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State Sights to See

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Summary

Students will research a given topic and develop an oral presentation.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

Students will research a given topic and develop an oral presentation.

Major Subject Area Connections

  • Language Arts
  • Social Studies

Minor/supporting Subject Area Connections

  • Art
  • Math

Grades

  • Fourth grade
  • Fifth grade
  • Sixth grade

Class Time

Sessions: Five
Session Length: 45-60 minutes
Total Length: 151-500 minutes

Groupings

  • Whole group
  • Small groups
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • United States geography
  • Research techniques

Terms and Concepts

  • Quarter
  • Reverse (back)

Materials

  • 1 overhead projector (optional)
  • Overhead transparencies (or photocopies) of several different quarter reverses
  • 1 class map of the United States
  • Chart paper or chalkboard
  • Markers or chalk
  • Copies of the “Group Roles”
  • Copies of the “Group Presentation Rubric”
  • Copies of the “Group Presentation Guide”
  • White construction paper
  • Crayons, colored pencils, markers

Preparations

  • Make overhead transparencies (or photocopies) of several quarter reverses.
  • Reserve the computer lab or library for the research days (sessions 1 and 2).
  • Make copies of:
    • The “Group Roles” (1 per group).
    • The “Group Presentation Rubric” (1 per student).
    • The “Group Presentation Guide” pages (1 per group).
  • Gather appropriate travel brochures.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/335.pdf.

Sessions 1 and 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 transparencies or photocopies of several quarter reverses representing the states to which the student groups will be planning a trip. Locate these states on a classroom map. Note their positions in relation to your school’s location.
  2. Displaying the transparencies or copies of several quarter reverses, ask students what features they notice. List student responses on chart paper or on the board. For each feature of the coin, list student predictions about why it was chosen to be placed on the quarter reverse design. Keep this list posted throughout the activity.
  3. Arrange the class into groups of four. Invite each group to select one state, whose capital they will research based upon the quarter reverses portrayed at the beginning of class.
  4. Distribute one “Group Roles” handout to each group and allow students to select a role from the list.
  5. Distribute one “Group Presentation Rubric” and one “Group Presentation Guide” to eachgroup. Explain to students that they should use the “Group Presentation Guide” in creating their presentations and the rubric as a guide for how they will be assessed.
  6. Allow students to spend the rest of the class (and the following class) researching. The chaperone should be creating itinerary documents, overseeing the activities of the team, and making sure everyone is on task.

Sessions 3 and 4

  1. When all research has been completed, instruct students to reconvene in their groups to share their findings and begin arranging the group presentation.
  2. Allow an appropriate amount of time for students to create and practice their presentations. Offer suggestions to groups on how to improve their presentations by referring them to the rubric.

Session 5

  1. Invite groups to present their state capitals (with related individual projects) to each other.
  2. While each group presents, the teacher may assess them according to the rubric.
  3. As a culminating activity, instruct each student to create a 3-2-1 summary. This is a summary containing three things they learned, 2 things that surprised them, and the one most interesting aspect of this group activity. Remind students to include their group names and any illustrations students feel are appropriate.

Differentiated Learning Options

  • In order to facilitate the research of your students (especially those that have difficulty with research), supply travel guides and/or brochures for each group’s chosen state.
  • Pre-bookmark any appropriate Web sites to assist student research.

Enrichments/Extensions

  • Have students create a travel brochure for this or another state. It should be colorful, accurate, and interesting to read. Use published travel guides as a guide for the students. These colorful products will look great on a bulletin board.
  • Pre-bookmark any appropriate Web sites to assist student research.

Use the worksheets, the rubric, 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.4 Writing
Grade(s): Grade 4
Cluster: Text Types and Purposes
Standards:

  • W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
    • Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
    • Provide reasons that are supported by facts and details.
    • Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
    • Provide a concluding statement or section related to the opinion presented.
  • W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    • Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
    • Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
    • Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
    • Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • Provide a concluding statement or section related to the information or explanation presented.
  • W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
    • Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
    • Use dialogue and description to develop experiences and events or show the responses of characters to situations.
    • Use a variety of transitional words and phrases to manage the sequence of events.
    • Use concrete words and phrases and sensory details to convey experiences and events precisely.
    • Provide a conclusion that follows from the narrated experiences or events.

