Sailing the Ocean Blue:

Adventures with Christopher Columbus

3rd Grade

A 5 day Lesson Plan with Assessment

By:
Melinda Collier

November 2013

History 3.3
The student will study the exploration of the Americas by
a) describing the accomplishments of Christopher Columbus, Juan Ponce de Len, 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.
STANDARD 3.3
The student will study the exploration of the Americas by
a) describing the accomplishments of Christopher Columbus, Juan Ponce de Len, 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.
Essential
Understanding
s

Essential
Questions

The first
explorers had
different
motivations, had
different
sponsors, and met
different
successes.

Who were
some of the
important
European
explorers
from Spain,
England,
and
France?

Due to European
explorations,
American Indians
experienced
changes to their
cultures and
environment.

What were
the
different
motivations
of these
early
European
explorers?
What were
the
successes
of these
early
European
explorers?
What were
the effects
of
European
exploration
s on
American
Indians?

Essential Knowledge

Essential
Skills

Terms to know
explorer: A person who travels seeking new discoveries
European: A person from one of the countries in Europe
Explorer

Country

(Sponsor)

Reason for
Exploring

Christopher
Columbus

Spain

To find a
western sea
route to Asia

Juan Ponce
de Len

Spain

To discover
riches and land
to conquer

France

To colonize
the New World

England

To discover
riches; to find
a western sea
route to Asia;
to colonize
Virginia

Jacques
Cartier

Christopher
Newport

Successes/

Achievements
First European to
discover a sea route to
America; discovered
Western Hemisphere
(landed at San
Salvador)
First European to land
in Florida (near St.
Augustine); gave Spain
a claim to Florida
Explored the St.
Lawrence River Valley
(near Qubec, Canada)
and gave France a
North America claim
Arrived at present day
Jamestown; made four
additional voyages,
bringing more people
to Jamestown; was one
of the first men to
reach the Fall Line of
the James River

Impact of European exploration on American Indians

Deadly diseases were introduced.
Exploration later led to settlement.
The settlements led to relocation of the American Indians from
their homeland.

Locate and
use
information
from print
and
nonprint
sources.
Distinguish
between
relevant
and
irrelevant
information
.
Gather,
classify,
and
interpret
information
.

OUTLINE

CORE SOL:
History 3.3
The student will study the exploration of the Americas by
a) Describing the accomplishments of Christopher Columbus, Juan Ponce de Leon, 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

SUPPORTING SOLs:
Math 3.12
The student will identify equivalent periods of time, including relationships
among days, months and years as well as minutes and hours

Language Arts 3.5

The student will read and demonstrate comprehension of fictional text and poetry.
a) Set a purpose for reading
f) Ask and answer questions about what is read
i) Identify the main idea
l) Differentiate between fiction and nonfiction
m) Read with fluency and accuracy

Science 3.8
The student will investigate and understand basic patterns and cycles occurring in nature. Key
concepts include:
a) Patterns of natural events such as day and night, seasonal changes, simple phases of
the moon and ties

OTHER SOLs:
Fine arts SOL
Music 3.2
The student will sing a varied repertoire of songs alone and with others, including:
a) Singing in tune with a clear tone quality
b) Singing with expression, using a wide range of tempos and dynamics

Visual Art 3.6

The student will create works of art that communicate ideas, themes and feelings.

P.E. 3.4
The student will demonstrate and understanding of the purpose for rules, procedures, etiquette
and respectful behaviors while in various physical activity settings
a) Demonstrate independence and good use of time while engaging in physical activity
b) Work cooperatively with peers

C/T 3-5.2
Identify and use available technologies to complete specific tasks
c) Use content-specific tools, software and simulations to complete projects
a. Use tools in various content areas as directed by the teacher

Day 1: Introduction to Explorers and Christopher Columbus. (CORE)

-

Create a Ships Log: To use throughout lessons on all 4 explorers.

KWL: Why were there explorers? What did they want to find?
You Wouldnt Want to Sail with Christopher Columbus! book intro
Establish timeline of travels (whole class) summation

Day 2: Language Arts and Music

-

Recite poem about Christopher Columbus and his travels

Groups have stanzas to illustrate and the class will place the illustrations
in order (reinforcing the timeline)
Learn song about Christopher Columbus and his travels (reinforces
timeline)
In Ships Log, create a detailed timeline based on song and poem

Day 3: Science
-

Focus on dead reckoning and celestial navigation

Columbus uses the skies to survive
Read: Phases of the Moon
Complete hands-on activity: Moon from an Orange
In Ships Log, describe the importance of the moon when navigating

Day 4: Math and P.E.

