Developmental Activities

Day 1:
Description of Lesson: As different groups, the students will act out different scenarios that might
have happened to different explorers.
Lesson Title or Essential Question: Becoming an Explorer
Curriculum Standards Addressed:
SC Curriculum Standard(s): Standard 2: The student will develop acting skills that allow him or
her to portray a variety of characters in both improvised and scripted dramatic presentations.
SC Academic Indicator(s): T4-2.2 Develop vocal control and expression to interpret characters
in improvisations, scripts, and literary works.
T4-2.4 Apply his or her observations of the environment and people to dramatic
activities
Accommodations required in this class:
Groups will already be made in advance so that way the ones who need extra help can be in a
group with students who easily understand and can help.
Instructional Objective(s) Criteria: Assessment(s) of the Objectives:

The students will be able develop actings skills
that allow him or her to portray a variety of
characters by acting out different scenarios that
an explorer might face on their expeditions.
Before: Students will talk with their group
members as they pick their scenario to see
how they will act it out in front of the
class. Write down any questions that they
have about a life of an explorer.
During: Students will act out their scenes
that they chose in their groups. This will be
participation and graded from a rubric
from 1-3. One being that they did not
portray the action correctly and clearly,
and three being that they portrayed it
correctly and clearly.
After: As a whole the class will talk about
the different scenarios they saw and how
might they have been realistic. Answer any
questions that have not yet been answered
that pertain the to activity.

Materials/Resources: Scenarios for the groups to pick, bucket

Procedures Differentiation

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Students will be assigned their groups that they will be
working with throughout the whole Social Studies unit.
They will draw from a bucket that gives them their
scenario that they must act out in front of the class for
them to guess what is going on. Students must be on
task when talking in their groups and working
efficiently.
1. Once they have had enough time to figure out
what each group member will do, they are to
volunteer to act out their scene.
2. Grading will be on participation.
3. They are to act out their scenario without
telling what they are actually doing so the
students are able to guess.
4. After each group goes, there will be a short
discussion on what the group was trying to act
out.
ELA learners will be in a group
with students who can help them
understand what they are supposed
to be doing.
High performing students will be
the ones placed in charge of getting
the group to stay on task and
figuring out what to do for their
skit. While they are leaders, they
are supposed to know how to be
respectful leaders.

Once each group has acted out their scenario, the

teacher will then talk about how this could have
happened to explorers in the old days based off of what
they had back then being stuck in the middle of the
ocean or discovering a new land.

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 Day 2:

Subject/Grade Level Social Studies/ 4th grade

Description of Lesson: Students will be introduced the new Social Studies unit on early explorations.
The first day will be about the reasons of exploration into the New World and why from the
beginning countries.
Lesson Title or Essential Question: Exploration Around the New World
Curriculum Standards Addressed:
SC Curriculum Standard(s): The student will demonstrate an understanding of political,
economic, and geographic reasons for the exploration of the New World.
SC Academic Indicator(s): 4-1.3 Explain the political, economic, and technological factors that
led to the exploration of the new world by Spain, Portugal, France, the Netherlands, and
England, including the competition between nations, the expansion of international trade, and the
technological advances in shipbuilding and navigation.
Accommodations required in this class: Groups will already be made in advance so that way
the ones who need extra help can be in a group with students who easily understand and can
help.
Instructional Objective(s) Assessment(s) of the Objectives:
Criteria:

By the end of the lesson,
students will be able to explain
the political, economic, and
technological factors that led to
the exploration of the new
world.
Before: Students will put sticky notes underneath the
words Political, Economic, and Technological. The sticky
notes will be what the students believe the reason for
exploration because of those factors. Each group will have
a different colored sticky note so it is easy to see if each
person in the group participated.
During: Activity sheet that the students must fill out while
going around to each station. This will be graded as a daily
grade for accuracy.
After: As a class, the sticky notes will be reviewed. Each
group will add at least one more fact to the sticky notes
from the stations.

