Enhanced Scope and Sequence - Virginia Department of Education ...
Enhanced Scope and Sequence - Virginia Department of Education ...
Enhanced Scope and Sequence - Virginia Department of Education ...
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Grade 3<br />
Session 1: Underst<strong>and</strong>ing What Makes a Good Explorer _______________________________<br />
Materials<br />
Closed box containing materials an explorer might need (e.g., magnifying lens, compass, hat, map, journal)<br />
Butcher paper or chart paper<br />
Instructional Activities<br />
1. Present students with a closed box that contains items an explorer might use (e.g., a magnifying lens,<br />
compass, hat, map, journal). Do not divulge the contents, but explain that the box contains items an explorer<br />
might use.<br />
2. Have students guess what items are in the box before opening it. After they guess, take out one item at a time,<br />
<strong>and</strong> ask students to describe the purpose <strong>of</strong> each. List ideas on the board or on chart paper.<br />
3. Explain to the class that you are beginning a unit on explorers.<br />
4. Begin a KWL chart. Draw a large ship with three sails on butcher paper. Write a letter on each sail (K, W, L)<br />
or make a chart on chart paper. Ask students what they already know about explorers, <strong>and</strong> write their<br />
responses on the K sail. Ask students what they want to know, <strong>and</strong> write their responses on the W sail or<br />
chart. Keep the ship/chart posted in the classroom for the entire unit. At the end, fill in what students have<br />
learned on the L sail or chart.<br />
5. Divide the students into small groups, <strong>and</strong> list the following characteristics on the board:<br />
adventurous<br />
physically strong<br />
popular<br />
healthy<br />
intelligent<br />
brave<br />
independent<br />
rich<br />
decision maker<br />
careful<br />
curious<br />
fame seeker<br />
6. In their groups, have students decide which characteristics are important for a good explorer to have. Have<br />
one student be the recorder <strong>and</strong> list the group’s choices on a piece <strong>of</strong> paper.<br />
7. Have the groups number the list in order <strong>of</strong> importance, with the number 1 being the most important.<br />
8. Have groups share their lists, <strong>and</strong> tally which characteristics seem to be the most important. Keep the lists<br />
<strong>and</strong> refer back to them throughout the study <strong>of</strong> explorers to determine if explorers indeed demonstrate having<br />
these characteristics.<br />
2010 History <strong>and</strong> Social Science St<strong>and</strong>ards <strong>of</strong> Learning <strong>Enhanced</strong> <strong>Scope</strong> <strong>and</strong> <strong>Sequence</strong><br />
<strong>Virginia</strong> <strong>Department</strong> <strong>of</strong> <strong>Education</strong> 67
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