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We Found It!

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Summary

Students will identify and describe landforms. Students will demonstrate an understanding of the compass rose and a map key using the trail of Lewis and Clark and the Corps of Discovery. Students will generate a map key. Students will demonstrate an understanding of certain historical figures in United States history.

Coin Type(s)

  • Nickel

Coin Program(s)

  • Westward Journey Nickel Series

Objectives

  • Students will identify and describe landforms.
  • Students will demonstrate an understanding of the compass rose and a map key using the trail of Lewis and Clark and the Corps of Discovery.
  • Students will generate a map key.
  • Students will demonstrate an understanding of certain historical figures in United States history.

Major Subject Area Connections

  • Language Arts
  • Social Studies

Grades

  • First grade

Class Time

Sessions: Four
Session Length: 20-30 minutes
Total Length: 91-120 minutes

Groupings

  • Whole group
  • Small groups
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • Map key
  • Compass rose

Terms and Concepts

  • Obverse (front)
  • Reverse (back)
  • Explorer
  • Thomas Jefferson
  • Lewis and Clark
  • Ocean
  • Louisiana Purchase
  • American Indians
  • Corps of Discovery
  • Nickel
  • Map
  • Compass rose
  • Map key

Materials

  • Images of Lewis and Clark
  • 1 copy of a text that provides basic historical information about the Lewis and Clark Expedition (see "Preparations")
  • Copies of the worksheets attached to this lesson plan (see "Preparations")
  • 1 blank map of your school
  • 1 copy of the Westward Journey Nickel Series™ Resource Guide (available at www.usmint.gov/kids)
  • 1 overhead projector
  • Blank overhead transparencies
  • Clipboards
  • Pencils
  • Crayons

Preparations

  • Make copies of the following:
    • Map of the school
    • "American Bison Nickel Reverse" (from the Resource Guide)
    • "Keelboat Nickel Reverse" (from the Resource Guide)
    • "Peace Medal Nickel Reverse" (from the Resource Guide)
    • "Ocean in View Nickel Reverse" (from the Resource Guide)
    • "Louisiana Territory Map" (from the Resource Guide)
    • "West Coast Animals" worksheet
    • "Landforms" worksheet
  • Make overhead transparencies of the following:
    • Map of the school, including a compass rose (1 per 3 students)
    • "How Did It Feel?" worksheet (1 per student)
    • "Go For It!" worksheet (1 per student)
  • Gather images of Lewis and Clark.
  • Locate 1 copy of a text that provides basic historical information about the Lewis and Clark Expedition, such as:
    • Lewis and Clark: Discover the Life Of An Explorer by Trish Kline
    • Lewis and Clark: Explorers of the American West by Steven Kroll
    • A Picture Book of Lewis and Clark by David Adler
    • Going Along with Lewis and Clark by Barbara Fifer
  • Gather clipboards (1 per student).

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/165.pdf.

Session 1

  1. Display images of Meriwether Lewis and William Clark and explain that these men are very important to our country’s history. Ask the students to brainstorm ideas about what these men may have done. Explain to the class that these men were explorers and were named Meriwether Lewis and William Clark. They led a group named the Corps of Discovery.
  2. Engage the students in a discussion about the meaning of the term "explorers," directing them to realize that an explorer is a person who goes to a new place to find new things. Have the students brainstorm the names of other explorers with whom they may be familiar, such as Christopher Columbus.
  3. Display the "Louisiana Territory Map" overhead transparency and show the students the area that Lewis and Clark explored. Note the area’s position in relation to your school’s location. Explain that the territory was explored a long time ago. Explain that Lewis and Clark were looking for a water route across the continent to the Pacific Ocean. Explain that they came across many new things along the way and passed by many different landforms, such as mountains, rivers, waterfalls, and plains. Display the "Landforms" overhead transparency. Discuss the landforms.
  4. Explain to the students that Lewis and Clark saw many things at the Pacific Ocean that were different from those they had seen along the way, such as salmon, seals, whales, and sea lions. Display the "West Coast Animals" overhead transparency. Discuss the animals. Explain that as Lewis and Clark saw new things, they recorded them in their journals.
  5. Introduce the students to the selected text about Lewis and Clark. As a group, preview the text and illustrations to generate predictions about what will occur in the text. Make a chart on chart paper with three columns and label them "People," "Landforms," and "Things." Before reading the text, review the chart with the students. Tell the students to pay close attention to the text so that they can help you complete the chart.
  6. Read the text aloud. During the reading, discuss the various sights reported in the text. Record all responses on chart paper and add a simple sketch next to each item to help non-readers remember them. Attend to unfamiliar vocabulary and concepts.

Session 2

  1. Review the chart from the previous session.
  2. Display the "Peace Medal Nickel Reverse," the "Keelboat Nickel Reverse," and the "American Bison Nickel Reverse" overhead transparencies. Explain to the students that these images represent significant parts of the journey of the Corps of Discovery. Relate these to the categories on the chart from the previous session.
  3. Display the "Ocean In View Nickel Reverse" overhead transparency. Ask the students what they see in the image. Ask the students what parts of the text from the previous session they remember when looking at the coin.
  4. Discuss the quote on the coin, "Ocean in view! O! The joy!" Ask the students why they think those words are on the coin. Explain to them that Clark wrote that statement in his journal upon reaching the Pacific Ocean. Ensure that the students know the meaning of the word "joy." Discuss synonyms. Discuss why it was a joy for Lewis and Clark to see the ocean. During the discussion, guide the students to mention that Lewis and Clark had achieved one of the things they had set out to do: reach the Pacific Ocean.
  5. Display the "Louisiana Territory Map" overhead transparency.
  6. Explain to the students that maps are visual representations of land and water. Discuss with the students the uses of maps. Discuss how this map represents the journey of Lewis and Clark. Point out the compass rose. Explain how the compass rose marks direction on a map and focuses on the North. Review the map key and how it shows the meaning of various symbols on the map.
  7. Choose three to five items and create a new map key on the map. Model choosing a symbol to represent something, such as an "O" for a lake. Place the symbol in the appropriate location on the overhead transparency. Add a map key.

Session 3

  1. Review the "Louisiana Territory Map" from the previous sessions.
  2. Explain to the students that they will be setting out on their own journey to explore, like Lewis and Clark did. Display the map of the school overhead transparency. Point out the final destination. Ask the students to think about people and "landmarks" they could see along the way.
  3. Distribute a "Go For It!" worksheet and a clipboard to each student. Explain that their goal is to reach their destination. Explain to the students that, like Lewis and Clark, they will create a map with a map key based on their journey. Explain to the students that they will need to list five things on the "Go For It" worksheet that they will represent on their map in the next session.
  4. As a class, travel to the destination, allowing time for the students to record the people and landmarks that they encounter along the way on their worksheets.
  5. When back in the classroom, distribute a "How Did It Feel?" worksheet to each student. Ask the students to describe how they felt during the journey and when they reached their final destination. Remind the students of the journals that Lewis and Clark kept from their journey and the quote from Clark’s journal, "Ocean in view! O! The joy!"
  6. Ask the students to share their worksheets with a partner or with the class.
  7. Collect the students’ completed "Go For It!" worksheets.

Session 4

  1. Divide the class into small groups.
  2. Display the map of the school overhead transparency. Hand back the students’ completed "Go For It!" worksheets. Distribute a blank map of the school to each group.
  3. Review the journey from the previous session.
  4. Direct the groups to choose five people and landmarks from their "Go For It!" worksheets to include on their school map. Direct the students to use symbols to record their sightings of people and landmarks from the previous session and create a map key for the symbols. Using the map of the school overhead transparency, model choosing a person or landmark, finding its location on the school map, selecting a symbol, and placing that symbol on the map key for the students.
  5. Allow the students 15 to 20 minutes to complete the task.
  6. Once the students are finished, have the groups present their completed assignments to the class. Display the finished maps.

Differentiated Learning Options

  • Have students draw instead of write on their "How Did It Feel?" worksheets.
  • Have students work in pairs to complete the "Go For It" worksheets.

