2017 Educ 650 Constructivist Unit Merged2

Running Head: Constructivist Unit: Early Explorers of the Americas 1
Constructivist Unit: Early Explorers of the Americas
Stephaine Baker
Viterbo University
Constructivist Unit: Early Explorers of the Americas 2
Viterbo University
Lesson Plan Template
Constructivist Unit
Effective Spring 2016
Copyright Viterbo University Education Department, All Rights Reserved
Name: Stephaine Baker Date: Nov. 25, 2017

Grade: 5th Lesson Title: Early Explorers
Time Frame: 30 days
Learner Profile (Classroom) IEP Requirements:

Our students are from a rural, farming community. Our town has The I EP requirements of the classroom that affect this subject area are as
a population of 800 people with a few small businesses. Our follows:
students do not have many opportunities to travel beyond an - highlight main points of reading material
approximate 100 miles radius. Almost all students are caucasian - modify/reduce assignments
and English is their primary language. There is 1 student who is a - read aloud material
first generation Russian immigrant who speaks both English and - modify/reduce tests
Russian. Most students are very interested in country music and
socializing online (youtube, snapchat, etc). This information
comes from talking with the students. Almost all families are two
parent working homes. According to www.census.gov the median
income for the area code of 53968 is $44,961 in 2015. In terms of
religion, the families are predominantly Christian or at the least
celebrate/recognize major Christian holidays such as Christmas
and Easter.
Our school and district is a k-12 building with a population of

approximately 300 students. Most classrooms have about 15- 22
students. My classroom is currently has 14 students. The
classroom utilizes alternative seating.
Unit Objectives Unit Summative Assessment

Describe the challenges facing explorers Choose a project to complete from this list (students may work
with a partner)
Using maps -- including pre-1492 maps -- and Video - Interview your explorer
Design a game about your explorer
other geographic tools, locate and analyze the Create a logbook
routes used by the explorers. Create a slideshow - Prezi, Google Slides, etc
Design a website
Explain how advances in technology lead to an All projects need to address the following questions:
1. Explain why your explorer left their homeland
increase in exploration (e.g. ship technology)
2. Describe the journey
Identify some explorers who came to the Americas a. What type of transportation?
b. How long did it take?
and the nations they represented. c. Did your explorer take only one journey or
Determine reasons for the exploration of North multiple trips?
d. What were some of the challenges your explorer
America (e.g., religious, economic, political). faced?
e. What did you think you had discovered?
f. What was the impact of your discovery?
i. For example, did it open up that area for
more explorers? Did it affect the Native
Americans in the region - if so how? Did
your country get rich? Did your explorer
get famous, rich, become in charge of
settlements?
3. Include a map of the area your explorer landed or
explored
4. Include a timeline
Standards Addressed:
CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text
based on specific information in the text.
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in two or more texts.
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a
problem efficiently.
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end
of the grades 4-5 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics
and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.5.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.SL.5.1.C
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CCSS.ELA-LITERACY.SL.5.1.D
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of
main ideas or theme
Wisconsin State Social Studies Standards
Fifth Twelfth grade students studying US history will learn about:
The prehistory and early history of the Americas to 1607

B.8.2 Employ cause-and-effect arguments to demonstrate how significant events have influenced the past and the present in
United States and world history
B.8.3 Describe the relationships between and among significant events, such as the causes and consequences of wars in
United States and world history
B.8.8 Identify major scientific discoveries and technological innovations and describe their social and economic
effects on society
B.8.10 Analyze examples of conflict, cooperation, and interdependence among groups, societies, or nations
Rationale/Theoretical Reasoning/ Research: What research or theory supports instructional strategies you are using with your students? Select a
strategy and justify with research or theory.
Constructivist strategies: Constructivist strategies are ones that focus around the students building their learning from activities that
supplement the teacher instruction. Students are actively engaged in constructing their own understanding, as opposed to a passive
method of learning, such as lectures. Students are required to engage in higher-order thinking, goal setting, and a collaborative
process. Students control their learning process, making them experts on their learning.
Constructivism emphasizes on four aspects: 1) knowledge construction rather than knowledge transmission and the recording of
information conveyed by others, 2) new learning builds on prior knowledge, 3) learning is enhanced by social interaction and 4)
meaningful learning develops through authentic tasks. (V & A, 2016)
Teacher must consider that students do not all learn in the same way. While reading is important, not all students learn from just
reading content. Some students learning by discussion, others by creating. Constructivist theory takes this into account and allows
students to take an ownership in creating their learning. Learning is an active process of creating meaning from different
experiences. ("Constructivist Learning Theory," n.d.) Students, guided by the teacher, build upon their current understanding to
extend and readjust what they know. Students become active participants and thereby the learning becomes internalized.
INSTRUCTION
Lesson One Formative Assessments

- Compare and contrast 2 early explorers from the
Title : Introduction of Early Explorers Google voyager website: https://goo.gl/Se4mWW
using a venn diagram
Learning Intention/Success Criteria: Students will compare and contrast 2 explorers of - Discuss as class
the Americas.
Constructivist Elements - Students will explore the Google Voyager American Materials : Venn diagram, chromebooks
Explorers. This website allows them to choose 1 of 6 explorers and follow their journey
around the world with the use of Google Earth. The website may include videos from Resources : https://goo.gl/Se4mWW
History.org and each location has essential information to the life of that explorer.
Students will be able to use Google Earth to see monuments, current conditions of the
location, climate, and the pathway of the explorer.
Prior Student Knowledge:

- Refer to KWL chart to determine previous knowledge. Most knowledge is at the introductory level. Students are still developing an idea of who
the explorers are and what they accomplished.
Time Anticipatory Set:

KWL chart
Instructional Procedures: What does it mean to discover a land? Why would someone want to discover a new land? Students will talk among
their groups to establish what they already know about explorers and what they would like to know about explorers. Each group will share and
their posters will be posted throughout the classroom. Throughout the unit, as we learn and discover additional information, students will be
encouraged to add to their group poster.
- Introduce the Essential Questions:
- Why did the explorer leave his homeland?
- What were some of the challenges they faced?
- Where did they explore?
- What did they find?
- Introduce Google Voyager and model how to go through the website. The link can be found on my class website
www.sbakersclass.weebly.com/us-history.html
- Pair students up (have this prepared before to pair up abilities high (ability) student with middle (ability) student, middle students with
lower students, behaviors etc.
- Require 1 Venn diagram sheet per partnership
- Allow 15 min per explorer (total time approximately 30 minutes on the website)
- Have students review their information and add comparisons/ differences
- Students will share 3 differences and similarities they noticed
Differentiation: Remember you can differentiate by content, process, and product (Tomlinson 1999).
- Strategic partnering
Time Closure: Verbalize or demonstrate learning or skill one more time. Connect to next steps or future learning.
- Review the KWL chart. Add new learning to the chart. Discuss the essential questions as class. Establish that we will be taking a closer
look at these and add to our chart.
INSTRUCTION
Lesson Two Formative Assessments

