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Working the Land: Natural Occupations

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Summary

The students will research different jobs associated with the national parks and forests. The students will understand the jobs' importance and how the skills are used in various national parks and forests. The students will present aspects of the jobs, focusing on their importance using interview techniques and a project of their choice.

Coin Type(s)

  • Quarter

Coin Program(s)

  • America The Beautiful Quarters

Objectives

  • Students will examine various occupations of people at the National Park Service.
  • Students will demonstrate an understanding of the importance of the occupations to the national parks and forests.
  • Students will create a product that demonstrates knowledge about occupations at sites of national significance.

Major Subject Area Connections

  • Social Studies

Minor/supporting Subject Area Connections

  • Language Arts
  • Science
  • Technology

Grades

  • Fourth grade
  • Fifth grade
  • Sixth grade

Class Time

Sessions: Three
Session Length: 45-60 minutes
Total Length: 151-500 minutes

Groupings

  • Whole group
  • Individual work

Terms and Concepts

  • Obverse
  • Reverse
  • Geologist
  • Hydrologist
  • Biologist
  • Fire Archaeologist
  • Botanist
  • Historical Architect
  • Geographer
  • Geochemist

Materials

  • Lesson worksheets and project plan
  • 1 class map of the United States
  • Copies of texts that give information about National Parks
  • Chart paper
  • Writing and drawing materials

Preparations

  • Make copies of necessary materials.
  • Review with the students how to complete the "Natural Occupations" worksheet.
  • Address and highlight any unfamiliar or new vocabulary from the discussion and record it on a chart.
  • Bookmark Web sites to guide students to exactly where you want them to research, such as:

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.  With the students, examine each of the five 2010 quarter designs.  Locate each of the sites on a class map.  Answer any student questions.
  2. Our country has many beautiful national parks and forests.  Ask the students what they know about some of our national parks such as Yosemite, Yellowstone, Mount Hood, Hot Springs, and the Grand Canyon. You might ask where these sites are located and what the students think they would see there.
  3. Lead the students in a discussion about jobs at these sites. You might point out that information about the weather and other changes at national sites is constantly updated and ask how they think that information is obtained.
  4. Display the "Natural Occupations" worksheet and review it with the students.
  5. Using available text and Internet resources, allow the students time to research the occupations of the national parks.  Have the students record their findings on the "Natural Occupations" worksheet.
  6. Have the students complete the "So, In Other Words..." worksheet to summarize what they found.
  7. Have the students think about what they would ask someone who has a particular occupation.  Have the students complete the "May I Ask You A Few Questions?" worksheet.
  8. Have the students present the results from the worksheets to the class and have each decide which project to complete on national park occupations.
  9. Have the students work independently on their selected projects and then present them to the class.

Differentiated Learning Options

  • Allow students to work in small groups or pairs.
  • Allow students to use a scribe to complete their worksheets.
  • Take anecdotal notes about the students' participation in class discussions.
  • Evaluate the students' worksheets and projects to see whether the lesson objectives have been met.
  • Use the rubric to evaluate performance on the final product.
There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: W.5 Writing
Grade(s): Grade 5
Cluster: Range of Writing
Standards:

  • W.5.10. 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: W.6 Writing
Grade(s): Grade 5
Cluster: Range of Writing
Standards:

  • W.6.10. 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: W.4 Writing
Grade(s): Grade 5
Cluster: Text Types and Purposes
Standards:

  • W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
    • Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
    • Provide reasons that are supported by facts and details.
    • Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
    • Provide a concluding statement or section related to the opinion presented.
  • W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    • Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
    • Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
    • Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
    • Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • Provide a concluding statement or section related to the information or explanation presented.
  • W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
    • Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
    • Use dialogue and description to develop experiences and events or show the responses of characters to situations.
    • Use a variety of transitional words and phrases to manage the sequence of events.
    • Use concrete words and phrases and sensory details to convey experiences and events precisely.
    • Provide a conclusion that follows from the narrated experiences or events.

Discipline: Language Arts
Domain: W.5 Writing
Grade(s): Grade 5
Cluster: Production and Distribution of Writing
Standards:

  • W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
  • W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
  • W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Discipline: Language Arts
Domain: W.5 Writing
Grade(s): Grade 5
Cluster: Text Types and Purposes
Standards:

  • W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
    • Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
    • Provide logically ordered reasons that are supported by facts and details.
    • Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
    • Provide a concluding statement or section related to the opinion presented.
  • W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    • Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
    • Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
    • Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
    • Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • Provide a concluding statement or section related to the information or explanation presented.
  • W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
    • Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
    • Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
    • Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
    • Use concrete words and phrases and sensory details to convey experiences and events precisely.
    • Provide a conclusion that follows from the narrated experiences or events.

Discipline: Language Arts
Domain: W.6 Writing
Grade(s): Grade 5
Cluster: Production and Distribution of Writing
Standards:

  • W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
  • W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)
  • W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Discipline: Language Arts
Domain: L.4 Language
Grade(s): Grade 5
Cluster: Conventions of Standard English
Standards:

  • L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
    • Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
    • Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
    • Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
    • Form and use prepositional phrases.
    • Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
    • Correctly use frequently confused words (e.g., to, too, two; there, their).
  • L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use correct capitalization.
    • Use commas and quotation marks to mark direct speech and quotations from a text.
    • Use a comma before a coordinating conjunction in a compound sentence.
    • Spell grade-appropriate words correctly, consulting references as needed.

Discipline: Language Arts
Domain: L.6 Language
Grade(s): Grade 5
Cluster: Conventions of Standard English
Standards:

  • L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Ensure that pronouns are in the proper case (subjective, objective, possessive).
    • Use intensive pronouns (e.g., myself, ourselves).
    • Recognize and correct inappropriate shifts in pronoun number and person.
    • Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
    • Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
  • L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
    • Spell correctly.

Discipline: Language Arts
Domain: L.5 Language
Grade(s): Grade 5
Cluster: Conventions of Standard English
Standards:

  • L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
    • Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
    • Use verb tense to convey various times, sequences, states, and conditions.
    • Recognize and correct inappropriate shifts in verb tense.
    • Use correlative conjunctions (e.g., either/or, neither/nor).
  • L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use punctuation to separate items in a series.
    • Use a comma to separate an introductory element from the rest of the sentence.
    • Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
    • Use underlining, quotation marks, or italics to indicate titles of works.
    • Spell grade-appropriate words correctly, consulting references as needed.

Discipline: Language Arts
Domain: RL.4 Reading: Informational Text
Grade(s): Grade 5
Cluster: Craft and Structure
Standards:

  • RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
  • RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
  • RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Discipline: Language Arts
Domain: RL.4 Reading: Informational Text
Grade(s): Grade 5
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
  • RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.
  • RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Discipline: Language Arts
Domain: RL.6 Reading: Informational Text
Grade(s): Grade 5
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
  • RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
  • RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Discipline: Language Arts
Domain: W.6 Writing
Grade(s): Grade 5
Cluster: Research to Build and Present Knowledge
Standards:

  • W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
  • W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
  • W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
    • Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Discipline: Science
Domain: 5-8 Content Standards
Cluster: History and Nature of Science
Grade(s): Grades 5–8
Standards:

  • Science as a human endeavor
  • Nature of science
  • History of science