Teacher(s) Name: (Stephanie Fry), Amanda Barnes, Caitlin Clancy, Chelsea Widmaier,
Christine Zas
Thematic Unit Theme/Title/Grade Level: Florida Explorers- 4th grade
Wiki space address: http://ucf4-florida-explorers-f10th.wikispaces.com/
Daily Lesson Plan Day/Title: Day 3/Land Expedition- Map and Discoveries
Learning Objectives
NCSS
Theme/Sunshine
State Standards
Student Activities &
Procedures
Teacher
Activities/Student
Activities
The students will determine and record the purpose of exploration of a specific
explorer.
The students will illustrate on a map the route of a specific explorer.
The students will identify and record the accomplishments made by a specific
explorer.
The students will describe the exploration using directional terms with the assistance
of a map.
SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their
expeditions.
SS.4.A.1.1: Analyze primary and secondary resources to identify significant
individuals and events throughout Florida history.
LA.4.4.2.2: The student will record information (e.g., observations, notes, lists, charts,
map labels, legends) related to a topic, including visual aids as appropriate;
LA.4.4.2.5: The student will write simple directions to familiar locations using
cardinal directions, landmarks, and distances, and create an accompanying map.
Assess Prior Knowledge through Discussion: previous 2 days material and vocabulary
usage:
 Where did the explorers come from?
 Who were these men (conquistadors, nobility)
 How far had they traveled and what do we call this trip (expedition)?
 How long did it take?
 What type of items did they bring with them?
Engage the students:
Traveling to foreign lands must be exciting and scary. Why would these men
travel so far? What could they possibly be looking for?
What/Who do you think they might discover? Well students, today we are
going to find out…
Procedures: (Students are separated into groups based on their group’s
explorer.
1. The teacher will inform the students that they will be creating a trifold
activity. The teacher will provide an example of the project layout and
give a rubric to each group.
2. The teacher will supply each group with a map, picture of explorer,
books, internet material, and markers needed to complete the group
project.
3. Jigsaw activity within each explorer group: students will be assigned a
section of the trifold activity.
 Creator- Titles the project, glues pieces, and writes information
onto trifold.
 Section 1: student finds information on Reasons for their
explorer’s Exploration.
 Section 2: map- student finds the route that their explorer took,
labels cities/landmarks, and records route on the map using
markers.
 Section 3: student finds information on what was Found and
Accomplished by their explorer.
4. Using the books and internet information provided by the teacher, each
member will do their own research.
5. The group comes back together to share their findings and the creator
writes the information onto the trifold.
6. As a group, the students brainstorm and combine information to write
an entry on the back of the trifold describing the exploration using
directional words and landmarks on the map.
7. The teacher will be observing and monitoring students for
understanding, offering advice, and providing instructions when
necessary.
Materials:
Resources/Materials
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12x18 paper
Southeast United States Map
Pictures of Explorers (from Google images)
Books on Each Explorer
Internet Sites about Explorers
Printed material on Explorers
Markers
Resources:
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Map:
http://www.teachervision.fen.com/tv/printables/scottforesman/SSMAP023.pdf
Juan Ponce De Leon: And the Search for the Fountain of Youth
By: Daniel E. Harmon
Pedro Menendez De Aviles
By: Russell Roberts
Ponce De Leon: Explorer of Florida
By: Arlene Bourgeois Molzahn
Hernando De Soto and the Exploration of Florida
By: Jim Gallagher
The Spanish Exploration of Florida
By: Bill and Dorcas Thompson
Internet Sites:
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Explorer Routes: http://www.enchantedlearning.com/explorers/1500a.shtml
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http://fcit.usf.edu/Florida/lessons/lessons.htm
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Ponce de Leon
http://www.enchantedlearning.com/explorers/page/d/deleon.shtml
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Hernando de Soto
http://www.floridahistory.com/inset44.html
http://www.enchantedlearning.com/explorers/page/d/desoto.shtml
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Pedro Menendez de Aviles
http://www.enchantedlearning.com/explorers/page/a/aviles.shtml
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Panfilo d Narvaez
http://www.publicbookshelf.com/public_html/Our_Country_Vol_1/panfilod_c
a.html
Assessment
Pre-Assessment:
Through group class discussion, I will informally assess knowledge of the explorers
by asking questions mentioned in the procedures. I will be able to determine how
much prior knowledge students have.
Post-Assessment:
Students will be assessed based on informal observation during their group work
activity participation. I will monitor the groups for activity.
Students will be assessed on their trifold activity based on the grading rubric.
Exceptionalities
ESOL/SLD:
Students are paired with high achieving students within their groups.
Students are given books that are both on reading level and below grade level.
Students have individual printouts of internet material information.
Gifted/Talented:
Students are asked to help others in their group. They can be lead researcher.
Discussion Notes
Extension to unit:
Challenge students to plan an expedition of their own and write journal entries about
the trip. Students will have to choose a starting and ending point for the exploration,
determine the obstacles that might arise, decide on ways of overcoming those
obstacles, and tell whether their voyage was successful.
Explorer Trifold Rubric
Name: ______________________________
Date:_________________________
Use this checklist to make sure you have completed all requirements.
______ Labeled Project with Explorers Name (1pt)
______ Map Titled (1pt)
______ Reasons for Exploring-at least three (5pts)
______ Map Labeled (cities/towns) (3pts)
______ Route highlighted on Map (3pts)
______ Accomplishments & What was Found- at least three (5pts)
______ Picture attached & years of life labeled (2pts)
______ Journal Entry (10pts)
- Includes information from reason for exploring
- Includes information from accomplishments & what was found
- Includes direction words (north, south, east, west)
______ Spelling/Grammar/Punctuation (5pts)
______ Neatness/Clearly written (5pts)
______ Group participation (5pts)
______ Grade (out of 45)
Comments: