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“Exploring the Explorers Unit Plan” 3rd Grade

VA SOL History 3.3 Kara Goodrich, Brittany Nueslein, Sabrina Evans

7 Day Unit Timeframe

The main SOL for this unit is History 3.3. In third grade, students are learning

about the Americas and identifying the contributions of selected individuals. This SOL

covers the accomplishments of some of the selected individuals: Christopher Columbus,

Juan Ponce de León, Jacques Cartier, and Christopher Newport. In addition to these, the

students will learn the reasons for exploration, the information gained, the results of the

travels, and the impact of the travels on American Indians, or Indigenous people. These

lessons will teach the students new and different perspective of the explorers and their

exploration. This unit will be a unit of fun, interaction, and will challenge their own prior

knowledge of the explorers based upon SOL 3.3.

This unit expounds greatly upon our main SOL, History 3.3. This unit will comprise

of an introductory lesson and 6 other lessons that expand on the principles of the main

SOL. Prior to this unit, the students learned about the importance of Christopher

Columbus Day in the first grade (VA SOL 1.3), so this lesson will allow students to make

connections with the national holiday. Also, students learned about continents and map

skills (VA SOL 2.5), so they will make connections with the explorers routes and

continents. There is an individual lesson for each explorer that teaches information that

will be directly learned, discussed, and assessed throughout the unit based on their

background, years of exploration, continent and country which they came from, reason for

exploration, and accomplishments. In addition, there is one specific lesson that discusses

the impact of travel on American Indians, or Indigenous people. In conclusion, you will see

all aspects of the SOL taught, learned and assessed within these various lessons.

Introduction Lesson for Exploration Unit

Brittany, Kara, Sabrina History 3.3

Purpose: Today is a lesson that reviews and builds upon SOL 2.5 (continent and map skills) as well as SOL 1.3 with the importance of Christopher Columbus Day. This will expand into the third grade level sphere. This lesson will introduce explorers of the Americas and their connection with geography. This is important to learn about explorers because it adds historical context to be used in future SOLs. VA SOL History 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.

Objectives: Given the review worksheet, the student will reflect upon previous knowledge paired with brief YouTube video in order to begin thinking about the importance of exploration in the Americas, completed with 100% completion when the exit ticket is turned in.

Procedure: Introduction (5 minutes):

- [Turn and Talk] What does it mean to be an explorer and to explore? - [Whole Group] What do you know about explorers?

a. [Hand Raising] In order to share their knowledge, the students will raise their hands and wait to be called upon. (3-5 responses from students)

Development: - [Whole Group] The students will come to the carpet with nothing but themselves to

watch the YouTube video on explorers (5 minutes) ● Today we will watch a brief video to introduce us to some important explorers

from our history! (Audio & Visual)

● YouTube Video: “Discoverin’ America” https://www.youtube.com/watch?v=XWY50mH5awQ

https://www.youtube.com/watch?v=XWY50mH5awQ

- [Whole Group] Follow Up Questions & Video Review (5 minutes) (Audio & Visual) ● Who are the four explorers that are talked about in the video?

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

● What do you want to learn about from the explorers? ● Who are you most excited to learn about and why?

(4-5 responses)

- [Partner Work] Worksheet (15-20 minutes) (Audio, Visual, and Tactile) a. Worksheet is attached to the lesson plan b. The partners will be predetermined so there is no conflict

i. Students will be counted off to eleven beforehand and asked to find their matching number.

c. Briefly review the instructions with students before asking them to begin d. Move around the classroom to make sure there is productivity that is relevant to

the assignment, listen for the topic of explorers. e. Note where the students are developmentally with this concept - On Board!,

Getting There, or Paddling

On Board! Getting There Paddling

- For advanced students (Visual): Ask them to write which continent each explorer came from and the ocean they used to get there in each explorer’s corresponding box.

- For struggling students (Audio & Visual): Have “fill in the blank” graphic organizers

available instead of the word bank worksheet for any students who are anticipated to struggle. Pair these students up with advanced students for support.

Summary:

- [Whole Group] Go over the worksheet by asking students to raise their hand (3-5 minutes)

a. Collect worksheets to grade for completion (classwork assignment) i. Can be used as an Exit Ticket before lunch/recess/specials

Materials: - Promethean board/computer access - Class set of explorer worksheets - Set of fill in the blank graphic organizers - Worksheet mastercopy

- Blank piece of notebook paper

Evaluation Part A: - Have students independently write three fast facts that they learned today during the

introduction to explorers lesson. (5 minutes) - This can be completed on a blank piece of paper with just their name and three

facts. - This can also be used as an exit ticket prior to the next activity.

Evaluation Part B: - Was this lesson an effective use of time?

____________________________________________________________ ____________________________________________________________

- Did the students stay on task? ____________________________________________________________ ____________________________________________________________

- Were the guided notes successful in attention keeping? ____________________________________________________________ ____________________________________________________________

- Was the Prezi interactive enough? ____________________________________________________________ ____________________________________________________________

- Were the struggling students well supported? ____________________________________________________________ ____________________________________________________________

- Did I manage the partner work efficiently? ____________________________________________________________ ____________________________________________________________

- What were the strengths of the lesson? ____________________________________________________________ ____________________________________________________________

- What were the weaknesses of the lesson? ____________________________________________________________

____________________________________________________________

a. How can these weaknesses be improved? ____________________________________________________________ ____________________________________________________________

-

Christopher Columbus Lesson 2

History 3.3

Purpose: Today is one of a series of lessons that introduces our first new world explorer of our exploration unit: Christopher Columbus. This lesson will focus specifically on a brief summary of his biography, his voyage to the Americas, reason for exploration, and locating/creating the voyage on a map. VA SOL History 3.3: The student will study the exploration of the Americas by:


VA SOL Visual Arts 3.5: The student will develop ideas inspired by a variety of sources, including print, non-print, and contemporary media, for incorporation into works of art.

VA SOL Visual Arts 3.6: The student will create works of art that communicate ideas, themes, and feelings.

Objectives: Given a reading passage and fine art activity the student will be able to complete a corresponding worksheet by filling out the necessary factual information with 80% accuracy.

Procedure: Introduction (10 minutes):

- Have students come to the carpet - Review by calling on students to tell what they remember of Christopher

Columbus from second grade (during this time, write facts on the board for students) (Visual)

- When did Christopher Columbus sail the ocean blue? Why did he sail?

- Marker in hand and ready to write - How many boats did he bring with him?

- What were their names? (Audio) - Share the fast review facts with the class that we collected based on our

memories. (Visual) - [Direct Instruction] Have students return to their seats and grab a

stapled reading passage with activity sheet from the assignment pick up/drop off station on their way back to their desk.

Development (45 minutes):

- [Whole Group] Discuss with students different ways to identify key points in the passage.

- One way to identify key points in the passage is to highlight important facts while reading

- Another way to identify key points is to write them on the worksheet under its respective category while reading

- An example being: “Columbus wanted to travel to Asia, too.” What category does this fall under on the Explorers worksheet?

- Once the passage has been read and corresponding worksheet has been completed, students will be asked to turn in their assignment in exchange for an 8”x10” piece of white construction paper.

- We are going to create our own map to demonstrate our knowledge of Christopher Columbus’ voyage through integrating art.

- When beginning the map design, students will use the classroom world map to reference when drawing the outline of each continent with black permanent marker.

- Show students the example of your home-made Christopher Columbus map - Next the student will draw a dotted line from their image of Spain to the

islands of the Americas, to give their map direction. (label locations of to and from on map)

- Once students have their map and voyage traced, give them blue, green, and brown watercolor paints, brushes, and a cup of water to share with neighbors.

- Students will then be asked to paint their maps. - Once painting is complete, the students will place their paintings in the

windowsill to dry for the remainder of the day. - Move around the room to see how students are engaged with the activities.

Listen for history language - voyage/trip exploration/explorers, obstacles,accomplishments of Christopher Columbus

- Note where students are in their development of this topic - smooth sailing, getting there, and paddling

Smooth Sailing Getting There Paddling

- For advanced students - Have students also label the oceans and surrounding continents

- Allow students to also draw and label Columbus’ three boats used (Nina, Pinta, Santa Maria)

- Students will also be given the option to select a book on Christopher Columbus to read quietly and independently if listed above is completed early.

- For struggling students

- Gather into a small group and review original instructions for reading the passage and completing worksheet activity

- Use passage as a group read aloud making frequent stops as a group to record fast facts onto our worksheet together. [Auditory]

- Students will take turns reading two sentences at a time going in a clockwise rotation.

- Partner strugglers with stronger students for modeling instructions and support

Summary (15 minutes):

- Ask students to come back to the carpet - In reviewing the completed worksheet, I will ask the class to raise their

hand and tell me one fact about Christopher Columbus that they learned today and what category their fact belongs in (based on the worksheet setup)

- I will call on eight students. - Once each fast fact is given and I have written it on the board, I will have

the class give me a thumbs up or down if they believe the information is accurate and true.

- Finally, and exit card will be passed out (blank white index cards) where I will ask students two questions that they will complete at their seats and turn in before leaving at the end of the day

Materials: - Reading Passage/Worksheet (stapled together) - 8”x10’ white construction paper - Permanent marker (black) - pencil - Water color paint (blue, green, brown) - Paintbrush - Cup of water - Phite index card

Evaluation Part A (5 minutes): Have students answer the two ‘pop quiz’ questions on white index cards. Use this as exit ticket at the end of the day.

- What year did Columbus sail the ocean blue? - Where did Columbus think he was once he reached land after his long voyage?

Evaluation Part B: 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? ____________________________________________________________________________________________________________________________________________________________________________________ How did I manage the classroom atmosphere during independent seat work? ________________________________________________________________________________________________________________________________________________________________________________________________

“Columbus Controversy: What was the Real Relationship Between the Indigenous People and Christopher Columbus?”

Lesson 3 Geography 3.5/ Reading 3.6

Purpose: The purpose of this lesson is to allow the students to explore a different perspective about Christopher Columbus and the Indigenous People. Within this lesson, students will learn that there were already people in the New World when Christopher Columbus arrived and his role in the interaction with the Indigenous people. In addition, students will understand that there are always more than one perspective for every historical event. After lesson 2 and this lesson, students will gain an understanding of both European and Indigenous perspective of European colonization of America. VA SOL 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.

VA SOL 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 the various activities within the handout, the students will identify, with

evidence, the role that Christopher Columbus played with the interaction with the Indigenous people of America with 100% completion.

