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					                      Exploration
               Grade 4 Social Studies
                    Learning Centres




Megan Denny
                        Amanda Fairley
                        Matthew James
                           Emily Jay
                       Jonathan Kierstead
                         Alex Sorensen
                         Khaled Steele

Table of Contents
______________________________________________________________________________



Introduction to Learning Centre

Exploring Yourself
Must Activity – “Talking Contest”

      Teacher’s Guide
      Student Instructions
      Activity Assessment

Should Activity- “Write, Talk, Do: Learning Styles”

      Teacher’s Guide
      Student Instructions
      Activity Assessment

Could Activity- “About Me”

      Teacher’s Guide
      Student Instructions
      Activity Assessment

Exploring Yourself Take-home Sheet

Exploring the Past
Introduction to “Exploring the Past”

Must Activity- “Map Quest”

      Teacher’s Guide
      Student Instructions
      Student Worksheets
      Activity Assessment Rubric

Should Activity- “Information Books”

      Teacher’s Guide
      Student Directions
      Activity Assessment Rubric

Could Activity- “Navigation Craft”

      Teacher’s Guide
      Activity Assessment
Exploring the Present
Must Activity- “Exploring Land & It’s Surfaces”

      Teacher’s Guide
      Student instructions

Should Activity- “Ocean”

      Teacher’s Guide
      Student Instructions

Could Activity- “Exploring Space Through a Voyage”

      Teacher’s Guide
      Student instructions

Exploring the Future
Must Activity- “You are an Explorer”

      Teacher’s guide
      Student Worksheets

Should Activity- “Exploring Your Future Community”

      Teacher’s Guide
      Students Worksheets

Could Activity- “Create and Alien”

      Teacher’s Guide
      Student Worksheet

Assessment Rubric for “Explorer’s Portfolio”




                                 Introduction
       The Unit focused on was Unit 1: Exploration of the grade 4 social studies curriculum
document. The purpose of this unit is to introduce the concept of exploration and to
explain to students that we are all explorers in our own way. Students get to explore places
they have visited or want to visit, people (including themselves) and ideas from the past,
present, and future. They will learn that to be an explorer they do not have to discover
something new, but perhaps something that is new to them. Exploration will occur around
our physical world and through the different people that engage in exploration of ideas and
knowledge. Students will use their communication skills, inquiry skills, and participate
during the different activities. They will use those skills already acquired and sharpen them
along the way. By the end of the unit, students will be able to understand how everyone is
an explorer and that the types of exploration vary.


       For this unit, learning centers were used which included a lot of interactive and
hands on activities for the students. Learning centers are stations set in a classroom that
includes all of the instructions to activities at the different stations. Usually, centers focus
on one topic or area, and includes three or more activities. If you want to try it out with a
classroom, it’s sometimes better to have just a few to try it out. These can be stations that
they work at based on time or you can have them go to the centers to work on what they
need to do when other work gets finished. All centers have a “must” activity, which at the
end of the unit has to be done; they have a “should” activity, which is an activity that should
be done at the end of the unit; and finally they have a “could” activity, which is an activity
that doesn’t have to be done by the end of the unit. Learning centers are great, especially
because the activities cater to all students’ different learning needs. In this case, the
students were given a few minutes at each station, which were divided up into the
following categories: past, present, future, and self exploration. Each station had a must,
could, and should activity. Most students got to finish the must activity during the time
allotted. On their spare time, or when work would be completed, students could go back
and do other activities for the duration of the unit.


       The students were divided at random for this learning center activity. Each student
was given a portfolio with a specific color, which then divided the students according to
their folder color. The portfolios were a great way of keeping track of students’ work. They
had an explorers profile page as well as pages for each station, which had areas where the
teacher could stamp the activities completed. It was like a short legend at the beginning of
the portfolio to keep track of what work was completed. As students worked through the
stations, they would add their worksheets to the portfolio. This also made it easier for
assessment as well. Once the unit is completed and the students pass in their explorer’s
portfolios, the students will be assessed according to the rubric provided in this document.


