Download Exploration

Project GLAD
Santa Clara Unified School District
October, 2002
EXPLORATION
Grades 4/5
By Patti Jenkins, Angela Kostamo, Pat McGuire
IDEA PAGES
I.
UNIT THEME: EXPLORATION:
Understanding: Human beings, through need, greed, or curiosity have
always explored and will continue to explore unknown places.
 Causes and effects of exploration
 How New World and Old World cultures were influenced by explorers
 Impact of exploration on Native American and other cultures
 Importance of exploration’s influence in the world
II.
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FOCUS / MOTIVATION
Realia
Inquiry Chart
Challenge Question with Picture File Cards
Observation Charts
Poem
Big Book
T Graph for Social Skills
III.
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CLOSURE
Reprocess all charts
Ongoing Assessment – Learning Logs
Team Task – Big Book by Each Expert Group
Personal Response to Explorers – Which one of these explorations
would you have wanted to be a part of and why?
Add to living wall ( conversation bubbles, replace pictures w/ dwgs.)
Letter home to parents – evaluation of the week
Teacher / student generated test
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IV.
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CONCEPTS
All explorers have certain entrepreneurial characteristics in
common.
There were, and continue to be, technological developments that
make explorations possible.
Explorations inevitably change the world and the people who live in
it.
The following explorers caused great changes in our world:
Paleo-Americans who were a nomadic tribe of humans crossed the Bering
land bridge from Asia to North America between 60,000 and 12,000 B.C.
Leif Erickson and the Vikings from Scandinavian countries discovered
Iceland and Greenland (770 AD) and later explored the northeastern
coast of North America and established a colony there. (986 AD)
Marco Polo’s book, The Description of the World, about the riches of the
Orient along the Silk Trail, ignited future expeditions. (1271 AD)
Christopher Columbus, sailed west in search of a shorter water route to
Asia, and instead made 4 voyages to The Americas. (1490s AD)
Magellan, after 3 years of sailing, was the first to circumnavigate the
world. (1522)
Juan Cabrillo led the first European expedition for Spain along the coast
of California. (1542 – 1543)
Sir Francis Drake explored the west coast and claims California for
England. (1577)
Gaspar de Portola, one of the leaders of the “Sacred Expedition” that
included Father Junipero Serra marked the beginning of European
cultural and religious colonization of California. (1769)
Lewis and Clark led expeditions, mapped, and explored lands in the
Louisiana Territory all the way to the Pacific Ocean. (1804)
Gertrude Bell, an English woman, archeologist, historian, and spy,
explored the deserts and the peoples of Saudi Arabia. (1913)
Jaques Cousteau, a Frenchman, invented scuba gear and used it to
explore the ocean. (1943)
Auguste Piccard, a Swiss scientist, built the first submersible and
traveled to the depths of the ocean. (1960)
Yuri Gagarin, a Russian, was the first human to fly into space. (1961)
2
Valentina Tereshkova, a Russian woman, was the first woman to go on a
space flight. (1963)
Armstrong, Aldrin, and Collins, American astronauts, were the first
humans to walk on the moon. (1969)
History/Social Science Standards
4.2 Students describe the social, political, cultural and economic life
and interactions among people of California from the pre-Columbian
societies to the Spanish mission and Mexican rancho periods in terms of:
2. the early land and sea routes to, and European settlements in,
California with a focus on the exploration of the North Pacific, noting
the physical barriers of mountains, deserts, ocean currents, and wind
patterns (e.g. Captain Cook, Valdez, Vitus Bering, Juan Cabrillo)
3. the Spanish exploration and colonization of California, including the
relationships among soldiers, missionaries and Indians (e.g. biographies
of Juan Crespi, Junipero Serra, Gaspar de Portola).
5.2
Students trace the routes and describe the early explorations of
the Americas, in terms of:
1. the entrepreneurial characteristics of early explorers (e.g. biographies
of Columbus, Coronado) and the technological developments that made
sea exploration by latitude and longitude possible (e.g. compass, sextant,
astrolabe, seaworthy ships, chronometers, gunpowder).
2. the aims, obstacles, and accomplishments of the explorers, sponsors, and
leaders of key European expeditions, and the reasons Europeans chose to
explore and colonize the world (e.g. the Protestant Reformation, the
Spanish Reconquista).
3. the routes of the major land explorers of the United States; the
distances traveled by early explorers; and the Atlantic trade routes that
linked Africa, the West Indies, the British colonies, and Europe
3
V.
VOCABULARLY
1. ampoletta
2. archaeologist
3. astrolabe
4. astronauts
5. Bering Land Bridge
6. caravels
7. carrack
8. cartographer
9. chronological order
10. chronometers
11. circumnavigate
12. colonization
13. compass
14. compass rose
15. conquerors
16. convert
17. cross staff
18. diseases
19. entrepreneur
20. Europeans
21. expedition
22. explorer
23. galleon
24. hardships
25. Ice Age
26. inhabitants
27. latitude
28. log
29. longitude
30. merchant
31. mutiny
32. nomadic
33. oceanographer
34. Orient
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35. Paleo-American
36. scientists
37. scuba
38. Silk Road
39. small pox
40. Spaniard
41. submersible
42. triangular sails
43. voyage
44. Western Hemisphere
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VI.
ORAL LANGUAGE/READING/WRITING SKILLS – ELA
4th Grade Reading:
1.0
Word Analysis, Fluency, and Systematic Vocabulary
Development
Students understand the basic features of reading. They select letter
patterns and know how to translate them into spoken language by using
phonics, syllabication, and word parts. They apply this knowledge to
achieve fluent oral and silent reading.
1.1
Read narrative and expository text aloud with gradeappropriate fluency and accuracy and with appropriate pacing,
intonation, and expression.
1.4 Know common roots and affixes derived from Greek and Latin and
use this knowledge to analyze the meaning of complex words.
1.6 Distinguish and interpret words with multiple meanings
2.0
Reading Comprehension
Students read and understand grade-level-appropriate material. They
draw upon a variety of comprehension strategies as needed (e.g.,
generating and responding to essential questions, making predictions,
comparing information from several sources).
2.1
2.2
2.3
2.6
Identify structural patterns found in informational text
(e.g., compare and contrast, cause and effect, sequential or
chronological order, proposition and support) to strengthen
comprehension.
Use appropriate strategies when reading for different
purposes (e.g., full comprehension, location of information,
personal enjoyment).
Make and confirm predictions about text by using prior
knowledge and ideas presented in the text itself, including
illustrations, titles, topic sentences, important words, and
foreshadowing clues.
Distinguish between cause and effect and between fact and
opinion in expository text.
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4th Grade Listening and Speaking
1.0
Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication.
They speak in a manner that guides the listener to understand important
ideas by using proper phrasing, pitch, and modulation.
1.1
Ask thoughtful questions and respond to relevant questions with
appropriate elaboration in oral settings.
1.2
Summarize major ideas and supporting evidence presented in spoken
messages and formal presentations.
1.9
Use volume, pitch, phrasing, pace, modulation, and gestures
appropriately to enhance meaning.
2.0
Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar
experiences or interests that are organized around a coherent thesis
statement. Student speaking demonstrates a command of standard
American English and the organizational and delivery strategies outlined in
Listening and Speaking Standard 1.0.
2.4
Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic
dialogues, using clear diction, tempo, volume, and phrasing.
4th Grade Writing
1.0
Students write clear, coherent sentences and paragraphs that develop
a central idea. Their writing shows they consider the audience and purpose.
Students progress through the stages of the writing process (e.g.,
prewriting, drafting, revision, editing successive versions).
1.2. Create multiple-paragraph compositions.
1.3
Use traditional structures for conveying information (e.g.,
chronological order, cause and effect, similarity and difference, and posing
and answering a question).
1.10 Edit and revise selected drafts to improve coherence and progression
by adding, deleting, consolidating and rearranging text.
2.0
Writing Applications (Genres and Their Characteristics)
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Students write compositions that describe and explain familiar objects,
events, and experiences. Student writing demonstrates a command of
standard American English and the drafting, research, and organizational
strategies outlined in Writing Standard 1.0.
2.4
Write summaries that contain the main ideas of the reading selection
and the most significant details.
5th GRADE Reading
1.0
Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships,
as well as historical and literary context clues, to determine the
meaning of specialized vocabulary and to understand the precise
meaning of grade-level-appropriate words.
1.1
2.0
Read aloud narrative and expository text fluently and
accurately and with appropriate pacing intonation, and
expression.
Reading Comprehension (Focus on Information Materials)
Students read and understand grade-level-appropriate material.
They describe and connect the essential ideas, arguments, and
perspectives of the text by using their knowledge of text structure,
organization, and purpose.
2.1
2.2
2.3
2.4
2.5
Understand how text structures (e.g., format, graphics,
sequence, diagrams, illustrations, charts, maps) make
information accessible and usable.
Analyze text that is organized in sequential or chronological
order.
Discern main ideas and concepts presented in texts, identifying
and assessing evidence that supports those ideas.
Draw inferences, conclusions, or generalizations about text and
support them with textual evidence and prior knowledge.
Distinguish facts, supported inferences, and opinions in text.
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5th GRADE Listening and Speaking
1.0
Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas
clearly and relate to the background and interests of the audience.
They evaluate the content of oral communication.
1.1
Ask questions that seek information not already discussed.
1.5
Clarify and support spoken ideas with evidence and examples.
5th GRADE Writing
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing
exhibits the students’ awareness of the audience and purpose. Essays
contain formal introductions, supporting evidence, and conclusions. Students
progress through the stages of the writing process as needed.
1.1
Create multiple-paragraph narrative compositions
1.2
Create multiple-paragraph expository compositions
1.6
Edit and revise manuscripts to improve the meaning and focus
of writing by adding, deleting, consolidating, clarifying, and
rearranging words and sentences.
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3RD-5th ELD Standards
Listening and Speaking
B
Begin to speak with a few words or sentences, using some English
phonemes and rudimentary English grammatical forms (e.g.,single
words or phrases).
EI
Begin to be understood when speaking, but may have some inconsistent
use of standard English grammatical forms and sounds (e.g., plurals,
simple past tense, pronouns he/she).
I
Be understood when speaking, using consistent standard English
grammatical forms and sounds; however, some rules may not be in
evidence (e.g., third person singular, male and female pronouns).
EA
Be understood when speaking, using consistent standard English
grammatical forms and sounds, intonation, pitch, and modulation, but
may have random errors.
A
Speak clearly and comprehensibly using standard English grammatical
forms, sounds, intonation, pitch and modulation.
3RD-5th ELD Standards
Reading Fluency & Systematic Vocabulary Development
B
Read aloud simple words in stories or games (e.g., nouns and
adjectives).
EI
Read simple vocabulary, phrases, and sentences independently.
EA
Use decoding and knowledge of academic and social vocabulary to
achieve independent reading.
A
Apply knowledge of academic and social vocabulary to achieve
independent reading.
Reading Comprehension
B
Identify the main idea in a story read aloud using key words and/or
phrases.
EI
Read and orally identify the main ideas and use them to draw
inferences about written text using simple sentences.
I
Read and use detailed sentences to orally identify main ideas and use
them to make predictions and provide supporting details for
predictions made.
EA
Describe the main ideas and supporting details of a text.
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A
Describe main ideas and supporting details, including supporting
evidence.
Writing Strategies & Applications
B
Label key parts of common objects.
EI
Use drawings, pictures, lists, charts, and tables to respond to familiar
literature using simple sentences.
EI
Write an increasing number of words and simple sentences
appropriate for language arts and other content areas.
I
Use more complex vocabulary and sentences appropriate for language
arts and other content areas.
EA
Use complex vocabulary and sentences appropriate for language arts
and other content areas.
A
Write short narratives that include examples of writing appropriate
for language arts and other content areas.
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VII. MATH/SCIENCE/HISTORY/SOCIAL SCIENCE SKILLS
Participation and study skills
Map skills - introduce latitude and longitude
Observation skills
Organizing and classifying
Comparing and contrasting
Introduce intersections and coordinates of grid
Inferring and predicting
Sequencing and grouping
Measurement
Scientific thinking processes: observing, communicating, comparing,
ordering, categorizing, relating, inferring, applying
VIII. Resources and Materials
Realia
Music
Spices
Crusade Dolls
Silk
Gold
Compass
Crown
Medieval Costume
Explorer Costume
Diving Gear
Map of Venice
Foods and products exchanged between Old & New World
Teacher Resources
Copeland, Peter F., Exploration of North America
Newsweek Magazine. July 8, 2002. Lewis & Clark.
Nicholson and Watts, The Vikings
Nugent, Glenda, Explorers Theme Series
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Platt, Richard, Explorers
Pofahl, Jane, Early Explorers
Sims, Glenda, Explorers – Social Studies
Social Studies Framework
Social Studies Standards
Social Studies Textbooks – Houghton Mifflin
Social Studies Textbooks - McGraw Hill
Sterling, Mary Ellen, Explorers, Thematic Unit
Strohl and Schneck, Explorers, Cooperative Learning Activities
Wilbur, C. Keith, Early Explorers of North America
Nonfiction
Adler, David A., Picture Book of Christopher Columbus
Ballard, Robert D., Exploring the Titanic
Bourne, Russell, Christopher Columbus & Other Early Adventurers
Challoner, Jack, The Atlas of Space
Cole, Joanna, Magic School Bus Lost in the Solar System
Columbus, Christopher, The Log of Christopher Columbus
Darling, David J., Where Are We Going in Space?
Davis, Amanda, Spaceships
Dyson, John, Westward with Columbus
Fradin, Dennis B., True Book of Explorers
Fritz, Jean, Around the World in a Hundred Years
George, Michael, Antarctica
Gold, Susan Dudley, To Space and Back, Story of the Shuttle
Grant, Neil, History Eye-witness Explorers
Greene, Carol, True Book of Astronauts
Harris, Nicholas, Journey to the Planets
Healey, Tim, Timespan Explorers
Hurwicz, Claude, Samuel de Champlain
January, Brendan, Explorers of North America
Knowlton, Jack, Maps and Globes
Maestro, Betsy & Giulio, Explorations and Conquest
Maestro, Betsy & Giulio, The Discovery of The Americas
Miller, Ron, and Hartmann, William K., The Grand Tour, Traveler’s
Guide to the Solar System
National Council for the Social Studies, Seeds of Change
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Parin D’Aulaire, Ingri & Edgar, Columbus
Platt, Richard, Explorers –Pioneers Who Broke New Boundaries
Rich, Louise Dickinson, New World Explorers
Sammis, Fran, Maps and Mapmaking
Shannon, Terry, Saucer in the Sea
Sipiera, Diane M. and Paul P., Project Gemini
Sipiera, Diane M. and Paul P., Project Mercury
Sipiera, Diane M. and Paul P., Project Apollo
Soule, Gardner, Antarctica
Stefoff, Rebecca, Exploring the New World
Syme, Ronald, Captain Cook, Pacific Explorer
Tesar, Jenny, Space Travel
Tomes, Margot, Where Do You Think You Are Going, Christopher
Columbus?
Wright, Rachel, The Viking News
Zelon, Helen, The Apollo 13 Mission
Zelon, Helen, The Endeavour Mission STS-61
Zelon, Helen, The Endeavour SRTM, Mapping the Earth
Zelon, Helen, The Gemini IV Mission
Zelon, Helen, The Mercury 6 Mission
Literature
Frost, Robert, Stopping By Woods On A Snowy Evening
Hesse, Karen, Stowaway
Raphael and Bolognese, Sacajawea, The Journey West
Wilder, Laura Ingalls, The Long Winter
Yolen, Jane, Encounter
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Project GLAD
Santa Clara Unified School District
October, 2002
EXPLORATION - Grades 4/5
By Patti Jenkins, Angela Kostamo, Pat McGuire
PLANNING PAGES
I.
FOCUS/MOTIVATION
 Music
 Realia
 Personal Experience
 Read Aloud – Encounter
 Dress in costume
 Big Book – Exploration
 Inquiry Chart (KW)
 Observation charts
 Picture file cards
 Scouts
 Team Points
 Historian Awards
II.
INPUT
 Narrative – Columbus
 Pictorial – Armstrong, Aldrin, and Collins
 World Map of Exploration
 Pictorial – Columbian Exchange
 Vocabulary
 10/2
 Read Aloud
 Poetry/Chants
 Expert Groups
 Clunkers and Links
 SQ3R
 Graphic Organizer
 Discussion
15
III.
