Title: Explorers Grade Level: 3rd Grade Main SOL:

● Social Studies 3.3 The student will study the exploration of the Americas by: ○ a) describing the accomplishments of Christopher Columbus, Juan Ponce de

León, Jacques Cartier, and Christopher Newport; ○ b) identifying the reasons for exploring, the information gained, the results of the

travels, and the impact of the travels on American Indians. Author’s: Natalie Grimes, Stephanie Black, Krysta Bowles Teaching Timeframe: 7 days with an assessment on the 8th day. Unit Introduction:

This unit covers topics under the Social Studies 3.3 SOL. This SOL is about the exploration of the Americans done by Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport. By the end of this unit students will know the explorers motivation for exploration, who sponsored their exploration, what the explorers achievements were, and the impact this exploration had on Native Americans. Our unit plan concentrates on the idea of exploration itself, Christopher Columbus, Juan Ponce de Leon, and the impact on Native Americans. Although not covered in our unit plan, students would also learn about Jacques Cartier and Christopher Newport before the review day and assessment. It is important for students to learn about the explorers to know how our history has gotten us to where we are today. By learning about the explorers students can see the chain effect their explorations had on the development of our world.

In our unit plan we touch on the main SOL in every lesson. We also incorporated Geography, Science, English, Technology, P.E., and Fine Arts SOL’s into our unit plan. Our first lesson of the unit plan is an introduction to exploration through the use of technology. Students should already have a general understanding of what exploration is, so this lesson is for review and reinforcing what students may have previously learned. The second lesson centers on Christopher Columbus where students will be introduced to him and his achievements through a video clip and poetry. The third lesson is an introduction to Juan Ponce de Leon. Students will learn background information and then will be able to partake in a creative fine arts activity based on his travels. The fourth lesson finishes the discussion on Juan Ponce de Leon and then allows students to use technology to do an interactive match up activity on the SMARTboard. The fifth lesson opens up discussion on how exploration impacted Native Americans. Through the use of a KWL chart and a video students will learn more background information on how

exploration affected the lives of Native Americans. Students will not only view this topic from a historical aspect, but also from a scientific viewpoint. Students will use a cause and effect chart to compare how populations were changed after exploration began. For the sixth lesson students will participate in a reader’s theater about the impact exploration had on Native Americans. Finally, for the seventh lesson the students will play an active game called “Explorer Jeopardy”. The jeopardy game will touch on all four explorers, reasons for their exploration, their sponsors, their achievements, and impacts on Native Americans.

Lesson Plan #1   

Purpose: This is the first lesson of the unit plan on explorers.The purpose of teaching this lesson is to review what students already know about exploration of the Americas and introduce students to new concepts of exploration that they do not know yet. This will be done by analyzing world maps and using a SMARTboard to provide interactive activities. Teaching this lesson is important so that students have an understanding on how parts of the world was discovered.   Social Studies 3.3  The student will study the exploration of the Americas by: a)   describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport; b)   identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.  Geography 3.5 The student will develop map skills by  a) positioning and labeling the seven continents and five oceans to create a world map;  b) using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western Hemispheres;  c) locating the countries of Spain, England, and France;  d) locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia);  e) locating specific places, using a simple letter-number grid system.   Technology 3-5.9 Use models and simulations to understand complex systems and processes.  a). Understand the use of simulations in learning.  

● Enhance understanding of concepts and skills by explaining how a simulation differs from and is similar to real life.  

b). Use simulations to understand complex concepts.  ● Enhance understanding of concepts and skills by using simulations. 

 

Objectives:  Given an interactive powerpoint, students will review lesson on maps. Students will review the continents, oceans, and countries in North America and Europe.  Given an interactive map on the SMARTboard, as a class students will identify and label all of the countries and oceans traveled by the explorers. Verbally, students will identify the explorers path of travel and name on accomplishment of each explorer.    

 Procedure:    Introduction 

● Introduce exploration using an interactive smartboard PowerPoint presentation (A, V)  

○ “Have any of you traveled?” ○ “Where have you traveled to?” ○ “How did you get there?” 

● Start discussion by reviewing maps (A, V) ○ Ask students to name the seven continents and then show the slide to 

check ■ North America, South America, Europe, Asia, Africa, Australia  

○ Ask students to name the five oceans and then show slide to check (A, V) 

■ Atlantic, Pacific, Arctic, Indian, and Antarctic  ○ Show the slide with map with blank spots to be labeled (A, V, K) 

■ Call on students to drag and drop the correct country or ocean in the blank spots 

■ Review each country and ocean with the class to make sure the map is labeled correctly  

○ Ask students what countries are in North America and then show the slide to check (A, V) 

■ United States, Canada, Mexico ○ Ask students what are some major countries are in Europe and then 

show the slide to check (A, V) ■ England, France, Italy, Spain 

  Development 

● After reviewing the continents, oceans, and countries, I will segue the conversation from maps to exploration by asking the questions below. 