       During the learning centers, the teacher’s job is
mainly to facilitate. If students need extra instructions or
need extra help to do certain work, they are available to
cater. Most of the work for the teacher is in preparing the
centers. The instructions at each station are usually written
down and have folders for the assignment pages to go with each activity. If more resources
are available, the instructions can be recorded orally and students can listen to it, or if you
can videotape yourself that would also be really helpful. Learning centers are not made to
teach the students but to foster an independence in them as well as satisfy the need to
explore new concepts for themselves. If a teacher should want to replicate the following
method of teaching this unit like we have done, the unit is organized according to the table
of contents. We have included the lesson plans that we used in our centers. If centers wish
to be used, the time of the lesson can be decreased or increased if you would like to do one
of the activities in your daily lesson. If centers are to be used, prepare the activities in
advance and have the students move through them.
            Exploring Yourself
               Activities Included:
                “Talking Contest”
                “write, Talk, Do”
                   “About Me”




Activity #1: MUST- “Talking Contest” Teacher’s Guide
Purpose: Students will explore themselves and learn more about their personality, their likes, and
their dislikes.


Materials
direction sheets for each student
timer
colored duotangs
stamp


Time length: 10 minutes


Teacher directions:
        Provide directions to students (in written form). Answer or clarify as needed. Provide a
timer visible for students to see. Encourage students to use a quiet voice.


-Warm up:
Talk-off game:          3 minutes
Directions:
         Students will find a partner (or group of three if necessary). They will count down aloud
from three (three, two, one) and then say go. When they both say go, they both must start talking
about themselves at the same time without stopping. If either pause for any reason (to think or
catch breath), they lose. The goal of this game is for students to tell their partner as much about
themselves as possible. For example, they should tell their partners what they look like, what
they like to do on their free time, something they like to eat, what music they like to listen to.
The winner is the person who can talk for the longest about themselves without stopping. If time
allows, they should play again and try to say new things about themselves they did not say the
first time.
        Encourage students to use a quiet voice during this game. Both partners will be talking at
the same time, but it is not a contest to see who can talk the loudest, it is a contest to see who can
talk the longest.


-Lesson:
Phone conversation: 7 minutes
Directions:
         Students will find a partner (or a group of three if necessary); this will be the same
partner as the first activity. They will now role play a phone conversation. One partner will
pretend to be listening on one end of the conversation (without speaking or asking questions).
The other partner will be the speaking partner. The speaker must explain who they are, what they
like, and what they dislike. They should try to explore and explain different parts about
themselves. What do they want to learn more about? Is there anything they want to try to do for
the first time? They should pretend as if they are on the phone, so they should take pauses
throughout the conversation. After speaking for 3 minutes and 30 seconds (a timer will go off or
the teacher will tell the students when to switch), students will switch roles. The person who was
speaking must now listen while the listening partner now speaks.
       Each partner must speak for 3 minutes and 30 seconds.
Assessment:
       When completed, the students will take their sheet labeled Exploring Yourself, MUST:
Talking Contest and receive a stamp from the teacher. This activity will be stamped when
completed.
                          MUST: “Talking Contest” Student Worksheet
Talk-off game
Step 1: Find a partner (or group of 3)
Step 2: read directions
Step 3: count down aloud from three (3, 2, 1) and then say go
Step 4: you both must start talking about yourselves at the same time without stopping
Step 5: the game is over when one person stops talking or the timer goes off


                                            Directions
-Rule: Please use a quiet voice during this game. Both you and your partner will be talking at the
same time, but it is not a contest to see who can talk the loudest, it is a contest to see who can
talk the longest.
-How do I win? If you talk the longest about yourself without stopping
-How do I lose? If either of you pause for any reason (to think or catch breath), you lose.
-What is the goal of this game? Try to tell your partner as much about yourself as possible
(what you look like, what you like to do on your free time, something you like to eat, what music
you like to listen to)
-What if we finish before the timer goes off? If you have extra time, play again and say new
things you did not say the first time
                          MUST: “Talking Contest” Student Directions
Phone Conversation
Step 1: Find a partner (or group of 3) –the same one as the first activity
Step 2: read directions (steps 1-6)
Step 3: choose one partner to talk and one partner to listen
Step 4: the partner who listens should pretend like they are listening to another person on the
phone
         (do not speak or ask questions)
Step 5: the speaking partner should pretend they are having a phone conversation about
themselves
         -explain: who you are, what you like, what you dislike
         -what do you want to learn more about? Is there anything you want to try for the first
         time?
         -take pauses as if you were talking on the phone
-Step 6: when the timer goes off, switch roles (the person speaking now listens and the listener
now speaks)



              Activity #2- Should: “Write, Talk, Do: Learning Styles” Teacher’s Guide

Objectives: 4.1.1- Students will be expected to examine the concept of exploration

Purpose: To teach students that not everyone learns the same way and that some students
learn best in more than one way.

