exploration - wikispaces web viewexploration will occur around our physical world and through the...

ExplorationGrade 4 Social Studies

Learning Centres

Megan DennyAmanda FairleyMatthew James

Emily JayJonathan Kierstead

Alex SorensenKhaled Steele

Table of Contents

______________________________________________________________________________

Introduction to Learning Centre

Exploring Yourself

Must Activity – “Talking Contest”

Teacher’s Guide Student Instructions Activity Assessment

Should Activity- “Write, Talk, Do: Learning Styles”


Could Activity- “About Me”


Exploring Yourself Take-home Sheet

Exploring the Past

Introduction to “Exploring the Past”

Must Activity- “Map Quest”

Teacher’s Guide Student Instructions Student Worksheets Activity Assessment Rubric

Should Activity- “Information Books”

Teacher’s Guide Student Directions Activity Assessment Rubric

Could Activity- “Navigation Craft”

Teacher’s Guide Activity Assessment

Exploring the Present

Must Activity- “Exploring Land & It’s Surfaces”

Teacher’s Guide Student instructions

Should Activity- “Ocean”

Teacher’s Guide Student Instructions

Could Activity- “Exploring Space Through a Voyage”

Teacher’s Guide Student instructions

Exploring the Future

Must Activity- “You are an Explorer”

Teacher’s guide Student Worksheets

Should Activity- “Exploring Your Future Community”

Teacher’s Guide Students Worksheets

Could Activity- “Create and Alien”

Teacher’s Guide Student Worksheet

Assessment Rubric for “Explorer’s Portfolio”

Introduction

The Unit focused on was Unit 1: Exploration of the grade 4 social studies curriculum

document. The purpose of this unit is to introduce the concept of exploration and to

explain to students that we are all explorers in our own way. Students get to explore places

they have visited or want to visit, people (including themselves) and ideas from the past,

present, and future. They will learn that to be an explorer they do not have to discover

something new, but perhaps something that is new to them. Exploration will occur around

our physical world and through the different people that engage in exploration of ideas and

knowledge. Students will use their communication skills, inquiry skills, and participate

during the different activities. They will use those skills already acquired and sharpen them

along the way. By the end of the unit, students will be able to understand how everyone is

an explorer and that the types of exploration vary.

For this unit, learning centers were used which included a lot of interactive and

hands on activities for the students. Learning centers are stations set in a classroom that

includes all of the instructions to activities at the different stations. Usually, centers focus

on one topic or area, and includes three or more activities. If you want to try it out with a

classroom, it’s sometimes better to have just a few to try it out. These can be stations that

they work at based on time or you can have them go to the centers to work on what they

need to do when other work gets finished. All centers have a “must” activity, which at the

end of the unit has to be done; they have a “should” activity, which is an activity that should

be done at the end of the unit; and finally they have a “could” activity, which is an activity

that doesn’t have to be done by the end of the unit. Learning centers are great, especially

because the activities cater to all students’ different learning needs. In this case, the

students were given a few minutes at each station, which were divided up into the

following categories: past, present, future, and self exploration. Each station had a must,

could, and should activity. Most students got to finish the must activity during the time

allotted. On their spare time, or when work would be completed, students could go back

and do other activities for the duration of the unit.

The students were divided at random for this learning center activity. Each student

was given a portfolio with a specific color, which then divided the students according to

their folder color. The portfolios were a great way of keeping track of students’ work. They

had an explorers profile page as well as pages for each station, which had areas where the

teacher could stamp the activities completed. It was like a short legend at the beginning of

the portfolio to keep track of what work was completed. As students worked through the

stations, they would add their worksheets to the portfolio.

This also made it easier for assessment as well. Once the unit

is completed and the students pass in their explorer’s

portfolios, the students will be assessed according to the

rubric provided in this document.

