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11 Lesson Plan Starters

Printable view

Summary

See individual starters.

Coin Type(s)

  • Quarter

Coin Program(s)

  • America The Beautiful Quarters

Objectives

To explore the rich history and environment of national sites using the United States Mint's America the Beautiful Quarters® Program.

Major Subject Area Connections

  • Language Arts
  • Math
  • Science
  • Social Studies
  • Technology

Grades

  • Seventh grade
  • Eighth grade

Class Time

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

Worksheets and Files

Rubric template at www.usmint.gov/kids/teachers/lessonPlans/pdf/80-81-91-92.pdf

What Do I Wear?

Subject Area

Social Studies, Art

Summary

Research the Vicksburg and Gettysburg sites depicted on the 2011 America the Beautiful Quarters® Program coins and their Civil War history. Research the style of clothing or uniform worn by soldiers during the Civil War.  Compare the kind of outfits worn then with the uniforms worn by soldiers today.  Draw some illustrations that compare the outfits or create a Venn diagram.  For example, compare the linen haversacks used during the Civil War and the rucksacks used today.

Do You Know the Answer?

Subject Area

Social studies

Summary

Research the five national sites featured on the 2011 America the Beautiful Quarters Program coins.  Write down at least five interesting and unique facts you learn about each site.  Create a game using the information that you researched.  Present the game to your class and have them actually play the game.  You may be able to use some type of multimedia software to make the game more exciting.

Scavenger

Subject Area

Social Studies

Summary

Research some facts about the national sites featured on the 2011 America the Beautiful Quarters Program coins.  Design some quick scavenger hunts where students have to go to the Web sites for the national sites to find the answers.  Create one scavenger hunt of three questions for each of the five sites.  Print the scavenger hunts out and have a competition with different groups.

Can You Climate?

Subject Areas

Science, Math

Summary

Many people visit the different national sites depicted on the America the Beautiful Quarters Program coins throughout the year.  Many people check the daily and long-range weather forecasts for the area before their visit.  “Weather” refers to the temporary conditions of the atmosphere, which changes constantly.  “Climate” is the average weather over a long period of time.  Research the climate for the national sites depicted on the 2011 quarters.  Use charts, diagrams, multimedia presentations, maps, and/or graphs to compare the climates of the five national sites.

Word Wall

Subject Area

Language Arts, Social studies

Summary

Visit the Web sites of the national sites depicted on the 2011 America the Beautiful Quarters Program coins.  Find some vocabulary words used on the sites (check the History & Culture and the Nature & Science sections) and create a word wall.  Use the words from the word wall to build your vocabulary.  Chose a word and complete a concept map using the definition, the word in a sentence, an illustration, and a synonym/antonym.

Even the Land Changes

Summary

Research some of the land features found in the national sites depicted on the 2011 America the Beautiful Quarters Program coins.  Choose one of the prominent land features for one of the sites.  Create a visual or multimedia presentation showing how the landform itself has changed in the past and how it has changed the land.  For example, how the glaciers have changed the land features at Glacier National Park.

Relationships Are Important

Subject Area

Science

Summary

Research some of the animals found in the national sites depicted on the 2011 America the Beautiful Quarters Program coins.  Research one of the animals and find the relationships among producers, consumers, and decomposers in the food webs related to that particular animal.  Create a multimedia presentation or a poster that shows the relationship between predators and prey, competition and cooperation, symbiotic relationships, and any niches the animal may fill.

Watersheds

Subject Area

Science, Art

Summary

A watershed is the land that water flows across or through on its way to a stream, lake, wetland, or other body of water.  Areas of higher elevations, such as ridgelines and divides, separate watersheds.  Find the names of the streams, rivers, and other water features that are located in the national sites depicted on the 2011 America the Beautiful Quarters Program coins.  Research the larger bodies of water these flow into.  Create a colored map to show these watersheds.  Research the importance of protecting watersheds.  Create a multimedia presentation or a public service announcement to show the natural processes and human interactions that affect watershed systems.  Research streams or rivers in your local area and determine which watershed they are part of.

People in the News

Subject Area

Language Arts, Social Studies

Summary

Research one of the people found on the Web site of a national site depicted on the 2011 quarters.  Historical people can be found by clicking on the History & Culture link on the individual Web sites.  Write a newspaper article about the person.  Remember to follow the writing process and explain who, what, when, where, and why in your article.  Submit your article to a class or school newspaper or newsletter.