Materials

hand out

paper

pencil

Time: 30 Min

Directions: Give students the hand out with questions. Students must pick one question. They
will be prompted to answer the same question 3 different ways. Each way will appeal to a
different learner style. (visual, auditory, Kinesthetic) Afterwards there will be a discussion on
which they enjoyed most and why.
   1. Give hand out to students.

   2. Give time for students to answer the question in each of the 3 ways listed.

   3. Allow students to share their answers.

   4. Have a brief discussion about which they liked the most and why?

   5. Rotate to next station.

Assessment: When completed, the students will take their sheet labeled Exploring Yourself,
Should: Write, Talk, Do: Learner Styles and receive a stamp from the teacher. This activity will
be stamped when completed.
                  Should: “Write, Talk, Do: Learning Style” Student Worksheet



Read the questions carefully. Talk with your partner and choose ONE question to answer in the
three different ways listed below.

                1) Act it out: Create a short role-play or dance and act out the answer. You
                   could also take materials in the classroom and make something to share with
                   the class.

                2) Talk about it: Sing a song, write an interview or speech to answer the
                   question.

                3) Write about it: Draw a picture or create a poster to display your answer.



   Questions:

   What is one thing that no one knows about you and you would like them to know?

   If you were trapped on a deserted island what would be the one thing you couldn’t live
   without?

   Who would you trust the most with a big secret?

   If you could be any animal, what would you be and why?

   If you could have any super power, what would it be and why?

   Where would you live if you could live anywhere in the world and why?

   If you could be any kitchen utensil, what would it be and why?

   What was your most embarrassing moment?

   Remember: You must answer one of the questions in all three ways listed above.
                        Activity #3- Could: “About Me” Teacher’s Guide



Objectives: 4.1.1- Students will be expected to examine the concept of exploration

Purpose: This activity is designed to help students explore themselves and discover things
about their classmates.

Materials

Paper

Pencil

eraser

colored folder for their group

hand out with instructions.

Time: 10 minutes

Directions: Students will be asked to create a list of up to ten specific things about themselves.
It can be things that no one knows, for example, they are a good singer or can juggle. They can
list things that they would like to do, explore more about or things they want to improve in.
Once the list is complete they will be asked to go through their lists with their partners and see
what things they can discover.

Warm up: A warm up could be to model the beginning of the activity between teachers.

   1. Show students an example of the activity and go through the different kinds of things
      they can use in their list. For example: what students want to know about others, an
      ability they have that no one knows about, likes and interests, etc.

   2. Give them time to create their exploration li

   3. During the remaining time they can compare their list with their partners.

   4. A brief discussion with regards to what they have explored or discovered about
      themselves or their classmates.

   5. Rotate to next station.

Assessment: When completed, the students will take their sheet labeled Exploring Yourself,
“COULD About Me” and receive a stamp from the teacher. This activity will be stamped when
completed.
Teacher Rubric : Activity #3 : Could – About Me


High:                                  Student    Comment

Students are able to complete a
list that shows self-reflection with
at least 10 things about
themselves. Student’s shared
with a partner and was able to
explore some characteristics
about each other previously
unknown.

Middle:

Student created a sufficient list.
Student needs to include more
introspective types of
characteristics. Student’s
discussion was not always on
topic.


Low:

Student did not create a complete
list. Had trouble with being on
task for majority of activity.
                                         Exploring Yourself
                                          Take-home sheet


                                          How I Am Smart
Put a check next to any of the statements that apply to you.

Verbal-Linguistic Intelligence
___ I like to read, write, use words.
___I enjoy puzzles, word games, rhymes, etc.
___Spelling is easy for me.
___My vocabulary is strong.
___I like to do research about topics I’m interested in.
___I enjoy stories and storytelling.


Logical-Mathematical Intelligence
___I enjoy numbers, math, and computers.
___I like strategy games like chess.
___I like to analyze and solve problems.
___I like organization, structure, and logical sequences.
___I enjoy charts, graphs, statistics, data.
___I like designing and conducting experiments.
Spatial Intelligence
___I enjoy drawing, doodling.
___I like color.
___I like videos, movies, and books with diagrams and photographs.
___I can close my eyes and “picture in my mind”.
___I can find my way in new places.
___I enjoy using maps, blueprints, spreadsheets, graphic organizers.


Bodily-Kinesthetic Intelligence
___I like to move around; I can’t sit still for long.
___I enjoy doing, not watching.
___I like to use my hands.
___I am very coordinated.
___I enjoy sports and activities.
___I like to make/build/construct things.