Materials/Resources: Colored sticky notes, markers, topic words posted around the room,
information about the countries and why they wanted to explore for the stations, activity sheets for
each students for the stations, maps

Procedures Differentiation

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Students be in their assigned groups already. They are go to a Students who finish early
topic that has been posted around the room and place a sticky will go ahead and start
note under each. The sticky note will have what they believe looking over the sticky
the reason for exploring the New World would be based off of notes that was completed at
that topic word. The topic words are Political, Economic, and the beginning. They are to
Technology. put to the side the ones that
they believe are the facts
1. Students will be in their same groups that they had that are irrelevant to the
from the sticky note activity. topic word. If students
2. They will go around to the different stations around the would like to go help
room. another group out that is
3. The stations are countries that include Spain, Portugal, struggling, they have that
France, the Netherlands, and England. option as well but must be
4. The students are supposed to go around and fill out assigned a group to help to
their activity sheets with the information that is located prevent any recess talk.
at each station.
5. The information is found on the list of websites given Those who are not quite
to them to search on their chromebooks. The websites understanding will be able
includes the reasons why each country wanted to to have someone else join
explore the New World. their group that can explain
it to them differently.
The end of the lesson will include going over the reasons that
they put in the beginning of the lesson. Once those are gone
over and figured out which ones are relevant and not, as a
class, they will add ones that are necessary.
Maps will be updated by what is added to the bulletin board.

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 Day 3:

Subject/Grade Level Social Studies/ 4th grade

Description of Lesson: Students will begin by telling what they think they already know about the
explorers. Then, they will be able to discover for themselves what each explorer discovered and how.
Lesson Title or Essential Question: Early Explorer Exploration
Curriculum Standards Addressed:
SC Curriculum Standard(s): Standard 4-1: The student will demonstrate an understanding of
political, economic, and geographic reasons for the exploration of the New World.
SC Academic Indicator(s): 4-1.4 Summarize the accomplishments of the Vikings and the
Portuguese, Spanish, English, and French explorers, including Leif Eriksson, Columbus,
Hernando de Soto, Magellan, Henry Hudson, John Cabot, and La Salle.
Accommodations required in this class: Groups will already be made in advance so that way
the ones who need extra help can be in a group with students who easily understand and can
help.
Instructional Objective(s) Assessment(s) of the Objectives:
Criteria:

By the end of this lesson, students
will be able to summarize the
accomplishments of the Vikings and
the Portuguese, Spanish, English,
and French explorers correctly.
Before: Students will put sticky notes that have what
they believe to be facts about the explorers. Students
will have to participate and groups will be different
colored sticky notes to make sure each person from
the group makes an effort.
During: Students will fill out their activity sheets
while going around to the stations about the
explorers. Activity sheets will be a daily grade and
graded for accuracy.
After: As a class, the sticky notes will be gone over to
see which ones are relevant. Each group must add at
least one fact that they learned while going through
each station.

Materials/Resources: Colored sticky notes, markers, names of the explorers posted around the
room, maps with the route that each explorer took, facts about each explorer for the stations, activity
sheets, maps

Procedures Differentiation

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Students will already be in their groups that they will be
in for the lesson. With their groupsn colored sticky note,
each student from the group will write what they know
about each explorer.
1. While the students are in their groups, they will
go around to the different stations that go over
each explorer.
2. The stations will include a map of the exploration
of the explorer.
3. The students are to fill out their charts.
4. The information is found on the list of websites
given to them to search on their chromebooks.
The websites will include where they explorer
came from, when they sailed, where they wanted
to sail, why they explored, and what they found.
As a class, we will go over what each group put for each
explorer. The ones that are not relevant will be removed.
Each group must add at least one fact about each explorer
that they learned from the stations.
Maps will be updated by what is added to the bulletin
board.
tudents who finish early will
S
go ahead and start looking over
the sticky notes that was
completed at the beginning.
They are to put to the side the
ones that they believe are the
facts that are irrelevant to the
explorer. If students would like
to go help another group out that
is struggling, they have that
option as well but must be
assigned a group to help to
prevent any recess talk.
Those who are not quite
understanding will be able to
have someone else join their
group that can explain it to them
differently.
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 Day 4:

