skip navigation
Left Navigation Links

 

Of Frogs and Parrots: El Yunque National Forest

Printable view

Summary

Students will analyze how geography and ecology influence a region’s wildlife.

Coin Type(s)

  • Quarter

Coin Program(s)

  • America The Beautiful Quarters

Objectives

Students will analyze how geography and ecology influence a region’s wildlife.

Major Subject Area Connections

  • Science
  • Social Studies

Minor/supporting Subject Area Connections

  • Art
  • Technology

Grades

  • Ninth grade
  • Tenth grade
  • Eleventh grade
  • Twelfth grade

Class Time

Sessions: Three
Session Length: 45-60 minutes
Total Length: 121-150 minutes

Groupings

  • Whole group
  • Individual work

Terms and Concepts

  • Geography
  • Ecology

Materials

  • Images of El Yunque National Forest
  • Internet
  • Art supplies
  • Worksheets

Preparations

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/113.pdf.

  1. Review the basic geographic concepts that apply to this lesson.
  2. As background information, explain to the students that the United States Mint began to issue the quarters in the America the Beautiful Quarters® Program in 2010. By the time the program ends in 2021, there will be a total of 56 designs on the back of the coin. Each design will focus on a different national site—one from each state, territory, and the District of Columbia.
  3. Display and examine the El Yunque National Forest quarter design, focusing on the coqui tree frog and Amazona Vittata, the Puerto Rican parrot. Locate El Yunque National Forest on a map of Puerto Rico.
  4. Generate observations about the geography and climate of the area. Have the students predict the types of animals, insects, and birds that would be part of the ecosystem of this rainforest.
  5. Introduce the students to a virtual field trip to Puerto Rico by projecting pictures of El Yunque National Forest. Divide the class into three groups and assign each a separate research area: “The Rainforest El Yunque,” “Disappearing Parrots,” and “Raining Frogs.” Have each group submit a summary and colored illustrations.
  6. Create a classroom scrap book or multimedia presentation. Compile the presentations and give each student a copy of the final product.
There are no modification options for this lesson plan.
  • Take anecdotal notes about the students’ participation in class discussions.
  • Evaluate the students’ worksheets and project for their understanding of the lesson objectives.

This lesson plan is not associated with any Common Core Standards.

Discipline: Social Studies
Domain: All Disciplinary Standards
Cluster: Geography
Grade(s): Grades K–12
Standards:

Teachers should:

  • guide learners in the use of maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective
  • enable learners to use mental maps to organize information about people, places, and environments in a spatial context
  • assist learners to analyze the spatial information about people, places, and environments on Earth’s surface
  • help learners to understand the physical and human characteristics of places
  • assist learners in developing the concept of regions as a means to interpret Earth’s complexity
  • enable learners to understand how culture and experience influence people’s perceptions of places and regions
  • provide learners opportunities to understand and analyze the physical processes that shape Earth’s surface
  • challenge learners to consider the characteristics and spatial distribution of ecosystems on Earth’s surface
  • guide learners in exploring the characteristics, distribution, and migration of human populations on Earth’s surface
  • help learners to understand and analyze the characteristics, distribution, and complexity of Earth’s cultural mosaics
  • have learners explore the patterns and networks of economic interdependence on Earth’s surface
  • enable learners to describe the processes, patterns, and functions of human settlement
  • challenge learners to examine how the forces of cooperation and conflict among people influence the division and control of Earth’s surface; help learners see how human actions modify the physical environment
  • enable learners to analyze how physical systems affect human systems
  • challenge learners to examine the changes that occur in the meaning, use, distribution, and importance of resources
  • help learners to apply geography to interpret the past and present and to plan for the future
  • enhance learners’ abilities to ask questions and to acquire, organize, and analyze geographic information so they can answer geographic questions as they engage in the study of substantive geographic content

Discipline: Science
Domain: 9-12 Content Standards
Cluster: Life Science
Grade(s): Grades K–12
Standards:

  • The cell
  • Molecular basis of heredity
  • Biological evolution
  • Interdependence of organisms
  • Matter, energy, and organization in living systems
  • Behavior of organisms

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: People, Places, and Environment
Grade(s): Grades K–12
Standards:

Teachers should:

  • Enable learners to use, interpret, and distinguish various representations of Earth such as maps, globes, and photographs, and to use appropriate geographic tools
  • Encourage learners to construct, use, and refine maps and mental maps, calculate distance, scale, area, and density, and organize information about people, places, regions, and environments in a spatial context
  • Help learners to locate, distinguish, and describe the relationships among varying regional and global patterns of physical systems such as landforms, climate, and natural resources, and explain changes in the physical systems
  • Guide learners in exploring characteristics, distribution, and migration of human populations on Earth’s surface
  • Have learners describe how people create places that reflect culture, human needs, current values and ideals, and government policies
  • Provide opportunities for learners to examine, interpret, and analyze interactions of human beings and their physical environments, and to observe and analyze social and economic effects of environmental changes, both positive and negative
  • Challenge learners to consider, compare, and evaluate existing uses of resources and land in communities, regions, countries, and the world
  • Direct learners to explore ways in which Earth’s physical features have changed over time, and describe and assess ways historical events have influenced and been influenced by physical and human geographic features