Summary
Coin Type(s)
- Quarter
Coin Program(s)
- America the Beautiful Quarters
Objectives
Students will learn about the history and wildlife of Cumberland Island National Seashore and create a product demonstrating their knowledge.
Major Subject Area Connections
- Social Studies
Minor/supporting Subject Area Connections
- Art
Grades
- 4th
- 5th
- 6th
Class Time
- Sessions: Three
- Session Length: 45-60 minutes
- Total Length: 151-500 minutes
Groupings
- Whole group
- Small groups
- Pairs
- Individual work
Terms and Concepts
- Quarter
- Reverse (back)
- Obverse (front)
- History
- Postcard
- Wildlife
Materials
- Worksheets:
- Cumberland Island Postcard
- Land, Sea, and History Rubric
- Text or multimedia resources about Cumberland Island, such as:
- Writing and drawing materials
- Computers and internet access, if using web resources
Preparations
- Make copies of the following worksheets:
- Cumberland Island Postcard (one per student, one per teacher)
- Land, Sea, and History Rubric (one per student)
- Bookmark relevant websites, such as those listed above
- Gather supplemental resources about Cumberland Island's history and wildlife
- Gather writing and drawing materials
- Reserve computer lab (if necessary)
Worksheets
Lesson Steps
- Describe the America the Beautiful Quarters® Program for background information. Explain to students that the back of a coin is called the "reverse," and "obverse" is another name for the front.
- With the students, examine the Cumberland Island National Seashore Quarter reverse. Locate the site on a class map and note its position in relation to your school's location.
- In either small groups or pairs, create a circle map of adjectives that come to mind when looking at the quarter design.
- Have the students read and examine the resources about Cumberland Island. Using any grouping (whole class, small group, pairs, or individual), have the students answer the following questions:
- Who were the first settlers on Cumberland Island?
- How long has Cumberland Island been a National Seashore?
- How has the population of Cumberland Island changed over time?
- How has the wildlife of Cumberland Island changed over time?
- What are some of the reasons people visit Cumberland Island today?
- Have the students create projects that explore how the island's population and/or wildlife has changed over time. Have all the students complete the "Cumberland Island Postcard" worksheet and, in addition, have small groups choose a product listed on the "Land, Sea, and History Rubric."
Differentiated Learning Options
- Allow students to use a scribe to complete their worksheets.
- Allow students to use clip art or other available illustrations for the postcard.
Enrichments/Extensions
- Have students learn about another National Park or National Seashore.
- Center the presentations around a specific historical era on Cumberland Island.
- Center the presentations around a specific animal on Cumberland Island.
Assess
- Take anecdotal notes from the large/small group discussions.
- Use the rubric to assess students' understanding of the objective.
Common Core Standards
Discipline: English Language Arts
Domain: Reading: Informational Text
Grade(s): 4
Cluster: Key Ideas and Details
Standards:
- 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
- 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Discipline: English Language Arts
Domain: Reading: Informational Text
Grade(s): 5
Cluster: Key Ideas and Details
Standards:
- 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- 5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Discipline: English Language Arts
Domain: Reading: Informational Text
Grade(s): 6
Cluster: Key Ideas and Details
Standards:
- 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- 6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
- 6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
National Standards
Discipline: Language Arts
Domain: English
Cluster: Applying Knowledge
Grade(s): K–12
Standards:
- K-12.6 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: English
Cluster: Evaluating Data
Grade(s): K–12
Standards:
- K-12.7 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: Language Arts
Domain: English
Cluster: Developing Research Skills
Grade(s): K–12
Standards:
- K-12.8 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.