RUNNING HEAD: Journey to the West

Journey to the West

Journey to the West: Exploring Columbus’s World

Fourth Grade

Melanie Tarasovich

Summer 2009

Table of Contents

Schematic Map

Unit Overview

Calendar

Pre-assessment

Lesson One:

Columbus’s Early Life

Attachments: All About Young Chris Columbus worksheet, Teacher’s Key

Lesson Two:

How to Flatter a Queen.

Attachments: How Do You Get What You Want From a Queen? worksheet

Lesson Three:

How to Make New Old Paper

Attachments: Tannins & Natural Dyes info sheet

Lesson Four:

The Tools and Ships of the Trade

Attachments: Seafarer’s Life worksheet, Teacher’s Key

Lesson Five:

Archimedes Screw: Tool of the Trade

Attachments: How to Build Like a Greekworksheet, Science Project Rubric

Lesson Six:

Failed Adaptation

Attachments: So What About Chris? worksheet

Lesson Seven:

Presentation Preparation: Book Cover

Lesson Seven:

Post-assessment Presentation

Attachments: Post-assessment Presentation Rubric

Unit Overview

Unit Title:Journey to the West

Content Area: Social Studies, Science and English/Language Arts

Targeted Grade Level: Fourth Grade

Unit Length: Eight days instructional unit of seven lessons (varying in length from 45 minutes to an hour and 40 minutes) plus a pre-assessment and a post-assesment.

Journey to the West: Exploring Columbus’s World is an interdisciplinary, thematic fourth grade English/Language Arts, Social Studies and Science unit. It provides students with the opportunity to learn more about Christopher Columbus, his world, his motivation and his legacy. Columbus’s successful expedition across the ocean started the Age of Exploration, which led to the colonization of the Americas. It also brought disease and slavery to the native tribes. Students will be given the opportunity to think about the effects of the voyage from both the perspectives of the Spanish and the native peoples, through creative writing. Students will step into Columbus’s shoes as he attempts to persuade Queen Isabella to finance his voyage. Students will explore the machinery that enabled Columbus to travel across the ocean by participating in an experiment that will result in the building of an Archimedes screw. Throughout the units gives students the opportunity to research the man and his world.

Georgia Performance Standards:

S4CS3 Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures.

a. Choose appropriate common materials for making simple mechanical constructions and repairing things.
d. Identify and practice accepted safety procedures in manipulating science materials and equipment.

S4CS8 Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:

b. Clear and active communication is an essential part of doing science. It enables

scientists to inform others about their work, expose their ideas to criticism by other

scientists, and stay informed about scientific discoveries around the world.

S4CS8 Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:

b. Clear and active communication is an essential part of doing science. It enables

scientists to inform others about their work, expose their ideas to criticism by other

scientists, and stay informed about scientific discoveries around the world.

S4P3 Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on an object.

Identify simple machines and explain their uses (lever, pulley, wedge, inclined plane,

screw, wheel and axle).

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 the New World).
b. Explain how price incentives affect people's behavior and choices (such as colonial decisions about what crops to grow and products to produce).

SS4G2 The student will describe how physical systems affect human systems.

Describe how the early explorers (SS4H2a) adapted, or failed to adapt, to the various

physical environments in which they traveled.

SS4H2 The student will describe European exploration in North America.

Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Nunez Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques Cartier.
Describe examples of cooperation and conflict between Europeans and Native

Americans.

Supporting Georgia Performance Standards:

ELA4W2 The student demonstrates competence in a variety of genres.

ELA4W3 The student uses research and technology to support writing.

Unit Goals:

The student should:

1. know the effect that trade had on the discovery of the New World

2. understand the reasons behind Columbus’s voyage.

3. know the effects of Columbus’s discovery on America.

4. know the effects of Columbus’s discover on further exploration.

5. know that an Archimedes screw is a curved inclined plane.

Objectives:

The student will:

1. be able to identify the reasons for Columbus’s voyage.

2. be able to identify reasons for the failure of the first Spanish colonies.

3. be able to identify the effects of Columbus’s voyage on America.

4. be able to identify the effects of Columbus’s voyage on further exploration.

5. be able to make an Archimedes screw.

Enduring Understandings:

The desire to trade motivated Europeans to cross oceans.

The desire to build a Christian following motivated Isabella to finance Columbus.

The first Spanish settlements failed because the Spanish settlers felt superior to the native tribes and stole from them. They failed to recognize the difference in climate zones in planting crops, leading to a loss of them.

The discovery of a new land motivated other Europeans to venture into the unknown, to explore. The competition of European nations made European leaders want to claim a piece of the new lands.

Europeans brought disease and prejudice with them. They killed, enslaved or frightened away many of the native tribes.

