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Timing on Lake Erie

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Summary

Starting with the Perry's Victory and International Peace Memorial quarter, students will demonstrate an understanding of sequencing. Students will demonstrate an understanding of elapsed time.

Coin Type(s)

  • Quarter

Coin Program(s)

  • America The Beautiful Quarters

Objectives

  • Students will demonstrate an understanding of sequencing.
  • Students will demonstrate an understanding of elapsed time.

Major Subject Area Connections

  • Math
  • Social Studies

Grades

  • Fourth grade
  • Fifth grade
  • Sixth grade

Class Time

Sessions: Two
Session Length: 45-60 minutes
Total Length: 91-120 minutes

Groupings

  • Whole group
  • Pairs
  • Individual work

Materials

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/379.pdf.

  1. Display and examine the "Perry’s Victory and International Peace Memorial Quarter" page or use the zoom feature at www.usmint.gov/mint_programs/ atb/?local=PerrysVictory. 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." As background information, 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. Introduce the students to the historical figure of Oliver Hazard Perry. Locate and display an image of Perry and share biographical information about Perry using the links under "Resources" below.
  3. Direct the students to a description of the Battle of Lake Erie using information from the "Resources" below. Have students read aloud the information about the battle.
  4. Distribute one pair of "Battle Time Scramble" worksheets to each student. Explain the goals: sequencing the events and calculating elapsed time between events.
  5. Using the information learned about Perry, the battle and the sequence of events, guide the students to discuss the significance of this battle in the War of 1812.
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 lesson objectives.

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

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: Mathematics
Domain: 3-5 Measurement
Cluster: Apply appropriate techniques, tools, and formulas to determine measurements.
Grade(s): Grades K–12
Standards:

In grades 3–5 all students should

  • develop strategies for estimating the perimeters, areas, and volumes of irregular shapes;
  • select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles;
  • select and use benchmarks to estimate measurements;
  • develop, understand, and use formulas to find the area of rectangles and related triangles and parallelograms; and
  • develop strategies to determine the surface areas and volumes of rectangular solids.

Discipline: Mathematics
Domain: 3-5 Measurement
Cluster: Understand measurable attributes of objects and the units, systems, and processes of measurement.
Grade(s): Grades K–12
Standards:

In grades 3–5 all students should

  • understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute;
  • understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems;
  • carry out simple unit conversions, such as from centimeters to meters, within a system of measurement;
  • understand that measurements are approximations and how differences in units affect precision; and
  • explore what happens to measurements of a two-dimensional shape such as its perimeter and area when the shape is changed in some way.