Subject/Grade Level ELA/ 4th grade

Description of Lesson: Students will form opinions and reasons to help them write their persuasive
essay.
Lesson Title or Essential Question: Forming Opinions and Reasons
Curriculum Standards Addressed:
SC Curriculum Standard(s): Standard 1: Write arguments to support claims with clear reasons
and relevant evidence.
SC Academic Indicator(s): 1.1 Write opinion pieces that: a. introduce a topic or text clearly,
state an opinion, and create an organizational structure in which related ideas are grouped to
support the writers purpose; b. use information from multiple print and multimedia sources; c.
provide reasons supported by facts and details

ccommodations required in this class: Students must approve their topic before starting on
A
their papers to prevent anyone from giving false information to other students.
Instructional Objective(s) Criteria: Assessment(s) of the Objectives:

By the end of the lesson, students will Before:

be able to introduce the concept of their . Their answers will be graded on a 1-3 rubric scale. They
topic, state an opinion, and provide will receive a 1 if they only wrote down the topic, a 2 if
reasons supported by facts and details. they wrote down the topic and opinion, and a 3 if they
provided all 3.

During:
Students will complete a connector worksheet which will
allow them to make connections between their opinions
and their supporting reasons. This will be graded on a
checklist; students will receive a check if they completed
it and an x if they did not complete it.

After:
Students will work on a conclusion worksheet which
requires them to write several concluding sentences and
summarize their opinions. This will be graded on a 1-3
rubric scale also.

Materials/Resources: Paper, Pencil, connector activity sheet, conclusion activity sheet, maps

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Procedures Differentiation

1. Have students take out paper and pencils. Directions will be simplified
2. Inform the students that today we will be for low performing students
forming an opinion and writing about why they for all three assessments and
want to travel to their country of choice. will be asked to share their
3. On the board, model how to state an opinion on reasonings with a high
the topic. performing student.
4. Give some examples of reasons that do not High performing students will
support your opinion, and discuss with students be asked to think critically
why these reasons are not valid support for your while forming their opinions
opinion. and reasonings.
5. Demonstrate proficient supporting reasons for an
opinion.
6. Ask them to write down their topic, their opinion
on why they want to travel, and three supporting
reasons.
7. Have students volunteer to read their ideas.
Discuss student answers and have students
contribute to giving feedback.
8. Continue until most students seem to have an
understanding of how to write a supporting
reason.

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 9. Introduce the words "because," "since," and "for
example."

10. Demonstrate to students how these words can be

used in a sentence to connect supporting details to
opinion.

11. Inform students that they will be practicing this with

the connector worksheet.

12. Students will create connections between their

opinions and their supporting reasons.

13. Once students have finished working, have them

start on their conclusion sheets.

14. Students will write several concluding sentences

and summarize their opinions related to their explorer.
That
15. Have each student work with a partner and share
feedback.

16. Walk around and monitor student progress

17. Maps will be updated by what is added to the bulletin

board.

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 Day 5:

Subject/Grade Level English Language Arts/ 4th grade

Description of Lesson: Students will finish their essay by adding transitional phrases, paraphrasing,
and quotations. They will also add a concluding statement to their persuasive essay.
Lesson Title or Essential Question: Forming Opinions and Reasons
Curriculum Standards Addressed:
SC Curriculum Standard(s): Standard 1: Write arguments to support claims with clear reasons
and relevant evidence.
SC Academic Indicator(s): d. use transitional words or phrases to connect opinions and
reasons; e. develop and strengthen writing as needed by planning, revising, and editing building
on personal ideas and the ideas of others; f. use paraphrasing, quotations, and original language
to avoid plagiarism; and g. provide a concluding statement or section related to the opinion
presented.
Accommodations required in this class: Several students will come to the teachers desk to receive
extra support while writing their essay.
Instructional Objective(s) Criteria: Assessment(s) of the Objectives:

By the end of the lesson, students will be able to Pre:

write an essay by elaborating on their reason for Students will make a list of
exploring using transitional words and phrases, transitional words/phrases that they
paraphrasing and quotations. will use in their essay. This will be
graded using a checklist.

