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RUNNING HEAD: Journey to the West

Journey to the West: Exploring Columbus’s WorldFourth Grade

Melanie Tarasovich

Summer 2009

Journey to the West

Table of Contents

Schematic Map

Unit Overview

Calendar

Pre-assessment

Lesson One:

Columbus’s Early Life

Attachments: All About Young Chris Columbus worksheet, Teacher’s Key

Lesson Two:

How to Flatter a Queen.

Attachments: How Do You Get What You Want From a Queen? worksheet

Lesson Three:

How to Make New Old Paper

Attachments: Tannins & Natural Dyes info sheet

Lesson Four:

The Tools and Ships of the Trade

Attachments: Seafarer’s Life worksheet, Teacher’s Key

Lesson Five:

Archimedes Screw: Tool of the Trade

Attachments: How to Build Like a Greek worksheet, Science Project Rubric

Lesson Six:

Failed Adaptation

Attachments: So What About Chris? worksheet

Lesson Seven:

Presentation Preparation: Book Cover

Lesson Seven:

Post-assessment Presentation

Attachments: Post-assessment Presentation Rubric

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Journey to the West:Exploring Columbus’s World

A Fourth Grade Unit

Lesson One:Columbus’s Early Life

(Book Research)

Lesson Four:The Tools and Ships of the

Trade(Internet Research)

Lesson Three:How to Make New Old Paper

(Science Inquiry)

Lesson Six:Failed Adaptation

(Narrative Journal Entry)

Lesson Seven: Presentation Preparation

Lesson Five: Archimedes Screw: Tool of the Trade(Science Experiment)

Lesson Two:How to Flatter a Queen

(Persuasive Writing)

Pre-assessment:Class discussion

Post-assessment:Presentation

Journey to the West

Unit Overview

Unit Title: Journey to the WestContent Area: Social Studies, Science and English/Language ArtsTargeted Grade Level: Fourth GradeUnit Length: Eight days instructional unit of seven lessons (varying in length from 45 minutes to an hour and 40 minutes) plus a pre-assessment and a post-assesment.

Journey to the West: Exploring Columbus’s World is an interdisciplinary, thematic fourth grade English/Language Arts, Social Studies and Science unit. It provides students with the opportunity to learn more about Christopher Columbus, his world, his motivation and his legacy. Columbus’s successful expedition across the ocean started the Age of Exploration, which led to the colonization of the Americas. It also brought disease and slavery to the native tribes. Students will be given the opportunity to think about the effects of the voyage from both the perspectives of the Spanish and the native peoples, through creative writing. Students will step into Columbus’s shoes as he attempts to persuade Queen Isabella to finance his voyage. Students will explore the machinery that enabled Columbus to travel across the ocean by participating in an experiment that will result in the building of an Archimedes screw. Throughout the units gives students the opportunity to research the man and his world.

Georgia Performance Standards:S4CS3 Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures.

a. Choose appropriate common materials for making simple mechanical constructions and repairing things.d. Identify and practice accepted safety procedures in manipulating science materials and equipment.

S4CS8 Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:

b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.

S4CS8 Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:

b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.

S4P3 Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on an object.

a. Identify simple machines and explain their uses (lever, pulley, wedge, inclined plane, screw, wheel and axle).

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SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

a. Describe opportunity costs and their relationship to decision-making across time (such as decisions to send expeditions to the New World).b. Explain how price incentives affect people's behavior and choices (such as colonial decisions about what crops to grow and products to produce).

SS4G2 The student will describe how physical systems affect human systems. b. Describe how the early explorers (SS4H2a) adapted, or failed to adapt, to the various physical environments in which they traveled.

SS4H2 The student will describe European exploration in North America. a. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French,

and English explorations of John Cabot, Vasco Nunez Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques Cartier.

b. Describe examples of cooperation and conflict between Europeans and Native Americans.

Supporting Georgia Performance Standards:

ELA4W2 The student demonstrates competence in a variety of genres.

ELA4W3 The student uses research and technology to support writing.

Unit Goals:The student should:1. know the effect that trade had on the discovery of the New World2. understand the reasons behind Columbus’s voyage.3. know the effects of Columbus’s discovery on America.4. know the effects of Columbus’s discover on further exploration. 5. know that an Archimedes screw is a curved inclined plane.

Objectives:The student will: 1. be able to identify the reasons for Columbus’s voyage.2. be able to identify reasons for the failure of the first Spanish colonies.3. be able to identify the effects of Columbus’s voyage on America.4. be able to identify the effects of Columbus’s voyage on further exploration.5. be able to make an Archimedes screw.

Enduring Understandings:The desire to trade motivated Europeans to cross oceans.The desire to build a Christian following motivated Isabella to finance Columbus.

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The first Spanish settlements failed because the Spanish settlers felt superior to the native tribes and stole from them. They failed to recognize the difference in climate zones in planting crops, leading to a loss of them.The discovery of a new land motivated other Europeans to venture into the unknown, to explore. The competition of European nations made European leaders want to claim a piece of the new lands.Europeans brought disease and prejudice with them. They killed, enslaved or frightened away many of the native tribes.Ancient inventions were highly valuable in the crossing of the ocean. Essential Questions:Why did Columbus cross the ocean?What did he promise to bring back?What did he hope to find?What did he find?How did the Europeans initially treat the natives?Why did the relationship deteriorate?How might the relationship have been preserved?Why did the first colonies fail?How did ancient technology bring Columbus to a new world?

Essential Vocabulary: Archimedes – a Greek mathematician and inventor Compass – a device for determining direction by means of a magnetic needle pointing to

the magnetic north Dye – color produced by staining or coloring usually permanently Genoa – city and port in NW Italy Inclined plane – a flat surface that makes an angle with the plane of the horizon Indies – now East Indies, the Malay Archipelago Meteor – one of the small bodies of matter in the solar system observable when it falls

into the earth’s atmosphere where the heat of friction may cause it to glow brightly for a short time

Mohammedan – a follower of Mohammed Moors – a North African people that conquered Spain in the 8th century and ruled until

1492 Nautical – of or relating to sailors, navigation, or ships Nautical mile – any of various units of distance used for sea and air navigation equal to

about 6076 feet (1852 meters) Parchment – the skin of a sheep or goat prepared as a writing material Screw – a simple machine consisting of a solid cylinder with a winding groove Stain – to give color to Tannin – any of various substances from plants (as the oak or sumac) used in tanning

leather, dyeing fabric and yarn, the making of ink, and in medicine Turks – a person born or living in Turkey.