- Schoology discussion board
Title: Jigsaw the Textbook - Technology in Exploration - Name 2 types of technology that allow for
exploration
Learning Intention/Success Criteria: Students will identify at least 2 pieces of
technology that allowed for the exploration of the Americas
Constructivist Elements Materials - Jigsaw worksheet, Harcourt social studies,

- Work in groups to disseminate the information from the textbook notebooks
- Teach to other students
- Demonstrate learning through a non-linguistic representation Resources
https://www.youtube.com/watch?time_continue=30&v=17OP-
2eSW5M
Prior Student Knowledge: Cite evidence of: What do they know? What can they do based on this knowledge? What skills and knowledge are they still
building? What tool did you use to answer this question?
- Students have now been exposed to at least 2 explorers through the previous lesson. The previous lesson set the students up for a personal
connection by following their journey. Now we will look at what has made those journey possible. Use the discussion from the previous lesson to
guide todays lesson.
Time Anticipatory Set: How will you engage your students interest and set the purpose and relevance for the lesson? Use knowledge of students
academic, social, and cultural characteristics.
- Begin lesson by reviewing the KWL chart that we have started
- Video (3 minutes in length) on early explorers found here: https://www.youtube.com/watch?time_continue=30&v=17OP-2eSW5M OR
on my class website: www.sbakersclass.weebly.com/us-history.html
Instructional Procedures: Consider the questions and/or activities that you will use to engage your students in higher order thinking.
- After reviewing KWL and watching the video, explain to students that today they will become experts on technology that allowed
exploration. They will be in charge of teaching their section of the textbook to the rest of the class.
- Number the students off by 1-4 (home group).
- Assign each number a section of the textbook (Unit 2, Chapter 1 of the Harcourt social studies textbook).
- Divide the class into their home groups. Tell students that they are going to be responsible for teaching one segment or
selection to the group they are sitting with now.
- Now students will leave their home group to sit with a group of students assigned to the same reading segment or selection,
their expert group. Ask students to begin reading to themselves, or have them take turns reading aloud. When students are
finished reading, the group should discuss their segment, fill out their jigsaw sheet, and decide what and how they should
present to their home groups.
- Students regroup with their home groups. Each student is responsible for teaching their reading segment or selection to their
home group. All students are responsible for learning all material. Students need to create a picture showing the different
types of technology that allowed exploration.
- read with partners
- work in groups
- provided guide for finding information on the selected reading
- Review the important advances in technology
- Add to the KWL chart
- Discuss the question What would the world be like without these
INSTRUCTION
Lesson Five Formative Assessments

- Quiz on Newsela story
Title: Challenges on the open sea - Create a picture (or poem) to describe challenges for a
sailor
Learning Intention/Success Criteria: Students will be able to identify challenges of
sailors
Constructivist Elements Materials - Chromebook or copies of leveled non-fiction

- Students will determine the challenges of sailors during the exploration period by article (choose level based on student ability):
examining 2 different articles and defend their original ideas by looking for them The Americas to 1620: Perils of the Ocean in the Early
in the article. Modern Era
Copy of article (online or print out): Life at Sea in the
Age of Sail
Anticipatory Set worksheet
Use Read&Write extension to read the article
Resources: Website:
http://www.rmg.co.uk/Discover/Explore/Life-sea-Age-Sai
l
Both articles can be found here:
https://sbakersclass.weebly.com/us-history.html
- Refer to KWL chart for ongoing knowledge
- Students will begin to understand what life was like for sailors during this time period. Most students understanding of this period of time comes
from modern culture - movies and television.
Time Anticipatory Set: How will you engage your students interest and set the purpose and relevance for the lesson? Use knowledge of students
academic, social, and cultural characteristics.
- Begin with video clip from Pirates of the Caribbean. This particular clip has been edited by me and includes a couple of questions to get
students thinking about the topic of sailing the open sea. https://edpuzzle.com/media/5a2dd0fa4a3f0e40f073fc2d (This can also be found
on my website.)
- Follow by having students guess at questions from the two articles.
- Have students watch the video link on individual computers. There are questions throughout the video to engage student thinking - Do
you think this is what a normal sailor looked like during the 1400-1600s? Do you think a woman would be allowed to be a sailor? What
type of job do you think Mr. Cotton would have on the ship?
- Hand out the anticipatory questions about the articles. Tell the students to guess at the answers.
- Then hand out the articles (or let them go on the websites). Have the students read the articles and find evidence to support or disprove
their answers.
- After all students have read the articles, Discuss as a class what they learned by going over the anticipatory worksheet.
- Add new learning to the KWL charts.
- Have students post on Schoology - Would you like to be a sailor? If so why?
- Allow the use of the chrome extension Read&Write to read the articles to the students.
- Have students use highlighters when they find the information
- Allow students to work in partners
- Leveled articles
Time Closure: Discuss as a class new learning. Add to the KWL chart.
INSTRUCTION
Lesson Four Formative Assessments

- Questioning
Title: Effects of European Contact - formative questions on the intro video
- Post on Schoology - Should the Europeans have colonized the
Learning Intention/Success Criteria: Students will understand that pros and cons of Americas or should they have left it alone?
European contact.
Constructivist Elements Materials: Harcourt textbook, chromebooks, video
- Students will form opinions on the effects of colonization and debate online with Resources:
other students. https://sbakersclass.weebly.com/us-history.html
- Find pros and cons within an article of European arrival https://edpuzzle.com/media/5a2ddb23fe3c2a40fcfd53ff
- Students understand that Native Americans existed in the Americas before European arrival. They have a very shallow understanding of the effects
the European explorers had and the types of interactions that occurred.