-

Relationship among days, months, years

How long did it take Christopher Columbus to travel (break it down)
In Ships Log, document travel time
Ship Tag game

Day 5: Art and Technology

-

Ship cups
Interactive Christopher Columbus website
Make the teacher walk the plank
In Ships Log, write a detailed journal entry student choice

Day 6: Evaluation

Unit Plan
Sailing the Ocean Blue:
Grade 3

Unit Introduction:
European exploration was motivated by three main things: economy, control,
and curiosity. Obtaining new resources from foreign lands stimulated the
economy and increased trade. By claiming these foreign lands, the monarchs
increased their territory and control on the world scale. And finally, since
they had the means to do so, they simply wanted to explore that which was to
them at the time - new, untouched lands. This unit is dedicated to the
exploration and discoveries made by Christopher Columbus (Spain). Later
units will focus on 3 additional explores: Juan Ponce De Leon (Spain), Jaques
Cartier (France), and Christopher Newport (England). This unit is based on
the idea of discovery and these lessons were created in an effort to encourage
content understanding beyond basic rote memorization of facts. The
students' knowledge will be expanded through a variety of exercises and
activities, which will immerse them in the historical events. This lesson
consists of prompts to engage the students and to lead them in the correct
direction, and hands on learning is continuously practiced throughout the
unit to ensure a deeper connection to what is being taught.
Objectives:
This unit focuses on the voyage to the New World by Christopher Columbus.
The students will travel back in history, while being introduced to the
historical facts associated with this time period. Students will participate in
hands-on activities in math and science, as well as various activities based on
language arts. Many opportunities will be provided for the students to exhibit
their understanding of the lessons through writing, drawing, discussions,
projects and music.
o Knowledge and understandings will be acquired with regards to the
motivation for exploration, who the sponsors were, the success of the
voyages, and what cultural and environmental changes occurred
because of said explorations.
o Skills of locating and using information from print and non-print
sources will be learned.
o Attitudes/appreciation to be acquired from this unit are attributed to
Christopher Columbus' impact on the world as a result of his voyages.

Individual lesson plan objectives:

o Lesson 1:
Using a 3 brad folder, the student will be able to each create a
Ships Log to use throughout the explorers unit with 100%
accuracy given the instructions provided.
The student will be able to depict an accurate timeline based on
the knowledge gained from the read-aloud of the book about
Christopher Columbus explorations given the timeline template
provided and the class collaboration in construction of said
timeline with 100% accuracy.
Given the cue cards provided, students will be able to accurately
line their groups up in accordance with when each event
occurred in chronological order with 100% accuracy.
o Lesson 2:
In 7 groups of 3, the student will be able to accurately
reassemble the poem In 1492 given the stanza cards provided
with 80% accuracy.
Given the Columbus Day song lyrics, students will draw three
pictures depicting events in Christopher Columbus explorations
with 100% completion.
o Lesson 3:
Using an orange to represent the moon, and given their
materials and explicit instructions, the student will be able to
create the phases of the moon with 80% accuracy.
Given the lesson, the student will be able to draw and label each
simple phase of the moon and explain the importance of the
moon for navigation in their Ships Log with 100% accuracy.
o Lesson 4:
Given their individual bags of art supplies and accompanying
directions, the student will be able to create three miniature
ships to replicate the Nina, Pinta and Santa Maria with one sail
being decorated in a manner relating to their own Ship, which
will also be illustrated on a larger piece of paper for their Ships
Log with 100% accuracy.
The student will be able to find one new piece of information
they did not previously know to write about, as well as write two
of their favorite facts about Christopher Columbus and illustrate
one fact to be placed in their Ships Log given the interactive
website and an IPad with 100% accuracy.
With the use of their whiteboards, the student will indicate the
correct answer for each question during the walk the plank
game with 100% accuracy in an attempt to make the teacher
walk the plank.

o Lesson 5:
Given their individual bags of art supplies and accompanying
directions, the student will be able to create three miniature
ships to replicate the Nina, Pinta and Santa Maria with one sail
being decorated in a manner relating to their own Ship, which
will also be illustrated on a page for their Ships Log with
100% accuracy.
The student will be able to find one new piece of information
they did not previously know to write about, as well as write two
of their favorite facts about Christopher Columbus and illustrate
one fact to be placed in their Ships Log given the interactive
website and an IPad with 100% accuracy.
With the use of their whiteboards, the student will indicate the
correct answer for each question during the walk the plank
game with 100% accuracy in an attempt to make the teacher
walk the plank.
o Evaluation

Standards of Learning (SOLs):

History 3.3
o The student will study the exploration of the Americas by
a) Describing the accomplishments of Christopher Columbus, Juan
Ponce de Leon, 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.
Language Arts 3.5
o The student will read and demonstrate comprehension of fictional text
and poetry.
a) Set a purpose for reading
f) Ask and answer questions about what is read
i) Identify the main idea
l) Differentiate between fiction and nonfiction
m) Read with fluency and accuracy
Music 3.2
o The student will sing a varied repertoire of songs along and with
others, including:
a) Singing in tune with a clear tone quality
b) Singing with expression using a wide range of tempos and
dynamics

Science 3.8
o The student will investigate and understand basic patterns and cycles
occurring in nature. Key concepts include:
a) patterns of natural events such as day and night, seasonal
changes, simple phases of the moon, and tides
Math 3.12
o The student will identify equivalent periods of time, including
relationships among days, months, and years, as well as minutes and
hours.
P.E. 3.4
o The student will demonstrate and understanding of the purpose for
rules, procedures, etiquette and respectful behaviors while in various
physical activity settings
a) Demonstrate independence and good use of time while engaging
in physical activity
b) Work cooperatively with peers
Visual Art 3.6
o The student will create works of art that communicate ideas, themes and
feelings.