*Count how many checks you have for each category. If you have four or more, that means this
is how you learn best. People learn in all different ways. Sometimes people learn well in more
than one way.
                      Exploring the Past
                      Activities Included:
                             “Map Quest”

                        “Information Books”

                        “Navigation Craft”




Title of Unit: Exploration
Teacher: Megan Denny & Khaled Steele

Grade level/ Subject: 4/ Social Studies

Title: Old World Meets New World

Objectives: 4.1.1- Students will be expected to examine the concept of exploration


Description: (for teachers) The goal of this until is for students to focus on the concept of
exploration and the fact that we all are explorers. Students will examine and reflect on
the exploration of places, people, and ideas from both an historical and modern
perspective. Your goal is for students to open their mind to the needs and motivations
for exploration and to become more familiar with past experiences of exploration.
Students will become familiar with European motivations for exploration and the impact
of discovering the New World on the native societies. The following activities encourage
students to research exploration patterns, motivations for discovery and impact once
discoveries have been made. Student will use a Primary Source CD resource which is an
interactive way to understand and explore the previous missions of past explorers.

Instructions: (for students) Students will arrive at this station to find a backdrop of a world map
which may appear to look unfamiliar due to the layout of the continents. However, after time for self-
discovery of the information, students will notice the map is current and simply represents a different
view of the world. Students will find information flip books which provide basic information about both
European settlers as well as Canada's First nations, which includes, motivations for exploration, basic
facts, dates, cultural information, as well as extension questions to ideally have the students think about
the past in a different way, and to consider different perspectives.

Goal: following this lesson students will be able to recognize factors that contribute to desires for
exploration ( trade, wealth, resources) and will be able to describe and discuss exploration journeys and
their impact on past and present land.

Outcomes:

4.1.1- Students will be expected to examine the concept of exploration



Resources/Materials: Learning center, information books, birch bark, playdough, stapler,
(compass), Primary Source CD, various materials (tools, household items) from the past,
laptop, maps, question sheets.
Activity 1: MUST
    - Students must create their own map of the Americas as a result of answering the questionnaire
    - Students will be given a questionnaire to guide them in their discovery which will help them
         create their final map
    - Students should use the primary source investigator cd as a way to understand past exploration
         journeys, areas of settlement , principal resources for survival and the historical context of
         native peoples prior to European Colonization
    - Students will choose one explorer and map out their approximate expedition route
    - Students will use the interactive maps “Atlantic World” and “ Early Natives People” to answer
         questions about Who, What year, Where did the expedition take them, what difficulties were
         present, what resources were available in the area of settlement?
    - As a result of answering these questions students will be able to represent information and
         chart the journey of their explorer on their map.
Activity 2: SHOULD
    - Students could utilize self discovery skills during their research through the information books
         and data presented on the backdrop
    - Upon reviewing the information available at the center, students will collectively answer the
         question on the bottom of the European information book “ What impact does exploration have
         on the New World”
Activity 3: COULD
         - In this activity students are given the choice between exploring the materials needed to
             make either a birch bark canoe or a navigational tool
         - Students will be encouraged to experiment with materials in the baskets and see what they
             think materials could create.
         - An instructional sheet will be included for specific directions of how to create each craft

   -




                        Activity #1: MUST- “Map Quest” Teacher’s Guide
This activity serves as a summative informal assessment for the
student’s time at this learning center. Within this activity, Students will
receive a questionnaire to guide them in their discovery which will help
them create their final map. Students should use the Primary Source
Investigator CD as a way to understand past exploration journeys,
areas of settlement, principal resources for survival and the historical
context of native peoples prior to European Colonization.
Students will choose one explorer and map out their approximate
expedition route. Students will use the interactive maps “Atlantic
World” and “ Early Natives People” to answer questions about Who,
What year, Where did the expedition take them, what difficulties were
present, what resources were available in the area of settlement?

   The Primary Source Investigator CD is an interactive program that
    features many valuable resources such as maps, documentaries,
    journals, cartoons, political documents and much more! Guidance
    will be necessary through the initial portion of this exploration
    process to effectively demonstrate how to use this resource. The
    teacher will need to show students the basic principles of
    operating this tool but should then leave opportunity for open
    discovery of information inside the resource.
   This activity will allow students to choose a particular explorer for
    their mapping focus but will also allow them to discover the
    information surrounding the explorer on their own using the CD
    program.




   Student Directions: Activity #1:MUST “Map Quest”
Your grand mapping expedition has begun! Choose one of the provided
explores to chart their journey of exploration! Did they reach the
Americas? What resources did they use to get there? What did they
find once they arrived? Where there any obstacles they faced on their
journey?

