Explorers

Lesson # 9 Explorers (3 days)

To begin our lessons on explorers, we brainstormed with the students using a KWL chart.  We discussed what they already knew about explorers, what information they wanted to know and then after the third day we discussed what we learned after our 3 days.  Some of the questions we pondered were:  What does it mean to explore?  Why do people explore? How do they travel? What do they explore?  Where do they explore?   After discussing these questions, we viewed a map of the world and talked about why trading was important to explorers.  We looked at some of the trade routes and showed video clips of a few explorers from a variety of countries including China, England, France, Portugal, Spain, Italy and India.  After gaining some background information, the students were broken into groups of 3 and given more detailed information on the country they were assigned to.  Then, they were to explore the new information they had and create some props they would be using the next day to act out "trade" with their group and the whole class.  They would become the teachers.

Included in their "hand outs" were a trading card with how to say "hello" in that country's language, objects that would've been traded by that country, an example of their flag,  a map, and a picture of an explorer from that country with information.  The students worked together to create the props they would need and the information they would need to know to share with the class.

On the last day, students participated in an explorer trading activity using all of the knowledge they gained from the past few days.  The students reinacted sailing on a ship from their country to another country.   They greeted the people from that country in their native language and then traded goods with them.  We did this for a while so that all groups would have ample time to trade and experience how it might have felt to be an explorer.  It was a lot of fun and by learning in a more "hands on"/ acting out method, I believe the understanding was more in depth for the students and it will probably be something they remember participating in.  


Below are some pictures from the previous lesson on Vikings and Native Americans.

He's loving Mrs. Kneeland's Viking Story

Working hard on his Viking ruin

Native American Buffalo Skin 

Moving on our timeline...

Vikings - Lesson #8 (3 days)
On the first day of lesson #8, students learned about the Viking culture years ago. They reviewed their shelter, food, clothing, and games and located the Viking's travels from Sweden, Norway and Iceland. On the second day, students learned about the Vikings art of picture writing with runes. After viewing several examples, students were given their own rune alphabet and stone to create their family names Viking style. If the student was a boy, they would use their father's first name and add -son. For example, if Jacob's father was (Simon) he would add -son to the end and be renamed Jacob Simonsson. If the student was a girl, they would use their father's first name and add -dottir. For example, if Sarah's father was (Simon) she would add -dottir to the end and be renamed Sarah Simonsdottir.

Big 6 question review with a historical image of the Vikings.

Viking clothing

Creating our own rune "stones"

The letter S rune style

On the third day, students learned more about the Viking longships. They studied the masts, shields, and sails so they could then create their own version. Students used watercolor to create a warm-colored sky and then layered a cool-colored wavy sea to place their ships to sail.

Starting our history timeline...

Native Americans - Lesson #7 (3 days)
On the first day of lesson #7, students learned about the six main groups of tribes that settled in the United States thousands of years ago. Students located and labeled each group on a map and zoomed in on the state of Wisconsin for our local history on the second day. They learned that Wisconsin Native Americans lived in wigwams and used all the natural resources while hunting, fishing, trapping, harvesting and practicing early agricultural techniques for survival. The Eastern Woodland Indians (Ojibwa and Dakota) inhabited our region and harvested wild rice, Manoomin or good berry, in the Lake Menomin area before it was dammed up in two areas. The class acted out the wild rice process and examined the rice before and after the removal of the outer husk. On the final day of the lesson, students listened to a Native American story, and learned that Native American tribes used symbols (pictographs) to communicate to each other because they spoke different languages. Students studied the symbols and then created their own version of a "buffalo" story shawl.

Students view a historical photo and take initial
notes using the Big 6?s.

Identifying family members on a canoe journey.

More note taking for our Native American Studies.

Mrs. Kneeland explains the outside husk of wild rice.

Students stand and act out the steps of the wild rice harvest.

Mrs. K. reads aloud a Native American story.

Hard at work adding symbols to our story shawls

Group photo our buffalo story shawls.

Drone aerial photo opportunity:)

Mr. Wigdahl hovered his drone in front of the Oaklawn 3rd grade AIM students this morning. Look, we were wearing our official t-shirts!

Lesson 5 and 6 ---Reader's Theater

The Surprise Suitcase

This week Melissa showed up with a suitcase filled with surprise props.  Some of the props she had were a viking cape, white gloves, and military helmet.  The students used the props as a spring board for interpreting the 6 big questions.  They discussed what the person who would be wearing the hat might be like.  Then volunteers came forward and put the prop on.  It was amazing what one simple prop will do to help with the transformation of a character.  The students changed their facial expression and body language to match the prop. They had fun with this!




We did a few body warm ups and, as usual, the students got involved right away release tension and warming up our mouths and bodies for some acting.

Body Warm Ups

Then we had the students watch and listen to a story on the smartboard.  It was "The Little Old Lady Who Wasn't Afraid of Anything".  The students began chanting with the story once they figured out the pattern:  shoes-clomp, shirt-shake, pants-wiggle, gloves-clap, pumpkin-boo  They were laughing and having a good time!

Next, we handed out the reader's theater script for this story and divided the class into two groups.  They were each assigned roles and they practiced their parts.  We spent time discussing the idea that even though most parts were small, it was up to them to make that character come to life.  It was nice that they only had to focus on one small part and do it well.

Mrs. Kneeland checking in on rehearsal

Reader's Theater at it's finest 

After  a week of rehearsing for a few minutes a day, the students performed the reader's theater for Melissa.  They did such a super job practicing dynamic reading and voice projection using expression.  The students watched each other perform and practice being a good audience member.  We shared positive comments with each other about what went well.  Then they asked if they could get the two groups together and do it as one whole group!