GUIDED ORAL PRACTICE
 Process grid
 Farmer in the Dell
 T-graph and team points
 Poetry, Chants
 10/2
 Sentence frames
 Read aloud
 Author’s chair
 Expert groups
 Picture file Activities
 Flip Chant
IV.
READING / WRITING
 Writers’ Workshop
 Class Book
 Write and sketch
 Listen and sketch
 Farmer in the Dell
 Cooperative strip paragraph
 Group frame paragraph
 Big Book
 Ear to ear reading
 Process grid
 Learning logs
 Read the walls
 Story map
 Poetry books
 Strip book
V.
EXTENDED ACTIVITIES
 Food of the explorers
 Class big book
VI.
CLOSURE
 Student/Teacher Generated Quiz
 Reprocess charts
 Team Presentations
16
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o Final project - presentation of big book pages
o Team Evaluations
o Team Task – Team Choice
Closure – gift box
17
Project GLAD
Santa Clara Unified School District
EXPLORATION 4/5
SAMPLE DAILY LESSON PLAN
Day 1:
FOCUS / MOTIVATION
Realia – Marco Polo Period Costume
Introduction (with music)
Class Rules
Team Set up
Scouts
Historian Awards
Portfolio
Cognitive Content Dictionary with Signal Word – Chronological order
Observation Charts – Gallery Walk
Inquiry Chart (KW)
Important Big Book
INPUT
Pictorial Input– World Map of Exploration
10/2
Learning Logs – 5 things – World of Exploration
Small ELL group – Reprocess World of Exploration
Chant – Marco Polo
GUIDED ORAL PRACTICE
T Graph for social skills -Cooperation
T- Graph – Team points (Team Names: Cartographers, Entrepreneurs, Merchants,
Oceanographers, Astronauts, Archaeologists, and Historians)
Picture File Cards – Group Challenge – What chronological order would you put these cards
in?
Chant – Yes, Ma’am
READING & WRITING
Learning Logs Personal Interaction with Question – Which area of exploration do you wish
you could have been a part of and why?
Writing Workshop (Use Writing Workshop Source Books)
Mini Lesson - Sketching as Brainstorming
Independent Writing - Use Source Books
Author’s Chair for Closure –Share and explain your sketch / brainstorm
CLOSURE
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Home School Connection – What new place have you gone recently to explore or where would
you like to go to explore alone or with your family? What mode of transportation would you
use?
Chant – Explorers Poem
12-7R
19
Day 2:
Project GLAD
Santa Clara Unified School District
EXPLORATION 4/5
SAMPLE DAILY LESSON PLAN
FOCUS & MOTIVATION
Realia – Explorer’s Costume (Gertrude Bell)
Reprocess Observation Chart and area of exploration on world map of Bell
Home /School Connection Review
Team Points
Signal Word – Cognitive Content Dictionary-(Cartographer)
Poetry Reprocessing with Post-its (Explorers)
-Model vocabulary defining
-Model sketching in poetry booklet
Review World Map
Read Aloud – Encounter
10/2
Learning Log – How do you think the Taino boy felt about the strangers coming to his island?
INPUT
Pictorial Input – Armstrong
10/2
Chant – (Yes Ma’am) Reprocessing
Narrative Input – Columbus
10/2
Conversation Bubbles of Narrative
Story Map of Narrative
Team Tasks:
1. Write 3 class rules & give an example of each
2. World Map label continents, oceans, areas and routes of explorers
3. Sketch and label Armstrong and his space suit
4. Team story map of Columbus narrative
5. Add two conversation bubbles to narrative
Expert Groups – 1 group- (Columbus)
GUIDED ORAL PRACTICE
Farmer in the Dell – Noun: Explorers
READING & WRITING
Writer’s Workshop
Mini Lesson – Different genres of writing – Poetry, Fiction, Non-fiction
Independent Writing – Pay attention to the genre you are writing
Closure – Graph of three types of writing – poetry, fiction, non-fiction
Ear-to-ear Reading Poetry Booklet
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CLOSURE
Home-School Connection
Home/School Connection – Find products in your home that came from the “Old World”.
Make a list and sketch pictures of these things.
12-11R
21
Project GLAD
Santa Clara Unified School District
EXPLORATION 4/5
SAMPLE DAILY LESSON PLAN
Day 3:
FOCUS & MOTIVATION
Chant – Lewis and Clark
Home / School Connection
Team Points
Cognitive Content Dictionary – latitude and longitude
Scouts
INPUT
Pictorial Input – Marco Polo
Mind Map
Team Tasks Continued
6. 10-15 Sentences on Team Farmer In The Dell
7. List or sketch and label Columbian Exchange Items
8. Write and sketch 5 ways to show cooperation
SQ3R with Clunkers & Links – Expository Text Sample-(High Group)
ELD Retell- World Map (Low ELL Group)
GUIDED ORAL PRACTICE
Process Grid
READING & WRITING
Chant – Bugaloo
Cooperative Strip Paragraph – Compare and Contrast
 Write
 Revise
 Edit
Real aloud – Encounter
Learning Logs
CLOSURE
Student created quiz questions – (Each team writes 2 multiple choice questions)
Think about the book Encounter. Write and sketch about a time when a new person moved
into your neighborhood or home. What were your thoughts and feelings?
