Katie Richardson
EDUC 4001: Unit Plan
Grade: 4th
Content Area: Social Studies
How I will form centers and text set:
I will administer a pre-test for this unit and from the results I will form my centers and
text set. I need to know where my students stand on the topic of exploration in order to know
where to go with them.
*I will use my unit test as my pre-test and post-test. This will be a good gage of information
needed to be learned and at the end of my unit a good gage of information learned.
How I will form groups:
My cooperating groups will be put together by me. I will organize groups based on interest
inventories and reading levels of my students.
Interest inventories I will use:
http://literacyinthecontentareas.wikispaces.com/file/view/SometimesIWishICould.pdf
http://literacyinthecontentareas.wikispaces.com/file/view/Spotlightsonyou.pdf
Reading level ranges of my students:
PP - 6.6
How I will group my students based on this information:
I will do mixed grouping because I want this unit to be a social learning experience for
the students. I want them to feed off of each other, help each other, and more importantly
realize that they don’t always need my guidance in order to learn and can use each other when
necessary.
I will mix my lower level students, middle level students, and higher level students
together. Within each center, I will differentiate in order to cater to the needs of the different
levels of students.
Run down of time for my unit:
This unit should take around 4 weeks.
1st week:
Day one:
-Introduce concept through introductory lesson and the book, You are the Explorer.
(During this introductory lesson, we will also do a vocabulary lesson.)
Day two and three:
-Students will investigate all explorers of this time period. They will be split into 5
cooperating groups and each group will have an article on a different explorer (Christopher
Columbus, Vasco Nunez de Balboa, John Cabot, Juan Ponce de Leon, Henry Hudson, and
Jacques Cartier.) Within these groups, the students will be working through a summarizing
graphic organizer. Each group will present information learned about their explorer on day
three.
Day four and five:
-After summarizing information on each explorer and presenting the information, the
students will work through a chart on each explorer.
Each student will have a chart to fill in about each explorer. This chart will answer
questions about the explorers including: reasons for exploring, obstacles during expedition, and
accomplishments of each explorer and expedition. This will help organize all information
learned about each explorer. The students can also use this chart as a reference throughout the
following weeks of the unit and also as a study guide for their unit test.
Last three weeks:
-Students will be split into 3 groups of 7 students each. Although in groups, students will
be working individually or in pairs.
-Each group will rotate through each center.
-The groups will have 4 days each to complete each center.
-On the first day of each group, students will do certain vocabulary activities and
comprehension strategies that involve the books used in their center.
-Also, on the first day that each group is in their center, I will give them time to look over
requirements and pick a topic or get a feel for what they want to do in each center. Once the
students have picked a topic, they can begin to work on it for the rest of their center time.
Presentations and Summative assessment:
-On the 2nd to last day of unit, the students will present their inquiry-based projects.
-On the last day of unit, the students will take their summative assessments.
For research within the unit:
-I will plan to take some of my ELA time for the students to conduct their research.
-Probably 30 minutes during ELA.
-Standard for this:
ELA4W3 The student uses research and technology to support writing. The student
a. Acknowledges information from sources.
b. Locates information in reference texts by using organizational features (i.e., prefaces,
appendices, indices, glossaries, and tables of contents).
c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic
information, almanac, atlas, magazines, newspapers, and key words).
d. Demonstrates basic keyboarding skills and familiarity with computer terminology
(e.g., software, memory, disk drive, hard drive).
-We will use all of Social Studies time to work on projects.
Resources for unit:
http://users.rcn.com/farrands/explorers.htm
http://www.kathimitchell.com/explpo1.htm#Balboa
http://www.win.tue.nl/~engels/discovery/balboa.html
http://www.divediscover.whoi.edu/
http://www.nasa.gov/missions/current/index.html
Standards used:
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 Núñez de Balboa, Juan Ponce de León, Christopher
Columbus, Henry Hudson, and Jacques Cartier.
b. Describe examples of cooperation and conflict between Europeans and Native Americans.
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.
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 North and South America).
