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Protect for Safekeeping

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Summary

Students will understand and apply the term “conservation.” Students will define the term “endangered species.”

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

Students will understand and apply the term “conservation.” Students will define the term “endangered species.”

Major Subject Area Connections

  • Language Arts
  • Science
  • Social Studies

Grades

  • Second grade
  • Third grade

Class Time

Sessions: Four
Session Length: 30-45 minutes
Total Length: 151-500 minutes

Groupings

  • Whole group
  • Small groups
  • Pairs
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • Coins
  • Reduce
  • Reuse
  • Recycle
  • Research techniques

Terms and Concepts

  • Obverse (front)
  • Reverse (back)
  • Conservation
  • Natural Resources
  • Environment
  • Lifespan
  • Behavior
  • Endangered
  • Extinct

Materials

  • 1 overhead projector
  • Copies of the following worksheets:
    • “3 R’s”
    • “Bison Information”
  • 1 overhead transparency of each of the following:
    • “3 R’s” worksheet
    • “North Dakota Quarter Reverse” page (or photocopy)
    • “Bison Information” worksheet
  • Chart paper
  • Markers
  • Large index cards
  • 1 class map of the United States
  • Images of the Badlands
  • Copies of a text that gives basic information about conservation and recycling, such as:
    • Where Does the Garbage Go? by Paul Showers
    • Recycle! by Gail Gibbons
    • Garbage and Recycling by Rosie Harlow and Sally Morgan
    • Conservation and Natural Resources by Jackie Ball
  • Locate a text that gives basic information about the bison and endangered species, such as:
    • Will We Miss Them? Endangered Species by Alexandra Wright
    • It Could Still Be Endangered by Allan Fowler, Janann V. Jenner, Linda Cornwell
    • Water Hole by Graeme Base
  • White drawing (or construction) paper 12 X 18 inches
  • Pencils
  • Crayons or colored pencils

Preparations

  • Make copies of the following:
    • “3 R’s” worksheet (1 per student)
    • “Bison Information” worksheet (1 per student)
  • Make an overhead transparency of each of the following:
    • “3 R’s” worksheet
    • “North Dakota Quarter Reverse” page
    • “Bison Information” worksheet
  • Locate texts that give information about conservation and recycling (see examples under “Materials”).
  • Locate a text that gives information about bison and endangered species (see examples under “Materials”).
  • Bookmark appropriate Internet sites relating to bison.
  • Reserve the computer lab for one session.
  • Gather images of the Badlands.
  • Gather trifold brochures as examples of format in Session 3.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/267.pdf.

Sessions 1 and 2

  1. Ask the students what they think the word “conservation” means. Record student responses and, if necessary, provide the definition (a careful preservation and protection of plants, animals, and natural resources).
  2. On a piece of chart paper, write the word “conservation.” Turn on all of the electrical items in the classroom (lights, overhead projector, radio), toss some paper on the floor, and let the water run in the sink. Ask the students if you are conserving or preserving what you have in the classroom. Ask the students to explain why those aren’t examples of conservation. Students should respond that you were wasting the electricity, water, and paper.
  3. Tell the students that they will be looking at ways to conserve energy, natural resources, and wildlife. Ask the students how you could have made a better choice in conserving items in the classroom. Student responses should include turning off the water and lights when not in use and recycling paper.
  4. Write the term “natural resources” on the chart paper. Ask the students for the definition for “natural resources.” If necessary, explain that they are “materials that come from nature that are useful to people.” Ask the students for examples. If necessary, give “water” and “trees” as examples. Draw images next to the words to help the students remember the definition.
  5. Introduce the students to the selected text about conservation and recycling. As a group, preview the text and illustrations to generate observations about what is occurring at different points in the text. Read the selected text to the class and attend to any unfamiliar vocabulary.
  6. Record key information from the text on the chart paper. Review the definitions and information with the students.
  7. Using a tree as an example, discuss ways that natural resources are used and how they can be conserved. Answers can include that trees provide us with pencils, paper, furniture, and fruit. We need to replace the trees we use with new ones.
  8. Explain to the students that recycling is a way we can conserve what is important to us. Review the terms “reduce,” “reuse,” and “recycle” with the students.
  9. Distribute a “3R’s” worksheet to each student and display the corresponding overhead transparency. As a class, review the directions and do the top part together. Divide the class into small groups and have them work together to complete the worksheet and talk about ways that they conserve and recycle at home and at school.
  10. As a class, discuss the ideas from the small groups. Record the students’ ideas on the overhead transparency.
  11. Have the students get into pairs and create a colorful conservation poster showing how people can preserve resources. Invite the pairs to present their posters and, if possible, act out a few of the examples such as turning out the lights and water when not in use.
  12. Ask the students to create a conservation reminder card. The students will use a large index card to remind others of one way they can conserve resources. Have the students take the cards home and to other classes to share.
  13. Collect the student worksheets and display the posters in the classroom.

