Explorer's Test (a post-assessment idea)
A Study Guide (to send home with your students)!
Essential Question:
Who were some of the important European explorers, and what were their reasons for exploring? (They will learn about Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport).
I. Objective:
a. The students will review for their Explorers and Geography test by assembling a map puzzle, putting together a “mixed-up” explorer’s chart, and then they will apply their knowledge of Explorers and Geography to take a test.
b. SS. 2.14. a. 1. Describe the explorations of Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport, and the impact of these travels on American Indians, and identify the reasons for exploring, information gained from the explorations, individual accomplishments of the explorers, and the results of the travels.
c. 14.a.2 Define Explorer as a person who travels seeking new discoveries.
d. 14.a.3. Define European as a person from one of the countries in Europe.
II. Materials:
a. Students: A map world puzzle (from a previous unti), Explorer's mixed-up chart, glue, scissors, construction paper, Explorer and Geography Test and a pencil.
b. Teacher: Explorer's Mixed-up chart (an example) and the Explorer and Geography test to read aloud to the students.
III. Lesson Duration: 60 minutes
IV. Procedures:
(30 minutes) Introduction:
a. To start, I will have the students put together their world map puzzle. I will come around and check it, and then I will ask them to put it in their book box.
b. Next, I will call the students to the meeting area. I will explain that they will be putting together an explorer’s chart that is all mixed up! I will read one row to them, “Christopher Columbus was sponsored by France. He wanted to discover riches and conquer land. He was the 1st European to travel the Silk Route to Asia.” Does that sound right? No way! I will then explain the activity to them.
c. You will get a variety of facts that are mixed up. You need to cut them out, and assemble them on the chart in the correct order. You will then raise your hand so that I can check them. After you've been checked, you can glue them down.
d. I will hand out a worksheet to each student. I will dismiss the students back to their seats. I will ask them to take out their scissors and their glue and to begin cutting and assembling their mixed-up explorer’s chart
e. When they're finished we will go over the chart together, and I will collect it. Also, I will collect their foldables to grade as well!
(29 Minutes) Instructional Strategies:
a. Next, I will ask the students to clear their desk, and to take out a pencil.
b. I will hand out to the students their Explorers and Geography Test.
c. I will ask them to write their name, the date, and I will read the test to them aloud.
d. I will collect the test when they are finished.
(1 minute) Closing: To close, I will tell the students that next week we are moving into a new science unit about Mexico, Monarchs and Milkweed, and you are going to need your knowledge of the continents and the oceans to visualize where these butterflies come from, and where they migrate to in the winter!
V. Assessment:
a. Informal observation of the review chart, and a formal assessment (Explorers and Geography Test).
VI. Differentiation/Modifications:
a. I will model for the students how to assemble the mixed-up chart, and I will have an example.
b. I will walk around and help those students that need help. Also, they can use the foldable if they are unsure.
c. I will read the test aloud to the students.
Who were some of the important European explorers, and what were their reasons for exploring? (They will learn about Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport).
I. Objective:
a. The students will review for their Explorers and Geography test by assembling a map puzzle, putting together a “mixed-up” explorer’s chart, and then they will apply their knowledge of Explorers and Geography to take a test.
b. SS. 2.14. a. 1. Describe the explorations of Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport, and the impact of these travels on American Indians, and identify the reasons for exploring, information gained from the explorations, individual accomplishments of the explorers, and the results of the travels.
c. 14.a.2 Define Explorer as a person who travels seeking new discoveries.
d. 14.a.3. Define European as a person from one of the countries in Europe.
II. Materials:
a. Students: A map world puzzle (from a previous unti), Explorer's mixed-up chart, glue, scissors, construction paper, Explorer and Geography Test and a pencil.
b. Teacher: Explorer's Mixed-up chart (an example) and the Explorer and Geography test to read aloud to the students.
III. Lesson Duration: 60 minutes
IV. Procedures:
(30 minutes) Introduction:
a. To start, I will have the students put together their world map puzzle. I will come around and check it, and then I will ask them to put it in their book box.
b. Next, I will call the students to the meeting area. I will explain that they will be putting together an explorer’s chart that is all mixed up! I will read one row to them, “Christopher Columbus was sponsored by France. He wanted to discover riches and conquer land. He was the 1st European to travel the Silk Route to Asia.” Does that sound right? No way! I will then explain the activity to them.
c. You will get a variety of facts that are mixed up. You need to cut them out, and assemble them on the chart in the correct order. You will then raise your hand so that I can check them. After you've been checked, you can glue them down.
d. I will hand out a worksheet to each student. I will dismiss the students back to their seats. I will ask them to take out their scissors and their glue and to begin cutting and assembling their mixed-up explorer’s chart
e. When they're finished we will go over the chart together, and I will collect it. Also, I will collect their foldables to grade as well!
(29 Minutes) Instructional Strategies:
a. Next, I will ask the students to clear their desk, and to take out a pencil.
b. I will hand out to the students their Explorers and Geography Test.
c. I will ask them to write their name, the date, and I will read the test to them aloud.
d. I will collect the test when they are finished.
(1 minute) Closing: To close, I will tell the students that next week we are moving into a new science unit about Mexico, Monarchs and Milkweed, and you are going to need your knowledge of the continents and the oceans to visualize where these butterflies come from, and where they migrate to in the winter!
V. Assessment:
a. Informal observation of the review chart, and a formal assessment (Explorers and Geography Test).
VI. Differentiation/Modifications:
a. I will model for the students how to assemble the mixed-up chart, and I will have an example.
b. I will walk around and help those students that need help. Also, they can use the foldable if they are unsure.
c. I will read the test aloud to the students.
STUDY GUIDE TO PRINT | |
File Size: | 493 kb |
File Type: |
MIXED UP CHART FOR REVIEW BEFORE TEST | |
File Size: | 496 kb |
File Type: |
TEST PG. 4 | |
File Size: | 1165 kb |
File Type: |
TEST PG. 3 | |
File Size: | 492 kb |
File Type: |
TEST PG. 2 | |
File Size: | 664 kb |
File Type: |
TEST PG. 1 | |
File Size: | 306 kb |
File Type: |