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Let's Take A Hike!

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Summary

Starting with the White Mountain National Forest quarter, students will analyze and choose items appropriate for a hiking trip. Students will write and illustrate narrative postcard accounts of their imaginary trip.

Coin Type(s)

  • Quarter

Coin Program(s)

  • America The Beautiful Quarters

Objectives

  • Students will analyze and choose items appropriate for a hiking trip.
  • Students will write and illustrate narrative postcard accounts of their imaginary trip.

Major Subject Area Connections

  • Language Arts
  • Social Studies

Minor/supporting Subject Area Connections

  • Art

Grades

  • Second grade
  • Third grade

Class Time

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

Groupings

  • Whole group
  • Small groups
  • Individual work

Materials

  • Worksheets:
    • White Mountain National Forest Quarter"
    • What’s in My Backpack?" Backpack
    • What’s in My Backpack?" Items
    • Postcard from the Trail"
    • Postcard from the Trail Checklist" (1/2 sheet per student)
  • Age-appropriate, relevant Web sites, such as:

Preparations

  • Copy necessary materials.
  • Bookmark relevant Web sites.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/373.pdf.

  1. Display and examine the "White Mountain National Forest Quarter" page. Locate this site on a class map. Note its position in relation to your school’s location. Tell the students that the front of a coin is called the "obverse" and the back is called the "reverse." Explain to the students that the United States Mint began to issue the quarters in the America the Beautiful Quarters® Program in 2010. By the time the program ends in 2021, there will be a total of 56 designs. Each design will focus on a different national site—one from each state, territory and the District of Columbia.
  2. Show the students images and videos about White Mountain National Forest’s climate and unique environmental features. Look closely at a map of the forest and locate some key sites, including the Appalachian Trail, the New Hampshire/Maine state line, the Presidential Mountain Range, the Sandwich Mountain Range, and Mount Chocorua, the mountain featured on the quarter.
  3. Ask the students to imagine what it would be like to take a hiking trip in White Mountain National Forest. Brainstorm ideas about what the students might do, see and bring on their hike. Encourage the students to share previous experiences with hiking and camping.
  4. Introduce the students to the "What’s in My Backpack?" worksheet. Review the directions as a class. Distribute glue and scissors. Have the students complete the worksheet. In small groups, have the students compare and contrast what they packed in their backpack. Lead a class discussion about what items are necessary for a hiking trip and what items should be left at home.
  5. Write the phrase "Leave No Trace" on the board or overhead. Ask the students to share ideas about what they think this phrase means. Encourage the students to consider ways they can hike responsibly and respectfully.
  6. Introduce the students to the "Postcard from the Trail" worksheet. Review the directions as a class. Have the students complete the worksheet. In small groups, have students share their postcard writing and illustrations. Lead a discussion about the diverse and unique experiences students might have while hiking in White Mountain National Forest.
There are no modification options for this lesson plan.
  • Take anecdotal notes about the students’ participation in class discussions and activities.
  • Evaluate the students’ worksheets for understanding of the lesson objectives.
  • Use the "Postcard from the Trail Checklist" to assess the students’ work.

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: SL.2 Speaking and Listening
Grade(s): Grade 3
Cluster: Comprehension and Collaboration
Standards:

  • SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
    • 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).
    • Build on others’ talk in conversations by linking their comments to the remarks of others.
    • Ask for clarification and further explanation as needed about the topics and texts under discussion.
  • SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 

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: 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: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Knowledge to Language
Grade(s): Grades K–12
Standards:

  • Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Science, Technology, and Society
Grade(s): Grades K–12
Standards:

Teachers should:

  • enable learners to identify, describe, and examine both current and historical examples of the interaction and interdependence of science, technology, and society in a variety of cultural settings
  • provide opportunities for learners to make judgments about how science and technology have transformed the physical world and human society and our understanding of time, space, place, and human-environment interactions
  • have learners analyze the way in which science and technology influence core societal values, beliefs, and attitudes and how societal attitudes influence scientific and technological endeavors
  • prompt learners to evaluate various policies proposed to deal with social changes resulting from new technologies
  • help learners to identify and interpret various perspectives about human societies and the physical world using scientific knowledge, technologies, and an understanding of ethical standards of this and other cultures
  • encourage learners to formulate strategies and develop policy proposals pertaining to science/technology-society 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: 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: 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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