- Show Far Side cartoon:
- Ask how they think this cartoon is similar to the explorers who came to the
Americas when they came across Native Americans. Tell students that we will be
thinking about this as we learn about todays objective of the impacts of European
arrival and we will discuss again this question at the end of our lesson.
Instructional Procedures:
- Have students watch the video about effects of European arrival with embedded questions.
- Show this image:
-
- Discuss what is happening in this picture.
- Have students go to this site and read this article (it is available in audio version). Or print it out.
https://learningenglish.voanews.com/a/1519967.html
- Have students write down pros and cons as they read on post-it notes
- Have students bring up pros and cons and place in the appropriate spot on a chart paper
- Discuss as a class
- Students will log on to Schoology and have an online discussion about Should the Europeans have colonized the Americas or should
they have left it alone? They need to post their opinion and respond to three other students in a respectful manner.
- Audio version of story available
- Allow students to partner up as needed
- Add to group KWL charts, discuss How does this occur in todays time? Show the original cartoon and ask the question, How is this
similar to the explorers who came to the Americas when they came across Native Americans.
INSTRUCTION
Lesson Five Formative Assessments

- Questioning
Title: Project - Pick an explorer - Post progress on Schoology discussion board
Learning Intention/Success Criteria: Students will create a project that addresses all of
the essential questions.
Constructivist Elements Materials: Harcourt textbook, chromebooks, supplies for

- Students will create a project of their choice to show the exploration of chosen project (poster board, markers, glue, paper bags for
an explorer of their choice from a list. logbooks,
Resources:
https://sbakersclass.weebly.com/us-history.html

- By this point in the unit, students are have read articles of life during this time period, what the technology is for sailors, followed 2 explorers on
their journeys, and taken a look at the effects those explorers have had on the natives of the land. This project time is a summation of all their
understanding up to this point and allows them to take an indepth look at a particular explorer.

- Tell students that they will become one of the famous explorers we have been learning about. They will be able work with a partner to
teach the rest of us about that explorers journey and life through a project of their choice - Either make a video interview, design a game
about the explorer, create an old-fashioned logbook, design a website, or create a slideshow using google slides or Prezi.
- Hand out the rubric describing the essential components of each project.
- Discuss the types of projects that students may do. Show examples of each type of project - links included in the Project Packet.
- Show students where to go for links- Emphasis they must first use the links and books provided! (class website)
- Hand out Project Packet.
- Have students sign up for explorer and project.
- Students must have their packets filled out before they start the project.
- Students will post on Schoology on a daily basis of what they have completed.
- Students will present their projects after about 1 week of work time.
- Partners
- Choice of project
- Add to KWL chart
References
Age of Exploration. (2016, April 25). Retrieved from https://www.youtube.com/watch?time_continue=30&v=17OP-2eSW5M
American History: A New World Clash of Cultures. (2012, October 5). Retrieved from
https://learningenglish.voanews.com/a/1519967.html
Baker, S. M. (n.d.). US History. Retrieved from https://sbakersclass.weebly.com/us-history.html
Constructivist Learning Theory. (n.d.). Retrieved from

http://www.nde-ed.org/TeachingResources/ClassroomTips/Constructivist%20_Learning.htm
Edpuzzle Video Lesson. (n.d.). Retrieved from https://edpuzzle.com/media/5a2dd0fa4a3f0e40f073fc2d
Edpuzzle Video Lesson. (n.d.). Retrieved from https://edpuzzle.com/media/5a2ddb23fe3c2a40fcfd53ff
Google Earth. (n.d.). Retrieved from https://goo.gl/Se4mWW
Harcourt School Publishers. (2007). Harcourt social studies. Orlando, FL: Author.
Life at sea in the age of sail. (2015, August 17). Retrieved from http://www.rmg.co.uk/Discover/Explore/Life-sea-Age-Sail
Newsela | The Americas to 1620: Perils of the Ocean in the Early Modern Era. (n.d.). Retrieved from
https://newsela.com/read/gl-history-perils-of-the-ocean/id/22146
V, D., & A, Y. (2016). Constructivism: A Paradigm for Teaching and Learning. Arts and Social Sciences Journal, 7(4).
doi:10.4172/2151-6200.1000200
CONTENT TEXT SET REFERENCES

