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Unit

2 Exploration Grade 4 Social Studies

Grade/ subject: Grade 4 Social Studies Outcome: 4.2.1 Title: Here, There, and Everywhere: Making Explorer Puppets Objectives: Students will be able to differentiate between land, sea, and space explorers and the equipment they need while exploring Materials:
Paper Doll Cutouts Wooden Dowels (1/2 inch think) Velcro Strips Scissors and Glue for Each Student Fabric Aluminum Foil Double Sided Tape Foam Sheets Fake Hair

Unit: Exploration

Description for Teacher:


Divide students up into groups of four Spread materials evenly among tables, making sure each student has a paper doll cutout, a wooden dowel, scissors, glue, and Velcro Circulate around to tables providing help where necessary Display examples of explorers and puppets to provide inspiration for students

Activity: Students will make a land, sea, or space explorer puppet They will include any accessories their puppet may need Instructions for students

First you need to decide what kind of puppet you want to make: a land, sea or space explorer. If you are stuck, dont forget to look at the handout, poster, or examples for ideas. Next, gather up materials you will need to put your puppet together. Make sure you have a paper cut-out and a wooden dowel. What type of equipment do you think your explorer would need while he or she is discovering? Include those accessories with your puppet Dont be afraid to ask for help if you need it Make Sure to use your time wisely, you only have ten minutes to put your puppet together. Be creative and have fun!

Assessment
Have I Followed all of the instructions? Student Checklist: Explorer Puppet Name:_______________ No Because I

Yes Been creative with the materials provided? Shown that I understand the difference between land, sea, and space explorers? Finished my sheet to hand in? Completed my puppet?

My Explorer Puppet By:______________________

Draw a Picture of your Puppet Exploring:


What kind of explorer did you choose? Does the way you dressed your puppet represent what kind of explorer they are?

Grade/ subject: Grade 4 Social Studies

Unit: Exploration

Outcome: 4.2.1 Title: Here, There, and Everywhere: Writing a Script for Your Explorer Puppet Objectives: Students will become familiar with vocabulary and terminology associated with their explorer puppet and practice using what they learned in scripted dialogue. Materials:
Books about land, sea, and space exploration Paper and Pencils Dictionaries Short Explorer Biographies A timer

Description for Teacher:


Once students have completed their puppet, they may work in small groups or by themselves to begin working on a script for a puppet show starring the character they created. They can use books about explorers or the short biographies to become familiar with any new vocabulary or terminology about their explorer puppets Provide dictionaries for students to look up any words they may not understand. Circulate and provide assistance where necessary Students will work by themselves or in small groups to create a script for their puppets They should use proper vocabulary and terminology associated with their explorer. The script may range from 2-3 minutes in length

Activity:

Instructions for students


Based on the puppet you created, work by yourself or in a small group to create a script of what you think your explorer might say when they arrive in the area they are exploring for the first time Use the books and biographies provided to use the correct vocabulary and terminology for your puppet (For example- a space explorer may use the word orbit, gravity, or shuttle) Dictionaries are available if you arent sure what a word means Write enough dialogue to last for 2-3 minutes Dont be afraid to ask for help if you need it Make sure to use your time wisely Be creative and have fun!

Assessment

Have I Followed all of the instructions?

Student Checklist: Explorer Script Name:_______________ Yes No Because I


Used vocabulary and terminology specific to my type of explorer? Shown that I understand the difference between vocabulary of land, sea, and space explorers? Timed my dialogue to make sure it lasts 2-3 minutes? Completed my script?

Exit Slip Write a short paragraph describing your script. Provide three vocabulary words you used and their dictionary definition.

Unit: Exploration
Grade/ subject: Grade 4 Social Studies Outcome: 4.2.1 Title: Here, There, & Everywhere: Picture Sort Objectives: Students will be able to correctly identify and explain the tools, equipment, and accessories each type of explorer needs in order to carry out their tasks. Materials:
Pictures of assorted materials (such as helmets, maps, food, etc.) Worksheets to record their answers on Writing utensils

Description for Teacher:


Spread out the pictures provided on one table Handout the corresponding worksheet Instruct students to fill out the sheet, describing which explorer would need what tool/ accessory and why Circulate and provide help as necessary

Instructions for Students:

Students work by yourself or with group mates to sort the provided pictures into the correct groupings Explain why you chose like you did in 1-2 sentences for each type of explorer

Assessment:
The worksheets will be collected and assessed for completion and understanding (Gets it, Almost There, Not Quite)

Sample Worksheet Look at the pictures provided. Which do you think belong to a land explorer, a sea explorer, or a space explorer? Place them in the categories below and explain why you made your choices. Some pictures may fit into more than one category. Land Explorer Why. Sea Explorer Space Explorer

Why

Why

Grade/ subject: Grade 4 Social Studies Outcome: 4.2.1 Title: Here, There, and Everywhere: Research an Explorer Objectives: Students will choose one particular land, sea, or space explorer
to research. They will become an expert on this researcher, being able to answer several questions about them in their next project.