● Start discussion about exploration by asking questions like (A) ○ “What is exploration? ○ “Why do you think people left their homelands?” ○ “What was motivating these explorers to travel and discover new 

lands?” ○ “Do you think it was important for the explorers to have accurate 

maps? Why or why not?” ○ “How did these explorers get from their home countries to the new 

lands and what materials might they have needed?” ● Via the PowerPoint, I will give an overview of each explorer, why they began 

their exploration, who and where their sponsors were from, what land they discovered, and their path of travel (A, V) 

○ Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport 

○ Students will record five facts about each explorer  Summary 

● I will end the lesson by having a review of the information  ● For review, I will call on students one at a time to draw a line on the map on 

the PowerPoint to represent an explorer's path of travel. They will label the path with the explorers initials.  

○ The student will then tell me an accomplishment of the explorer that they drew on the board. This will be done for each explorer. (A, V, K) 

● For advanced students, they will be asked to name more than one accomplishment of the explorer or any other information they know about them 

● For strugglers, they can call on a friend to help guide them  Materials  

● SMART board and pen ● Early Explorers and Map Skills PowerPoint (Modified 

from Robin Powell, Mecklenburg County)  ○ Attached to back 

  

Evaluation Part A:   ● I will assess students knowledge by their accuracy during the drag and drop 

matching of the continents and oceans.  ● I will assess students knowledge by their accuracy of identifying the 

explorers paths of travel and naming their accomplishments.  ● I will also use our group discussion time to gauge how the class as a whole is 

understanding the material. If only a few students are raising their hands to give answers, then I will know I need to spend more time on the material. I can take notes on students who appear to be struggling with the material, so I can make sure they get more exposure. I will record notes in my student evaluation notebook. 

  

Evaluation Part B:  ·         Did the students meet my objectives? ·         How do I know? 

·         Did the lesson accommodate/address the needs of all learners? ·      What accommodations could be made? ·         What were the strengths of the lesson? ·         What were the weaknesses? ·         How would I change the lesson if I taught it again?   

 

 Lesson Plan #2 

  

Purpose: This is the second lesson in the unit plan based on the exploration of America's. The purpose of this lesson is to learn about Christopher Columbus and his exploration. This lesson is important because students will understand why the United States of America celebrates Columbus day. Also they will learn about the pros and cons of Christopher Columbus exploration.   Main SOL: History and Social Science Standard 3.3 The student will study the exploration of the Americas by a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport; b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on Native Americans Reading 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts. a) Identify the author’s purpose. b) Use prior and background knowledge as context for new learning. c) Preview and use text features. d) Ask and answer questions about what is read. e) Draw conclusions based on text. f) Summarize major points found in nonfiction texts. g) Identify the main idea. h) Identify supporting details. i) Compare and contrast the characteristics of biographies and autobiographies. j) Use reading strategies to monitor comprehension throughout the reading process. k) Identify new information gained from reading. l) Read with fluency and accuracy. .  

Objectives:  Given a history notebook and a pencil students will write down three facts about Christopher Columbus.   Given a poem students will highlight all of the important facts about Christopher Columbus and place the poem in their poetry journals.   Given a poem students will first do a choral reading and read fluently with a 100 percent accuracy. 

  Procedure:    Introduction 

●  I will begin this lesson by asking students these following questions:  - “ Do you know what holiday we celebrate in October every year?”  - “ Who has celebrated Columbus Day?” 

● To introduce Christopher Columbus I will show a youtube video ( A, V). ○ I will ask students to take out their history notebook and a pencil to 

write down three important facts as they watch the video.   ■ What do you already know about Christopher Columbus?  ■ Did everyone write down three facts?  ■ Who can tell me one of their facts? 

Development ● I will ask students to sit in their assigned seats on the carpet and place 

their attention to the smartboard. I will read the poem about Christopher Columbus to model fluency. Then we will read the poem as a class.  

○ Afterwards we will do choral reading for students to understand the pronunciation of the words.  

● Students will be asked to return to their desk and I will hand each of them a poem about Christopher Columbus.  

○ Students will color , cut, and paste the poem into their poetry journals. Then students will highlight important facts in the poem. 

● Students who have difficulties with this lesson can join me in a small group to re-read the poem and use a dictionary or thesaurus to discover the meaning of a word that they have trouble understanding.  

● Students who have mastered this concept will be asked to write their own poem and include more information that they learned on Christopher Columbus. For instance they write about his faults and then share their facts with the rest of the class.  

Summary ● To close the lesson we will have a class discussion about the facts and 

perspectives of Christopher Columbus from the poem,  as they are seated in their desk ( A ) .  

● I will ask students:  ○ What did you learn?  ○ What information about Christopher Columbus surprised you? 

● Students will put their poetry journal and history notebook in the bins on their desk.  

