Lesson 3: Juan Ponce De Leon
Teacher Background Knowledge: Juan Ponce de Leon was sponsored and sailed for Spain. He wanted to discover riches and land to conquer for Spain. Ponce de Leon was the first European to land near St. Augustine, Florida. Because of Ponce de Leon, Spain was able to claim Florida.
Essential Question:
Who were some of the important European explorers, and what were their reasons for exploring? (They will learn about Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport).
Sub-Unit Question:
Who was Juan Ponce de Leon? What were his reasons for exploring? What were his accomplishments?
I. Objective:
a. The students will be able identify the reasons for Juan Ponce de Leon’s exploration, understand that his sponsor was Spain, describe the results of his exploration, his impact on the native people, and consider his individual accomplishment.
b. SS. 2.14. a. 1. Describe the explorations of Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport, and the impact of these travels on American Indians, and identify the reasons for exploring, information gained from the explorations, individual accomplishments of the explorers, and the results of the travels.
c. 14. a.2 Define Explorer as a person who travels seeking new discoveries.
d. 14. a.3. Define European as a person from one of the countries in Europe.
e. S.O.L Music: Performance and Production 2.1. The students will sing a repertoire of songs and play instruments. 2.) Sing a variety of songs individually and in groups.
II. Materials:
a. Students: "The Exploration of the Americas" foldable, a pencil, and a variety of crayons or colored pencils.
b. Teacher: Anchor Chart, computer, Discovery Education Video called, “The Exploration of Ponce De Leon,” the SMART board, and my SMART board lesson (which includes the video and song).
III. Lesson Duration: 60 minutes
IV. Procedures:
(15 minutes) Introduction:
a. I will call the students to the meeting area. I will begin my lesson with a review about Christopher Columbus, and I will introduce the anchor chart to the students (see attached anchor chart example document below).
b. I will say, “Yesterday, we learned about Christopher Columbus. He was an explorer. What is an explorer?” I will call on volunteers. They should say, “a person who travels seeking new discoveries.”
c. I will add the word “explorer” and the definition to the easel. We will read the sentence strip together, “an explorer is a person who travels seeking new discoveries.”
d. Next, I will ask the students, “What is a European?” I will call on volunteers. They shoud say “a person that comes from Europe.” I will add the word “European” and the definition to the easel. We will read the definition aloud, “a European is a person from one of the countries in Europe.”
e. “What country was Christopher Columbus sailing from?” I will call on volunteers. They should say, “he was sailing from Spain.”
f. What continent is Spain on? I will call on volunteers. They should say, “it is on the continent of Europe.”
g. Now, I will introduce the students to our anchor chart. Yesterday, we learned about the explorer named Christopher Columbus (I will point to his name on our chart).
h. Does anyone know what the word “sponsor” means? (I will point to the word sponsor). I will call on volunteers. They might say, “to pay for something.” You’re on the right track!
i. I will add a sentence strip with word “sponsor” and the definition to the easel. Sponsor means to “support someone by giving them money, products, or services.” Let’s say it together!
j. Looking at the box, I will ask, “What country sponsored Christopher Columbus?” I will call on volunteers. They should say, “Spain.” I will write the word Spain down on the chart.
k. Do you remember why Christopher Columbus explored? I will call on volunteers. They might say, “He wanted to find a western sea route to Asia.” I will write it down on the chart.
l. What was Christopher Columbus’s achievement or success? I will call on volunteers. They might say, “He was the 1st person to discover America.” I will elaborate and write down on the chart, “He was the 1st European to discover a western sea route to America or the New World.”
m. Today we are going to be learning about Juan Ponce de Leon! Yesterday, we talked about him being an explorer from Spain, and that he sailed to America with Christopher Columbus on his second voyage to the new world.
1. Does anyone know anything else about Juan Ponce de Leon? Turn and Talk. After, I will call on volunteers.
2. Yesterday, I asked you to think of the place he might have discovered. It is one of my favorite places in America!
3. Does anyone know the place he discovered? I will call on volunteers. I am hoping they will say, “Florida.” If not, I will say, “He discovered Florida.” Did you know that Juan Ponce de Leon named “Florida?" It means the land of flowers!
