Unit 1: Exploration

Grade 4 Social Studies

Hilary Dingman
Megan Valanne

4.1.1 examine the concept of exploration

4.2.3 evaluate the impact of exploration over time

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Table of Contents

Introduction 3

Teacher Guides
MUST Activity 1 4

MUST Activity 2 8

MUST Activity 3 21

SHOULD Activity 1 25

SHOULD Activity 2 30

COULD Activity 3 35

Resources 37
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Introduction

This document is an in-depth overview of a Learning Center for a

grade 4 classroom on Exploration. This learning station covers
curriculum outcomes 4.1.1 and 4.2.3. The purpose of this learning center
is for students to recognize themselves as explorers and the vast variety
of locations to be explored, whether near or far. Students will begin to
understand that exploring can happen even in their own backyard.

The Learning Center Activities are broken into three components:

MUST, SHOULD and COULD. The MUST activities should be
completed before students are able to move onto SHOULD or COULD
activities. Each component is indicated by labeled containers in order for
the learning station to run properly and smoothly. Students will be
instructed to complete student assessments. This step is important as it
will prevent confusion about when to move onto the next activity.
Students are responsible for handing in their assessment before moving
on.
Included in this document are teacher guides, student instructions,
student assessments and resources. The location of these components are
laid out in the table of contents for quick excess. Each activity is created
and explained in simple terms for students to work with independently.
The goal of the learning center is to allow students to move through the
stations on their own, with limited to no teacher instruction.
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Teachers Guide
Materials:
- Numbers 1 to 10 for the wall.
- Labeled paper bags.
- Images and information.
- Pencil crayons and crayons.
- Globe ball.
- Travel brochure template.
Knowledge: 4.1.1- Students will be expected to examine the concept of
exploration.
Rationale: Students will both explore a new county, and the notion that we are all
explorers. The students will be able to apply what they have learned in both a
creative and exciting way.
Overview:
The students will line up in front of a wall, where there will be numbers 1 to 10
randomly displayed. The students will be given a miniature globe ball and
instructed to throw it at the number of their choice. Once the students hit a number,
they will then find the corresponding bag. The students will then find a quiet spot
within the classroom to explore the contents of their bag. Once a student has hit a
number, that number will then be taken off the wall to ensure that each student
explores a different country. After exploring their bags, the students will be asked
to make a travel brochure on the country that they have chosen. The students will
retrieve a premade brochure template and begin completing the various
components. The students will ensure that every section is filled out before
handing it in.
Additional Instructions:
- The teacher will need to place the numbers on the wall prior to the students
arriving.
- The teacher will need to take down the number after each has been claimed.
- The teacher will need to collect the items and restructure the activity after
each group.
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Student Instructions
Step One: Line up in single file in front of the numbers stuck to the wall.
Step Two: Take the miniature globe ball and throw it at a number of
your choice.
Step Three: Find the paper bag that has your number on it.
Step Four: Find a quiet spot in the classroom to explore what is in your
bag.
Step Five: Retrieve a travel brochure template, and examine the example
provided.
Step Six: Fill in the sections of your travel brochure using the
information from your bag.
Step Seven: Make sure to put your name and date on your activity sheet.
Step Eight: Place your completed activity sheet in your portfolio.
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Assessment
Students Name ______________________
Yes / No
______ Students’ name is included.
______ Cover includes name of the country and a picture.
______ List of seven interesting facts about the country.
______ Illustration of the country’s flag.
______ Illustration of a celebration or holiday that is celebrated in the country.
______ Information regarding the country (capital, population, currency etc.) is
accurate.
______ Neatness and grammar.

Additional Information:
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Activity Sheet
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Teacher Guide
MUST Activity 2 - Create your own Exploration

Materials:
- 5 options of exploration
- Pencils

Knowledge: 4.2.3 Evaluate the impact of exploration over time

Overview:

Students will choose from the 5 options of explorations. Once they pick the
exploration of their choice, they will read the included food, clothing, tools and
challenges that are associated with their location. Once students are aware of what
their exploration consists of, they will answer the question “What do you do?”. It is
important that students only use what is provided when answering their question.
The purpose of this activity is to allow students to explore an interesting place
while incorporating their creativity and logical thinking skills. If students finish
their writing piece early, they can choose another location to write about.
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Student Instructions

Step One: Chose from one of the 5 locations for your exploration

Step Two: Look at the food, clothing, tools and challenges that come
with your location

Step Three: Think about what you would do if you showed up in this
location with ONLY the items provided.

Step Four: Think about how you would deal with the challenges during
your exploration

Step Five: Answer the Question “What do you do?”

Step Six: Remember to take your time when answering the question

Step Seven: Make sure your put your name on your work

Step Eight: If you finish early, you can complete another exploration
location

Step Nine: Place your finished work into your portfolio

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Assessment

Yes/No

_____ Student has their name on their work

_____ The completed sheet has been placed in their portfolio

_____ An effort was made for neatness

_____ Student completed the activity using only the resources given for
their location

_____ Student demonstrates creativity in their writing piece

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Activity
A Challenging Exploration

Food Clothing
3 Sandwiches Snowsuit with holes
8 granola bars 3 t-shirts
2 full bottles of water 1 sweater/1 pair of pants
2 pairs of mittens

Tools Challenges
Ice Pick The penguins are cute, but are
trying to steal your food.
Your tent keeps blowing away in
the wind!
You should probably do
something about the holes in your
snowsuit.
Your exploration takes place in Antarctica. You arrive with only the items
listed above. What do you do?
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Activity
Challenging Exploration

Food Clothing
Half-eaten bag of skittles T-Shirt
2 bananas Shorts
1 blueberry muffin Broken Sandals

Tools Challenges
Rope Monkeys
Scissors Jaguars
Flashlight Snakes

Your exploration takes place in the jungle. You arrive with only the items
listed above. What do you do?

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Activity
Challenging Exploration

Food Clothing
2 juice boxes 1 sweater
3 Granola bars 3 t-shirts

Tools Challenges
Shovel You don’t have any water
Mountain lions

Your exploration takes place in the desert. You arrive with only the items
listed above. What do you do?

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Activity
Challenging Exploration

Food Clothing
You don’t have any food The scuba suit you have on

Tools Challenges
Lucky your tank has a months’ You don’t have any food
worth of oxygen
Spear Where are you going to sleep?
Sharks

Your exploration takes place underwater. You arrive with only the items
listed above. What do you do?
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Activity
Challenging Exploration
Food Clothing
Various kinds of fruit Spacesuit
‘Space food’ 2 sweaters
2 pairs of pants

Tools Challenges
There is no GPS (navigation
Shovel system) in space, where are you
going?
A book about space You have never been on
spacecraft
Helmet
Your exploration takes place in outer space. You arrive with only the items
listed above. What do you do?
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Teacher Guide
MUST Activity #3 - Exploring Outer space

Materials:

- White Bristol Board (cut into 4ths- amount dependent on number of

students)
- Cut out pictures of astronauts, planets, constellations, space rockets,
telescopes, etc.
- Markers
- Books about space and astronauts
- Design your own planet activity sheet
- Colored paper
- Scissors
- White paper
- Glue

Knowledge: 4.1.1- Students will be expected to examine the concept of

exploration.

Rationale: Students will explore outer space and create their own exploration as
astronauts. With the materials provided, students will be able to see themselves as
explorers.

Overview:
Students will be given ¼ of a piece of Bristol board to create their own space
adventure. Students will have cut out pictures of common space items to pick from.
With colored paper, students are able to create titles, headings, speech bubbles,
captions etc. on their poster or write a description of what is happening on their
poster. Students are encouraged to use the information found in the books to help
them create their poster; however, the focus of this activity is to allow students to
freely explore space as if they are an astronaut. Students should be able to explain
their poster and what they are trying to convey as an astronaut exploring space.
Students can complete the Design your own Planet activity sheet when the poster is
completed.
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Student Instructions

Step One: All students should be sitting at the

table.

Step Two: Take 1 piece of Bristol board and

put it in front of you. Choose from the cut-out
pictures what you want to use for your poster.

Step Three: You are an astronaut. Create an

outer space adventure using the cut-out photos.

Step Four: Describe your adventure on the colored paper OR create a

title, captions, speech bubbles directly on your poster.

Step Five: Once the poster is completed, complete the Design your own
Planet activity sheet.
If you are finished early, share with a friend at the table.

Step Six: Make sure your name is on your work.

Step Seven: Place your completed work in your portfolio.