- Given the true or false worksheet and a pencil, the students will identify and

select which information is true or false with 100% accuracy.

- Given the worksheet titled “Christopher Columbus - Hero or Villain?” and a pencil, the students will identify and explain their opinion of Christopher Columbus’s interactions with the Indigenous people by writing at least 4 sentence with 100% completion.

Procedure: (50 minutes) - Make sure all materials and aspects of the lesson are set up and passed out prior

to beginning the lesson. - Pass out pre-made mini booklets and handout to each individual.

Introduction: (5 minutes) (Audio & Tactile)

- [Whole Group] Have the students come to the carpet. - Remind the students what they have been learning in Social Studies by

asking them (3-5 responses): - What do you remember from the lesson on Christopher Columbus? - What did he accomplish? - Where did he land in the New World? - What are some items he discovered from his travels?

Development: (30 minutes) (Audio, Tactile, Visual)

- [Whole Group] Have students return to their seats. Do a read aloud with the students and have them follow along in their pre-made mini-booklets. (Audio & Visual) (10 minutes)

a. Administer the read aloud with the big booklet attached to this lesson. (Audio)

b. [Raise Hands] At the end of each page, utilize the following guided read aloud questions during the read aloud and have students raise their hands to answer the questions:

- (Page #1 “You know...”) = Were there people on the small island before Christopher Columbus “discovered” it? If so, who were they? (1-2 responses)

- ANSWER: Yes, the indigenous people. - (Page #2 “Christopher Columbus…”) = Where did Christopher

Columbus think he was when he arrived to the small island? And who did he think the indigenous people were? (1-2 responses)

- ANSWER: East Indies & Indians - (Page #3 “Ultimately…”) = What are some things that the

Europeans did to the Taino people? (1-2 responses) - ANSWER: Forced them into slavery, made them sick, and

made their tribe become extinct, forced religious beliefs on the Taino people.

- (Audio, Visual, Tactile)

- [Partner Work] With the person beside you, match the word to the definition using your mini booklet. (Audio, Visual, Tactile) (5 minutes)

- Take out the definitions and words. - Taino, Indigenous, villain and hero.

- Now, with your partner and using your mini booklet, match the correct definition to the correct word. (Tactile)

- [Whole Group] To make sure that each pair has the correct answer, say the definition of each word. (Audio & Visual)

- Indigenous: the people who the original people of the place - Taino: a tribe of Native Americans who had lived in the

Caribbean for hundreds of years - Hero: a courageous person who helps or saves others - Villain: a cruel and mean person who hurts others through

words and/or actions

- [Partner Work] Using your mini booklet and with the person across from you, complete the “Christopher Columbus and the Indigenous People” true or false sort worksheet. (Audio, Visual & Tactile) (15 minutes)

- [Direct Instruction] Use your mini booklet to help you decide if they are true or false. Cut and glue to the correct column. (Audio, Visual, Tactile)

- Make sure you all check your answers and make sure they are correct before gluing them down.

- Collect this assignment for grading purposes. For advanced students:

a. To expand the lesson, these students will complete 6-8 sentences for their “Christopher Columbus: Hero or Villain” worksheet. (check below in the Summary section for more information about the worksheet)

For struggling students: a. For these students, they will only write 4-6 sentences for their

“Christopher Columbus: Hero or Villain” worksheet (check below in the Summary section for more information about the worksheet)

Summary: (15 minutes) (Audio, Visual, Tactile)

- [Independent Work & Direct Instruction] Using the knowledge learned during the lesson, you all will fill out the “Christopher Columbus - Hero or Villain?” worksheet. Here you will write about your opinions on if Christopher Columbus was a hero or villain in his interaction with the Indigenous people. (5 minutes) (Audio & Visual)

a. Remind students to write in complete sentences and remind them of what elements comprise a sentence. (Tactile)

- Sentences: begin with a capital letter, always contains a verb and expresses a complete idea, and ends with punctuation.

b. Tell them to provide at least two details on how they came to your decision about Christopher Columbus.

c. Tell them that they have the option to add an illustration to their writing if you would like to.

d. This writing should be at least 4 sentences (see above for modifications if necessary).

- “You all may begin! If you have any questions, raise you hand and I’ll be over there as soon as possible.”

- Collect all worksheets to be checked for completion.

Materials: - Christopher Columbus and the Indigenous People packet by teacherspayteachers

handouts - Booklets pre-made and pre-stapled using the information in packet - Cut out the names and definitions matching words from the packet

- Pencils - Computer projector, promethean board, or smartboard - Scissors (1 per person) - Glue (1 per person)

Evaluation Part A: (5-7 minutes) - [Whole Group] Go over the lesson by asking students to raise their hands.

- Ask the students: - What did you learn today that you didn’t know before? (3-5

responses) - What is the meaning of Taino, indigenous, villain and hero? (4

responses) - What do you believe is the role that Christopher Columbus played in

the interaction with the indigenous people? (2-3 responses) - How did this assignment make you feel?

- This will be used as an intangible exit ticket prior to the next activity.


____________________________________________________________ ____________________________________________________________


- Were the handouts beneficial? ____________________________________________________________

____________________________________________________________

- Was the read aloud interactive enough? ____________________________________________________________ ____________________________________________________________




- What were the weaknesses of the lesson? ____________________________________________________________ ____________________________________________________________

a. How can these weaknesses be improved? ____________________________________________________________

Christopher Newport Lesson 4

History 3.3/3.5 Physical Education 3.3

Purpose: Today is a lesson that will introduce Christopher Newport as an explorer and will cover which country this explorer is from, the reasons for exploring, what was gained and the overall results of the travels. This will not only connect geography to exploration, but will illustrate how the Americas were discovered.

VA SOL History 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.

VA SOL Physical Education 3.4: The student will demonstrate an understanding of the purposes for rules, procedures, and respectful behaviors, while in various physical activity settings.

a) Explain the importance of rules for activities. b) Provide input into establishing and demonstrate implementation of rules

and guidelines for appropriate behavior in physical activity settings. c) Describe the importance of cooperating and work cooperatively with peers

to achieve a goal. VA SOL 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.

Objectives: Given the review game and worksheet, the students will review the continents and oceans; and be able to identify Christopher Newport and his accomplishments by completing the worksheet with 100% completion when handed in.

Procedure (1 hour):

Introduction (15 minutes): [REVIEW GAME] (Tactile, Auditory, Visual) - The students will be split up into two teams and in relay race format. - Using two maps, they will take turns matching the sticky note with it’s

corresponding area on a map on the board. - The sticky notes will only have continents, oceans, equator, and prime

meridian written on them. - While one team member is going, the other team members need to

jog in place, if someone stops they have to start their map over. Whichever team completes their map first, wins!


- Visual [Whole Group] (5-7 minutes) The students will come to the carpet with their notebooks to write on and a pencil.

- [Hand Raising] The students will create a class list of everything they remember about Christopher Columbus. (About 6 or 7 facts are needed, use hand raising)

- Questions to prompt: - Where is he from? - What did he do? - What did he accomplish?

- Visual/Auditory [Direct Instruction] (20 minutes) Using the Prezi, the students will watch and listen to a brief presentation and take notes using a fill in the blank worksheet. This will serve as a visual aid for the students as well as a future study guide.

- Prezi: http://prezi.com/hc9w8n6e0xmv/?utm_campaign=share&utm_medium=copy&rc=ex0share

- Tactile/Visual [Collaborative Work] (15-20 minutes) Using the worksheet from Teachers Pay Teachers, in predetermined partners, the students will complete a compare and contrast worksheet to reinforce knowledge learned about Christopher Newport as well as review the previous lessons about Christopher Columbus.

- The students will be counted off by 11 and be asked to find their match so there is no partner conflict. Some students may be matched based upon predicted struggles or advancement.

- They may use their notes to work on the worksheet together - The teacher will walk around the room and make note of their

progress - On Board!, Getting There, or Paddling - Listen for productive work: explorers, continents, oceans

On Board! Getting There Paddling

- For struggling students: Use predetermined partners, ideally with an advanced student for extra support. Monitor these students closely and

http://prezi.com/hc9w8n6e0xmv/?utm_campaign=share&utm_medium=copy&rc=ex0share


look for effort. - For advanced students: Give out the worksheet that doesn’t have the

predrawn boxes so they will not know how many facts go with each explorer for an extra challenge.

Summary: (2 minutes)

- Have the students return to their seats. - [Turn and Talk] Go over their answers with another person at their table. - Write down any possible questions on the back of their worksheet. - Brief Q and A before work is turned in.

- Was there anything that was difficult in the lesson? - Is there anything you would like me to re-explain?

Materials: - Smartboard/Promethean board - Prezi:


- Christopher Columbus/Christopher Newport Comparison Worksheet from TeachersPayTechers

- Guided note taking worksheet (self-made based on Prezi) - Pencils - 2 Maps - Sticky notes with oceans, continents, prime meridian, and equator pre written on

them

Evaluation Part A: - Review the worksheet (5 minutes)

- Call on students with raised hands to share with the class which column and what fact went in (only 1)

- Call on 8 students only with their hands raised and sitting quietly After the review, the students will pass their papers to the left. These will be collected for a completion grade and will evaluate how successful the partner match ups went.


____________________________________________________________ ____________________________________________________________


- Were the guided notes successful in attention keeping?



____________________________________________________________ ____________________________________________________________







-

Name:__________________ Date:___________

Christopher Newport _____-_____

For almost ________ years, Newport worked as a privateer who raided Spanish freighters on and off in the _____________________. Define privateer: __________________________________________________________________________________________________________________. Newport set sail for the New world from ___________, England. The King of England sent Newport to discover ________________and to find a _____________ sea route to ___________. He was also sent to colonize ____________ ________________. He traveled with three ships: Susan Constant, _______________, and _______________. Jamestown was named for the ___________ of __________, King James I. Jamestown was founded May ____, ______. After the first colonists arrived at Jamestown in May, Newport returned to ___________ the following month for ____________ and new settlers. He left behind the ______________ to survive the winter. However, when Newport returned the following year he found that most of the settlers had died from _________________, _____________________________, or diseases. Newport made a total of __________ voyages bringing more people to Jamestown. Captain Christopher Newport sailed from _______________ to Jamestown. Newport had three goals:

1. ___________________________ 2. ___________________________ 3. ___________________________

Juan Ponce de Leon

Lesson 5 3rd Grade

History 3.3/3.5

Purpose: Today is a lesson that will introduce Juan Ponce de Leon as an explorer and will cover which country this explorer is from, the reasons for exploring, what was gained and the overall results of the travels. This will not only connect geography to exploration, but will illustrate how the Americas were discovered. VA SOL VA SOL History 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.