Source:

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Word Central. (2009). Merriam-Webster's Word Central Web. Retrieved July 13, 2009, from http://www.wordcentral.com/home.html

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Calendar

InstructionalDay

Date Instructional Topic InstructionalTime

1 October 13, 2009 Pre-Assessment 25 minutes

2 October 14, 2009 Introduction and Research: Columbus’s early life.

90 minutes

3 & 4 October 15, 2009October 16, 2009

Financial Aid: How to flatter a queen.

140 minutes

4 October 16, 2009 Inquiry:How to make a new old letter.

45 minutes

5 October 19, 2009 Getting there: The tools and ships of the trade.

45 minutes

5 October 19, 2009 Archimedes Screw: Tool of the trade

45 minutes

6 October 20, 2009 Colonization: Failed adaptation.

90 minutes

7 October 21, 2009 Project assembly:Book Cover

45 minutes

8 October 22, 2009 Post-assessment:Project Presentation

90 minutes

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Melanie Tarasovich ECMT 6030School: __________ Fourth GradeTeacher’s Signature: ________________ Date: __ October 2009

Lesson Title: Pre-assessment

Duration:Approximately twenty-five minutes

GPS/QCC:SS4H2 The student will describe European exploration in North America.

a. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Nunez Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques Cartier.

Goal:The student should:1. know the effect that trade had on the discovery of the New World.2. understand the reasons behind Columbus’s voyage.3. know the effects of Columbus’s discovery on America and on further exploration.4. know that an Archimedes screw is a curved inclined plane.

Objectives:The student will: 1. be able to identify the reasons for Columbus’s voyage.3. be able to make an Archimedes screw.4. be able to identify reasons for the failure of the first Spanish colonies.5. be able to identify the effects of Columbus’s voyage.

Vocabulary:None

Materials/Equipment:Chart paperMarkers

Procedure:Introduction: (2 minutes)

1. Tell students they will never believe what you got in the mail the other day. 2. Tell students you got a letter from the best selling author, J.K. Bowling.

a. She wants to write a new book series about Christopher Columbus.b. But she does not know enough about him to write it.

3. Tell them that J.K. needs their help.a. She needs them to find out as much as they can about Columbus and what he did.

4. Will they help her?

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Instructional: (20 minutes)1. Tell students that the first thing we have to do is find out what they already know.2. Label the top of a piece of chart paper “Christopher Columbus.”3. Ask students what they know about Christopher Columbus.

a. What did they learn about him last year?b. Where was he from? c. What is he famous for?d. From where did he sail? e. Why did he sail?f. What did he find?

4. Write what students know (or think they know) on the paper.

Closing: (3 minutes)1. Congratulate students on how much remember.2. Tell students that to be helpful to J.K. Bowling, we are going to have to learn a lot

more. 3. Ask students how we might learn more about Columbus.

a. What sources could we look at?

Evaluation:Note misconceptions to address. Note information that all students are familiar with, and adjust lessons accordingly. Keep the chart paper for comparison at the end of the unit.

Accommodations:If there are Spanish speaking students in the class, it might help to provide students with Columbus’ Spanish name: Cristóbal Colón. Any students coming from a Central or South American heritage may have a unique take on Columbus’s voyage and its effects. For the hearing impaired, have instructions written on the board so the student knows what is expected. For the visually impaired, make sure each correct fact is repeated clearly so that the student is sure to understand. Avoid repeating incorrect information so the student will be less likely to recall that information later.

Enrichment:None.

Appendices:None. Resources:Kelly, D. (2004). Christopher Columbus webquest. Retrieved from

http://www.teachnet.ie/stpats2004/christophercolumbus/

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Melanie Tarasovich ECMT 6030School: __________ Fourth GradeTeacher’s Signature: ________________ Date: __ October 2009

Lesson Title: Columbus’s Early Life

Duration:Ninety minutes. One English/language arts period and one social studies period.

GPS/QCC:ELA4W3 The student uses research and technology to support writing. The student:

c. Uses various reference materials (i.e. dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words).

SS4H2 The student will describe European exploration in North America. b. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French,


Goal:The student should:1. know the effect that trade had on the discovery of the New World2. understand the reasons behind Columbus’s voyage.

Objectives:The student will: 1. be able to identify the reasons for Columbus’s voyage.

Vocabulary: Genoa – city and port in NW Italy Indies – now East Indies, the Malay Archipelago Mohammedan – a follower of Mohammed Moors – a North African people that conquered Spain in the 8th century and ruled until

1492 Turks – a person born or living in Turkey.

Materials/Equipment:All About Young Chris Columbus worksheet, AttachedFritz, J. & Tomes, M. (Ill.) (1980). Where do you think you’re going, Christopher Columbus?

New York: NY: G. P. Putnam’s Sons.Library books about Christopher Columbus


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1. Remind students how excited you are that they are the researchers for J.K. Bowling’s newest series about Christopher Columbus.

2. Remind students how much they already know. 3. Ask student what is the best place to start looking for information when they need it.

a. Call on raised hands.b. The correct answer is “The library.”

4. Tell students you have been to the library and found an amazing number of resources for them to look at in their research.

5. Bring out one book that you particularly liked: Where do you think you’re going, Christopher Columbus? by Jean Fritz. a. Tell students you enjoyed it so much, you just had to borrow it and bring it to the

class. b. You also decided that it is going to be our Read Aloud book for the week.

1. 6. Read from the book for 15 to 20 minutes. a. Add comments and ask questions where appropriate.b. Display illustrations for students to see.

Instructional: (55 minutes)1. When you have finished, ask students what they thought.

a. Did they like the illustrations?b. Do they think Columbus had an interesting early life? c. Would they, too, have gone to sea? Or would they have stayed home and followed

Diego in the weaving business? 2. Ask students what the major events of Chris’s life were.

Note: Start calling him by the shortened first name to make him more real and accessible and less of a historical figure.a. Call on raised hands.

3. Ask if students knew any of this before they heard you read. a. Presume the answer will be “No.”

4. Ask students if they should base what they know on just the one book.a. What if it said Chris had slain a dragon at the age of three and then rode his pet

unicorn to Spain… would they believe it? b. Would they not want to read another book and compare what the two had to say?c. Do they think that might be a smart thing to do for other subjects?