C/T 3-5.2
o Identify and use available technologies to complete specific tasks
C) Use content-specific tools, software and simulations to complete
projects
a) Use tools in various content areas as directed by the teacher

Materials:
3 Brad folders for each student with filler paper
Student Accountability Contract
Ships Log Rubric
Pencils, colored pencils, markers
You Wouldnt Want to Sail with Christopher Columbus book
Timeline template
Cue cards labeled with specific events from Christopher Columbus travels
Ships Log
Christopher Columbus Poem
Christopher Columbus Song
Christopher Columbus YouTube Video
Stanzas precut and on larger cards from the Christopher Columbus Poem
Diagram of the 4 simple phases of the moon
Phases of the Moon book
Oranges

Markers
Flashlights
Christopher Columbus Land Search game board and pieces
I Have, Who Has cards
Pre-painted egg cups
Paper and pre-cut paper (sails)
Toothpicks
Clay balls
Ipads
White boards
Dry erase markers
BBC and walk the plank websites

Unit Plan: Lesson 1

A Journey in Discovery:
Grade 3

Purpose:

Today is one in a series of lessons that deals with an introduction to the

explorers of the Americas in order of their date of exploration. The direction
of this unit will be to target the explorations of the first known explorer:
Christopher Columbus his reasons for exploring, his sponsoring country as
well as his successes and achievements. Todays purpose will be to establish
a foundation of information about Christopher Columbus upon which we will
build a mastery of the subject of Christopher Columbus and his contribution
to history.
History 3.3
o The student will study the exploration of the Americas by
a) Describing the accomplishments of Christopher Columbus, Juan
Ponce de Leon, 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:

Using a 3 brad folder, the student will be able to each create a Ships Log to
use throughout the explorers unit with 100% accuracy given the instructions
provided via rubric and PowerPoint presentation.
The student will be able to depict an accurate timeline based on the
knowledge gained from the read-aloud of the book about Christopher
Columbus explorations given the timeline template provided and the class
collaboration in construction of said timeline with 100% accuracy.
Given the cue cards provided, students will be able to accurately line their
groups up in accordance with when each event occurred in chronological
order with 100% accuracy.

Procedure:

Introduction:
o Discussion about explorers: List the names of any explorers you know,
list what explorers were hoping to accomplish, what the importance of
explorers is and any additional information you have about explorers

in general. Prompt students with questions such as: How do you think
America was discovered? What do you think explorers were looking
for?
o Introduce the importance of a Ships Log being carefully documented
by the captain of the ship, as it is how we have so much information on
their travels and discoveries today and show PowerPoint presentation
on the Ships Log.

Development:
o Design and create a personalized Ships Log to be used throughout all
units on explorers. (VISUAL)
Include a title designating them as the captain of their ship
Include a title page with a drawing of their ship, their ships
name and a student accountability contract, which they will
print and sign their name on, to maintain their Ships Log as
accurately and with as much detail as possible to prove an
understanding of the importance of the content of an actual
Ships Log and highlight their role as captain in this unit plan.
Create an open-ended table of contents to be developed as the
unit progresses.
Page 1: KWL on Christopher Columbus, with at least 3 facts
under what they think they know and at least 3 things they
want to know about Christopher Columbus explorations.
o Read You Wouldnt Want to Sail with Christopher Columbus by
Fiona Macdonald. (AUDITORY)
Ask questions while reading:
1) What were some of the advantages of traveling by sea?
2) What idea about the Atlantic Ocean did Columbus use
a book called Imago Mundi, or "Picture of the World," to
support?
3) Christopher Columbus first asks King John for the
money needed to go on a sailing expedition in 1484. What
country is King John the king of?
4) Can anyone list a few hopeful signs of land nearby?
5) How does Columbus treat the Taino people?
Have students finish their KWL chart with at least 3 pieces of
information they learned from the book.
Have students establish a timeline of Christopher Columbus
journey on Page 2 of their Ships Log, using a template, which

will be a whole class interactive assignment, with enough room

to add further details as needed throughout the unit if needed.
Advanced students can add more detail, while struggling
students can incorporate more illustration to denote specific
events.

Summary:
o The lesson will be ended with a discussion of the completed KWL
charts as well as a whole-class timeline activity which requires groups
of students to correctly sequence and order themselves chronologically
based on their groups cue card with a specific event from Columbus
explorations in relation to other groups cue cards to ensure mastery of
his timeline. The students will be organized into 7 groups of roughly 3
students per group for this exercise, based on their diverse learning
needs. (KINESTHETIC)

Materials:

3 Brad folders for each student with filler paper

Student Accountability Contract
Ships Log Rubric
Pencils, colored pencils, markers
You Wouldnt Want to Sail with Christopher Columbus book
Timeline template
Cue cards labeled with specific events from Christopher Columbus travels

Evaluation A

The students knowledge of who Christopher Columbus was will be assessed

by verifying through each students Ship Log that all criteria was met
through the creation of their Ships Log, their K, W and L each having at
least 3 facts under each heading, the cover page, title page and table of
contents and timeline having all necessary information.
Their knowledge of the events throughout Christopher Columbus
explorations will be assessed by their ability to document a timeline based on
the class discussion and collaboration in the creation of said timeline and
filed correctly in their Ships Log according to their table of contents.
Their understanding of the lesson will be assessed through their ability to
correctly organize where each of the specific events fell on the timeline as a

class, which will include an evaluation of their participation. Immediate

feedback and correction will be given as necessary. This, along with their
participation, will be noted in their personal development chart to help
determine which individuals/groups struggle with this assignment; whether
they got it, are working on it or are struggling with the information. This
chart will be kept up for each individual throughout the unit.
Evaluation B:

Did your lesson accommodate/address the needs of all of your learners?

