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Written by: Joyce Estes, Lesson title: Early Explorers - Success or Failure Time: 45 min. / Days: 5 Content Area: Social Studies Grade: Sixth TEKS Language Arts 6.10(H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8); 6.10(K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, essay, fill-in-the-blank, and short answer (4-8); 6.13(D) interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions (4-8); 6.13(G) draw conclusions from information gathered from multiple sources (4-8); Tech TEKS 3(C) describe the consequences regarding copyright violations including, but not limited to, computer hacking, computer piracy, intentional virus setting, and invasion of privacy; 4(B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies. 5(C) use on-line help and other documentation. 9(B) resolve information conflicts and validate information through research and comparison of data. 10(E) match the chart style to the data when creating and labeling charts. 12(D) evaluate the product for relevance to the assignment or task. Marzano Strategies Identifying Similarities and Differences Summarizing and Note Taking Questions, Cues and Organizers Interactive Teaching and Learning Goal Setting and Providing Feedback Vocabulary Development BigSix Elements Task Definition Information Seeking Strategies Location and Access Use of Information Synthesis Evaluation Materials: Map of the world, Markers, Colored Pencils Resources: Library Portal, Encyclopedias, Books, Streaming Videos Procedure: Discuss why someone would want to sail on a ship into unknown territory for months and possibly years. (spice trade, look for more land, adventure) Many of the most famous explorers were failures because they never found what they were originally looking for, but along the way, they made other important discoveries. Students will work in pairs and choose one explorer to research and make an oral report. (Columbus, Cortes, Magellan, Ponce de Leon, Balboa, Hernando de Soto, Coronado, Cabot, Vasco de Gama, Cartier, Champlain, La Salle, Hudson, Sir Francis Drake, Amerigo Vespucci) Students will include in the research: Name of explorer, country of explorer/who funded the exploration, date of exploration, purpose/goal of exploration, did explorer accomplish his mission, most important accomplishment. Students will draw the route of their explorer's expedition (use colored markers)and present information orally to class. Questions for discussion and evaluation: How were the goals of these explorers similar? Which expedition ended up making the most important discovery? Why? Is an expedition a failure if an explorer doesn't find what they are looking for? Why or why not? If you could have joined one of the expeditions, which one would you choose? Why? What have you learned from this lesson that might help you the next time you set a goal? Attached Files: find your way @ your library An NEISD Library Services Page