A Letter Home

Subject Area

Writing, Social Studies

Summary

Imagine that you were one of the soldiers who fought in the Battle of Gettysburg or Vicksburg, two of the national sites honored on the 2011 quarters.  Research the events of the battle using the Web sites for the military parks.  Also research the daily life of soldiers at these two sites.  Write a letter home from the perspective of the soldier.  Follow the writing process as you write your letter.

Significance

Subject Area

Social Studies, Writing

Summary

The United States Mint America the Beautiful Quarters Program features designs that depict national sites.  Choose one of the 2011 quarters and research the images featured on the reverse of the coins.  Write an essay on the significance of the images on the coin.  Describe the images, explain how they represent that particular site, and tell why the site is significant.

There are no modification options for this lesson plan.
  • Create a rubric using the rubric template, have students create a rubric, or use your favorite rubric modified for each lesson plan idea.  Rubric categories could include historical accuracy of information, grammar and mechanics, creativity, and overall quality of presentation.  If desired, each student could create a fifth category targeting the unique attributes of his/her product.
  • While the lesson starters above are designed to be used with technology, assignments can also be written out.  Some great technology infusion ideas include creating podcasts, recording video presentations, creating student-designed Web sites to showcase student work, and making dynamic multimedia presentations.
  • Self, peer, and teacher evaluations should be used.  Have students share their work outside of class to gain additional feedback.
There are no related resources for this lesson plan.

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

Discipline: Mathematics
Domain: 9-12 Data Analysis and Probability
Cluster: Develop and evaluate inferences and predictions that are based on data.
Grade(s): Grades 9–12
Standards:

In grades 9–12 all students should

  • use simulations to explore the variability of sample statistics from a known population and to construct sampling distributions;
  • understand how sample statistics reflect the values of population parameters and use sampling distributions as the basis for informal inference;
  • evaluate published reports that are based on data by examining the design of the study, the appropriateness of the data analysis, and the validity of conclusions; and
  • understand how basic statistical techniques are used to monitor process characteristics in the workplace.

Discipline: Mathematics
Domain: 9-12 Data Analysis and Probability
Cluster: Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.
Grade(s): Grades 9–12
Standards:

In grades 9–12 all students should

  • understand the differences among various kinds of studies and which types of inferences can legitimately be drawn from each;
  • know the characteristics of well-designed studies, including the role of randomization in surveys and experiments;
  • understand the meaning of measurement data and categorical data, of univariate and bivariate data, and of the term variable;
  • understand histograms, parallel box plots, and scatterplots and use them to display data; and
  • compute basic statistics and understand the distinction between a statistic and a parameter.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades 9–12
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 Knowledge to Language
Grade(s): Grades 9–12
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: Language Arts
Domain: All Language Arts Standards
Cluster: Using Technological Information
Grade(s): Grades 9–12
Standards:

  • Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Time, Continuity, and Change
Grade(s): Grades 9–12
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: Science
Domain: 9-12 Content Standards
Cluster: Earth and Space Science
Grade(s): Grades 9–12
Standards:

  • Energy in the Earth system
  • Geochemical cycles
  • Origin and evolution of the Earth system
  • Origin and evolution of the universe

Discipline: Science
Domain: 9-12 Content Standards
Cluster: Life Science
Grade(s): Grades 9–12
Standards:

  • The cell
  • Molecular basis of heredity
  • Biological evolution
  • Interdependence of organisms
  • Matter, energy, and organization in living systems
  • Behavior of organisms

Discipline: Science
Domain: 9-12 Content Standards
Cluster: Science and Technology
Grade(s): Grades 9–12
Standards:

  • Technological design ability
  • Understand science and technology

Discipline: Science
Domain: 9-12 Content Standards
Cluster: Science in Personal and Social Perspectives
Grade(s): Grades 9–12
Standards:

  • Personal and community health
  • Population growth
  • Natural resources
  • Environmental quality
  • Natural and human induced hazards
  • Science and technology in local, national, and global challenges

Discipline: Visual Arts and Music
Domain: 9-12 Visual Arts
Cluster: Standard 6: Making connections between visual arts and other disciplines
Grade(s): Grades 9–12
Standards:

Proficient:

  • Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
  • Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

Advanced:

  • Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences

Discipline: Visual Arts and Music
Domain: 9-12 Visual Arts
Cluster: Standard 4: Understanding the visual arts in relation to history and cultures
Grade(s): Grades 9–12
Standards:

Proficient:

  • Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
  • Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
  • Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

Advanced:

  • Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists
  • Students analyze common characteristics of visual arts evident across time

Discipline: Visual Arts and Music
Domain: 9-12 Visual Arts
Cluster: Standard 1: Understanding and applying media, techniques, and processes
Grade(s): Grades 9–12
Standards:

Proficient:

  • Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
  • Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

Advanced:

  • Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
  • Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

Discipline: Technology
Domain: All Technology Operations and Concepts
Cluster: Students demonstrate a sound understanding of technology concepts, systems, and operations.
Grade(s): Grades 9–12
Standards:

  • Understand and use technology systems
  • Select and use applications effectively and productively
  • Troubleshoot systems and applications
  • Transfer current knowledge to learning of new technologies

Discipline: Mathematics
Domain: 6-8 Data Analysis and Probability
Cluster: Develop and evaluate inferences and predictions that are based on data.
Grade(s): Grades 9–12
Standards:

In grades 6–8 all students should

  • use observations about differences between two or more samples to make conjectures about the populations from which the samples were taken;
  • make conjectures about possible relationships between two characteristics of a sample on the basis of scatterplots of the data and approximate lines of fit; and
  • use conjectures to formulate new questions and plan new studies to answer them.

Discipline: Mathematics
Domain: 6-8 Data Analysis and Probability
Cluster: Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.
Grade(s): Grades 9–12
Standards:

In grades 6–8 all students should

  • formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population; and
  • select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Civic Ideals and Practices
Grade(s): Grades 9–12
Standards:

Teachers should:

  • assist learners in understanding the origins and continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality, and the rule of law
  • guide learner efforts to identify, analyze, interpret, and evaluate sources and examples of citizens’ rights and responsibilities
  • facilitate learner efforts to locate, access, analyze, organize, synthesize, evaluate, and apply information about selected public issues—identifying, describing, and evaluating multiple points of view and taking reasoned positions on such issues
  • provide opportunities for learners to practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic
  • help learners to analyze and evaluate the influence of various forms of citizen action on public policy
  • prepare learners to analyze a variety of public policies and issues from the perspective of formal and informal political actors
  • guide learners as they evaluate the effectiveness of public opinion in influencing and shaping public policy development and decision-making
  • encourage learner efforts to evaluate the degree to which public policies and citizen behaviors reflect or foster the stated ideals of a democratic republican form of government
  • support learner efforts to construct policy statements and action plans to achieve goals related to issues of public concern
  • create opportunities for learner participation in activities to strengthen the “common good,” based upon careful evaluation of possible options for citizen action

Discipline: Technology
Domain: All Research and Information Fluency
Cluster: Students apply digital tools to gather, evaluate, and use information.
Grade(s): Grades 9–12
Standards:

  • Plan strategies to guide inquiry
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
  • Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
  • Process data and report results

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Research
Grade(s): Grades 9–12
Standards:

  • Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Power, Authority, and Governance
Grade(s): Grades 9–12
Standards:

Teachers should:

  • enable learners to examine the rights and responsibilities of the individual in relation to their families, their social groups, their community, and their nation; help students to understand the purpose of government and how its powers are acquired, used, and justified
  • provide opportunities for learners to examine issues involving the rights, roles, and status of individuals in relation to the general welfare
  • enable learners to describe the ways nations and organizations respond to forces of unity and diversity affecting order and security
  • have learners explain conditions, actions, and motivations that contribute to conflict and cooperation within and among nations
  • help learners to analyze and explain governmental mechanisms to meet the needs and wants of citizens, regulate territory, manage conflict, and establish order and security
  • have learners identify and describe the basic features of the American political system, and identify representative leaders from various levels and branches of government
  • challenge learners to apply concepts such as power, role, status, justice, democratic values, and influence to the examination of persistent issues and social problems guide learners to explain and evaluate how governments attempt to achieve their stated ideals at home and abroad

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Print/Non-print Texts
Grade(s): Grades 9–12
Standards:

  • Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Writing
Grade(s): Grades 9–12
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: Language Arts
Domain: All Language Arts Standards
Cluster: Effective Communication
Grade(s): Grades 9–12
Standards:

  • Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: People, Places, and Environment
Grade(s): Grades 9–12
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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