Explorer Talk and Examples

Parents,

Here are the complete instructions for the project, photos of the example box and artifacts, and the assessment rubric. As you can see from the example, this project can be completed with limited technology (and no printer), however, students may print some of the elements if they wish. Please let me know if your child needs help locating resources for the research of their explorer.

Task Instructions:

You will have the opportunity to research and present on the life and accomplishments of one famous explorer. Presentations will be assisted by a collection of artifacts, as described below.

You will have 1 cereal box (standard size) on which to present facts. All artifacts created must fit inside the box. You are encouraged (but not required) to dress in character for your presentation.  

Box elements and artifacts:

due	Element	Description
1/14	Front of Box	Picture or illustration of your explorer, with name and life dates. (Christopher Columbus, 1451-1506)
1/15	Back of Box	Map of Exploration. Should include country of origin as well as routes of relevant expeditions.
1/19	Box side 1	5(or more)  important biographical facts
1/19	Box side 2	Timeline of important events from the life, and related events from the Age of Exploration.
1/20	Artifact #1	Something that represents your country of origin. What country were you sailing/exploring for? Which King or Queen sent you?
1/21	Artifact #2	Something that represents what you were searching for.
1/22	Artifact #3	Something that represents what you actually found.
in class	Artifact #4	A tool that you would have used on your expedition.
1/26	Artifact #5	Something that represents the native group(s) that you encountered and the nature of your interactions with natives.

This is an at-home project, with the final presentation occurring in class on January 27-28, 2015. Each element of the project will be assigned on a specific day (the day before it is due) as homework. Students may work ahead if they want.  Total time for the project, including research, box design, and creation of artifacts is 2-3 hours. All boxes and artifacts are due on Monday, 1-26-15. Oral presentations should be between 2-4 minutes in length.

Step 1: Begin with an empty cereal box

Front side: Picture, name, and dates 

Side #2: Timeline

Side #1: 5 Facts

Back: Map of Exploration

5 Artifacts will also be created. All 5 will need to fit inside the box. (Photos of examples to be updated soon)

Objectives assessed:

1. Student will identify motivating factors that led to the exploration of the Americas in different expeditions (CK)
2. Student will explain the historical significance of one explorer in the early exploration of the Americas (CK)
3. Student will describe encounters between early explorers and Native Americans. (CK)
4. Student will locate on a map or globe the places explored and visited on various expeditions. (CK)
5. Student will conduct short research projects that build knowledge about a topic. (LA)
6. Student will report on a topic with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (LA)

Scoring Rubric:

	3	2	1
Box front	Box is attractively designed and displays an illustration, explorer name, and biographical dates.	Box includes all required elements. Text is legible and design is functional with little or no decorative elements.	Box is missing one or more required elements. Text is difficult to read. Design elements detract from other elements.
Box back	Map is complete, including place names spelled correctly, routes are easily identifiable, and a map key.	Map is complete but may have names misspelled. Routes are unclear, or the map key is missing.	Map is incomplete. Place names are misspelled, routes are not included, and map key is missing.
Box side 1	5 or more significant facts are given. Writing is neat, easy to read, and error free.	3-4 significant facts are given. Writing is legible, but contains some errors in spelling or punctuation.	1-2 significant facts are given. Writing is difficult to read, or contains multiple errors in spelling or punctuation.
Box side 2	Timeline includes 6-10 key dates from the explorer's life. Writing is neat, easy to read, and free of spelling and capitalization errors.	Timeline includes 5-8 key dates from the explorer's life. Writing is legible, but has a few spelling and/or capitalization errors.	Timeline includes less that 6 key dates from the explorer's life. Writing is difficult to read or includes many spelling and/or capitalization errors.
Artifact #1	Object effectively demonstrates understanding of explorer’s country of origin.	Object demonstrates understanding of country of origin, with additional explanation.	Object does not demonstrate understanding of country of origin, or student can not elaborate to clarify.
Artifact #2	Object effectively demonstrates understanding of the explorer’s motive for exploring.	Object demonstrates understanding of explorer’s motive for exploring, with additional explanation.	Object does not demonstrate understanding of explorer’s motive for exploring, or student can not elaborate to clarify.
Artifact #3	Object effectively demonstrates understanding of the explorer’s accomplishments/ what was found	Object demonstrates understanding of explorer’s accomplishments/ what was found, with additional explanation.	Object does not demonstrate understanding of explorer’s accomplishments/ what was found, or student can not elaborate to clarify.
Artifact #4	Object effectively demonstrates understanding of the tools used by the explorer	Object demonstrates understanding of the tools used by the explorer, with additional explanation.	Object does not demonstrate understanding of the tools used by the explorer, or student can not elaborate to clarify.
Artifact #5	Object effectively demonstrates understanding of the native peoples encountered by the explorer. A description of their interactions is included, orally	Object demonstrates understanding of the native peoples encountered by the explorer, with additional explanation.  A description of their interactions is included, orally	Object does not demonstrate understanding of the native peoples encountered by the explorer, or student can not elaborate to clarify.
Research/ knowledge and depth	Student demonstrates both knowledge of facts and makes personal connections, fully integrating the persona of the explorer	Student demonstrates knowledge of facts but does not make personal connections or has limited integration of the persona of the explorer.	Student demonstrates some knowledge of facts but has not made any personal connections or presents in 3rd person (i.e. He did this..)
Oral presentation	Presentation includes appropriate facts and relevant descriptive details that add to the interest and depth of the knowledge presented. Volume and pacing are appropriate for the audience.	Presentation includes appropriate facts and some descriptive details to add interest but knowledge is surface level and lacks depth. Volume is difficult to hear or pacing detracts from the presentation.	Presentation includes limited facts or descriptive details. Interest level is unclear and knowledge is surface level, lacking in depth of understanding. Volume and pacing significantly detract from the presentation.