5. Tell students it is time to get started!6. Again ask students where the best place to go to start research is. (The library.)7. Have student line up and walk to the library.

a. Before students enter, remind students of the library rules. b. Count out groups as students file past, give each student an All About Young Chris

Columbus worksheet. Note: The number of students in a group may vary depending on the number of books in the library. This is to avoid a group being left without a book. The teacher may also supplement the school library’s collection with books from the public library. Make arrangements with the librarian ahead of time.

7. Model proper library procedure by approaching the librarian and asking where to find the books about Columbus.

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8. Have the students follow her and find a book for their group. 9. After checking the books out, return to the room.10. Have groups sit together and find answers to their questions. (25 minutes)11. Circulate answering questions, making sure students are on task and that students are

marking the source of their answers. 12. If students have found all the answers they can, have them ask another group if they

would like to trade books. 13. Continue rotation until each group has had the chance to reference at least two books. 14. When students have found their answers, call on volunteers to answer each question.

a. Ask the class if anyone read anything different, and where did they read it.15. Tell students they can now put this information together in a more fun way.

a. Have each student draw an event from Chris’s early life.b. Write the assigned event on a piece of paper and give it to each student.

16. When students are finished, have the students stand up and describe the image without telling what it is about.a. The other students have to place it on Chris’s timeline.

17. Have a student helper collect the All About Young Chris Columbus worksheet.

Closing: (10 minutes)1. As the student helper collects the papers, call on students to share facts about Chris’s

early life. 2. Congratulate students on their excellent research.3. Tell students they will get to continue their research online the next day. 4. If there is time remaining in the period, continue reading aloud from Fritz, J.

Evaluation:The fourth grade students will be informally evaluated on their behavior in a group setting. They will be formally evaluated on their worksheet answers. They will perform with an accuracy of 85 percent on each worksheet.

Accommodation: If there is a hearing impaired student, write directions on the board and have them typed on a piece of paper to ensure student knows what is expected. Write the information students share on the board so that student can check his or her answers against what others have found. Provide student with a copy of the book so that he or she may read along. If there is a visually impaired student, place him or her in a group with a strong reader, who can read aloud from the books. Provide the student with a computer and a Braille keyboard to type his or her answers. Also, repeat clearly the information student share.

Enrichment:Chris Columbus was proud of the Greek and Latin routes of his first name. Students might be interested in finding the roots of their own names. Arrangements might be made with the art teacher to have students make a paper mache globe and paint it to show what the world was thought to look like before Columbus’s discovery.

Follow up:

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Continue unit next English/language arts period.

Attachments:All About Young Chris Columbus, one for each studentAll About Young Chris Columbus – Teacher’s Key

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Name:

All about Young Chris ColumbusYou have listened to one story about Chris’s early life,

now it is time to check the accuracy.Remember to read a variety of books, not just one!

1. When and where was Chris born?

Where did you find this information?

2. What did his father do?


3. After an attack at sea, where did Chris end up?


4. After _____ years, where did he go?


5. It took _______ years before Chris finally got an OK from _____________________?


6. What did he promise to find and bring back?


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Name: Teacher’s Key

All about Young Chris ColumbusYou have listened to one story about Chris’s early life,

now it is time to check the accuracy.Remember to read a variety of books, not just one!

1. When and where was Chris born? 1451. Genoa, Italy


2. What did his father do? Wool weaver


3. After an attack at sea, where did Chris end up? Lisbon, Portugal


4. After 9-10 years, where did he go? Spain


5. It took 7 years before Chris finally got an OK from Queen Isabella ?


6. What did he promise to find and bring back? The Indies. Gold, spice and converts.

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Melanie Tarasovich ECMT 6030School: __________ Fourth GradeTeacher’s Signature: ____________________ Date: __ October 2009

Lesson Title: How to Flatter a Queen

Duration:One hour and 40 minutes over two days. Two English/language arts periods.

GPS/QCC:ELA4W2 The student produces a persuasive essay that:

a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. c. Supports a position with relevant evidence.

SS4H2 The student will describe European exploration in North America. c. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French,


Goal:The student should:1. know the effect that trade had on the discovery of the New World2. understand the reasons behind Columbus’s voyage.3. know the effects of Columbus’s discovery on America and on further exploration.


Vocabulary:None.

Materials/Equipment:How Do You Get What You Want From a Queen? worksheet, one for each studentStudent dictionaries (Optional)



2. Remind students how much they already know.3. Ask them what new information they learned yesterday.

a. Call on raised hands. 4. Ask where we last left Chris.

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a. Chris had just gotten his financing.1. Tell students to imagine they are Chris.

a. They are absolutely convinced they know best way to the Indies.b. But they cannot just walk across the ocean. They need ships and supplies.c. How can they get the money for that?d. Can they save up and buy the ships? Could they borrow it?e. How would they talk the King and Queen into letting them borrow money?

Instructional: Day One: (35 minutes)

1. Tell students you want them to convince the Queen of Spain to finance their voyage. 2. Have a student helper hand out a How Do You Get What You Want From a Queen?

worksheet.3. Have students think about the questions and write answers on the sheet. (10 minutes)

a. Circulate answering questions.4. When most students have finished, have them take out a piece of notebook paper and

write a rough draft of a letter to Queen Isabella. (25 minutes)a. Have students base their letters on the worksheet.b. Remind students that this is a letter to the leader of the country, a woman who

burns people at the stake, what kind of language should they use?5. Circulate checking student work, answering questions.

Closing: (5 minutes)Day One:

1. Ask students if they think Chris had written letters to the queen. a. Do they think he included the same kind of information they are using?b. What kind of information are they including?c. Call on volunteers to share.

2. Have students take their letters home to reread for spelling and grammar errors. a. Remind students again that this letter is addressed to a queen.

Instructional:Day Two: (35 minutes)

1. Have students reread and edit their work, correcting any errors they might have found and rewording their letters where desired.a. Remind students that this letter is for a Queen, so this needs to be their best

possible writing. b. Have students first try to correct their misspellings on their own. Raise their hands

if they cannot, or go to the dictionary to find the correct spellings. 2. Circulate checking student work for errors that are continuously missed.

a. Ask students if they are sure of a particular spelling, etc. b. If a student finishes quickly, check his or her work. Ask if there are any details that he or she might be able to add to enhance the letter.

3. Have students take out a clean piece of paper.a. Tell them to recopy their letters in their best possible handwriting.