4. We are going to watch a video called, “The Exploration of Ponce De Leon.” You will learn a lot more interesting things about Juan Ponce de Leon! While you’re watching, I’d like for you to think about whom his sponsor was, his reasons for coming to America, and his accomplishments.
(30 Minutes) Instructional Strategies:
a. I will dismiss the students back to their seats, and I will turn on the SMART board, projector, and open the SMART board lesson and video for them to watch.
b. I will turn off the lights, and we will begin by watching a short video about Juan Ponce de Leon.
c. After the video, I will ask the students,
d. Next, I will ask them to take out their "The Exploration of the Americas" foldable, and I will ask a student to hand out the Juan Ponce De Leon page. While he or she is handing it out, I will bring up the first slide of the SMART board lesson.
e. I will ask them to find the picture of Juan Ponce De Leon on their page, and I will tell them that we will be filling in the blanks on their page together. I will call on volunteers to come up to the SMART board and drag the answers into the blank. The rest of the students will fill-in the correct answers at their desk.
f. When they are finished filling-in the blanks, I will ask them to take out their crayons and glue. I will tell them to take a moment to color in their picture of Juan Ponce De Leon. Also, I will ask them to glue their Juan Ponce De Leon page to the back of the Christopher Columbus page ( I will demonstrate how to glue it down). I will ask them to leave it on their desks to dry.
(2 minute) Closing: I will tell the students that Juan Ponce de Leon discovered many of my favorite places (Florida & Puerto Rico). Explorers like Christopher Columbus and Juan Ponce de Leon were filled with wonder, courage, and bravery! If it wasn’t for them, where do you think we might be today? I will call on volunteers. I will tell the students that tomorrow we will be learning about Jacques Cartier, a man who discovered a completely different part of America! He discovered a place far north! If you know of the place, keep it to yourself, you don’t want to ruin the surprise!
V. Assessment:
a. Informal observations of my questions as we reviewed and filled-in our anchor chart. Informal observation of my the questions that I asked after the video, and the fill-in the blank answers on the SMART board. While the students are coloring their picture of Ponce de Leon, I will walk around and check their fill-in the blanks, I will help those that have blanks . I will tell them that they can glue after they've been checked.
VI. Differentiation/Modifications:
a. We will be filling-in the blanks together as a class using the SMART board.
b. I will walk around and check to see if each student filled in the blanks correctly. I will help them as needed.
c. I will have a word bank for my special friends to look at, so they don’t get confused by looking at the SMART board and looking back to their foldable.
For Multiple Intelligences:
a. My visual learners will benefit from watching the Juan Ponce De Leon video, filling-in the blanks on their foldable, and following along with the SMART board.
b. My bodily-kinesthetic learners will benefit from coming to the SMART board and dragging the words to fill-in the blanks.
c. My musical learners will benefit from singing the Juan Ponce De Leon poem.
d. My intrapersonal learners will benefit from working by themselves on their foldable and filling-in the blanks on their own.
e. My linguistic learners will benefit from listening to our anchor chart review, watching and listening to the Juan Ponce De Leon video, our discussion questions, and singing the Juan Ponce De Leon poem.
VII. Extension Activities:
Guided Reading: Pull a set of Juan Ponce de Leon trade books from your school book closet or library, and have the students read the book during guided reading time.
Writing: Explorer's Journal (entry day 3 of their journey). Choose a prompt where they encounter a problem! Are they low on food? Is a storm approaching? Do they see land yet? Ask them to use their imagination to write about their experience. Encourage them to use lots of details!
Math: If students are learning about money at this time, in small groups, have them compare pictures of United States coins to coins from England, Spain, and France from the late 1400's to the early 1600's. Do they look similar? How? Do they look different? How? What do you think they are made out of? What might the value be? Have them compare the values: less than, greater than, or equal to.
Visual Arts: Have the students work in groups to make continents of clay. Use one color for the continents and another color for the United States, England, France, and Spain.
Who were some of the important European explorers, and what were their reasons for exploring? (They will learn about Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport).
Sub-Unit Question:
Who was Juan Ponce de Leon? What were his reasons for exploring? What were his accomplishments?