Materials  ● History notebook ● Poetry journal  

● Pencil  ● Highlighter ● Glue  ● Sciccors  ● Crayons  ● Poem about Christopher Columbus  

○ http://2.bp.blogspot.com/-n1ic-UJVQAg/UlSNsouNLKI/AAAAAAAAEgU/APgmvr5cAFM/s1600/Columbus+Day+Poem.png 

 

 ● Video  

○ https://m.youtube.com/watch?v=EZEEbQ3hWmU  

Evaluation Part A:   To access my students knowledge I will check the three facts that they wrote in their history journal. I will also examine the poems that some students created and if my students highlighted important facts about Christopher Columbus in the poem.    Evaluation Part B:  (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught) · Did the students meet your objectives? · How do you know? · Did your lesson accommodate/address the needs of all your learners? · What were the strengths of the lesson? · What were the weaknesses? · How would you change the lesson if you could teach it again?   

      

      

Lesson Plan # 3  

Purpose: ● This is the third lesson of the unit plan on explorers.  ● The purpose of this lesson is to introduce Juan Ponce de Leon. I will do this 

by reading “Juan Ponce de Leon Searches for the Fountain of Youth” by Ann Heinrich. Students will then create an advertisement for water from the fountain of youth.  

● Teaching this lesson is important for students to have an understanding of who Juan Ponce de Leon was and what he accomplished. This lesson also gives the students an opportunity be creative and relate what they are learning to an art activity. 

 Social Studies 3.3  The student will study the exploration of the Americas by: a)   describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport; b)   identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on Native Americans.  English 3.9 The student will write for a variety of purposes. a) Identify the intended audience.  b) Use a variety of prewriting strategies.  c) Write a clear topic sentence focusing on the main idea.  d) Write a paragraph on the same topic.  e) Use strategies for organization of information and elaboration according to the type of writing.  f) Include details that elaborate the main idea.  g) Revise writing for clarity of content using specific vocabulary and information.  Visual Arts 3.4 The student will use imaginative and expressive strategies to create works of art. 

Objectives: ● Given magazines, students will create an advertisement for a bottle of water 

from the Fountain of Youth. Students will write a sales pitch and present their advertisement to the class.  

  Procedure:    Introduction 

● Ask students to take out the notes they took about Juan Ponce de Leon on the first day of the unit.  

● Ask students to share facts they wrote down ● Give brief overview of the facts the students shared (A) 

Development ● Gather students on the carpet and read passages from  “Juan Ponce de Leon 

Searches for the Fountain of Youth” by Ann Heinrichs ● Discuss the myth of the Fountain of Youth (A) 

○ “What is the Fountain of Youth?” ○ “Is the Fountain of Youth real?” ○ “Do you think Juan Ponce de Leon actually searched for the Fountain 

of Youth? ○ “Why do you think he wanted to find it?” ○ “Do you think other people would want to drink from the Fountain of 

Youth?” ○ “Do you think people would pay to drink from the Fountain of Youth?” 

● While students are still on the carpet, give directions for the Fountain of Youth advertisement activity (A, V) 

○ Show the students a bottle of water  ○ “Let’s pretend the water in this bottle is from the mythical Fountain 

of Youth. Let’s say we traveled all the way to Florida like Juan Ponce de Leon and now we want to sell it. I want you guys to make an advertisement selling the magical water from the Fountain of Youth.” 

○ I will model an advertisement that I made for the Fountain of Youth water.  

○ Their advertisement should include a name for the product, at least two pictures, at least three facts/blurbs relating to Juan Ponce de Leon and his explorations. 

○ I will explain to students that they will be “selling” their advertisement to the class.  

○ “Can anyone tell me what a sales pitch is?” ○ “A sales pitch is a quick conversation about why people should buy 

your product, like in commercials. Your sales pitch can be a description of the product and why it is a good product. You can even add a jingle, like ‘I’m loving it’.”  

○ I will model my sales pitch to the class.  ○ Student’s sales pitch should be at least six sentences long. 

Summary 

● Students will return to their desks and create an advertisement to sell the water from the Fountain of Youth (A, V, T) 

● I will have stacks of magazines and colored paper at the small group table that students can come pick up to use for their advertisement.  

● Students will be called by table to gather supplies for their activity. ● Their advertisement should include a name for the product, at least 

two pictures, at least three facts/blurbs relating to Juan Ponce de Leon and his explorations. 

● On the back of their advertisement students will write down their sales pitch.  

● Once students have created their advertisement I will call on students to come to the front of the room to “sell” (share) their advertisement to the class.  

Materials  ● Christopher Columbus’ diary entries 

○ http://www.historyguide.org/earlymod/columbus.html ● Writers notebook ● “Juan Ponce de Leon Searches for the Fountain of Youth” by Ann Heinrich ● Magazines ● Paper, colored paper  ● Glue ● Scissors ● Pencils ● Markers  

  

Evaluation Part A:   ● I will assess students knowledge by checking their writer’s notebooks to see 

that they wrote two paragraphs. I will also check for grammar, spelling, and creativity. 