12-11R
22
Project GLAD
Santa Clara Unified School District
EXPLORATION 4/5
SAMPLE DAILY LESSON PLAN
Day 4:
FOCUS & MOTIVATION
Chant
Home/School Connection
Team Points
Cognitive Content Dictionary – student choice
Scouts
Reprocess Inquiry Chart
GUIDED ORAL PRACTICE
Explorers Here, Explorers There Flip Chant
READING & WRITING
Team Tasks
Team Explorer’s Here, Explorers There Flip Chant
Team Evaluation Sheet
Big Book Page
Reprocess Cooperative Strip Paragraph with small group (Struggling readers)
Students read Coop Strip Paragraph aloud to adults
Read aloud - Listen and sketch in Learning Log– Sacajawea
Read the walls
Ear to ear reading
CLOSURE
Student / Teacher Generated Multiple Choice Quiz
Team presentation of Team Tasks
1. Important Big Book Page
2. Team Evaluations
3. Team Choice
Gift Box with gifts from exploration
12-11R
23
EXPLORATION
HOME / SCHOOL CONNECTION
Day 1.
Name___________________ Date______________
What new place have you gone recently to explore, or where
would you like to go to explore alone or with your family? What
mode of transportation did you or would you use? Please write
and sketch pictures.
24
EXPLORATION
HOME / SCHOOL CONNECTION
Day 2.
Name___________________ Date______________
Find products in your home that came from the “Old World”.
Make a list of everything you found. Bring an example to school
to share, if you can.
25
EXPLORATION
HOME / SCHOOL CONNECTION
Day 3.
Name___________________ Date______________
Think about the book Encounter. Write about a time a new
person moved into your neighborhood or home. What were your
thoughts and feelings?
26
CHRISTOPHER COLUMBUS NARRATIVE – EARLY YEARS IN PORTUGAL
By Patti Jenkins – October, 2002
My name is Christopher Columbus. I was born in Genoa, Italy, in 1451. My
father was a weaver and a wool merchant. As a child, I wanted to sail. I had
little formal education because my father was poor. He could not pay for my
education. But I always read books about the ocean and stories about Marco
Polo. He was my hero. Books were my best friends. I was a very skillful
reader. I learned many interesting facts about the ocean from books. My
favorite book was Marco Polo’s The Description of the World.
PICTURE #1
When I was fifteen years old, I started sailing all around the Mediterranean
Sea. I loved the ocean. I was also a very good navigator and an excellent
mapmaker. The scientific name for mapmaker is cartographer. Do you know
what a navigator is? When I was twenty-five years old, I moved to Portugal.
I wanted to find out about the world and Portugal was the ideal place to be
an explorer.
PICTURE #2
I settled in the Portuguese capital, Lisbon. Take a look at these pictures
that your teacher is showing you. Do you like Lisbon? It is a very old city on
the coast. From my house in Lisbon I could see the ocean and the sailors
from many lands loading and unloading cargo from ships. I also could see
slaves being unloaded from ships. Do you remember who started the
European slave trade? The Portuguese saw nothing wrong in enslaving
Africans.
PICTURE #3
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I learned to find my way at sea using this magnetic compass and a map called
a portolan, which was marked with criss-cross lines. Do you know that a
compass has a magnetic needle that always points toward north?
PICTURE #4
From Portugal I sailed on trading voyages in the Atlantic Ocean to Africa. I
loved sailing. I was a happy man at sea. From these voyages I learned about
the winds and currents of the sea. I also learned about the gold mines in
Africa. It was around this time that I realized how much money I could
make exploring new lands. All I could think about was the gold mines I saw in
Africa. Gold here, gold there, gold, gold everywhere! GOLD! GOLD! GOLD!
Picture #5
I knew that there were rich lands of gold on the other side of the Atlantic,
and that it might be possible to reach them by sailing west. So, I began to
work out a plan to sail west across the Atlantic Ocean and find the riches of
the Indies. This was my great and only desire.
Picture #6
I studied geography books to find evidence that this voyage was possible. I
kept Marco Polo’s book beside me as I worked. However, I had a big
problem. I did not have the money to make this voyage. I decided to find a
royal sponsor. I thought that perhaps the King of Portugal would be interest
in my plans. So, in 1484, I saw the Queen and explained my plan. Well, she
did not believe me, and she turned me down. I did not give up! I needed to
find another king that was willing to pay for my trip.
Picture #7
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I presented my plan to the King and Queen of Spain. I wanted them to
believe me so I showed the King my map of the Atlantic Ocean and I also
read to them my favorite books on geography. Well, the King and Queen did
not believe me! They thought my plan was foolish. I did not give up! For six
years I tried to convince the Royals to help me out in my plans, but I was
rejected again and again.
PICTURE #8
I was fed up! I packed my belongings and set off to France. I wanted to
find another King in France. But before long, a miracle happened! A
messenger caught up with me and told me that the Queen had changed her
mind. I would sail to the Indies after all! And that’s when my New World
adventure began!
PICTURE # 9
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Armstrong, Aldrin and Collins
The purpose of the Apollo 11 mission was to land men on the lunar surface and
to return them safely to earth. The crew of Apollo 11 was Neil Armstrong,
Commander, Michael Collins, Command Module Pilot, and Edwin Aldrin, Lunar
Module Pilot. The moment the world had waited for came on July 16th, 1969,
when Apollo 11 was launched towards the moon from Florida space center in a
spacecraft.
After launching, the spacecraft was inserted into lunar orbit about 76 hours into
the mission. After resting, Armstrong and Aldrin entered the lunar module
preparing for descent to the moon surface. The lunar module landed in the Sea
of Tranquility on July 20th, 1969. Astronauts Neil Armstrong and Edwin Aldrin
became the first men to walk on the moon. As he took the first step, Armstrong
made the now famous statement: “That’s one small step for man, one giant leap
for mankind.” It was a moment of extraordinary excitement, broadcasted live to
600 million TV viewers on Earth. The astronauts stayed on the moon for nearly a
day. They returned safely to Earth, and to a heroes’ welcome.
