skip navigation
Left Navigation Links

 

A Source to Call My Own

Printable view

Summary

After researching several national sites, students will create a reference source (dictionary, atlas, or encyclopedia) about one national site to demonstrate their learning. This product will also demonstrate understanding of the specific features of the chosen print resource.

Coin Type(s)

  • Quarter

Coin Program(s)

  • America The Beautiful Quarters

Objectives

  • Students will research specific national sites using a variety of resources.
  • Students will explore and describe geographical, ecological, and historical features of a specific national site.
  • Students will create reference sources to inform readers about national sites.

Major Subject Area Connections

  • Language Arts

Minor/supporting Subject Area Connections

  • Social Studies
  • Technology

Grades

  • Second grade
  • Third grade

Class Time

Sessions: Five
Session Length: 30-45 minutes
Total Length: 151-500 minutes

Groupings

  • Whole group
  • Individual work

Terms and Concepts

  • National site
  • National park
  • National forest
  • National seashore
  • National battlefield
  • National Park Service
  • Geography
  • Climate
  • Wildlife
  • Species
  • Reference source
  • Resource
  • Dictionary
  • Glossary
  • Atlas
  • Encyclopedia

Materials

  • Internet access
  • Text that provides basic information about national sites
  • Materials to create reference sources (construction paper, markers, colored pencils, etc. or access to computers with publishing software)
  • Writing materials

Preparations

  • Bookmark sites to laid research and limit the number of national sites from which the students may choose, such as:
  • Print out and copy the related worksheets and rubric (below, 1 per student).
  • Using another national site as an example, model the process of researching the site and completing the note-taking guide.  Make sure to discuss vocabulary that is likely to be found (geography, climate, species, etc.).  As a class, discuss how a reference source for this site might look and what might be included.
  • Provide examples of reference sources on a variety of topics.  Review the characteristics of specific reference sources in each one.  Consider having students label the characteristics with sticky notes.
  • Prepare a rubric for evaluating the final project if desired.

Worksheets and Files

  1. Describe the America the Beautiful Quarters® Program for background information.  The program is described at www.usmint.gov/mint_programs/atb.  Tell the students that the back of a coin is called the reverse, and "obverse" is another name for the front.
  2. With the students, examine each of the five 2010 quarter designs.  Locate each of the sites on a class map.  Answer any student questions.
  3. Introduce the concept of national sites through a text you read aloud or appropriate Web sites.  Note that national sites may include parks, forests, seashores, or battlefields.
  4. Have the students briefly research a variety of national sites on the Internet in order to make a selection.  You may focus the research on a small group of sites.  Have the students choose one national site to research more extensively, either individually or in small groups.
  5. Review with the students different reference sources (dictionary, atlas, and encyclopedia), focusing on the specific characteristics and uses of each.  Have the students employ the "Straight to the Source" worksheet to practice using reference sources.
  6. Have the students use the "Keys to the National Site" worksheet to take careful notes on their research on the chosen national site, to prepare for choosing and creating a reference source.
  7. Review the students' work on the "Keys to the National Site" and "Straight to the Source" worksheets before they begin their final products.
  8. Have the students create a reference source that demonstrates their knowledge about both a specific national site and the characteristics of the reference source.  (The reference sources can be created using either writing and art materials or a publishing program.)
  9. Have students share their finished work with the class.

Differentiated Learning Options

  • Allow students to work individually, in pairs, or in small groups to research the national sites and/or create their reference sources.
  • Provide framed charts for each of the three types of reference sources.
  • Work as a class to create one of the reference sources (for example, each student contributes one entry to the dictionary).
  • Use the students' class participation, research work, and final products to evaluate whether they have met the lesson objectives.
  • Use the rubric to evaluate performance on the reference source product if desired.
There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: W.3 Writing
Grade(s): Grade 3
Cluster: Range of Writing
Standards:

  • W.3.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 3
Cluster: Range of Reading and Level of Text Complexity
Standards:

  • RI.2.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 3
Cluster: Range of Reading and Level of Text Complexity
Standards:

  • RI.3.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 3
Cluster: Range of Writing
Standards:

  • W.2.10. begins in grade 3.

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: RL.2 Reading: Informational Text
Grade(s): Grade 3
Cluster: Key Ideas and Details
Standards:

  • RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
  • RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 3
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
  • RI.2.8. Describe how reasons support specific points the author makes in a text.
  • RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 3
Cluster: Craft and Structure
Standards:

  • RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
  • RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
  • RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 3
Cluster: Craft and Structure
Standards:

  • RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  • RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  • RI.3.6. Distinguish their own point of view from that of the author of a text.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 3
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  • RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  • RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 3
Cluster: Key Ideas and Details
Standards:

  • RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
  • RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 3
Cluster: Research to Build and Present Knowledge
Standards:

  • W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  • W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
  • W.2.9. begins in grade 4.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 3
Cluster: Production and Distribution of Writing
Standards:

  • W.2.4. begins in grade 3.
  • W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Discipline: Language Arts
Domain: W.3 Writing
Grade(s): Grade 3
Cluster: Research to Build and Present Knowledge
Standards:

  • W.3.7. Conduct short research projects that build knowledge about a topic.
  • W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • W.3.9. begins in grade 4.

Discipline: Language Arts
Domain: W.3 Writing
Grade(s): Grade 3
Cluster: Production and Distribution of Writing
Standards:

  • W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3.)
  • W.3.5. 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 3.)
  • W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Discipline: Technology
Domain: All Creativity and Innovation
Cluster: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Grade(s): Grades K–12
Standards:

  • Apply existing knowledge to generate new ideas, products, or processes
  • Create original works as a means of personal or group expression
  • Use models and simulations to explore complex systems and issues
  • Identify trends and forecast possibilities