Exploration Over Time

Curriculum Focus: History (KS1, Year 2)

Change: Changes Over Time

Aligned with the UK National Curriculum History KS1 objectives:

• Pupils should develop an awareness of the past and how it is different from the present.
• Pupils should identify significant individuals in the past who have contributed to national and international achievements.
• Pupils should compare and contrast modes of transport and tools used in different historical contexts.

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Learning Objectives

By the end of this lesson, students will:

1. Recall key facts about Christopher Columbus and Neil Armstrong.
2. Describe how exploration and modes of transport have changed over time.
3. Organise and record their findings in a Comparing Journeys table.
4. Develop historical inquiry skills by using books and teacher-provided materials.

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Core Vocabulary

• Explorer – A person who travels to new lands or environments.
• Sailing Ship – A large boat powered by wind to explore seas.
• Rocket – A vehicle, often spacecraft, used for space exploration.
• Past – Events or modes of life that have happened previously.
• Present – Current or modern-day events or ways of life.

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Resources Needed

1. Large world map or globe for visual reference.
2. Printed Comparing Journeys tables (one per child).
3. Age-appropriate books/print resources on Christopher Columbus and Neil Armstrong.
4. Laminated images: ships from Columbus’ era, Apollo 11, modern rockets.
5. Flashcards with key terms.
6. Interactive whiteboard for brainstorming.
7. Pencils and coloured crayons for annotations.

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Lesson Outline

1. Introduction (10 minutes)

Objective: Establish the lesson focus and engage the class in prior learning recall.

• Hook: Show the class two pictures: Columbus’ sailing ship and a modern rocket. Say, "Both of these were used for exploration, but they’re very different. Today, we’ll explore how exploration has changed over time!"
• Quick class discussion: “Can you tell me one thing you remember about Christopher Columbus?” and “What do you know about Neil Armstrong’s exploration of the Moon?”
• Write key phrases or facts shared by students onto the whiteboard (e.g., "Moon", "Sea", "Spacecraft", "Ships").
• Highlight the focus question of the lesson: "How has exploration changed over time?"

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2. Direct Teaching (15 minutes)

Objective: Model the process of comparing explorations.

• Place a large laminated “Comparing Journeys” table on the whiteboard. Write “Christopher Columbus” in one column and “Neil Armstrong” in the other.
• Model:
  • Explain: “Columbus explored the seas using wooden sailing ships powered by the wind. It took him months to reach new lands.”
  • Write relevant points in the "Columbus" column (e.g., simple tools, long travel time, wind-powered ships).
  • Next, highlight Neil Armstrong using visuals of Apollo 11. “Neil Armstrong, on the other hand, used a rocket powered by fuel to reach the Moon in just days!” Record key details in the "Armstrong" column, such as modern technology, fast travel time, and space helmets.
• Compare both columns and explain the differences.
• Allow students to observe images and artefacts to inspire thoughts for their comparisons.

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3. Independent Activity (15 minutes)

Objective: Encourage hands-on learning by letting students fill out their Comparing Journeys table.

• Provide each student with a printed Comparing Journeys table.
• Assign the task: “Write notes under each explorer’s column. Think about their transportation, the time it took to travel, and the tools they used. Use the books and images on your tables to help you.”
• Rotate around the classroom to support students, ask questions (“Why do you think sailing ships were so slow?”), and ensure they stay engaged.

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4. Sharing & Peer Comparisons (8 minutes)

Objective: Promote collaboration and deeper understanding by comparing work.

• Pair students to share their completed tables with one another.
• Ask guiding questions to pairs: “What’s the biggest difference you noticed between Columbus and Armstrong?” and “How do you think exploration might change in the future?”

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5. Plenary (7 minutes)

Objective: Review key learning points and celebrate student achievements.

• Gather the class together. Display one Comparing Journeys table on the whiteboard, adding suggestions from the children to consolidate learning.
• Ask the summary question:
  "What are the differences between exploration now and in the past?"
  (Look for responses about speed, technology, and travel methods.)
• Highlight a fun forward-thinking question: “What kinds of explorers might we see in the future?” Encourage creative answers like "robots" or "Mars explorers."

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Differentiation

• For SEND/EAL Students:
  • Provide pre-filled Comparing Journeys tables with key phrases they can copy or trace.
  • Use visual cue cards with illustrations of ships, rockets, and exploration tools.
• For Higher Achieving Students:
  • Challenge them to extend by drawing their own exploratory vehicle for the future with annotations describing what it is and how it works!

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Assessment Opportunities

• Formative: Observe participation during discussions and note how students articulate differences between Columbus and Armstrong.
• Summative: Review Comparing Journeys tables for accuracy and depth of understanding.

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Extension Idea

For homework, ask students to draw their own space rocket (or sailing ship for the past) and write a sentence describing what or where they would like to explore. Share these in the next lesson!

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Teacher Reflection (Post-Lesson)

• Did students grasp how exploration tools and transport have changed over time?
• Were the resources engaging and effective?
• How well did students collaborate and use historical inquiry skills?