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Quarter Conservation

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Summary

Students will define and discuss the concept of conservation. Students will identify ways to conserve energy, water, paper, and money at home and at school.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

  • Students will define and discuss the concept of conservation.
  • Students will identify ways to conserve energy, water, paper, and money at home and at school.

Major Subject Area Connections

  • Science
  • Social Studies

Minor/supporting Subject Area Connections

  • Art
  • Math

Grades

  • Kindergarten
  • First grade

Class Time

Sessions: Two
Session Length: 20-30 minutes
Total Length: 46-90 minutes

Groupings

  • Whole group
  • Pairs
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • Nature
  • Energy as a paid resource
  • Tallying/tally marks

Terms and Concepts

  • Quarter
  • Reverse (back)
  • John Muir
  • Conserve
  • Energy

Materials

  • Single-serving class snack (such as: granola bars, graham crackers, cookies, etc.).
  • Chalkboard/chalk
  • Clock with second hand
  • Chart paper/markers
  • 1 copy of an age-appropriate text that relates to John Muir, such as:
    • Stickeen: John Muir and the Brave Little Dog by John Muir and Donnell Rubay
    • John Muir: Man of the Wild Places by Carol Greene
    • John Muir (People Who Made a Difference) by David and Patricia Armentrout
  • 1 overhead projector (optional)
  • “California Quarter Reverse” page
  • 1 class map of the United States
  • Sink (optional)
  • Light switch (optional)
  • 1 piece of paper
  • Several U.S. coins of any denomination
  • “Conservation Is Cool” page
  • Crayons
  • Scissors
  • Laminating materials
  • Tape

Preparations

  • Make copies of the “Conservation Is Cool” page (1 per student).
  • Make overhead transparencies of the following:
    • “California Quarter Reverse” page (or photocopy)
    • “Conservation is Cool” page
  • Enlarge, color in, laminate, and cut out each box on the “Conservation Is Cool” page.
  • Prepare or select a class snack, taking student allergies and diet needs into account.
  • Locate an age-appropriate text relating to John Muir (see examples under “Materials”).
  • Place the U.S. coins in your pocket for Session 2.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/216.pdf.

Session 1

  1. Explain to the students that they are going to play a game. This game involves eating a snack, but there are special rules. The main rule is: No student can take a bite from his or her snack until the teacher says so.
  2. Equally distribute a class snack to each student.
  3. Create a 3-column chart on the board. Label the columns “Minute 1,” “Minute 2,” and “Not completed,” respectively.
  4. Allow the students to take a bite of their snacks at fifteen- or thirty-second intervals for two minutes. Direct the students to individually stand up when they have completed their snacks.
  5. During the activity, keep a tally of how many students finished eating their snacks and stood up during the first minute and second minute and how many did not finish at all. Place these tally marks in their respective columns on the chart on the board.
  6. After two minutes, direct the students to take their seats. Use the tally chart to determine if all the students completed their snacks at the same time. Responses should reflect that students finished their snacks at different times, because some students stood before others and some didn’t finish their snacks, as shown by the tallies in the chart’s third column.
  7. Have the students discuss why some students finished their snacks before others. If necessary, lead students to the idea that students who took larger bites finished their snack first.
  8. Ask the students to consider how they could make their snacks last longer. The students should respond that taking smaller bites would make their snacks last for a longer period of time.
  9. Write the word “conserve” on a piece of chart paper. Say the word aloud and have the students repeat after you. Ask students to guess what they think this word means.
  10. Explain that, when we conserve something, we try to make it last longer by saving it. Ask the students how they can conserve their snacks. The students should arrive at the idea that taking smaller bites would conserve their snacks.
  11. Have the students list other things that they might want to conserve at home or at school. Student responses may include money, time, paper, electricity, recycling, etc. List student responses under the word “conserve” on the chart paper.
  12. Introduce the idea that there are many ways to conserve. Explain to the students that they will be learning about a very important man named John Muir who wanted to conserve things in nature like trees, plants, and animals.
  13. Explain that John Muir was a man who loved nature and wanted to make sure that the mountains and lakes were around for a long time.
  14. Introduce the selected text. As a group, preview the text and illustrations to generate observations about what might be occurring at different points in the text.
  15. Read the selected text aloud.
  16. Ask the students to discuss why John Muir wanted to conserve (save) the lakes, mountains, plants, and animals. The students should respond that John Muir wanted to conserve (save) nature so that people would always be able to enjoy it.