Your task will be to use the Primary Source Investigator CD and work
together to research the route and experience of your chosen explorer!
Answer the necessary question using the CD and information books and
then create your own authentic 15th map! Make sure you note the
specific path of your explorer!
Teacher Rubric : Activity #1 : Map Quest


High:                                Student   Comment

Students are successful in
accurately depicting the
exploration route of one explorer.
Student offers information for all
5 questions. Student’s
presentation is well organized.



Middle:

Student accurately depicts the
exploration route of selected
explorer. Student needs to include
more information on map and
answers 3-4 questions. Student’s
presentation could use more time
for organization.

Low:

Student needs more clarity as to
the route of their explorer.
Student needs more information
and has only answered at
minimum 2 questions.
             Activity #2: SHOULD- “Information Books” Teacher’s Guide

      This activity is designed to give students increased knowledge
concerning the age of discovery in Europe and the contextual
framework of the Natives already present in the Americas. It is
important within this activity to give students the freedom and
opportunity to experiment with the information books and develop
their own questions and discoveries about life at this time. The
“should” aspect of this activity will ask students to collaborate and
share impacts of the exploration on the New World. The teacher again
should act as a facilitator in this section to allow students to create
their own understandings and ideas about factors contributing to
exploration.
        Student Directions – Activity #2: SHOULD




   Where did the European explorers come from?

   What made them want to explore?

   Who was already present in the Americas?

   What resources were available in Europe and the
    Old World?

   When did these explorations occur?
The answers to the above questions should all be found within the
information books and resources provided within the learning center.
Briefly explore the materials provided and see what new information
you can find that you did not know before! After reflecting on the
explorers, motivations, resources, and cultural features of both
groups work together with your team to discuss and answer the
question below! Please record your answer in the back of the
information book!

WHAT WAS THE IMPACT OF EXPLORATION ON THE NEW
WORLD????????
Teacher Rubric : Activity # 2: Information Book


High:                               Student           Comment

Students work together
successfully as a team to
collaborate as to the impact of
explorers. Student’s communicate
ideas clearly and express
understanding in a
comprehensible way.


Middle:

Students attempt to work as a
team but may experience some
difficulty agreeing on the impact
of explorers. Student’s
communication of ideas could use
more clarification.



Low:

Students are unsuccessful in
working together as a team. The
overall expression of ideas are
unclear and a solid impact of
explorers is not communicated.




             Activity #3- COULD “Navigation Craft” Teacher’s Guide
Within this activity, the teacher will act as a facilitator to allow students the opportunity to
explore and experiment with the materials provided. Students should interact with the
materials and brainstorm what their uses might be. Students should be encouraged to think
about the concept of exploration, the tools, and materials necessary to complete exploring
missions. Through the design of this discovery lesson, the goal is for students to develop a birch
bark canoe or a navigational tool relevant to the period of exploration.

HOW- TO CREATE:

Birch Bark Canoe: Take the 2 pieces or 1 large piece of the provided bark and see how you could
bend and move the material to create the shape and design of a canoe. Use staples to fasten
the end points together to form the shape of a canoe. Next students can experiment with clear
puddy/playdough to create a waterproof glaze for their boat.




                  Activity # 3: Could- “Navigation Craft” Student Worksheet
      Students your challenge is here! It’s time to set out on a new
exploration mission but how will you get there? Explore and
experiment with the materials provided and see what uses they may
serve. Can you think of anything you could make with these materials
that would help you explore? Think of resources available to both
Natives and European at their times of explorations, and what types of
travel were available at the time? Using your creativity and the
information provided how will your team prepare to explore? Design a
method of transportation or navigational tool which will help you get
there!

    Materials provided: Birch Bark, waterproofing material, staples,
Magnets, cups, string, paperclips,




Student Reflection/ Questionnaire                Yes   No   Sometimes
Were you able to solve the problem of creating an exploring device?

Were you able to work successfully with your team?

Did you feel any more resources were necessary?

Would you like more specific instructions for this task?