4. Circulate making sure students are not editing their letters on the final draft.

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5. When all students have finished, move to the science lesson.

Closing: (5 minutes)Day Two:

1. Ask students what they notice about the letters and scrolls in the pictures of Chris’s life.a. Are they flat? Are they rolled?b. Are they bright white like our paper? What color are they?

2. How could we make our letters look more like Chris’s letters?

Evaluation:The fourth grade students will be informally evaluated on their behavior in a group setting. Their letters will be graded based on accuracy of spelling and grammar as well as accuracy of learned information.

Accommodation: If there is a hearing impaired student, write directions on the board and have them typed on a piece of paper to ensure student knows what is expected. If there is a visually impaired student, provide the student with a computer and a Braille keyboard to type his or her answers. Record the worksheet questions on audio file so the student can play them on the computer.

Enrichment:Students might choose to incorporate the performing arts by having a student play Queen Isabella. The class must read their letters and the “Queen” then chooses to whom her support will go.

Follow up:This lesson is to be followed the same or following day with a science inquiry.

Attachments:How Do You Get What You Want From a Queen? worksheet

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Name:

How Do You Get What You Want From a Queen?Imagine you are Chris Columbus.

You are 100% sure that you (and only you) know the best way to the Indies.But to get there you need cash.

Plan a letter to the Queen to convince her to give you money.

Who is your audience?

What is your goal?

What important information do those readers need to know?

What do the King and Queen get out of giving you money?

What might they say against your plan?

How would you defend yourself?

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Now, use this to write a letter to the Spanish court to get your cash!


Lesson Title: How to Make New Old Paper

Duration:Forty-five minutes.

GPS/QCC:S4CS1 Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

a. Keep records of investigations and observations and do not alter the records later.

Goal:The student should:1. know the importance of following the process of a scientific inquiry.

Objectives:The student will: 1. be able to demonstrate appropriate scientific inquiry methods.

Vocabulary: Dye – color produced by staining or coloring usually permanently Parchment – the skin of a sheep or goat prepared as a writing material Stain – to give color to Tannin - any of various substances from plants (as the oak or sumac) used in tanning

leather, dyeing fabric and yarn, the making of ink, and in medicine

Materials/Equipment:Airtight plastic container, oneClothes pins or paper clipsCola, three cansInstant coffee, one bottleLined notebook paper, four sheets to each groupMeasuring cup or kettle in which to boil waterMicrowave oven or stovetop to boil waterPaper towels, manyPermanent markers, one per groupSmall bowls or cups, four to each groupStringStudents’ Science Journals

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Tannins & Natural Dyes information sheet, one for each studentTea bags, one boxWater, boiled and cooled

Procedure:Note to teacher: Prepare the coffee and tea in advance, boiling, steeping and cooling the water so that the students do not get burned. Save the teabags in an airtight plastic container so that they can remain damp and be used in the experiment, too.

Introduction: (5 minutes)1. Remind students about the images they put together into a mural map of Chris’s early

life. Ask students what they notice about the letters and scrolls in the pictures.c. Are they flat? Are they rolled?d. Are they bright white like our paper? What color are they?

2. Ask students how we could make our letters look more like the letters Chris would have written to the queen?

Instructional: (35 minutes)1. Have students record in their Science Journals different ideas about how they might

get white paper to brown. 2. Ask students to share their ideas.3. Have a student helper pass out the Tannins & Natural Dyes information sheet.

a. Call on students to read from it.b. Clarify the meaning if necessary.

4. Have students think what tannins might be in if they are in most plants.a. Have them record the answers in their Science Journals.

5. Ask the students if they think tea would be a good dye.a. Why?b. What else might make a good dye?

6. Presuming students will say coffee, cola and tea, have these prepared.7. Divide students into groups.8. Have student helpers carefully put four bowls in front of each group, each bowl

contains a different dye – coffee, cola, tea and teabags.9. Ask students which they think would make the best dye.

a. Have them record the answer in their Science Journal.10. Tell students to take a piece of notebook paper.

a. Using the permanent marker, they are to label the paper with the group member’s names and the dye they are going to use on it.

b. Students are to see how the dyes compare.c. Remind students to record the results in their journals.

11. Circulate with paper towels, cleaning up any spills and making sure students are dyeing with the cola and not drinking it.

Closing: (5 minutes)1. Call on students to take their bowls to the sink to empty and rinse them, wash their

hands and clean their tabletops.

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2. Call on students to bring their dyed papers to the front of the room and hang them with clothespins or paper clips from a string hanging across the room like a clothesline.

3. Have students write in their journals which dye they think will be the best for their letters, and if there will be a change when the paper dries.

Evaluation:The fourth grade students will be informally evaluated on their behavior in a group and their ability to follow directions. Science Journals will be collected and read to ensure student understanding of the inquiry process.

Accommodation: If there is a hearing impaired student, write directions on the board and have them typed on a piece of paper to ensure student knows what is expected. If there is a visually impaired student, place him or her in a group with a strong reader, who can read aloud from the Tannins & Natural Dyes info sheet. Provide the student with a computer and a Braille keyboard to type his or her journal entry.

Enrichment:This lesson can be expanded on in another class period to include the use of more colorful dyes like Kool-Aid and how it works on fabrics. Students can bring in white T-shirts and create their own Kool-Aid tie-dye.

Follow up:Results will be compared the following science lesson, and the letters will be tanned.

Attachments:Tannins & Natural Dyes info sheet

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TanninsTannins are all natural compounds, which have an acid reaction and are very

drying. Tannins are present in many plants, most well known are grapes and tea leaves. Up until very recently, leaves, fruits and bark containing tannin were used to turn hides into leather. This is a process called tanning. Scientists still do not know what tannins do for the plants.

Natural DyesNatural dyestuffs and stains come from the roots, bark, leaves, fruit or wood of

plants. These have been in use worldwide from the earliest times. The cultivation of the plants and the preparation of the dyes have been an important industry in many areas.

There are over 2000 different pigments made by plants. Most of these are used only locally by native cultures. A small number, about 155, have been of commercial importance. Many different kinds of dyes have been in use in the United States at various times. The Native Americans made use of many native species and the early settlers followed their example. In the past dyes that have been important include butternut bark, which was used for dyeing the uniforms of the Confederate army.