Session 2

  1. Describe the 50 State Quarters® Program for background information, if necessary, using the example of your own state, if available. Then display the transparency or photocopy of the California quarter reverse. Locate California on a classroom map. Note its position in relation to your school’s location.
  2. Have the students identify various elements on the coin. The students should identify a mountain, a tree, a man, and a bird. Ask them to predict who the man on the coin is. If necessary, explain that the man on this coin is John Muir. Ask students to recall what they learned in the previous session about John Muir and how he felt about things like mountains, trees, and birds. Student responses should reflect that John Muir wanted to conserve (save) nature so that people would be able to enjoy it for a long time.
  3. Review with students the brainstorming list from the previous session about different ways to conserve (save).
  4. Explain that there are even more ways to conserve (save) at home and at school. Challenge the students to guess what they are by giving them hints. First, turn the water in the sink on (or pretend to) and walk away. Students should guess that water is something to conserve at school and at home. Discuss why it is important for students to turn off the water when they are done using it. The students should arrive at the idea that we want to conserve water.
  5. Flick the lights in the classroom on and off. The students should respond that lights or electricity is something that we want to conserve (save). Discuss why the lights should be turned off when they aren’t in use. If necessary, explain that electricity is energy and energy costs money. The students should arrive at the idea that we want to conserve money and energy.
  6. Hold up a piece of paper. The students should guess that paper is something they can conserve (save). Ask the students to discuss how they can conserve (save) paper. Students should respond that they can write on both sides of a piece of paper and they can only take as much paper as they really need.
  7. Jingle the coins in your pocket. The students should guess that money is something they can conserve (save). Ask the students to discuss why it might be important to conserve (save) money. Student responses should reflect that saving money allows people to make larger purchases, have money for emergencies, etc.
  8. Display an overhead transparency of the “Conservation Is Cool” page. Have the students repeat after you as you read each box aloud several times. Execute the appropriate action while reading each box.
  9. Distribute one “Conservation Is Cool” handout, crayons, and scissors to each student. Direct the students to color in the pictures in each of the boxes. Explain that, once the students have finished coloring, they should cut each box out and practice explaining what each box means to a partner.
  10. Allow an appropriate amount of time for the students to complete the activity.
  11. Explain to the students that they will be able to use these boxes as a reminder of what they can conserve (save) in the classroom. Using the enlarged, laminated copies of each box on the “Conservation Is Cool” page, have the students work together to determine where each box should be placed in the classroom. Affix each box in the appropriate place with tape.
  12. Explain to the students that, for homework, they will explain the idea of conservation to a parent or guardian. The students can take their colored boxes home to tape to the appropriate appliances as a reminder for their family to conserve (save) water, paper, electricity, and money.

Differentiated Learning Options

Have students work in pairs on the “Conservation Is Cool” handout.

Enrichments/Extensions

Have students brainstorm different places in the school where they could tape their boxes as a reminder to conserve (save) money, electricity, paper, water, etc. List student responses on the board. Select a few of the students’ designated locations (such as the library, the principal’s office, the cafeteria, etc.). Escort students to these locations and allow them to affix their reminders in an appropriate place.

Use the projects and class participation to evaluate whether the students have met the lesson objectives.

There are no related resources for this lesson plan.

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

Discipline: Mathematics
Domain: All Problem Solving
Cluster: Instructional programs from kindergarten through grade 12 should enable all students to
Grade(s): Grades K–12
Standards:

  • Build new mathematical knowledge through problem solving
  • Solve problems that arise in mathematics and in other contexts
  • Apply and adapt a variety of appropriate strategies to solve problems
  • Monitor and reflect on the process of mathematical problem solving

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Text
Grade(s): Grades K–12
Standards:

  • Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Science, Technology, and Society
Grade(s): Grades K–12
Standards:

Teachers should:

  • enable learners to identify, describe, and examine both current and historical examples of the interaction and interdependence of science, technology, and society in a variety of cultural settings
  • provide opportunities for learners to make judgments about how science and technology have transformed the physical world and human society and our understanding of time, space, place, and human-environment interactions
  • have learners analyze the way in which science and technology influence core societal values, beliefs, and attitudes and how societal attitudes influence scientific and technological endeavors
  • prompt learners to evaluate various policies proposed to deal with social changes resulting from new technologies
  • help learners to identify and interpret various perspectives about human societies and the physical world using scientific knowledge, technologies, and an understanding of ethical standards of this and other cultures
  • encourage learners to formulate strategies and develop policy proposals pertaining to science/technology-society issues

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

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades K–12
Standards:

  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Discipline: Science
Domain: K-4 Content Standards
Cluster: Life Science
Grade(s): Grades K–12
Standards:

  • Characteristics of organisms
  • Life cycles of organisms
  • Organisms and environments

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

  • Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

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

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