EDUC 420A: ELEMENTARY FIELD EXPERIENCE III

LESSON PLAN TEMPLATE

Subject/topic; History Grade/class; 5th Time/period; October 31, 2016 Lesson date: 2
SOL:
U.S. 1. 4 b. The student will demonstrate knowledge of European exploration in North
America and West Africa by describing cultural and economic interactions between
Europeans and Native Americans that led to cooperation and conflict, with emphasis on
the American Indian concept of land.
Content outline:
The purpose of this lesson is to inform students on the exploration of specific explorer
(Francisco Coronado, Samuel de Champlain, Robert LaSalle, and John Cabot)
and how their exploration through cultural and economic interactions with the American
Indians led to the concept of territory and land which affected our history. Key terms
include colonize, explorer, and conquer.
Rationale:
This information is important for the students because the exploration of these explorers
led to the development of our country. Each explorer brought new ideas, traditions,
cultural and economic policies that play a large role into the development of our
multicultural society today.
Objective(s) of the lesson:
After the lesson students will be able to retell who the conquerors are, what regions of
North America they conquered and their importance throughout the U.S. They will do
this by writing their exit slip, one fact they learned from one of the four conquerors.
Lesson Opening:
I will begin by opening the lesson with key terms. I will ask them to define what it means
to be an explorer and if they have ever explored anything, even if it was in their
backyard. I will continue this process of asking questions to assess what they previously
know about exploration. This will transition into the powerpoint where I will explain to
them about the four different explorers.
Connection:
The connection is that students have prior knowledge on other European Explorers such
as Christopher Columbus. They have previously learned about his voyage and interaction
with the Pilgrims to American Indians. The learning of these new explorers further
expand their knowledge about the development of the U.S., trade, conflict, and
exploration.
Instructional Strategies/Processes:
1. Introduce Myself- 2 Minutes

2. (Hook) Ask students about times that they have explored, what they know about
exploration and any other previous information they have learned. Ask them if
they have traded anything with siblings or friends (5-7 Minutes)
3. Transition their responses into the powerpoint slides 7-12. (8 Minutes)
4. As we go over each explorer, the students will make their own trading card. It
will have a picture of the explorer and the students will paste the correct strip with
the key information in the appropriate section they need to remember for that
specific explorer. (10 Minutes)
5. After going over the powerpoint slides, there will be four stations. Each station
will be something different. Each station will be no longer than 5 Minutes. Total
20 Minutes
1. Station 1: Students will match the explorer name with the area they
explored and conquered.
2. Station 2: Students will match the explorer with what impact they left on
the New World. Example- Christianity, spices, furs, disease
3. Station 3: Students will match the key vocab words to the definitions.
Example: trading posts, conquer, explore.
4. Station 4: Students will match the picture of the explorer with the correct
name.
6. Students will complete their exit ticket by writing down one piece of information
they learned about a specific explorer. ( 2-5 Minutes).
7. If there is extra time, we can explore the websites on the powerpoint, or students can
draw a picture of an exploration they would like to go on.
Products:
Trading cards that match the powerpoint notes so students can quickly access the
information. If there is time for the drawing, students will have a product of what their
own exploration will look like.
Assessment:
Throughout the lesson I will constantly be informally assessing the students by answering
questions throughout the powerpoint as well as reading out loud information from the
slides.
Closure:
Following the end of the lesson students will write down one piece of information they
learned onto an exit slip. I will collect these from the students as they leave for their next
class.
Homework: None
Differentiation:
This plan can be altered to meet any students need. This lesson will all be done together
as a class so teacher can assist anywhere needed. Stations will consists of groups and
students will work together to complete assignment. There are a few students with
learning disabilities so I will monitor closely and make sure their trading cards that match
the powerpoint are completed for them so they can stay on pace with the class. There is
group work, guided instruction, and individual work to formulate this lesson.

Materials/Equipment:
Powerpoint
Explorer trading card- notes for powerpoint
Mix and Match cards for each station
Paper- drawing and exit slip

Spain:
Fransico Coronado
Years Explored: 1540
Permanent Settlement:
No, after 1541 was ordered back to Spain
Motive for Exploring:
Looked for seven cities of gold, could not find it.
Other Facts:
Brought Christianity to the New World and
European diseases such as small pox.
France:
Samuel de Champlin
Years Explored: 1609
Permanent Settlement:
Yes, Quebec

Motive for Exploring:

Colonize continent of North America
Other Facts:
In attempt to order a fur trading post,
He created first permanent French
Settlement.
Robert LaSalle
Years Explored: 1666
Permanent Settlement:
Yes at Fort St. Louis
*Modern day Illinois.
Motive for Exploring:
Was trying to find a passage to Asia,
But had little knowledge, and
Ended up finding the Great Lakes
Instead. Also claimed the Mississippi
River Valley (Great Lakes to Gulf of
Mexico)
Other Facts:
Established trading posts with
Indian Hunters to trade animal furs
and spread the
Religion of Christianity.
England
John Cabot
Years explored: 1497
Permanent Settlement:
No, Sailed back to England
After exploration
Motive for Exploring:
Claim lands in North America
Other Facts:
Learned farming techniques
From the American Indians
And traded with the local Indians
Such as fur and weapons.