Around the mid-1800s the natural products began to be supplanted by synthetic products. These synthetic dyes are brighter, more permanent, easier to use, are less costly and create a wider range of colors. Their development has gradually led to the abandonment of most of the plant dyes.

Adapted from:Tanning, Dye & Processing Materialshttp://www.faculty.ucr.edu/~legneref/botany/tandye.htm

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Lesson Title: The Tools and Ships of the Trade

Duration:Forty-five minutes

GPS/QCC:ELA4W3 The student uses research and technology to support writing. The student:

c. Uses various reference materials (i.e. dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words).

SS4H2 The student will describe European exploration in North America. d. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French,


Goal:The student should:1. know the effect that trade had on the discovery of the New World2. understand the reasons behind Columbus’s voyage.3. know the effects of Columbus’s discovery on America and on further exploration.


Vocabulary: Compass – a device for determining direction by means of a magnetic needle pointing to

the magnetic north Meteor – one of the small bodies of matter in the solar system observable when it falls

into the earth’s atmosphere where the heat of friction may cause it to glow brightly for a short time

Nautical – of or relating to sailors, navigation, or ships Nautical mile – any of various units of distance used for sea and air navigation equal to

about 6076 feet (1852 meters)

Materials/Equipment:Christopher Columbus (n.d.) In Travel and history. Retrieved July 3, 2009, from

http://www.u-s-history.com/

Christopher Columbus: man and myth. (2005). In 1492: An ongoing voyage. Retrieved July 9, 2009, from http://www.loc.gov/

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Christopher Columbus and the Spanish empire. (n.d.) In The European voyages of exploration.Retrieved July 9, 2009, from http://www.ucalgary.ca/

Christopher Columbus biography. (n.d.) In 123holiday.net. Retrieved July 3, 2009, from http://123holiday.net/

Christopher Columbus shipwrecks, voyages, and ships. (n.d.) In Ships of discovery. Retrieved July 9, 2009, from http://www.shipsofdiscovery.org/

Computers with Internet access

Famous people. (n.d.) In BBC schools. Retrieved July 7, 2009, from http://www.bbc.co.uk/

Fritz, J. & Tomes, M. (Ill.) (1980). Where do you think you’re going, Christopher Columbus? New York: NY: G. P. Putnam’s Sons.

Seafarer’s Life worksheet, one for each student



2. Remind students how much they already know.3. Ask them what new information they learned yesterday.

b. Call on raised hands. 4. Ask if they would like to learn more. 5. Read from the book for 15 to 20 minutes. 3. Add comments and ask questions where appropriate.4. Display illustrations for students to see.

Instructional: (45 minutes)1. When you have finished, ask students what they thought.

a. Do they remember what the sailors brought along with them?b. How do they think the sailors felt being the first to ever leave land behind?c. How do they think the sailors felt when they finally saw land?

5. Ask students what land Chris had discovered.a. Ask for specifics, not just “America.”b. Call on raised hands.

6. Ask students if they should base what they know on just the one book.7. Ask students what the best place to start researching is. (The library.)

a. Where else can they find information? (The Internet.)8. Divide students into groups.

a. Have a student helper hand each student a Seafarer’s Life worksheet.b. Set students researching on the class computers looking at the teacher-approved

websites.

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Note: The number of students per group will depend on the number of computers available. If the school has a media center with computers enough to accommodate the whole class, make arrangements to use it for this class period and then students can work independently or in groups of two. A number of the sites are text-heavy. If there are struggling readers, the teacher should build a WebQuest using easier language from the information provided on the original websites.

9. Circulate, answering questions and making sure students are on task and on the designated websites.

10. When students have finished, have students return to their desks.

Closing: (10 minutes)1. Ask students to take out a sheet of paper and summarize what they discovered about life at sea.2. Call on volunteers to share what they wrote.

a. Thank students.b. Congratulate them on what they learned.

3. Spend the remainder of the period reading aloud from Fritz.

Evaluation:The fourth grade students will be informally evaluated on their behavior in a group setting and use of spelling, grammar and vocabulary in their summaries. They will be formally evaluated on their worksheet answers. They will perform with an accuracy of 85 percent on each worksheet.

Accommodation: If there is a hearing impaired student, write directions on the board and have them typed on a piece of paper to ensure student knows what is expected. Provide the student with a copy of the Fritz book so that he or she may read along. If there is a visually impaired student, place him or her in a group with a strong reader, who can read aloud from the websites. Provide the student with a computer and a Braille keyboard to type his or her answers. Also, repeat clearly the information student share. If there is a struggling reader, take the information from the sites and make a WebQuest that uses less difficult language.

Enrichment:If students take an interest in the ships and seafaring, add a lesson to elaborate. A field trip might be possible to visit a tall ship, such as the Peacemaker or the U.S. Coast Guard Eagle, if either is in the Savannah area.

Follow up:Continue unit next English/language arts period.

Attachments:Seafarer’s Life worksheet, attachedSeafarer’s Life Teacher’s Key, attached

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Name:

Seafarer’s LifeAnd you thought life on land was tough!

“Run out the sweeps!” What does that mean?

What was the crow’s nest used for?

Did they have any special tools to do this job?

How did they know where they were going?

What tools did they use?

Do we use any of them today?

How did they know the time?

Where did the crew sleep?

How was the food?

What was the food?

How do you think Chris’ crew felt when they saw land after over a month at sea?

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Would you want to be a 1400s sailor?

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Name: Teacher’s Key

Seafarer’s LifeAnd you thought life on land was tough!

“Run out the sweeps!” What does that mean? The sweeps were twolarge oars used when there was no wind.

What was the crow’s nest used for? To look for land or enemies

Did they have any special tools to do this job? NO.

Telescope had not been invented yet.

What tools did they use to navigate? Compass, Astrolabe,

Quadrant, Compass Rose and Maps

Do we use any of them today? Compass and Maps.

How did they know the time? A Half-Hour Glass was turned to keep time, all day, all night.

Where did the crew sleep? Where ever they could find space.Often on the deck in the open.

How was the food? Awful! Rotten, stale and full of bugs

What was the food? Soups and stews of meat and bones,

dried beans. They sailed with live pigs and chickens.

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How do you think Chris’ crew felt when they saw land after over a month at sea?

Would you want to be a 1400s sailor?

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Lesson Title: Tool of the Trade: Archimedes Screw

Duration:Forty-five minutes

GPS/QCC:S4CS5 Students will communicate scientific ideas and activities clearly.

a. Write instructions that others can follow in carrying out a scientific procedure.