During:
Students will write one paragraph
using transitional phrases. This will
be graded using a 1-3 rubric scale.
They will receive a 1 if including
only a couple of transitional phrases,
a 2 if three or more transitional
phrases are included, and a 3 if at
least five transitional phrases are
included.

After:
Students will add paraphrasing,
quotations, and a concluding
statement to their essay. They will
receive a 1 if only one of the three

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Procedures
1. Inform students that they want to persuade
their country in the best way possible to
explore the country.
2. Ask students to make a list of transitional
phrases that will help them write their
essay.
3. Students will trade papers with their partner
and have them make suggestions or give
ideas on what they can add to their lists.
4. Ask students to share with the class.
items are included, a 2 if two of the
three items are included and a 3 if all
three items are added to the essay.
Differentiation
ow performing students will
L
be asked to share their ideas
with high performing students.
High performing students will
be asked to think critically
while forming their concluding
statement.
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4. Have students use their connector sheet from
previous lesson to begin writing their essay.
5. Inform students to include transitional phrases
from their list that will best fit the essay.

6. Ask students to trade papers with a different

classmate and have them make suggestions.

7. Share once again with class.

8. When students are finished, inform them that

they will now add paraphrasing, quotations, and a
concluding statement to their essay.

9. Inform students that they must include all these

items to receive full credit.

10. Encourage students to end their essay with a

strong concluding statement that will persuade the
leader of the country to grant them permission to
explore.

11. Have students trade papers one last time with

classmates to make any suggestions or ideas.
12. Have several students share what they have.
13. Maps will be updated by what is added to the
bulletin board.

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 Day 6:

Subject/Grade Level Fine and Performing Arts/ 4th grade

Description of Lesson: Students will develop acting skills by forming scenarios and personality
traits related to their topic of choice.
Lesson Title or Essential Question: Acting Out our Explorers

Curriculum Standards Addressed:

SC Curriculum Standard(s): Standard 2: The student will develop acting skills that allow him
or her to portray a variety of characters in both improvised and scripted dramatic presentations.

SC Academic Indicator(s): T4-2.2 Develop vocal control and expression to interpret

characters in improvisations, scripts, and literary works.

T4-2.4 Apply his or her observations of the environment and people to dramatic
activities

Accommodations required in this class:

Instructional Objective(s) Criteria: Assessment(s) of the Objectives:

By the end of the lesson, students will be able to
portray expression to interpret characters in scripts
and literary works through acting.
Before: Students will be given a
simple phrase to memorize. Each
student will say their phrase in three
different tones to convey different
meanings. Students will receive a
check if they say phrase in three
different tones and an X if they do
not.

During: Students will develop a

personality for their explorer. They
will come up with a brief scene on
their voyage that portrays their
characters personality for their
explorer. Students will either receive
a check or an x.

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 After: Students will read their letter
to the country( from the previous
lesson) in a way that portrays their
explorers personality. They will also
act out their scene on the voyage to
their country.

Procedures Differentiation

1. Students will be given a simple phrase to High performing students will be

memorize. asked to memorize a more complex
Ex: Open the door. phrase for pre assessment.
Call me right now.
What have you accomplished today? Low performing students will
partnered with a high performing
2. They will be asked to say the phrase in three student for during and post assessment.
different ways to convey different meanings.

3. Students will be asked to think of a personality

that will fit their explorer best.
4. Ask students to write down the type of
personality.
5. Ask students to come up with a scene on their
voyage to their country that portrays their
explorers personality best.

6. Students will be informed to be creative,

include detail, and be very dramatic in their
improvisations.

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7. Students will share with a classmate what they
have.

8. Students be asked to read their letters in a way

that portrays their explorers personality.
9. They will briefly act out the scene they came
up with.
10. Should be creative, dramatic, and detailed.
11. Maps will be updated by what is added to the
bulletin board.

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 Day 7:

Subject/Grade Level Fine Arts/ 4th grade

Description of Lesson: Students will develop an understanding of the concept of visual arts in
history.
Lesson Title or Essential Question: Understanding Visual Arts in History

Curriculum Standards Addressed:

SC Curriculum Standard(s): Standard 4: The student will understand the visual arts in
relation to history and world cultures and the technologies, tools, and materials used by
artists.