During the learning centers, the teacher’s job is mainly to facilitate. If students need

extra instructions or need extra help to do certain work, they are available to cater. Most of

the work for the teacher is in preparing the centers. The instructions at each station are

usually written down and have folders for the assignment pages to go with each activity. If

more resources are available, the instructions can be recorded orally and students can

listen to it, or if you can videotape yourself that would also be really helpful. Learning

centers are not made to teach the students but to foster an independence in them as well as

satisfy the need to explore new concepts for themselves. If a teacher should want to

replicate the following method of teaching this unit like we have done, the unit is organized

according to the table of contents. We have included the lesson plans that we used in our

centers. If centers wish to be used, the time of the lesson can be decreased or increased if

you would like to do one of the activities in your daily lesson. If centers are to be used,

prepare the activities in advance and have the students move through them.

Exploring YourselfActivities Included:“Talking Contest”“write, Talk, Do”

“About Me”

Activity #1: MUST- “Talking Contest” Teacher’s Guide

Purpose: Students will explore themselves and learn more about their personality, their likes, and their dislikes.

Materials

direction sheets for each student

timer

colored duotangs

stamp

Time length: 10 minutes

Teacher directions:

Provide directions to students (in written form). Answer or clarify as needed. Provide a timer visible for students to see. Encourage students to use a quiet voice.

-Warm up:

Talk-off game: 3 minutes

Directions:

Students will find a partner (or group of three if necessary). They will count down aloud from three (three, two, one) and then say go. When they both say go, they both must start talking about themselves at the same time without stopping. If either pause for any reason (to think or catch breath), they lose. The goal of this game is for students to tell their partner as much about themselves as possible. For example, they should tell their partners what they look like, what they like to do on their free time, something they like to eat, what music they like to listen to. The winner is the person who can talk for the longest about themselves without stopping. If time allows, they should play again and try to say new things about themselves they did not say the first time.

Encourage students to use a quiet voice during this game. Both partners will be talking at the same time, but it is not a contest to see who can talk the loudest, it is a contest to see who can talk the longest.

-Lesson:

Phone conversation: 7 minutes

Directions:

Students will find a partner (or a group of three if necessary); this will be the same partner as the first activity. They will now role play a phone conversation. One partner will pretend to be listening on one end of the conversation (without speaking or asking questions). The other partner will be the speaking partner. The speaker must explain who they are, what they like, and what they dislike. They should try to explore and explain different parts about themselves. What do they want to learn more about? Is there anything they want to try to do for the first time? They should pretend as if they are on the phone, so they should take pauses throughout the conversation. After speaking for 3 minutes and 30 seconds (a timer will go off or the teacher will tell the students when to switch), students will switch roles. The person who was speaking must now listen while the listening partner now speaks.

Each partner must speak for 3 minutes and 30 seconds.

Assessment:

When completed, the students will take their sheet labeled Exploring Yourself, MUST: Talking Contest and receive a stamp from the teacher. This activity will be stamped when completed.

MUST: “Talking Contest” Student Worksheet

Talk-off game

Step 1: Find a partner (or group of 3)

Step 2: read directions

Step 3: count down aloud from three (3, 2, 1) and then say go

Step 4: you both must start talking about yourselves at the same time without stopping

Step 5: the game is over when one person stops talking or the timer goes off

Directions

-Rule: Please use a quiet voice during this game. Both you and your partner will be talking at the same time, but it is not a contest to see who can talk the loudest, it is a contest to see who can talk the longest.

-How do I win? If you talk the longest about yourself without stopping

-How do I lose? If either of you pause for any reason (to think or catch breath), you lose.

-What is the goal of this game? Try to tell your partner as much about yourself as possible (what you look like, what you like to do on your free time, something you like to eat, what music you like to listen to)

-What if we finish before the timer goes off? If you have extra time, play again and say new things you did not say the first time

MUST: “Talking Contest” Student Directions

Phone Conversation

Step 1: Find a partner (or group of 3) –the same one as the first activity

Step 2: read directions (steps 1-6)

Step 3: choose one partner to talk and one partner to listen

Step 4: the partner who listens should pretend like they are listening to another person on the phone

(do not speak or ask questions)

Step 5: the speaking partner should pretend they are having a phone conversation about themselves

-explain: who you are, what you like, what you dislike

-what do you want to learn more about? Is there anything you want to try for the first time?