Aronson, M., & Glenn, J. (2007). The world made new: why the age of exploration happened and how it changed the world.
Beyond the Sea of Ice: The Voyages of Henry Hudson - Lexile Find a Book | MetaMetrics Inc.
(n.d.). Retrieved from https://fab.lexile.com/book/details/9780965049382/
Conklin, W. (2005). Exploring the new world. Huntington Beach, CA: Teacher Created Materials.
Explorers of North America (True Book): Christine Taylor-Butler: 9780531147825: Amazon.com:
Books. (n.d.). Retrieved from https://www.amazon.com/Explorers-North-America-True-Books/dp/0531147827
Explorers to the New World: Moments in History - Lexile Find a Book | MetaMetrics Inc. (n.d.).
Retrieved from https://fab.lexile.com/book/details/9780789151254/
Exploring the New World - Lexile Find a Book | MetaMetrics Inc. (n.d.). Retrieved from
https://fab.lexile.com/book/details/9780743987400/
Exploring the New World: An Interactive History Adventure. (n.d.). Retrieved from
http://www.capstonepub.com/consumer/products/exploring-the-new-world-4/
Freedman, R. (2007). Who was first?: discovering the Americas. New York: Clarion Books.
Goodman, J. (2015). Beyond the sea of ice: the voyages of henry hudson. Place of publication not
identified: Mikaya Press.
Jordan, S. (2000). Explorers to the new world: moments in history. Logan, IA: Perfection
Learning.
Kramer, S., & Wolf, E. (2010). Who Was Ferdinand Magellan. Paradise, CA: Paw Prints.
Levinson, N. S. (2001). Magellan and the first voyage around the world. Boston, MA: Houghton
Mifflin Harcourt.
Maestro, B., & Maestro, G. (1992). The discovery of the Americas. New York: Mulberry Books.
Maestro, B., & Maestro, G. (1998). Exploration and conquest: the Americas after Columbus
1500-1620. Morrow, Wm. U.S.
Magellan and the first voyage around the world (Book, 2001) [WorldCat.org]. (n.d.). Retrieved
From http://www.worldcat.org/title/magellan-and-the-first-voyage-around-the-world/oclc/45363879
Marzollo, J., & Bjrkman, S. (1992). In 1492. New York: Scholastic.
Sanders, W. (2005). England explores the Americas. New Rochelle, NY: Benchmark Education
Company.
Sis, P. (1992). Follow the dream: the story of Christopher Columbus. Sydney: Random House.
Taylor-Butler, C. (2008). Explorers of North America. Danbury, CT: Childrens Press.
The World Made New by Marc Aronson John W. Glenn | Scholastic. (n.d.). Retrieved from
https://www.scholastic.com/teachers/books/the-world-made-new-by-john-w-glenn/
Yomtov, N. (2016). Ferdinand Magellan sails around the world. Hopkins, MN: Bellwether
Media.
Rubric: Early Explorers Essential Components Student Name:
CATEGORY 4 3 2 1
Map Map is labeled with the explorers name Map may be missing 1 of the Map may be missing 2 of the following: Map may be missing 3 or more of
and date of the journey. The name of following: Labeled with the Labeled with the explorers name and the following: Labeled with the
countries and oceans are labeled. The explorers name and date of the date of the journey. The name of explorers name and date of the
path of the explorer is clear and easy to journey. The name of countries and countries and oceans are labeled. The journey. The name of countries
see. A map key is included. Multiple trips oceans are labeled. The path of the path of the explorer is clear and easy and oceans are labeled. The path
are indicated if appropriate. explorer is clear and easy to see. A to see. A map key is included. Multiple of the explorer is clear and easy
map key is included. Multiple trips trips are indicated if appropriate. to see. A map key is included.
are indicated if appropriate. Multiple trips are indicated if
appropriate.
Knowledge Student showed excellent knowledge of All students showed excellent Most students showed excellent Missing 3 or more of the
content, needing no cues and showing knowledge of content, but 1-2 knowledge of content, but missing 2 or following: - Why the explorer left
no hesitation in talking or answering students once needed note cards more of the following: - Why the his homeland - Describing the
questions. All information answered to talk or answer questions. All explorer left his homeland - Describing journey including transportation,
about the following: information answered about the the journey including transportation, how long the journey took, any
- Why the explorer left his homeland - following: - Why the explorer left his how long the journey took, any challenges faced. -What did the
Describing the journey including homeland - Describing the journey challenges faced. -What did the explorer think he had
transportation, how long the journey including transportation, how long explorer think he had discovered? discovered? -What was the
took, any challenges faced. -What did the journey took, any challenges -What was the impact? For example, impact? For example, did it open
the explorer think he had discovered? faced. -What did the explorer think did it open up that area for more up that area for more explorers?
-What was the impact? For example, did he had discovered? -What was the explorers? Did it affect the Native Did it affect the Native Americans
it open up that area for more explorers? impact? For example, did it open Americans in the region - if so how? in the region - if so how? Did your
Did it affect the Native Americans in the up that area for more explorers? Did your country get rich? Did your country get rich? Did your
region - if so how? Did your country get Did it affect the Native Americans explorer get famous, rich, become in explorer get famous, rich,
rich? Did your explorer get famous, rich, in the region - if so how? Did your charge of settlements? become in charge of
become in charge of settlements? country get rich? Did your explorer settlements?
get famous, rich, become in charge
of settlements?
Timeline Timeline is part of the talk show, easy to Timeline is turned in with rubric, Timeline is turned in with rubric, Timeline is not turned in OR it is
read, and neat. It includes birth date, timeline is not included in the talk timeline is not included in the talk incomplete - it may be missing
death date, and at least 4 other events in show. It is neat and easy to read. It show. It is neat and easy to read. It any of the following elements: -
the explorer's life. includes birth date, death date, and includes birth date, death date, and at birth date - death date - 2
at least 4 other events in the least 2 other events in the explorer's important events in the explorer's
explorer's life. life. life.
Rubric: Video Interview Student Name:
CATEGORY 4 3 2 1
Knowledge All students showed excellent All students showed excellent Most students showed excellent Most students needed note cards to
knowledge of content, needing no knowledge of content, but 1-2 knowledge of content, but 1-2 talk and to answer questions.
cues and showing no hesitation in students once needed note cards to often needed note cards to talk
talking or answering questions. talk or answer questions. or answer questions.
Videography Video did not rock/shake and the Video did not rock/shake and the Video had a little Problems with rocking/shaking AND
-Clarity focus was excellent throughout. focus was excellent for the majority of rocking/shaking, but the focus focus.
the video. was excellent throughout .
Costume & All students wore costumes and the Some students wore costumes and Students wore no costumes, but No costumes and no props were
Props group used some props. the group used some props. the group used some props. used.
Length of Video Video was 8 minutes long. Video was 5-7 minutes long. Video was 3-4 minutes long. Video was less than 4 or more than
10 minutes long.
Rubric: Board Game Student Name:
CATEGORY 4 3 2 1
Attractiveness Contrasting colors and at least 3 Contrasting colors and at least Contrasting colors and \"borrowed\" Little or no color or fewer
original graphics were used to give the 1 original graphic were used to graphics were used to give the than 3 graphics were
cards and gameboard visual appeal. give the cards and gameboard cards and gameboard visual included.
visual appeal. appeal.
Accuracy of All information cards made for the All but one of the information All but two of the information cards Several information cards
Content game are correct. cards made for the game are made for the game are correct. made for the game are not
correct. accurate.
Rules Rules were written clearly enough that Rules were written, but one Rules were written, but people had The rules were not written.
all could easily participate. part of the game needed some difficulty figuring out the
slightly more explanation. game.
Knowledge All students in group could easily and All students in the group could Most students in the group could Several students in the
Gained correctly state several facts about the easily and correctly state 1-2 easily and correctly state 1-2 facts group could NOT correctly
topic used for the game without facts about the topic used for about the topic used for the game state facts about the topic
looking at the game. the game without looking at without looking at the game. used for the game without
the game. looking at the game.
Rubric: Slideshow Student Name:
CATEGORY 4 3 2 1
Organization Content is well organized using Uses headings or bulleted lists Content is logically organized There was no clear or logical
headings or bulleted lists to group to organize, but the overall for the most part. organizational structure, just lots of
related material. organization of topics appears facts.
flawed.
Attractiveness Makes excellent use of font, color, Makes good use of font, color, Makes use of font, color, Use of font, color, graphics, effects
graphics, effects, etc. to enhance graphics, effects, etc. to graphics, effects, etc. but etc. but these often distract from the
the presentation. enhance to presentation. occasionally these detract presentation content.
from the presentation
content.
Content Covers topic in-depth with details Includes essential knowledge Includes essential information Content is minimal OR there are
and examples. Subject knowledge about the topic. Subject about the topic but there are several factual errors.
is excellent. knowledge appears to be 1-2 factual errors.
good.
Oral Presentation Interesting, well-rehearsed with Relatively interesting, Delivery not smooth, but able Delivery not smooth and audience
smooth delivery that holds rehearsed with a fairly smooth to hold audience attention attention lost.
audience attention. delivery that usually holds most of the time.
audience attention.
Rubric: Website Student Name:
CATEGORY 4 3 2 1
Content The site has a well-stated clear The site has a clearly stated The purpose and theme of the site The site lacks a purpose and
purpose and theme that is purpose and theme, but may is somewhat muddy or vague. theme.
carried out throughout the site. have one or two elements that
do not seem to be related to it.
Layout The Website has an The Web pages have an The Web pages have a usable The Web pages are cluttered
exceptionally attractive and attractive and usable layout. It is layout, but may appear busy or looking or confusing. It is often
usable layout. It is easy to locate easy to locate all important boring. It is easy to locate most of difficult to locate important
all important elements. White elements. the important elements. elements.
space, graphic elements and/or
alignment are used effectively to
organize material.
Graphics Graphics are related to the Graphics are related to the Graphics are related to the Graphics seem randomly chosen,
theme/purpose of the site, are theme/purpose of the site, are of theme/purpose of the site, and are are of low quality, OR distract the
thoughtfully cropped, are of high good quality and enhance of good quality. reader.
quality and enhance reader reader interest or understanding.
interest or understanding.
Learning of The student has an exceptional The student has a good The student has a fair Student did not appear to learn
Material understanding of the material understanding of the material understanding of the material much from this project. Cannot
included in the site and where to included in the site. Can easily included in the site. Can easily answer most questions about the
find additional information. Can answer questions about the answer most questions about the content and the procedures used
easily answer questions about content and procedures used to content and procedures used to to make the website.
the content and procedures used make the website. make the website.
to make the website.
Rubric: Logbook Student Name:
CATEGORY 4 3 2 1
Attractiveness & The logbook has The logbook has attractive The logbook has well-organized The logbook's formatting and
Organization exceptionally attractive formatting and information. organization of material are
formatting and well-organized well-organized information. confusing to the reader.
information.
Graphics/Pictures Graphics go well with the text Graphics go well with the Graphics go well with the text, but Graphics do not go with the
and there is a good mix of text, but there are so many there are too few and the brochure accompanying text or appear to be
text and graphics. that they distract from the seems \"text-heavy\". randomly chosen.
text.
Content - All facts in the brochure are 99-90% of the facts in the 89-80% of the facts in the brochure Fewer than 80% of the facts in the
Accuracy accurate. brochure are accurate. are accurate. brochure are accurate.
Knowledge Gained All students in the group can All students in the group can Most students in the group can Several students in the group
accurately answer all accurately answer most accurately answer most questions appear to have little knowledge
questions related to facts in questions related to facts in related to facts in the brochure and to about the facts or technical
the brochure and to technical the brochure and to technical processes used to create processes used in the brochure.
processes used to create the technical processes used to the brochure.
brochure. create the brochure.
Standard: The student will describe European explorations of North America.
a. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English.
b. Describe examples of cooperation and conflict between Europeans and Native Americans.
EQ: Why did the explorers travel to new lands?
Early Explorers Project

