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This Great State!

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Summary

Students will research and create state home pages (represented on paper) for one of the fifteen states for which quarters will have been released from 1999 through 2001 by the United States Mint.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

Students will research and create state home pages (represented on paper) for one of the fifteen states for which quarters will have been released from 1999 through 2001 by the United States Mint.

Major Subject Area Connections

  • Social Studies

Minor/supporting Subject Area Connections

  • Art
  • Language Arts

Grades

  • Fourth grade
  • Fifth grade
  • Sixth grade

Class Time

Sessions: Three
Session Length: 45-60 minutes
Total Length: 121-150 minutes

Groupings

  • Whole group
  • Individual work

Terms and Concepts

  • Website
  • Home Pag
  • Tourism
  • Industry
  • Government

Materials

  • This Great State! work page (page 12)
  • Website template work page (page 13)
  • Reference materials
  • Pencils
  • Rulers
  • Markers
  • Scissors
  • Glue
  • Sample state home page (on paper)

Preparations

  • Make sample state home page about the students’ home state, using the blank website map provided.
  • Assign one state to each student.
  • Make several copies of the website template work page for each student.
  • Bookmark various states’ home pages, the United States Mint website home page (www.USMINT.gov), and other websites for Internet research (optional).

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/350.pdf.

  1. Explain that students will research a state and create a home page for that state (represented on paper). They will use the “This Great State!” work page (page 12) website diagram to guide their research, or they can create their own website diagrams showing how one page would link to another.
  2. Display the sample website and invite students to identify features that inform them about the state and attract them to visit it. Ask them for ideas about what additional items could have been included.
  3. Distribute the “This Great State!” work page (page 12) and explain that they should research each topic area shown on the sheet and then select at least ten items from the page to write and illustrate on their state website plan.  You may wish to require students to share with you their ideas before starting written work.
  4. Provide time guidelines (e.g., Day One—research, Day Two—website design, Day Three—finishing touches. You may also wish to allow students to complete websites at home.) As each student completes his research, hand out website template work pages and allow them to write, draw, cut, and paste elements to create web pages for each topic area.

Enrichments/Extensions

  • Students give oral presentations about their assigned state, using their web pages as illustrations.
  • Students may write travel brochures to go along with their websites.
  • Students may use completed website maps to create travel websites on classroom or home computers.

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

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

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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