Ancient inventions were highly valuable in the crossing of the ocean.

Essential Questions:

Why did Columbus cross the ocean?

What did he promise to bring back?

What did he hope to find?

What did he find?

How did the Europeans initially treat the natives?

Why did the relationship deteriorate?

How might the relationship have been preserved?
Why did the first colonies fail?

How did ancient technology bring Columbus to a new world?

Essential Vocabulary:

Archimedes – a Greek mathematician and inventor
Compass – a device for determining direction by means of a magnetic needle pointing to the magnetic north
Dye – color produced by staining or coloring usually permanently
Genoa – city and port in NW Italy
Inclined plane – a flat surface that makes an angle with the plane of the horizon
Indies – now East Indies, the Malay Archipelago
Meteor – one of the small bodies of matter in the solar system observable when it falls into the earth’s atmosphere where the heat of friction may cause it to glow brightly for a short time
Mohammedan – a follower of Mohammed
Moors – a North African people that conquered Spain in the 8th century and ruled until 1492
Nautical – of or relating to sailors, navigation, or ships
Nautical mile – any of various units of distance used for sea and air navigation equal to about 6076 feet (1852 meters)
Parchment – the skin of a sheep or goat prepared as a writing material
Screw – a simple machine consisting of a solid cylinder with a winding groove
Stain – to give color to
Tannin – any of various substances from plants (as the oak or sumac) used in tanning leather, dyeing fabric and yarn, the making of ink, and in medicine
Turks – a person born or living in Turkey.

Source:

Word Central. (2009). Merriam-Webster's Word Central Web. Retrieved July 13, 2009, from

Calendar

Instructional
Day / Date / Instructional Topic / Instructional
Time
1 / October 13, 2009 / Pre-Assessment / 25 minutes
2 / October 14, 2009 / Introduction and Research: Columbus’s early life. / 90 minutes
3 & 4 / October 15, 2009
October 16, 2009 / Financial Aid:
How to flatter a queen. / 140 minutes
4 / October 16, 2009 / Inquiry:
How to make a new old letter. / 45 minutes
5 / October 19, 2009 / Getting there:
The tools and ships of the trade. / 45 minutes
5 / October 19, 2009 / Archimedes Screw:
Tool of the trade / 45 minutes
6 / October 20, 2009 / Colonization:
Failed adaptation. / 90 minutes
7 / October 21, 2009 / Project assembly:
Book Cover / 45 minutes
8 / October 22, 2009 / Post-assessment:
Project Presentation / 90 minutes

Melanie TarasovichECMT 6030

School: ______Fourth Grade

Teacher’s Signature: ______Date: __ October 2009

Lesson Title:

Pre-assessment

Duration:

Approximately twenty-five minutes

GPS/QCC:

SS4H2 The student will describe European exploration in North America.

Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Nunez Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques Cartier.

Goal:

The student should:

1. know the effect that trade had on the discovery of the New World.

2. understand the reasons behind Columbus’s voyage.

3. know the effects of Columbus’s discovery on America and on further exploration.

4. know that an Archimedes screw is a curved inclined plane.

Objectives:

The student will:

1. be able to identify the reasons for Columbus’s voyage.

3. be able to make an Archimedes screw.

4. be able to identify reasons for the failure of the first Spanish colonies.

5. be able to identify the effects of Columbus’s voyage.

Vocabulary:

None

Materials/Equipment:

Chart paper

Markers

Procedure:

Introduction: (2 minutes)

Tell students they will never believe what you got in the mail the other day.
Tell students you got a letter from the best selling author, J.K. Bowling.

She wants to write a new book series about Christopher Columbus.
But she does not know enough about him to write it.

Tell them that J.K. needs their help.

a. She needs them to find out as much as they can about Columbus and what he did.

Will they help her?

Instructional: (20 minutes)

Tell students that the first thing we have to do is find out what they already know.
Label the top of a piece of chart paper “Christopher Columbus.”
Ask students what they know about Christopher Columbus.

What did they learn about him last year?
Where was he from?
What is he famous for?
From where did he sail?
Why did he sail?
What did he find?

4. Write what students know (or think they know) on the paper.

Closing: (3 minutes)

Congratulate students on how much remember.
Tell students that to be helpful to J.K. Bowling, we are going to have to learn a lot more.
Ask students how we might learn more about Columbus.

a. What sources could we look at?

Evaluation:

Note misconceptions to address. Note information that all students are familiar with, and adjust lessons accordingly. Keep the chart paper for comparison at the end of the unit.

Accommodations:

If there are Spanish speaking students in the class, it might help to provide students with Columbus’ Spanish name: Cristóbal Colón. Any students coming from a Central or South American heritage may have a unique take on Columbus’s voyage and its effects.