S4P3 Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on an object.

a. Identify simple machines and explain their uses (lever, pulley, wedge, inclined plane, screw, wheel and axle).

Goals:The student should:1. know that an Archimedes screw is a curved inclined plane.2. know that an Archimedes screw is a tool used to move water from one height to another.

Objectives:The student will: 1. be able to make an Archimedes screw.2. be able to accurately describe the process of making an Archimedes screw.

Vocabulary: Archimedes – a Greek mathematician and inventor Inclined plane – a flat surface that makes an angle with the plane of the horizon Screw – a simple machine consisting of a solid cylinder with a winding groove around it

and a correspondingly grooved hollow cylinder into which it fits.

Materials/Equipment:Clear tapeCompass, 10Deck screws, one boxEmpty and cleaned aluminum soda cans, 10Empty and cleaned 2-liter bottles, 10, with tops cut offEmpty cereal boxes, 10How to Build Like a Greek! Handout, 20MarkersPlastic marbles or beadsScissors, 10 pairs

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String or thread, one spoolStudents’ Science JournalsWire hangers, five, bent and cut into handles

Procedure:Note to teacher: Cut the tops of the plastic bottles and pokes hole in the bottom to accommodate the wire handle before class and make sure there are no sharp edges for students to cut themselves on. Bend and cut the wire hangers into handles before class.

Introduction: (5 minutes)1. Tell students there is a problem aboard Chris’ ship:

a. One of Chris’s men went down to the bottom of the ship and found water a foot deep!

b. He needs to get the water out, but how?2. Ask students for ideas.

a. Can he drill a hole? b. Could he take buckets of it up and toss them over the side?c. Is there a faster way?d. How would we do it today?

3. Ask how they could get water from a lower lever to a higher level?

Instructional: (35 minutes)1. Today we use electric or gas-powered pumps to get water from the bilge.2. But did they have electricity or gas-powered engines in 1492?

a. How would they do it?b. By hand?c. With human-powered machines?

3. Tell them that Chris has a machine designed over a thousand years before he was even born.a. Liken it to television, computers or video games, all of which were designed

before they were born but are still very useful.4. This device is called an Archimedes screw, because it was designed by a man named

Archimedes.a. Ask students if any have ever helped a friend, neighbor or parent to build

something.b. Did they use nails or screws?

5. Pass out deck screws for students to examine. a. Is there anything students notice?b. Does it resemble something they learned about earlier?

6. Use a piece of paper cut at a diagonal into an inclined plane.a. Ask students what it is.

7. Cut it into a strip and wrap it around a cylinder.a. Ask students if the inclined plane would still work if it were wrapped around a

cylinder.8. Tell students they will get to find out. 9. Divide students into pairs.

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10. Have student helpers pass out the needed supplies – one can, one bottle, one cereal box and a length of string to each pair.

11. Circulate throughout the room as you instruct the students on how to build a soda can screw. Stop at each group so they can see what you are doing. Repeat steps as necessary.

12. Tape the string the top of the cana. Wrap it around the can until you reach the bottom.b. Make sure the spaces between the loops are about even.c. Tape the string to the bottom of the can. d. Trace the string with the marker. e. This line is the guide for where to place the curved inclined plane that makes the

screw as screw.13. Measure the mouth of the soda bottle, the diameter.

a. Take a small amount (one-quarter of an inch) off this number to allow room for the screw to turn.

b. Divide the number in half.c. Adjust the compass to this number, so that the circle it creates will fit inside the

soda bottle.14. Pull the cereal box apart so that it lies flat on the table.

a. Use the compass to make five large circles.15. Measure the diameter of the soda can.

a. Divide by two.b. Adjust the compass.

16. Draw five smaller circles inside the larger ones.17. Cut out the circles to create rings.18. Cut through the rings.19. Tape the rings together where they were cut to create a spiral.

a. Ask students if it looks like an inclined plan.20. Tape the spiral to the can using the clear tape.

a. The spiral may need to be cut depending on how loose or tight the loops of strings were wrapped around the can.

21. The teacher will insert the wire handle into the cans, unless sure that the students will not harm themselves or others.

22. Feed in the plastic marbles or bead.23. Turn the handle to bring the marbles back up.

Closing: (5 minutes)1. Ask students if something like this could bring water up from the bilge.2. Do they think they might enjoy making one of these at home to show off to their

parents, guardians or siblings?3. While students clean up their tables, pass out the How to Build Like a Greek!

Worksheet .a. Remind students that a major part of scientific investigation is the ability to

reproduce the results. b. For homework, have them write out the steps they took to make the soda can

screw.

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Evaluation:The fourth grade students will be formally evaluated on their performance and behavior using a rubric. They will be informally evaluated on their ability to recall the steps taken to create the soda can screw.

Accommodation: If there is a hearing impaired student, write directions on the board and have them typed on a piece of paper to ensure student knows what is expected. If there is a visually impaired student, pair him or her with a student with strong verbal skills to describe the steps taken. Take an extra lesson to allow the student time to explore each step at his or her own pace, perhaps giving the student time to develop a mental image of the machine.

Enrichment:If students are interested they could design and build screws capable of lifting water. It would likely require power tools and plywood, so get parents involved.

Follow up:Continue unit next English/language arts period.Continue learning about simple machines next science period.

Attachments:How to Build Like a Greek! worksheet, attachedScience Project Rubric, attached

Resources:Inspiration taken from: Williamson, D. (n.d.) Plywood archimedean screw water pump. Retrieved July 4, 2009, from

http://www.geocities.com/davidvwilliamson/

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Name: How to Build Like a Greek!

List the steps you took to make an Archimedes Screw.Be as detailed as you can so someone else can use

your directions to make one, too!

What will I need to make it?

Step One:

Step Two:

Step Three:

Step Four:

Step Five:

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Science Project Rubric

Points5 4 3 2 1

BehaviorI always follow all classroom rules and never cause a classroom disturbance

I usually follow all classroom rules and very rarely cause a classroom disturbance

I usually follow some classroom rules and occasionally cause a classroom disturbance

I very rarely follow classroom rules, and sometimes cause a classroom disturbance

I usually do not follow classroom rules and frequently cause classroom disturbance

Listening I always listen when my teacher or classmates are speaking.

I usually listen when my teacher or classmates are speaking.

I sometimes listen when my teacher or classmates are speaking.