-take pauses as if you were talking on the phone

-Step 6: when the timer goes off, switch roles (the person speaking now listens and the listener now speaks)

Activity #2- Should: “Write, Talk, Do: Learning Styles” Teacher’s Guide

Objectives: 4.1.1- Students will be expected to examine the concept of exploration

Purpose: To teach students that not everyone learns the same way and that some students learn best in more than one way.

Materials

hand out

paper

pencil

Time: 30 Min

Directions: Give students the hand out with questions. Students must pick one question. They will be prompted to answer the same question 3 different ways. Each way will appeal to a

different learner style. (visual, auditory, Kinesthetic) Afterwards there will be a discussion on which they enjoyed most and why.

1. Give hand out to students.

2. Give time for students to answer the question in each of the 3 ways listed.

3. Allow students to share their answers.

4. Have a brief discussion about which they liked the most and why?

5. Rotate to next station.

Assessment: When completed, the students will take their sheet labeled Exploring Yourself, Should: Write, Talk, Do: Learner Styles and receive a stamp from the teacher. This activity will be stamped when completed.

Should: “Write, Talk, Do: Learning Style” Student Worksheet

Read the questions carefully. Talk with your partner and choose ONE question to answer in the three different ways listed below.

1) Act it out: Create a short role-play or dance and act out the answer. You could also take materials in the classroom and make something to share with the class.

2) Talk about it: Sing a song, write an interview or speech to answer the question.

3) Write about it: Draw a picture or create a poster to display your answer.

Questions:

What is one thing that no one knows about you and you would like them to know?

If you were trapped on a deserted island what would be the one thing you couldn’t live without?

Who would you trust the most with a big secret?

If you could be any animal, what would you be and why?

If you could have any super power, what would it be and why?

Where would you live if you could live anywhere in the world and why?

If you could be any kitchen utensil, what would it be and why?

What was your most embarrassing moment?

Remember: You must answer one of the questions in all three ways listed above.

Activity #3- Could: “About Me” Teacher’s Guide


Purpose: This activity is designed to help students explore themselves and discover things about their classmates.

Materials

Paper

Pencil

eraser

colored folder for their group

hand out with instructions.

Time: 10 minutes

Directions: Students will be asked to create a list of up to ten specific things about themselves. It can be things that no one knows, for example, they are a good singer or can juggle. They can list things that they would like to do, explore more about or things they want to improve in. Once the list is complete they will be asked to go through their lists with their partners and see what things they can discover.

Warm up: A warm up could be to model the beginning of the activity between teachers.

1. Show students an example of the activity and go through the different kinds of things they can use in their list. For example: what students want to know about others, an ability they have that no one knows about, likes and interests, etc.

2. Give them time to create their exploration li

3. During the remaining time they can compare their list with their partners.

4. A brief discussion with regards to what they have explored or discovered about themselves or their classmates.

5. Rotate to next station.

Assessment: When completed, the students will take their sheet labeled Exploring Yourself, “COULD About Me” and receive a stamp from the teacher. This activity will be stamped when completed.

High:

Students are able to complete a list that shows self-reflection with at least 10 things about themselves. Student’s shared with a partner and was able to explore some characteristics about each other previously unknown.

Student Comment

Middle:

Student created a sufficient list. Student needs to include more introspective types of characteristics. Student’s discussion was not always on topic.

Low:

Student did not create a complete list. Had trouble with being on task for majority of activity.

Teacher Rubric : Activity #3 : Could – About Me

Exploring Yourself

Take-home sheet

How I Am Smart

Put a check next to any of the statements that apply to you.