What were the strengths of the lesson?
What were the weaknesses of the lesson?
How would you change the lesson if you could teach it again?
How were small groups managed?
Was enough background information provided to ensure mastery of the
lesson?

Unit Plan: Lesson 2

Celebrating 1492:
Grade 3

Purpose:

The direction of this lesson will be to reinforce the understanding of the

timeline of Christopher Columbus explorations in a more fun manner.
Todays purpose will be to build on the foundation laid about the timeline in
the previous lesson so as to ensure students have a firm grasp and mastery of
the important aspects of Christopher Columbus contribution to history
through his discoveries.
Language Arts 3.5
o The student will read and demonstrate comprehension of fictional text
and poetry.
A) Set a purpose for reading
F) Ask and answer questions about what is read
I) Identify the main idea
L) differentiate between fiction and nonfiction
M) Read with fluency and accuracy
Music 3.2
o The student will sing a varied repertoire of songs along and with
others, including:
A) Singing in tune with a clear tone quality
B) Singing with expression using a wide range of tempos and
dynamics

Objectives:
o In 7 groups of 3, the student will be able to accurately reassemble the poem
In 1492 given the stanza cards provided with 80% accuracy.
o Given the Columbus Day song lyrics, students will draw three pictures
depicting events in Christopher Columbus explorations with 100%
completion.

Procedure:

Introduction:
o Students will refer to their Ships Log for a class discussion about the
timeline of events and their importance in history.

o In reference to Lesson 1, students will be asked to share what they

learned that they did not previously know or anything they thought
they knew that turned out to be inaccurate.
o Through song and poem, students will solidify their knowledge of a
timeline of events regarding Christopher Columbus and his travels.
Development:
o The song will be introduced via YouTube video.
We will sing this song together as a class.
The students will draw at least 3 pictures on their Christopher
Columbus Song page depicting the events.
(AUDITORY/VISUAL)
The song must be added to the students Ships Log as Page 3.
o Before handing out the poem to the students, they will return to their
7 groups of 3 and each group will be given 2 stanzas from the
Christopher Columbus Poem.
Students will organize themselves in the order of events in the
poem based on what they have learned about his explorations
thus far. (KINESTHETIC)
We will then read the poem as and see how many stanzas the
students were able to place in correct order.
The poem will be required as Page 4 in their Ships Log
o Advanced and struggling students will be paired together in groups to
aid each other!

Summary:

Ask students to come to the carpet

Have In 1492 written on the large easel paper pad
Several key words will be replaced by an underlined blank
The class will chorally read the poem, pausing at the blanks
Individual students will be able to provide the missing key word to complete
the stanzas to ensure understanding of the timeline and how it relates to the
poem. (VISUAL)

Materials:

Ships Log
Christopher Columbus Poem
Christopher Columbus Song
Christopher Columbus YouTube Video
Stanzas precut and on larger cards from the Christopher Columbus Poem

Evaluation A:

The students knowledge of who Christopher Columbus was will be

assessed during the class discussion about the timeline of events and their
importance in history. The students may refer to their Ships Log
during this discussion.
The understanding of the lesson will be assessed through their ability to
correctly organize the events in the poem in 1492. This will be done in
small groups and will include an evaluation of their participation.
Immediate feedback and correction will be given as necessary. It will also
be noted which groups/individuals struggled with their assignment;
whether they got it, are working on it or are struggling with the
information, as a continuous running record for individual students.

Evaluation B:

Did your lesson accommodate/address the needs of all of your learners?

What were the strengths of the lesson?
What were the weaknesses of the lesson?
How would you change the lesson if you could teach it again?
How were small groups managed?
Was enough follow up support from lesson 1 provided to ensure mastery of
the lesson?

Unit Plan: Lesson 3

Navigating with an Orange
Grade 3

Purpose:

The purpose of todays lesson is to introduce knowledge of the simple phases

of the moon through a science experiment and establish how this would have
been used as a navigational tool/method by Christopher Columbus.
Science 3.8
o The student will investigate and understand basic patterns and cycles
occurring in nature. Key concepts include:
A) patterns of natural events such as day and night, seasonal
changes, simple phases of the moon, and tides;

Objectives:

Using an orange to represent the moon, and given their materials and
explicit instructions, the student will be able to create the phases of the moon
with 80% accuracy.
Given the lesson, the student will be able to draw and label each simple
phase of the moon and explain the importance of the moon for navigation in
their Ships Log with 100% accuracy.

Procedure:

Introduction:
o Ask What tools can we use to help us find where we need to go?
Prompts if needed: GPS, map, compass
o What could we do if we didnt have modern technology and had to
navigate using the same methods as Columbus?
o What tools might have been available to use for navigation?
o Lead a class discussion on ocean navigation by the explorers.
The moon was extremely important for navigation
We are going to learn about the 4 main phases of the
moon: new moon, first quarter, full moon and last quarter.
Show a diagram of the 4 main phases.