I rarely listen when my teacher or classmates are speaking.

I always talk when someone else is speaking.

Effort/Perseverance

I continue working until the project is complete. I take pride in doing well.

I work hard to complete the project, but with a little more effort it could be outstanding.

I complete my project, but it could be improved with more effort.

I know how to do the project, but choose to work carelessly.

I complete the project with minimum effort; I do not finish.

Craftsmanship I work patiently and with care of the finished product.

With a little more effort, my work can be outstanding. I lack the finishing touches.

I work to average standards, though I could do much better.

I work carelessly to get things done fast.

I show a lack of pride in the finished product.

Attitude I am sensitive to the feelings of others. I follow all classroom rules.

I am usually sensitive to the feelings of others. I usually follow classroom rules.

I am sometimes sensitive to others. I sometimes follow the class rules.

I am rarely sensitive to the feelings others. I rarely follow class rules.

I am never sensitive to others. I usually do not follow class rules.

Use of Materials

I used materials appropriately with no reminders

I used materials appropriately with little reminding

I needed some reminding on proper material use

I needed a lot of reminding on proper material use

I used materials and tools used inappropriately and foolishly

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Lesson Title: Failed Adaptation.

Duration:Ninety minutes.

GPS/QCC:ELA4W2 The student demonstrates competence in a variety of genres. The student produces a narrative that:

b. Establishes a plot, setting, and conflict, and/or the significance of events. d. Includes sensory details and concrete language to develop plot and character.

SS4G2 The student will describe how physical systems affect human systems. c. Describe how the early explorers (SS4H2a) adapted, or failed to adapt, to the various physical environments in which they traveled.

SS4H2 The student will describe European exploration in North America. e. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French,


Unit Goals:The student should:1. know the effects of Columbus’s discovery on America and on further exploration.

Objectives:The student will: 1. be able to identify reasons for the failure of the first Spanish colonies.2. be able to identify the effects of Columbus’s voyage.

Vocabulary:None.

Materials/Equipment:Fritz, J. & Tomes, M. (Ill.) (1980). Where do you think you’re going, Christopher Columbus?

New York: NY: G. P. Putnam’s Sons.World map



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2. Ask students what new information they learned.a. Refer to the original chart paper. b. They have already come such a long way.

3. Tell them J.K. will be coming very soon to see their work, and you are positive she will be pleased.

4. Read from the book for 15 to 20 minutes. a. Add comments and ask questions where appropriate.b. Display illustrations for students to see.

Instructional: (45 minutes)1. When you have finished, stop and discuss the failure of the original Spanish colonies.

a. What did students find in their book and online research? b. How did the Spaniards left on the island behave themselves?c. What could they have done to keep from getting killed?

2. Ask students about the second Spanish colonies. a. Did they behave any better than the first?b. Were they any more successful?c. What went wrong?

4. Copy student responses onto a piece of chart paper. 5. Point to the world map.

a. How close are the islands Chris found to the equator?b. How close is Spain to the Arctic Circle?c. Do you think the same crops that enjoy growing in the cooler Spanish summers

would be able to grow in the heat of the Caribbean?6. Keep questioning students about what the Spanish did and did not do that made them

an enemy of the natives of the islands.7. Tell students to imagine they are Spaniards brought over because of Chris’s bragging

about his “China.” a. How would they feel to find a tropical island with nothing but mosquitoes?

8. Now imagine they are Tainos who have been friendly and accommodating to the new comers. a. How would they feel when their neighbors started disappearing? When the

Spanish started demanding more and more gold? 9. Have students take out a clean sheet of paper, and write a journal entry from the

perspective of either a Spanish settle or a native of the islands. a. Write about encounters with the Spanish/Tianos, be imaginative and detailed.

Closing: (10 minutes)1. Ask for volunteers to read their journal entries aloud.2. Congratulate students on their excellent work.

Spend the rest of the period finishing Fritz, J.

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Evaluation:The fourth grade students will be informally evaluated on their behavior and participation. Student writing will be informally assessed for grammar, spelling and the accurate usage of learned information.

Accommodation: If there is a hearing impaired student, write directions on the board and have them typed on a piece of paper to ensure student knows what is expected. Provide the student with a copy of the Fritz book, so that he or she may read along. If there is a visually impaired student, provide the student with a computer and a Braille keyboard to type his or her journal entry. Also, repeat clearly the information student share.

Enrichment:Students can write a journal entry from the opposing perspective.

Follow up:For homework: answer the question on the So What About Chris? WorksheetContinue unit next English/language arts period.

Attachments:So What About Chris? Worksheet, one for each student

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Name:

So What About Chris?

Did Chris ever admit to finding a new world?

Do you think that anyone would have sailed across the ocean if Chris had not done it first? Why? Why not?

Do you think that his discovering the Americas was a good thing? Why? Why not?

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Lesson Title: Presentation Preparation

Duration:Ninety minutes.

GPS/QCC:ELA4W2 The student demonstrates competence in a variety of genres. The student produces a narrative that:

b. Establishes a plot, setting, and conflict, and/or the significance of events. d. Includes sensory details and concrete language to develop plot and character.

SS4H2 The student will describe European exploration in North America. f. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French,


Goals:The student should:1. know the effect that trade had on the discovery of the New World2. understand the reasons behind Columbus’s voyage.3. know the effects of Columbus’s discovery on America.4. know the effects of Columbus’s discover on further exploration. 5. know that an Archimedes screw is a curved inclined plane.


Vocabulary:None.

Materials/Equipment:Colored pencilsCrayonsLarge art paperMarkers

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2. Ask students what new information they learned.a. Refer to the original chart paper. b. They have come such a long way.

3. Tell them J.K. will be coming very soon to see their work, and you are positive she will be pleased.

4. Tell them that today they are going to make up the presentations that they will be showing J.K.

Instructional: (80 minutes)1. Have students consider what they have learned so far. The books and websites they

have read, the story you have been reading to them and the pieces of writing they have done.

2. Ask students what J.K. wants from them. (Research.)a. What does she do? (She’s a writer.)

3. So since she is a writer of books, perhaps they ought to present their research in the form of a book…a Book Cover.

4. Tell students to:a. Write a blurb of the book you would want her to write. b. Write a summary of the story.c. Write an outline with all the most important facts about Chris, his voyage and his

effects on exploration and the New World.d. Draw a cover for the book.

