Exploration

Author: Nicki Villa, Alexea DiNoto, Gino Fragoso Silva

VITAL INFORMATION

Unit Title Magellan & Columbus: Two Voyages

Subject(s) Social Science

Grade/Level 5th

Time Frame 9 days

Summary For the first portion of the unit students will focus on a DBQ related to
Ferdinand Magellan, a prominent explorer who reached the East Indies.
Students will then move onto Columbus where they will listen to a piece
of literature and plot markers on Google Earth to show his voyage. They
will also keep a diary or travel log. Lastly, students will use their
knowledge to compare and contrast the explorers and write a final essay
about either explorer.

STAGE 1: DESIRED RESULTS

Common Core/ HSSCS 5.2 - Students trace the routes of early explorers and describe the
Content early explorations of the Americas.
Standards CCSS.ELA-LITERACY.RI.5.5 - Compare and contrast the overall
structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in two or more texts.
Visual Performing Arts 5.1- Use theatrical skills to dramatize events and
concepts from other curriculum areas, such as reenacting the signing of
the Declaration of Independence in history-social science.
CCSS.ELA-LITERACY.W.5.2 - Write informative/explanatory texts to
examine a topic and convey ideas and information clearly.

Big Ideas The 16th century had many explorers traveling from different countries to
find the New World. Columbus and Magellan were two explorers who
aspired to find new territories to claim for their countries.
 Enduring Columbus traveled in the Americas.
Understandings Magellan was first to circumnavigate the globe.

Essential Why did people want to reach America?

Question(s) Why were countries sending out explorers?
What were some of the hardships the explorers faced?
What did America have that other countries and/or explorers wanted?

Vocabulary Magellan
Columbus
Ship
Rudder
Mast
Harbor
Niña
Santa Maria
Pinta
Integrity
Fearlessness
Navigational skills
Concern
Dedication
Discipline
Emotional Stability

Processes/Skills SWBAT explaining their reasoning

SWBAT cite specific events
SWBAT write a five-paragraph essay

STAGE 2: ASSESSMENT EVIDENCE

Performance Final writing assignment: Choose from Columbus or Magellan and

Task (PT) identify three important events that occurred during their exploration of
America.

Goal When the unit is complete students should have a clear understanding of
the differences and similarities between Columbus and Magellan’s
voyages even though they took place a few decades apart. The goal of the
 unit is for the class to be able to discuss the two explorers and apply their
knowledge by writing about either explorer.

Role Students will write an informative essay, diary entries/travel logs, and plot
markers on Google Earth to show Columbus’s voyage. They will become
experts on Magellan and Columbus.

Audience 5th graders

Situation The Explorers unit is important because it provides a small introduction

into voyages and eventually colonies. The students learn about two
explorers. In the Columbus portion of the unit, students pretend that they
are aboard Columbus’s ship.

Product/ Product: Students will write a five-paragraph essay identifying three

Performance important events that occurred during their respective voyages. Each
event will have an argument for why it was chosen.

Standards/ The following must be included in each paragraph

Criteria for Paragraph 1:
Success Grabber, State the question, Thesis
P 2, 3, and 4
The event, supporting detail with citation, and argument
Paragraph 5:
Conclusion: Restatement of the main idea

Other Evidence The DBQ itself and the documents analyzed

Google Earth map & travel logs/diary entries

Student Self- Students will have an opportunity to assess their own writing before
Assessment getting an opportunity to make revisions and turning it in.
(SSA)

STAGE 3: LEARNING PLAN

Daily Lesson Lesson 1: Unit Introduction and Magellan DBQ

Organization Lesson 2: Magellan DBQ
Lesson 3: Magellan DBQ
Lesson 4: Magellan DBQ Wrap-Up & Columbus Introduction
Lesson 5: Pedro’s Journal: A Voyage with Christopher Columbus &
Mapping His Expedition Route
Lesson 6: Columbus’s Expedition Route Activity Cont’d
 Lesson 7: Compare/Contrast Exploration Then and Now
Lesson 8: Student Explorer Performance
Lesson 9: Final Assessment - Writing

Daily Lesson Lesson 1

Plans (Lessons Lesson 2
are hyperlinked) Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9