Professional Documents
Culture Documents
PART I: PLANNING
The Columbian Exchange
Title of Lesson
This lesson was an original idea with suggestions from Ms.
Gloster.
Source
Social Studies
Subject Area (s)
4th Grade
Grade Level
RL.4.2-1 Summarize the cause and effect relationships of the
Columbian Exchange.
Curriculum Standards
Description and
Background Information
To begin this lesson, the teacher will get students interested in The
Columbian Exchange by presenting students with four animated
pictures on a PowerPoint slide. The slide will be titled, What if
there were no One by one, pictures of a hamburger, cup with
coffee in it, a bag of sugar and a piece of bacon will appear on the
screen. All students will participate in a classroom discussion
about what how they would feel if the world did not have these
particular foods. Students will take turns sharing their answer to
this question. Teacher will then tell students that because of the
Columbian Exchange, we are now able to enjoy these items that
they see. Next, the teacher will find out what students already
know about the Columbian Exchange through a series of questions
and class discussion. Teacher will ask students questions such as,
What does the word exchange mean? A second question the
teacher will ask students is, What explorer do you believe the
Columbian Exchange is name after? A third question the teacher
will ask students is, Based on what I (the teacher) have told you
about the items presented (pictures on Smart board), what do you
think the Columbian Exchange is all about? The fourth question
is, What do you think happened during the Columbian
Exchange? Every student will have an opportunity to tell the
teacher what he or she know or give an idea to what they believe
the answer is to the questions presented. Teacher will write down
all answers students give on anchor chart paper. This for other
students in the classroom to see what a student has suggested.
Following this, students will view a PowerPoint presentation on
The Columbian Exchange with a primary focus on the people of
the New World and the Old World. Teacher will show students
various pictures of how the people of the New World and the Old
World dressed, lived and what the Europeans and Natives believed
in. Teacher and students will look at these various pictures, side
by side, and compare and contrast the Native Americans (who
lived in the New World) and the Europeans (who lived in the Old
World). While this activity is going on, students will complete a
Venn Diagram worksheet that has been given to them by the
teacher. Teacher will model how to write and what to write in the
Venn Diagram on a projected copy of the Venn Diagram
worksheet. (This will be projected on the Smart Board). One side
of the Venn Diagram will be labeled: The New World and the
other side will be labeled: The Old World. Teacher and students
will first look at the projected picture, think about the differences
and similarities seen in the photographs, then go to the Venn
Diagram worksheet and write/ record all students responses under
the correct section. Teacher will fill in any missing information to
the projected Venn Diagram worksheet for students to transfer
onto their papers. Students are able to complete their worksheet
with the help of the teacher modeling what is to be written down
on the Smart board. Teacher and students will continue this
process until all of the pictures have been viewed and all
information have been written down. Teacher will circulate the
classroom to make sure each student is writing down the
correction information. Once this activity is completed, students
will complete an independent practice activity that focuses on the
New World and the Old World. This activity is called the Think
About It Activity. Students will be presented with a PowerPoint
slide that asks them two questions. These two questions are: 1.
How different do you think life was in the New World before
Christopher Columbus discovered it? Discuss different ways. 2.
How different do you think life was in the Old World before
Christopher Columbus took his voyage? Discuss different ways.
Students will be given about 10 minutes to write what they believe
the answer is on the note card that was given to them. Students are
to make sure they write in complete sentences as well. Once
allotted time is up, teacher will ask each student to go to the front
of the classroom and share their answers with their peers. Once
teacher has checked for understanding, teacher will conclude the
lesson by asking students to put away their Social Studies
notebooks and all other notes they may have in the open. Teacher
will go through a quick review with students about what they have
Lesson Objectives
Statement of Purpose
Anticipatory Set
Pre-assessment
Teacher will find out what students already know about the
Columbian Exchange through a series of questions and class
discussion. Teacher will ask students questions such as:
1. What does the word exchange mean?
2. What explorer do you believe the Columbian Exchange is
name after?
3. Based on what I (the teacher have told you about the items
presented (pictures on Smart board), what do you think the
Columbian Exchange is all about?
4. What do you think happened during the Columbian
Exchange?
Every student will have an opportunity to tell the teacher what he
Teacher Modeling or
Demonstration
Guided Practice
Check for
Understanding
Independent Practice
have written down. This will help them better understand the
differences and similarities both the New World and the Old
World had. Teacher will have a classroom discussion about all that
was written once students have had a chance to reflect.
To check for understanding for this unit, teacher will use various
strategies. One strategy will be a defining vocabulary strategy.
This is just to make sure that students have a better understanding
of all familiar and unfamiliar vocabulary given throughout the
instruction. Teacher will first present student with the vocabulary
word as well as the definition. Next, teacher will ask students to
give the definition in their own words. Therefore, teacher can see
if students understand the vocabulary accurately. This will be done
during and after PowerPoint presentation. Another strategy teacher
will use to check for understanding is the thumbs up/thumbs down
strategy. Students will be asked after every slide on the
PowerPoint, if they understand what the content is to put their
thumb up, if they do not understand to put their thumbs down and
if they almost understand to place their thumb to the side. Those
who have placed their thumbs to the side and down will be called
on to say what they do not understand and teacher will explain in a
way that the student can understand. This strategy will help the
teacher not only see who does and does not understand content but
slowing and breaking down the content for the students who do not
understand what they are being taught. A third strategy teacher
will use will be a debriefing strategy. Immediately after doing the
Venn Diagram activity, students will reflect on what they have just
written on their worksheet. This will help students better
understand the two worlds and their lifestyles. Teacher can check
for understanding by asking questions about the activity. Each
student will have a chance to answer guided questions to ensure
understanding. During the instruction, teacher will make sure to
ask questions during lecture to make sure each student is paying
attention and understanding content. Teacher will constantly walk
around and monitor the class while they are working, as well as
assisting any student who is in need of help.
Students will complete an independent practice activity that
focuses on the New World and the Old World. This activity is
called the Think About It Activity. Students will be presented
with a PowerPoint slide that asks them two questions. These two
questions are: 1. How different do you think life was in the New
World before Christopher Columbus discovered it? Discuss
different ways. 2. How different do you think life was in the Old
World before Christopher Columbus took his voyage? Discuss
different ways. Students will be given about 10 minutes to write
what they believe the answer is on the notecard that was given to
them. Students are to make sure they write in complete sentences
as well. Once allotted time is up, teacher will ask each student to
go to the front of the classroom and share their answers with their
peers.
Closure
Assessment
(Give a description and
attach to lesson plan)
Extension Activity
Technology
Strengths
Weaknesses
Suggestions for
Improvement
While teaching, the strengths of this lesson was the PowerPoint that was
presented to the students. I added various transitions and animations
that would keep the students engaged and focused throughout the
lesson. I added many pictures to the PowerPoint for visual learners to
understand the content on each slide. The PowerPoint did work in my
favor with the students. Students were to compare and contrast the
different photographs of the Europeans and Native Americans. This
kept students engaged in the lesson as well as active. Another strength
of my lesson was the Think about it Activity. Students got a chance to
critically think about the lessons topic. Students also had the chance to
share their Think About It activity with their other classmates. I
believe this was good for other students to hear what ideas their
classmate came up with. Also, I made sure to maximize every minute of
the instruction period with this lesson by over planning. The students
were constantly working from the beginning of the period, to the end of
instruction. I showed a tremendous amount of excitement about the
lessons topic. I know that if the teacher is excited about the lesson, the
students will too. I maintained a smile on my face and kept an upbeat
attitude the entire instruction period. Another strength during my lesson
was the variety of questioning and checking for understanding
strategies that were used. I wanted to make sure that students actually
understood the content being taught. I pulled popsicle sticks with that
had the students name on them. This meant that students did not know
if they were going to get called to answer any guided question I had
asked. I also used the thumbs up or down strategy throughout the
lesson. Overall, I feel as though students enjoyed the lesson and learned
a great deal from the presentation.
My classroom management skills improved greatly from teaching the
week prior, however there is always room for improvement, especially
when classroom management comes into the picture. I found that there
was just a little bit of talking and side conversations going on when I
was teaching. Even though most of the conversations were in relations
with lesson, students were off focus. Ms. Gloster told me that when I
am direct teaching, they are to be listening to make sure they fully
understanding the content.
I will work on classroom management first and foremost because I
know that an environment without classroom management cannot
prosper. Students will understand that when I am teaching, they are to
be silent and listening to the lesson. There will be plenty of time to talk
and discuss the unit at some point during the lesson, however, to make
sure students pass the unit assessment they must stay focused and
engaged.
Name: ________________________________
Date: _________________________________
Part A: Match each explorer with the country they claimed land for. Write your answer on the line
below. Some countries will be used more than once. Good Luck!
___1. Christopher Columbus
A. France
B. Netherlands
C. Spain
D. England
Part B: Read each question below carefully. Circle the correct letter that responds to the question.
8. In what year did Christopher Columbus take a voyage to the New World?
A. 1454
B. 1562
C. 1492
D. 1600
11. Which disease was not exchanged between the Europeans and the Native Americans?
A. Measles
B. Smallpox
C. influenza
D. Diabetes
D. Neither
Part C: Imagine you are Christopher Columbus. What goods, resources, and ideas would you be most
excited about to take back with you? On the lines below, you are to write a paragraph (4-6 sentences)
answering the question above. Remember to write in COMPLETE sentences.
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