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Angel
Indianapolis Public Schools
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Famous Canadian Explorers: Put Yourself in Their Shoes

By: Erin Bassett

In this PBL project, students will trace the footsteps of famous Canadian explorers to answer the question: What does it take to be an explorer?

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Curriculum objectives Materials and Resources Investigations and activities Assessment

Curriculum objectives

Learner objectives

  • Students will research different Canadian explorers
  • Students will build research techniques, strategies and deductive reasoning skills
  • Students will practice map reading skills
  • Students will create informative speeches to deliver at a mock press conference

Indiana State Standards

6.1.21 – Form research questions and use a variety of information resources to obtain, evaluate, and present historical data on the people, places, events, and developments in history of Europe and the Americas.

6.1.11 – Analyze the interconnections of people, places, and events in the economic, scientific, and cultural exchanges that led to the European Renaissance and voyages of discovery.

6.3.2 – Use latitude and longitude to locate places on Earth and describe the uses of locational technology, such as Global Positioning and Geographic Information Systems.

6.3.3 – Identify the names and locations of countries and major cities in Europe and the Western Hemisphere. Identify the states of Mexico and the provinces of Canada.

6.3.4 – Describe major physical characteristics of regions in Europe and the Americas.

6.5.5 – Identify examples of inventions and technological innovations that have brought about cultural change in Europe and the Americas and examine their impact.

Technology Standards

3 – Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.

4 – Use content-specific tools, software, and simulations to support learning and research.

5 – Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.

6 – Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.

8 – Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.

Information Literacy Standards

1 – The student who is information literate accesses information efficiently and effectively.

2 – The student who is information literate evaluates information critically and competently.

3 – The student who is information literate uses information accurately and creatively.

4 – The student who is an independent learner is information literate and pursues information related to personal interests.

7 – The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

8 – The student who contributes positively to the learning community and to society in information literate and practices ethical behavior in regard to information and information technology.

9 – The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

Materials and resources

Teacher and Student Resources

Internet resources

www.civilization.ca/vmnf/explor_e.html - A listing of information about explorers

www.enchantedlearning.com/explorers/canada.shtml -This is a database of information about Canadian explorers or people who explored Canada

http://canadaonline.about.com/ -A database of resources on Canada. This site also covers many current issues.

http://www.cdli.ca/CITE/explorer.htm - Information about explorers. Organized by country that the person is from.

http://www.pbs.org/empireofthebay/ - A website about a PBS documentary about the Hudson Bay. The site also includes transcripts of the program, quizzes, profiles of explorers, and more information.

http://www.plpsd.mb.ca/amhs/history/cartier.html - Information about Jacques Cartier.

http://www.mta.ca/faculty/arts/canadian_studies/english/about/multimedia/explorers/ - Database of Canadian Explorers

Investigations and activities

Day 1 - Aug. 13 Introduction to basic map skills / Introduction to Angel (journaling)
Day 2 – Aug. 16 Students will make their maps of Canada (journaling)
Day 3 – Aug. 17 Students assigned to groups and begin researching their explorer (journaling)
Day 4 – Aug. 18 Students work to complete an information sheet about their assigned explorer (journaling)
Day 5 – Aug. 19 Students work to complete an information sheet about explorer and to begin their Virtual Backpack (journaling)
Day 6 – Aug. 20 Students complete their Virtual Backpack (journaling)
Day 7 – Aug. 27 Calculations and problem drawing (journaling)
Day 8 – Sept. 3 Movement, Problem solving (journaling)
Day 9 – Sept. 17 Movement, Problem solving (journaling)
Day 10 – Sept. 24 Movement, Problem solving (journaling)
Day 11 – Oct. 1 Movement, Problem solving (journaling)
Day 12 – Oct. 8 Movement, Problem solving (journaling)
Day 13 – Oct. 22 Movement, Problem solving (journaling)
Day 14 – Oct. 29 Research / Plan Press Conf
Day 15 – Nov. 1 Research / Plan Press Conf
Day 16 – Nov. 2 Research / Plan Press Conf
Day 17 – Nov. 3 Plan Press Conf / Practice Speeches
Day 18 – Nov. 4 Press Conf.
Day 19 – Nov. 5 Press Conf.

Assessment

Points will be given for the Canadian Cartographers activity, Explorer Information sheet, Virtual Backpack and Ongoing Journal on Angel

A rubric will be used for the Press Conference:

Press Conference Rubric