EARLY EXPLORERS6th GradeMrs. Tuttle

The Age of Exploration

Would you board a wooden ship with a group of total strangers and set sail across the ocean without a phone, electronic navigation equipment or a good map? NO?! Well, too late.

You are the only 11 year old stowaway on the ship that just left Spain or Portugal and no one knows you are on board. Go to the Task page to find out how you are to survive the next two or more years….

Task…

Task

1. You and one partner will choose the explorer you would like to travel with on the trip.

2. Decide on the voyage you would like to take.3. Research/Divide up the work to be

completed4. Take notes5. Write a persuasive letter with maps, facts

and pictures back to your worried family. You want to convince them to let you stay and become a sailor!

6. Advance to Process…

Process

Day One: Choose an Explorer Instructions

Day 2-5 Research your Explorer Instructions

Final Project: Write your letter home Advance to Persuasive letter

Day 2-5 Instructions

Job Descriptions-See handoutsExplorer FactsExplorer AccomplishmentsMaps of ExplorationNavigation: Ships

Explorers Links/Resources

Day One Instructions

Choose from the Explorers list below: Columbus (1492) Ferdinand Magellan (1519) Jaques Cartier (1534-1535) Hernando De Soto (1539-1542) Francisco Vasquez de Coronado (1540-1542) Henry Hudson (1609)

Persuasive Letter

Remember-you are an eleven year old stowaway so you will first need to explain why you left without telling anyone.

Then, you must describe your journey and the explorer you have been traveling with.

Persuade your parents to let you stay aboard the ship and sail the seas!

Include artifacts: maps, descriptions of explorer, ship and voyage. You’re narrating a story of adventure!

Finalize your persuasive letter to your family! Evaluation Links/Resources

Links and Resources

Explorers Navigation Ships of Exploration Ships of Columbus Aztecs and Incan civilizations after

“discovery of lands”

  1 2 3 4 Score

Writing/Content

Return to Home

Includes little persuasive

information and only one or two facts

about this explorer and his journey.

 

Includes some persuasive

information with few details and few facts about this explorer

and his journey.

 

Includes persuasive information with

some details. Includes enough

elaboration to give readers a clear picture of the

explorer and his journey.

 

Covers topic convincingly and in

depth. Includes descriptive details. Information makes direct connection

between the explorer and his journey.

 

 

Research Requirements

Includes 1 or less maps, few graphics

from outside sources, and poor or

inappropriate use of all elements: fonts,

layout, graphics, maps

 

Includes 1 map, fewer than 3 graphics from outside sources, good use of at least one element: fonts,

layout, graphics, maps

 

Includes 1 map, 3 or more graphics for

outside sources, and good use of two elements: fonts, layout, graphics,

maps

 

Includes more than 1 map, more than 3

graphics, has a completely finished product, good use of all elements: fonts,

layout, graphics, maps

 

 

Mechanics

 Includes more than 5 grammatical errors,

misspellings, punctuation errors,

etc.

 

Includes 3-4 grammatical errors,

misspellings, punctuation errors,

etc.

 

Includes 2-3 grammatical errors,

misspellings, punctuation errors,

etc.

 

Grammar, spelling, punctuation,

capitalization are correct. No errors in

text.

 

 

Cooperative Group Work (Individual)

Cannot work with others in most

situations. Cannot share decisions or

responsibilities.

 

Works with others but has difficulty sharing

decisions and responsibilities.

 

Works well with others. Takes part in most decisions and

contributes fair share to group.

 

Works well with others. Assumes a

clear role and related responsibilities.

Motivates others to do their best.

 

 

Cooperative Group Work (Group)

 

Group required teacher assistance with dividing tasks,

helping and resolving differences.

 

Group had difficulty dividing tasks, did not help each other and

required teacher assistance to resolve

differences.

 

Group divided tasks, occasionally helped

one another but required teacher

assistance to resolve differences.

 

Group divided tasks, helped one another

and worked to resolve differences.

 

 

Total Score: