L4+McAfee,+Kristen

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Mrs. Tripp
 * Date of Lesson:**
 * Grade Level:** 7
 * Topic:** Age of Discovery

__**Objectives**__

 * Student will understand that** there were only certain European countries exploring and settling the Americas after the late 1400s. They will also start to understand impact of exploration and settlement was significant for both Europeans AND Native Americans.
 * Student will know** how to identify the cause and effect of European Exploration in the New World.
 * Student will be able to** fill out a cause and effect

__**Maine Learning Results Alignment**__
//Maine Learning Results. E. History E1: Historical Knowledge, concepts, themes & patterns Grades 6-8: Americas to 1600: European exploration and settlement Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//


 * Rationale:** Students need to know how to identify cause and effect. This can be identified in history and the effect of European exploration directly impacts the history of the United States.

__**Assessment**__
Students will be asked to reflect on their understanding of cause and effect in relation to European exploration after taking part in the Sage group activity. They will be asked to look especially at the effects on Native Americans in this post.
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**
 * [|ComicLife] (50pts)** – Each student will create a ComicLife that assess their understanding of European motivations for exploration. Their comic should demonstrate their ability to compare and contrast the differing results of European exploration. Did they explore for trade? Did they explore to find gold? Did they explore for glory of their nation? Did they explore due to religious persecution? What happened after their voyage? Where did they land? Did they achieve their goal? Who did it help/hurt? Make sure you tell your audience, through your comic, which nation is the " villain" and which one is the "hero" during the Age of Discovery. This will be your assessment over lesson #4.

__**Integration**__
Technology: Students will be required to create a ComicLIfe that demonstrates their ability to compare and contrast the different European results of European exploration. Students can use pictures and word bubbles for thoughts and speaking. Art: Students will be required to create a ComicLife which uses pictures and drawings to tell a story creatively.

__Groupings__
There will be one sage group of four students. There will be five groups of four or more students. There will be four jigsaw tables, one for each sage and four group tables, a total of 8 tables for this activity.

__**Differentiated Instruction**__
__Logic:__ Thinking about cause and effect and consequence. Who’s action did what to whom? __Interpersonal:__ The sage activity __Intrapersonal:__ Blog entry post __Spatial:__ They’re being asked to imagine their garden in the hook __Kinesthetic__: The sage experience could be kinesthetic because students have to get up and move to the different sages. __Naturalistic:__ The students are being asked to imagine their garden in the hook – this gets the naturalistic kids thinking about the outdoors. Discussions about Native American way of life could always turn into a naturalistic discussion as well. __Linguistic__: The kids are talking about the cause and consequences with each other during the sage experience.
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations Absent: An absent student will have to meet with a classmate to talk about the information they missed and they can print our their cause and effect sheet on the class blog. They will have to turn in the cause and effect sheet within 24 hours of their return to school.
 * Modifications/Accommodations**

Students will be using ComicLife to demonstrate what they know about the topic. This is type II technology because students are able to add words and thoughts to pictures that would otherwise say something else or nothing at all.
 * Extensions**

__**Materials, Resources and Technology**__
Cause and Effect graphic organizers Writing utensils Student laptops

__Source for Lesson Plan and Research__
Effects of Portuguese exploration : http://www.ucalgary.ca/applied_history/tutor/eurvoya/africa.html - This link gives information about how Portuguese exploration effected both the African Natives and the people of Asia.

Effects of Spanish exploration: http://www.ucalgary.ca/applied_history/tutor/eurvoya/carib.html - This link gives information about how Spanish exploration effected the people of the Caribbean.

Effects of French exploration: http://www.u-s-history.com/pages/h1127.html - near the bottom of the page there is information about how the French excelled at exploring and some of the effects of their efforts.

Effects of English exploration: http://www.bookrags.com/research/overview-of-english-exploration-scit-031/ - this gives an overview that includes causes and effects of English exploration. They helped to contribute to European knowledge of world geography. Established trade interests.