ELA4W3 The student uses research and technology to support writing. The
student
a. Acknowledges information from sources.
b. Locates information in reference texts by using organizational features (i.e., prefaces,
appendices, indices, glossaries, and tables of contents).
c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic
information, almanac, atlas, magazines, newspapers, and key words).
d. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g.,
software, memory, disk drive, hard drive).
ELA4W2 The student demonstrates competence in a variety of genres.
The student produces informational writing (e.g., report, procedures, correspondence)
that:
d. Includes appropriate facts and details.
ELA4W2 The student demonstrates competence in a variety of genres.
The student produces a persuasive essay that:
c. Supports a position with relevant evidence
Vocabulary:
Astrolabe
Caravel
Dead reckoning
Technology
Navigation
Explorer
Charter
Course
Scurvy
Back Staff
Fleet
Opportunity cost
New World
Expedition
Trade routes
Crew
Merchant
Mutiny
Colony
Merchant Company
Trade
Cross Staff
Compass
Spice Trade
Price incentives
Voyage
Why I chose these words:
I chose these words because they will help the students to better understand the
material of this unit and the concept of exploration as a whole.
Lesson Plan Template
Grade Level: 4th grade
Name: Katie Richardson
Estimated number of days lesson will cover:
1 day
*This is my introductory lesson
Lesson Subject/Title:
Introduction to Explorers unit
Performance Standards: (will be using throughout my whole unit)
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 Núñez de Balboa, Juan
Ponce de León, Christopher Columbus, Henry Hudson, and Jacques Cartier.
b. Describe examples of cooperation and conflict between Europeans and Native
Americans.
Lesson Objectives (What students will know and/or do) : (throughout the whole unit)
The student will describe reasons for, obstacles to, and accomplishments of North American Explorers.
Enduring Understanding: These explorers helped to shape our modern day world. Even today we still have explorers, they are
modern day explorers. They don’t ride on ships for weeks and weeks anymore but they operate space shuttles, or operate
underwater machines, etc….
Essential Question: (For lesson one)
What is an explorer?
Key Vocabulary:
Expedition
Crew
Explorer
Trade routes
Time
10-15
mins.
Procedures
Introduction to lesson:
Will read pages 7-10 in, You Are The Explorer
after the intro of the book.
1. Introduce book: Come in wearing
binoculars around your neck, have a
compass in your hand, and a book bag
on your back. Be really excited about
sharing with you students why you
have all these things.
Guys, this morning I woke up and I decided I
wanted to go exploring. I’ve got my handy,
dandy compass here in my hand to help me
get around. I’ve got my book bag full of food,
water, clothing, and my camera. I also have
my binoculars to help me see things that are
far off.
I am ready to go!
See, I heard a story that there is a creature
called, Big Foot that lives in the woods. I think
he is a very nice creature but no one has ever
seen him for long enough to know if he is or
not.
I want to be the first to discover him! If I can
discover him, I will be FAMOUS!!!! I’ll also be
rich because people will pay me for the
pictures that I get of him. I will go down in
history as the only person in the world to
Differentiation
Materials/Resources
Assessment
Book bag (you can fill it No assessment for
or pretend that it is
intro
full)
Water bottle
Binoculars
Compass
meet Big Foot!
I may even ask him what size shoes he
wears…..
Give the students time to giggle and let this
little intro sink in.
2. Now introduce the book that you guys
will be reading and read the specified
pages.
(These pages are dramatic and should really
get the students into the mind-set of an
explorer.)
Read with a lot of emotion and drama!!!
20 mins.
Demonstrate/Model and Guided Practice:
Now, let’s talk about what the word, explorer
really means. Can you help me brainstorm
about this word so we can have a good idea
of what this word means?
Complete a circle map with your students. Put
the word, explorer, in the middle. In the outer
circle, jot down ideas or words the student
give you about what an explorer is. In the
space outside the circles, put references
(where you got what you know from). Once
this is done, talk about the words that you
jotted down. After this, check the thoughts
Visual: students can
see the process of
discussing the
vocabulary word
Chart paper (need to
draw the bubble map
on this chart paper)
*Could even do this on
the SMART board.
Chart paper markers
Auditory: students will
hear the discussion
about the vocabulary
word
Completed
Vocabulary
organizers
recorded on paper with a definition from the
dictionary.
***** MAKE SURE STUDENTS KNOW NOT TO
COPY FROM DICTIONARY! LET THEM KNOW
THAT DICTIONARIES ARE FOR THEM TO USE
AS A REFERENCE TO MAKE SURE THEY HAVE
THE RIGHT IDEA OF WHAT THE WORD
MEANS.
We will only do a circle map for the word
explorer. This is because the entire unit
focuses on the students’ understanding of this
one word.
For the rest of the vocabulary words, the
students will complete a vocabulary chart
with a partner.
Independent Practice:
Now I’ve showed you the thought process:
We thought about what our word means, we
jotted down our words, then we looked it up
to check ourselves.
You guys will now work with a partner to try
and define the rest of our vocabulary words.
To do this, I want you guys to fill out your
vocabulary organizer. We’ve worked with
vocabulary organizers before in ELA so you
guys know how to do this!
Students get to work
Vocabulary organizers
with a partner. These
(students get 2 each)
pairs will be chosen by
me. The pairs depend
Crayons/markers
on many things:
personalities of
students, levels of
students, if 2 students
can work together,
etc….
*This way students
work cooperatively and
one student is not
You guys still need to do the word, explorer.
Even though we did this together, I need you
to draw me a picture, write me a sentence,
and give me a synonym or other words that
will remind you of what this word means.
doing all the work. I
can also pair a higher
level student that I
know will help a lower
level student.
For the organizers, the students have a sheet
of computer paper that is divided into four
squares. Each piece of paper has an organizer
on the front and back of the sheet.
In the first box (the top left-hand box), the
student writes the word and what they think
the word means. After doing this they check
using a dictionary.
In the second box (the top right-hand box),
the student writes a sentence using the word.
In the third box (the bottom left-hand box),
the student draws a picture to go along with
word.
In the fourth box (the bottom right-hand box),
the student writes synonyms of the word or
other words that remind the student of what
the vocabulary word means.
5 mins.
Closure:
Come back together and talk about what
students learned about our vocabulary
words. Will prompt with questions and ask
them to share.
Response to
questions
Centers:
Center one:
This is my inquiry-based center. Students will have studied explorers up to this point. In this
center, they can choose what they want to learn more about in relation to explorers.
Students will need to focus on certain vocabulary that is appropriate for this center.
Students will also produce an expository writing in this center and can present this writing in
the form of a poem, song, paper, brochure, or poster.
For each book in this center, the students will have to complete a comprehension strategy
graphic organizer. This will help them to better understand their reading and organize
information that they are learning. They will use these graphic organizers to help them
complete their piece of expository writing.
Topics of possible study:
Students will chose from a menu of items. They will pick something they want to research and
also a way in which they want to present their findings.
-ships used during exploration time period (Caravels)
-diseases caught because of exploration during this time period
-tools (technology) used during exploration
-Compare/contrast exploration during this time to our exploration now
http://www.divediscover.whoi.edu/
http://www.nasa.gov/missions/current/index.html
-routes taken by explorers and where explorers landed
-research a favorite explorer
-If they want to choose a different topic, they can ask me and I will either approve it or
tell them to pick something else.
Materials needed for this center:
-provide articles, websites, and books on all reading levels in order to cater to each
child’s unique reading needs.
-Menu of choices
-Rubric for grading expository writings
Graded by:
-a rubric (will use rubric to grade each students’ work sample)
-Brochure rubric:
http://www.sites4teachers.com/links/redirect.php?url=http://readwritethink.org/lesson_imag
es/lesson961/Rubric.pdf
-Poster rubric:
http://www.sites4teachers.com/links/redirect.php?url=http://www.rubrics4teachers.com/pdf/
GenericPosterRubric.pdf
-etc….