33
Was this mission worth it? At enormous cost, the astronauts recovered a few
buckets of lunar stones. But the photographs they brought back were worth
more than any dusty rock samples. The astronauts recorded images of the
Earth, as we had never seen it before. These photographs brought new meaning
and purpose to exploration. Suddenly our world seemed like a small and fragile
globe, spinning in the vastness of space. After Apollo 11, there were more moon
landings. Astronauts ran all sorts of scientific experiments as they spent longer
time in space.
34
Lewis and Clark – The Louisiana Purchase, 1803
Some early American explorers were sent by the government to explore the
wilderness. In 1803, President Thomas Jefferson purchased the Louisiana
Territory from France for $15 million, doubling the size of the United States. This
huge piece of land stretched west from New Orleans to the border of what is now
Idaho and north to Canada. President Jefferson knew very little about this huge,
new territory. However, he was excited to find out more.
In 1804 Jefferson sent an expedition to explore Louisiana and all the land to the
Pacific Ocean. He chose his assistant, Meriwether Lewis, to lead the trip. Lewis
had served as an army officer. Jefferson told Lewis to write down everything he
saw: people, landforms, plants, and animals. Lewis sent a letter to his friend,
William Clark, an army officer, asking him to help lead the expedition. “My
friend”, Clark wrote back, “I join you with hand in heart”. On May 14th, 1804,
the explorers set out from St. Louis in three boats and dugout canoes. From
1804 to 1806, Lewis and Clark traveled 8,000 miles, from across the Rocky
Mountains to the Pacific Ocean and back.
35
Behind this expedition was a brave Native American woman named Sacajawea.
She joined Lewis and Clark and was the principal guide of the expedition. Lewis
and Clark knew how lucky they were to have Sacajawea along when the
expedition reached the Rocky Mountains. She was able to help them by
communicating with other Native Americans and getting food and horses they
needed to cross the Rockies. It took them 18 months to reach the Pacific Ocean!
Lewis and Clark returned to Washington, D.C., in 1806. They had explored,
mapped, and claimed land that stretched more than 3,000 miles. The maps that
Lewis and Clark drew made it easier for new settlers to follow the way west.
Lewis and Clark gathered information on 178 new kinds of plants, 122 new kinds
of animals, and more than 40 Native American tribes. Because of their
expedition, trappers, and later settlers, began moving into the new territory.
36
Gertrude Bell
Gertrude Bell, born in 1868 in England, was an extraordinary woman. She lived
at a time when women were usually not allowed to do anything outside their
homes. But she was very bright, had a keen sense of adventure, and few things
frightened her. She paid no attention to society’s rules for women, and so was
able to become a mountaineer, a historian, and an archaeologist. She spoke two
languages fluently, both English and Arabic. She was a curious person, and she
loved to travel, especially to the desert.
Gertrude Bell was independently wealthy and so was able to pay for her own
expeditions. She made many trips to the Middle East because she found the
silent, beautiful desert very intriguing. In 1913 she traveled by camel across the
Syrian Desert looking for the city of Ha’il. She encountered many angry
shepherds who did not want anyone, especially a woman, in their territory. They
stole her equipment and supplies and threatened her and her guides. Luckily the
shepherds’ leader, a sheik, rode up and recognized Bell’s guides. So, Bell was
not killed and was allowed to continue her journey.
37
Bell mapped the desert as she went, measuring ancient ruins and finding water
wells. She made notes and drawings of everything she saw. Finally she and her
party arrived at Ha’il. She was not allowed to continue her journey. The officials
of Ha’il held her prisoner. Bell became impatient and one day she announced to
the authorities that she was leaving. The men were so impressed with her
audacity that they did not stop her. She returned home. The information she
gathered about water wells and the maps she drew on this trip and future desert
expeditions were useful to the English soldiers in World War I. Her life story
continues to be an inspiration to women everywhere.
38
Christopher Columbus
Like many other Europeans in the 1400s, Columbus wanted to find a sea route to
the Indies. The Indies were full of highly desirable spices, silk, and pearls. He
persuaded the king and queen of Spain to sponsor his four voyages and provide
three galleons. His dream of wealth and prestige spurred him forward in 1492.
Columbus did not know how far west he would have to sail, but he and his crew
were ambitious, brave, and adventurous. Five weeks after setting sail from
Spain, Columbus landed on the island of Cuba. Thinking he had reached the
Indies, he called the local people Indians. Little did Columbus know that he had
landed in the Americas!
His four historic voyages changed life for the Native Americans forever. The “Old
World’s” diseases, food, culture, languages, and immigrants would forever
change the “New World”. Stubborn to his dying day, Columbus insisted that he
had reached Asia.
Date and Place of Departure
39
40
POETRY
BOOKLET
EXPLORATION
Name__________ Date____
41
Explorers
Exploration, good as gold,
Continues through time, so I’ve been told.
Space, land, Earth, sky and sea,
Men and women have explored these.
E-X-P-L-O-R-E-R-S!
E-X-P-L-O-R-E-R-S!
Frenchman Jacque Cousteau and searched the ocean deep,
With help from Emily Gagnan, invented SCUBA in 1943.
Continued wonderings of the ocean deep,
Led to a submersible built by Auguste Piccard in 1948.
E-X-P-L-O-R-E-R-S!
E-X-P-L-O-R-E-R-S!
A Russian in space, lead the way,
“I want a man on the moon,” America heard President Kennedy say.
In 1969 Armstrong, Aldrin, and Collins’ success,
Left footprints on the moon’s surface.
E-X-P-L-O-R-E-R-S!
E-X-P-L-O-R-E-R-S!