Development:
o Read the book Phases of the Moon, by Gillia M. Olson (AUDITORY)
o Remind students they will be looking for the different phases of the
moon, but always be looking for the direction of the sun.
o Directions for the orange moon activity will be clearly explained before
the materials are handed out.

o The teacher will model the steps of the activity for the students. The
students will need to pay close attention in order for this experiment to
work. Tips: 1) The Earth student should turn very slowly. 2) The Earth

student should look for the sunlight and shadow effects by looking
directly at the orange (the moon). 3) The Sun student should be sure to
shine the light directly on the orange!! (VISUAL, KINESTHETIC)
o Activity to be completed in their 7 groups of 3: Give each group of
students an orange, a pencil, a marker and a flashlight
Stick the pencil into the orange. Push it in far enough so that
the orange will not fall off
Using the marker, draw a line all around the orange. Start and
end the line where the pencil goes into the orange.
Make a big X on one half of the orange, inside the circle.
The orange will be the moon, and the head of the student
holding the orange on the pencil will be the earth. The flashlight
is the sun. Make the room as dark as possible.
The student holding the orange (Earth Student) should hold the
orange a bit above his/her head so that you have to look up to
see it. Turn it so that the X is toward you.
Have the other students (Sun Students) stand on the other side
of the orange (the side without the X), a few feet away. Shine the
light on the orange. The Earth Student (holding the orange) will
see the X marked on the orange, but the side of the orange
viewed by this student (on earth) is not lighted by the flashlight
(the sun). This is a New Moon.
The Earth student should keep turning, and soon you will see
more of the lighted half of the orange. This is a First Quarter

Moon.

Keep the orange above the Earth student's head and have the
Earth student turn some more. When you see all of the lighted
half of the orange, you are looking at a Full Moon.
The Earth student should keep turning and you will see less and
less of the lighted part of the orange. You will see one quarter of
it. This is a Third Quarter Moon or Last Quarter Moon.
When the Earth student has turned all the way around, you will
have seen all the phases of the moon.
Have the students switch roles so that each student has a turn
as the Earth student.

o Advanced and struggling students will be paired together in groups to

aid each other!

Summary:
o As a class, discuss:
How long does it take for the moon to rotate around the earth?
29 days (about 1 month)
What are the four basic phases that we are focusing on today?
New moon, first quarter, full moon, and last quarter.
Have the students draw the phases of the moon on Page 5 of
their Ships Log, label each phase and write one sentence what
navigating with the moon might have been like and one
sentence about the importance of using the moon to navigate
during Christopher Columbuss time. (VISUAL)
Why does the moon change shape? The moon is rotating around
the earth as the earth rotates around the sun. The sunlight that
bounces off the earth is what creates the moons shape.

Materials:

Diagram of the 4 simple phases of the moon

Phases of the Moon book
Oranges
Pencils
Markers
Flashlights
Ships Log

Evaluation A:

The students understanding of how the phases of the moon come to be will be
assessed through their ability to create the phases of the moon using the
materials and instructions provided.
The students understanding of the individual phases of the moon will be
assessed through their ability to correctly illustrate and label the 4 main
phases of the moon in their Ships Log.
Personal individual assessments and participation will be documented via
students Personal Development Chart.

Evaluation B:

Did your lesson accommodate/address the needs of all of your learners?

What were the strengths of the lesson?

What were the weaknesses of the lesson?

How would you change the lesson if you could teach it again?
How were the pairs managed?
Was the connection made between the moon and the ability to use it as a
navigational tool?
Were enough examples and opportunities to practice creating and recognizing
the 4 main phases of the moon provided to ensure mastery of the lesson?

Unit Plan: Lesson 4

A Timely Voyage:
Grade 3

Purpose:

The purpose of this lesson is to establish the idea of time equivalency and
build a working knowledge of this subject as well has having the students
work independently and cooperatively with one another.
Math 3.12
o The student will identify equivalent periods of time, including
relationships among days, months, and years, as well as minutes and
hours.
P.E. 3.4
o The student will demonstrate and understanding of the purpose for
rules, procedures, etiquette and respectful behaviors while in various
physical activity settings
A) Demonstrate independence and good use of time while
engaging in physical activity
B) Work cooperatively with peers

Objectives:

Given the introduction to the lesson, their Ships Log and the game created
for this lesson, the student will be able to determine the time equivalency to
three different word problems, write them in a mathematical term and solve
them with 100% accuracy.
The student will be able to match up with the person who has the card
holding their time equivalency based on the information they have on their
card with 100% accuracy.
The students will be able to behave cooperatively and respectfully during the
reinforcing activity given the rules and procedures of the game with 100%
accuracy.

Procedure:

Introduction:
o Discuss the time it took for Columbus to travel from Spain to the New
World on his first voyage. (70 days; Aug 3, 1492 Oct 12, 1492).
o As a class, on the board, break down his 70 day voyage into number of
months, weeks, hours, minutes and seconds.
o As a class, on the board, determine the number of years Christopher
Columbus lived based on his birth and death years (1451-1506)
Development:

o Students will gather into their original seven groups of 3 and go to one
of two pre-established stations with their Ships Log, where they will
work together to play either game relating to time equivalency.
(KINESTHETIC, VISUAL)
o There will be 4 Land Search Challenge games and 4 I Have, Who Has
card games available in the event that one group finishes sooner than
another to ensure no group is left without something to do.
o Christopher Columbus Land Search Game:
Each student will take turns drawing coins and moving their
ships piece the designated number of spaces.
The student will then answer the question of the space they land
on.
The first student to reach land wins the game!
While playing the Christopher Columbus Land Search Game,
students will write three of the word problems they land on, the
corresponding equation for said problem and the solution on
Page 6 of their Ships Log. (VISUAL)
o I Have, Who Has:
Each group will be given a stack of cards which are to be
distributed evenly between each group member.
One student will start by saying I Have .., Who Has. based
on their card and find the person whos card corresponds to the
time equivalency using a different measurement of time.
This student, will then say I Have, Who Has based on
their card until all of the cards have been matched up in the
group.
o Advanced and struggling students will be paired together in groups to
aid each other!

