Seek And You May Find, AUTHOR: Marguerite Maurer, GRADE LEVEL: Intermediate, SUBJECT AREA: Social Studies, Students will be given a map of an imaginary country that includes bodies of water, plant life and a few physical features. They will also be given a treasure map with basic directions to chart a route to the imaginary treasure hidden within the country. Working in small groups, students are to log the steps they take to locate the treasure. A group discussion will follow allowing each group to share their experiences in finding the treasure.

LU TITLE: Seek and You May Find
AUTHOR: Marguerite Maurer
GRADE LEVEL: Intermediate
SCHOOL ADDRESS: St. Peter's School
400 Floyd Ave., Rome
PHONE: (315) 336-2360/336-5112 Fax

SUBJECT AREA: Social Studies

CONTENT KNOWLEDGE

DECLARATIVE

Use cardinal directions
Name major land masses
Name major bodies of water
Research exploration routes
Use steps to access Internet
Use journal writing skills

PROCEDURAL

Draw world map
Chart exploration routes
Label individual explorers
Write a journal log
Use the Internet and CD ROM material

ESSENTIAL QUESTIONS

Why is geography a useful skill in the study of history?
How did early discoveries influence the Age of Exploration?
How does the use of old maps and logs enhance our knowledge of this age?

INITIATING ACTIVITY

Students will be given a map of an imaginary country that includes bodies of water, plant life and a few physical features. They will also be given a treasure map with basic directions to chart a route to the imaginary treasure hidden within the country. Working in small groups, students are to log the steps they take to locate the treasure. A group discussion will follow allowing each group to share their experiences in finding the treasure.

LEARNING EXPERIENCES

Students will be introduced to the Age of Exploration by reading Chapter 10 in their textbook called The Age of Discovery, from Macmillian/McGraw - The World Past And Present. Class will learn why the Europeans wanted to explore lands beyond Europe by taking turns reading the information from the textbook. They will copy techer-assisted notes into their notebooks while class group discusses main ideas about the textbook lesson.

Students will be introduced to several books about the European explorers that may be used as references to help students understand what life was like for the explorers in their time so that students may do accurate work in written work and with graphic organizers. Books will include some of the following:

Christopher Columbus-Stephen Krensky

Voyages of Christopher Columbus-John Clare

Marco Polo, The Voyager-Carol Greene

Five Ships West-Charles Israel

First Around the World-Gregory Sanderlin

Students will watch the video, "Age of Discovery - Spanish and Portuguese Explorations" in short segments to learn additional information about the explorers from two major European countries. They will do guided note taking and design a graphic organizer of each explorer and his achievements after each video session.

Students will draw a world map and show the cardinal directions. They will label the continents and ocean and chart the routes of the major Spanish and Portuguese explorers. Students will label the individual routes by color coding and preparing a labeling key.

Students will review the steps of our daily language practice procedure designed to sharpen their writing and proofreading skills. They will be reminded to work carefully to improve grammar, mechanics and spelling usage.

Students will read The Log of Columbus - Steven Lowe, Harcourt/Brace signature 5 Reading Series. They will read in small cooperative groups this personal journal of Christopher Columbus and his experiences coming to the Americas. Then each student will write a log of what it was like to be a cabin boy aboard ship on Columbus' first voyage giving an account of the hopes and fears experiences in searching for the New World.

Students will prepare a story map from books and references including exploration routes, problems that arose for individual explorers and important events and accomplishments. They will do cooperative reading in small groups and prepare a KWL chart of information learned from the books and references.

Students will go to the computer in pairs to use Soft Key - Explorers of the World to review the achievements of other early explorers of Europe. The students will prepare a graphic organizer of one of their favorite explorers from their viewing of this CD. Students will include information about the riches the explorer found in the Americas and how these riches brought glory to the explorer's country in Europe.

Students will use the Internet to access Netscape - Exploration and Discovery Home Page. They will visit 3 bookmarked sites: (1) the 1562 Map of America by Diego Guttierrez which provides an illustrated view of America at the time of Columbus' landfall complete with drawings of fearsome sea creatures and images of parrots, monkeys and mermaids as "seen" by Columbus and his crew, (2) The Columbus Letter which gives accounts of Columbus' successful voyage including early American maps and (3) Historical, Osher Map Libraries - University of Maine which show early boundaries of lands in America.

Students will use word processing skills to write a report on all the information they have gathered. They will also research information to prepare for dress up part of their program in the gym. Students will also prepare a short oral presentation for parents and guests. Students will review speaking rules to make their narratives factual and interesting. They will be reminded to speak clearly and to have good eye contact when presenting their oral information.

CULMINATING PERFORMANCE

The students will invite parents to "Seek and You May Find Day" at school in the gym/auditorium to display all their work. They will dress as the explorers they researched. Children will be responsible to gather their own costumes and props to enhance their presentations. They will identify their explorers with dates of birth and death and will stress the explorers' importance in history portraying them by speaking in first person. Students will display their maps, journals, food and spices and other materials representing the Age of Exploration.

TIME TO COMPLETE LEARNING UNIT

Unit should take 3 to 3 1/2 weeks to complete all necessary material to convey concepts and objectives of The Age of Exploration.