5. Write these directions on the board so students can refer back to them.6. Students can do these in whatever order they choose, but they cannot refer to notes or

previous work.7. Circulate making sure students are on task. If students are stumped, remind them of

the letter to the queen and the journal entry they wrote. 8. Check student work for spelling and grammar errors.9. If students finish their work, let them check their spelling with a dictionary if they

choose or they can read the book of their choosing.10. If students are having difficulty finishing, allow them to work on the presentation

during free time later in the day.

Closing: (5 minutes)1. Congratulate students on all they have learned. 2. Tell them J.K. will be coming the next day to listen to them share their presentations

to the class, and you are convinced she will love their work.

Evaluation:The fourth grade students will be informally evaluated on their behavior and participation.

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Accommodation: If there is a hearing impaired student, write directions on the board and have them typed on a piece of paper to ensure student knows what is expected. Provide the student with a copy of the Fritz book, so that he or she may read along. If there is a visually impaired student, provide the student with a computer and a Braille keyboard to type his or her blurb, summary and outline. Have the student describe what he or she envisions for the cover of the book, and have a talented student draw it.

Enrichment:Students can create a poster advertising their book.

Follow up:The unit will conclude the following day with presentations.

Attachments:None.

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Lesson Title: Presentations

Duration:Ninety minutes

GPS/QCC:SS4H2 The student will describe European exploration in North America.

g. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Nunez Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques Cartier.

Goals:The student should:1. know the effect that trade had on the discovery of the New World2. understand the reasons behind Columbus’s voyage.3. know the effects of Columbus’s discovery on America.4. know the effects of Columbus’s discover on further exploration. 5. know that an Archimedes screw is a curved inclined plane.


Vocabulary:None.

Materials/Equipment:Costume of teacher’s choosing


1. Tell students they will never guess who is in the school today. 2. J.K. Bowling, the famous author. And she has come to hear all about their research.

Note: If no co-teacher or assistant is available to watch the class while you put on a costume, use a pair of funny glasses and a scarf.

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Instructional: (80 minutes)1. Enter the room as J.K. Bowling.2. Tell students how excited you have been to find out what they have researched for

you.3. Tell they that you have been speaking with their teacher, and she has been saying so

many great things about their work, she cannot wait to get started.4. Call on students to present their book cover, describing the image and reading the

blurb and outline of important events. 5. Congratulate each student.

Closing: (5 minutes)1. Congratulate students on all they have learned. 2. Tell them you cannot wait to get started writing you new series.

Evaluation:The fourth grade students will be formally evaluated on their presentation, looking for accuracy of information, thought into the final product and behavior during other students’ presentations.

Accommodation: If there is a hearing impaired student who cannot speak or cannot speak well, allow him or her to write the description ahead of time and have it read by another student. If there is an ELL, encourage him or her to use as much English as he or she knows. Remind him or her that the grade is not based on speaking skill but on what he or she has produced.

Enrichment:Students can create a poster advertising their book.

Follow up:None.

Attachments:Post-assessment: Presentation Rubric, attached

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Post-assessment Rubric

Points5 4 3 2 1

Planning I always plan carefully, and show an awareness of the final product.

I sometimes plan carefully and show an awareness of the final product.

I perform adequately, but show a limited amount of planning.

I complete the project, but show a lack of planning.

I do not complete the project, and show no evidence of planning.

Creativity/Originality

I have many ideas, make connections to previous knowledge and demonstrate outstanding problem solving skills.

I have a few ideas, make decisions and solved the problem in a logical way.

I have one idea and carried it out adequately, but lack originality.

I finish the assignment, but put little effort into trying something new.

I do not finish the assignment and give no evidence of trying something new.

Accuracy I use accurate information, spelling and grammar

My information, spelling and grammar are mostly accurate

Some of my information, spelling and grammar are accurate

Little of my information, spelling and grammar are accurate

Very little of my information, spelling and grammar are accurate

Craftsmanship I do my artwork beautifully and patiently.

With a little more effort, my work can be outstanding. I lack the finishing touches.

I work to average standards, though I can do much better.

I work carelessly to get things done fast.

I show a lack of pride in the finished product.

Attitude I am sensitive to the feelings of others. I follow all classroom rules.

I am usually sensitive to the feelings of others. I usually follow classroom rules.

I am sometimes sensitive to others. I sometimes follow the class rules.

I am rarely sensitive to the feelings others. I rarely follow class rules.

I am never sensitive to others. I usually do not follow class rules.

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Resources:Teacher Resources:Kelly, D. (2004). Christopher Columbus webquest. Retrieved from

http://www.teachnet.ie/stpats2004/christophercolumbus/

Tanning, Dye & Processing Materialshttp://www.faculty.ucr.edu/~legneref/botany/tandye.htm

Williamson, D. (n.d.) Plywood archimedean screw water pump. Retrieved July 4, 2009, from http://www.geocities.com/davidvwilliamson/

Student Resources:Christopher Columbus (n.d.) In Travel and history. Retrieved July 3, 2009, from

http://www.u-s-history.com/

Christopher Columbus: man and myth. (2005). In 1492: An ongoing voyage. Retrieved July 9, 2009, from http://www.loc.gov/

Christopher Columbus and the Spanish empire. (n.d.) In The European voyages of exploration.Retrieved July 9, 2009, from http://www.ucalgary.ca/

Christopher Columbus biography. (n.d.) In 123holiday.net. Retrieved July 3, 2009, from http://123holiday.net/

Christopher Columbus shipwrecks, voyages, and ships. (n.d.) In Ships of discovery. Retrieved July 9, 2009, from http://www.shipsofdiscovery.org/

Famous people. (n.d.) In BBC schools. Retrieved July 7, 2009, from http://www.bbc.co.uk/

Fritz, J. & Tomes, M. (Ill.) (1980). Where do you think you’re going, Christopher Columbus? New York: NY: G. P. Putnam’s Sons.

Fritz, J. & Venti, A.B. (Ill.) (1998). Around the world in a hundred years: From Henry the Navigator to Magellan. New York, NY :The Putnam & Grosset Group.

Word Central. (2009). Merriam-Webster's Word Central Web. Retrieved July 13, 2009, from http://www.wordcentral.com/home.html

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Documents

RUNNING HEAD: Journey to the West€¦ · Web viewScrew – a simple machine consisting of a solid cylinder with a winding groove Stain – to give color to Tannin – any of various