● I will assess students knowledge by their accuracy during the Juan Ponce de Leon discussion 

○ Whether they are able to give accurate information about him ● I will assess students knowledge by their accuracy during our discussion 

about the Fountain of Youth after reading “Juan Ponce de Leon Searches for the Fountain of Youth” 

○ Are students able to give realistic answers  ● I will assess students knowledge and participation by the effort put into 

their advertisements ○ Did the student create an advertisement that is selling the correct 

product? ○ Did the student relate the advertisement to what we are learning in 

class? ● I can take notes in my student evaluation notebook at any point to document 

topics/students that may need further instruction 

Evaluation Part B:   · Did the students meet my objectives? · How do I know? · Did your lesson accommodate/address the needs of all my learners? · What were the strengths of the lesson? · What were the weaknesses? · How would I change the lesson if I could teach it again?   

Lesson Plan #4

Purpose: This is the fourth day of the Unit Plan. The purpose of this lesson is to finish educating students about Juan Ponce de Leon using a PowerPoint presentation. Once finished, the students will review what they have learned about Christopher Columbus and Juan Ponce de Leon through an interactive chart premade on the SMARTboard. This lesson will reinforce the knowledge the students have been given while teaching them how to use specific technology and software. Main SOL: Social Studies 3.3 The student will study the exploration of the Americas by: a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport; b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on Native Americans. Lesson SOL: Technology SOL C/T 3-5.2 Identify and use available technologies to complete specific tasks. A. Identify the specific uses for various types of technology and digital resources. • Identify the differences among local, network, and Internet resources and tools. • Create, edit, and format a document with text and graphics. • Create and present a multimedia presentation. • Create and populate a spreadsheet with data. • Capture and edit a digital image. • Demonstrate the ability to choose appropriate resources when completing assignments in various content areas. B. Use content-specific tools, software, and simulations to complete projects. • Use tools in various content areas as directed by the teacher.

Objectives: Given a PowerPoint presentation, the students will work in groups of three or four and come up with two reasons for Juan Ponce de Leon’s exploration and what land he founded in America. Given an interactive review matchup chart on a SMARTboard, the student will drag one text box with information on each explorer to the section of the chart that correctly aligns with the categories listed.

Procedure Introduction:

● Show the students the book they read the day before, “Juan Ponce de Leon and the Search for the Fountain of Youth” by Dan Harmon. (V)

● Ask the students a series of questions they remember about the book. (A) ○ What country did Juan Ponce de Leon come from? ○ Why did he explore? ○ What did he find? ○ What was he most known for?

● Explain to the students that they are going to finish learning about him today and then review what they have learned about both Christopher Columbus and Juan Ponce de Leon. (A)

Development:

● Place the students in groups of three or four. ● Hand each group a piece of paper and one pencil. ● Pull up the PowerPoint Presentation and begin the presentation by asking the students

questions about Juan Ponce de Leon before he became famous and then show the slide to check. (A, V)

○ Ask students which country he was born in? ○ Ask students which explorer he sailed with?

● Ask the students questions about why Juan Ponce de Leon went to Cuba then pull up the next three slides to check. (A,V)

○ Why did he go to Cuba? ○ What did the natives tell him about? ○ Who paid for his voyage?

● Ask the students which land he founded in America and the reason for its name then pull up the next two slides to check. (A,V)

○ What land did he find? ○ What did he name the land he discovered? ○ Why did he name it this?

● Ask the students if Juan Ponce de Leon found the gold or fountain of youth and what happened to him after. (A)

● The last couple of slides are a review of the whole PowerPoint and the aftermath, so pull them up and read them to the students. (A,V)

● After the presentation ends, students will review with their groups the two reasons for his exploration and the land he founded and write them on the piece of paper provided. (A, V, K)

● A discussion on each group’s lists, turning in their papers, and sitting in their individual seats will show that this activity has ended.

● Advanced students will be the speakers and writers for their group ● Strugglers will be grouped with at least one advanced student in order to help them

come up with ideas and be involved.

Summary:

● End the lesson by reviewing the information learned about Christopher Columbus and Juan Ponce de Leon through an interactive chart. (A,V)

● The chart will list the two explorers at the top of the chart and on the left side of the chart it will ask: (A, V)

○ What country sponsored him? ○ Where did he go? ○ Why did he want to explore? ○ What did he accomplish?

● Place students in groups of two and call each group one at a time to discuss and drag and drop one text box with information on each explorer into the correct area on the chart. (A, V, K)

● This will continue until each box has been filled. (K) ● Review the chart and if every item has been placed correctly, the lesson is complete.

Materials: ● PowerPoint Presentation:

http://www.aesfourthgrade.com/uploads/3/0/0/8/3008035/juanponcedeleon.ppt

● Pencil and paper for groups to write down the two reasons for Juan Ponce de Leon’s

exploration and the land he founded in America. ● SMARTboard/projection screen ● Matchup chart:

https://www.teacherspayteachers.com/Product/Explorers-Match-Up-231643 ○ This idea would be created as an interactive lesson to be used on a

SMARTboard.

Evaluation Part A: ● I will circulate around the room while students are in groups discussing the reasons for

Juan Ponce de Leon’s exploration. ● An informal assessment will be done with a verbal demonstration. One student from

each group will share the two reasons their group came up with for Juan Ponce de Leon’s exploration and I will write them on the whiteboard.

● Students will also be assessed on if they correctly identify the categories that match each explorer on the SMARTboard interactive matchup chart.

