Joni Strawsnyder, Julia Lind, Susan Hyland, Sharon Carino

LESSON PLAN: Compiling and Using A Database

TARGET GRADE/ SUBJECT

Third grade; heterogeneous grouping; second grade reading level ability required; experience in data entry and sorting within the database program required; writing ability required.

Learning about key explorers of North America is a major SOL objective for third grade social studies. This lesson would be an appropriate way to introduce students to a variety of explorers, create a reference (database) for future study, and at the same time allow them to practice research skills with a particular explorer. Additionally this lesson would allow them to more deeply connect with the life of an explorer by taking on his persona through writing. Third graders are naturally interested in adventure stories, and allowing them to write from the perspective of the explorer will tap into this motivation, even as they are performing a task (writing) that traditionally they do not enjoy. As researching is most likely a new skill for this age group, the lesson is designed to allow collaboration between two students, so that they might help each other through the assignment. The use of teacher-made handouts breaking down the assignments and asking them to find specific information is also intended to scaffold the research element of the project.

OBJECTIVES

Standard: VA SOL History 3.3
The student will study the exploration of the America's by:
a) Describing the accomplishments of Christopher Columbus, Juan Ponce de
 Leon, Jacques Cartier, and Christopher Newport.
b) Identifying reasons for exploring, the information gained, and the results
 from the travels.

1. Given the name of one explorer by the teacher, the students will research in pairs for specific criteria:
• Where did the explorer begin his journey?
• What year did he begin his journey?
• What did he discover?
• What year (exact date if found) was it discovered?
• Why did he go on his journey? What was he searching for?

And provide correct and complete information on the Research Worksheet at the satisfactory level (see Assessment Rubric).

2. Given access to a database, students will input their research into a database and search for the following:

· Sort explorers by year, from earliest to most recent.

· Which explorers originated in Spain?

· Sort explorers alphabetically backwards.

· What did Juan Ponce de Leon discover?

· When was it discovered?

· What year was America discovered?

· Who discovered America?

And provide correct and complete information on the Scavenger Hunt Worksheet at the satisfactory level (see Assessment Rubric).

3. Given their research, students will write a diary entry according the following directions:

· Imagine you are the explorer and write a journal entry about your day.

· The entry should be one paragraph in length.

· Be Creative!!

· Include the name of the explorer, place of origin, what they discovered and an interesting fact you learned about them through your research.

And complete at the satisfactory level (see Assessment Rubric).

4. Given an assigned partner, students will work cooperatively and contribute to the Research Worksheet at the satisfactory level.

MATERIALS

• Access to a computer with a database program (Claris Works or Microsoft Access) and word processor (Microsoft Word or a similar program) installed.
• Books, either from the classroom collection or teacher referred texts from the library, or access to the internet for research.
• Two worksheets (see appendices) for formative and summative evaluation and Journal entry instruction sheet.

LESSON DESCRIPTION

Introduction (Day 1-5):

Teacher will:

• Assign students in pairs heterogeneously.
• Assign each pair an explorer (Amerigo Vespucci, Vasco de Balboa, Ferdinand Magellan, Christopher Columbus, Leif Ericson, John Cabot, Juan Ponce de Leon, Jacques Cartier, Hernando Cortez, Sir Frances Drake, Samuel de Champlain, and Henry Hudson) by drawing the name out of a hat.
• Distribute the following instructions for assignment:
• Research assigned explorer using classroom reference materials (books, WebQuest) and answer the following questions:
• Name the explorer
• Where did he begin his journey?
• What year did he begin his journey?
• What did he discover?
• What year (exact date if found) was it discovered?
• What did your explorer go on his journey? What was he searching for?
• Monitor pair participation and cooperation.
• Evaluate Research Worksheets to assure they are completed at the satisfactory level (see Assessment Rubric).

Students will:

• Begin research according to stated criteria and continue during designated class time over a period of one week.
• Complete Research Worksheet by Day 6 of assignment at a satisfactory level.

Content Focus (Day 6):

Teacher will:

• Distribute the following instructions for next phase of assignment:
• Enter Research Worksheet data into the database.

Students will:

• Enter data from Research Worksheet into database.

Content Focus (Day 7):

Teacher will:

• Distribute the following instructions and worksheet for next phase of assignment:
• Complete the Scavenger Hunt Worksheet by doing the following:
• Sort explorers by year, from earliest to most recent.
• Which explorers originated in Spain?
• Sort explorers alphabetically backwards.
• What did Juan Ponce de Leon discover?
• When was it discovered?
• What year was America discovered?
• Who discovered America?
• Assess the Scavenger Hunt worksheet to assure they are completed at the satisfactory level.

Students will:

• Complete the Scavenger Hunt Worksheet individually using the compiled database.
• Complete Scavenger Hunt Worksheet by Day 7 of assignment at the satisfactory level.

Closure (Day 8-10):

Teacher will:

• Distribute the following instructions for the next phase of this assignment:
• Imagine you are the explorer and write a journal entry about your day.
• The entry should be one paragraph in length.
• BE CREATIVE !!
• Include:
• Name of explorer
• Place of origin
• What they discovered
• An interesting fact you learned about him through your research.
• Monitor student progress and assist as needed.
• Assess the Journal entry to assure it are completed at the satisfactory level.