VA SOL 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.

Objectives: Given the intro video, powerpoint, and play, students will be able to write a collaborative paragraph about Juan Ponce de Leon constituting of 5 accurate facts with 90% accuracy.

Procedure (45 minutes): Introduction (5 minutes) Visual:

- Have the students come to the carpet - Show the funny video about Juan Ponce de Leon:

https://www.youtube.com/watch?v=D95r3s-iobg a. What do you remember from the video? b. Where was Ponce de Leon from? c. What did he discover from his travels?

Development (30 minutes) Visual/Auditory: - After the video, send the students back to their desk.

- Have them take out a sheet of paper and number it one through five.

https://www.youtube.com/watch?v=D95r3s-iobg

- Show the powerpoint and have them write down five facts based on the power point.

- Juan Ponce de León Explorer.pptx from Scholar Commons - [Turn and Talk] When finished, ask the students to turn to their neighbor

and share two new things you learned. - Ask for five students to share, base your decision on hand raising

and correct classroom procedure. - (Visual/Auditory) Break the students up into five groups of four by counting off

the students one through five. - Hand each group a script for the Juan Ponce de Leon play!

- Give the students 15 minutes to practice before they have to show you.

- After they do the little play, ask 3 follow up questions: - Where was Juan Ponce de Leon from?

- Which continent is that one? - Which hemisphere? - Which ocean did he cross?

- Where did he discover? - What was he looking for?

- If struggling, guide them to the answer. - For struggling students:

- For those that may have difficulty with the theater aspect, assign them the role “stage director” so they can help their peers participating in the play be successful and still offer the struggling students a leadership role to be involved.

- For advanced students: - Have them add three additional lines to their play to include more

information about Juan Ponce de Leon that they learned in the powerpoint.


- Ask the students to return to their seats. - (Collaborative work) Once everyone is quiet, ask each table to write one

paragraph about Juan Ponce de Leon. - Remind the students to include their who, when, where, what, and

why in the paragraph. - Collect after 5 minutes, have this counted as an exit ticket for lunch,

recess, specials, etc.

Materials: - Promethean board - Computer - Pencil - Paper - Juan Ponce de León Explorer.pptx - Play script from Scholar Commons

http://scholarcommons.usf.edu/cgi/viewcontent.cgi?filename=0&article=1000&context=las_hhfc&type=additional

http://scholarcommons.usf.edu/cgi/viewcontent.cgi?filename=0&article=1000&context=las_hhfc&type=additional

Evaluation Part A: Evaluation will be based upon the verbal answers to the follow up questions after the play is performed. This will target key information to remember from the SOL.

- Where was Juan Ponce de Leon from? - Where did he discover? - What was he looking for?

Each table will then hand in a paragraph about Juan Ponce de Leon. Look for key information that is included in the SOL. Soft grading based upon answers will be used, completion of the paragraph starts them at a C, inclusion of 2-3 correct facts will be a B, and inclusion of 4 or 5 correct facts will be an A.


____________________________________________________________ ____________________________________________________________








- How can these weaknesses be improved? ____________________________________________________________ ____________________________________________________________

-

Ponce de Leon Play

Narrator Over 500 years ago, King Ferdinand and Queen Isabella were hoping to find new lands filled with riches. Let’s travel back in time and listen to the King

and Queen talk about their wishes.

King (seated on his

throne)

My Queen, I have heard about land far, far, far away filled with riches like gold.

Queen (seated on her throne)

King Ferdinand, we should send an explorer to claim this land far, far, far away filled with riches like gold.

King Yes, my Queen, we need to find the best explorer to travel the sea to this land far, far, far away.

Ponce de Leon

(come in and bow) Your Royal Highness, I am your man. I can travel the sea to lands far, far, far away. I have heard of a fountain filled with water that

makes the old young again.

Queen (Put your hands on your waist) Wow! A fountain filled with water that will make me younger? That would be better than gold.

Ponce de Leon

Yes, a fountain of youth would be better than gold. I can find it and bring it back to you.

King Agreed, but you will have to pay for this voyage. You will need to buy your own ships and pay your own sailors.

Queen Set sail as soon as you can to find this Fountain of Youth in a land far, far, far away.

Ponce de Leon

I will, your Royal Highness, I will. (Bow and back away)

Narrator And so it went. Ponce de Leon paid to travel the sea to lands far, far, far away in hopes of finding the Fountain of Youth.

Jacques Cartier - Where and Why? Lesson 6

History 3.3

Purpose: Today is one of a series of lessons that introduces our fourth and final explorer, Jacques Cartier. Today’s focus will be on learning about his voyage from France to Canada, his reasons for exploring, and the impact he had on the history of Explorers in the New World. VA SOL History 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

Objectives: Given an informational youtube video, the student will be able to identify and record eight accurate facts about Jacques Cartier with 90% accuracy.

Procedure: Introduction:

● Have students take out their journals and something to write with, and come down to the carpet.

● Ask students to turn to a blank page in their journals and inform the class that they have 2 minutes to draw their best ship.