Books used in this center:
Ships of Discovery A-Z book
Christopher Columbus A-Z book
Ship by David Macaulay
Eyewitness Books: Explorer by Rupert Matthews
You are the Explorer by Nathan Aaseng
Into the Unknown by Stewart Ross
Encyclopedias
Websites used in this center:
http://www.divediscover.whoi.edu/
http://www.nasa.gov/missions/current/index.html
Articles used in this center:
Christopher Columbus by Sharon Fabian
Vasco Nunez de Balboa by Sharon Fabian
Juan Ponce de Leon by Sharon Fabian
John Cabot by Sharon Fabian
Henry Hudson by Mary Lynn Bushong
Jacques Cartier by Mary Lynn Bushong
Vocabulary used in this center:
Astrolabe
Dead reckoning
Caravel
Mutiny
Merchant company
Course
Trade
Scurvy
Cross Staff
Back Staff
Compass
Fleet
Choose one research topic below:
If you would like to do a different topic, you may. BUT, you must ask me if you can use it first!
Compare exploration then to exploration
now
Research diseases spread because of
exploration
Research technology used to aid
exploration
Research Caravel ships
Choose your favorite explorer to research
Research routes taken by explorers and
where they landed
Choose one way to present your topic below:
Present your findings in the
form of a poem or song
Present your findings in the
form of a poster
Signature: __________________________________________________
Present your findings in the
form of a brochure
Present your finding in the
form of a paper
Date: _________________________________________
Center two:
This will by my project-based center. In this center, students will investigate how explorers
were funded for their expeditions. Also, they will investigate how explorers acquired crew
members.
Students will do a persuasive writing from the point-of-view of an explorer asking their king and
queen to fund them. They may also write it from the point-of-view of an explorer trying to
persuade men to join their crew for their expedition.
When writing their persuasive essay, students will use persuasion organizers to organize their
thoughts.
To find their information they will use books, articles, reference materials, and the internet.
Students will need to focus on some vocabulary that is appropriate for this center.
Materials needed for this center:
-provide articles, websites and books on all reading levels to cater to each child’s
unique reading needs
-persuasion organizers (provide different types for students on different learning
levels)
-rubric for grading essays
Graded by:
-a rubric
http://www.worksheetplace.com/index.php?function=DisplaySheet&sheet=pw2&links=2&id=&link1=43
&link2=11
Types of persuasive organizers that will be used:
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
http://www.worksheetplace.com/index.php?function=DisplaySheet&sheet=pw1&links=2&id=&link1=43
&link2=11
http://www.worksheetplace.com/index.php?function=DisplaySheet&sheet=pw4&links=2&id=&link1=43
&link2=11
http://www.worksheetplace.com/index.php?function=DisplaySheet&sheet=pw11&links=2&id=&link1=4
3&link2=11
http://www.worksheetplace.com/index.php?function=DisplaySheet&sheet=pw6&links=2&id=&link1=43
&link2=11
Vocabulary used in this center:
Expedition
Opportunity cost
Colony
price incentives
Trade routes
trade
Spice Trade
Charter
Books used in this center:
Christopher Columbus A-Z book
Henry Hudson by Josepha Sherman
Ponce de Leon by Rachel Eagen
Henry Hudson: Seeking the Northwest Passage by Carrie Gleason
Eyewitness Books: Explorers by Rupert Matthews
Encyclopedias
Articles used in this center:
Christopher Columbus by Sharon Fabian
Vasco Nunez de Balboa by Sharon Fabian
Juan Ponce de Leon by Sharon Fabian
John Cabot by Sharon Fabian
Henry Hudson by Mary Lynn Bushong
Jacques Cartier by Mary Lynn Bushong
Websites used in this center:
http://www.usa-people-search.com/content-a-guide-to-european-explorers.aspx
http://odur.let.rug.nl/~usa/E/newnetherlands/nl1.htm
http://wilstar.com/holidays/columbus.htm
Center three:
This will by my technology-based center. In this center, the students will complete a web-quest
designed by me. (Will do this on in-class computers and lap tops from lap-top cart) They will
complete this web-quest in pairs.
This web-quest will be made to cater to all reading levels. This way, it is not too easy or too
hard for any given student.
Within this web-quest, the students will be writing a narrative essay. The students will produce
a narrative essay that encompasses their knowledge of exploration. They will pretend to go
back in time and become an explorer during the 15th century. They will need to include in their
essay what they discover on their expedition, their accomplishments, their obstacles, and how
they were funded.