SC Academic Indicator(s): VA4-4.1 Identify and discuss specific works of visual art as
belonging to a particular time, culture, and place.

VA4-4.2 Discuss the qualities of specific works by artists who have had a diverse access to
various technologies, tools, and materials.

Accommodations required in this class: Students will work as a team to form a timeline of the
significant dates of various art pieces.
Instructional Objective(s) Criteria: Assessment(s) of the Objectives:

By the end of this lesson, students will be
able to identify works of visual art from a
specific time period and understand how
it relates to world cultures through the
the technologies, tools, and materials
used by artists.
Pre: Students will name what they know and
what they would like to know about visual arts in
history on a sticky note and place on KWL
Chart.
During: Students will be given either a year or
an art piece. They are to find their match using
clues. This will be graded using checklist.
After: Students will name an artist and the name
of their piece on a sticky note and place it on the
L of the KWL chart.

Procedures Differentiation

1. Students will name what they know and High performing students will asked to

26
 what they would like to know about visual think more critically on the
arts in history on a sticky note and place on significance of the art pieces.
KWL Chart.
2. Discuss student responses. Low performing students will be
partnered with a high performing
3. Give students a list of clues that relate to student for matching the year with the
historical art pieces and artists. art piece.
4. Give students a few minutes to study these clues.
5. Distribute an art piece and a year to each student.
6 . Students will work as a team to match the art
piece with the year and form a timeline. They will
use their clue sheet to help them match the pieces.
7. Once students are matched up, have each student
name their year and art piece and why it was
significant in this particular year.
8. Discuss clues for each piece. Materials used to
make these art pieces and how the art pieces related
to their culture in that era.

8. Have students write down any art piece they

learned from making the timeline and why it was
significant during this time period.
9. Student will write this on sticky note and post
under L section of KWL chart.

Culminating Activity

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The culminating activity will be once in which the students will conclude what
they learned throughout the unit. Students will be required to use their skills in a
way that shows what they have learned. From the Language Arts lessons using
their critical thinking skills, to the Fine Arts lessons using their creativity to their
full potential. To show what they have learned as a whole throughout the lessons,
students will partner up with another student and present an oral presentation to the
class in a way that will engage each student.

Resources
Map One

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http://www.bing.com/images/search?view=detailV2&ccid=GtDwWBBf&id=18A2666A7DB613
871009BDE1E19B7F06C7A56CC7&q=christopher+colu%2cbus+exploration&simid=6080548
25207663183&selectedIndex=1&ajaxhist=0

This is the map of Christopher Columbuss exploration. This will be used to show when and
where Christopher Columbus sailed.

Map Two

29
http://www.bing.com/images/search?view=detailV2&ccid=92svqAQa&id=6456A6171536C
E4FE4F85DF0998DC55548DF25AA&q=large+map+of+explorers+explorations&simid=60
8017819775731046&selectedIndex=1&ajaxhist=0

This is the map that shows the different countries that had explorations, their routes that they
traveled, and where they ended up sailing to. Some of this map will be used when completing
our bulletin board throughout the unit.

Chart One
Spain Portugal France Netherlands England

Students will use this chart while in their stations on day two to record the information that they
found in their stations on each of the countries.

Chart Two

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http://images.slideplayer.com/7/1709525/slides/slide_2.jpg
This will be used to give the students an overview of when the explorers explored.

Primary Source
https://www.brainpop.com/socialstudies/famoushistoricalfigures/christophercolumbus/
http://www.u-s-history.com/pages/h1031.html

Secondary Source
The secondary source will be getting the information from one particular website. This website
includes some vocabulary words that will be useful for the students test. Other things the
website includes is different lesson plans that the teacher used and power points that were shown
to the students as well to give the information needed for their test.
http://explorers.mrdonn.org/

Artifact

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http://www.bing.com/images/search?view=detailV2&ccid=t5xJB6Vu&id=98B88211A0169
AA1DF05E0605BEF83DD7281AC25&q=artifacts+from+explorers+the+new+world&simid
=608045513712078272&selectedIndex=0&ajaxhist=0

These are the most famous artifacts that explorers from the New World to England. This be used
to let the students see what these items looked like back then in comparison to how they look
now and how they have changed since then.