Enrichments/Extensions

  • Have students create their own map, including a map key, of a place they have visited or a location in the community.
  • Have students recreate a map of Lewis and Clark’s journey, incorporating a map key.
  • Take anecdotal notes about the students’ ability to meet the lesson objectives.
  • Use the "How Did It Feel?" worksheets and the student generated maps to assess the students’ ability to meet the lesson objectives.

Discipline: Language Arts
Domain: L.1 Language
Grade(s): Grade 1
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: RL.1 Reading: Literature
Grade(s): Grade 1
Cluster: Craft and Structure
Standards:

  • RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
  • RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
  • RL.1.6. Identify who is telling the story at various points in a text.

Discipline: Language Arts
Domain: RL.1 Reading: Literature
Grade(s): Grade 1
Cluster: Integration of Knowledge and Ideas
Standards:

  • RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
  • RL.1.8. Not applicable to literature.
  • RL.1.9. Compare and contrast the adventures and experiences of characters in stories.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade 1
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: RL.1 Reading: Literature
Grade(s): Grade 1
Cluster: Key Ideas and Details
Standards:

  • RL.1.1. Ask and answer questions about key details in a text.
  • RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
  • RL.1.3. Describe characters, settings, and major events in a story, using key details.

Discipline: Language Arts
Domain: SL.1 Speaking and Listening
Grade(s): Grade 1
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: W.1 Writing
Grade(s): Grade 1
Cluster: Research to Build and Present Knowledge
Standards:

  • W.1.7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
  • W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
  • W.1.9. begins in grade 4.

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

Discipline: Social Studies
Domain: All Disciplinary Standards
Cluster: Geography
Grade(s): Grades K–12
Standards:

Teachers should:

  • guide learners in the use of maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective
  • enable learners to use mental maps to organize information about people, places, and environments in a spatial context
  • assist learners to analyze the spatial information about people, places, and environments on Earth’s surface
  • help learners to understand the physical and human characteristics of places
  • assist learners in developing the concept of regions as a means to interpret Earth’s complexity
  • enable learners to understand how culture and experience influence people’s perceptions of places and regions
  • provide learners opportunities to understand and analyze the physical processes that shape Earth’s surface
  • challenge learners to consider the characteristics and spatial distribution of ecosystems on Earth’s surface
  • guide learners in exploring the characteristics, distribution, and migration of human populations on Earth’s surface
  • help learners to understand and analyze the characteristics, distribution, and complexity of Earth’s cultural mosaics
  • have learners explore the patterns and networks of economic interdependence on Earth’s surface
  • enable learners to describe the processes, patterns, and functions of human settlement
  • challenge learners to examine how the forces of cooperation and conflict among people influence the division and control of Earth’s surface; help learners see how human actions modify the physical environment
  • enable learners to analyze how physical systems affect human systems
  • challenge learners to examine the changes that occur in the meaning, use, distribution, and importance of resources
  • help learners to apply geography to interpret the past and present and to plan for the future
  • enhance learners’ abilities to ask questions and to acquire, organize, and analyze geographic information so they can answer geographic questions as they engage in the study of substantive geographic content

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Individual Development and Identity
Grade(s): Grades K–12
Standards:

Teachers should:

  • assist learners in articulating personal connections to time, place, and social/cultural systems
  •  help learners to appreciate and describe the influence of cultures, past and  present, upon the daily lives of individuals
  • assist learners to describe how family, religion, gender, ethnicity, nationality, socioeconomic status, and other group and cultural influences contribute to the development of a sense of self
  • have learners apply concepts, inquiry, methods, and theories in the study of human growth and development, learning, motivation, behavior, perception, and personality
  • guide learners as they analyze the interactions among ethical, ethnic, national, and cultural factors in specific situations
  • help learners to analyze the role of perceptions, attitudes, values, and beliefs in the development of personal identity and their effect upon human behavior
  • have learners compare and evaluate the impact of stereotyping, conformity, acts of altruism, discrimination, and other behaviors on individuals and groups
  • help learners understand how individual perceptions develop, vary, and can lead to conflict
  • assist learners as they work independently and cooperatively within groups and institutions to accomplish goals
  • enable learners to examine factors that contribute to and damage one’s mental health; and analyze issues related to mental health and behavioral disorders in contemporary society

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: 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.