Session 1: Explorers’ motivations

To define what an explorer is.

To describe explorers’ motivations.

Specific objectives
To share ideas with other students.

To give arguments.

Description and In this session we are going to introduce the topic “Explorers and Adventurers” and our final outcome. Also, we will
contents define the concept of explorer and we will work on the motivations they had to explore.

 Presentation to be displayed in the white board.

 Post-its
 Flashcards: Explorers’ motivations.

Materials  Blue tack

 Whiteboard pen
 Writing materials: pencil, colours, etc.
 Worksheet: what do you want to explore?
 Development of the session Timing

We present the topic of explorers and adventurers by showing children an image of with this title and some explorers. We ask children
if they know who these people are and what they do. We use the strategy Think-Pair-Share: first we tell them to think about it, after to
discuss it with a partner and finally they share it with the whole class.

We give each pair of students a post-it in which they have to write something they want to learn about explorers or any questions they
would like to answer with this project. We give children time to think about it and write it down (approximately 5 minutes). We can give
extra post-its to students who want to share more than one thing.
20min
After, we gather all together using the strategy of counting down from 10 to 0, to make sure this transition is quick. Once all students
are together, each pair shares their post-it with their classmates and sticks it around the initial image. This will be hanged in the class
and remain there until the end of the project.

Teacher’s role: acts as a guide of the discussion.

Social organization of students: in pairs.

We tell children that today we are going to learn what an explorer is and his or her motivations to explore. First, we define what an
explorer is through the contributions of students and we build a definition all together. The definition we reach should be similar to, for
example: person who travels to new lands. We write the definition all students agree on in the whiteboard.

After, we pull up the question: “Why people explored?” and we hang the flashcard with it on the white board. We ask children if they
10min
know the answer and have a short round of interventions. Later, we tell children that historians think that the main reasons were the
three G, which are: Gold, Glory and Gold. We place the three flashcards with these concepts underneath the initial question.

Teacher’s role: acts as a guide of the activity.

Social organization of students: all the class together.

We ask children what they would explore and why. First we ask children to share this with all the class and we practice giving
arguments. We follow the structure: I want to explore _______ because __________ . We expect all students to follow this structure
when answering the questions. Finally, they will have to complete a worksheet saying what they want to explore and why. For doubts
on the spelling of certain words, we will ask children to ask the teacher and he or she will write them down in the whiteboard. 15min

Teacher’s role: acts as a guide of the activity.

Social organization of students: individually.

For the closure of the session, we ask children what they have learnt with the previous activity. To assess the lesson, we ask them to
put their thumbs up if they have enjoyed the class, in the middle if it could be better and pointing down if they have not liked it.
5min
Teacher’s role: acts as a guide of the discussion.

Social organization of students: all the class together.

In case a child has no command on English, he or she will be paired with another student. He or she will help him to
understand and follow the class.
Linguistic support
Also, for the second part of the session, visual support for the concepts we are working will be provided to make sure
these are comprehensible for all students.

The first part of this session is a diagnostic assessment to see what children know and what they want to learn.
Assessment
Regarding the second part, the activities completed by students in their notebooks will be taken into account.