I. Objective:
a. The students will be able identify the reasons for Juan Ponce de Leon’s exploration, understand that his sponsor was Spain, describe the results of his exploration, his impact on the native people, and consider his individual accomplishment.
b. SS. 2.14. a. 1. Describe the explorations of Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport, and the impact of these travels on American Indians, and identify the reasons for exploring, information gained from the explorations, individual accomplishments of the explorers, and the results of the travels.
c. 14. a.2 Define Explorer as a person who travels seeking new discoveries.
d. 14. a.3. Define European as a person from one of the countries in Europe.
e. S.O.L Music: Performance and Production 2.1. The students will sing a repertoire of songs and play instruments. 2.) Sing a variety of songs individually and in groups.
II. Materials:
a. Students: "The Exploration of the Americas" foldable, a pencil, and a variety of crayons or colored pencils.
b. Teacher: Anchor Chart, computer, Discovery Education Video called, “The Exploration of Ponce De Leon,” the SMART board, and my SMART board lesson (which includes the video and song).
III. Lesson Duration: 60 minutes
IV. Procedures:
(15 minutes) Introduction:
a. I will call the students to the meeting area. I will begin my lesson with a review about Christopher Columbus, and I will introduce the anchor chart to the students (see attached anchor chart example document below).
b. I will say, “Yesterday, we learned about Christopher Columbus. He was an explorer. What is an explorer?” I will call on volunteers. They should say, “a person who travels seeking new discoveries.”
c. I will add the word “explorer” and the definition to the easel. We will read the sentence strip together, “an explorer is a person who travels seeking new discoveries.”
d. Next, I will ask the students, “What is a European?” I will call on volunteers. They shoud say “a person that comes from Europe.” I will add the word “European” and the definition to the easel. We will read the definition aloud, “a European is a person from one of the countries in Europe.”
e. “What country was Christopher Columbus sailing from?” I will call on volunteers. They should say, “he was sailing from Spain.”
f. What continent is Spain on? I will call on volunteers. They should say, “it is on the continent of Europe.”
g. Now, I will introduce the students to our anchor chart. Yesterday, we learned about the explorer named Christopher Columbus (I will point to his name on our chart).
h. Does anyone know what the word “sponsor” means? (I will point to the word sponsor). I will call on volunteers. They might say, “to pay for something.” You’re on the right track!
i. I will add a sentence strip with word “sponsor” and the definition to the easel. Sponsor means to “support someone by giving them money, products, or services.” Let’s say it together!
j. Looking at the box, I will ask, “What country sponsored Christopher Columbus?” I will call on volunteers. They should say, “Spain.” I will write the word Spain down on the chart.
k. Do you remember why Christopher Columbus explored? I will call on volunteers. They might say, “He wanted to find a western sea route to Asia.” I will write it down on the chart.
l. What was Christopher Columbus’s achievement or success? I will call on volunteers. They might say, “He was the 1st person to discover America.” I will elaborate and write down on the chart, “He was the 1st European to discover a western sea route to America or the New World.”
m. Today we are going to be learning about Juan Ponce de Leon! Yesterday, we talked about him being an explorer from Spain, and that he sailed to America with Christopher Columbus on his second voyage to the new world.
1. Does anyone know anything else about Juan Ponce de Leon? Turn and Talk. After, I will call on volunteers.
2. Yesterday, I asked you to think of the place he might have discovered. It is one of my favorite places in America!
3. Does anyone know the place he discovered? I will call on volunteers. I am hoping they will say, “Florida.” If not, I will say, “He discovered Florida.” Did you know that Juan Ponce de Leon named “Florida?" It means the land of flowers!
4. We are going to watch a video called, “The Exploration of Ponce De Leon.” You will learn a lot more interesting things about Juan Ponce de Leon! While you’re watching, I’d like for you to think about whom his sponsor was, his reasons for coming to America, and his accomplishments.
(30 Minutes) Instructional Strategies:
a. I will dismiss the students back to their seats, and I will turn on the SMART board, projector, and open the SMART board lesson and video for them to watch.
b. I will turn off the lights, and we will begin by watching a short video about Juan Ponce de Leon.
c. After the video, I will ask the students,
- Who was Juan Ponce De Leon’s sponsor? I will call on volunteers.
