Annotated Lesson Plan: The Age of Explorers

ANNOTATED LESSON PLAN: THE AGE OF EXPLORERS

Annotated Lesson Plan: The Age of Explorers

Lara Landry

National University

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Lesson Description:

Content Area: Social Studies

Title: The Age of Exploration

Grade Level: 4 (14 students, 2 ADHD, 1 ELL)

Rationale: Humans have not always known our Earth to be round, or how great in size it

really is. There was much that was unknown to man before the growth of modern

technology. Before the Age of Discovery, European's didn't know of the western

hemisphere or of the Americas. It wasn't until only 300-500 years ago that the lands were

discovered. In purpose of finding new trade routes, new goods and new trading partners,

European began exploring the world by sea. Some too set sail to simply learn more about

the world. Whatever the reasons, the information gained during the Age of Exploration

significantly helped in the advancement of geographic knowledge. This lesson teaches

students about our changing world; when, where, how and why the continents of both

North and South America came to be known and developed.

Goal:

Students will learn about the exploration era and the explorers who first came to

America.

Objectives:

Students will be able to

1. Identify the time period of the early explorers

2. Identify the reasons for exploration

3. Identify two prominent religions; Christianity and Islam

4. Identify the goals of the early explorers

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5. Analyze the role of six prominent explorers and evaluate their importance

6. Identify the routes of the explorers of the Americas on a map

7. Access websites to conduct research

8. Cooperate and collaborate with a partner

9. Keep papers and materials organized

Standards:

CA standard 5.2: Students trace the routes of early explorers and describe the early

explorations of the Americas.

1. Describe the entrepreneurial characteristics of early explorers and the

technological developments that made sea exploration by latitude and

longitude possible.

2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors,

and leaders of key European expeditions and the reasons Europeans chose

to explore and colonize the world.

3. Trace the routes of the major land explorers of the United States, the distances

traveled by explorers, and the Atlantic trade routes that linked Africa, the

West Indies, the British colonies, and Europe.

4. Locate on maps of North and South America land claimed by European

powers.

ELL Accommodations: The teacher introduces new words the students will be exposed to

in this lesson; i.e. Renaissance, Vasco de Gama, Portugal, Christianity. The spelling of

each new word and the names of the explorers and countries mentioned are written on the

board for the class to reference. The teacher reads each new word aloud and the students

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repeat them in chorus. When a word is mentioned in the video the teacher thinks may be

challenging, the teacher pauses the video to explain.

The ELL student is partnered with a student who is willing to be patient in helping him

understand the material; one with patience who enjoys helping others.

Vocabulary:

1. Exploration: noun for of explore, to make a careful search for something by

traveling to different places

2. expedition: a journey especially by a group of people for a specific purpose

(such as to explore a distant place or to do research)

3. the Renaissance: the period of European history between the 14th and 17th

centuries when there was a new interest in science and in ancient art and

literature especially in Italy

4. Amerigo Vespucci: an Italian explorer

5. Vasco de Gama: an Explorer from Portugal

6. Portugal: a powerful country during the Exploration Era, neighbor to Spain

7. Portuguese: someone from Portugal

8. religion: an organized system of beliefs, ceremonies, and rules used to worship

a god or a group of gods

Christianity: the religion that is based on the teachings of Jesus Christ

9. Muslim: a person whose religion is Islam: a follower of Islam

10. Islam: the religion which teaches that there is only one God and that

Muhammad is God's prophet: the religion of Muslims

11. caravels: the ships used by Portugal and other nations to explore

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12. conquer: to take control of (a country, city, etc.) through the use of force

Materials and tools:

True/False Pre-quiz

Multimedia projector

Great Age of Exploration video

Video questions handout

Explorer Website list handout

Computers

Internet project fill in the blanks assignment sheet

List of Explorers and Accomplishments with dates

Blank timeline to fill in

Student Post Evaluation Paper

Student self-Reflection paper

Pencil

Colored correcting pen

Procedures:

Introduction (5 minutes): Teacher will briefly discuss the Age of Exploration; giving the

time period, the objectives, and the outcomes of the European exploration period.

Presentation:

Day One:

Pre-Quiz (5 minutes): The teacher will distribute and ask the students to complete the

pre-quiz on the Age of Exploration to see what the students know prior to the lesson.

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Video (45 minutes- 1 hour): When the pre-tests are complete the each student is given a

handout with questions to answer on the 30-minute video they will watch, The Great Age

of Exploration. The teacher reviews the questions with the class prior to the video

presentation. After the video, the students are assigned to heterogeneous groups of 2

students of different skill levels to complete the video questions. Each student will

complete their own paper, but they will collaborate with their group members to come up

with the correct answers. After the video questions are complete, the teacher leads the

students in a discussion on the video and the questions. The answers are shared by the

groups with the class and the teacher provides correction where or if needed. The

students correct their own papers with a correcting pen.

