|
Additional Search Results 31 - 40 of 366 for Explorers
|
 |
31. Past Faces and Places of South Dakota
...torical eras to determine connections and cause/effect relationships. SD Content Standard Benchmarks: : Goal 1: Indicator 1: Benchmark C: 2.explain the impact of people and geograghic location on the growth and expansion of South Dakota, emphasizing Manda, Arikara, Sioux, and other historic tribes; explorers (Lewis andClark and the Veredrye brothers) and traders (Pierre Chorteau and Manuel Lisa); railroad expansion and town building; and homesteaders and gold miners; and rainfall, prairie, Great Plains, Black Hills, and the Missouri River system. Other Content Standards: History: Goal 1: Indicator2: Eva...
|
|
32. Polar Expeditions
...son plan support Enter Username Polar Expeditions _ Buy this video View _ discussion _ _questions _ Watch a video clip Real Player Windows Media _ Access _ resources you have created Objectives under your Students will login. Teacher Tools such as: discuss the hardships and obstacles the four polar explorers faced and how they overcame Lesson Plan them; and Creator, Quiz create a scrapbook highlighting the journey of one of these explorers. Builder, and Worksheet Materials Generator are no longer available. Computer with Internet access You can create World map new lesson plans Library resources and qui...
|
|
33. BAE - Educators page
...use positive 2. Explain that thinking, affirmations and other the mind is techniques to keep themselves like an motivated. anchor on the evening news-it does a running commentary on everything that goes on in a student's life: feelings, friends, an upcoming Liv loves to read about other test, next explorers. Reading about how week's big other explorers game, etc. achieved their dreams give Liv Students internal motivation. might not even be aware of these thoughts, but they're there all the same. Sometimes the thoughts are positive ("Wow, I'm awesome!"), and sometimes they're negative ("Why even bother...
|
|
34. Polar Adventure Polar Adventure: Read All About It!
...r make a timeline summarizing the adventure. 3. Divide the class into small groups. Assign each group either the Arctic region (North Pole) or Antarctic region (South Pole). Tell each group to focus on either a recent or a historic expedition to their region. 4. Give students time to research their explorers. If you have Internet access, students can use the Web sites listed below. 5. Guide students in discussions to decide what form their report will take. Possible forms include timelines, newspaper reports, and annotated maps. 6. Display the reports on a bulletin board or assemble them into a class al...
|
|
35. Inaccuracy in Discoveries - Analysis of Historical Accuracy
...ite will provide a map of Europe, from which students must name the key nations that took place in the Age of Exploration. This site will be displayed through the television and computer link. www.teachervision.com/lesson-plans-766.html - This site is used to extract reading information on myths of explorers. Copies (30) will be distributed. www.teachervision.com/lesson-plans-1599.html - This site is used to extract reading material on Christopher Columbus and his voyage. Copies (30) will be distributed. Projector TV w/ Connection to desktop Computer Desktop Computer Textbook: Beers, Burton F. World His...
|
|
36. Renaissance Personalities / Social Studies/ Sixth Grade
...Products: The students will create a poster focusing on famous people of the Renaissance period. The students will present their posters to the class. Assessments Performance Assessments: Description: Students will research people from the Renaissance period including leaders, artists and writers, explorers, and inventors. Students will select information from their research and present it in the form of a poster. The posters will be evaluated using the criteria on the attached checklist. (Knowledge, Reasoning, Skills, Products) Poster_Rubric_Anderson.doc - Rubric Other: Description: The teacher will o...
|
|
37. What's Important?
...iltering, or summarization, allows students to understand and recall the important information after reading. Summarization must be systematically taught in order to help students understand and remember what they read. Materials: ?Lewis and Clark? http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/explorers/lewisandclark (printed out- enough for all lesson participants) notebook paper pencils checklist for assessment of summarization rules (written on poster board) : 1. Deleted redundant information ___ 2. Found and used keyword terms ___ 3. Created and used topic sentence ___ 4. Took out unneeded info...
|
|
38. Explorers - Then and Now
Explorers: Then and Now Jean Barber 5^th Grade/Social Studies Payette School District Content Area Objectives Addressed: Upon the completion of this unit the students will be able to: Name and discuss three reasons for exploration Name and explain three hazards/obstacles encountered by explorers Name five exp...
|
|
39. Creating a Newspaper
...raise money (fundraising/advertising) to publish their newspaper and to have them understand some of the decisions that go into the length and distribution of a newspaper according to the amount of money invested in it. To help the class publish a newspaper focusing on what it has learned about the explorers and their accomplishments. Content Areas: History - newspaper focus is on historical events Language Arts - writing and editing involved in publishing a newspaper Math - figure out the cost of each newspaper Materials: A variety of newspapers the students brought from home or that the school (or tea...
|
|
40. The British in Bengal and Jamestown
...NCE The British explored the Americas with two goals in mind: to find the abundant quantities of gold rumored to exist in the New World and to discover a shorter water route (than traveling around the tip of Africa) to India in order to take advantage of a booming trade in silks and spices. British explorers who ended up in America, however, stumbled upon very different situations The comparison of British colonies in India and North America enables students to gain real insight into British motives for exploration and discovery. INVOLVEMENT OF THE LEARNERS Ask students "Why do you think we call native...
|
|