Visual Art.

http://www.bing.com/images/search?view=detailV2&ccid=faObePXv&id=4246E36A9F944
63AA8BC26B0957AE56B0C0C0DD3&q=blank+world+maps&simid=60802240680670232
9&selectedIndex=2&ajaxhist=0
This map will be given to each student to allow them to draw where their explorers came from
and ended up sailing to keep track of each one. They will do this at the end of each new
introduction to a new explorer so this map should match the one on the bulletin board each day.

Web-sites

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https://www.brainpop.com/socialstudies/famoushistoricalfigures/christophercolumbus/
This is a link to a Brain pop video that talks about Christopher Columbus. I will show this video
on day 3 when the students are doing their stations for getting the information on the explorers.

http://www.u-s-history.com/pages/h1031.html
This website gives a lot of information about the many different explorers. This will be used to
give the students the most accurate information about the explorers. This will be used as one of
the links in the stations for day 3.

Childrens Book

Picture File

This picture files will be used in Power Points to give the students visuals of what the explorers
looked like from each country and the way their ships looked.

Glossary

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Explorer- person that travels to discover new things.

Expedition- journey to achieve a goal.

Colony- area of land rules by another country.

Obstacle- something that stands in the way of a goal.

Settlement- small community of people living in a new place.

Christopher Columbus- Italian explorer to reach the New World.

Leif Erikkson- Icelandic explorer and first known European to reach the New World.

Hernando de Sato- Spanish explorer who led the first European expedition deep into the territory

of the modern-day United States.

Ferdinand Magellan- Portuguese explorer who organized the Spanish expedition to the East

Indies from 1519-1522.

Henry Hudson- explorer from England that discoveries led to the Hudson River.

John Cabot- Venetian navigator and explorer that landed on eastern Canada.

Parent Letter

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Dear Parents and/or Guardians,
As most of you may know, the next few weeks our social studies unit will be going over the
discovery of the New World. With this, it includes the early explorers such as Leif Eriksson,
Columbus, Hernando de Soto, Magellan, Henry Hudson, John Cabot, and La Salle. The students
will be researching either a country or explorer and give the information that they find to the rest
of the students for them to learn as well. I will supply them with the different facts that they must
look up and find with their partners. Then, they will work with their assigned partners to present
to the class. Finally, they will be assigned a country and they are to write a persuasive essay to
their person in charge, me, as to why they must travel to the New World. Parents are invited and
are more than welcomed to come and see these students present their essays. Their presentations
will be held near the end of the unit so they have plenty of time to write. Thank you for your
cooperation and I am excited to see how this unit goes.

Thank you,
Mrs. Witteborg and Ms. Oliver

Estimados padres y/o tutores,

Como la mayora de ustedes sabrn, las prximas semanas la unidad de estudios sociales se va
sobre el descubrimiento del nuevo mundo. Con esto, incluye los primeros exploradores como
Leif Eriksson, Coln, Hernando de Soto, Magallanes, Henry Hudson, John Cabot y La Salle. Los
estudiantes investigar ya sea en un pas o en el explorador y dar la informacin que encuentren al
resto de los estudiantes para ellos aprender as. Les suministrar con los diferentes hechos que
deben buscar y encontrar con sus compaeros. Luego, se trabajar con sus socios asignados para
presentar a la clase. Por ltimo, se le asignar un pas y son escribir un ensayo persuasivo en su
persona, yo, en cuanto a porqu deben viajar al nuevo mundo. Los padres estn invitados y ms
son Bienvenidos a venir y ver a los estudiantes presentar sus ensayos. Sus presentaciones se
realizar cerca del final de la unidad para que tengan tiempo suficiente para escribir. Gracias por
su cooperacin y estoy muy emocionado de ver cmo va esta unidad.