Unit: Exploration

Materials:

Computers or Mobile Devices with Internet Access Books, dictionaries, encyclopedias for student use

Description for Teacher:


Provide several examples of explorers Let students choose who they would like to research further Allow lots of class time to do research Explain the difference between searching and researching and the importance of using credible sources Write the addresses of good websites on the board (like http://kids.britannica.com/ and http://kids.yahoo.com/reference/encyclopedia)

Instructions for students


Choose any land, sea or space explorer to research Find out as much as you can about your explorer Use good websites and double check your facts Be prepared to answer lots of questions for your next project

Assessment
Students will use their research to complete their next project- a research booklet

Explorers Booklet
Grade/ subject: Grade 4 Social Studies Outcome: Examine the stories of various explorers of land, ocean, space and ideas. Title: Explorer booklet Objectives: Students will fill out the prepared booklet with the research they have found about their chosen explorer. Materials: Booklet

Description for Teacher


The students have chosen an explorer and started to research information. They have begun to learn who their chosen explorer is and where they have explored. Students will be given a booklet that will provide them with a guide for what information they should be looking for in their research. There are 3 questions and space for the students to record their findings. There are 2 other question that will be filled out in the next outcome. This will keep all their information in one place that is needed for further activities.

Assessment: The booklet itself will be marked to see if each question was understood and successfully researched.

Instructions for students


As you research your chosen explorer use the booklet to guide you. There is space for you to fill in your information and questions to answer so that you have all the information needed to continue with other activities to come.

Booklet cover

Pages 1-2

Pages 3-4

Pages 5-6

Pages 7-8

Explorers Monologue
Grade/ subject: Grade 4 Social Studies Outcome: Examine the stories of various explorers of land, ocean, space and ideas. Title: Explorers Monologue Objectives: Student will be able to write a monologue from someone elses perspective. Materials: A section in their booklet Description for Teacher They must take all the information that they have researched and write a monologue from the perspective of that explorer. It may be helpful to get them to write a draft copy before putting the good copy in their booklet A sheet is provided in the booklet for the good copy Assessment: There is space provided for the monologue in their booklet. This will be marked to make sure they have included all the elements that were researched. (Questions 1-5)

Instructions for students


Now that you have filled in all the questions in your booklet, you must take all that information and write a monologue from you explorers perspective. Paper is provided to write down all your ideas and write a draft, once it is complete write your good copy in your booklet on the pages provided.

** See vocabulary list in your booklet for definition of Perspective

Living Museum Explorer Poster


Grade/ subject: Grade 4 Social Studies Outcome: Examine the stories of various explorers of land, ocean, space and ideas. Title: Explorer poster Objectives: students will create a poster that resembles the explorer they have chosen. Materials: Poster board, craft supplies, markers, glue, scissors Description for Teacher Student will take the information that they have researched and create a poster that resembles what they think that explorer looks like. They may use any of the craft supplies to illustrate what that explorer would wear and what equipment they might need. Holes will be cut out for the face and two hands. Assessment A simple checklist like the one below will tell whether the student effectively researched their explorer and if they understand what theyve read. YES Somewhat NO 1) Student clearly understands what their explorer looks like. 2) Student clearly understands what they would have needed during their exploration .

Instructions for students


Take the information that you have researched and create a poster that resembles what you think the explorer you chose looks like. You may use any of the craft supplies to illustrate youre your explorer would wear and what equipment they might need on their journey.

Living Museum Presentation Night


Grade/ subject: Grade 4 Social Studies Outcome: Examine the stories of various explorers of land, ocean, space and ideas. Title: Living Museum Presentation Night Objectives: Students will present their research from the perspective of their explorer. Materials: Explorer Poster, Monologue Description for Teacher There is a scheduled night when the students can invite family and friends. The students will take on the character of their explorer by using the poster and monologue they have prepared. The students will one at a time present their monologues as if they are the explorer. Assessment (Yes, No or somewhat checklist) 1) Did the student speak from the explorers perspective? 2) Was the student knowledgeable about their explorer? 3) Did the student speak loud enough? 4) Did the student have their monologue memorized? **These questions would be given to the students ahead of time so that they are aware of the expectations.

Instructions for students On presentation night you will: Take on the character of your explorer by using the poster and monologue you have prepared. One at a time you will present your monologue as if you are the explorer. Family and friends will be watching so make sure that you follow the four criteria provided.

Unit: Exploration
Grade/ subject: Grade 4 Social Studies Outcome: 4.2.1 Title: Here, There, and Everywhere: Track the route of your explorer Objectives: Students will use maps to track their explorer from their
country/state of origin to their final destination.

Materials:
Cork boards Maps of land, sea, and space Tacks Elastic bands

Description for Teacher:


Provide students with cork boards and maps Based on their research, have them plot out the route that their explorer made while they were exploring Explain that if anyone is being unsafe or misusing the tacks and/or elastics they will be taken away and will face consequences

Instructions for students


Track the route of your explorer from where they left to where they ended up Use your research to help Plot all important stops on the map Use the tacks and elastics responsibly or there will be consequences

Assessment
Students will pass in their corkboard and complete a journal entry about their project

Unit: Exploration
Grade/ subject: Grade 4 Social Studies Outcome: 4.2.1 Title: Here, There, and Everywhere: Create a Facebook Profile for Your Explorer Objectives: Students will present their knowledge of their explorer in a fun
and creative way

Materials: Research collected Facebook Profile Template Description for Teacher:


Pass out the Facebook profile template to the students Have them fill out the missing information They can then choose to present their finished product to the class or do a short write-up explaining why they included what they did to hang beside the profile in the hallway

Instructions for students


Using the research you have already done, create a Facebook profile template for your explorer Draw a picture of your explorer, and include relevant personal information Write status updates based on your research to fill up their wall In the friends section, draw pictures of other explorers of the same time period

Assessment
Profiles will be marked for completion and accuracy

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