● Instruct students to hold up their journals in the air when their ship is complete.

● After two minutes, compliment the works of art and dive into lesson. ● Review the main study of the unit by calling on 6 students and asking:

[whole group] - What is an explorer? What do they do? - What do you remember about Jacques Cartier from second grade?

● Write the following questions on the board (prior to watching video) to guide the students thoughts during the video: [visual] [whole group]

- What country did Jacques name? - What was Cartier sent to the Americas to find? - What did Cartier bring back the first time he returned to France? - After three voyages, what is the reason for Cartier’s final trip

home? ● Inform students to be thinking about these questions during the video and

ask them to make quick mental predictions. - Call on six students who are sitting quietly with their hands raised,

ready to share their prediction. ● While setting the video up, ask students to number a blank page in their

journal 1-8 where they will collect eight facts for a follow-up activity. Development:

● Discuss with the students the main reasons for exploration and how important it was to our history. (Audio)

● We are going to watch an informational video on Youtube that introduces our newest explorer, Jacques Cartier. During this video, you need to collect eight educational facts about Cartier in your journal to show you were paying attention for a class grade. (Visual & Audio)

● When you are complete, wait quietly and attentively until the video has finished.

● Once the video has finished, I will be coming around to verify everyone has eight facts.

● When your journal has been checked/completed you will receive a 8”x8” square piece of paper.

● With this, an origami fortune teller will be created and each number flap will contain one of the eight collected facts on Jacques Cartier.

- I will demonstrate with the class how to create the origami fortune teller.

● [ Collaborative Work] As students finish creating their fortune tellers, they will be paired off, by counting off from 1-11 and grouped in partners by number to play together reading off fast facts. (Visual, Audio, Tactile)

● Once the entire class has created their fortune tellers, students will get the opportunity to travel around the room and play a few rounds with other students.

● Listen for social studies language - explorers, voyages, Indians, and places explored

● Note where students are in their development - smooth sailing, getting there, and paddling

Smooth Sailing Getting There Paddling

● For advanced students: - Have students complete their origami fortune teller and play with a

partner - Allow students the option to research Jacques Cartier on the iPad

and gather five additional facts to add to their journal. - Allow students to read their social studies book quietly in the

chapter pertaining to Cartier. ● For struggling students:

- Meet with them in a small group to make sure everyone has eight facts, allow students to tradeoff the information they do have until everyone has eight.

- Model how to make an origami fortune teller once again and allow the students to follow you step by step. (Have a few pre-made as well for example)

- Partner strugglers with stronger students for support during lesson, if needed.

Summary:

● Ask students come back down to the carpet with their origami fortune tellers.

● Have students stand at the carpet and raise their hand prepared to tell me one of their eight facts. [whole group]

● As I call on each student, they are welcome to sit down after providing a fact about Jacques Cartier. (repeating facts will just get check marks beside them on the board)

● Once everyone is sitting, we will admire/talk about our list by calling on ten students.

- Tell me something new you learned about Jacques Cartier? - What was most interesting to you?

● Next I will wrap up with a short Read aloud on Jacques Cartier to solidify students knowledge gained. (Jacques Cartier: Exploring the St. Lawrence River by Jennifer Lackey) [direct instruction]

● I will then pass out exit cards for students to complete individually at their desk and have checked by me prior to leaving.

Materials: ● Youtube video: https://www.youtube.com/watch?v=Vy0GjZH0EuY ● Student Journal ● pencil ● 8”x8” piece of paper ● markers ● iPad (for additional research) ● Jacques Cartier: Exploring the St. Lawrence River by Jennifer Lackey

Evaluation Part A: ● Have students answer the three exit ticket questions on the board on

their exit ticket.

https://www.youtube.com/watch?v=Vy0GjZH0EuY

https://www.youtube.com/watch?v=Vy0GjZH0EuY

● Allow students to use their origami as reference. ● Once completed, I will come around to check exit cards prior to leaving ● Questions Used:

- Who was Jacques Cartier? - What country did he discover and name? - How many voyages did he make?

Evaluation Part B: 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? ____________________________________________________________________________________________________________________________________________________________________________________ How did I manage the classroom atmosphere during independent seat work? ____________________________________________________________________________________________________________________________________________________________________________________

Sample Origami

“What Do You Know?”: Jeopardy Review Lesson

Lesson 7 History 3.3/ Technology 3-5.1

Purpose: The purpose of this review lesson is to test the student's’ knowledge that they learned throughout the unit plan. This is a very interactive, involved way to test knowledge and a great indicator of what the student’s retained and what they struggle with. In addition, this a fun way to engage the students while learning and reviewing. VA SOL History 3.3: The student will study the exploration of the Americas by:


VA SOL Computer Technology 3-5.1: Demonstrate an operational knowledge of various technologies.

a) Use various types of technology devices to perform learning tasks. - Use a keyboard, mouse, touchscreen, touchpad, and other input

devices to interact with a computer. - Demonstrate the ability to perform a wide variety of basic tasks

using technology, including saving, editing, printing, viewing, and graphing.

b) Communicate about technology with appropriate terminology. - Use basic technology vocabulary in daily practice.

Objectives: Given the review jeopardy game, within their groups, the students will review the material learned in the unit and be able to identify the correct answer with 14/15, or 93%, accuracy.