Choose your explorer:
Christopher Columbus John Cabot Juan Ponce de Leon
Ferdinand Magellan Jacques Cartier Francis Drake
Amerigo Vespucci Henry Hudson
Answer the following questions:
1. What was his full name?

__________________________________________________________________________________________
2. Where and when was he born?

__________________________________________________________________________________________
3. Tell me any information you found out about his family.

__________________________________________________________________________________________
__________________________________________________________________________________________
4. When, where, and how did he die?

__________________________________________________________________________________________
__________________________________________________________________________________________
5. Why did he want to travel to another place?

__________________________________________________________________________________________
__________________________________________________________________________________________
6. When did he set sail on one of his voyages?

__________________________________________________________________________________________
__________________________________________________________________________________________
7. Where did he sail from and where did he go?

__________________________________________________________________________________________
__________________________________________________________________________________________
8. Who paid for the trip? (country/monarchs)

__________________________________________________________________________________________
__________________________________________________________________________________________
9. Tell me any other information about the voyage.
__________________________________________________________________________________________
__________________________________________________________________________________________
10. Tell me about the ship your explorer sailed on.

__________________________________________________________________________________________
__________________________________________________________________________________________
11. Tell me about the crew that sailed with your explorer.
__________________________________________________________________________________________
__________________________________________________________________________________________
12. Tell me about the resources and conditions during the voyage (food, weather, etc.)
__________________________________________________________________________________________
__________________________________________________________________________________________
13. Tell me about examples of cooperation and conflict between your explorer and Native Americans.
__________________________________________________________________________________________
__________________________________________________________________________________________
14. Tell me any other information you feel is important.

__________________________________________________________________________________________
__________________________________________________________________________________________
*** Show where your explorer traveled on a map of the United States or North and South American continent.
Using Microsoft Word and the template provided, you will create a brochure on your explorer. Make your
brochure attractive with clipart and pictures found from the Internet. You can create your draft at home but the
published work will be done at school using the lab computers or class laptops.
Use books, magazines, and the website to help you find out all you can about the explorer you have been
assigned. You may find a list of helpful links attached. (This list provides information for all of the explorers).
You will give a brief presentation to share some of the information you learn. Do not read your report to the
class. Just tell us about something interesting you learned.
Remember there are two parts for this project: product (video interview, slideshow, log book, game, or
website), and presentation.
Student Signature: ________________________ Date: ___________
Parent Signature: _________________________ Date: ___________
Explorers Project is due: _________________________________