Gracias
La Sra. Witteborg y Sra. Oliver

Bulletin Board

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 The bulletin board will start off as a map of the world. This will be just the continents and
their names. Throughout the unit, the students will learn about the explorers and their
expeditions. Once the class learns a new explorer, the route of the explorer will be put on with
string and then their picture will be put onto the board. Under that picture will be the name of the
explorer and where he was sailing from then where they ended up. At the end of the lesson, the
bulletin board will be complete with each of the explorers and their routes.

Centers
Day Two Centers: each group of desk will have enough chromebooks for each person in the
group. Each center will be a different country. Each chromebook will have tabs open for the
students to look through and find the information needed to fill out their activity sheets. The
students will find everything they need on those websites so there is no need for students to be on
any other website.
Day Three Centers: each group of desk will have enough chromebooks for each person in the
group. Each center will be a different explorer. Each chromebook will have tabs open for the
students to look through and find the information needed to fill out their activity sheets. The
students will find everything they need on those websites so there is no need for students to be on
any other website.

Student Grouping

36
 Throughout the lessons, there are many times where the students are able to work with
small groups so they are able to ask for help if needed and also discuss their ideas. The students
will also have assignments where they must work individually.

Small Groups- Days 1, 2, 3, 4, and 7

Individually- Days 4, 5, and 6

Instructional Strategies

There are a number of diverse learners in the class. One adaptation for this group of learners is
when the students have to write down their topic and opinion on why they should explore, and
three supporting reasons. Another adaptation would be when the students have to work in groups
in Day 2 and Day 3 when they complete their webquests in the different stations. Day 6 is when
the students get up and get moving by acting out their explorers.

Problem Solving and Critical Thinking

1. On day 7, students will be given either a year or an art piece and they are to find their match
using clues.
2. On day 6, students will develop a personality for their explorer. They will come up with a
brief scene on their voyage that portrays their characters personality for their explorer.
3. On day 5 students will complete a connector worksheet which will allow them to make
connections between their opinions and their supporting reasons.
4. On day 7, the students get up and get moving by acting out their explorers. This will make the
students think critically about the life of an explorer.

Variety of Instructional Strategies

Most of the students in the class are kinesthetic learners.They like to engage in hands on
activities. In this lesson, they will go to different stations that will allow to them to engage in
hands on activities. Students in the class are also auditory learners. They will watch a Brain Pop
video to learn more about Christopher Columbus. Students learn visually during this lesson by
using the map on the bulletin board to add to the ones that they keep in their binders.
Appropriate Use of Technology

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Technology will used in many of the lessons. For day two, the students will be able to use their
chromebooks to search information about the different countries that the major explorations
came from. They will need those chromebooks to complete their webquests. On day three, the
students will once again use their chromebooks to find information, but this time it will be about
the different explorers.

Interdisciplinary

Social Studies: This unit is mainly focused on social studies. The students learn about the early
explorers that discovered the New World and the economic factors that drove them to explore.
Language Arts: This unit focuses on Language Arts by having students use their critical thinking
skills to form their opinion on why they should explore, and give three supporting reasons. They will
also write an essay by elaborating on their reason for exploring using transitional words and
phrases, paraphrasing and quotations.
Visual Arts: This unit covers visual arts as the students get to act out scenarios that puts them in
the shoes of explorers, students will also be exploring the tools that were used by artists from that
time period.
NCSS: Culture; Time, Continuity, and Change; People, Places, and Environments; Individuals,
Groups, and Institutions

Active Student Engagement

The following procedures below students actively engaging in questioning concepts, seeking
resources, and conducting independent investigations.
1. Questioning Concepts: Students will question what life was like as an explorer. They
will also question why the explorers went on those explorations.
2. Seeking resources: Students will look through different websites in order to find the
information needed for their webquest activity sheets.
3. Conducting Independent Investigations: Students will use their chromebooks to
complete their activity sheets throughout the lesson.

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 Formal and Informal Assessment
Day 1 Before: Students will talk with their group members as they pick their scenario to see
how they will act it out in front of the class. Write down any questions that they have
about life on the ocean.
During: Students will act out their scenes that they chose in their groups. This will be
participation and graded from a rubric from 1-3. One being that they did not portray the
action correctly and clearly, and three being that they portrayed it correctly and clearly.
After: As a whole the class will talk about the different scenarios they saw and how
might they have been realistic. Answer any questions that have not yet been answered
that pertain the to activity.