- Why did the King of Spain send Ponce de Leon to America? I will call on volunteers.
- The king also wanted Ponce de Leon to search for a magical spring. What was this spring called? I will call on volunteers.
- Why did he want Ponce de Leon to find the Fountain of Youth? I will call on volunteers.
- Did he ever find it? I will call on volunteers.
- What might be the benefits of finding such a place? I will call on volunteers.
- What might be the downsides? I will call on volunteers.
- If he never found the Fountain of Youth, what did he discover? I will call on volunteers. They should say, “He discovered Florida.” That’s right! He discovered Florida, and he claimed this new land for Spain!
d. Next, I will ask them to take out their "The Exploration of the Americas" foldable, and I will ask a student to hand out the Juan Ponce De Leon page. While he or she is handing it out, I will bring up the first slide of the SMART board lesson.
e. I will ask them to find the picture of Juan Ponce De Leon on their page, and I will tell them that we will be filling in the blanks on their page together. I will call on volunteers to come up to the SMART board and drag the answers into the blank. The rest of the students will fill-in the correct answers at their desk.
f. When they are finished filling-in the blanks, I will ask them to take out their crayons and glue. I will tell them to take a moment to color in their picture of Juan Ponce De Leon. Also, I will ask them to glue their Juan Ponce De Leon page to the back of the Christopher Columbus page ( I will demonstrate how to glue it down). I will ask them to leave it on their desks to dry.
(2 minute) Closing: I will tell the students that Juan Ponce de Leon discovered many of my favorite places (Florida & Puerto Rico). Explorers like Christopher Columbus and Juan Ponce de Leon were filled with wonder, courage, and bravery! If it wasn’t for them, where do you think we might be today? I will call on volunteers. I will tell the students that tomorrow we will be learning about Jacques Cartier, a man who discovered a completely different part of America! He discovered a place far north! If you know of the place, keep it to yourself, you don’t want to ruin the surprise!
V. Assessment:
a. Informal observations of my questions as we reviewed and filled-in our anchor chart. Informal observation of my the questions that I asked after the video, and the fill-in the blank answers on the SMART board. While the students are coloring their picture of Ponce de Leon, I will walk around and check their fill-in the blanks, I will help those that have blanks . I will tell them that they can glue after they've been checked.
VI. Differentiation/Modifications:
a. We will be filling-in the blanks together as a class using the SMART board.
b. I will walk around and check to see if each student filled in the blanks correctly. I will help them as needed.
c. I will have a word bank for my special friends to look at, so they don’t get confused by looking at the SMART board and looking back to their foldable.
For Multiple Intelligences:
a. My visual learners will benefit from watching the Juan Ponce De Leon video, filling-in the blanks on their foldable, and following along with the SMART board.
b. My bodily-kinesthetic learners will benefit from coming to the SMART board and dragging the words to fill-in the blanks.
c. My musical learners will benefit from singing the Juan Ponce De Leon poem.
d. My intrapersonal learners will benefit from working by themselves on their foldable and filling-in the blanks on their own.
e. My linguistic learners will benefit from listening to our anchor chart review, watching and listening to the Juan Ponce De Leon video, our discussion questions, and singing the Juan Ponce De Leon poem.
VII. Extension Activities:
Guided Reading: Pull a set of Juan Ponce de Leon trade books from your school book closet or library, and have the students read the book during guided reading time.
Writing: Explorer's Journal (entry day 3 of their journey). Choose a prompt where they encounter a problem! Are they low on food? Is a storm approaching? Do they see land yet? Ask them to use their imagination to write about their experience. Encourage them to use lots of details!
Math: If students are learning about money at this time, in small groups, have them compare pictures of United States coins to coins from England, Spain, and France from the late 1400's to the early 1600's. Do they look similar? How? Do they look different? How? What do you think they are made out of? What might the value be? Have them compare the values: less than, greater than, or equal to.
Visual Arts: Have the students work in groups to make continents of clay. Use one color for the continents and another color for the United States, England, France, and Spain.
Anchor Chart Example | |
File Size: | 97 kb |
File Type: | doc |
juan_ponce_de_leon.notebook | |
File Size: | 6521 kb |
File Type: | notebook |