Did you make use of all the materials available?
                             Exploring the Present
                               Activities Included:
                          “Exploring Land & Its Surfaces”

                                “Exploring the Ocean”

                       “Exploring Space Through a Voyage”




             Activity #1- Must: “Exploring Land & Its Surfaces” Teacher’s Guide

Grade                4
Lesson Plan Type     Daily Lesson
Estimated Time       30-Minutes

Focused Curriculum Outcomes
     4.1.1 Examine the concept of exploration.
Instructional Plan
Student Objectives
Students will:
      Use a simulated drill that geologists use to explore core samples

Materials
    Cupcakes
          o Three different colored layers with chocolate icing to make it look like dirt
    Transparent Straws
    Explorers’ Portfolio

Procedure
   1. Teacher will introduce the concept of land exploration.
           a. Students will brainstorm what tools they believe is used for land exploration.
   2. Teacher will then give geologists as an example of land explorers and go over some of
       the tools they use.
   3. Students will be asked to use a cupcake that will serve as a piece of the earths core
       layers and straw that will be decorated as a drill and collect earth samples. They will
       compare their samples to those of other students and record what they discovered
       about the earth’s layers.


Assessment
       All students will be assessed at the end of the unit using their explorers portfolio based
on completion.

References
Hilderbrand, J. & Manuel J. Citing Websites. In New Brunswick Social Science: Explorations.
     Retrieved February 6, 2011, from http://www.gnb.ca/0000/anglophone-e.asp

Kids Activities Learning Games Website. In Earth Science Activities. Retrieved February 7, 2011,
      from http://www.kids-activities-learning-games.com/earth-science-activities.html

All pictures taken from Creative Commons.
          Exploring Land & Its Surfaces Student Directions

1. With your group, brainstorm what kind of tools you think land explorers
   might need or use during their explorations. Write your answers in your
   explorers portfolio.
      Geologists use special drills to get samples of dirt from the earth. These are
      called soil samples or if you were digging deeper into the earths layers,
      these would be called core samples.


      Today we are going to dig for samples. Your straw will be your drill. Using
      the cupcake as a piece of land, you will use your straw to dig into your land
      to get a soil sample. With your straw, poke it into your cupcake and remove
      gently. The “dirt” in your straw is your core sample. Take two core samples
      from your cupcake and compare it to the others.


   2. In your explorers portfolio, draw what your two samples looked like and
      what you noticed was different when you compared it to your group.




                         Exploring the Present: Land
                                    Must

1. What tools do you believe is used for land exploration?
_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_________________________________________________________________________________




2. Draw two of your soil samples from the cupcakes and write down how some of
your samples differ from other students’ samples.




_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_________________________________________________________________________________




                   Activity #2- Should: “Exploring The Ocean” Teacher’s Guide

Grade                  4
Lesson Plan Type       Daily Lesson
Estimated Time         30-Minutes

Focused Curriculum Outcomes
     4.1.1 Examine the concept of exploration.

Instructional Plan
Student Objectives
Students will:
      Research, decide, and explore the habitat and environment of underwater life.
      Create a poster that demonstrates an understanding of what they may find underwater.

Materials
    Explorers’ Folder
    Resources on Oceans (See Ocean Duotang).
    Pictures of Ocean Life
    Paper, Crayons, Glue, Scissors

Procedure
   4. Teacher will introduce the concept of underwater exploration through the use of
       pictures and various sources.
   5. Students will then create a poster of what they believe is underwater (fish, plants,
       terrain, etc.). They are able to use resources available to help them.
   6. Students will then write down a page in their Explorer Folders about why they drew
       what they did, while incorporating facts that they have learned.




References
Hilderbrand, J. & Manuel J. Citing Websites. In New Brunswick Social Science: Explorations.
     Retrieved February 6, 2011, from http://www.gnb.ca/0000/anglophone-e.asp




                                   Student Directions

   1. Using various resources to help you, create a picture of what the ocean
       floor would look like. Be sure to include a variety of fish, plants and
       rocks.
2. In your Explorer Portfolio describe why you chose what you did and
   how you know they are in the ocean. Be sure to include various facts
   that you have learned in your entry.




                      Exploring the Present: Ocean

1. What did you draw in your picture? Why did you choose the things you
   drew?
   ___________________________________________________________________________________
   ___________________________________________________________________________________
       ___________________________________________________________________________________
       ___________________________________________________________________________________
       ___________________________________________________________________________________
       ___________________________________________________________________________________
       ___________________________________________________________________________________


   2. How do you know that you would find these things in the ocean?
      ___________________________________________________________________________________
       ___________________________________________________________________________________
       ___________________________________________________________________________________
       ___________________________________________________________________________________
       ___________________________________________________________________________________
       ___________________________________________________________________________________


   3. What are 3 facts that you have learned through exploring the ocean?

       1. _______________________________________________________________________________
            _______________________________________________________________________________
       2. _______________________________________________________________________________
            _______________________________________________________________________________
       3.   _______________________________________________________________________________
            _______________________________________________________________________________
            Activity #3- Could: “Exploring Space Through a Voyage” Teacher’s Guide

Grade                 4
Lesson Plan Type      Daily Lesson
Estimated Time        30-Minutes

Focused Curriculum Outcomes
     4.1.1 Examine the concept of exploration.
Instructional Plan
Student Objectives
Students will:
      Decide what they need to go out on a space voyage
      Go on an imaginary trip through space

Materials
    Explorers’ Portfolio
    Pictures of Space Exploration

Procedure
   7. Teacher will introduce the concept of space exploration through the use of pictures and
       books.
   8. Students will be asked to decide where and what they would like to explore in our solar
       system. They will map out their journey and write down what they want to bring with
       them to space in their explorer’s portfolio.
Assessment
      All students will be assessed at the end of the unit using their explorers portfolio based
on completion.

References
Hilderbrand, J. & Manuel J. Citing Websites. In New Brunswick Social Science: Explorations.
     Retrieved February 6, 2011, from http://www.gnb.ca/0000/anglophone-e.asp


All pictures taken from Creative Commons.




                                   Student Directions

   1. Using the books provided as well as some pictures, decide where you would
       like to take a voyage in space. Discuss it with the group. Where would you
       go? Why would you go there? What would you like to explore?
  2. Using your explorers portfolio, map out the journey you would like to
     explore in space if you could. In the diagram provided, number the places
     you would visit in our solar system.


What would you bring on your space exploration? Write down your thoughts in
your explorers portfolio on the space pro.




                       Exploring the Present: Space
                                   Could
1. You’re going on a space exploration. Decide where you want to go and map it
out on the solar system diagram below. Write what you would want to bring in
your backpack.
           Exploring the Future
              Activities Included:
             “You are an Explorer”
   “Exploring your Future Community”
                “Create an Alien”




Activity 1- Must: “You are an Explorer” Teacher’s Guide
Specific Outcome (4.1.1): At the end of this activity students will have examined the concept of
exploration.

Materials

Activity Sheet (see attached)

Letter Template (see attached)



Activities

   1. Students will be told the following: “You are an explorer from the future preparing for
       an exploration. Decide what you need or want to explore and where you will go
       (through the jungle, ocean, space, another galaxy). Besides the necessities of life (e.g.,
       food, water and clothing), you may take with you or use five (5) items you think you will
       need to have a successful exploration. Identify the items and explain to your classmates
       why each is essential to your exploration.”
   2. Students will then be given an activity sheet with questions they must answer about
       their exploration (see attached). They will go off to work on their own while the teacher
       supervises and offers assistance and guidance.
   3. When students have completed their activity sheet and decided where they are going to
       explore, the teacher will provide them with a letter template (see attached). They are to
       write a letter from themselves in the future telling about what you have explored or
       discovered.
   4. Anything that students have finished at this station will go into their “Explorer’s
       Portfolio” as a form of assessment.




               You Are an Explorer!

   1. Where are you going to explore (e.g., ocean, jungle, space, etc.)? Describe it in detail
       (what does it look like, where is it located, temperature, weather, etc.).
   ___________________________________________________________________________
   ___________________________________________________________________________
   ___________________________________________________________________________
   ___________________________________________________________________________
   ___________________________________________________________________________
   ___________________________________________________________________________
   ___________________________________________________________________________
   ___________________________________________________________________________

   2. Other than the basic necessities, list five (5) other items that would benefit your
      exploration.
   1. ________________________________________________________________________
      ________________________________________________________________________
      ________________________________________________________________________
   2. ________________________________________________________________________
      ________________________________________________________________________
      ________________________________________________________________________
   3. ________________________________________________________________________
      ________________________________________________________________________
      ________________________________________________________________________
   4. ________________________________________________________________________
      ________________________________________________________________________
      ________________________________________________________________________
   5. ________________________________________________________________________
      ________________________________________________________________________
      ________________________________________________________________________




                                    Letter from the Future

Dear _____________________________,
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________




                                     Sincerely,


                                     ________________________________________


                   Activity #2- Should: “Exploring your Future Community”

Specific Outcome (4.1.1): At the end of this activity students will have examined the concept of
exploration.
Materials

Exploring your Future Activity Sheets




Activities

   1. Students will be given a worksheet entitled “Exploring your Future Community” (see
       attached).
   2. Their first task is to choose a place in their community or school that they believe should
       or could be used differently.
   3. Students are asked what they would do differently to this space to benefit future
       students or community members. They are told they have been granted $1 million to
       make these changes. They must name at least three things they would change.
   4. Once the students have completed the tasks, they will share their ideas with the other
       students in the group.
   5. Anything that students have finished at this station will go into their “Explorers
       Portfolio” as a form of assessment.




