Magellan and Technology

Adapted from: Flocabulary.com 7/2020 “Become a Map-Maker and Explorer” Use this lesson plan to commemorate Magellan’s arrival at the Pacific Ocean in November of 1520. Students will practice key geography vocabulary and learn about Magellan’s contributions.

Author: Timothy George
Subjects: Computer Science, Reading/Language Arts, Social Studies, Technology
Grade Level: 3-5
CS Domain: Impacts of Computing
CS Principles: Fostering an Inclusive Computing Culture, Recognizing and Defining Computational Problems, Creating Computational Artifacts
Standard Framework: CCSS ELA
Materials: Website, Google Maps,

OVERVIEW

Activity Overview:

Adapted from: Flocabulary.com 7/2020 “Become a Map-Maker and Explorer” Use this lesson plan to commemorate Magellan’s arrival at the Pacific Ocean in November of 1520. Students will practice key geography vocabulary and learn about Magellan’s contributions.

Meta description

  • Subject Area: Computer Science, Social Studies, Reading/Language Arts, Technology
  • Grade Level : 3-5
  • Computer Science Domains:
    • Impacts of Computing
  • Computer Science Principles:
    • Fostering an Inclusive Computing Culture, Recognizing and Defining Computational Problems, Creating Computational Artifacts
  • Materials:
    • Website, Google Maps,
  • Considerations:
    • Preview ancient technology examples and present technology examples.

Lesson Plan

Overview

Adapted from: Flocabulary.com 7/2020 “Become a Map-Maker and Explorer” Use this lesson plan to commemorate Magellan’s arrival at the Pacific Ocean in November of 1520. Students will practice key geography vocabulary and learn about Magellan’s contributions.

ASSESSMENT PRE/POST-TEST

How does Magellan’s choice of technology compare to those we use today to explore and travel? How does Magellan’s choice of technology contrast to those we use today to explore and travel?

OBJECTIVES

Define key geography vocabulary related to map skills, oceans and landforms; Create a map tracing Magellan’s route to the Pacific Ocean; Write a paragraph from Magellan’s point of view about his journey using geography vocabulary; Compare/contrast the technology used then (in the time of Magellan) vs. the present.

CATCH/HOOK

His fleet sailed from Spain across the Atlantic and down the east coast of South America. In Magellan’s time, the Atlantic Ocean was called “the Ocean Sea.” Magellan began to look for a way to get around the southern tip of South America. In October 1520, he finally discovered a strait, or a narrow body of water that connects two larger bodies of water.

ACTIVITY INSTRUCTIONS

“Become a Map-Maker and Explorer” Use this lesson plan to commemorate Magellan’s arrival at the Pacific Ocean in November of 1520. Students will practice key geography vocabulary and learn about Magellan’s contributions. They’ll create a map tracing his route to the Pacific and use the vocabulary they learn to write a paragraph from Magellan’s point of view, describing his journey. They’ll compare and contrast the technology Magellan used vs. explorational/navigational technology of today. Students will then make maps of a location at school and use classmates’ maps to navigate.

Supplements

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REVIEW

Create a map of the U.S. and show how Lewis and Clark traveled across the country, and share the technology they used to navigate and explore. How do these tools compare and contrast to Magellan’s?

STANDARDS

TypeListing
CS DomainsImpacts of Computing
CS PrinciplesFostering an Inclusive Computing Culture, Recognizing and Defining Computational Problems, Creating Computational Artifacts
Other Content Standards• [CCSS.ELA-LITERACY.W.2.8](https://www.thecorestandards.org/ELA-Literacy/) Recall information from experiences or gather information from provided sources to answer a question. • [CCSS.ELA-LITERACY.RI.3.7](https://www.thecorestandards.org/ELA-Literacy/) Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). • [CCSS.ELA-LITERACY.SL.4.2](https://www.thecorestandards.org/ELA-Literacy/) Paraphrase portions of a text read aloud, or information presented in diverse media and formats, including visually, quantitatively, and orally. • [CCSS.ELA-LITERACY.W.4.2.D](https://www.thecorestandards.org/ELA-Literacy/) Use precise language and domain-specific vocabulary to inform about or explain the topic. • [CCSS.ELA-LITERACY.W.3.3.A](https://www.thecorestandards.org/ELA-Literacy/) Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
National Geographic Geography Standards

Geography Standard 1: How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information The student is able to: A. Identify and describe the properties (position and orientation, symbols, scale, perspective, coordinate systems) and functions of geographic representations, as exemplified by being able to identify and describe the properties of a variety of maps and globes (e.g., title, legend, cardinal and intermediate directions, scale, sym­bols, grid, principal parallels, meridians) and purposes (wayfinding, reference, thematic). B. Construct maps and graphs to display geospatial data, as exemplified by being able to construct a map that displays geospatial data using symbols ex­plained in a key (e.g., a sketch map to illustrate a narrative story, a map of cars in the school parking lot showing type and color, a class­room map showing different types of tables, desks, and chairs). |