Where will explorers go today?
Unpopulated land on Earth may be the way.
Much of space is still a mystery,
Open to explorers for discovery!
E-X-P-L-O-R-E-R-S!
E-X-P-L-O-R-E-R-S!
-Angela Kostamo ‘02
42
MARCO POLO
I’ve read about a man
A well-traveled merchant
A well-traveled merchant
Who was gone for 24 years
Writing a book about his adventures
Making discoveries in China
Traveling overland in China
And finding riches in the Orient
I’ve read about a man
A well-traveled merchant
A well-traveled merchant
Whose name was Marco Polo
By Patti Jenkins, October, 2002
43
Explorers – Yes, Ma’am
Are these Paleo-Americans?
Are these Paleo-Americans?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes, Ma’am
Yes, Ma’am
They crossed the Bering Land Bridge.
They migrated through North & So. America.
Bison led the way.
They used them in every way.
Are these Vikings?
Are these Vikings?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes, Ma’am.
Yes, Ma’am.
They were mighty warriors.
They came from Scandinavian countries.
They sailed the high seas.
Looking for gold and treasures was the key.
Is this Christopher Columbus?
Is this Christopher Columbus?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes, Ma’am.
Yes, Ma’am.
He sailed for Spain.
Riches he would gain.
He discovered the New World in 1492.
Finding a shortcut to the Indies he could not do.
Are you through?
Did you tell me true?
What did you chant?
What did you chant?
Yes, Ma’am.
Yes, Ma’am.
Explorers!
Explorers!
By Angela Kostamo, October, 2002
44
Juan Rodriguez Cabrillo
I’m a Spanish explorer and here to say,
I love to explore the world every day.
Sometimes I look for passages; sometimes I look for gold.
But most of all I love to be adventurous and bold!
Expeditions, voyages, discoveries, too,
Doing the Exploration Bugaloo!
I was chosen by the viceroy in 1542 to sail north.
So along the California coast I went forth.
In two poor ships I loaded 250 men,
African and American slaves were among them.
Expeditions, voyages, discoveries, too,
Doing the Exploration Bugaloo!
It took three months to find San Diego.
The wind and ocean currents made my speed slow.
We worked long hours and had little to drink or eat.
So finding fresh food was a real treat.
Expeditions, voyages, discoveries, too,
Doing the Exploration Bugaloo!
We sailed on, farther north we roamed.
But never found the shortcut back home.
We turned around and in the big storm we crashed.
On Christmas Eve I fell and just couldn’t last.
Expeditions, voyages, discoveries, too,
Doing the Exploration Bugaloo!
45
By Pat McGuire, October, 2002
Lewis and Clark
I’ve read about two American explorers
Two brave officers
Two brave officers
Who explored the Louisiana Territory
Purchased by Thomas Jefferson in 1803.
Who explored the vast territory
Traveled 7,700 miles all the way to the Pacific Ocean
Mapped the new territory and wrote down observations of the land
I’ve read about two American explorers
Two brave officers
Two brave officers: Lewis and Clark
Who explored so long ago.
By Patti Jenkins, October, 2002
46
EXPLORERS
Exploration, good as gold,
Continues through time, so I’ve been told.
Space, land, Earth, sky, and sea,
Men and women have explored these.
E-X-P-L-O-R-E-R-S!
E-X-P-L-O-R-E-R-S!
Frenchman Jacques Cousteau searched the
ocean deep,
With help from Emily Gagnan, invented SCUBA in
1943.
Continued wonderings of the ocean deep,
Led to a submersible built by Auguste Piccard in
1948.
E-X-P-L-O-R-E-R-S!
E-X-P-L-O-R-E-R-S!
A Russian in space led the way,
“I want a man on the moon”, America heard
President
Kennedy say.
In 1969 Armstrong, Aldrin, and Collins’ success,
Left footprints on the moon’s surface.
E-X-P-L-O-R-E-R-S!
E-X-P-L-O-R-E-R-S!
47
Where will explorers go today?
Unpopulated land on Earth may be the way.
Much of space is still a mystery.
Open to explorers for discovery.
E-X-P-L-O-R-E-R-S!
E-X-P-L-O-R-E-R-S!
By Angela Kostamo, October 2002
48
Explorers - Yes, Ma’am
Are these Paleo-Americans?
Yes, Ma’am
Are these Paleo-Americans?
Yes, Ma’am
How do you know?
They
crossed the Bering Land Bridge
How do you know?
They
migrated through North & So. America
Give me some examples.
Bison led
the way.
Give me some examples
They used
them in every way.
Are these Vikings?
Are these Vikings?
How do you know?
mighty warriors.
How do you know?
from Scandinavian countries.
Give me some examples.
the high seas.
Give me some examples.
gold and treasures was the key.
Yes, Ma’am.
Yes, Ma’am.
They were
Is this Christopher Columbus?
Is this Christopher Columbus?
How do you know?
for Spain.
Yes, Ma’am.
Yes, Ma’am.
He sailed
They came
They sailed
Looking for
49
How do you know?
would gain.
Give me some examples.
discovered the New World in 1492.
Give me some examples.
Riches he
He
Finding a
shortcut to the Indies he could not do.
Are you through?
Did you tell me true?
What did you chant?
What did you chant?
Yes, Ma’am.
Yes, Ma’am.
Explorers!
Explorers!
By Angela Kostamo October, 2002
50
LEWIS AND CLARK
I’ve read about two American
explorers
Two brave officers
Two brave officers
Who explored the Louisiana Territory
Purchased by Thomas Jefferson in
1803
Who explored the vast territory
Traveled 7,700 miles all the way to the
Pacific Ocean
Mapped the new territory and wrote
down observations of the land
I’ve read about two American
explorers
Two brave officers
Two brave officers: Lewis and
Clark
Who explored so long ago.