Verbal-Linguistic Intelligence

___ I like to read, write, use words.

___I enjoy puzzles, word games, rhymes, etc.

___Spelling is easy for me.

___My vocabulary is strong.

___I like to do research about topics I’m interested in.

___I enjoy stories and storytelling.

Logical-Mathematical Intelligence

___I enjoy numbers, math, and computers.

___I like strategy games like chess.

___I like to analyze and solve problems.

___I like organization, structure, and logical sequences.

___I enjoy charts, graphs, statistics, data.

___I like designing and conducting experiments.

Spatial Intelligence

___I enjoy drawing, doodling.

___I like color.

___I like videos, movies, and books with diagrams and photographs.

___I can close my eyes and “picture in my mind”.

___I can find my way in new places.

___I enjoy using maps, blueprints, spreadsheets, graphic organizers.

Bodily-Kinesthetic Intelligence

___I like to move around; I can’t sit still for long.

___I enjoy doing, not watching.

___I like to use my hands.

___I am very coordinated.

___I enjoy sports and activities.

___I like to make/build/construct things.

*Count how many checks you have for each category. If you have four or more, that means this is how you learn best. People learn in all different ways. Sometimes people learn well in more than one way.

Exploring the PastActivities Included:

“Map Quest”

“Information Books”

“Navigation Craft”

Title of Unit: Exploration

Teacher: Megan Denny & Khaled Steele

Grade level/ Subject: 4/ Social Studies

Title: Old World Meets New World


Description: (for teachers) The goal of this until is for students to focus on the concept of exploration and the fact that we all are explorers. Students will examine and reflect on the exploration of places, people, and ideas from both an historical and modern perspective. Your goal is for students to open their mind to the needs and motivations for exploration and to become more familiar with past experiences of exploration. Students will become familiar with European motivations for exploration and the impact of discovering the New World on the native societies. The following activities encourage students to research exploration patterns, motivations for discovery and impact once discoveries have been made. Student will use a Primary Source CD resource which is an interactive way to understand and explore the previous missions of past explorers.

Instructions: (for students) Students will arrive at this station to find a backdrop of a world map which may appear to look unfamiliar due to the layout of the continents. However, after time for self-discovery of the information, students will notice the map is current and simply represents a different view of the world. Students will find information flip books which provide basic information about both European settlers as well as Canada's First nations, which includes, motivations for exploration, basic facts, dates, cultural information, as well as extension questions to ideally have the students think about the past in a different way, and to consider different perspectives.

Goal: following this lesson students will be able to recognize factors that contribute to desires for exploration ( trade, wealth, resources) and will be able to describe and discuss exploration journeys and their impact on past and present land.

Outcomes:

4.1.1- Students will be expected to examine the concept of exploration

Resources/Materials: Learning center, information books, birch bark, playdough, stapler, (compass), Primary Source CD, various materials (tools, household items) from the past, laptop, maps, question sheets.

Activity 1: MUST- Students must create their own map of the Americas as a result of answering the questionnaire- Students will be given a questionnaire to guide them in their discovery which will help them

create their final map- Students should use the primary source investigator cd as a way to understand past exploration

journeys, areas of settlement , principal resources for survival and the historical context of native peoples prior to European Colonization

- Students will choose one explorer and map out their approximate expedition route- Students will use the interactive maps “Atlantic World” and “ Early Natives People” to answer

questions about Who, What year, Where did the expedition take them, what difficulties were present, what resources were available in the area of settlement?

- As a result of answering these questions students will be able to represent information and chart the journey of their explorer on their map.

Activity 2: SHOULD- Students could utilize self discovery skills during their research through the information books

and data presented on the backdrop- Upon reviewing the information available at the center, students will collectively answer the

question on the bottom of the European information book “ What impact does exploration have on the New World”

Activity 3: COULD- In this activity students are given the choice between exploring the materials needed to

make either a birch bark canoe or a navigational tool- Students will be encouraged to experiment with materials in the baskets and see what they

think materials could create. - An instructional sheet will be included for specific directions of how to create each craft

-

Activity #1: MUST- “Map Quest” Teacher’s Guide

This activity serves as a summative informal assessment for the student’s time at this learning center. Within this activity, Students will receive a questionnaire to guide them in their discovery which will help them create their final map. Students should use the Primary Source Investigator CD as a way to understand past exploration journeys, areas of settlement, principal resources for survival and the historical context of native peoples prior to European Colonization.Students will choose one explorer and map out their approximate expedition route. Students will use the interactive maps “Atlantic World” and “ Early Natives People” to answer questions about Who, What year, Where did the expedition take them, what difficulties were present, what resources were available in the area of settlement?

The Primary Source Investigator CD is an interactive program that features many valuable resources such as maps, documentaries, journals, cartoons, political documents and much more! Guidance will be necessary through the initial portion of this exploration process to effectively demonstrate how to use this resource. The teacher will need to show students the basic principles of operating this tool but should then leave opportunity for open discovery of information inside the resource.

This activity will allow students to choose a particular explorer for their mapping focus but will also allow them to discover the information surrounding the explorer on their own using the CD program.

Student Directions: Activity #1:MUST “Map Quest”

Your grand mapping expedition has begun! Choose one of the provided explores to chart their journey of exploration! Did they reach the Americas? What resources did they use to get there? What did they find once they arrived? Where there any obstacles they faced on their journey?

Your task will be to use the Primary Source Investigator CD and work together to research the route and experience of your chosen explorer! Answer the necessary question using the CD and information books and then create your own authentic 15th map! Make sure you note the specific path of your explorer!

High:

Students are successful in accurately depicting the exploration route of one explorer. Student offers information for all 5 questions. Student’s presentation is well organized.

Student Comment

Middle:

Student accurately depicts the exploration route of selected explorer. Student needs to include more information on map and answers 3-4 questions. Student’s presentation could use more time for organization.

Low:

Student needs more clarity as to the route of their explorer. Student needs more information and has only answered at minimum 2 questions.

Teacher Rubric : Activity #1 : Map Quest

Activity #2: SHOULD- “Information Books” Teacher’s Guide

This activity is designed to give students increased knowledge concerning the age of discovery in Europe and the contextual framework of the Natives already present in the Americas. It is important within this activity to give students the freedom and opportunity to experiment with the information books and develop their own questions and discoveries about life at this time. The “should” aspect of this activity will ask students to collaborate and share impacts of the exploration on the New World. The teacher again should act as a facilitator in this section to allow students to create their own understandings and ideas about factors contributing to exploration.

Student Directions – Activity #2: SHOULD

Where did the European explorers come from?

What made them want to explore?

Who was already present in the Americas?

What resources were available in Europe and the Old World?

When did these explorations occur?

The answers to the above questions should all be found within the information books and resources provided within the learning center. Briefly explore the materials provided and see what new information you can find that you did not know before! After reflecting on the explorers, motivations, resources, and cultural features of both groups work together with your team to discuss and answer the question below! Please record your answer in the back of the information book!

WHAT WAS THE IMPACT OF EXPLORATION ON THE NEW WORLD????????

High:

Students work together successfully as a team to collaborate as to the impact of explorers. Student’s communicate ideas clearly and express understanding in a comprehensible way.

Student Comment

Middle:

Students attempt to work as a team but may experience some difficulty agreeing on the impact of explorers. Student’s communication of ideas could use more clarification.

Low:

Students are unsuccessful in working together as a team. The overall expression of ideas are unclear and a solid impact of explorers is not communicated.