                                Exploring your Future Community
   1. Choose a place in your community or school that you believe needs to be changed for
       the better. Write in the space provided below.

   ___________________________________________________________________________
   ___________________________________________________________________________

   2. You have been given $1 million to make changes to this place that will benefit the
       people of the community or the students of the school in the future. Name at least
       three things you would change.
   1. ________________________________________________________________________
       ________________________________________________________________________
       ________________________________________________________________________
       ________________________________________________________________________
       ________________________________________________________________________


   2. ________________________________________________________________________
       ________________________________________________________________________
       ________________________________________________________________________
       ________________________________________________________________________
       ________________________________________________________________________


   3. ________________________________________________________________________
       ________________________________________________________________________
       ________________________________________________________________________
       ________________________________________________________________________
       ________________________________________________________________________

                                                                 Please turn over……




Draw the place that you have chosen as it looks right now in the box provided below.
Draw what this place would look like after you have made the changes.




                            Activity #3- Could: “Create an Alien”
Specific Outcome (4.1.1): At the end of this activity students will have examined the concept of
exploration.

Materials

Pipe cleaners

Foam balls

Feathers

Scissors

Glue

Toilet paper rolls

Construction paper

Other craft supplies…

Alien Worksheet



Activities

   1. Students will be given a worksheet for this activity which walks them through step by
       step.
   2. First, students are told to create their alien using the materials provided.
   3. Next, they will answer a series of questions pertaining to their alien. For instance, how
       does the alien eat, how do they move around and how do they breathe? There is also a
       section for any other information they feel needs to be communicated.
   4. Anything that students have finished at this station will go into their “Explorers
       Portfolio” as a form of assessment.




                     Create an Alien Worksheet
  1. Using the materials provided, use your imagination to create an alien from another
     planet in the future. Before creating your alien, look at the questions below to guide
     your creative process.
  2. What is your alien called? Where is it from?

  ___________________________________________________________________________
  ___________________________________________________________________________

  3. How does your alien eat?

  ___________________________________________________________________________
  ___________________________________________________________________________
  ___________________________________________________________________________

  4. How does your alien move around (for example, humans walk on two legs while snakes
     slither on their bellies)?

  ___________________________________________________________________________
  ___________________________________________________________________________
  ___________________________________________________________________________

  5. How does your alien breathe?

  ___________________________________________________________________________
  ___________________________________________________________________________
  ___________________________________________________________________________

  6. Why would anyone want to visit your alien in their habitat?

  ___________________________________________________________________________
  ___________________________________________________________________________
  ___________________________________________________________________________
  ___________________________________________________________________________

Name ____________________ Date _________________
Social Studies Project: Exploration Profile Assessment Rubric

  CATEGORY               4                   3                     2                  1
Profile Page;   The student          The student          The student        The student
Completion of   has completed        has completed        has completed      has completed
all Must        all four of the      three of the         two of the Must    one of the Must
Activities      Must activities      Must activities      activities and     activities and
                and their Profile    and their Profile    their Profile      their Profile
                page.                page.                page.              page.
Creativity      The exploration      The student          The student        Student does
                profile is very      uses historical      does not base      not attempt to
                creative; it used    facts about          historical facts   be creative.
                historical facts,    exploration and      on time period
                plausible            mild creativity.     and does not
                scenarios and                             use creativity.
                events.
Accuracy of     All the written      Almost all the       There is a         There are
Facts           material in the      facts in the         mixture of         several factual
                Exploration          exploration          accurate and       errors in the
                profile is factual   profile is factual   inaccurate         exploration
                                                          facts in the       profile.
                                                          exploration
                                                          profile
Spelling and    There are no         There is a           There are          The exploration
Punctuation     spelling or          couple of            several spelling   profile is filled
                punctuation          spelling or          and                with spelling
                errors in the        punctuation          punctuation        and
                exploration          error in the         errors in the      punctuation
                profile              exploration          exploration        errors.
                                     profile              profile
Overall         The student          The student          The student        The student
Activities      completed all        completed all        completed all      completed all
Completed.      Must activities      Must activities      Must activities    Must activities
                and at least 4       and at least 3       and at least 2     and 1 or fewer
                should or could      should or could      should or could    should or could
                activities.          activities.          activities.        activities.

				
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