Summary:
o The lesson will be ended with the physical activity Mother May I Step
in Time. (KINESTHETIC)
While remaining in their groups of three, each group will have a
traveler, a destination representative and a travel log keeper.
Given the following guidelines: 1 day = 1 step, 1 week = 2 steps,
1 month = 3 steps, 1 year = 4 steps, students will ask their
destination representative if they can travel a number of
days/weeks/months/years and using mental calculations, move
the predetermined amount of steps forward. The travel log
keeper will record each number of days/weeks/months/years
traveled and give the travel log to the traveler who will then be
required to log their journey on Page 7 of their Ships Log and

tally the amount of time it took them to reach their destination

to the highest unit of time possible.
The goal is to reach the destination with a shorter travel time
than the other members of your group as an effort to enhance
their understanding of the relationship between different
measurements of time.

Materials:

Christopher Columbus Land Search game board and pieces

I Have, Who Has cards
Ships Log
Pencil

Evaluation A:

The students understanding of time equivalency will be determined by their

ability to accurately write the equation and determine the correct solution
based on the word problems they have written and solved in their Ships
Log as well as their ability to correctly identify how long their journey took
based on their travel log during the Step in Time game.
The students understanding of time equivalency will also be determined by
their ability to accurately pair up with the student who has the card holding
the equivalent to their time via a different measurement.
During centers, participation and achievement observations will be logged
and inserted in their personal development charts.
The students ability to follow rules and procedures, practice proper etiquette
and respectful behaviors while demonstrating independence and working
cooperatively with peers based on their ability to complete the physical and
written portions of the Step in Time game requirements.
o Should the students be unable to demonstrate a possession of these
qualities, the game will be concluded after one round of play rather
than three, and each student will log the travels of the singular
traveler and use those travel times to determine how long they were
at sea. If this should happen, we will determine which group had the
shortest travel time as a class.

Evaluation B:

Did your lesson accommodate/address the needs of all of your learners?

What were the strengths of the lesson?
What were the weaknesses of the lesson?
How would you change the lesson if you could teach it again?
How were small groups managed?

Was the concept of time equivalency explained thoroughly enough at the

beginning of the lesson to ensure the students mastery of this subject through
the interactive games and activity?

Unit Plan: Lesson 5

A Ship To Call Your Own:
Grade 3

Purpose:

The purpose of todays lesson will be to reinforce the idea of the events that
occurred throughout Christopher Columbuss life and explorations. Through
the creation of their own ships and the use of the interactive website,
students should fully connect with the idea of Christopher Columbus as an
explorer. The walk the plank game will ensure all students have the
information necessary to pass the evaluation of the unit.

Visual Art 3.6

o The student will create works of art that communicate ideas, themes and

C/T 3-5.2
o Identify and use available technologies to complete specific tasks
) C) Use content-specific tools, software and simulations to
complete projects
. a) Use tools in various content areas as directed by the
teacher

feelings.

Objectives:
o Given their individual bags of art supplies and accompanying directions, the
student will be able to create three miniature ships to replicate the Nina,
Pinta and Santa Maria with one sail being decorated in a manner relating to
their own Ship, which will also be illustrated on a larger piece of paper for
their Ships Log with 100% accuracy.
o The student will be able to find one new piece of information they did not
previously know to write about, as well as write two of their favorite facts
about Christopher Columbus and illustrate one fact to be placed in their
Ships Log given the interactive website and an IPad with 100% accuracy.
o With the use of their whiteboards, the student will indicate the correct
answer for each question during the walk the plank game with 100%
accuracy in an attempt to make the teacher walk the plank.

Procedure:

Introduction:
o Arts and crafts project allowing the students to create their
interpretation of the Nina, Pinta and Santa Maria.
o Interactive website which allows the students to dig deeper into the
information they wish to learn about Christopher Columbus
o Walk the Plank class activity to have the students exercise their
knowledge about Christopher Columbus and his explorations.

Development:
o Create an interpretation of the Nina, Pinta and the Santa Maria.
(VISUAL, KINESTHETIC)
Use the egg cups, toothpicks, clay ball and paper provided to
create a representation of Christopher Columbuss three ships,
all of which will be given to each student in individual bags.
Draw their sails design on Page 8 of their Ships Log.
Advanced students will be able to add more detail to their art
project and struggling students will be able to keep it simple
while still completing all given portions of the assignment.
o Use iPads to explore BBCs interactive Christopher Columbus website.
http://www.bbc.co.uk/schools/primaryhistory/famouspeople/christopher
_columbus/#focus (VISUAL)
Have students spend 15 minutes exploring the website.
On Page 9 of their Ships Log have students record one new
fact about Christopher Columbus, and two of their favorite facts
about Christopher Columbus and his expeditions.
Have the students illustrate any fact of their choosing.
Advanced students can add more detail while struggling
students can incorporate basic illustrations to address their
facts.

Summary:
o The lesson will be ended with a Walk the Plank activity. Via
http://www.schoolhistory.co.uk/games/walk/walk_columbus.html, a
class game will be played to determine whether or not the students
have gained enough knowledge during the Unit to be prepared for the
test. Using a white board, students will indicate which number choice
(1-4) is the correct answer. The answer with the most number of votes
will be selected in the hopes that the students will have their teacher
walk off the plank. This will also give the

teacher time to determine which students know the information and

where other students may still be struggling. (VISUAL, AUDITORY)
Materials:

Pre-painted egg cups

Paper and pre-cut paper (sails)
Toothpicks
Pencils and colored pencils
Clay balls
Ships Log
Ipads
White boards
Dry erase markers
BBC and walk the plank websites

Evaluation A:

The students ability to communicate ideas and themes will be evaluated

based on the creation of their ship and their ability to create a sail that
encompasses the overarching theme of their Ship from their Ships Log,
with a larger drawing of said sail on Page 8 of their Ships Log.
The students ability to use available technologies to complete specific tasks
will be assessed by their ability to peruse the interactive website and find the
information necessary to write about one new fact they learned from the
website as well as two of their favorite facts about Christopher Columbus and
illustrate one of these facts on Page 9 of their Ships Log.
Their understanding of the lesson and their grasp on the entire unit plan will
be assessed through their ability to make the teacher walk the plank in the
review game. An evaluation of their participation will be included, as well as
whether each student got it, is working on it or is struggling with the
information via their personal development chart. Using this information
from the entire unit, it will be determined which students may need
additional assistance in preparation for the test.

Evaluation B:

Did your lesson accommodate/address the needs of all of your learners?

What were the strengths of the lesson?
What were the weaknesses of the lesson?
How would you change the lesson if you could teach it again?

Was enough information covered throughout the unit to prepare the students
for the final evaluation?

Unit Evaluation

Our unit will be evaluated via an SOL style test, as well as an evaluation of the
students Ships Log. The test will include questions based on the information provided to
them over the course of the unit plan, written in the SOL test format so as to ensure their
familiarity with this style test. Their Ships Log will be graded based on their ability to
follow all instructions accurately and their attention to detail while keeping their log. They
will also be given a participation grade determined via their Personal Development Charts.

SOL Style Test on Unit Plan for Christopher Columbus:

1) What goods was Christopher Columbus in search of during his exploration?
a. Spices, silk, gold, perfume
b. Animals, fruit, paper, plants
c. Furniture, salt sea shells, books
d. Candles, pencils, gold, new ships

2) What Nationality was Christopher Columbus?

a. English
b. French
c. Italian
d. Spanish
3) Who paid for Christopher Columbuss expedition?
a. Queen Mary
b. King Richard
c. Queen Elizabeth
d. Queen Isabella
4) What are the names of Christopher Columbuss three ships?
a. Black Pearl. Columbus I, Spirit of Spain
b. Nino, Pinto, Santa Mario
c. Nina, Pinta, Santa Maria
d. Queen Isabellas Pride, Pioneer, Voyager

5) What did Christopher Columbus call the land he first found?

a. San Salvador
b. San Marino
c. San Jose
d. San ta Clause

6) What title did the Monarchs of Spain give him after his expedition?
a. Sea Captain
b. Admiral of the Ocean
c. Admiral of the Sea
d. Captain of the Sea

7) Christopher Columbus originally set out to find:

a. India and China
b. China and America
c. His pet dog
d. America and Australia

8) How many days after setting sail did Christopher Columbus encounter land?
a. 68 days
b. 70 days
c. 71 days
d. 60 days

9) In what year did Christopher Columbus set sail?

a. 1482
b. 1462
c. 1492
d. 1494

10) Christopher Columbus found America, but America was named after a man called:
a. Cherinda Amendria
b. Americana Perussia
c. Amerigo Vespucci
d. Ameriga Monoso

11) What was Christopher Columbuss intention for his expedition?

a. To find a Western sea route to China
b. To discover a new spice
c. To see which type of ship sailed faster
d. To prove that the earth was round

12) What direction did the winds blow Columbuss ships toward America?
a. Northeasterly
b. Southeasterly
c. Northwesterly
d. Southwesterly

13) How many voyages did Christopher Columbus sail?

a. 2
b. 5
c. 7
d. 4

14) What types of food would be packed on the ships for the journey?
a. Fresh fruits and vegetables
b. Biscuits, cheese and packed meat
c. Pizza and salad
d. Ice cream and sandwiches

15) What did Christopher Columbus promise the Queen from his journey?
a. Gold, peaceful Christians and land
b. Gold, spices and horses
c. Land, fabric and more ships
d. Silver, Gold and jewels

16) How was Christopher Columbus revered at the time of his death in 1506?
a. A failure
b. A great explorer
c. A hero
d. A beggar

17) Which of Columbuss ships was wrecked?

a. Pintos
b. Santa Maria
c. Pinta
d. Nina

18) Which country sponsored his Christopher Columbuss journey?

a. Spain
b. Italy
c. Japan
d. France

19) Christopher Columbus did not discover _________________ on his expedition?

a. A sea route to America
b. The Western Hemisphere
c. A new land to colonize
d. palaces roofed in gold