For the hearing impaired, have instructions written on the board so the student knows what is expected.

For the visually impaired, make sure each correct fact is repeated clearly so that the student is sure to understand. Avoid repeating incorrect information so the student will be less likely to recall that information later.

Enrichment:

None.

Appendices:

None.

Resources:

Kelly, D. (2004). Christopher Columbus webquest. Retrieved from

Melanie TarasovichECMT 6030

School: ______Fourth Grade

Teacher’s Signature: ______Date: __ October 2009

Lesson Title:

Columbus’s Early Life

Duration:

Ninety minutes. One English/language arts period and one social studies period.

GPS/QCC:

ELA4W3 The student uses research and technology to support writing. The student:

c. Uses various reference materials (i.e. dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words).

SS4H2 The student will describe European exploration in North America.

Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Nunez Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques Cartier.

Goal:

The student should:

1. know the effect that trade had on the discovery of the New World

2. understand the reasons behind Columbus’s voyage.

Objectives:

The student will:

1. be able to identify the reasons for Columbus’s voyage.

Vocabulary:

Genoa – city and port in NW Italy
Indies – now East Indies, the Malay Archipelago
Mohammedan – a follower of Mohammed
Moors – a North African people that conquered Spain in the 8th century and ruled until 1492
Turks – a person born or living in Turkey.

Materials/Equipment:

All About Young Chris Columbus worksheet, Attached

Fritz, J. & Tomes, M. (Ill.) (1980). Where do you think you’re going, Christopher Columbus?

New York: NY: G. P. Putnam’s Sons.

Library books about Christopher Columbus

Procedure:

Introduction: (25 minutes)

Remind students how excited you are that they are the researchers for J.K. Bowling’s newest series about Christopher Columbus.
Remind students how much they already know.
Ask student what is the best place to start looking for information when they need it.

Call on raised hands.
The correct answer is “The library.”

Tell students you have been to the library and found an amazing number of resources for them to look at in their research.
Bring out one book that you particularly liked: Where do you think you’re going, Christopher Columbus? by Jean Fritz.

Tell students you enjoyed it so much, you just had to borrow it and bring it to the class.
You also decided that it is going to be our Read Aloud book for the week.

6. Read from the book for 15 to 20 minutes.

Add comments and ask questions where appropriate.
Display illustrations for students to see.

Instructional: (55 minutes)

1. When you have finished, ask students what they thought.

Did they like the illustrations?
Do they think Columbus had an interesting early life?
Would they, too, have gone to sea? Or would they have stayed home and followed Diego in the weaving business?

Ask students what the major events of Chris’s life were.

Note: Start calling him by the shortened first name to make him more real and accessible and less of a historical figure.

Call on raised hands.

Ask if students knew any of this before they heard you read.

Presume the answer will be “No.”

Ask students if they should base what they know on just the one book.

What if it said Chris had slain a dragon at the age of three and then rode his pet unicorn to Spain… would they believe it?
Would they not want to read another book and compare what the two had to say?
Do they think that might be a smart thing to do for other subjects?

Tell students it is time to get started!
Again ask students where the best place to go to start research is. (The library.)

7. Have student line up and walk to the library.

Before students enter, remind students of the library rules.
Count out groups as students file past, give each student an All About Young Chris Columbus worksheet.

Note: The number of students in a group may vary depending on the number of books in the library. This is to avoid a group being left without a book. The teacher may also supplement the school library’s collection with books from the public library. Make arrangements with the librarian ahead of time.

Model proper library procedure by approaching the librarian and asking where to find the books about Columbus.
Have the students follow her and find a book for their group.
After checking the books out, return to the room.
Have groups sit together and find answers to their questions. (25 minutes)
Circulate answering questions, making sure students are on task and that students are marking the source of their answers.
If students have found all the answers they can, have them ask another group if they would like to trade books.
Continue rotation until each group has had the chance to reference at least two books.
When students have found their answers, call on volunteers to answer each question.

Ask the class if anyone read anything different, and where did they read it.

Tell students they can now put this information together in a more fun way.

Have each student draw an event from Chris’s early life.
Write the assigned event on a piece of paper and give it to each student.

When students are finished, have the students stand up and describe the image without telling what it is about.

The other students have to place it on Chris’s timeline.

Have a student helper collect the All About Young Chris Columbus worksheet.

Closing: (10 minutes)

As the student helper collects the papers, call on students to share facts about Chris’s early life.
Congratulate students on their excellent research.
Tell students they will get to continue their research online the next day.
If there is time remaining in the period, continue reading aloud from Fritz, J.

Evaluation: