Explorers Project

Submitted by mstaton on Wed, 03/07/2012 - 22:52Printable version Bookmark and Share
Created By:
Mare Staton
Title/Role:
Teacher Librarian
Organization/School Name:
Cornell School
Location:
California

Grade Level:
5
Type of Lesson:
Lesson in a unit
Type of Schedule:
Fixed
Collaboration Continuum:
Intensive
Content Area:
Social studies
Content Topic:
Explorers of the Americas
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
2.1.2 Organize knowledge so that it is useful.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
Dispostion Indicator(s):
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
Responsibilities Indicator(s):
1.3.1 Respect copyright/intellectual property rights of creators and producers.
1.3.2 Seek divergent perspectives during information gathering and assessment.
Self-Assessment Strategies Indicator(s):
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4 Seek appropriate help when it is needed.
2.4.3 Recognize new knowledge and understanding.
Scenario:
This is a collaborative unit created by fifth grade teachers and the School Library Media Specialist. It is designed to illuminate the Age of Exploration of the Americas, a major focus in the California Social Studies Curriculum. The SLMS and teachers will work together to describe the events leading to the Age of Exploration, and give an overview of well known explorers, such as Columbus, Coronado, Drake, Balboa, etc. The students will generate research during a group brainstorming discussion. The SLMS will orient the students to books and websites in the library, while the teachers work with the students on note-taking, and writing skills. Students will work on their map making and rehearse their interviews under the direction of the SLMS. Together, the teachers SLMS and students collaborate to create a grading rubric to use as a final assessment.

Overview:
Students will apply the research process for this multiple class unit. They will read about a particular explorer, learn about their aims, challenges and accomplishments, and will trace the routes they followed on maps. As a group, they will generate questions to use during the "Interview with an Explorer" section. Students will gain practice in writing skills to communicate effectively as they create a journal from the Explorer's point of view.

Final Product:
Each student will create a 5 page diary, as if written by the explorer they studied. They will make a map to illustrate the route their explorer took. In addition, they will dress up as the Explorer, be interviewed by a classmate, and video-taped, so that all may learn from their research and findings.

Library Lesson:
The students will work with the SLMS to become knowledgeable about a particular explorer by selecting and reading a variety of books on the explorer they have chosen. They will visit several websites to collect additional information. They will take notes on the information they have found, will determine whether the information meets their needs, and will learn how to rephrase the text to use their own words. The SLMS will demonstrate how to cite books and websites needed for the Works Cited section of their journals, and will supply worksheets to reinforce this requirement for students to use as they delve into various resources.

Estimated Lesson Time:
120 minutes
Assessment
Product:
SLMS, teachers and students assess journals, maps and Interviews using rubrics that relate to (1) meeting criteria agreed upon during final group brainstorming of research questions (2) quality of writing in Explorer's Journal, (3) Works Sited section in Journal, and (4) quality of presentation during "Interview with an Explorer".

Process:
SLMS, and teachers and students rank overall goals of finished assignments and create rubrics before the project is launched so each student has a clear idea of what is required and how to meet their achievement goals. The rubric includes criteria on writing mechanics, grammar and punctuation, using own words, conveying agreed upon facts and information, quality of Interview, map making skills, using ones own words, and Works Cited page.

Self Questioning:
Did I find appropriate information to be able to write about my explorer's aims, challenges and accomplishments? Did I convey these in my journal writing project? Did I express them accurately during the interview? Did my map adequately show the route(s) my explorer took? Was I able to use both books and websites to find information? Did I write everything in my own words? Did I document each source I used?

Instructional Plan
Resources students will use:
Still image (i.e.paintings, drawings, plans, and maps)
Moving Image (i.e. animations, movies, tv program, video)
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
Projector
Laptop
White board
VCR/DVD player

Instruction/Activities
Direct instruction:
SLMS and Teachers meet with class to introduce the project, and paint the picture of life before the age of exploration. Students are invited to generate research questions about the lives of explorers. Students vote on several as "most important." Grading rubrics are discussed and ideas are brainstormed together. These will be typed up by SLMS and given to students during next class period. Students choose an explorer to study. In the library, they find books and explore websites to learn as much as possible about their chosen explorer. Using laptop and projector, SLMS demonstrates how to use one's own words when transcribing information. SLMS demonstrates how to cite books and websites used. Students find and read a variety of books and information from the web. In the classroom, the students fashion their notes into "Explorer's Journals" being sure to answer the general questions they generated as a group. In the SLMC, students work on their maps, making map keys with compass rose and all continents and oceans labeled appropriately.

Modeling and guided practice:
The teacher and SLMA use a whiteboard to write ideas generated from brainstorming discussions. Using a laptop and projector, the SLMS demonstrates how to find information using subject searches, and web searches. S/he shows how to put information into ones own words and how to cite works. The teacher and SLMS demonstrate an Interview, so students have a clear idea of expectations. Journals and maps from prior years are available for students to view and reflect on. Teacher confers with students on writing and preparing for their interview. SLMS confers with students on note-taking, research findings and map making.

Independent practice:
Students hunt for information through subject hunts or online searches for websites. Using the worksheet generated from their brainstorming session, they take notes, using their own words, and cite sources as they use them. They write a journal of at least 5 pages conveying the aims, challenges and accomplishments of the explorer they studied. They make a map showing the explorer's route and all important geographical features. They conduct an interview and are interviewed while being videotaped, dressed in attire resembling that of their explorer.


Have you taught this lesson before:
Yes

Strategies for differentiation:
The requirements for this unit can be easily modified for students with special needs. While collaborating with the Resource Specialist, we may decide that a special needs student's journal may contain fewer pages. Students may be excused from the interview process. Extended time and closer guidance for research may be necessary. Research questions and rubrics may be adjusted.