Procedure (45 minutes): - Make sure all materials and aspects of the lesson are set up prior to the lesson. - Put the Jeopardy game on the screen before starting the introduction.

Introduction (5 minutes): (Audio & Tactile)

- [Whole Group] Have the students come to the carpet a. Remind the students what they have been learning in Social Studies by

asking them: - What do you remember from Social Studies? - Have you enjoyed all of the many fun activities?

- Why are explorers important? - What are some items they discovered from their travels?


- [Whole Group] Tell the students that they’ll be playing Jeopardy and give your behavioral expectations.

- [Direct Instruction] (Audio & Tactile) Give these instructions to the students:

- Within groups of 4, you will answer each question on the board - I will ask a question and then you will all whisper amongst your

group to find one answer - It is very important to whisper so that they other teams do not

hear your answer - While working in a group, you cannot get frustrated with your

teammates at all - If the majority of your group says one thing and your idea is not

picked, it is okay! We are working as a group today so it’s about the group as a whole not about individuals. (Audio)

- We will then talk about how we are going to show great

sportsmanship and cooperation. - [Raise Hand] What does sportsmanship and cooperation look

like? (explain the meaning of both words first if necessary) (3-4 responses) (Tactile)

- When I say, “Times up!” each group will say their answer. - After all answers are said, I will reveal the answer. The teams with

the correct answer will gain points and the teams with the incorrect answer will lose points.

- [Raise Hand] So how are you going to show sportsmanship and cooperation while playing the game? (3-4 responses)

- [Raise Hand] So how are our voices while we are answering the questions in our group? (3-4 responses) (Tactile)

- [Whole Group] Place students into groups of 4 or 5 (dependent on how many

students are in the classroom) and then start jeopardy. (Audio, Visual, Tactile) 1. Groups will be pre-made with a variety of advanced, intermediate and

struggling students. 2. [Direct Instruction] Students will be place into groups and now start the

game. - Each group has 1 minute to pick a group name - [ Collaborative Work] Now, the first team will pick a category and

number and so on and so forth. You all ready to play? - Remember to exemplify sportsmanship and cooperation.

- After everyone goes, if there is a tie, the tie breaker is for those teams to both name all 7 continents. (Visual & Tactile)

- For struggling students: - Students who are struggling will receive an answer sheet two days

prior to the review. Students are expected to study this answer sheet in preparation for the review game. (Visual)

- For advanced students:

- Advanced students will be available guides/assistance for the students who are struggling. These students will be readily available to assist struggling students within their group. (Audio)


● [Whole Group] Ask the students if they had fun and what they learned. 1. [Raise Hands] Ask the students to share what they liked about the game

and what they learned. (3-5 responses) 2. [Raise Hands] Next, ask them if they remember what the words

sportsmanship and cooperation mean. (3-5 responses) (Audio, Visual, Tactile)

Materials: - Jeopardy Game https://jeopardylabs.com/play/3rd-grade-explorers2 - Promethean board - Computer - Blank paper & pencil (if wanted)

Evaluation Part A (5 minutes): ● [Independent Work] Expect students to write down one important fact they

learned that they didn’t remember before the review game. If they remembered everything, tell them to write down one fact that they reviewed today.

1. Collect all worksheets.

Evaluation Part B:

- Was this lesson an effective use of time? ____________________________________________________________ ____________________________________________________________



https://jeopardylabs.com/play/3rd-grade-explorers2

- Was the Jeopardy game interactive enough? ____________________________________________________________ ____________________________________________________________






Unit Plan Resources

Books

1. A Picture Book of Christopher Columbus by: David A. Adler

2. Christopher Columbus and the Americas: 3rd Grade US History Series by: Baby Professor

3. Ponce De Leon: Exploring Florida and Puerto Rico (In the Footsteps of Explorers) by: Rachel Eagen

4. Christopher Newport: Jamestown Explorer by: Sharon Solomon and Dan Bridy

Videos

1. Youtube: Jacques Cartier - https://youtu.be/IwqKm4Y0IW4 - This is a short four minute video on Jacques Cartier’s life and voyages. 2. Youtube: Christopher Columbus - https://youtu.be/RmRFcXrWKCY - This is a short six minute video on the Biography of Christopher Columbus. 3. Youtube: Juan Ponce de León - https://youtu.be/JDYcctQviMg - This is a brief four minute video about Ponce de León’s voyage. 4. Youtube: Christopher Newport - https://youtu.be/9LfcWiO5NeY - This is an eight minute video about Newport’s events during his voyage.

Worksheets

1. Christopher Columbus - http://mrnussbaum.com/columbus-reading-comprehension-grade-3/

- This is a reading comprehension assignment where students read and answer the

https://youtu.be/IwqKm4Y0IW4

https://youtu.be/IwqKm4Y0IW4

https://youtu.be/9LfcWiO5NeY

https://youtu.be/RmRFcXrWKCY

https://youtu.be/9LfcWiO5NeY

http://mrnussbaum.com/columbus-reading-comprehension-grade-3/

https://youtu.be/JDYcctQviMg

http://mrnussbaum.com/columbus-reading-comprehension-grade-3/

https://youtu.be/RmRFcXrWKCY

https://youtu.be/JDYcctQviMg

following multiple choice questions. 2. Juan Ponce de León -

http://sseclass.weebly.com/uploads/4/5/6/2/4562262/explorerponcedeleon.pdf - This is a reading comprehension assignment with a follow up graphic organizer and

multiple choice questions. 3. Jacques Cartier -

http://sseclass.weebly.com/uploads/4/5/6/2/4562262/explorercartier1.pdf - This is a reading comprehension assignment with a follow up graphic organizer and

multiple choice questions. 4. Christopher Newport -

https://www.education.com/download/worksheet/123190/christopher-newport.pdf

- This is a reading comprehension assignment with a follow up short answer assessment.

Games/Activities

1. Christopher Columbus cut out activity - https://www.superteacherworksheets.com/cut-outs/columbus-cutout_WMWMT.pdf?up=1466611200

- This is a cut/color activity where students make their own Christopher Columbus. This can also be paired with facts about Columbus.

2. Juan Ponce de León Fountain of Youth Activity - http://mrnussbaum.com/explorers1/printables/mythical_places.pdf

- This is an activity where students can draw/color what the interesting places explorers were searching for looked like.

3. Explorers Wordsearch - http://i.infopls.com/fe/pc/0,,10416-489,00.pdf - This is a word search containing the learned explorers and other explorers names

that the students will learn later on. 4. Review Game for iPads - https://www.quia.com/rr/143262.html - This is and iPad activity that is in a trivia game format that reviews the four

explorers.

Name:___________________ #______

http://mrnussbaum.com/explorers1/printables/mythical_places.pdf

https://www.superteacherworksheets.com/cut-outs/columbus-cutout_WMWMT.pdf?up=1466611200


http://i.infopls.com/fe/pc/0,,10416-489,00.pdf

http://sseclass.weebly.com/uploads/4/5/6/2/4562262/explorercartier1.pdf

http://sseclass.weebly.com/uploads/4/5/6/2/4562262/explorercartier1.pdf

https://www.quia.com/rr/143262.html

http://sseclass.weebly.com/uploads/4/5/6/2/4562262/explorerponcedeleon.pdf

http://sseclass.weebly.com/uploads/4/5/6/2/4562262/explorerponcedeleon.pdf


https://www.quia.com/rr/143262.html


http://mrnussbaum.com/explorers1/printables/mythical_places.pdf

http://i.infopls.com/fe/pc/0,,10416-489,00.pdf



Date:__________ Exploration Unit Assessment

Directions: Please write your name, class number, and date at the top of your paper. Use your test taking strategies and TRY YOUR BEST! Take your time, good luck! If you have a question raise your hand. Part 1: Vocabulary (7 points) Directions: Match the vocabulary word with the matching definition. Please write the word in the box.

Answer Definition

1. 1. Someone allowed by the government to attack a foreign ship during a war.

2. 2. This is an imaginary line drawn in the middle of the Earth, separating the Northern and Southern hemispheres.

3. 3. The Earth is divided into four ________.

4. 4. This person is sent by their home country to discover new lands.

5. 5. This is an imaginary line drawn in the middle of the Earth, separating the Eastern and Western hemispheres.

6. 6. They are the original group of people of a place.

7. 7. A tribe of Native Americans who lived in the Caribbean for hundreds of years.

Word Bank

Indigenous Prime Meridian Hemisphere Equator Privateer Taino Explorer Part 2: Who Am I? Explorer Fill in the Blank (13 points) Directions: Use the word bank to fill in the blanks. Each word is only used once.

Word Bank

Christopher Columbus Jacques Cartier Juan Ponce de Leon Christopher Newport Europe Asia

France Indians Indies Canada Atlantic Florida Ferdinand 1. I am from London, England. This country is located on the continent of _____________. I founded Jamestown, even though I was actually looking for a western sea route to _________. Who am I? _________________________________ 2. I am from Spain, a country in Europe. I was sent to discover a trade route to the East ______________, and to gather riches. I discovered the Caribbean and named the people who lived there ____________. I am credited with discovering America, but I brought diseases with me! Who am I? _________________________________ 3. I am from ____________, as you can tell by my name! This country is located in Europe. I discovered Quebec which is located in a country called ____________. I got here by sailing across the _____________ ocean. Who am I? _________________________________ 4. I am from the same country as Christopher Columbus. I discovered St. Augustine, ___________. I was sent to discover the Fountain of Youth and riches by King ___________, and Queen Isabella! Who am I? _________________________________ Part 3: Show Me What You Know! (10 points) Directions: Choose one explorer and write five sentences about him! Please include:

Who they are, what country they are from, what they discovered, if their mission was successful, and once sentence saying why YOU think this explorer is important. __________________________________________________________________________

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Congratulations! You’ve reached the end of the test. Please flip your test over on your desk and get out a book to read silently. Answer Key

1. Privateer 2. Equator 3. Hemisphere 4. Explorer 5. Prime Meridian 6. Indigenous 7. Taino 1. Europe, Asia, Christopher Newport 2. Indies, Indians, Christopher Columbus 3. France, Canada, Atlantic, Jacques Cartier 4. Florida, Ferdinand, Juan Ponce de Leon Paragraph: Look for the key information specified in the directions. All of the info is full credit, some info is half credit, etc.

juan ponce de león, jacques cartier, and christopher ...€¦ · 1.3 with the importance of...

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