Impacts of European exploration on the Southeast and Carribean: http://www.nps.gov/history/seac/outline/07-exploration/index.htm - this link provides information on how each European country impacted/colonized the area. All students are to read this link as it provides information about each European nation studied.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:**
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//
 * Beach Ball**: Students are able to move during the jigsaw activity. Students also have a choice of how they want to do their ComicLife project. They can use photos or create drawings. They can manipulate it how they want to.
 * Clipboard:** Students will be provided with a graphic organizer to help students keep track of the information they are learning.
 * Microscope:** Students will be able to analyze the information they already know and look at it in a deeper way. They already know about the motivations of the prominent explorers - therefore they know the reasons or causes for exploration. They have to think a little harder to figure out the effects of exploration on others and the world.
 * Puppy:** Students are expected to be respectful to one another in group activities. These students may also be able to look at, understand and empathize with the people effected by European exploration.

Rationale:**
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Students will be able to identify the cause and effect of European exploration by participating in a Sage group activity and then coming together in class discussion and lecture. Sage students will be able to demonstrate what they know and share with others and others will be able to learn more from their classmates. //Maine Learning Results. E. History E1: Historical Knowledge, concepts, themes & patterns Grades 6-8: Americas to 1600: European exploration and settlement Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.//

Rationale:** Students will be using their computers to create a ComicLife depicting the cause and effect of European exploration. __Logic:__ Thinking about cause and effect and consequence. Who’s action did what to whom? __Interpersonal:__ The sage activity __Intrapersonal:__ Blog entry post __Spatial:__ They’re being asked to imagine their garden in the hook __Kinesthetic__: The sage experience could be kinesthetic because students have to get up and move to the different sages. __Naturalistic:__ The students are being asked to imagine their garden in the hook – this gets the naturalistic kids thinking about the outdoors. Discussions about Native American way of life could always turn into a naturalistic discussion as well. __Linguistic__: The kids are talking about the cause and consequences with each other during the sage experience.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:**
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Students will be asked to reflect on their understanding of cause and effect in relation to European exploration after taking part in the Sage group activity. They will be asked to look especially at the effects on Native Americans in this post.
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**
 * [|ComicLife] (50pts)** – Each student will create a ComicLife that assess their understanding of European motivations for exploration. Their comic should demonstrate their ability to compare and contrast the differing results of European exploration. Did they explore for trade? Did they explore to find gold? Did they explore for glory of their nation? Did they explore due to religious persecution? What happened after their voyage? Where did they land? Did they achieve their goal? Who did it help/hurt? Make sure you tell your audience, through your comic, which nation is the " villain" and which one is the "hero" during the Age of Discovery. This will be your assessment over lesson #4.

__Teaching and Learning Sequence__
Classroom arrangement: (see attached)

Agenda Day 1 Sages decide which country they will be teaching other students about and review previous links about explorers and nations as well as notes Other groups decide together who will be learning about which country and they will spend their time reviewing their notes
 * Teacher provides students with three scenarios about the effects of peoples actions (10 minutes)
 * Students are orally quizzed about the causes of exploration (10 minutes)
 * Teacher hands out the cause and effect sheets and explains them (5 minutes)
 * Teacher gives lecture on the effects of exploration while students record the information on their cause and effect sheets (30 minutes)
 * Teacher chooses students to be sages and divides the rest of the class up into groups for sage activity (5 minutes)
 * Students start introductory group work (20 minutes)

Day 2 Assignment: Students look for pictures to use in their comic life product
 * Sage activity: Sages share what they know with their groups (20 minutes)
 * Sage activity: Members return to groups and share what they learned (30 minutes)
 * Teacher reviews with students what they've learned/shared (20 minutes)
 * Teacher informs students about the comic life activity (10 minutes)

Day 3 Assignment: Students work on comic life product & write a short entry in their blogs about how well they understood the cause and effects of exploration.
 * Teacher conducts a short review of the information they learned during the sage activity (10 minutes)
 * Student are given time work on their comic life projects (70 minutes)

Students will understand that there were only certain European countries exploring and settling the Americas after the late 1400s. They will also start to understand impact of exploration and settlement was significant for both Europeans AND Native Americans. The second understanding will be discussed further in the next lesson. Students will be learning about cause and effect and the consequences of exploration and settlement. Through this history lesson students will understand that their own actions have consequences that may affect others. //MLR// E1: Historical Knowledge, concepts, themes & patterns. Grades 6-8: Americas to 1600: European exploration and settlement. Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world. Students will be provided with three scenarios to think about that they might relate to: Scenario 1: Imagine that your class is planting a garden. You forget to water the plants. What happens to them? (Portuguese in South America) Scenario 2: Imagine that you did remember to water the plants and everything is beautiful. What would happen if the entire Sugarloaf Community came in and paved over your beautiful garden to make a basketball court? (Spanish & Native Americans, English to an extent & Native Americans) Scenario 3: Imagine that the Sugarloaf Community comes to you and tells you they really like basketball but they see why gardening might be something useful. They ask for you to teach them how to make a garden and in exchange they will share their love for basketball. (English to an extent & Native Americans, French & Native Americans) After these scenarios students are asked questions: Can you identify the cause and effect within these scenarios? How do you feel about any or all of these situations? Do you think this is fair? Is there fairness within the bounds of cause and effect? **Where Why What Hook** **Tailors:** Naturalistic, spatial, verbal

Students will be orally quizzed about cause and effect in exploration. The students will be provided with a graphic organizer that helps students organize their thoughts about cause and effect. Teacher will provide students with lecture info about the effects of exploration. **Equip Explore Tailors:** Verbal, spatial, logical

Students will be divided up into groups: 1 sage group and 4 other groups that will learn from the Sages. These two groups will be given time to review their information that they've been provided over the last couple of classes. Sages will be given links to follow to learn about effects of exploration. the teacher will go around and answer any questions during this time. The groups will be asked to decide who is visiting which sage. The groups will break off into the sage groups. The sages will tell what they know and the sage tables will get involved in discussion about cause and effect. The groups will then return back together and share what they learned. The sages will also share what they know with each other at that time. During this time the teacher will be circulating around answering any questions or prompting students in groups to think about different aspects. Teacher will bring the class together into a discussion to review and share what they learned. **Experience, Rethink, Revise, Refine, Tailors**: Interpersonal, logical, verbal

Students will self assess themselves by blogging about their projects and understanding of cause and effect. Students will be asked to create a ComicLife for their final product where they will portray their understanding of cause and effect in one or more European exploration scenario. **Evaluate, Tailors** intrapersonal, verbal, spatial


 * Content Notes**

Effects of Portuguese exploration : http://www.ucalgary.ca/applied_history/tutor/eurvoya/africa.html - This link gives information about how Portuguese exploration effected both the African Natives and the people of Asia.

Effects of Spanish exploration: http://www.ucalgary.ca/applied_history/tutor/eurvoya/carib.html - This link gives information about how Spanish exploration effected the people of the Caribbean.

Effects of French exploration: http://www.u-s-history.com/pages/h1127.html - near the bottom of the page there is information about how the French excelled at exploring and some of the effects of their efforts.

Effects of English exploration: http://www.bookrags.com/research/overview-of-english-exploration-scit-031/ - this gives an overview that includes causes and effects of English exploration. They helped to contribute to European knowledge of world geography. Established trade interests.

Impacts of European exploration on the Southeast and Carribean: http://www.nps.gov/history/seac/outline/07-exploration/index.htm - this link provides information on how each European country impacted/colonized the area. All students are to read this link as it provides information about each European nation studied.

Cause and effect charts
 * Handouts**