Title of Unit: Age of Exploration Title of Lesson: Europeans Arrive in the Americas Submitted By: Sandra Carrillo-Pinedo

A. Summary of the Lesson Plan: This social studies lesson is designed for 5th grade students to learn about the Age of Explorations. This lesson uses the 5th grade Houghton Mifflin Social Studies textbook United States History. (Pg. 96-103) B. Target Population: Grade Level: 5th grade Skill Level: Students at all learning levels Grouping: Whole group reading & discussions, independent for activity and assessment C. Materials: Vocabulary & Study Guide (Unit Resources pg. 30)- 26 copies Graphic Organizer (Unit Resources pg. 13)- 26 copies Houghton Mifflin 5th grade social studies book: United States History(pg. 96-103) Paper and pencils D. Objectives: o NV State Social Studies Standards o E9.5.4 Describe how income reflects choices people make about education, training, skill development, lifestyle, and careers.

Student-Friendly Standards E9.5.4 I can describe how income reflects choices people make about education, training, skill development, lifestyle, and careers.

E. Procedure: 1. Refer to notes on TE 101- Get Set to Read. Explain the Study Guide students will complete as we read. Call students attention to the map on page 97 Identify & discuss lifestyles and careers. 2. Introduce vocabulary (epidemic, settlement, circumnavigate) 3. As a class, read pg. 96-101, stopping to ask questions as indicated in the margins of TE (pg. 97-101) 4. Students should take notes and record information on their Study Guide while we read; they can continue working on their Study Guide when we finish reading. 5. Ask questions listed in the margins of the TE as an ongoing check for understanding.
Nevada State College

TE 97- How did Columbus plan to reach Asia? TE 97- What did King Ferdinand and Queen Isabella hope to gain from Columbus journey?
EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: Age of Exploration Title of Lesson: Europeans Arrive in the Americas Submitted By: Sandra Carrillo-Pinedo

TE 97- Who did Columbus and his crew meet in the Caribbean? TE 98- Which parts of the Americas did Columbus reach? TE 98- In what ways was the arrival of Europeans in the West harmful? TE 98- What was the Columbian Exchange? TE 99- What foods came from Europe to the Americas? TE 99- What animals came to the Americas from Europe? TE 100- Who was Amerigo Vespucci? TE 100- How did Balboa reach the Pacific Ocean?

6. Discuss with your group- Christopher Columbus asked Ferdinand and Isabella for money to pay for a westward voyage to Asia. The first time he asked for it, he did not get the money, the second time he did but it wasnt until six years later. If he wouldnt have received that money at that time, how do you think this would have affected us, in relation to our lifestyle, career and country? 7. CLOSURE: Discuss the two statements in the Review and Assess section TE 101. F. Assessment: What will you use to measure student understanding? Students will write a short list of the plants that were part of the Columbian Exchange. Students will then describe which plants we still use now, and what they think they are used for considering that is part of our lifestyle. Students need to keep in mind that education also played a role in this. People had to educate themselves about plants before using them. E9.5.4 Describe how income reflects choices people make about education, training, skill development, lifestyle, and careers.

Explain how you will know students understand the concepts from the lesson. Students will write a list of plants that were part of the Columbian Exchange. Students will incorporate their thoughts about how this was important by telling me what plants are still used now and for what. This will allow me to measure their understanding on this exchange that has changed our lifestyle. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part to teach will be discussing that people continue to trade something for something else they need more. 2. Which part will be most challenging for you to teach?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: Age of Exploration Title of Lesson: Europeans Arrive in the Americas Submitted By: Sandra Carrillo-Pinedo

The hardest part to teach might be educating students that these trades, exchanges and getting money has really impacted who we are now. This has changed our lifestyle and careers from past ancestors. 3. How will you follow up or extend this lesson? As an extension to the lesson, I would use Extend Lesson 3 (pg. 102-103) Mapping New Lands. 4. What will you do for students who dont grasp the concepts? For the students that who dont grasp the concepts, I would use the Reteach Mini lesson on page 101. I would do this gathering in small groups of four to keep the noise level down. 5. Which part of the lesson, if any, do you think might need to change? I like the way this lesson has been created, I dont think I would make any changes except in bringing some artifacts or models to present with the lesson. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of this lesson plan was debating on the assessment. Therefore I first chose to have a group discussion to listen to students thoughts and ideas; this would serve as an informal assessment and it would allow me to know what my students understand of this lesson. The formal assessment includes having them create a list of the plants used in the Columbus Exchange. This was based on the lesson readings and short discussions throughout the reading.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: Age of Exploration Title of Lesson: Europeans Arrive in the Americas Submitted By: Sandra Carrillo-Pinedo

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4