20) What new things was Christopher Columbus introduced to upon encountering land?
a. Hammocks, tobacco and maize
b. Gold, spices and silk
c. Riches, the Japanese, robes
d. Advanced civilization, cars and horses

Personal Development Rubric

Christopher Columbus Unit
Name:
Got it!
Lesson 1
Activity
Ship's Log
Participation
Lesson 2
Language Arts
Music
Ship's Log
Participation
Lesson 3
Science
Ship's Log
Participation
Lesson 4
Math
P.E.
Ship's Log
Participation
Lesson 5
Art
C/T
Ship's Log
Participation
EVALUATION:
Additional
Notes:

Working on it

Struggling

Captain: ___________________________

Ship's Log Rubric

1

Cover page
Title
Captain's name

Title Page
2

Drawing of ship
Ship's name
Signed Accountablity Contract

Table of Contents
Updated daily

KWL Chart (Pg. 1)

4

5
6
7
8

3 facts you think you know

3 facts you want to know
3 facts you learned

Timeline (Pg. 2)
Filled in according to class discussion and template

Christopher Columbus Song (Pg. 3)

At least 3 pictures depicting events

Christopher Columbus Poem (Pg. 4)

Phases of the Moon (Pg. 5)
4 phases of the moon, drawn
4 phases of the moon, labeled
2 sentences about using the moon to navigate

Land Search Spaces (Pg. 6)

9

10
11
12

3 written word problems from the game

3 corresponding equations for word problems
3 solutions to word problem equations

Journey Log (Pg. 7)

A list of each unit of time taken on your "journey"
Amount of time journey took

Sail Design (Pg. 8)

Christopher Columbus Facts (Pg. 9)
One newly learned fact
Two favorite facts

One illustration of a fact

Accountability Contract

I, Captain ______________________________________ do solemnly swear to

keep up with my Ships Log to the best of my ability and with as much
detail as I can muster to ensure its usefulness to whomever may find it.
May it serve as a guide for their travels or an historical artifact whose
information benefits the human race in the future.

Egg Cup Ships

This Columbus Day, make your very own mini versions of the Nina, Pinta, and the Santa Maria! This fun
recycle project is easy to put together and great for a classroom activity.

What you'll need

3 cardboard egg cups

Brown acrylic craft paint
Paintbrush
cup modeling clay or play dough
6 toothpicks
1 sheet white paper
Scissors
White craft glue

How to make it

Paint the egg cups inside and out with brown paint. Set aside to dry.

Cut sails from white paper. You will need 6 large sails (1.5" x 1") and 18 small sails (.5" x
.75").

Set aside three of the toothpicks for the large sails. Break or cut the other three toothpicks in
half, giving you 6 halves.

Put a line of glue through the middle of one of the small sails. Place the cut or broken end of
one of the toothpick halves onto the glue line.

Roll it in the glue to cover both sides, then place another sail on top, sandwiching the two
sails together. Flatten the sails together with your fingers and set aside to dry.

Repeat step number 5 with each toothpick half and 2 small sails (each).

Following the guide in step number 5, make the larger salls. For each large sail you will
need a toothpick, 2 small sails and 2 large sails. Glue the small sail to the end of the full
toothpick, and then glue the larger sail beneath it, leaving a small gap between the top and
bottom sail. Set aside to dry.

Roll a small amount of clay in your palm, enough to line the bottom of the egg cup. Place in
the egg cup and flatten to cover bottom.

Insert open end of large sail into the middle of the clay. Insert two small sails, one on either
side of the large sail, into the clay

Poem

IN 1492
Author - Unknown
In fourteen hundred ninety-two
Columbus sailed the ocean blue.
He had three ships and left from Spain;
He sailed through sunshine, wind and rain.
He sailed by night; he sailed by day;
He used the stars to find his way.
A compass also helped him know
How to find the way to go.
Ninety sailors were on board;
Some men worked while others snored.
Then the workers went to sleep;
And others watched the ocean deep.
Day after day they looked for land;
They dreamed of trees and rocks and sand.
October 12 their dream came true,
You never saw a happier crew!
"Indians! Indians!" Columbus cried;
His heart was filled with joyful pride.
But "India" the land was not;
It was the Bahamas, and it was hot.
The Arakawa natives were very nice;
They gave the sailors food and spice.
Columbus sailed on to find some gold
To bring back home, as he'd been told.
He made the trip again and again,
Trading gold to bring to Spain.
The first American? No, not quite.

But Columbus was brave, and he was bright.

Columbus Day Song
(sung to the tune of "The Farmer in the Dell")
Author Unknown
http://www.youtube.com/watch?v=zmcbefKxJV4
In 1492,
In 1492,
Columbus sailed across the sea,
In 1492.

For 70 days he sailed,

For 70 days he sailed,
Columbus sailed across the sea,
For 70 days he sailed.

He came to a new land,

He came to a new land,
Columbus sailed across the sea,
And came to a new land.

Exploring he did go,

Exploring he did go,
Columbus sailed across the sea,
Exploring he did go.

He sailed back home to Spain,

He sailed back home to Spain,
Columbus sailed across the sea,
Then sailed back home to Spain.

Christopher Columbus
In August 1492,
Columbus sailed the ocean blue.

October 12th they sighted land,

And set their feet upon new sand.