Lesson+Plan

All of these notes apply to Elementary children, specifically 3-5th grade:

Erikson's 4th stage - Industry vs. Inferiority (Industry is another word for "accomplishment")
 * Work becomes possible
 * Growing powers of concentration (ability to spend more time focusing on a single task)
 * Take pleasure in completing projects
 * Growth of independent action
 * Perform in socially acceptable ways with a concern for fair play

Piaget's 3rd stage - Concrete Operational
 * Rapidly developing memory and cognitive skills

Other notes
 * Use of social comparison to describe self (i.e. "I like basketball more than Jim does")
 * Focus on internal qualities such as kindness and intelligence
 * Self-esteem and self-concept influenced by experiences at home, at school, and with peers
 * Teachers must provide experiences that let children succeed, feel good about themselves, and maintain their enthusiasm and creativity ​

​- Sunshine State Standards that would apply:

SS.4.A.3.1 - Identify explorers who came to Florida and the motivations for their expeditions. (the next set is optional and I don't think we have to include it) Access Point for student with significant cognitive disabilities: Independent - SS.4.A.3.In.a Recognize a European explorer who came to Florida, such as Ponce de Leon, who came to find slaves and riches. Supported - SS.4.A.3.Su.a Recognize a European explorer who came to Florida, such as Ponce de Leon. Participatory - SS.4.A.3.Pa.a Recognize that people came to Florida long ago.
 * Standard 3: Exploration and Settlement of Florida**

source: http://www.floridastandards.org/downloads.aspx ​ ​ Team 7 Subject: Social Studies Grade Level: 4th Unit: Exploration of Florida Lesson Title: Ponce de Leon
 * Actual Lesson Plan**

Sunshine State Standards: Standard #3 Exploration and Settlement of Florida Benchmark: SS.4.A.3.1 Identify explorers who came to Florida and the motivations for their expeditions.

Rationale: Ponce de Leon is a famous explorer who led the first European expedition to Florida. Students should be familiar with exploration motives concerning Florida.

Goals/Objective: 4th grade social studies students will learn the history of Ponce de Leon and the impacts of his exploration of Florida. When given a set of 10 questions about the motives and impact of Ponce de Leon's expedition, the students will be able to answer with 100% accuracy.

Content:
 * **Exploration** is the act of searching or traveling a terrain for the purpose of discovery
 * **Juan Ponce de León** (1474 – July 1521) was a Spanish explorer. He became the first Governor of Puerto Rico by appointment of the Spanish Crown. He led the first European expedition to Florida, which he named.
 * **Fountain of Youth** is a legendary spring that reputedly restores the youth of anyone who drinks of its waters.
 * **Encomienda** a system of forced labor in which the Indians were put to work growing food crops and mining for gold.
 * **Pascua florida** (Florida) the Spanish name for the Easter season.

Procedures: TSW visit the exhibit featuring Ponce de Leon at the Orlando Museum of Art to develop some background knowledge and invoke critical thinking skills about who Ponce de Leon really was. Then, they will return to the classroom environment and begin assessment of their thoughts. TTW start with a Photo Analysis exercise. A painting of a Ponce de Leon’s arrival will get the students to start talking about exploration and discovering new places. TTW ask students what they see in the painting and what they think the people are doing in the painting and what might happen next. Then TSW get into groups of three or four and they will begin to reflect on what they learned, saw, heard, or felt at the museum.

source: http://www.scott.k12.va.us/jcollins/image/picture%20of%20Juan%20ponce%20de%20leon.gif

source: http://trlani.people.wm.edu/webquest/poncedeleon.jpeg

While in groups TSW be given a reading prompt in conjunction with the group activity. The prompt will consist of thought provoking questions, facts, and information to guide them in the right direction. There will also be other photos available, brought from the museum, to help reiterate what they saw on the field trip. They will then work together and bounce ideas off one another in response to their own discoveries of Ponce de Leon in an individualized written format. Extended time will be allowed for those who need it. TTW walk around each group and engage in conversation with each group member about their progress and contribution to the group. If there are any signs of miscommunication amongst group members, TTW attempt to redirect students back into the group conversation by purposely asking said members to review one of the prompt questions together.

Possible questions will be presented on the overhead to provoke critical thinking skills: 1. Describe your interpretation of the museum's Ponce de Leon presentation. 2. Why did Ponce de Leon explore Florida? 3. Which country would you like to explore and why? 4. What's the significance of the Fountain of Youth? 5. How would you feel if you could live forever? 6. Name another explorer besides Ponce de Leon. Why was this person considered an explorer? 7. Compare and contrast ideas with group members.

Closure/Summary: As a follow up and closing procedure, students will engage in a dramatic performance based on their discoveries. They may use their Florida History book, group notes, and any enhanced critical thinking skills developed throughout their writing assignment to execute their performances. Each group will receive a five minute time slot to provide creative insight on an exploration of their choosing. Students may decide on which direction they want their performance to cover. No group may have the same dialog or scene. Every group must build ideas and work together for a common goal. This activity will conclude the Ponce de Leon exploration.

Resources:
 * The Ponce de Leon Exhibit at the Orlando Museum of Art
 * Florida History book
 * Student's critical thoughts of cognitive development

Evaluation/Assessment: Students will be given a written exam covering all said items such as, "Who was Ponce de Leon?" This individual exam will reflect student's ability to retain knowledge from more than one source and express written understanding of Florida exploration. They will also discuss amongst their groups members, before presenting an oral explanation of their exploration discoveries, about what they have learned as a whole unit. Students should feel comfortable enough to trust said group members with their thoughts and ideas and be able to develop self-esteem through peer related team work.

media type="youtube" key="IBP7eIcaAGg" height="344" width="425" source: [] This is a song that is dedicated to Ponce de Leon, although the images are from a city in Peru. It's the most relevant music that I could find to attach to our lesson.