Day 2 Before: Students will put sticky notes underneath the words Political, Economic, and
Technological. The sticky notes will be what the students believe the reason for
exploration because of those factors. Each group will have a different colored sticky
note so it is easy to see if each person in the group participated.
During: Activity sheet that the studies go around to stations and fill out.
After: As a class, the sticky notes will be reviewed. Each group will add at least one
more fact to the sticky notes from the stations.

Day 3 Before: Students will put sticky notes that have what they believe to be facts about the
explorers. Students will have to participate and groups will be different colored sticky
notes to make sure each person from the group makes an effort.
During: Students will fill out their activity sheets while going around to the stations
about the explorers.
After: As a class, the sticky notes will be gone over to see which ones are relevant. Each
group must add at least one fact that they learned while going through each station.

Day 4 Before: Students will write down their topic, opinion on why they should explore, and
three supporting reasons. Their answers will be graded on a 1-3 rubric scale. They will
receive a 1 if they only wrote down the topic, a 2 if they wrote down the topic and
opinion, and a 3 if they provided all 3.
During: Students will complete a connector worksheet which will allow them to make
connections between their opinions and their supporting reasons. This will be graded on
a checklist; students will receive a check if they completed it and an x if they did not
complete it.
After: Students will work on a conclusion worksheet which requires them to write
several concluding sentences and summarize their opinions. This will be graded on a
1-3 rubric scale also.

Day 5 Pre: Students will make a list of transitional words/phrases that they will use in their
essay. This will be graded using a checklist.

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 During: Students will write one paragraph using transitional phrases. This will be
graded using a 1-3 rubric scale. They will receive a 1 if including only a couple of
transitional phrases, a 2 if three or more transitional phrases are included, and a 3 if at
least five transitional phrases are included.
After: Students will add paraphrasing, quotations, and a concluding statement to their
essay. They will receive a 1 if only one of the three items are included, a 2 if two of the
three items are included and a 3 if all three items are added to the essay.

Day 6 Before: Students will be given a simple phrase to memorize.Each student will say their
phrase in three different tones to convey different meanings. Students will receive a
check if they say phrase in three different tones and an X if they do not.
During: Students will develop a personality for their explorer. They will come up with
a brief scene on their voyage that portrays their characters personality for their
explorer. Students will either receive a check or an x.
After: Students will read their letter to the country( from the previous lesson) in a way
that portrays their explorers personality. They will also act out their scene on the
voyage to their country.

Day 7 Pre: Students will name what they know and what they would like to know about visual
arts in history on a sticky note and place on KWL Chart.
During: Students will be given either a year or an art piece. They are to find their match
using clues. This will be graded using checklist.
After: Students will name an artist and the name of their piece on a sticky note and
place it on the L of the KWL chart.

Assessment Plan
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 After looking at the pre-assessments that each of the students do before each activity, it
gives the teachers a sense of what the students already know and do not know. For example, if
some of the students had a hard time matching which explorer went with which exploration then
that is something the teacher was able to focus on during actual instruction time. By
understanding what the pre-assessment does for the teacher, then he or she will be able to teach
the lesson so it benefits all of the students.

Assessment Accommodations

A classroom is made up of students of all different types of learning. Some of those

students need to sit closer to the board during a lecture because they cannot see the board. When
the students take assessments, they might need a little extra help from other teachers. For
example, my class has three ELL students that need extra help when completing assignments.
The ELL teacher will come into the classroom and get those students to go to another room to
take tests or quizzes. In that room, the students are looking at the test and also hearing the test
being read to them in English or sometimes in their language depending on their level of
difficulty. No matter what, each assignment is read through as a class first to help those students
who need only a little extra help instead of being taken out of the classroom entirely.
My student who has issues staying in their seat while taking a test will be able to stand at
the back of the classroom and finish their assignment standing up so that way they do not distract
any other students from doing their work.

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