skip navigation


Sign Up for E-mail Updates

Facebook Twitter Pinterest YouTube RSS
Left Navigation Links
Additional Links
Just For Kids! h.i.p. pocket change
Teacher's Network - Sign up today!

 

A Little Birdie Told Me: Everglades National Park

Printable view

Summary

Students will describe characteristics of habitats and environments. Students will compare and contrast.

Coin Type(s)

  • Quarter

Coin Program(s)

  • America The Beautiful Quarters

Objectives

  • Students will describe characteristics of habitats and environments.
  • Students will compare and contrast.

Major Subject Area Connections

  • Art
  • Language Arts
  • Science

Grades

  • Kindergarten
  • First grade

Class Time

Sessions: Three
Session Length: 20-30 minutes
Total Length: 46-90 minutes

Groupings

  • Whole group
  • Pairs
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • Environment
  • Venn diagrams
  • Illustrating

Terms and Concepts

  • Quarter
  • Obverse (front)
  • Reverse (back)
  • Everglades National Park
  • Habitat
  • Ecosystem
  • Compare
  • Contrast
  • Roseate Spoonbill
  • Anhinga

Materials

  • 1 overhead projector or equivalent technology (optional)
  • 1 overhead transparency (or photocopy) of each of the following:
    • "Everglades National Park Quarter" page
    • "Habitat In My Pocket" worksheet
    • "Checking My Coin Rubric"
    • "Is It Your Habitat Or Mine?" worksheet
    • "Is It Your Habitat Or Mine?" worksheet
    • "Did I Venn It Right?" worksheet
    • "Oh, Where Is My Habitat?" worksheet
    • "Coins Of A Feather" page
  • Copies of the following:
    • "Everglades National Park Quarter" page
    • "Habitat In My Pocket" worksheet
    • "Checking My Coin Rubric"
    • "Is It Your Habitat Or Mine?" worksheet
    • "Did I Venn It Right?" worksheet
    • "Oh, Where Is My Habitat?" worksheet
  • 1 copy of an age-appropriate text on habitats, such as:
    • The ABCs of Habitats (Abcs of the Natural World) by Bobbie Kalman
    • I See A Kookabura! Discovering Animal Habitats Around the World by Steve Jenkins and Robin Page
    • The Magic School Bus Hops Home: A Book About Animal Habitats by Pat Relf
    • Swamp by Donald Silver
  • 1 copy of an age-appropriate text on Everglades National Park, such as:
    • Everglades by Jean Craighead George
    • Everglades National Park (Introducing Habitats) by Bobbie Kalman
    • Everglades Forever: Restoring America's Great Wetland by Trish Marx
  • 1 class map of the United States
  • Images of the Roseate Spoonbill and flamingoes
  • Chart paper
  • Markers
  • Pencils

Preparations

Worksheets and Files

Session 1

  1. Display and examine the "Everglades National Park Quarter" page. Locate this site on a class map. Note its position in relation to your school’s location.
  2. 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 quarter designs. Each design will focus on a different national site—one from each state, territory and the District of Columbia.
  3. Tell the students that the front of a coin is called the "obverse" and the back is called the "reverse." Ask the students to share their ideas about the image on the quarter’s reverse. If necessary, explain that the image is inspired by the bird population in the Everglades; the artist has featured an Anhinga with outstretched wings on a willow tree with a Roseate Spoonbill visible in the mid-ground. Both birds are found throughout Everglades National Park.
  4. Tell the students that they will be learning about habitats and that a habitat, or home, is the environment where a person, plant or animal lives. Tell the students that habitats include food, water, shelter and space.
  5. Introduce the students to a text on habitats. Preview the text and illustrations and allow students to generate observations about habitats.
  6. Read the text. During the reading, attend to any unfamiliar vocabulary.
  7. After the reading, discuss the habitats and homes that the students live in. Focus on what plants and animals they see, the weather and the activities. List the characteristics on the "My Habitat" chart under the appropriate heading.
  8. Display the "Habitat in My Pocket" worksheet.
  9. Have the students create their own coin illustrating their habitat. Remind them to include at least one plant, one animal, the weather and at least one activity (something they like to do for fun).
  10. Allow time for the students to complete the assignment.
  11. Once they’re finished, have the students complete the "Checking My Coin Rubric" to evaluate their work.
  12. Have the students share with a partner or the class.

