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Island Animals

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Summary

Students will understand the concepts of endangered animals and conservation. Students will use writing to inform and persuade.

Coin Type(s)

  • Quarter

Coin Program(s)

  • DC and Territory Quarters

Objectives

  • Students will understand the concepts of endangered animals and conservation.
  • Students will use writing to inform and persuade.

Major Subject Area Connections

  • Language Arts
  • Science
  • Social Studies

Grades

  • Second grade
  • Third grade

Class Time

Sessions: Three
Session Length: 30-45 minutes
Total Length: 91-120 minutes

Groupings

  • Whole group
  • Small groups
  • Pairs
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • The writing process
  • Venn diagrams
  • Plants and animals
  • Islands

Terms and Concepts

  • Quarter
  • Obverse (front)
  • Reverse (back)
  • Territory
  • Island
  • Environment
  • Leatherback turtle
  • Endangered
  • Extinct
  • Conservation

Materials

  • 1 overhead projector
  • 1 overhead transparency of the “US Virgin Islands Quarter Reverse” page
  • Copies of the following:
    • “Island Animals” worksheet
    • “Save the Leatherback!” worksheet
  • 1 class map of the United States
  • 1 copy of a text that includes general information about the US Virgin Islands, such as:
    • State-by-State Atlas by Justine Ciovacco, Kathleen A. Felley, and Kristen T. Behrens
    • The Kingfisher Geography Encyclopedia by Clive Gifford
    • The Young People’s Atlas of the United States by James Harrison
    • U.S. Atlas for Young People by Tom Smith
  • 1 copy of a text that gives information about leatherback turtles, such as:
    • Leatherback Turtle: The World’s Heaviest Reptile by Kirsten Hall
    • Endangered Sea Turtles by Bobbie Kalman
    • The Life Cycle of a Sea Turtle by Bobbie Kalman
    • Leatherback Sea Turtle (Animals in Danger) by Rod Theodorou
  • Chart paper
  • Markers
  • Examples of trifold brochures
  • White construction paper
  • Poster paper

Preparations

  • Make an overhead transparency of the “US Virgin Islands Quarter Reverse” page.
  • Make copies of each of the following:
    • “Island Animals” worksheet (1 per student)
    • “Save the Leatherback!” worksheet (1 per student)
  • Locate a text that gives information about the US Virgin Islands (see examples under “Materials”).
  • Locate a text that gives information about the leatherback turtle (see examples under “Materials”).
  • Make an example of a trifold brochure.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/149.pdf.

Session 1

  1. Describe the 50 State Quarters® Program and the District of Columbia and U.S. Territories Quarters Program for background information, if necessary, using the example of our own state’s or territory’s quarter. Then display the “US Virgin Islands Quarter Reverse” overhead transparency. Tell the students that the back of a coin is called the reverse, and “obverse” is another name for the front. Locate the US Virgin Islands on a classroom map. Note their position in relation to your school’s location.
  2. When defining “US territory” (lowercase “t”) for your students, the United States Mint recognizes and uses the Department of the Interior’s definitions found at www.doi.gov/oia/Islandpages/political_types.htm.
  3. Ask the students to examine the coin design and tell you what they see. List their responses on chart paper. Explain to the students that the island shapes represent the US Virgin Islands, whose main islands are St. Croix (CROY), St. John, and St. Thomas. The image also includes the official bird (yellow breast or banana quit) and the official flower (yellow cedar or yellow elder) of the US Virgin Islands along a beach background. Ask the students to share what they may already know about these images. List their responses on the chart.
  4. Ask the students to brainstorm why these items are included on the quarter design. After discussion, tell the students that these images were selected to represent the natural beauty of the islands. Discuss the features of island environments, which include the island itself and the shallow waters surrounding the island.
  5. Distribute an “Island Animals” worksheet to each student. Briefly review the concept of a Venn diagram with the students. Explain to the students that they will list island animals, grouping them by whether they live on land, in the water, or both. This worksheet will be completed during the reading. Before the reading, have the students add the yellow breast bird to their charts as an animal that lives on land.
  6. Introduce the students to the selected text about the US Virgin Islands. As a group, preview the text. As information about the islands is read, add it to the chart. Pay special attention to parts of the text that relate to island animals, guiding the students to add them to their “Island Animals” worksheets. During the reading, attend to unfamiliar vocabulary and concepts.
  7. After reading the selected text, review the charted information about the U.S. Virgin Islands. Have the students add more animals to their “Island Animals” worksheet based on ideas that they have about islands. Allow the students time to work. After finishing, encourage the students to share their work in pairs.
  8. Explain to the students that in the next session they will learn about one particular island animal: the leatherback turtle. Have them add this animal to their worksheet.

