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It Matters to Me

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Summary

Students will explain how their personal values shape the values of a classroom community.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

Students will explain how their personal values shape the values of a classroom community.

Major Subject Area Connections

  • Social Studies

Minor/supporting Subject Area Connections

  • Art
  • Language Arts

Grades

  • Second grade
  • Third grade

Class Time

Sessions: Two
Session Length: 30-45 minutes
Total Length: 46-90 minutes

Groupings

  • Whole group
  • Individual work

Background Knowledge

Students should have a basic knowledge of values.

Terms and Concepts

  • Quarter
  • Reverse (back)
  • Personal values
  • Community values
  • Foundation

Materials

  • 1 overhead projector (optional)
  • 1 overhead transparency (or photocopy) of the Iowa quarter reverse
  • 1 class map of the United States
  • 1 copy of an age-appropriate text that reflects personal values, such as:
    • The Giving Tree by Shel Silverstein
    • The Rainbow Fish by Marcus Pfister and J. Alison James
    • A Chair For My Mother by Vera B. Williams
    • The Keeping Quilt by Patricia Polacco
    • The Patchwork Quilt by Valerie Flournoy
  • Markers (for use on overhead projector)
  • Copies of the “What Matters to Me” worksheet
  • An assortment of colored construction paper
  • “Tree of Values” leaf stencil
  • Brown bulletin board paper
  • Journals or writing paper

Preparations

  • Make an overhead transparency (or photocopy) of the Iowa quarter reverse.
  • Locate an appropriate text that reflects personal values (see examples under “Materials”).
  • Make copies of the “What Matters to Me” worksheet (1 per student).
  • Make copies of the “Tree of Values” leaf stencil onto colored construction paper (2 per student).
  • Using brown bulletin board paper, create and display a large tree trunk.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/279.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 Iowa quarter reverse. Locate Iowa on a classroom map. Note its position in relation to your school’s location.
  2. With the students, examine the design on this coin’s reverse. Ask students to point out what they see on this coin, paying particular attention to the building and the people. Ask the students what kind of building they think that this might be. Who would the people in the picture be? Explain that the building on this coin is a school, like schools from long ago.
  3. Ask the students if they believe that this is a modern picture of Iowa. Why or why not? Ask the students to list the images on the coin that indicate that this is an image of Iowa in the past. Such images should include the empty land, the one room schoolhouse, and the dress of the people.
  4. Read the words “Foundation in Education” to the students and then ask what do they think this might mean. Why do they think that Iowa would put these words and a picture of a school on their quarter reverse? Responses should reflect the idea that schools and education have always been important to the state. Discuss with the students how their lives would be different without education.
  5. Introduce the idea that everyone has different things that are important to them, things that they value.
  6. Select an appropriate children’s text that reflects personal values and, as a group, preview the text and illustrations. Invite students to generate predictions about what is occurring at different points in the story.
  7. Read this story aloud to the group. During the reading, attend to any unfamiliar vocabulary.
  8. Ask the students what was important to the characters. How could you tell? What did the character(s) do to show you their values? Create a T-chart to record student responses. On one side on the chart, list responses that one can see or touch. On the other side, list responses pertaining to feelings or emotions.

Session 2

  1. Revisit the image of the Iowa quarter and ask the students to recall what the quarter told them about what was important to the state.
  2. Return to the T-chart from the previous session and have students discuss and list what is important to them. Add their responses to the appropriate column on the chart.
  3. Ask students to identify similarities in each of the chart’s columns. Students should note that the first column represents tangible items that are valued (“outside” values), while the second column represents intangible (“inside”) values.
  4. Distribute a “What Matters to Me” worksheet to each student and read through the instructions with the students. Invite students to take turns reading each value aloud. Pause after each value to allow the students to mark their answers. The answers on this worksheet will help the students realize what matters most to them. Remind the students that there are no right or wrong answers on this worksheet.
  5. At the bottom of this sheet, have the students complete the sentence that says, “I value __________ because __________.”
  6. Distribute two pieces of colored construction paper to each student.
  7. Direct the students to cut along the lines marked on these pieces of paper. On one leaf, students will write the “outside value” that was most important to them. On the other leaf, students will write the “inside value” that matters the most to them. On each leaf, students should add an appropriate illustration.
  8. As students complete these leaves, add them to the tree trunk to create a “Tree of Values”.

Differentiated Learning Options

Allow struggling students to dictate their values and/or use magazine pictures to represent these values.

Enrichments/Extensions

  • Students can expand this study to include a comparison of personal values and the values of their school or town, or the values of their family.
  • Invite students to write “What If?” stories where they imagine what would happen if no one valued honesty, respect, responsibility, etc.
  • Invite the school counselor to make an in-class visit to discuss character education with the students.

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: 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: RL.2 Reading: Literature
Grade(s): Grade 3
Cluster: Craft and Structure
Standards:

  • RL.2.4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
  • RL.2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

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

  • RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
  • RL.2.8. not applicable to literature.
  • RL.2.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

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

  • RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
  • RL.2.3. Describe how characters in a story respond to major events and challenges.

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: 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: 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: Visual Arts and Music
Domain: K-4 Visual Arts
Cluster: Standard 6: Making connections between visual arts and other disciplines
Grade(s): Grades K–12
Standards:

  • Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
  • Students identify connections between the visual arts and other disciplines in the curriculum

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Individual Development and Identity
Grade(s): Grades K–12
Standards:

Teachers should:

  • assist learners in articulating personal connections to time, place, and social/cultural systems
  •  help learners to appreciate and describe the influence of cultures, past and  present, upon the daily lives of individuals
  • assist learners to describe how family, religion, gender, ethnicity, nationality, socioeconomic status, and other group and cultural influences contribute to the development of a sense of self
  • have learners apply concepts, inquiry, methods, and theories in the study of human growth and development, learning, motivation, behavior, perception, and personality
  • guide learners as they analyze the interactions among ethical, ethnic, national, and cultural factors in specific situations
  • help learners to analyze the role of perceptions, attitudes, values, and beliefs in the development of personal identity and their effect upon human behavior
  • have learners compare and evaluate the impact of stereotyping, conformity, acts of altruism, discrimination, and other behaviors on individuals and groups
  • help learners understand how individual perceptions develop, vary, and can lead to conflict
  • assist learners as they work independently and cooperatively within groups and institutions to accomplish goals
  • enable learners to examine factors that contribute to and damage one’s mental health; and analyze issues related to mental health and behavioral disorders in contemporary society

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: 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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