Discipline: Language Arts
Domain: W.4 Writing
Grade(s): Grade 4
Cluster: Production and Distribution of Writing
Standards:

  • W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
  • W.4.5. 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 4.)
  • W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. 

Discipline: Language Arts
Domain: W.5 Writing
Grade(s): Grade 4
Cluster: Production and Distribution of Writing
Standards:

  • W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
  • W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
  • W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Discipline: Language Arts
Domain: W.6 Writing
Grade(s): Grade 4
Cluster: Production and Distribution of Writing
Standards:

  • W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
  • W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)
  • W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Discipline: Language Arts
Domain: L.4 Language
Grade(s): Grade 4
Cluster: Conventions of Standard English
Standards:

  • L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
    • Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
    • Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
    • Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
    • Form and use prepositional phrases.
    • Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
    • Correctly use frequently confused words (e.g., to, too, two; there, their).
  • L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use correct capitalization.
    • Use commas and quotation marks to mark direct speech and quotations from a text.
    • Use a comma before a coordinating conjunction in a compound sentence.
    • Spell grade-appropriate words correctly, consulting references as needed.

Discipline: Language Arts
Domain: L.5 Language
Grade(s): Grade 4
Cluster: Conventions of Standard English
Standards:

  • L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
    • Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
    • Use verb tense to convey various times, sequences, states, and conditions.
    • Recognize and correct inappropriate shifts in verb tense.
    • Use correlative conjunctions (e.g., either/or, neither/nor).
  • L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use punctuation to separate items in a series.
    • Use a comma to separate an introductory element from the rest of the sentence.
    • Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
    • Use underlining, quotation marks, or italics to indicate titles of works.
    • Spell grade-appropriate words correctly, consulting references as needed.

Discipline: Language Arts
Domain: L.6 Language
Grade(s): Grade 4
Cluster: Conventions of Standard English
Standards:

  • L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Ensure that pronouns are in the proper case (subjective, objective, possessive).
    • Use intensive pronouns (e.g., myself, ourselves).
    • Recognize and correct inappropriate shifts in pronoun number and person.
    • Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
    • Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
  • L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
    • Spell correctly.

Discipline: Language Arts
Domain: W.4 Writing
Grade(s): Grade 4
Cluster: Research to Build and Present Knowledge
Standards:

  • W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
  • W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
  • W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
    • Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

Discipline: Language Arts
Domain: W.5 Writing
Grade(s): Grade 4
Cluster: Research to Build and Present Knowledge
Standards:

  • W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
  • W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
  • W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
    • Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Discipline: Language Arts
Domain: W.6 Writing
Grade(s): Grade 4
Cluster: Research to Build and Present Knowledge
Standards:

  • W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
  • W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
  • W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
    • Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Discipline: Language Arts
Domain: SL.4 Speaking and Listening
Grade(s): Grade 4
Cluster: Comprehension and Collaboration
Standards:

  • SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 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 and carry out assigned roles.
    • Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
    • Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
  • SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • SL.4.3. Identify the reasons and evidence a speaker provides to support particular points. 

Discipline: Language Arts
Domain: SL.4 Speaking and Listening
Grade(s): Grade 4
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
  • SL.4.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific expectations.)

Discipline: Language Arts
Domain: SL.5 Speaking and Listening
Grade(s): Grade 4
Cluster: Comprehension and Collaboration
Standards:

  • SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 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 and carry out assigned roles.
    • Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
    • Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
  • SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Discipline: Language Arts
Domain: SL.5 Speaking and Listening
Grade(s): Grade 4
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
  • SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.)

Discipline: Language Arts
Domain: SL.6 Speaking and Listening
Grade(s): Grade 4
Cluster: Comprehension and Collaboration
Standards:

  • SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
    • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
    • Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
    • Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
    • Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
  • SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
  • SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Discipline: Language Arts
Domain: SL.6 Speaking and Listening
Grade(s): Grade 4
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
  • SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
  • SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)

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

  • Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

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: 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

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