Brevard Zoo s Expedition to La Florida
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- Marilyn Barbara Powers
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1 Brevard Zoo s Expedition to La Florida Topics Ponce de Leon Discovering La Florida The Encounters with Natives and Wildlife The Impact on Florida s Native and Invasive Species N.G.S.S.S. Social Studies SS.3.G.1.2, SS.3.G.4.1 SS.3.G.4.3, SS.3.G.4.4 SS.4.A.3.1, SS.4.A.9.1, SS.4.A.3.6, SS.4.A.6.3, SS.5.A.1.2, SS.5.E.2.1, SS.5.G.3.1 C.C.S.S. LACC.K12.L.1.1 LACC.K12.L.1.2 LACC.K12.L.3.4 LACC.K12.L.3.6 LACC.K12.R.1.1 LACC.K12.R.4.10 RF.3.3, RF.4.4 RI.1.1, RI.1.3, RI.2.5 RI.3.7, RI.4.10 LACC.K12.SL.1.2 LACC.K12.W.1.3 LACC.K12.W.2.4 LACC.K12.W.2.5 LACC.K12.W.2.6 LACC.K12.W.3.9 In collaboration with the anniversary of Ponce de Leon s discovery of Florida, the Brevard Zoo has created its own Expedition to highlight the discovery of animals from the Old World and the New World. Teachers may use the following activities for grades 3 to 5 to enhance their fieldtrip to the Brevard Zoo and their reading of the chapter Two Worlds Meet: Animals from the Old World and New. Objectives Students will identify and define vocabulary and summarize key points from the chapter. (Pre-Activity) Students will identify animals that impacted Ponce de Leon s expedition. (At the Zoo) Students will utilize graphing and coordinate skills to complete a map. (At the Zoo, Post Activity) Students will utilize information from two sources to complete a timeline. (Post Activity) Students will write a creative journal entry in the point of view of Ponce de Leon or Native American Indian. (Post Activity) Teacher Information To conduct the Pre-Activity and the Post Activity, visit the Website: and download the interactive e-booklet, First Encounters: When America, Europe & Africa First Meet. Scroll to page 35. Read and become familiar with the chapter, Two Worlds Meet: Animals from the Old World and New.
2 Pre-Activity For the pre-activity, students will conduct a book walk and talk of the chapter, Two Worlds Meet: Animals of the Old World and New. Together with the students, discuss any new vocabulary and key points that are important to them. Materials Needed Dry-erase board & markers Computer with Internet Access and attached Projector Or printed copies of the chapter (one for each student or pair of students) Paper and pencils for students Procedure 1. Depending on available resources, hand out the chapter to the students, or project it on the whiteboard. 2. Allow the students to review the chapter page by page, underlining any vocabulary that is new to them and circling key points. If projecting the chapter, work together as a class using the whiteboard or computer program to highlight what the students mention.) 3. After the students have finished, have them share the vocabulary and create a list on the board. Together, use effective strategies to determine each word s meaning. 4. After discussing the vocabulary, have the students share what they circled and why they felt it was important. 5. Allow the students to read the chapter again. After this, have the students write a summary on their piece of paper using some of the vocabulary and key points that were reviewed. 6. Collect the summaries and check. Possible Vocabulary Exploration Colonization Livestock Mares Heifers Feral Extinct Domestic Conquest Breeds Rooting Imported Preservation Conservation Inhabitants Native Invasive
3 At the Zoo While at the zoo, students will complete a scavenger hunt using clues and signs to determine correct coordinates for each animal on the Expedition Map. Before You Come In the Zoo Print enough Expedition Maps and Old World Expedition Guides for your class. Review the instructions of the scavenger hunt with the students. Have enough pencils available for the students. *Help keep our animals safe!* Ask the chaperones to collect pencils from the students after they have finished writing each clue. The zoo is divided into four loops: Africa, Australasia, La Selva, and Wild Florida. Informational signs to be used for this scavenger hunt are located in Wild Florida and La Selva. Once the students have determined the animal of each clue, they should go to that animal. The sign near or within the area of that animal will have a map coordinate. Students will write the animal and map coordinate on their Old World Expedition Guide, and may draw lines from the animal to the correct bubble on the map. After Your Visit Teacher Tips! To save paper, print one Expedition Map per Chaperone, and up to two Expedition Guides for per group of students. Have the students work together with the guides. Bring pencil pouches! This way chaperones can easily hold the pencils for the students. Collect all guides, maps, and pencils from chaperones and students. Correct the guides and maps using answer sheets.
4 Post Activity Using the completed Expedition Map, students will fill in the blanks and timeline for the Spanish Explorations handout. An extra activity of creative writing could also be conducted. This activity will allow the students to incorporate the information they learned into a journal entry using Ponce de Leon s or a Native American Indian s point of view. Materials Needed Correctly completed Expedition Map(s) Doc-cam and projector (if available) Dry-erase board and markers Copy(-ies) of the Spanish Explorations handout (if doc-cam is not available) First Encounters e-booklet from Pre-Activity Pencils and Paper Procedure 1. Have the students work in the same groups from the field trip and redistribute the completed and corrected Expedition Maps to each group. 2. If needed review the e-booklet, Expedition guides, and Maps before beginning the Spanish Explorations handout. 3. Place a copy of the Spanish Explorations handout on the doc-cam. Allow the projection to be on the whiteboard, using the markers to fill in the blanks of the handout. 4. Together as a class, read the handout. 5. Have the students use their knowledge, experiences, handouts and e-booklet to solve each blank. 6. Write the coordinates of the animal from the Expedition map in each blank. 7. Use the e-booklet carefully to determine the correct placement of the coordinates on the timeline. AZA Conservation Message Human beings are responsible for dramatic changes to ecosystems at a rate unprecedented in Earth's history. We have the responsibility to care for the Earth, to leave healthy ecosystems for our families and future generations. Through informed actions, we can positively impact ecosystems.
5 Creative Writing Prompts Ponce de Leon - Imagine you are Ponce de Leon encountering La Florida for the first time. Write a journal entry describing what he may have seen and done upon his first day on land. Include an encounter with a native animal of Florida. Native American Indian Imagine you are a Native American watching from afar as Ponce de Leon first steps on land. Write a journal entry describing an unknown animal Ponce de Leon brought to the shore and how it impacted their lives. Online Resources
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