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Pools of Wonder: Acadia National Park

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Summary

Starting with the Acadia National Park quarter, the students will access the park’s website to understand tide pool communities and the plants and animals that live in them.  After viewing the website’s view of Bass Harbor Head Lighthouse, the students will imagine the area of the rocks, ocean, and tide pools.  They will learn more through videos and texts, then demonstrate their knowledge through class discussions, diagrams, worksheets, and illustrations.

Coin Type(s)

  • Quarter

Coin Program(s)

  • America The Beautiful Quarters

Objectives

Students will identify tide pool communities and the plants and animals that live in tide pools.

Major Subject Area Connections

  • Art
  • Language Arts
  • Science

Grades

  • Kindergarten
  • First grade

Class Time

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

Groupings

  • Whole group
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • Plants
  • Animals
  • Water
  • Ocean
  • Basic needs of living things

Terms and Concepts

  • Quarter
  • Reverse (back)
  • Tide pool/tidal pool
  • High tide
  • Recede
  • Obverse (front)
  • Acadia National Park
  • Community
  • Low tide
  • Beach

Materials

  • 1 overhead projector (optional)
  • 1 overhead transparency or other equivalent classroom technology of each of the following:
    • “Acadia National Park Quarter” page
    • “Pools of Wonder” page
    • “High Tide, Low Tide” worksheet
  • Copies of the following:
    • “Pools of Wonder” worksheet
    • “High Tide, Low Tide” worksheet
  • 1 copy each of two different age-appropriate texts that give information about a tide pool, such as:
    • The Rock Pool by David Bellamy
    • One Small Place by the Sea by Barbara Brenner
    • Life in a Tide Pool (Rookie Read—About Science) by Allan Fowler
    • What’s in the Tide Pool? by Anne Hunter
  • Class map
  • Chart paper
  • Markers, pencils, crayons
  • Sticky notes
  • Access to video clips or images of tide pools.
  • Internet access (optional)
  • Age-appropriate materials that provide additional information about tide pools, such as Internet sites, videos, textbooks, reference materials, and other texts.

Preparations

  • Make an overhead transparency (or photocopy) of each of the following:
    • “Acadia National Park Quarter” page
    • “Pools of Wonder” worksheet
    • “High Tide, Low Tide” worksheet
  • Make copies of each of the following:
    • “Pools of Wonder” worksheet (1 per student)
    • “High Tide, Low Tide” worksheet (1 per student)
  • Locate texts that give information about tide pools (see examples under “Materials”).
  • Bookmark the following web sites:
  • Make a chart web diagram labeled “Tide Pool.”

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/95.pdf.

Session 1

  1. Describe the America the Beautiful Quarters® Program for 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 on the back of the coin. Each design will focus on a different national site—one from each state, territory, and the District of Columbia.
  2. Tell the students that the back of a coin is called the reverse, and “obverse” is another name for the front.  Display the Acadia National Park quarter overhead transparency and discuss the image with the students, pointing out the lighthouse and rocky shore overlooking the ocean. Locate Acadia National Park on a class map. Ask the students to describe the ocean.
  3. 4. Display the Acadia National Park web site Photo Gallery view of Bass Harbor Head Lighthouse (www.nps.gov/acad/photosmultimedia/Views-From-Around-the-Park.htm). Ask the students to close their eyes and imagine they are standing near the lighthouse. Tell the students to open their eyes and look closely at the picture. If they could climb down the rocks to the sand below, just before they reach the ocean, they would find little hidden communities full of life. If they looked carefully between the rocks, they would notice little areas where ocean water had collected. This area is called a tide pool.
  4. Tell the students they will learn about the plants and animals that make their homes in a tide pool. Explain to the students that these special little pools get their names from the ocean tides. All day and night, ocean waves crash upon the beach, which is the area of sand, rock, and land at the edge of the ocean. When the tide comes in (high tide), ocean waves crash on the rocks and the sandy beach. The ocean water covers some of the beach area. After a while, the tide recedes back to sea (low tide). During low tide, the ocean waves hitting the beach are smaller and do not cover as much of the beach with ocean water as the bigger waves do during high tide. Little areas of ocean water collect in between rocks and sandy areas, just like a puddle might form in the middle of a grassy area after a rain storm. This area filled with ocean water will remain until the next high tide. Write the word “recede” on chart paper and include the definition.
  5. Introduce the students to the selected text about tide pools. As a group, preview the text and illustrations and allow students to generate observations about tide pools.
  6. Read the selected text to the class and attend to any unfamiliar vocabulary.
  7. Display the “Tide Pool” web diagram. Ask the students what they learned about tide pools. Write all acceptable responses on sticky notes and place the sticky notes on the web diagram in the correct location.
  8. Distribute the “Pools of Wonder” worksheet to each student. Have the students draw two animals and two plants that live in a tide pool.
  9. Review the worksheet with the class. Display the worksheets on a teacher-created tide pool bulletin board.