Teacher Rubric : Activity # 2: Information Book

Activity #3- COULD “Navigation Craft” Teacher’s Guide

Within this activity, the teacher will act as a facilitator to allow students the opportunity to explore and experiment with the materials provided. Students should interact with the materials and brainstorm what their uses might be. Students should be encouraged to think about the concept of exploration, the tools, and materials necessary to complete exploring missions. Through the design of this discovery lesson, the goal is for students to develop a birch bark canoe or a navigational tool relevant to the period of exploration.

HOW- TO CREATE:

Birch Bark Canoe: Take the 2 pieces or 1 large piece of the provided bark and see how you could bend and move the material to create the shape and design of a canoe. Use staples to fasten the end points together to form the shape of a canoe. Next students can experiment with clear puddy/playdough to create a waterproof glaze for their boat.

Activity # 3: Could- “Navigation Craft” Student Worksheet

Students your challenge is here! It’s time to set out on a new exploration mission but how will you get there? Explore and experiment with the materials provided and see what uses they may serve. Can you think of anything you could make with these materials that would help you explore? Think of resources available to both Natives and European at their times of explorations, and what types of travel were available at the time? Using your creativity and the information provided how will your team prepare to explore? Design a method of transportation or navigational tool which will help you get there!

Materials provided: Birch Bark, waterproofing material, staples, Magnets, cups, string, paperclips,

Student Reflection/ Questionnaire Yes No Sometimes

Were you able to solve the problem of creating an exploring device?

Were you able to work successfully with your team?

Did you feel any more resources were necessary?

Would you like more specific instructions for this task?

Did you make use of all the materials available?

Exploring the PresentActivities Included:

“Exploring Land & Its Surfaces”

“Exploring the Ocean”

“Exploring Space Through a Voyage”

Activity #1- Must: “Exploring Land & Its Surfaces” Teacher’s Guide

Grade 4Lesson Plan Type Daily LessonEstimated Time 30-Minutes

Focused Curriculum Outcomes 4.1.1 Examine the concept of exploration.

Instructional PlanStudent ObjectivesStudents will:

Use a simulated drill that geologists use to explore core samples

Materials Cupcakes

o Three different colored layers with chocolate icing to make it look like dirt Transparent Straws Explorers’ Portfolio

Procedure1. Teacher will introduce the concept of land exploration.

a. Students will brainstorm what tools they believe is used for land exploration.

2. Teacher will then give geologists as an example of land explorers and go over some of

the tools they use.

3. Students will be asked to use a cupcake that will serve as a piece of the earths core

layers and straw that will be decorated as a drill and collect earth samples. They will

compare their samples to those of other students and record what they discovered

about the earth’s layers.

AssessmentAll students will be assessed at the end of the unit using their explorers portfolio based

on completion.

ReferencesHilderbrand, J. & Manuel J. Citing Websites. In New Brunswick Social Science: Explorations.

Retrieved February 6, 2011, from http://www.gnb.ca/0000/anglophone-e.asp

http://www.gnb.ca/0000/anglophone-e.asp

Kids Activities Learning Games Website. In Earth Science Activities. Retrieved February 7, 2011, from http://www.kids-activities-learning-games.com/earth-science-activities.html

All pictures taken from Creative Commons.

http://www.kids-activities-learning-games.com/earth-science-activities.html

Exploring Land & Its Surfaces Student Directions

1. With your group, brainstorm what kind of tools you think land explorers

might need or use during their explorations. Write your answers in your

explorers portfolio.

Geologists use special drills to get samples of dirt from the earth. These are

called soil samples or if you were digging deeper into the earths layers,

these would be called core samples.

Today we are going to dig for samples. Your straw will be your drill. Using

the cupcake as a piece of land, you will use your straw to dig into your land

to get a soil sample. With your straw, poke it into your cupcake and remove

gently. The “dirt” in your straw is your core sample. Take two core samples

from your cupcake and compare it to the others.

2. In your explorers portfolio, draw what your two samples looked like and

what you noticed was different when you compared it to your group.