Helpful Websites for Explorer Project
http://www.cdli.ca?CITE/vikingexplor.htm
http://www.vaca.com/index.htm/
http://www.americanjourneys.org
http://diglibl.amnh.org
http://memroy.loc.gov/ammem/gmdhtmldsxphome.html
http://www.lewsi-clark.org
http://www.education-world.com/a-special/millenium_02.shtml
http://ledtech.kennesaw.edu/web/explorer.htm
http://library.thinkquest.org/4034
http://library.thinkquest.org/J002760/
http://www/innchadwick.com/hudson/
http://teacher.scholastic.com/histmyst.index.asp
http://www.mariner.org/age/menu.html
http://www.mariner.org/age/biohist.html
http://www.ucalgary.ca/applied history/turtor/eurvoya/
http://www/42ex[;pre2/cp,/expolrers.htm
http://www.win.tue.nl/cs/fm/engels/discovery/index.html
http://www.bham.wednet.edu/explore.htm
http://www.bham.wednet.eu/land.htm
http://www.EchantedLearning.com/explorers
http://cybersleuth-kids.com/sleuth/History/Explorers
http://web54.sd54.k.il.us/schools/hale/pgraf/explorers99/sld001.htm
http://www/win.tue.nl/cs/fm/engels/discovery/indes.html
http://www.bilblio.org/expo/1492.exhibit/Intro.html
Explorers
http://www.gwinnett.k12.ga.us/CentervilleES/mholland/Exploration/main%20page.htm
Examples of Student Projects:
Board Games:
SLIDESHOWS:
https://www.slideshare.net/e007534/age-of-european-exploration
https://prezi.com/7ptbq_dzwlyj/early-explorers/
INTERVIEW:
https://www.youtube.com/watch?v=pd-mOUKFugs
WEBSITE:
http://36229834.weebly.com/
Answer True or False based on what you think.
A seamans life at sea was difficult. T F
The only food a sailor had was fish. T F
There were many different jobs on the ship. T F
Maps had scary images on them. T F
Sailors had to understand how to handle the wind. T F
Governments would pay to have pirates attack their enemies. T F
Ocean travel was dangerous but easy. T F

Name _______________________________ Date______________
Jigsaw
Topic:
Reading assignments for Jigsaw:
1.
2.
3.
4.
My notes for assigned selection # ___
Main Idea 1:
Supporting Detail A:
Supporting Detail B:
Main Idea 2:
Supporting Detail D:
Supporting Detail E:
Important Terms and Definitions:
Term 1:
Term 2:
Personal Connections or Responses:

Other notes from expert group:
What I learned about selection . . .
#___
#___
#___
Running Head: Content Text Set for Inquiry Unit 1
Content Text Set for Inquiry Unit
Stephaine Baker
Viterbo University
Content Text Set for Inquiry Unit 2
I have chosen a text set to supplement our 5th-grade social studies curriculum on the
early explorers of the Americas. The text set will encompass a reading range of 2nd grade to 7th
grade. The text set will be also used as a reference for the students as they complete a project to
explore and answer the questions What are the reasons people leave home to go to new places?
What are their goals and expectations? What is their journey like?
Who was Ferdinand Magellan? (Kramer)
Kramer, S., & Wolf, E. (2010). Who Was Ferdinand Magellan. Paw Prints.
This is a biography of the explorer Ferdinand Magellan. It is in this book set because he
is one of the early explorers during the 1500s and the first person to circumnavigate the world.
The readability of this book is 710L. Ferdinand Magellan set sail from Spain in 1519 with the
goal to reach the Spice Islands by sailing around the Americas. He does manage to do so but the
voyage ends up costing him is life. This book tells the the story of his life. The series is written in
a very child friendly manner. It includes timelines and suggestions for further research. This
book is being included in this text set as a reference source for students who are researching
Ferdinand Magellan.
Who was Christopher Columbus? (Bader)
Bader, B. (2013). Who Was Christopher Columbus. Paw Prints.
This book is included in this text set because it is a biography of the explorer Christopher
Columbus during the late 1400s -The readability of this book is 640L. Christopher Columbus is credited
with discovering North America for the Europeans and this book tells of his life, from the early years,
to his struggles with getting financed to sail to find riches. This book is written in a very child friendly
manner. It includes timelines and suggestions for further research. This book will be used as a reference
source for students who are researching Christopher Columbus.
The Discovery of the Americas (Maestro)
The topic of this book is history. This book is included in this text set intended as a read aloud
about the explorers of the Americas. The readability of this book is AD1100L. The AD indicates that the
book is recommended as an adult reads to the students due to the text complexity. I would offer
this book to a student with a high reading comprehension level. This book offers the voyages of
many explorers to America, from the Vikings to European explorers. This book will be used as a
read aloud to students to give further insight to why explorers have left their homes, what their
journeys were like, and their contributions to the world.
Exploration and Conquest (Maestro)

