Enhanced Scope and Sequence - Virginia Department of Education ...

Grade 3
Session 4: Ponce de Léon—A Fountain of Information _________________________________
Materials
A picture book/book about Juan Ponce de Léon
A wall map of the world
Student maps to color and write on (1 per student)
A map of the world on a large piece of plastic or clear shower curtain (optional)
Journals and bottles (See # 6 below; 1 of each per student)
A bottle of water labeled Youth Water
Copy of the Explorer Knowledge Chart and Answer Sheet (Attachments B and C)
Instructional Activities
1. Review the information covered during the previous lesson on Columbus and his motivation to find a western
sea route to Asia. Tell the class that the next explorer had some of the same motivations because he had
actually been on the second voyage with Columbus. He had heard that there was gold and other treasures on
an island to the east of where Columbus had landed. He wanted to discover these riches and also conquer
land.
2. Hold up a bottle of water labeled ―Youth Water,‖ and ask students what they think makes that bottle of water
special and different from other water. Discuss that King Ferdinand of Spain had heard stories about gold,
precious jewels, and special water that came from a spring called the Fountain of Youth. The Indians believed
that drinking the water would make people young again.
3. Read a book to students about Juan Ponce de Léon. On the world map, locate the country of Spain, and then
show the students where Ponce de Léon landed on the coast of Florida. He anchored and went ashore at
present-day St. Augustine. Locate Florida; have students color Florida, and draw a path from Spain to Florida.
Make an entry in the map legend labeling Ponce de Léon's route.
4. If you have a large map drawn on a shower curtain or large piece of plastic, lay the map on the floor, and have
the students walk the route taken by Ponce de Léon.
5. Complete the information necessary on the Explorer Chart (Attachment B), or read over the completed
Explorer Chart information (Attachment C).
6. Have students complete their daily journal writing from the point of view of Ponce de Léon or a crew
member. These can be done in class-made journals or written on paper, rolled up, and secured with a rubber
band. The rolled up journals can be placed in a bottle and saved until the end of the unit.
7. Have the students study advertisements in magazines or newspapers. Have small groups design an ad or
television commercial for the water bottled from the Fountain of Youth. Have students present their ads or
commercials to the class.
2010 History and Social Science Standards of Learning Enhanced Scope and Sequence
Virginia Department of Education 70