Exploring the Present: LandMust

1. What tools do you believe is used for land exploration?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_________________________________________________________________________________

2. Draw two of your soil samples from the cupcakes and write down how some of your samples differ from other students’ samples.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_________________________________________________________________________________

Activity #2- Should: “Exploring The Ocean” Teacher’s Guide




Research, decide, and explore the habitat and environment of underwater life. Create a poster that demonstrates an understanding of what they may find

underwater.

Materials Explorers’ Folder Resources on Oceans (See Ocean Duotang). Pictures of Ocean Life Paper, Crayons, Glue, Scissors

Procedure4. Teacher will introduce the concept of underwater exploration through the use of

pictures and various sources.

5. Students will then create a poster of what they believe is underwater (fish, plants,

terrain, etc.). They are able to use resources available to help them.

6. Students will then write down a page in their Explorer Folders about why they drew

what they did, while incorporating facts that they have learned.

References

Hilderbrand, J. & Manuel J. Citing Websites. In New Brunswick Social Science: Explorations.


Student Directions

1. Using various resources to help you, create a picture of what the ocean

floor would look like. Be sure to include a variety of fish, plants and

rocks.

2. In your Explorer Portfolio describe why you chose what you did and

how you know they are in the ocean. Be sure to include various facts

that you have learned in your entry.


Exploring the Present: Ocean

1. What did you draw in your picture? Why did you choose the things you drew? ___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

2. How do you know that you would find these things in the ocean?___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

3. What are 3 facts that you have learned through exploring the ocean?

1. _______________________________________________________________________________

_______________________________________________________________________________

2. _______________________________________________________________________________

_______________________________________________________________________________

3. _______________________________________________________________________________

_______________________________________________________________________________

Activity #3- Could: “Exploring Space Through a Voyage” Teacher’s Guide




Decide what they need to go out on a space voyage Go on an imaginary trip through space

Materials Explorers’ Portfolio Pictures of Space Exploration

Procedure7. Teacher will introduce the concept of space exploration through the use of pictures and

books.

8. Students will be asked to decide where and what they would like to explore in our solar

system. They will map out their journey and write down what they want to bring with

them to space in their explorer’s portfolio.

AssessmentAll students will be assessed at the end of the unit using their explorers portfolio based

on completion.

ReferencesHilderbrand, J. & Manuel J. Citing Websites. In New Brunswick Social Science: Explorations.


All pictures taken from Creative Commons.

Student Directions

1. Using the books provided as well as some pictures, decide where you would

like to take a voyage in space. Discuss it with the group. Where would you

go? Why would you go there? What would you like to explore?

2. Using your explorers portfolio, map out the journey you would like to

explore in space if you could. In the diagram provided, number the places

you would visit in our solar system.

What would you bring on your space exploration? Write down your thoughts in your explorers portfolio on the space pro.


Exploring the Present: SpaceCould

1. You’re going on a space exploration. Decide where you want to go and map it out on the solar system diagram below. Write what you would want to bring in your backpack.

Exploring the Future

Activities Included:“You are an Explorer”

“Exploring your Future Community”“Create an Alien”

Activity 1- Must: “You are an Explorer” Teacher’s Guide

Specific Outcome (4.1.1): At the end of this activity students will have examined the concept of exploration.

Materials

Activity Sheet (see attached)

Letter Template (see attached)

Activities

1. Students will be told the following: “You are an explorer from the future preparing for

an exploration. Decide what you need or want to explore and where you will go

(through the jungle, ocean, space, another galaxy). Besides the necessities of life (e.g.,

food, water and clothing), you may take with you or use five (5) items you think you will

need to have a successful exploration. Identify the items and explain to your classmates

why each is essential to your exploration.”

2. Students will then be given an activity sheet with questions they must answer about

their exploration (see attached). They will go off to work on their own while the teacher

supervises and offers assistance and guidance.