Sessions 3 and 4

  1. Describe the 50 State Quarters® Program for background information, if necessary, using the example of your own state, if available. Locate North Dakota on a classroom map. Note its position in relation to your school’s location.
  2. Display the “North Dakota Quarter Reverse” overhead transparency or photocopy. Have the students examine the design and identify the images, including the sun, the bison grazing, and the landforms (the Badlands).
  3. Display the images of the Badlands for the students to see. Tell the students that the Badlands are known for their beauty and ruggedness. The Badlands were formed by erosion when bursts of heavy rain were followed by periods of drought.
  4. Ask the students why they think that the items shown on the coin might be important to North Dakota, and accept all responses. Have the students brainstorm what they know about bison. Lead a class discussion on the difference between a buffalo and a bison. Include the idea that the buffalo is genetically the bison’s cousin, but they are different animals. Only the bison is native to the United States, but the American bison is often called a buffalo.
  5. Introduce the students to the selected text about the bison and endangered species. As a group, preview the text and illustrations to generate observations about what is occurring at different points in the text. Read the selected text to the class and attend to any unfamiliar vocabulary.
  6. Ask the students to give key information about the bison from their background knowledge or what they learned from the text. Record student responses on a piece of chart paper.
  7. Remind the students of the definition of “conservation” (a careful preservation and protection of plants, animals, and natural resources). Display the definition on the chart paper from the previous session.
  8. Ask the students to brainstorm examples of what animals may need protection and why. On a piece of chart paper, create a concept web to record the student’s responses. The list of animals can include the sea turtle and whale.
  9. Ask the students for a definition of “endangered.” Reponses should include “animals that can become extinct if they are not helped.” If necessary, explain that “extinct” means that none of a certain animal is alive anymore.
  10. Tell the students that the bison is one example of many endangered animals, but the bison is no longer endangered because people made efforts to conserve it. The students will be doing research to learn more about the bison to find out how people protected it.
  11. Distribute a “Bison Information” page to each student. Review the directions with the students.
  12. Take the students to the computer lab and have them visit bookmarked Internet sites. Allow the students to work in pairs to complete the “Bison Information” page using all the available resources. If necessary, ask each pair of students to complete a few of the questions from the worksheet. Review all the answers as a class.
  13. Display the “Bison Information” overhead transparency and discuss as a class the information found about the bison.
  14. Distribute the sample trifold brochures for the students to examine. Discuss what kind of information is on them and how it is displayed. Tell the students that they will use the research collected from the “Bison Information” page to create their own trifold brochure about the bison, what people have done to protect it, and what can be done to protect other endangered animals.
  15. Allow students sufficient time to complete their trifold brochures.
  16. Display the brochures in the classroom or school media center.

Differentiated Learning Options

  • Provide books on tape.
  • Allow students to dictate their answers to a scribe.
  • Allow students to work in pairs throughout the lesson.

Enrichments/Extensions

  • Ask a member of the community to come and speak about recycling in your area.
  • Have students research Theodore Roosevelt, who was a conservationist and has a National Park in North Dakota named after him.
  • Take anecdotal notes about the students’ participation in class discussions.
  • Evaluate the students’ worksheets, posters, and brochures for achievement of the lesson’s objectives.
There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: W.3 Writing
Grade(s): Grade 3
Cluster: Text Types and Purposes
Standards:

  • W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
    • Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
    • Provide reasons that support the opinion.
    • Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
    • Provide a concluding statement or section.
  • W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    • Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
    • Develop the topic with facts, definitions, and details.
    • Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
    • Provide a concluding statement or section.
  • W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
    • Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
    • Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
    • Use temporal words and phrases to signal event order.
    • Provide a sense of closure.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 3
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 3
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 3
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 3
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: SL.3 Speaking and Listening
Grade(s): Grade 3
Cluster: Comprehension and Collaboration
Standards:

  • SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
    • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
    • 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).
    • Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
    • Explain their own ideas and understanding in light of the discussion.
  • SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
  • SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
  • SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.) 

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 3
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 3
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 3
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 3
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 3
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 3
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 3
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 3
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 3
Cluster: Research to Build and Present Knowledge
Standards:

  • W.3.7. Conduct short research projects that build knowledge about a topic.
  • W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • W.3.9. begins in grade 4.

Discipline: Language Arts
Domain: W.3 Writing
Grade(s): Grade 3
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: 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: 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: Social Studies
Domain: All Thematic Standards
Cluster: Time, Continuity, and Change
Grade(s): Grades K–12
Standards:

Teachers should:

  • assist learners to understand that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use
  • help learners apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity
  • enable learners to identify and describe significant historical periods and patterns of change within and across cultures, including but not limited to, the development of ancient cultures and civilizations, the emergence of religious belief systems, the rise of nation-states, and social, economic, and political revolutions
  • guide learners in using such processes of critical historical inquiry to reconstruct and interpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, searching for causality, and distinguishing between events and developments that are significant and those that are inconsequential
  • provide learners with opportunities to investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment; and enable learners to apply ideas, theories, and modes of historical inquiry to analyze historical and contemporary developments, and to inform and evaluate actions concerning public policy issues.

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

  • Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 

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: Applying Strategies to Writing
Grade(s): Grades K–12
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–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