Session 2

  1. Review the chart and "Habitat in My Pocket" worksheets from the previous session. Display the coin image.
  2. Discuss Everglades National Park and brainstorm the habitats located there. Record answers on the "Everglades Habitat" chart.
  3. Introduce the students to a text on the Everglades. Preview the text and illustrations and allow students to generate observations about the habitats in the Everglades.
  4. Read the text. During the reading, attend to any unfamiliar vocabulary.
  5. After the reading, discuss the habitats in the Everglades. Focus on the plants, animals, weather and activities. List the characteristics on the "Everglades Habitat" chart under the appropriate heading.
  6. Distribute a copy of the "Is It Your Habitat Or Mine?" worksheet to each student. Instruct the students to complete the Venn diagram on the worksheet in pairs using the habitat they live in and the habitats of Everglades National Park. Define a Venn diagram as a way to compare two or more objects. Model how to use a Venn diagram using two things in the classroom.
  7. Allow time for the students to complete the assignment. Once they’re finished, have the students complete the "Did I Venn It Right?" worksheet to evaluate their work.

Session 3

  1. Review the previous sessions’ worksheets and charts.
  2. Display the coin image. Review with the students the two birds on the coin, the Anhinga and the Roseate Spoonbill.
  3. Display the images of the Roseate Spoonbill and flamingo to compare. Ask the students to describe some of the characteristics they see. Record the student responses on the "Birds of a Venn" diagram. Tell the students that the Spoonbill is a wading bird seen in the Everglades. It has a long, flat, spoon-shaped bill that it uses to strain food out of the water. It is bright pink and often mistaken for a flamingo. Ask the students why they think this mistake is so easily made.
  4. Display the "Coins of A Feather" worksheet. Tell the students that all the coins are from the America the Beautiful Quarters® Program. Ask what the coins have in common. Guide the students to notice that they all have birds in their designs.
  5. Distribute the "Oh, Where Is My Habitat?" worksheet. Explain to the students that they will be matching the birds to their proper habitats. At the bottom, they will be choosing which habitat they would like to visit and explain why.
  6. Allow time for the students to complete the assignment. Collect the worksheets.

Differentiated Learning Options

  • Allow students to work in pairs.
  • Allow students to use a scribe to complete their worksheets.
  • Provide students with the first example on each of the worksheets.
  • Allow students to use the class charts to complete the worksheets.

Enrichments/Extensions

  • Take anecdotal notes about the students’ participation in class discussions.
  • Evaluate the students’ worksheets for understanding of the lesson objectives.
  • Use the "Checking My Coin" and "Did I Venn It Right?" worksheets to evaluate the students’ understanding of habitats.

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

  • L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Print many upper- and lowercase letters.
    • Use frequently occurring nouns and verbs.
    • Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
    • Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
    • Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
    • Produce and expand complete sentences in shared language activities.
  • L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize the first word in a sentence and the pronoun I.
    • Recognize and name end punctuation.
    • Write a letter or letters for most consonant and short-vowel sounds (phonemes).
    • Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Discipline: Visual Arts and Music
Domain: K-4 Visual Arts
Cluster: Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
Grade(s): Grades K–4
Standards:

  • Students explore and understand prospective content for works of art
  • Students select and use subject matter, symbols, and ideas to communicate meaning

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–4
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: Visual Arts and Music
Domain: K-4 Visual Arts
Cluster: Standard 1: Understanding and applying media, techniques, and processes
Grade(s): Grades K–4
Standards:

  • Students know the differences between materials, techniques, and processes
  • Students describe how different materials, techniques, and processes cause different responses
  • Students use different media, techniques, and processes to communicate ideas, experiences, and stories
  • Students use art materials and tools in a safe and responsible manner

Discipline: Science
Domain: K-4 Content Standards
Cluster: Life Science
Grade(s): Grades K–4
Standards:

  • Characteristics of organisms
  • Life cycles of organisms
  • Organisms and environments

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Writing
Grade(s): Grades K–4
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.

The Department of the Treasury Seal