Students will:

• Complete the Journal Entry individually using the instructions given by the teacher.
• Complete Journal Entry by Day 10 of assignment at the satisfactory level.

EVALUATION

The teacher will evaluate students by:

• Students’ research information sheet is complete and the information they supply from their research is correct.
• The database entries in the class database are correct and complete.
• Students’ scavenger hunt worksheet is complete and correct.
• Diary entries reflect accurate elements of the explorer’s life, are grammatically correct, and are written from the point of view of the explorer.
• Observing whether student’s work cooperatively in pairs and that each student contributes to the Research Worksheet.

Individual Assessment Rubric

Assessment	More than Satisfactory	Satisfactory	Unsatisfactory
Research Information Sheet (Pairs receive same grade) (30 points)	__________________	The sheet is complete with correct information. (30 points)	The sheet is incomplete and/or includes incorrect information. (0-27 points) (Can be revised up to 27 points)
Peer Cooperation (10 points)	__________________	Students worked cooperatively in pairs and each contributed to the Research Worksheet. (10 points)	Students did not work cooperatively in pairs and/or each did not contribute to the Research Worksheet. (0-5 points)
Scavenger Hunt Worksheet (25 points)	__________________	The sheet is complete with correct information. (25 points)	The sheet is incomplete and/or includes incorrect information. (0-22 points) (Can be revised up to 22 points)
Diary Entry (35 points)	The entry contains accurate and appropriate biographical information, few or no grammatical errors, and is creatively written in from the point of view of the explorer. The entry reflects substantial effort. (32-35 points)	The entry contains accurate and appropriate biographical information, minimal grammatical errors, and is written from the point of view of the explorer. The entry reflects adequate effort. (25-31 points)	The entry contains inaccurate or inappropriate biographical information and/or excessive grammatical errors, and/or is not written from the point of view of the explorer. The entry reflects little effort. (0-24 points)

Appendix A -– Research References

Leif Ericson and the Vikings

Janeway, E. (1981). The Vikings. New York: Random House.

Millard, A. (1994). Eric the Red: the Vikings Sail the Atlantic. Austin, Tex: Raintree

Steck-Vaughn.

Simon, C. (1991). Leif Eriksson and the Vikings. Chicago: Children’s Press.

Christopher Columbus

Soule, G. (1988). Christopher Columbus: On The Green Sea of Darkness. New York:

Franklin Watts.

Ventura, P. (1992). 1492: The Year of the New World. New York: Putnam.

Weisman, J. (1990). Christopher Columbus and The Great Voyage of Discovery. Lowell,

Mass.: Discovery Enterprises.

John Cabot

Kurtz, H. (1973). John and Sebastian Cabot. New York: F. Watts.

Larkin, Tanya. (2001). John Cabot. New York: PowerKids Press.

Juan Ponce de Leon

Crisfield, D. (2000). The Travels of Juan Ponce de Leon. Austin, Tex: Raintree Steck-

Vaughn.

Sakurai, G. (2001). Juan Ponce de Leon (Watts Library: Exploration). New York: F.

Watts.

Jacques Cartier

Harmon, D. E. (2000). Jacques Cartier and the Exploration of Canada (Explorers of the

New Worlds). New York: Chelsea House.

Blashfield, J.F. (2001). Cartier: Jacques Cartier in Search of the Northwest Passage

(Exploring the World). Compass Point Books.

Hernando Cortez

Castillo, B.D. & Brown, M.W. (1988). Cortez and the Conquest of Mexico by the

Spaniards in 1521. Shoe String Press.

Prescott, W.H. (1948). The Conquest of Mexico. New York: Messner.

Sir Frances Drake

Duncan, A.S. (1993). Sir Francis Drake and the Struggle for an Ocean Empire. New

York: Chelsea House.

Goodnough, D. (1979). Francis Drake. New Jersey: Troll Associates.

Hook, J. (1988). Sir Francis Drake. New York: Bookwright Press.

Samuel de Champlain

Grant, M.G. (1974). Champlain: Explorer of New France. Mankato, Minnesota:

Creative Education.

Kent, L.A. (1959). He went with Champlain. Boston: Houghton.

Morison, S. (1972). Samuel de Champlain, Father of New France. Boston: Little, Brown

& Co.

Henry Hudson

Harley, R. (1993). Henry Hudson. Makwah, N.J.: Troll Associates.

Gerson, N.B. (1965). The Magnificent Adventures of Henry Hudson. New York: Dodd.

Amerigo Vespucci

Alper, A. F. (1991). Forgotten Voyager: The Story of Amerigo Vespucci. Minneapolis:

Carolrhoda Books.

Wilbur, K.C. (1996). Early Explorers of North America. Guildford, CT: Globe Pequot Press

Vasco de Balboa

Marcovitz, H. (2001). Vasco Nunez de Balboa: The Discovery of the South Sea (Explorers of the New Worlds). New York: Chelsea House Publishing.

Sterne, E. G. (1961). Vasco Nunez de Balboa. New York: Knopf.

Ferdinand Magellan

Stefoff, R., and Goetzman, W. H. (1990). Ferdinand Magellan and the Discovery of the

World Ocean (World Explorers). New York: Chelsea House Publishing.

Syme, R. (1953). Magellan, First Around The World. New York: Morrow.