Session 2

  1. Review the information and charts about tide pools from the previous session. As part of the review, sort the sticky notes from the “Tide Pool” web diagram.
  2. View the bookmarked “Bar Harbor Tides” and “Sea Star in Tide Pool” videos online at Acadia National Park. The time-lapse video demonstrates how high tide affects the beach at Acadia National Park at www.nps.gov/acad/photosmultimedia/minuteoutinit.htm.
  3. Ask the students what animals need to live, focusing on food and air. Ask the students how animals in a tide pool get food and air. Explain to the students that high tide brings fresh ocean water to the tide pool. The new ocean water contains food and air for the animals in the tide pool. The high tide may also bring new animals to the tide pool. Add new animals to the chart paper.
  4. Introduce the students to the second selected text about tide pools. As a group, preview the text and illustrations and allow students to generate observations about tide pools. Tell the students to focus on the differences between high and low tide.
  5. Read the selected text aloud, attending to any unfamiliar vocabulary. Record any new information on the Tide Pool Web Diagram chart paper.
  6. Discuss with the students what would happen to the tide pool if there was no high tide to wash new ocean water into the tide pool. Discuss with the students what would happen to the tide pool if there was no low tide.
  7. Distribute the “High Tide, Low Tide” worksheet. Tell the students they will be drawing two different tide pool pictures: what the tide pool looks like during low tide, and what the tide pool looks like during high tide.
  8. Allow time for the students to complete their pictures.
  9. Review and display worksheets.

Differentiated Learning Options

  • Provide pictures of different animals and plants for the students to use, including labels.
  • Allow students to work with a partner or scribe.
  • Allow students extended time to complete work.

Enrichments/Extensions

  • Have students create a three-dimensional tide pool diorama using a cardboard box, modeling clay, construction paper, foam paper, rocks, fabric, and blue cellophane (to simulate water).
  • Have students compare and contrast a tide pool with a pond.
  • Have students pretend to be one animal in a tide pool. Have students write a journal entry about what it is like to be the animal during high tide and low tide.
  • Have students act out what it would be like to live in a tide pool during high and low tides.
  • Take anecdotal notes about the students’ participation in the class discussion and group activity.
  • Evaluate the worksheets for understanding of the lesson objectives.
There are no related resources for this lesson plan.

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: Language Arts
Domain: L.1 Language
Grade(s): Grade K
Cluster: Conventions of Standard English
Standards:

  • L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Print all upper- and lowercase letters.
    • Use common, proper, and possessive nouns.
    • Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
    • Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
    • Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
    • Use frequently occurring adjectives.
    • Use frequently occurring conjunctions (e.g., and, but, or, so, because).
    • Use determiners (e.g., articles, demonstratives).
    • Use frequently occurring prepositions (e.g., during, beyond, toward).
    • Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
  • L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize dates and names of people.
    • Use end punctuation for sentences.
    • Use commas in dates and to separate single words in a series.
    • Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
    • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade K
Cluster: Comprehension and Collaboration
Standards:

  • SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
    • Ask questions to clear up any confusion about the topics and texts under discussion.
  • SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
  • SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade K
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
  • SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
  • SL.1.6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

Discipline: Language Arts
Domain: SL.K Speaking and Listening
Grade(s): Grade K
Cluster: Comprehension and Collaboration
Standards:

  • SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
    • Continue a conversation through multiple exchanges.
  • SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
  • SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  • SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
  • SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

Discipline: Language Arts
Domain: W.K Writing
Grade(s): Grade K
Cluster: Text Types and Purposes
Standards:

  • W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
  • W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
  • W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Discipline: Language Arts
Domain: W.1 Writing
Grade(s): Grade K
Cluster: Text Types and Purposes
Standards:

  • W.1.1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
  • W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
  • W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

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: 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: Science
Domain: K-4 Content Standards
Cluster: Life Science
Grade(s): Grades K–12
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–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.

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