On the first day of this center, the students will complete a comprehension strategy on the
books in this center. (see text set for more information)
Material needed for this center:
T-chart for questioning comprehension strategy
Computers
Graded by:
-a narrative essay rubric
www.fsusd.k12.ca.us/education/assessment/docs/rubric_4.pdf
Vocabulary used in this center:
Fleet
Voyage
New World
Instructional management plan:
I made each of the centers appropriate for all students by providing tiered opportunities
within each center. These tiered opportunities range from different reading levels of books,
different levels of graphic organizers, being able to choose options for research and
presentation, differentiation by learning styles, and working in pairs based on reading levels.
In center one, the students can choose what they would like to research and then
choose how they would like to present their findings. I’ve done this because they can take
control of their learning and decide which way of finding information and presenting it is better
for them. I have also provided different leveled books related to the topics of research in this
center. Along with these books I have provided appropriate comprehension strategy graphic
organizers. For the vocabulary activity in this center, the students will be paired together based
on the results of my pre-test and also based on reading levels. My lower-level students will be
partnered with a higher-level student.
In center two, the students will have tiered opportunities by using different persuasion
organizers. Some students may need a more in depth organizer and some students may just
need an organizer to get their thoughts organized. I have provided many types of organizers
that students can pick from. I have also provided different leveled books related to their topic
of research in this center. Along with these books I have provided appropriate comprehension
strategy graphic organizers. For the vocabulary activity in this center, I will differentiate based
on reading levels. My lower-level students will have fewer requirements to fulfill than my
higher-level students.
The web-quest in the third center is designed be in the middle of reading levels of my
class. The students will also have partners in this center when working on their narrative essay.
The partners are based on reading levels. A lower level reader will be placed with a higher level
reader. I’ve done this because I want my higher level reader to help my lower level reader
throughout this center. I too have included different leveled books related to their topics of
research in this center.
Students will rotate through centers every four days. We will rotate through centers
counter clockwise. (Each center will have a specific spot in my room.) I will remind the students
of where to go next, the day before they switch centers.
On the first day of every center, students will begin working on their vocabulary activity.
While they are working on these vocabulary activities, I will spend 15 minutes with each group
in order to explain what they will be doing in their center and also to guide them through all
comprehension strategies that go along with the books in each center.
Summative Assessment:
Circle the correct answer
1. What did Christopher Columbus believe he would accomplish by sailing west across the
Atlantic Ocean?
A. Find the West Indies by sailing west across the Atlantic Ocean.
B. Discover the New World.
C. Find Asia by sailing east toward the Pacific Ocean.
2. What obstacles did Columbus face as he journeyed to find a new route to the Indies?
A. Hostile sea creatures
B. Poor maps and discouraged crew members
C. Lack of bedding
3. Christopher Columbus’ voyages accomplished finding
A. A new route to Asia
B. A new and uncharted land
C. Cruising as a vacation option
4. What was the purpose of Vasco Nunez de Balboa’s exploration?
A. Find a new route and land for England
B. Discover an underwater passage through the Rocky Mountains
C. Find new land for Spain and an over-land route to Pacific ocean
5. Obstacles face by de Balboa were:
A. Fighting with Native Americans
B. Fighting among crew members
C. Hunting for beaver fur
6. Vasco Nunez de Balboa’s achievements include sailing to present-day Panama in Central
America and being the first European to
A. Reach the eastern part of the Pacific Ocean
B. Reach the Appalachian Mountains
C. Reach the continent of India
Circle True if statement is true and false if statement is false
7. Juan Ponce de Leon hoped to find gold and the “fountain of youth”.
True
False
8. Juan Ponce de Leon faced the obstacle of Egyptians guarding the gold her found.
True
False
9. The purpose of John Cabot journeying to the New World was because he was searching
for a Northwest Passage across North America to Asia.
True
False
10. John Cabot faced the obstacle of his ship sinking.
True
False
Fill in the blank.
11. The purpose of Henry Hudson’s voyage was to discover
__________________________________________________________.
12. Henry Hudson’s achievement was to said up the _______________
_______________________ in present-day New York.
13. Jacques Cartier sailed to find
____________________________________________________________.
14. Which explorer that we studied is credited with discovering the Americas?
__________________________________________________________
Please answer the following question in at least 4 or more sentences.
15. Of all expeditions that we studied, what did they all have in common?