● I will write down each assessment in the progress journals I will have for each child.

Evaluation Part B: ● Did the students meet my objectives? ● How do I know? ● Did the lesson accommodate/address the needs of all learners? ● What accommodations could be made? ● What were the strengths of the lesson? ● What were the weaknesses? ● How would I change the lesson if I taught it again.

Lesson Plan #5

Purpose: This is the fifth day of the Unit Plan. The purpose of this lesson is to make students aware of the impact that European exploration had on the Native Americans. The Native Americans experienced change in their cultures and environments. Students will use a KWL chart and cause and effect chart in order to learn about and compare populations, animals, food, and diseases that were already in America and that the Europeans brought over. This lesson is important, because students need to understand that European exploration may have helped us to settle in America, but that it had many negative effects on the Native Americans. It is important for students to understand that positive and negative consequences can be inflicted upon certain populations and communities, because of choices made by others. Main SOL: Social Studies 3.3 The student will study the exploration of the Americas by: a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport; b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on Native Americans. Lesson SOL: Science 3.6 The student will investigate and understand that ecosystems support a diversity of plants and animals that share limited resources. Key concepts include a) aquatic ecosystems; b) terrestrial ecosystems; c) populations and communities; and d) the human role in conserving limited resources.

Objectives: Given a KWL chart, the student will correctly identify two reasons European exploration impacted the Native Americans under the learned column of the KWL chart before and after watching the video on the effects of European colonization. Given a cause and effect chart, the student will list the reasons for exploration of America and its effects on the population and community of the Native Americans.

Procedure Introduction:

● First, introduce the video about the effects of European exploration on the Native Americans. (A, V)

● Give students a KWL chart and tell them to record what they already know about the impacts of exploration on the Native Americans. (A, V, K)

● Start a discussion by asking the students to share what they know about the topic. (V)

● Students will need to record what they want to learn about the impact that exploration had. (K)

● Finish the discussion by asking the students to share what they want to learn about the topic. (A)

Development: ● Show the video. (A, V) ● Once the video ends, start a class discussion about what the students watched by

asking: (A) ○ What did you notice in the video? ○ Was any part of it sad? ○ What did you already know that was discussed in the video? ○ What did you learn from the video? ○ How would you feel if you were one of the Native Americans?

● Students should them write the impacts the video said that exploration had on the Native Americans, under the L column of their KWL charts. (K)

● After students write what they learned in their KWL charts, create a cause and effect chart on the whiteboard for the students to participate in another class discussion. (V, K)

● Ask the students: (A) ○ What diseases did the Europeans introduce to the Native Americans? ○ Why did the Native Americans get so sick that they died? ○ What did the Native Americans have as part of their food supply? ○ How did the Europeans disrupt that food supply? ○ What did the Europeans do to most of the Native Americans? ○ How did this impact the land and lead to colonization?

● While asking the questions, fill in the cause and effect chart according to their answers.(A, V, K)

● Advanced students will be asked to write with more specific details about the information learned.

● Strugglers will be allowed to draw what they learned or write shorter sentences. Summary:

● After the lesson, the students will participate in a class discussion where each student will give two reasons as to why European exploration impacted the Native Americans. (A)

● Looking for: diseases and disruption of food supply. ● Call on each student and ask them to give their two reasons. (A, K) ● After each student answers, ask the class if they agree with the statement or not and

why. (A)

Materials: ● KWL chart:

○ http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf

● Pencil for filling in KWL chart ● Video describing impact of exploration on Native Americans:

○ http://www.teachertube.com/mobile/video/effects-of-european-colonization-christopher-columbus-and-native-americans-342975

● Whiteboard and dry erase marker for cause and effect chart

Evaluation Part A: The students will be assessed informally with a verbal demonstration.

● I will circulate around the room as students fill in the K and W columns of their KWL charts and ask them:

○ To explain how they already know some things about the impacts of European exploration on the Native Americans.

○ Why they want to know the things they listed under the W column of their KWL charts.

● After watching the video, the students will fill in the L column of their KWL charts and will participate in a class discussion about what they learned.

● Students will be assessed on if they can identify at least two reasons the Native Americans were impacted by European exploration under the L column of the KWL chart.

● I will write their progress in journals for each student.

Evaluation Part B: ● Did the students meet my objectives? How do I know? ● Did my lesson accommodate/address the needs of all my learners? ● What were the strengths of the lesson? What were the weaknesses? ● How would I change the lesson if I could teach it again?

Lesson #6 

Purpose: This is the sixth lesson in the unit plan about explorers of America. This lesson is a continuation of discussing the impact of exploration on Native Americans.  It’s important for students to review and elaborate on what they learned in the fifth lesson of the unit plan, which introduced the impact of exploration. This also gives students the opportunity to practice their reading skills with Readers Theater. 

Main SOL: History and Social Science Standard 3.3 The student will study the exploration of the Americas by a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport; b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on Native Americans. Visual Arts 3.4 The student will use imaginative and expressive strategies to create works of art.