3. When students have completed their activity sheet and decided where they are going to

explore, the teacher will provide them with a letter template (see attached). They are to

write a letter from themselves in the future telling about what you have explored or

discovered.

4. Anything that students have finished at this station will go into their “Explorer’s

Portfolio” as a form of assessment.

You Are an Explorer!

1. Where are you going to explore (e.g., ocean, jungle, space, etc.)? Describe it in detail

(what does it look like, where is it located, temperature, weather, etc.).

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Other than the basic necessities, list five (5) other items that would benefit your

exploration.

1. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Letter from the Future

Dear _____________________________,

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Sincerely,

________________________________________

Activity #2- Should: “Exploring your Future Community”


Materials

Exploring your Future Activity Sheets

Activities

1. Students will be given a worksheet entitled “Exploring your Future Community” (see

attached).

2. Their first task is to choose a place in their community or school that they believe should

or could be used differently.

3. Students are asked what they would do differently to this space to benefit future

students or community members. They are told they have been granted $1 million to

make these changes. They must name at least three things they would change.

4. Once the students have completed the tasks, they will share their ideas with the other

students in the group.

5. Anything that students have finished at this station will go into their “Explorers


Exploring your Future Community

1. Choose a place in your community or school that you believe needs to be changed for

the better. Write in the space provided below.

___________________________________________________________________________

___________________________________________________________________________

2. You have been given $1 million to make changes to this place that will benefit the

people of the community or the students of the school in the future. Name at least

three things you would change.

1. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Please turn over……

Draw the place that you have chosen as it looks right now in the box provided below.

Draw what this place would look like after you have made the changes.

Activity #3- Could: “Create an Alien”


Materials

Pipe cleaners

Foam balls

Feathers

Scissors

Glue

Toilet paper rolls

Construction paper

Other craft supplies…

Alien Worksheet

Activities

1. Students will be given a worksheet for this activity which walks them through step by

step.

2. First, students are told to create their alien using the materials provided.

3. Next, they will answer a series of questions pertaining to their alien. For instance, how

does the alien eat, how do they move around and how do they breathe? There is also a

section for any other information they feel needs to be communicated.

4. Anything that students have finished at this station will go into their “Explorers


Create an Alien Worksheet

1. Using the materials provided, use your imagination to create an alien from another

planet in the future. Before creating your alien, look at the questions below to guide

your creative process.

2. What is your alien called? Where is it from?

___________________________________________________________________________

___________________________________________________________________________

3. How does your alien eat?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4. How does your alien move around (for example, humans walk on two legs while snakes

slither on their bellies)?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

5. How does your alien breathe?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

6. Why would anyone want to visit your alien in their habitat?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Name ____________________ Date _________________

Social Studies Project: Exploration Profile Assessment Rubric

CATEGORY 4 3 2 1Profile Page; Completion of all Must Activities

The student has completed all four of the Must activities and their Profile page.

The student has completed three of the Must activities and their Profile page.

The student has completed two of the Must activities and their Profile page.

The student has completed one of the Must activities and their Profile page.

Creativity The exploration profile is very creative; it used historical facts, plausible scenarios andevents.

The student uses historical facts aboutexploration and mild creativity.

The student does not base historical facts on time period and does not use creativity.

Student does not attempt to be creative.

Accuracy ofFacts

All the written material in theExploration profile is factual

Almost all the facts in the exploration profile is factual

There is a mixture ofaccurate and inaccuratefacts in the exploration profile

There are several factual errors in the exploration profile.

Spelling andPunctuation

There are no spelling or punctuation errors in the exploration profile

There is a couple of spelling or punctuation error in the exploration profile

There are several spelling andpunctuation errors in the exploration profile

The exploration profile is filled with spelling and punctuation errors.

Overall Activities Completed.

The student completed all Must activities and at least 4 should or could activities.



The student completed all Must activities and 1 or fewer should or could activities.

exploration - wikispaces web viewexploration will occur around our physical world and through the...

Documents