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Assessment

Item Required Yes No

Poster Board was completed.

Student’s name was on their work.

There is written work shown on either

colored paper or the poster board.

Evidence of exploration is shown.

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Teacher Guide
SHOULD Activity #1 Explore your Neighborhood

Materials:

- Paper
- Pencils
- Markers
- Cut out photos of houses, school, stop signs, animals, river, trees, cars,
stores etc.
- Glue

Knowledge: 4.1.1 Examine the concept of exploration

4.2.3 Evaluate the impact of exploration over time

Overview:

Students will be creating a map from their school to their home. Using the
pictures that are provided, students will demonstrate what they come across on
their way home. If the pictures provided are missing a component of the students’
travel experience, students can draw it in. Are there challenges they face on their
way home i.e. Animals? Traffic? Weather? Anything that might slow down their
travel. If students are unsure about street names, exact locations etc., that is
completely fine. The purpose is to have them think about how they get home and
what they might come across on their way. Do they walk? Get picked up? Take the
bus? Do they stop at a daycare or afterschool program? How does their
exploration of their neighborhood differ from that of the other students? Students
are encouraged to indicate if their neighborhood or travel from school has changed
over time. Demonstrate these changes on their map. Once students are finished
their map, they will complete the Directions to my House activity sheet. Students
will turn to their partner and give directions on how to get their house.
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Student Instructions

Step One: Think about where you live and how you get home after
school.

Step Two: Using the white paper, create the exploration that happens
after school to your house. Do you walk? Do you go to an afterschool
program? Show how you get home.

Step Three: Draw and glue the cut-out pictures to show what your
afterschool exploration looks like. Make sure to show where you start
and end.

Step Four: Do you face any challenges on your way home, i.e animals or
rainy weather if you are walking?

Step Five: Once your map is completed, use the Directions to my House
activity sheet to explain.

Step Six: Compare your afterschool exploration with a

partner. Are your maps the same?

Step Seven: Tell your partner how you get home

afterschool. Check to see if the directions make sense.

Step Eight: Switch with your partner and see if you

can follow their direction to their house.

Step Nine: Make sure your name is on your map.

Step Ten: Put your map in your portfolio.

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Assessment

Student’s Name:

Yes/No

_____ Student’s name is on their map.

_____ Cut-out pictures were used to help present neighborhood.

_____ Students indicated where the start point and end point are.

_____ Directions to my House activity sheet was completed.

_____ An effort for neatness and clarity was made.

Additional comments:
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Directions to my
House
When I leave school, this is how I get to my
house…

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Teachers Guide
SHOULD Activity # 2 – Exploring Underground
Materials:
- Soil.
- Fake bugs.
- Plant roots.
- Rocks.
- Garbage.
- Display Case.
- Magnifying Glass.
- Containers.
- Pencils.
- Activity Sheet “Digging Up All Kinds of Soil.”
Knowledge: 4.1.1- Students will be expected to examine the concept of
exploration.
Rationale: Students will explore what is found underground in this learning center.
They will
explore such things as soil, bugs, rocks and even pollution.
Overview:
Using the soil provided in the bin at the bottom of the learning center, the
students will explore the many things that can be found underground. After reading
their instructions, the students will grab a shovel and a magnifying glass. The
students will then scoop a sample of the soil into their container using their shovel.
The students will use their magnifying glass to examine the contents of their soil
sample. After the students have examined their own soil sample, they will then
switch with a friend. The students will then get a chance to compare their original
findings, to their second soil sample. The students will demonstrate their
understanding on the activity sheet “Digging Up All Kinds of Soil.” The students
will record what their initial soil sample looked like, in comparison to their peer’s
sample.
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Additional Instructions:
- The teacher will need to prepare a spare container incase there is an odd
number of students. This will ensure that every student is able to explore two
soil samples.
- The teacher will need to place the soil back into the bucket after the group
has finished.
- The teacher will encourage the students to keep the soil inside their
containers, and not to make a mess.
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Student Instructions

Step One: Begin by grabbing a shovel, magnifying glass, container,

pencil, and an activity sheet (make sure you are filling out your activity
sheet as you go).
Step Two: Using your shovel, scoop out a soil sample and put it into
your container.
Step Three: Find a space within the classroom, where you will have
enough room to explore your soil sample.
Step Four: Use your magnifying glass to get a better look at your
sample.
Step Five: Find a friend that is also finished, and trade soil samples.
Step Six: Record what you found in the second soil sample you
observed.
Step Seven: Make sure to put your name and date on your activity sheet.
Step Eight: Place your completed activity sheet in your portfolio.
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Assessment

1 2 3 4 Points
Exploration Student Student Student Student
of Samples lacks demonstrates demonstrates demonstrates
evidence of adequate appropriate an in-depth
exploration exploration exploration exploration
of soil of soil of soil of soil
contents. contents. contents. contents.

