Idea pages I. Unit theme: exploration
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| Project GLAD
Santa Clara Unified School District October, 2002
Grades 4/5 By Patti Jenkins, Angela Kostamo, Pat McGuire IDEA PAGES I. UNIT THEME: EXPLORATION: Understanding: Human beings, through need, greed, or curiosity have always explored and will continue to explore unknown places. Causes and effects of exploration How New World and Old World cultures were influenced by explorers Impact of exploration on Native American and other cultures Importance of exploration’s influence in the world II. FOCUS / MOTIVATION Realia Inquiry Chart Challenge Question with Picture File Cards Observation Charts Poem Big Book T Graph for Social Skills III. CLOSURE Reprocess all charts Ongoing Assessment – Learning Logs Team Task – Big Book by Each Expert Group Personal Response to Explorers – Which one of these explorations would you have wanted to be a part of and why? Add to living wall ( conversation bubbles, replace pictures w/ dwgs.) Letter home to parents – evaluation of the week Teacher / student generated test CONCEPTS All explorers have certain entrepreneurial characteristics in common. There were, and continue to be, technological developments that make explorations possible. Explorations inevitably change the world and the people who live in it. The following explorers caused great changes in our world: Paleo-Americans who were a nomadic tribe of humans crossed the Bering land bridge from Asia to North America between 60,000 and 12,000 B.C. Leif Erickson and the Vikings from Scandinavian countries discovered Iceland and Greenland (770 AD) and later explored the northeastern coast of North America and established a colony there. (986 AD) Marco Polo’s book, The Description of the World, about the riches of the Orient along the Silk Trail, ignited future expeditions. (1271 AD) Christopher Columbus, sailed west in search of a shorter water route to Asia, and instead made 4 voyages to The Americas. (1490s AD) Magellan, after 3 years of sailing, was the first to circumnavigate the world. (1522) Juan Cabrillo led the first European expedition for Spain along the coast of California. (1542 – 1543) Sir Francis Drake explored the west coast and claims California for England. (1577) Gaspar de Portola, one of the leaders of the “Sacred Expedition” that included Father Junipero Serra marked the beginning of European cultural and religious colonization of California. (1769) Lewis and Clark led expeditions, mapped, and explored lands in the Louisiana Territory all the way to the Pacific Ocean. (1804) Gertrude Bell, an English woman, archeologist, historian, and spy, explored the deserts and the peoples of Saudi Arabia. (1913) Jaques Cousteau, a Frenchman, invented scuba gear and used it to explore the ocean. (1943) Auguste Piccard, a Swiss scientist, built the first submersible and traveled to the depths of the ocean. (1960) Yuri Gagarin, a Russian, was the first human to fly into space. (1961) Valentina Tereshkova, a Russian woman, was the first woman to go on a space flight. (1963) Armstrong, Aldrin, and Collins, American astronauts, were the first humans to walk on the moon. (1969) History/Social Science Standards 4.2 Students describe the social, political, cultural and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods in terms of: the early land and sea routes to, and European settlements in, California with a focus on the exploration of the North Pacific, noting the physical barriers of mountains, deserts, ocean currents, and wind patterns (e.g. Captain Cook, Valdez, Vitus Bering, Juan Cabrillo) the Spanish exploration and colonization of California, including the relationships among soldiers, missionaries and Indians (e.g. biographies of Juan Crespi, Junipero Serra, Gaspar de Portola). Students trace the routes and describe the early explorations of the Americas, in terms of: the entrepreneurial characteristics of early explorers (e.g. biographies of Columbus, Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g. compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder). 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 (e.g. the Protestant Reformation, the Spanish Reconquista). the routes of the major land explorers of the United States; the distances traveled by early explorers; and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe VOCABULARLY ampoletta archaeologist astrolabe astronauts Bering Land Bridge caravels carrack cartographer chronological order chronometers circumnavigate colonization compass compass rose conquerors convert cross staff diseases entrepreneur Europeans expedition explorer galleon hardships Ice Age inhabitants latitude log longitude merchant mutiny nomadic oceanographer Orient Paleo-American scientists scuba Silk Road small pox Spaniard submersible triangular sails voyage Western Hemisphere ORAL LANGUAGE/READING/WRITING SKILLS – ELA 4th Grade Reading: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. 1.1 Read narrative and expository text aloud with grade- appropriate fluency and accuracy and with appropriate pacing, intonation, and expression. 1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words. 1.6 Distinguish and interpret words with multiple meanings
Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension. Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment). Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues. Distinguish between cause and effect and between fact and opinion in expository text. 4th Grade Listening and Speaking Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. 1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings. 1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations. 1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.
Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. 2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing. 4th Grade Writing 1.0 Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revision, editing successive versions). 1.2. Create multiple-paragraph compositions. 1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). 1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating and rearranging text. 2.0 Writing Applications (Genres and Their Characteristics) Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Word Analysis, Fluency, and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. Read aloud narrative and expository text fluently and accurately and with appropriate pacing intonation, and expression. Reading Comprehension (Focus on Information Materials) Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. Understand how text structures (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable. Analyze text that is organized in sequential or chronological order. Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas. Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. Distinguish facts, supported inferences, and opinions in text. 5th GRADE Listening and Speaking 1.0 Listening and Speaking Strategies Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. 1.1 Ask questions that seek information not already discussed. 1.5 Clarify and support spoken ideas with evidence and examples. 5th GRADE Writing 1.0 Writing Strategies Students write clear, coherent, and focused essays. The writing exhibits the students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. 1.1 Create multiple-paragraph narrative compositions 1.2 Create multiple-paragraph expository compositions 1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.
B Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms (e.g.,single words or phrases). EI Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns he/she). I Be understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence (e.g., third person singular, male and female pronouns). EA Be understood when speaking, using consistent standard English grammatical forms and sounds, intonation, pitch, and modulation, but may have random errors. A Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation. 3RD-5th ELD Standards Reading Fluency & Systematic Vocabulary Development B Read aloud simple words in stories or games (e.g., nouns and adjectives). EI Read simple vocabulary, phrases, and sentences independently. EA Use decoding and knowledge of academic and social vocabulary to achieve independent reading. A Apply knowledge of academic and social vocabulary to achieve independent reading.
B Identify the main idea in a story read aloud using key words and/or phrases. EI Read and orally identify the main ideas and use them to draw inferences about written text using simple sentences. I Read and use detailed sentences to orally identify main ideas and use them to make predictions and provide supporting details for predictions made. EA Describe the main ideas and supporting details of a text. A Describe main ideas and supporting details, including supporting evidence.
B Label key parts of common objects. EI Use drawings, pictures, lists, charts, and tables to respond to familiar literature using simple sentences. EI Write an increasing number of words and simple sentences appropriate for language arts and other content areas. I Use more complex vocabulary and sentences appropriate for language arts and other content areas. EA Use complex vocabulary and sentences appropriate for language arts and other content areas. A Write short narratives that include examples of writing appropriate for language arts and other content areas.
MATH/SCIENCE/HISTORY/SOCIAL SCIENCE SKILLS Participation and study skills Map skills - introduce latitude and longitude Observation skills Organizing and classifying Comparing and contrasting Introduce intersections and coordinates of grid Inferring and predicting Sequencing and grouping Measurement Scientific thinking processes: observing, communicating, comparing, ordering, categorizing, relating, inferring, applying