By Patti Jenkins October, 2002
51
MARCO POLO
I’ve read about a man
A well-traveled merchant
A well-traveled merchant
Who was gone for 24 years
Writing a book about his
adventures
Making discoveries in China
Traveling overland in China
And finding riches in the
Orient.
I’ve read about a man
A well-traveled merchant
A well-traveled merchant
Whose name was Marco Polo.
By P. Jenkins, 10-02
52
The Vikings
The first explorers of North America had come by land from Asia. The
next wave of explorers came thousands of years later, from the opposite
direction, and by sea.
The Vikings were seafaring raiders and traders from Norway and Sweden.
In the 800s and 900s they were Europe’s finest seamen. They crossed the
stormy North Atlantic, establishing colonies on Iceland, and other islands. In 982
they reached Greenland, the huge island that lies between Canada and Iceland
in the far north. In a few sheltered spots on Greenland’s southwestern coast,
they founded small settlements.
Leif Eriksson was the son of the Viking who had founded the first
Greenland settlement. Around 1001 he and thirty-five followers sailed west,
looking for lands that other sailors had sighted in the distance. They would be
the first Europeans to set foot in North America.
“Leif the Lucky,” as some Norse tales call him landed in three places. The
first he called Helluland, “land of flat stones.” The second he called Markland,
“wooded land.” The third he called Vinland, “wine land.” Most experts agree that
it was probably the northern tip of Newfoundland Island. There, in 1961,
researchers found the remains of a 900-year-old Viking settlement - perhaps the
very same buildings where Leif and his men spent the winter of 1001 before
returning to Greenland.
The Vikings made a few more visits to Vinland to cut timber, but they
failed to start a permanent settlement there, partly because of fights with the local
Native Americans. Soon the Viking adventure in North America ended. The next
Europeans to arrive would not give up so easily.
Exploring the New World by Rebecca Steoff, pages 20-24
53
The
Important
Big Book
About
Exploration
By P. Jenkins, A. Kostamo, P. McGuire, October 2002
54
The important thing about
exploration is that human
beings, through need, greed,
or curiosity, have always
explored and will continue to
explore unknown places.
But, the important thing about
exploration is that human
beings, through need, greed,
or curiosity, have always
explored and will continue to
explore unknown places.
55
During the Ice Age, PaleoAmericans migrated on foot
eastward across Siberia in
search of food. They crossed
Asia to North America on an
ice bridge called the Bering
Land Bridge. They followed
herds of mastodons, sabertoothed cats, and big wild
cats. This great migration
took thousands of years.
56
From the ninth to the eleventh
centuries, the Vikings, a group
of ruthless, seafaring invaders
raided the coasts of Europe in
their sleek dragon ships. They
reached Iceland in about 850
A.D. and Greenland in about
982 A.D. Leif Ericson
reached the North American
continent in the year 1001,
nearly 500 years before
Columbus.
57
In the 13th century a merchant
from Venice, Italy, named
Marco Polo, traveled overland
to China.
He went in search of
merchandise to trade.
He even wrote a book about
his adventure called The
Description of the World,
which ignited Columbus’
curiosity about the New
World.
58
Columbus, also driven by the
desire for power, riches, and
glory, wanted to go to the
Orient.
He had a bold plan to reach
Asia by sailing west. On
August 3, 1492, Columbus set
sail on three caravels: La
Nina, La Pinta, and La Santa
Maria. His dream of finding
the Indies never came true.
Instead, he found the
Americas!
59
Spanish explorers sailed to
Central America in search of
gold and silver. After claiming
Mexico for Spain, they went
to both North and South
America. In 1542 Juan
Rodriguez Cabrillo sailed north
to San Diego, looking for a
water route across North
America. He died during the
voyage. There was no water
route across North America to
be found.
60
In the early 1800’s Lewis and
Clark explored the Louisiana
Purchase. This land was
purchased by President
Jefferson from the French for
$15 million. Lewis and Clark
documented the plants,
animals, and people they
encountered. They made maps
of the rivers, mountains, and
plains. Sacajawea, a Shoshone
woman, helped Lewis and Clark
with this great expedition.
61
In 1913, Gertrude Bell, an
extraordinary English woman,
set out on camel across the
Syrian desert.
She mapped
the desert as she searched for
the city of Ha’il. The
information she gathered about
water wells and Arabic tribes
was helpful to soldiers in
World War I.
62
In the mid 1900’s, Jacques
Cousteau’s and Emile Gagnan’s
love and curiosity of the ocean
motivated them to invent
SCUBA (self-contained
underwater breathing
apparatus). This allowed them
to breathe under water and
reach depths of the ocean to
see creatures no one had ever
seen before. A little later A
Swiss scientist, Auguste
Piccard, built the first
submersible and journeyed two
miles under the sea.
63
In 1961 Yuri Gargarin, a
Russian cosmonaut, was the
first man to complete a voyage
into space. This successful
space mission led to a race to
put a man on the moon. In
1969 American astronauts,
Armstrong, Aldrin, and Collins
captured the world’s attention
by becoming the first humans
to set foot on the moon. They
left an American flag on the
moon as a symbol of their
accomplishment.
64
Curiosity, need, and greed
continue to motivate new
explorers to discover new
frontiers. Research into our
own brains and bodies to
uncover the mysteries of how
they work is one area of
exploration today.
What unknown territory are
you going to explore?
65
EXPLORATION
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A WORLD OF
EXPLORATION
Name__________________
81