Worksheet Worksheet Worksheet is Worksheet is Worksheet is

is somewhat mostly complete.
incomplete. complete. complete. The students’
The student The student The student illustrations
is missing is missing has almost include
all components completed detail, and
illustrations in both their every their written
and written illustrations component. work is clear
work. and written and concise.
work.
Total
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Teachers Guide
COULD Activity # 1- Exploring Underwater

Materials:
 Classroom computers.
 Pencils.
 Activity Sheet “Fact File.”
Knowledge: 4.1.1- Students will be expected to examine the concept of
exploration.
Goal: Students will explore the habitat and environment of the sea animal of their
choosing.
Overview:
This activity will occur in three parts. First students will be asked to examine the
poster board, and the various sea animals displayed across it. The students will
have to choose one sea animal that they would like to explore in depth. If the
student does not know the name of their particular sea animal, they can simply lift
up the image to uncover its name. Once the student has identified their sea animal
they will be asked to conduct some research using the school computers. The
students will use the links provided on their instruction sheet. Once their research
is completed, the students will fill out their “Fact File” activity sheet.
Student Research Websites:
This research can be done using whatever type of technology the teacher prefers.
However, for this particular activity we have chosen to use classroom computers,
as they are for the most part, easily accessible for students.
http://easyscienceforkids.com/animals/under-the-sea-animals/
https://answersingenesis.org/kids/sea-animals/
https://kids.nationalgeographic.com/animals/
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Student Instructions
Step One: Using the images on the poster board, choose one sea animal
you would like to explore.
Step Two: Identify the name of your sea animal (flip up the image if you
are unsure).
Step Three: Use the classroom computer to research your sea animal.
Here are some great websites:
http://easyscienceforkids.com/animals/under-
the-sea-animals/
https://answersingenesis.org/kids/sea-animals/
https://kids.nationalgeographic.com/animals/

Step Four: Write down the website that you

used to find your information on the back of
your activity sheet.
Step Five: Once you have completed you
research, you will now complete your “Fact
File” activity sheet.
Step Six: Make sure to put your name and date on your activity sheet.
Step Seven: Place your completed activity sheet in your portfolio.
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Assessment

Student Name: _________________________ Date:

_________________________

Item Required Yes No

1. Activity sheet was complete.

2. Student’s name was on the sheet.

3. Listed at least one website used.

4. Evidence of exploration shown.

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Resources

http://moziru.com/explore/Astronaut%20clipart%20cartoon/

http://clipartpost.com/globe-clipart_7134/

https://www.mycutegraphics.com/graphics/book/book-pile.html

https://www.123rf.com/photo_33489404_stock-vector-fish-tropical-
fishes-shoal-with-eight-8-different-fish-in-different-colors-and-sizes-
fish-vector-ill.html

http://www.clker.com/clipart-185735.html

https://www.google.ca/search?q=monkey+cartoon&rlz=1C1GGRV_enC
A751CA751&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjRhuTnn
f7YAhUFS6wKHaCBC0QQ_AUICigB&biw=1366&bih=662

https://www.fotolia.com/tag/%22cartoon%20penguin%22

http://www.norcalwater.org/2016/04/29/lessons-from-the-jungle-book/

https://www.coolantarctica.com/Antarctica%20fact%20file/antarctica%2
0environment/sea-ice.php

https://www.google.ca/search?q=desert&rlz=1C1GGRV_enCA751CA7
51&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjwsIC9nv7YAhUF
Ua0KHXzzC44Q_AUICigB&biw=1366&bih=662#imgrc=TomqngKqF
urxVM:

https://www.coastalliving.com/lifestyle/the-environment/underwater-
seamount-california-conservation

https://list25.com/25-puzzling-mysteries-from-outer-space-that-will-
leave-you-baffled/