Resources and Materials Realia Music
Spices Crusade Dolls Silk Gold
Compass Crown
Medieval Costume Explorer Costume Diving Gear Map of Venice Foods and products exchanged between Old & New World
Copeland, Peter F., Exploration of North America Newsweek Magazine. July 8, 2002. Lewis & Clark. Nicholson and Watts, The Vikings Nugent, Glenda, Explorers Theme Series Platt, Richard, Explorers Pofahl, Jane, Early Explorers Sims, Glenda, Explorers – Social Studies Social Studies Framework Social Studies Standards Social Studies Textbooks – Houghton Mifflin Social Studies Textbooks - McGraw Hill Sterling, Mary Ellen, Explorers, Thematic Unit Strohl and Schneck, Explorers, Cooperative Learning Activities Wilbur, C. Keith, Early Explorers of North America
Ballard, Robert D., Exploring the Titanic Bourne, Russell, Christopher Columbus & Other Early Adventurers Challoner, Jack, The Atlas of Space Cole, Joanna, Magic School Bus Lost in the Solar System Columbus, Christopher, The Log of Christopher Columbus Darling, David J., Where Are We Going in Space? Davis, Amanda, Spaceships Dyson, John, Westward with Columbus Fradin, Dennis B., True Book of Explorers Fritz, Jean, Around the World in a Hundred Years George, Michael, Antarctica Gold, Susan Dudley, To Space and Back, Story of the Shuttle Grant, Neil, History Eye-witness Explorers Greene, Carol, True Book of Astronauts Harris, Nicholas, Journey to the Planets Healey, Tim, Timespan Explorers Hurwicz, Claude, Samuel de Champlain January, Brendan, Explorers of North America Knowlton, Jack, Maps and Globes Maestro, Betsy & Giulio, Explorations and Conquest Maestro, Betsy & Giulio, The Discovery of The Americas Miller, Ron, and Hartmann, William K., The Grand Tour, Traveler’s Guide to the Solar System National Council for the Social Studies, Seeds of Change Parin D’Aulaire, Ingri & Edgar, Columbus Platt, Richard, Explorers –Pioneers Who Broke New Boundaries Rich, Louise Dickinson, New World Explorers Sammis, Fran, Maps and Mapmaking Shannon, Terry, Saucer in the Sea Sipiera, Diane M. and Paul P., Project Gemini Sipiera, Diane M. and Paul P., Project Mercury Sipiera, Diane M. and Paul P., Project Apollo Soule, Gardner, Antarctica Stefoff, Rebecca, Exploring the New World Syme, Ronald, Captain Cook, Pacific Explorer Tesar, Jenny, Space Travel Tomes, Margot, Where Do You Think You Are Going, Christopher Columbus? Wright, Rachel, The Viking News Zelon, Helen, The Apollo 13 Mission Zelon, Helen, The Endeavour Mission STS-61 Zelon, Helen, The Endeavour SRTM, Mapping the Earth Zelon, Helen, The Gemini IV Mission Zelon, Helen, The Mercury 6 Mission
Frost, Robert, Stopping By Woods On A Snowy Evening Hesse, Karen, Stowaway Raphael and Bolognese, Sacajawea, The Journey West Wilder, Laura Ingalls, The Long Winter Yolen, Jane, Encounter Project GLAD Santa Clara Unified School District October, 2002 EXPLORATION - Grades 4/5 By Patti Jenkins, Angela Kostamo, Pat McGuire PLANNING PAGES
FOCUS/MOTIVATION Music Realia Personal Experience Read Aloud – Encounter Dress in costume Big Book – Exploration Inquiry Chart (KW) Observation charts Picture file cards Scouts Team Points Historian Awards INPUT Narrative – Columbus Pictorial – Armstrong, Aldrin, and Collins World Map of Exploration Pictorial – Columbian Exchange Vocabulary 10/2 Read Aloud Poetry/Chants Expert Groups Clunkers and Links SQ3R Graphic Organizer Discussion GUIDED ORAL PRACTICE Process grid Farmer in the Dell T-graph and team points Poetry, Chants 10/2 Sentence frames Read aloud Author’s chair Expert groups Picture file Activities Flip Chant READING / WRITING Writers’ Workshop Class Book Write and sketch Listen and sketch Farmer in the Dell Cooperative strip paragraph Group frame paragraph Big Book Ear to ear reading Process grid Learning logs Read the walls Story map Poetry books Strip book EXTENDED ACTIVITIES Food of the explorers Class big book CLOSURE Student/Teacher Generated Quiz Reprocess charts Team Presentations Final project - presentation of big book pages Team Evaluations Team Task – Team Choice Closure – gift box Project GLAD Santa Clara Unified School District