Day Two:

Internet Project (45 minutes): In their assigned groups, the students complete a fill in the

blank assessment on the early explorers by referencing specific Internet sites in the

computer lab. The list of Internet sites they are to access for the information as well as the

fill in the blank assessment of their knowledge of the early explorers is given to the

students prior to going to the computer lab. The teacher reviews the assignment with the

students and answers any questions. Each student has their own paper, but they work

together to find the correct answers to fill in. The students will complete this in their

groups of 2-3 students. The teacher walks the computer lab while the students complete

the assignment and is readily available to assist in locating information on the websites or

for any questions the students might have while completing the assignment. The teacher

gives praise when the students locate a correct answer. After the students finish filling in

the handout, they come back to the classroom and discuss their finding as a group. Each

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group shares the answers to 1-2 of the questions. Any correction that the students make is

done in a colored correcting pen.

Day Three:

Timeline: Students complete a timeline in their groups of the early explorers from a list

of explorers given to them. Again, each student has their own paper, but they work

together to put the dates and nations in the correct places on the timeline.

Day Four:

Students complete an open book/note evaluation/test, and closed book True/False post-

test.

Assessment and Evaluation:

The teacher constantly assesses the group work by canvasing the classroom while the

students are working. After the video questions are answered, the teacher goes over the

worksheet with the class. Each group takes turns giving the answers to the video

questions, 2-3 questions per group are shared with the class. If a group got a particular

question wrong, they are asked to correct the answer with a colored correcting pen. After

the Internet project, the teacher engages the students in discussion about their findings.

The answers to each of the questions are reviewed and corrected. After the final

assignment where the students complete a timeline of the early explorers, the teacher

reviews the handouts for accuracy with the class. The three final papers are submitted and

graded.

Homework (15 minutes): Given on the third day, the students complete a crossword

puzzle on the early explorers. This crossword puzzle has a word bank to help students

with their spelling. This is done independently and the assignment is submitted for

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grading. The crossword is corrected in class and students make any correction to their

paper with a colored correcting pen.

Evaluation (20 minutes): The student is given a final "open note" evaluation of their

knowledge of early explorers and the Age of Exploration. After, the students re-take the

pre-test without notes to see how their knowledge of this era has improved. The final

paper to be completed by the students is a self-reflection where the students are asked

four questions about their opinion of the lesson; what they liked the most, the least, what

was the most challenging and what was the least challenging. The self-reflection and all

other assignments are treated as classwork assignments and are only graded for

completion. The test is the summative assessment.

All documents needed follow the lesson plan.

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Age of Exploration and Early Explorers Pre-Test

Directions: Answer the following True/False questions by writing a T for true or F for false to the left of each number.

1.America was called the New World.

2.Christopher Columbus was the first explorer to find the New World.

3.Columbus started the first Spanish colony in the New World.

4.In the 1400s, Spain and Portugal were leaders in world exploration.

5.Vasco Da Gama was a Spanish explorer.

6.In 1400, no Native American had ever seen a horse.

7.The development of gunpowder by the Aztec Indians in Mexico allowed them to win most of their battles against the Spanish.

8.North and South America were named after the Americo plant found only in the New World.

9.Amerigo Vespucci is an explorer for which America was named.

10. Ferdinand Magellan was an explorer who sailed all the way around the world.

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"The Great Age Of Exploration" Video Questions

1.What was the time period after the Medieval Era called (it was a historical period of cultural rebirth)?

2.What country developed the important school of navigation in the 1400’s?

3.Who was the first European explorer to reach India by sailing around the tip of Africa?

4.What were the new exploration ships in the 1400’s called?

5.What were the three important goals of the early explorers?1.

2.

3.

6.What did Columbus think was 4000 miles west of Africa?

7.Who established the first Spanish colony in the New World?

8.Who is the New World named after?

9. Who conquered the Aztecs?

10. Who conquered the Incas?

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Student's Names:

Age of Exploration Internet Project

Directions: Use the websites on The Age of Exploration Internet Project: Website List to answer the following questions.

1. America was named after in the year .

What were the four goals of the early explorers?1.2.3.4.

2. What did students learn at the school of Navigation built by Prince Henry?1.

2.

3.

3. Who commissioned (sponsored) John Cabot's journey?

4. After crossing the Atlantic, where did Cabot land?

5. Cartier was an explorer who sailed for the country of .

6. Cartier sailed 1000 miles up the River.

7. Cartier named the entire region he explored .

8. Vasco de Gama led the first expedition that traveled from Europe to by sailing around Africa.

9. Ferdinand Magellan led the first expedition to .

10. The strait at the southern tip of South America is called . Why?

11. Who started the Age of Exploration?

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The Age of Exploration Internet Project: Website List

This is a partner project that will require you to use the Internet. Complete the fill in the blank worksheet using the following websites;1. www.enchantedlearning.com2. www.ducksters.comThe link to each explorer you will read about is under each explorer's name.

Age of Exploration Web Sites:

Henry the Navigatorhttp://www.enchantedlearning.com/explorers/page/h/henry.shtml

Christopher Columbus http://www.ducksters.com/biography/explorers/christopher_columbus.php

Vasco de Gamahttp://www.ducksters.com/biography/explorers/vasco_da_gama.php

John and Sebastian Cabothttp://www.enchantedlearning.com/explorers/indexc.shtml

Ferdinand Magellanhttp://www.ducksters.com/biography/explorers/ferdinand_magellan.php

Amerigo Vespuccihttp://www.enchantedlearning.com/explorers/indexv.shtml

Jacques Cartierhttp://www.enchantedlearning.com/explorers/indexc.shtml

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The Age of Explorers Evaluation

Now that you have learned about the Age of Exploration through the video and webquest, let's see what you have learned! Answer the following questions independently, in complete sentences. You may use your video responses and internet project responses to answers the questions.

1. What was the school Prince Henry the Navigator established? What did students learn there?

2. Name four important goals of all the early explorers.

1.2.3.4.

3. What was the time period following the Medieval Era called? a. (Hint: This was a time when education and art started becoming important

again.)

4. What was the name of the king John Cabot explored for?

5. Where did Vasco de Gama go?

6. Which explorer was America named after?

7. Magellan was first man to sail from the Atlantic Ocean into which ocean?

8. For which country did Cartier explore?

9. What modern day country did Cartier name?

10. Name two Indian nations the Spanish conquered.

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Student Name: Date:

The Age of Exploration Lesson: Self-Reflection

1. The part of this week’s lesson on the Age of Exploration I liked the most was…

2. The part I liked the least was…

3. The part of the lesson that was the most challenging for me was…

4. The part of the lesson that was the easiest for me was…

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In creating this lesson plan, I knew I must create something that is pertinent to the

curriculum of my 4th grade students, as this is where I would be conducting the

implementation of the lesson. Currently in history class, we are studying the early

European explorers, which meet the standards for 5th grade social science. We had

previously gone through the lessons on Christopher Columbus, John Cabot and now

Ferdinand Magellan. The way our book is set up, the students focus on each individual

explorer rather than the time of early exploration, or the Exploration Age. I have found

that the students have had a lot of questions in regards to the reasons these explorers were

exploring and why they were doing so for nations not of their own. For example,

Columbus was Italian but he explored for the Spanish and John Cabot was also Italian but

explored for the English. I knew because of the questions the students had and their lack

of understanding in regard to the time of exploration, this is where I wanted to focus my

lesson plan.

At the school in which I teach we do not utilize enough technology in the

classroom. And in coming down to fourth grade from 6th, I realize the students even

more so need to make visual representations of the text they are reading. This is after all

their world. They are over stimulated with technology in their everyday lives and are

used to being informed and learning about new things or concepts via visual and audio

interaction. I work in a fairly affluent community and these children have iPads, and

iPhones at their disposal, yes, even in 4th grade.

My first step was to make sure the lesson plan followed SDAIE: Specially

Designed Academic Instruction in English. After learning about SDAIE in the first unit, I

couldn't be more of an advocate of this style or method of teaching. In the PowerPoint

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presentation it stated that some view SDAIE as "just good teaching" and well, I couldn't

agree more. The method teaches to every ability and allows for success for every student.

The key aspects of SDAIE needed to be included in my lesson; modeling, bridging,

contextualization, schema building, text re-presentation, and metacognition. And, I feel

that I have done so in creating my lesson plan.

In regards to modeling, I clearly explained what was expected of them prior to the

lesson, which included a video presentation, "The Great Age of Exploration," a video I

located on the Internet that clearly spoke to the time period of the early explorers. This

video showed replicas of the ships that were sailed, showed maps of the explorers’

voyages, showed pictures of the explorers so the students could visualize what these men

look like. It showed what life was like during this time period and how and why it was

the way it was. It spoke of the history before the Exploration Age, the Middle or

Medieval Age, and talked about the coming of the Renaissance period.

Before the lesson, I want to be sure to bridge from the knowledge the students

possess, and then move form the known to the unknown. So, I plan to ask them questions

about what material has already been covered; who was Columbus? Where was he from?

Why did he set out on an expedition?, etc. The video to be shown covers the

contextualization aspect of the SDAIE method. By explaining that all the explorers they

have studied so far lived in the time period of the Exploration Age, the teacher is

connecting multiple facts and isolated concepts to a larger body of knowledge; the

students are seeing the big picture, which in terms of learning helps the students find

value. Text re-presentation will be used by means of the Internet project that follows the

video assignment. Much of the information discussed in the video is seen again in the

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second part of the lesson. After the lesson is complete and the week is coming to a close,

the students are to complete a self-reflection on the lesson and their learning; this covers

the metacognition aspect of the SDAIE method.

In regards to the ESL student we were to profile, I chose option 4, to create my

own, as the first three did not fit the criteria I needed to follow in order to implement my

lesson plan. In terms of the classroom setting, I needed to focus on a 4th grade student. I

chose to highlight characteristics of a student currently in our school, a young boy who is

in third grade from Iran named Ali. I may teach this student next year, and I thought it

best to create a lesson with this boy in mind. Should he be at the school next year, he

would be a 10-year-old 4th grade student who moved with his family from Iran one year

ago. His father is in business management and his mother does not work. He has an older

brother in 8th grade who is much more proficient than he, as they did receive some

English in their school in Iran. Ali, however has limited English proficiency, but is eager

to learn. He speaks fluent Farsi and can read age appropriate book and magazine in his

primary language. His report cards from his previous school reflect above average grades.

He is outgoing and active in sports, and he get along well with the other students,

language barrier aside. He is well liked and welcomed by his peers. His CDELT results

indicate an overall score in the Early Advanced range, and he has been identified as an

English learner (Listening and speaking= Intermediate level. Reading= Early advanced.

Writing= Early advanced).

Luckily for Ali, there are two other students in the class of Persian decent, one

that speaks broken Farsi, and one who is able to identify a few key words. Regardless,

they have cultural similarities and this helps in making Ali comfortable in his school

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surroundings. They have been very helpful in helping translate direction that are

confusing or text that he does not understand. In creating partners for this lesson plan, I

would be sure to group him with one of these students to ensure Ali took as much from

the lesson as he could.

A stated in the Serdyukov and Hill, biliteracy is important to foster and develop in

ESL students. A teacher should not lose sight of the fact that ESL students need to

maintain a cultural identity as well (2009). In one of the videos we were assigned to

watch, a teacher at the international school in Brooklyn, New York had created a lesson

that allowed for the students to work in homogeneous groups and interview people of

their own culture in their community. This was a great way to develop the students

English proficiency as they had to complete much of the assignment in English, yet the

project allowed for the students to strengthen their community ties. A teacher must

always respect and encourage diversity in the classroom, and allow ESL students to

maintain their cultural diversity while developing their English proficiency and helping

them acclimate to their new surroundings, without losing their cultural identity.

Serdyukov and Hill states, "many of the strategies that teachers use to develop native

literacy are useful for assisting students to develop literacy in a new language" (2009).

Hudelson suggests "teachers create a print-rich environment, provide opportunities for

collaboration, and organize instruction so that students engage literature in a meaningful

way and write purposefully" (1994). Another aspect to keep in mind when creating

lessons for ESL students is that text is embedded in cultural and social contexts, which

may be unfamiliar to second language learners.

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In creating any lesson plan going forward, I will keep in mind the SDAIE

strategies I have learned in this course. I look forward to having the ESL student

mentioned above next year in my class and to the exciting challenges that will bring to

my teaching career.

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References

Faltis, C., & Hudelson, S. (1994). Learning English as an additional language in k-

12 schools. TESOL Quarterly, 28: 457–468. doi: 10.2307/3587303

SDAIE: Specially designed academic instruction in English and related strategies.

[PowerPoint lecture] Retrieved from National University TED 621A class site.

Serdyukov, P., & Hill, R. (2009). Methodology for second language development.

Boston, MA: Allyn & Bacon.

Serdyukov, P., & Ryan, M. (2008). Writing Effective Lesson Plans – A 5-Star Approach.

Boston, MA: Pearson Education, Inc.

Sitko, J., Ph.D. (Producer). (2004). The great age of exploration. Chariot Productions.

Retrieved from http://video.google.com/videoplay?

docid=7843799197761762374

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ANNOTATED LESSON PLAN: THE AGE OF EXPLORERS 21

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Annotated Lesson Plan: The Age of Explorers