Objectives:   Given a Readers Theater play students will read their specific part with expression, accuracy and fluency. 

Procedure:  Introduction I will introduce this lesson by asking: · “Who remembers a fact about what we learned about the impact of exploration on the Native Americans?” (A)  I will tell students that we are reviewing the material that we learned last class. · I will ask my students to take out their KWL charts and raise their hands to take turns to say one fact that they learned.   Development After reviewing the information on the KWL chart students will be given a Readers Theater. · Before reading I will ask students to predict how they believe the Native Americans felt when explorers entered their homeland. · I will write a  list of students’ predictions on the smartboard. As I read · I will model fluency by reading through the Reader's Theater To meet student’s diverse learning needs · After students know their role they will have 5 minutes to use a phonics phone to practice reading their lines ( A,K ). · Next students will read to a partner for 8 minutes and give each other feedback about their word pronunciation,expression, and fluency. Then the class will perform and read through the whole Readers Theater, as students focus on their part. · As a class students will perform and read through the Reader's Theater two times to help them feel more comfortable with the passage and increase their fluency.  Students who have trouble reading will be assigned roles that are towards their reading level and be asked to figure point to each word. I will also spent most of my time with this group because they need the extra guidance.   · Students who are more advanced will have more complicated roles and be assigned more material to read during the Readers Theater.  Summary To summarize this lesson I will have a class discussion by asking my students if their predictions were correct or incorrect. 

● “Did everyone’s predict that the Native Americans would respond in that way?” ● “How did you feel about their response? Would you feel the same way?” ● “ Were your predictions correct or incorrect?”  

· Students will also be asked “ what emotions did you express as you read through the Reader's Theater? “ Materials 

● Phonics Phones ● Readers Theater ● KWL Chart ● Smartboard  

 Evaluation Part A:    To assess my students’ knowledge I will record my students as they are reading the Readers Theater. Later I would listen to the recording to assess and evaluate their level of expressions, accuracy, and fluency.   Evaluation Part B:  (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught) ·         Did the students meet your objectives? ·         How do you know? ·         Did your lesson accommodate/address the needs of all your learners? ·         What were the strengths of the lesson? ·         What were the weaknesses? ·         How would you change the lesson if you could teach it again? 

  http://teacherlink.ed.usu.edu/tlresources/units/byrnes-celebrations/readers.html https://www.boundless.com/u-s-history/textbooks/boundless-u-s-history-textbook/expansion-of-the-colonies-1650-1750-4/early-conflicts-49/changes-in-american-indian-life-1354-10438/   

Reader’s Theater Impact of Explorers 

Narrator two: Columbus kept watch until late that night. Finally they saw land! The time was two hours after midnight. The date was October 12, 1492. Five hundred years later, we still celebrate the date! Narrator one: Columbus thought he had found the Indies. In fact, he had found islands near two continents he didn't know were there. Today, we call these continents North and South America. Narrator one: Columbus and his sailors went ashore. The native people welcomed them. They spoke to each other using sign language. Columbus: I will call this native people "Indians" because we have reached the Indies! Narrator two: The Native Americans gave them delicious food. They also showed the sailors how to make hammocks. But Columbus wanted more than hammocks. He wanted riches. All the crew: 

Here we can find. Silks and spices, Jewels and gold! Wonderful things for all to behold! Native American one: They are strange but they seem nice. Maybe we can be friends? Native American two: I believe we can, let’s continue to teach them our lifestyle. Narrator two: After some time the Native Americans began to notice that many of them were getting sick. Native American one: Why are so many of our friends and family getting sick? What do they have? Native American two: I overheard Columbus speaking with his crew. In his land they call it small pox. Native American one: Did they bring this disease with them? Native American two: I believe so… Narrator one: The Native Americans were realizing that they were quick to trust the new people. They lost many loved ones and hoped that nothing else would change due to the arrival of Christopher Columbus and his crew. Little did they know Christopher Columbus had other plans. Christopher Columbus: Let us exchange animals and maybe these Native Americans can help us in our land. Crew member: Good idea, we should take some with us. All the crew: Let’s do it!      

Explorer Jeopardy   

Purpose: ● This is the final lesson of the unit on explorers.  ● The purpose of this lesson is to review the explorers Christopher Columbus, 

Juan Ponce de Leon, Jacques Cartier, and Christopher Newport. Students will also review the impact exploration had on Native Americans. The review will be in the form of a Jeopardy style game. 

● This lesson is important so that students have a clear and complete understanding of the explorers, their reasons for exploration, the results of their exploration, and the effect it had on Native Americans. 

 Social Studies 3.3  The student will study the exploration of the Americas by: a)   describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport; b)   identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on Native Americans.  Physical Education 3.4 The student will demonstrate an understanding of the purpose for rules, procedures, etiquette, and respectful behaviors while in various physical activity settings.  a) Demonstrate independence and good use of time while engaging in physical activity.  b) Provide input into establishing rules and guidelines for behavior in physical activity settings.  c) Work cooperatively with peers.  