SAMPLE DAILY LESSON PLAN Day 1: FOCUS / MOTIVATION Realia – Marco Polo Period Costume Introduction (with music) Class Rules Team Set up Scouts
Historian Awards Portfolio Cognitive Content Dictionary with Signal Word – Chronological order Observation Charts – Gallery Walk Inquiry Chart (KW) Important Big Book INPUT Pictorial Input– World Map of Exploration 10/2 Learning Logs – 5 things – World of Exploration Small ELL group – Reprocess World of Exploration Chant – Marco Polo GUIDED ORAL PRACTICE T Graph for social skills -Cooperation T- Graph – Team points (Team Names: Cartographers, Entrepreneurs, Merchants, Oceanographers, Astronauts, Archaeologists, and Historians) Picture File Cards – Group Challenge – What chronological order would you put these cards in? Chant – Yes, Ma’am
Learning Logs Personal Interaction with Question – Which area of exploration do you wish you could have been a part of and why? Writing Workshop (Use Writing Workshop Source Books) Mini Lesson - Sketching as Brainstorming Independent Writing - Use Source Books Author’s Chair for Closure –Share and explain your sketch / brainstorm CLOSURE Home School Connection – What new place have you gone recently to explore or where would you like to go to explore alone or with your family? What mode of transportation would you use? Chant – Explorers Poem 12-7R
Project GLAD Santa Clara Unified School District EXPLORATION 4/5 SAMPLE DAILY LESSON PLAN Day 2: FOCUS & MOTIVATION Realia – Explorer’s Costume (Gertrude Bell) Reprocess Observation Chart and area of exploration on world map of Bell Home /School Connection Review Team Points Signal Word – Cognitive Content Dictionary-(Cartographer) Poetry Reprocessing with Post-its (Explorers) -Model vocabulary defining -Model sketching in poetry booklet Review World Map Read Aloud – Encounter 10/2
Learning Log – How do you think the Taino boy felt about the strangers coming to his island? INPUT Pictorial Input – Armstrong 10/2 Chant – (Yes Ma’am) Reprocessing Narrative Input – Columbus 10/2
Conversation Bubbles of Narrative Story Map of Narrative Team Tasks:
Write 3 class rules & give an example of each World Map label continents, oceans, areas and routes of explorers Sketch and label Armstrong and his space suit Team story map of Columbus narrative Add two conversation bubbles to narrative Expert Groups – 1 group- (Columbus) GUIDED ORAL PRACTICE Farmer in the Dell – Noun: Explorers READING & WRITING Writer’s Workshop Mini Lesson – Different genres of writing – Poetry, Fiction, Non-fiction Independent Writing – Pay attention to the genre you are writing Closure – Graph of three types of writing – poetry, fiction, non-fiction Ear-to-ear Reading Poetry Booklet CLOSURE Home-School Connection Home/School Connection – Find products in your home that came from the “Old World”. Make a list and sketch pictures of these things. 12-11R
Project GLAD Santa Clara Unified School District EXPLORATION 4/5 SAMPLE DAILY LESSON PLAN Day 3: FOCUS & MOTIVATION Chant – Lewis and Clark Home / School Connection Team Points Cognitive Content Dictionary – latitude and longitude Scouts
Pictorial Input – Marco Polo Mind Map
Team Tasks Continued 10-15 Sentences on Team Farmer In The Dell List or sketch and label Columbian Exchange Items Write and sketch 5 ways to show cooperation SQ3R with Clunkers & Links – Expository Text Sample-(High Group) ELD Retell- World Map (Low ELL Group)
Process Grid READING & WRITING Chant – Bugaloo Cooperative Strip Paragraph – Compare and Contrast
Write Revise Edit Real aloud – Encounter Learning Logs CLOSURE Student created quiz questions – (Each team writes 2 multiple choice questions) Think about the book Encounter. Write and sketch about a time when a new person moved into your neighborhood or home. What were your thoughts and feelings?