Maestro, B., & Maestro, G. (1998). Exploration and conquest: the Americas after Columbus 1500-1620.
Morrow, Wm. U.S.
This topic of this book history. This book was included because it is another resource
about the explorers of America and the impact of their exploration had on the native peoples.
The readability of this book is 1030L. I am also including this book to offer students with a
higher reading comprehension another opportunity to read at their level. This book takes a closer
look at the Europeans explorers who came after Christopher Columbus. The explorers who came
to the Americas gave little regard to the native people who lived there. This book discusses the
impact that was made on both the land and the people of the Americas. This book is included to
offer students the impact explorers has on the land and native people. It is intended to be used as
a read aloud but can be given to a student with higher reading comprehension to challenge their
perceptions of explorers.
Who Was First? Discovering the Americas (Freedman)
The topic of this book is history of America. This book is included as an additional
research resource for the students to use to see that the European explorers were not the first to
step foot on America. The readability of this book is 1310L. This is high for most of the readers
in the class but included in the book are illustrations, charts, and pictures that will aid the
students comprehension of life during this time period. The book takes a look at the explorers
and the native people that discovered America or lived in America before Christopher
Columbus. This can be used as a read aloud or used as needed in the classroom for students to
discover information about this topic or if a student has a project geared toward the topic of the
explorers before the European explorers.
The World Made New (Aronson)
Aronson, M., & Glenn, J. (2007). The world made new: why the age of exploration happened
and how it changed the world. Washington D.C.: National Geographic Childrens Books.
The topic of this book is history. The readability of this book is IG1100L. The IG in the
readability indicates that this book is used as an illustrated guide. "The World Made New"
provides a detailed account of the charting of the New World and the long-term effects of
America's march into history. The text uses primary sources to bring history to life and features
evocative profiles of the major explorers of the age. The book is beautifully illustrated with
full-color artwork, multiple-time lines, and six custom National Geographic maps. The text and
layout combine to provide an enlightening overview of New World exploration, and outline the
historical context for the discoveries that literally changed the world. The narrative carries young
readers through this age of glorious, and sometimes inglorious, adventure. ("World Made New
by Marc AronsonJohn W. Glenn | Scholastic," n.d.) This book is included as a resource for
students as they do research on early European explorers.
Beyond the Sea of Ice The Voyages of Henry Hudson (Goodman)
Goodman, J. (2015). Beyond the sea of ice: the voyages of henry hudson. Brooklyn, NY: Mikaya Press.
The topic of this book is history. It was there. Henry Hudson was certain of it. Beyond
the impenetrable fog and crushing ice of the North Atlantic lay the dream of kings, merchants
and learned geographers - a passage to the Orient. Sailing small wooden boats well above the
arctic circle, guided by maps and charts that were based on rumor and hope as much as fact,
surrounded by crews that shared neither his belief nor his commitment, Henry Hudson searched
again and again for what was not there. In 1611, his mutinous crew set him adrift on the freezing
waters of the bay that would one day bear his name. Beyond the Sea of Ice is the story of Henry
Hudson's four harrowing voyages of discovery. ("Beyond the Sea of Ice: The Voyages of
Henry Hudson - Lexile Find a Book | MetaMetrics Inc," n.d.) The readability of this text is
860L. This book is included in this set as a reference source for students doing research on the
explorer Henry Hudson. The book includes detailed paintings and actual journal entries from
persons who were involved in the voyages which will aid in student understanding and
comprehension.
In 1492 (Marzollo)
This topic of this book is history. The book is written in rhyming prose to tell of the
journey of Christopher Columbus to the New World. The lexile of this book is listed as NP. NP
stands for Non-Prose and indicates this book is written in poetry form. This book is included to
offer a different style of writing about the journey of Christopher Columbus. The book will be
used as a read aloud to introduce to students that nonfiction can be communicated in various
methods and again as a resource for students focusing on Christopher Columbus for research.
Additionally, since this book is written in poetry form, it may be more accessible to students who
read at a lower level.
Exploring the New World (Herr)
The topic of this book is interactive history. Describes the exploration of North America in
the times of explorers Christopher Columbus, Francisco Vazquez de Coronado, and Sieur de La
Salle. The reader's choices reveal the historical details from the perspective of a sailor or a Taino
Indian during Columbus' voyage in 1492, a Spanish adventurer or a Zuni Indian during
Coronado's 1540 expedition, and a member of Sieur de La Salle's expedition down the
Mississippi River in 1682. ("Exploring the New World: An Interactive History Adventure,"
n.d.) The readability of this book is 760L. This book is included to generate interest and offer a
fiction alternative to the nonfiction books. It gives the students the ability to make choices for the
main characters, forcing the students to place themselves in the mindset of one of these
explorers. This book will be used in instruction as an alternative research book to supplement
some of the other nonfiction books.
Explorers to the New World: Moments in History (Jordan)
Learning.
The topic of this book is history. What motivated men to risk their lives sailing to and
exploring unknown lands in the New World? Was it the quest for fame, wealth, or new trade
routes? Explorers to the New World: Moments in History explains why many men came, what
they accomplished, and why we remember them. ("Explorers to the New World: Moments in
History - Lexile Find a Book | MetaMetrics Inc," n.d.) The readability of this text is 700L. This
book is included due to the lower lexile level to transmit information for all readers.
Additionally, this book focuses on the question of why explorers left home and the effects of
their explorations. It will be used to aid in student research and for read aloud to the class to
promote discussion.
Magellen and the First Voyage Around the World (Levinson)
Levinson, N. S. (2001). Magellan and the first voyage around the world.
This books topic is history. This book Recounts Ferdinand Magellan's journey around
the world, despite hardships of hunger, violent weather, and attacks, this voyage changed history
by proving the world is round. Determined to find a new and better route to Asia and the distant
and profitable Spice Islands, Ferdinand Magellan set sail from Spain in 1519 on what would
become the history-making first circumnavigation of the world. Magellan himself did not
complete the journey, he was killed by a poison arrow while on the Pacific island of Mactan, but
the expedition he mounted forever changed the course of human exploration. Details of the
journey, including Magellan's tools of navigation, the political battles for control over the
valuable islands of the Pacific, and Magellan's final moments in battle, are all vividly portrayed.
("Magellan and the first voyage around the world (Book, 2001) [WorldCat.org]," n.d.) The
readability of this text is 1000L. This book is included in this text set for the maps and diagrams
that are included in the book to show students what the technology was during this time period. It
also offers as a research reference for the readers with a higher reading comprehension.
England Explores the Americas (Sanders)
Sanders, W. (2005). England explores the Americas. New Rochelle, NY: Benchmark
Education Company.
This books topic is history. This book is about the English explorers who came to
Americas and what they found when they arrived. The readability of this book is 410L. This
book has been included to allow for students with a lower reading comprehension to be able to
do independent research on the European explorers.
Explorers of North America (Taylor-Bulter)
Taylor-Butler, C. (2008). Explorers of North America. New York: Children's Press.
This books topic is history. The book is about the explorers of North America. It
Describes the origins of European exploration of the Americas, including the Vikings, the
search for a new route to Asia, for gold, and for a Northwest Passage, and discusses the Lewis
and Clark Expedition and modern explorers. ("Explorers of North America (True Book):
Christine Taylor-Butler: 9780531147825: Amazon.com: Books," n.d.) This book has a
readability of 650L. It was included to give students another reference book to do further
research on the explorers as well as give students background on other explorers that have
explored the Americas. The books lexile level is appropriate for most students at the 5th grade
level.
Exploring the New World (Conklin)
Conklin, W. (2005). Exploring the new world. Huntington Beach, CA: Teacher Created
Materials.
This books topic is history. The book is about From the Vikings to Henry Hudson, the
great explorers sailed across uncharted waters during the Age of Discovery in search of many
things, including adventure and wealth. Their exploration not only changed maps of the world
but also paved the way for the settlement of the New World. ("Exploring the New World -
Lexile Find a Book | MetaMetrics Inc," n.d.) The readability of this book is 800L. This book
is included to offer another text perspective on the explorers of the Americas for student
research. Additionally, this book is at a reading level that most students will be able to read
and comprehend at the 5th grade level.
Ferdinand Magellan Sails Around the World (Yomtuv)
Media.
The topic of this book is history. With promises of wealth elsewhere, Ferdinand Magellan
left his homeland in search of a more fortunate life. He went on to spend three fateful years at
sea. Find out about the challenges of Magellans journey in this adventurous title for reluctant
readers! (The readability of this book is 730L. This book is included to get the students with a
lower reading comprehension an opportunity to become exposed to history through nonfiction
at their level. Additionally, it will be used to for student research.