CONNECTIONS TO STANDARDS

UNIT THEME

SEEK AND YOU MAY FIND

Content Area: Social Studies

Level: Intermediate - Standards and Benchmarks

Standard 2: World History 2/1/2

Understanding world cultures

Read important accounts from world history to form understanding of developments

World History 2/3/1*

Study of the major political developments involving the contributions of individuals and groups

Understand the roles and contributions and activities of individuals and groups

Standard 3: Geography 3.1.2*

Analyzing geographical issues and questions in a physical setting draw maps and diagrams to serve as representations

Standard 2: Information Systems 2.1*

Access, generate, process, and transfer information using appropriate technologies

Information Systems 2.1.1*

Information technology is a tool to enhance learning

Use a variety of equipment to process and communicate information in different forms

Standard 7: Information Systems

Apply knowledge and thinking skills of technology to address real life problems and inform decisions

Standard 1: English Language Arts 1.1*3+

Listening and reading to acquire information by using oral, written and electronic sources

Applying reading skills and strategies to a variety of informational texts use graphic organizers to gather and record information

Standard 2: English Language Arts 2.1.1*

Language for literary response and expression

Listening and reading for literary response involves comprehension of historical features of texts

Apply reading skills to a variety of literary passages and texts, e.g. historical fiction, biographies, autobiographies, poems and legends

LEARNING EXPERIENCES

DECLARATIVE KNOWLEDGE

What declarative knowledge should students be in the process of acquiring and integrating? As a result of the unit, the student will know or understand:

What experiences or activities will be used to help students acquire and integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Brainstorming and interpreting skills

Guided reading skills

Recording journal skills

Map making: labeling routes preparing keys

Research in textbooks and reference books

Use Internet with bookmarked sites

Prepare graphic organizers, KWL charts, and Venn diagrams

Read assigned reference pages

Visit Internet sites

Have class discussions using completed maps

Create a story map

PROCEDURAL KNOWLEDGE

What procedural knowledge will students be in the process of acquiring and integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape and internalize the knowledge?

Describe what will be done.

Use the Internet to gather information

Use the encyclopedia and CD ROM

Write journal entries and essays

Construct world map

Identify the importance of early explorers

Review instruction to prepare the journal writing

Review speaking skills for oral presentation

Create a graphic organizer of an explorer of your choice by country, date, and accomplishment

Write journal entries as the explorer, as a cabin boy, and as a shipmate

Write an essay using the information gathered from biographies and other books, as well as using the Internet

Prepare a short oral presentation

LEARNING EXPERIENCES

EXTENDING AND REFINING

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

Skills of: 1. Geography 2. Writing/speaking 3. Technologies

*decision making *problem solving *investigation

Students will:

Research modern day explorers and pioneers in space exploration and modern medicine and record their achievements
Design a riddle game using facts about explorers
Use Venn Diagram to compare and contrast ancient and modern instruments used for map making

THEME: Seek and You May Find

UNIT TYPE: SOCIAL STUDIES/KNOWLEDGE BASED

DECLARATIVE KNOWLEDGE	PROCEDURAL KNOWLEDGE	CULMINATING PERFORMANCE
Cardinal directions Names of major land masses Names of major bodies of water Exploration routes	Draw a world map Chart exploration routes Label individual explorers Write journal entries Use Internet	Invite parents to event Display work Dress in character Explain importance of explorer Display materials

RUBRIC:

	Element #1	Element #2	Element #3	Element #4
Elements	Maps and Routes	Technology	Journals and Reports	Final Presentation
Weights	2	1	3	4
4	Neat, well labeled, color-coded map Complete Correct Spelling	Used Internet and word processor independently with success Helped others	Complete Many entries Used information creatively Demonstrates excellent knowledge	Excellent creative costumes good oral presentation and complete work on display
3	Complete, labeled color coded map Misspellings	Successfully used the Internet and word processor	Complete info Several entries with good ideas	Creative costume oral & material work not well done
2	Map lacks neatness, not accurate, missing info	Successful with help from other students	Entries complete but not accurate	Good try but does not show complete work
1	Map difficult to read Misspelling Missing info	Successful with much assistance needed to complete work	Entries incomplete Little concept of the project	Little effort with costume, presentation and display

LEARN TO LEARN SKILLS:

Students will learn that there is a great deal of information available by using the Internet. They will learn to organize and demonstrate the facts gathered. They will continue improve writing and speaking skills. Students will develop skills that can be applied to junior high school studies.

ASSESSMENT MODIFICATIONS:

Students who find independent work more difficult can work with a partner that understands the assignments. Students who find it difficult to write and express themselves will be assessed on quality not quantity.

WRITTEN OVERVIEW

This Learning Unit SEEK AND YOU MAY FIND integrates the New York State standards of World History, Geography, English/Language Arts, and Technology. It gives students the opportunity to work with the three concepts of the New York State Social Studies Curriculum:

Geography - maps skills and exploration routes

History - explorers and their influence and experiences

Economics - discoveries that brought wealth and power to Europe

Students use their writing and speaking skills and have the opportunity to continue to improve their use of technology which is important in learning in today's world.