Project GLAD Santa Clara Unified School District
SAMPLE DAILY LESSON PLAN Day 4: FOCUS & MOTIVATION Chant
Home/School Connection Team Points Cognitive Content Dictionary – student choice Scouts
Reprocess Inquiry Chart GUIDED ORAL PRACTICE Explorers Here, Explorers There Flip Chant READING & WRITING Team Tasks Team Explorer’s Here, Explorers There Flip Chant Team Evaluation Sheet Big Book Page Reprocess Cooperative Strip Paragraph with small group (Struggling readers) Students read Coop Strip Paragraph aloud to adults Read aloud - Listen and sketch in Learning Log– Sacajawea Read the walls Ear to ear reading CLOSURE Student / Teacher Generated Multiple Choice Quiz Team presentation of Team Tasks
Important Big Book Page Team Evaluations Team Choice Gift Box with gifts from exploration 12-11R EXPLORATION HOME / SCHOOL CONNECTION Day 1. Name___________________ Date______________ What new place have you gone recently to explore, or where would you like to go to explore alone or with your family? What mode of transportation did you or would you use? Please write and sketch pictures. EXPLORATION HOME / SCHOOL CONNECTION Day 2. Name___________________ Date______________ Find products in your home that came from the “Old World”. Make a list of everything you found. Bring an example to school to share, if you can. EXPLORATION HOME / SCHOOL CONNECTION Day 3. Name___________________ Date______________ Think about the book Encounter. Write about a time a new person moved into your neighborhood or home. What were your thoughts and feelings? CHRISTOPHER COLUMBUS NARRATIVE – EARLY YEARS IN PORTUGAL By Patti Jenkins – October, 2002 My name is Christopher Columbus. I was born in Genoa, Italy, in 1451. My father was a weaver and a wool merchant. As a child, I wanted to sail. I had little formal education because my father was poor. He could not pay for my education. But I always read books about the ocean and stories about Marco Polo. He was my hero. Books were my best friends. I was a very skillful reader. I learned many interesting facts about the ocean from books. My favorite book was Marco Polo’s The Description of the World. PICTURE #1 When I was fifteen years old, I started sailing all around the Mediterranean Sea. I loved the ocean. I was also a very good navigator and an excellent mapmaker. The scientific name for mapmaker is cartographer. Do you know what a navigator is? When I was twenty-five years old, I moved to Portugal. I wanted to find out about the world and Portugal was the ideal place to be an explorer. PICTURE #2 I settled in the Portuguese capital, Lisbon. Take a look at these pictures that your teacher is showing you. Do you like Lisbon? It is a very old city on the coast. From my house in Lisbon I could see the ocean and the sailors from many lands loading and unloading cargo from ships. I also could see slaves being unloaded from ships. Do you remember who started the European slave trade? The Portuguese saw nothing wrong in enslaving Africans. PICTURE #3 I learned to find my way at sea using this magnetic compass and a map called a portolan, which was marked with criss-cross lines. Do you know that a compass has a magnetic needle that always points toward north? PICTURE #4 From Portugal I sailed on trading voyages in the Atlantic Ocean to Africa. I loved sailing. I was a happy man at sea. From these voyages I learned about the winds and currents of the sea. I also learned about the gold mines in Africa. It was around this time that I realized how much money I could make exploring new lands. All I could think about was the gold mines I saw in Africa. Gold here, gold there, gold, gold everywhere! GOLD! GOLD! GOLD! Picture #5 I knew that there were rich lands of gold on the other side of the Atlantic, and that it might be possible to reach them by sailing west. So, I began to work out a plan to sail west across the Atlantic Ocean and find the riches of the Indies. This was my great and only desire. Picture #6 I studied geography books to find evidence that this voyage was possible. I kept Marco Polo’s book beside me as I worked. However, I had a big problem. I did not have the money to make this voyage. I decided to find a royal sponsor. I thought that perhaps the King of Portugal would be interest in my plans. So, in 1484, I saw the Queen and explained my plan. Well, she did not believe me, and she turned me down. I did not give up! I needed to find another king that was willing to pay for my trip. Picture #7 I presented my plan to the King and Queen of Spain. I wanted them to believe me so I showed the King my map of the Atlantic Ocean and I also read to them my favorite books on geography. Well, the King and Queen did not believe me! They thought my plan was foolish. I did not give up! For six years I tried to convince the Royals to help me out in my plans, but I was rejected again and again. PICTURE #8 I was fed up! I packed my belongings and set off to France. I wanted to find another King in France. But before long, a miracle happened! A messenger caught up with me and told me that the Queen had changed her mind. I would sail to the Indies after all! And that’s when my New World adventure began! PICTURE # 9 
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