References
Aronson, M., & Glenn, J. (2007). The world made new: why the age of exploration happened
and how it changed the world.
Beyond the Sea of Ice: The Voyages of Henry Hudson - Lexile Find a Book | MetaMetrics Inc.
(n.d.). Retrieved from https://fab.lexile.com/book/details/9780965049382/
Conklin, W. (2005). Exploring the new world. Huntington Beach, CA: Teacher Created
Materials.
Explorers of North America (True Book): Christine Taylor-Butler: 9780531147825:
Amazon.com:
Books. (n.d.). Retrieved from
https://www.amazon.com/Explorers-North-America-True-Books/dp/0531147827
Explorers to the New World: Moments in History - Lexile Find a Book | MetaMetrics Inc.
(n.d.).
Retrieved from https://fab.lexile.com/book/details/9780789151254/
Exploring the New World - Lexile Find a Book | MetaMetrics Inc. (n.d.). Retrieved from
https://fab.lexile.com/book/details/9780743987400/
Goodman, J. (2015). Beyond the sea of ice: the voyages of henry hudson. Place of publication not
identified: Mikaya Press.
Learning.
Kramer, S., & Wolf, E. (2010). Who Was Ferdinand Magellan. Paradise, CA: Paw Prints.
Levinson, N. S. (2001). Magellan and the first voyage around the world. Boston, MA: Houghton
Mifflin Harcourt.
Maestro, B., & Maestro, G. (1998). Exploration and conquest: the Americas after Columbus
1500-1620. Morrow, Wm. U.S.
Magellan and the first voyage around the world (Book, 2001) [WorldCat.org]. (n.d.). Retrieved
From
http://www.worldcat.org/title/magellan-and-the-first-voyage-around-the-world/oclc/4536
3879
Sanders, W. (2005). England explores the Americas. New Rochelle, NY: Benchmark Education
Company.
Sis, P. (1992). Follow the dream: the story of Christopher Columbus. Sydney: Random House.
Taylor-Butler, C. (2008). Explorers of North America. Danbury, CT: Childrens Press.
The World Made New by Marc Aronson John W. Glenn | Scholastic. (n.d.). Retrieved from
https://www.scholastic.com/teachers/books/the-world-made-new-by-john-w-glenn/
Media.

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Running Head: Constructivist Unit: Early Explorers of the Americas 1

Constructivist Unit: Early Explorers of the Americas

Name: Stephaine Baker Date: Nov. 25, 2017

Learner Profile (Classroom) IEP Requirements:

Our school and district is a k-12 building with a population of

Unit Objectives Unit Summative Assessment

Wisconsin State Social Studies Standards

Fifth Twelfth grade students studying US history will learn about:

The prehistory and early history of the Americas to 1607

Lesson One Formative Assessments

Prior Student Knowledge:

Time Anticipatory Set:

Lesson Two Formative Assessments

Constructivist Elements Materials - Jigsaw worksheet, Harcourt social studies,

Lesson Five Formative Assessments

Constructivist Elements Materials - Chromebook or copies of leveled non-fiction

Lesson Four Formative Assessments

Time Anticipatory Set:

Lesson Five Formative Assessments

Constructivist Elements Materials: Harcourt textbook, chromebooks, supplies for

Prior Student Knowledge:

Time Anticipatory Set:

Age of Exploration. (2016, April 25). Retrieved from https://www.youtube.com/watch?time_continue=30&v=17OP-2eSW5M

Baker, S. M. (n.d.). US History. Retrieved from https://sbakersclass.weebly.com/us-history.html

Constructivist Learning Theory. (n.d.). Retrieved from

Edpuzzle Video Lesson. (n.d.). Retrieved from https://edpuzzle.com/media/5a2dd0fa4a3f0e40f073fc2d

Edpuzzle Video Lesson. (n.d.). Retrieved from https://edpuzzle.com/media/5a2ddb23fe3c2a40fcfd53ff

Google Earth. (n.d.). Retrieved from https://goo.gl/Se4mWW

CONTENT TEXT SET REFERENCES

(n.d.). Retrieved from https://fab.lexile.com/book/details/9780965049382/

Explorers of North America (True Book): Christine Taylor-Butler: 9780531147825: Amazon.com:

Books. (n.d.). Retrieved from https://www.amazon.com/Explorers-North-America-True-Books/dp/0531147827

Retrieved from https://fab.lexile.com/book/details/9780789151254/

identified: Mikaya Press.

1500-1620. Morrow, Wm. U.S.

Marzollo, J., & Bjrkman, S. (1992). In 1492. New York: Scholastic.

Taylor-Butler, C. (2008). Explorers of North America. Danbury, CT: Childrens Press.

EQ: Why did the explorers travel to new lands?

Early Explorers Project

1. What was his full name?

2. Where and when was he born?

3. Tell me any information you found out about his family.

4. When, where, and how did he die?

5. Why did he want to travel to another place?

6. When did he set sail on one of his voyages?

7. Where did he sail from and where did he go?

8. Who paid for the trip? (country/monarchs)

10. Tell me about the ship your explorer sailed on.

14. Tell me any other information you feel is important.

Student Signature: ________________________ Date: ___________

Parent Signature: _________________________ Date: ___________

Explorers Project is due: _________________________________

A seamans life at sea was difficult. T F

The only food a sailor had was fish. T F

There were many different jobs on the ship. T F

Maps had scary images on them. T F

Sailors had to understand how to handle the wind. T F

Governments would pay to have pirates attack their enemies. T F

Ocean travel was dangerous but easy. T F

Reading assignments for Jigsaw:

My notes for assigned selection # ___

Important Terms and Definitions:

Personal Connections or Responses:

Student Signature: ______________ Date: _

Parent Signature: _______________ Date: _