Objectives: ● Given an “Explorer Jeopardy” game that will be projected on the SMART 

Board, each team of students will answer at least five out of the twenty five review questions correctly.   

  Procedure:    Introduction 

● I will introduce the Jeopardy review game (A) ○ “Today we are going to review all of the material we learned about 

exploration, the explorers, and the Native Americans.” ○ “Raise your hand if you have ever seen the game show jeopardy on tv 

before? Explain to the class how jeopardy works.” ○ “For your review we are going to play our own version of jeopardy with 

a special twist. I call it ‘Explorer Jeopardy!’”   Development 

● The purpose of Explorer Jeopardy is to get your team of explorers to their destination first.  

○ I will have colorful circles on the floor that create a path across the classroom. This path represent the trail the explorers must follow to get to their destination.  

● I will split the class into four teams (A) ○ Team Christopher Columbus, Team Juan Ponce de Leon, Team Jacques 

Cartier, and Team Christopher Newport ● Teams will answer review questions under the categories of “European 

Countries, Motivation/Reasons, Sponsors, Achievements, and Hemispheres” (A, V, K) 

○ The questions range in points from 100-500, but students are not awarded points they are awarded spaces   

○ If a team answers a question correctly, their team gets to move forward an allotted amount of spaces. For example, if the team answers a 100 point question correctly they can move forward one space. If the team answers a 500 point question correctly they can move forward five spaces. 

○ If a team answers a question incorrectly, their team must go backwards an allotted amount of spaces. For example, if the team answers a 100 point question incorrectly they  move backwards one space. If the team answers a 500 point question incorrectly they move backwards five spaces. 

○ If a team answers a question correctly, they may choose another category and try to answer again. 

○ If a team answers a question incorrectly, their turn is over and the turn moves to the next team. The next team can steal that question from the previous team if they know the answer or pick a new category and receive a new question. 

● The first team of explorers to make it across the path and arrive to their destination wins “Explorer Jeopardy”! (K) 

● For advanced/strugglers, each team will have one advanced/”expert” student. The teams will be picked ahead of time to ensure they are well balanced with lower level and higher level students within each team.  

● Link to the jeopardy questions (V) ○ https://jeopardylabs.com/play/european-explorers-virginia-third-gra

de-sols Summary 

● Once we have completed playing “Explorer Jeopardy” students will return to their desks  

● I will then ask students what they thought of the game and how they think it went (A) 

● I will ask what questions they thought were hard? Which ones were easy? (A) 

● I will then go through the questions that the class missed during the jeopardy review (A, V) 

○ We will discuss each question, the correct answer, and why that answer is correct  

○ Reviewing the missed questions will give additional review to the topics students were struggling with 

Materials  ● 50 colorful circle spaces  ● Tape ● Computer ● SMARTboard/projector screen  ● “Explorer Jeopardy” game 

○ https://jeopardylabs.com/play/european-explorers-virginia-third-grade-sols 

  

Evaluation Part A: ● I will assess the students knowledge by writing down any questions that the 

teams answer incorrectly during the review game ○ After the review game we will go over those questions as a class and 

discuss what the correct answer is and why that answer is correct  ○ This will give reinforcements to the topics students were struggling 

with ○ If students are missing questions from one topic in particular I will 

know I need to go back and review/reteach that material  ● I will assess students knowledge by observing who is answering the questions 

during the jeopardy review ○ If there are students who are not contributing any answers I will 

know they may need more clarification on the material ● I will assess students knowledge of rules and cooperation by watching how 

they work with their and how they treat their teammates   

Evaluation Part B:   · Did the students meet the objectives? · How do I know? · Did the lesson accommodate/address the needs of all your learners? · What were the strengths of the lesson? · What were the weaknesses? · How would I change the lesson if I could teach it again?   

Assessment Directions: You will be given an 8.5” x 11” poster board, a variety of colored pencils and markers, scissors, construction paper, and glue. You will be given access to grab different pieces of colored construction paper to use for your posters from the designated area. You will be given 20 minutes to complete your posters, five minutes should be spent on each explorer. After everyone finishes, you will come up to the front of the classroom one at a time and share your poster. You will be assessed on if you were able to correctly identify the four explorers, the reasons for their exploration, the country that sponsored them, and their accomplishments.

1. After being provided a poster and materials, write your name on the back of your poster.

2. Draw a line vertically down the middle of the poster. 3. Draw a line horizontally across the middle of the poster. 4. In the top left box write Christopher Columbus at the top of it. 5. In the top right box write Juan Ponce de Leon at the top of it. 6. In the bottom left box write Jacques Cartier at the top of it. 7. In the bottom right box write Christopher Newport at the top of it. 8. Do one box at a time starting with Christopher Columbus and come up with a

creative way to list his reasons for exploration, the country that sponsored him, and his accomplishments.

9. You will do this under each explorers box on your poster. 10. Once finished please put your materials away and place your head on your desk.

