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Explorers Unit Differentiation - Coggle Diagram
Explorers Unit Differentiation
Level 1) I understand the geography of the explorers units. I can name the different types of objects on a map such as river, peninsula, canal, contents.
Group 1: Will make a pamphlet or video presentation on 10 different land forms, using specific locations and names that were discussed in the Unit
Group 3: Create a 10 question multiple choice Kahoot game about 10 landforms. (ELL: Games on Kahoot may be written in home language and peer-reviewed by another person in the class who speaks the same language) (Learning Support: students may receive help from an assistant, peer, or teacher to create game)
Group 2: Will make a 3-D model of 5 different landforms, focusing on the characteristics of the landforms themselves, with one or two examples of the specific landforms from the explorers discussed.
Leif Eriksson
Marco Polo
Christopher Columbus
John Cabot
Hernando Cortes
Jacques Cartier
Sir Francis Drake
Henry Hudson
Level 3) I can generally place the timeframe of years of exploration for the different explorers
Group 1: Create a timeline with exact years of different events of importance in relation to the 5 explorers.
Group 2: Create a timeline that shows within the nearest decade of 3 different explorers adventures.
Group 3: create a vocabulary word find and or connection lines for the terms regarding years/centuries/decades/timeline and the different explorers. (ELL: create a translation sheet to put on display in the hall for the different terms) (LS: Use a shape like circles or squares to represent the difference in centuries, decades, years, etc)
Level 4) I have an understanding of the different concepts of the motivation of the explorers and why they might leave and go out to new places. These being: trade, religion, and land.
Group 2: List the major reasons of the explorers and their supporters for adventuring, and explain why you think it was or was not necessary
Group 3: Explain trade, religion, and land in your own words on an audio recording (ELL may use a translation tool such as google translate or answer yes/no questions to help form understanding) (LS may do a short skit or charades to show and build understanding)
Group 1: Describe motivations of the explorers and relate it to people of today and how that might apply still
Level 5) I can speak in depth and answer questions about at least 1 explorer and what their journeys and adventures were like.
Group1: Memorize a billboard presentation with pictures and graphs/charts and receive and answer questions from an audience about their chosen explorer.
Group 2: Make a slide presentation about their chosen explorer, using interesting images and 3 facts about the explorer and their journeys.
Group 3: Choose one explorer and write a short story with pictures about their adventure. Include at least 5 pages, with one sentence per page minimum. (ELL: provide word banks of proper names, nouns, and verbs, along with translation) (LS: create sentence starters and even fill in the blank sentences for supporting student writing)
Level 2) I can name most of the explorers by heart and know where they came from and who was supporting their adventures. These explorers being:
Group 1: Name all of the explorers by heart and explain who their supporters were in a quiz bowl style game.
Group 2: Name most of the explorers and their supporters via a mind map or creating a connect the explorer with the supporter and origin location worksheet for others in the class
Group 3: Create a Graphic Organizer with 5 explorers, listing name, location of origin, and supporter (ELL: Students may choose to replace one explorer from their native land or country of same language) (LS: may have a worksheet for 5 most prominent explorers and then choose origin and supporter from a word box provided)