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Sing A Song of Coinage

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Summary

Students will closely examine a cent (penny), nickel, dime and quarter. They will list words that describe each coin and will use their observations to create a song about coins.

Coin Type(s)

  • Cent
  • Nickel
  • Dime
  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

  • Students will closely examine a cent (penny), nickel, dime and quarter.
  • They will list words that describe each coin and will use their observations to create a song about coins.

Major Subject Area Connections

  • Language Arts
  • Math
  • Music
  • Science

Grades

  • Kindergarten
  • First grade

Class Time

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

Groupings

  • Whole group

Background Knowledge

Students should have a basic knowledge of:

  • Circulating coins and their values
  • The traditional children’s song “The Wheels on the Bus”

Terms and Concepts

  • Cent
  • Nickel
  • Dime
  • Quarter
  • Coins
  • Value
  • Symbol
  • Musical heritage

Materials

  • 1 overhead projector (optional)
  • 1 overhead transparency (or photocopy) of the Tennessee quarter reverse
  • Chart paper
  • Markers
  • Cents, nickels, dimes, quarters
  • 1 envelope per student
  • Large paper coins for demonstration (optional)
  • Copies of the completed class coin song

Preparations

  • Copy the words of “The Coins in My Hand” song onto chart paper, leaving spaces to fill in missing words.
  • Make an overhead transparency (or photocopy) of the Tennessee quarter reverse.
  • Gather 1 coin of each denomination for each of the students—cents, nickels, dimes, and quarters.
  • Place 1 cent, 1 nickel, 1 dime, and 1 quarter in each envelope.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/234.pdf.

Session 1

  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 Tennessee quarter reverse.
  2. Ask the students what they see on this coin. Discuss these symbols and their meanings. On chart paper, list the comments of each student.
  3. Ask students why they think Tennessee chose to put musical instruments on their quarter. Discuss the words “Musical Heritage” on the quarter. Build on the students’ responses, but convey the idea that music and song writing are important to that state.
  4. As a class, discuss what topics people write songs about (reflect on a song that all students are familiar with). Ideas discussed should include things that are important to the writer, that interest the writer, and that the writer knows about. Explain to the class that, as a group, they will write a song about something they have been studying: money.
  5. Distribute an envelope to each student that contains 1 cent, 1 nickel, 1 dime, and 1 quarter.
  6. As a class examine the physical characteristics as well as the value of each coin in the envelope. On separate pieces of chart paper for each coin, write the students’ observations, making sure to address similarities and differences among the coins. Display these charts for the whole class to see.

Session 2

  1. Introduce the students to the song that they will be creating. Display the song written on a piece of chart paper with blanks to fill in.
  2. As a class, go through each verse of the song discussing what words could fit in the blanks. Take student suggestions and fill in each blank on the large chart.
  3. When the song has been completely created, sing it as a class!
  4. Create and distribute copies of the completed class song lyrics to each student.
    Note: Remember to respect and comply with our nation’s copyright laws when you do this project, especially if you plan to use copyrighted editions, arrangements, or recordings.

Differentiated Learning Options

  • Address one song verse each day, building a completed class song by the end of the week.
  • Use pre-prepared sentence strips with appropriate answers for filling in the class song.
  • Draw corresponding pictures to accompany text listed on class observation charts and in the class song.

Enrichments/Extensions

  • Perform the song for other classes. Prepare props, such as enlarged coins, to use when performing the song.
  • Record the performance and place the completed chart with the recording in the class listening center to practice reading skills.

Use the worksheets and class participation to assess whether the students have met the lesson objectives.

There are no related resources for this lesson plan.

Discipline: Math
Domain: K.CC Counting and Cardinality
Grade(s): Grade K
Cluster: Compare numbers
Standards:

  • K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, eg, by using matching and counting strategies.
  • K.CC.7. Compare two numbers between 1 and 10 presented as written numerals. 

Discipline: Language Arts
Domain: W.1 Writing
Grade(s): Grade K
Cluster: Production and Distribution of Writing
Standards:

  • W.1.4. begins in grade 3.
  • W.1.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
  • W.1.6. 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: SL.1 Speaking and Listening
Grade(s): Grade K
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
  • SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
  • SL.1.6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

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

  • SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
    • Continue a conversation through multiple exchanges.
  • SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
  • SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  • SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
  • SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

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

  • W.K.4. begins in grade 3.
  • W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
  • W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Discipline: Visual Arts and Music
Domain: K-4 Music
Cluster: Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts
Grade(s): Grades K–4
Standards:

  • Students identify similarities and differences in the meanings of common terms (e.g., form, line, contrast) used in the various arts
  • Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (e.g., foreign languages: singing songs in various languages; language arts: using the expressive elements of music in interpretive readings; mathematics: mathematical basis of values of notes, rests, and time signatures; science: vibration of strings, drum heads, or air columns generating sounds used in music; geography: songs associated with various countries or regions)

Discipline: Visual Arts and Music
Domain: 5-8 Music
Cluster: Standard 1: Singing, alone and with others, a varied repertoire of music
Grade(s): Grades K–4
Standards:

  • Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles
  • Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory
  • Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed
  • Students sing music written in two and three parts
  • Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades K–4
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: Visual Arts and Music
Domain: K-4 Music
Cluster: Standard 4: Composing and arranging music within specified guidelines
Grade(s): Grades K–4
Standards:

  • Students create and arrange music to accompany readings or dramatizations
  • Students create and arrange short songs and instrumental pieces within specified guidelines (e.g., a particular style, form, instrumentation, compositional technique)
  • Students use a variety of sound sources when composing

Discipline: Visual Arts and Music
Domain: K-4 Music
Cluster: Standard 1: Singing, alone and with others, a varied repertoire of music
Grade(s): Grades K–4
Standards:

  • Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo
  • Students sing expressively, with appropriate dynamics, phrasing, and interpretation
  • Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures
  • Students sing ostinatos, partner songs, and rounds
  • Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Writing
Grade(s): Grades K–4
Standards:

  • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Effective Communication
Grade(s): Grades K–4
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.

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