Evaluation Checklist:

● Name is on the back of the poster ● There are four boxes on the front of the poster ● Each explorer is listed: Christopher Columbus, Juan Ponce de Leon, Jacques Cartier,

Christopher Newport ● Under each explorers box their reasons for exploration, country that sponsored them, and

accomplishments have been identified. ● Christopher Columbus:

○ He wanted to find a western sea route to Asia ○ Sponsored by Spain ○ First European to discover a sea route to America; discovered the Western

Hemisphere ● Juan Ponce de Leon:

○ He wanted to discover riches (gold and the fountain of youth) and land to conquer ○ Sponsored by Spain ○ First European to land in Florida; gave Spain a claim to Florida

● Jacques Cartier: ○ He wanted to colonize the New World ○ Sponsored by France ○ Explored the St. Lawrence River (near Quebec, Canada) and gave France a North

America claim ● Christopher Newport:

○ He wanted to discover riches; find western sea route to Asia; colonize Virginia ○ Sponsored by England ○ Arrived at present day Jamestown; made for additional voyages, bringing more

people to Jamestown; one of the first men to reach the Fall Line of the James River

● The poster was created individually ● The poster is creative ● Poster has been shared with class

Group unit plan resources: Lesson Plans

● A lesson plan that lists the SOLs that relate to the topic of explorers. ● It presents a re-enactment activity to do with students and the objectives that are

involved in making the lesson successful. ● One type of resource a teacher could use in help planning lessons.

https://educators.brainpop.com/lesson-plan/the-columbian-exchange-lesson-plan-cause-and-effect/?bp-topic=christopher-columbus

● A lesson plan that asked students to watch BrainPOP videos, which will help them investigate the effects of Christopher Columbus Voyage on the Americas and Native Americans.

● Students will use a cause and effect chart to write down the information that they learned from the video.

● It also includes a cause and effect map that students can use to review afterwards.

Worksheets

● Worksheet to be used as an activity to reinforce lesson on explorers. ● Allows for a way to organize information learned. ● Students can color when done.

● Comprehension activity ● Can be completed as an assessment/evaluation of what students learned after

lesson. ● After completed it can be placed in a reading/writing journal.

● This worksheet gives students the opportunity to use technology to find the

missing words and fill in the blank. ● It also gives and organizes information on Juan Ponce de Leon. ● With this worksheet students will be able to practice vocabulary words and either

work alone or with a partner to complete the Geography Hidden Word Game.

● Students can create their own timeline of Juan Ponce de Leon while using this

worksheet to keep their ideas organized. ● For this worksheet students will be given a timeline with the dates and they will

be responsible for filling in the blank. Quizzes

Juan Ponce De Leon Facts and Quiz: http://study.com/academy/lesson/juan-ponce-de-leon-lesson-for-kids-facts-biography.html#lesson

● This quiz contains three questions about Juan Ponce de Leon, which can help students review facts about that explorer.

Quiz on Christopher Columbus: http://www.softschools.com/quizzes/social_studies/christopher_columbus/quiz417.html

● This is a online quiz that students can complete to help them analyze their own understanding on the topic of Christopher Columbus.

● Students will answer questions on: ○ Where did he come from? ○ What was he looking for? ○ Other facts that they learned.

● This quiz could be used as a review.

https://www.quia.com/cz/9214.html?AP_rand=27956944

● A activity/quiz that can assess students knowledge by asking students to choose the correct word in the blank spaces.

● Students will need to complete the paragraph about Christopher Columbus and Juan Ponce de Leon by filling in the missing terms.

● Students can check their answers by clicking “ check answers” found at the bottom of the paragraph.

Websites

● Website used for researching information for lesson on exploration. ● Discusses the diseases that caused many deaths of Native Americans. ● Shares information on how Native American culture was changed.

http://easyscienceforkids.com/all-about-juan-ponce-de-leon/

● This website shares facts about Juan Ponce de Leon accomplishments. ● It also includes the definition of four vocabulary words for students to learn.

https://allaboutexplorers.com/explorers/deleon/

● This website includes an enlarge map of Juan Ponce de Leon’s voyages, which are separated by three colors to help students distinguish his three different voyages.

● Shares information about Juan Ponce de Leon, from the day he was born to the day he died.

http://www.timetoast.com/timelines/the-voyage-of-christopher-columbus-3rd-grade The website contains a pre-made timeline on Christopher Columbus that students can use as a resource to organize voyages.

Books

Explorers Who Got Lost by Diane Sansevere-Drether and Illustrated by Ed Rentro

● Book that describes the explorers who got lost during the fifteenth and sixteenth centuries. ● Includes Christopher Columbus and Juan Ponce de Leon. ● Good option for students to look at in groups and discuss information given in the book.

Christopher Columbus by Marion Dane Bauer and Illustrated by Liz Goulet Dubois

● This book is a biography of Christopher Columbus. ● Great for introducing students to Christopher Columbus and for discussing his voyages and his

discoveries. ● Guided reading J ● Genre non-fiction

You Wouldn’t Want to Sail with Christopher Columbus! By Fiona MacDonald and Illustrated by David Antram

● This book discusses the hardships that Christopher Columbus and his crew face during their voyage.

● Contains humor as it explains the negative sides to their voyage.