Sessions 2 and 3

  1. Display the “US Virgin Islands Quarter Reverse” overhead transparency. Review with the students the material covered in the previous session, reminding the students that they all added the leatherback turtle to their worksheets.
  2. Introduce the students to the selected text about the leatherback turtle. As a group, preview the text. Display a two-column chart labeled “Dangers” and “Ways to Help.” During the reading, list dangers to the leatherback turtle and ways to help the leatherback turtle on the chart. Attend to unfamiliar vocabulary and concepts.
  3. Through the reading, list the following key vocabulary words on chart paper: “endangered,” “extinct,” and “conservation.” With the students’ input based on the text, write a definition for each word. Definitions from the Department of the Interior are listed at www.fws.gov/endangered/glossary.html
  4. Explain to the students that leatherback turtle nests can be found in the US Virgin Islands, and that St. Croix has been identified as a critical habitat for this turtle through the Endangered Species Act. Discuss why conservation is important.
  5. Explain to the students that they will be writing to teach others about conservation of the leatherback turtle. Divide students into pairs or small groups. Each group will create a trifold brochure about the leatherback turtle. Display your example of a trifold brochure. Distribute a “Save the Leatherback!” worksheet to each student. Review the directions and the chart that will be used for grading the work.
  6. Allow the students time to complete their brochures.
  7. Invite the students to share their work with the class.
  8. Display the brochures in the classroom.

Differentiated Learning Options

  • Provide texts on leatherback turtles for students to use in creating their brochures.
  • Provide a chart for students to use in the brochure (habitat, size, color, diet, etc.)
  • Allow students to dictate their written responses.

Enrichments/Extensions

  • Create a class book of endangered animals and conservation methods.
  • Have students research other island environments and their animals.
  • Have students research other United States territories.
  • Organize a school or community clean-up day.
  • Adopt an animal from a zoo, aquarium, nature preserve, or conservation group.

Use the students’ class participation, worksheets, and brochures to evaluate whether they have met the lesson objectives.

There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 2
Cluster: Text Types and Purposes
Standards:

  • W.2.1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
  • W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  • W.2.3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Discipline: Language Arts
Domain: L.2 Language
Grade(s): Grade 2
Cluster: Conventions of Standard English
Standards:

  • L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use collective nouns (e.g., group).
    • Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
    • Use reflexive pronouns (e.g., myself, ourselves)
    • Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
    • Use adjectives and adverbs, and choose between them depending on what is to be modified.
    • Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
  • L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize holidays, product names, and geographic names.
    • Use commas in greetings and closings of letters.
    • Use an apostrophe to form contractions and frequently occurring possessives.
    • Generalize learned spelling patterns when writing words (e.g., cage --> badge; boy --> boil).
    • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Discipline: Language Arts
Domain: L.3 Language
Grade(s): Grade 2
Cluster: Conventions of Standard English
Standards:

  • L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
    • Form and use regular and irregular plural nouns.
    • Use abstract nouns (e.g., childhood).
    • Form and use regular and irregular verbs.
    • Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
    • Ensure subject-verb and pronoun-antecedent agreement.
    • Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
    • Use coordinating and subordinating conjunctions.
    • Produce simple, compound, and complex sentences.
  • L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize appropriate words in titles.
    • Use commas in addresses.
    • Use commas and quotation marks in dialogue.
    • Form and use possessives.
    • Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
    • Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
    • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Discipline: Language Arts
Domain: SL.2 Speaking and Listening
Grade(s): Grade 2
Cluster: Comprehension and Collaboration
Standards:

  • SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Build on others’ talk in conversations by linking their comments to the remarks of others.
    • Ask for clarification and further explanation as needed about the topics and texts under discussion.
  • SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 

Discipline: Language Arts
Domain: SL.2 Speaking and Listening
Grade(s): Grade 2
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  • SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Key Ideas and Details
Standards:

  • RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
  • RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
  • RI.2.8. Describe how reasons support specific points the author makes in a text.
  • RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Craft and Structure
Standards:

  • RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
  • RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
  • RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Craft and Structure
Standards:

  • RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  • RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  • RI.3.6. Distinguish their own point of view from that of the author of a text.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  • RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  • RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Key Ideas and Details
Standards:

  • RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
  • RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 2
Cluster: Research to Build and Present Knowledge
Standards:

  • W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  • W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
  • W.2.9. begins in grade 4.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 2
Cluster: Production and Distribution of Writing
Standards:

  • W.2.4. begins in grade 3.
  • W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Discipline: Language Arts
Domain: W.3 Writing
Grade(s): Grade 2
Cluster: Production and Distribution of Writing
Standards:

  • W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3.)
  • W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3.)
  • W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Literature
Grade(s): Grades K–12
Standards:

  • Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 

Discipline: Science
Domain: K-4 Content Standards
Cluster: Science in Personal and Social Perspectives
Grade(s): Grades K–12
Standards:

  • Personal health
  • Characteristics and changes in populations
  • Types of resources
  • Changes in environments
  • Science and technology in local challenges