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Summary

Students will identify elements of their own community and compare and contrast these elements with those in other communities.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

Students will identify elements of their own community and compare and contrast these elements with those in other communities.

Major Subject Area Connections

  • Art
  • Language Arts
  • Social Studies

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:

  • Their community
  • Other types of communities

Terms and Concepts

  • Quarter
  • Reverse (back)
  • Lewis and Clark
  • Discovery
  • Community
  • Sorting
  • Explore
  • Gateway Arch

Materials

  • 1 overhead projector (optional)
  • 1 overhead transparency (or photocopy) of the Missouri quarter reverse
  • 1 class map of the United States of America
  • 1 overhead transparency (or photocopy) of the Louisiana quarter reverse (see page 16 of the 2002 50 State Quarters® Program lesson plans, grades K–1, lesson 3: Our States, My State)
  • Copies of age-appropriate texts relating to the discoveries made by the Corps of Discovery, such as:
    • Lewis and Clark: A Prairie Dog for the President by Shirley-Raye Redmond
    • Seaman’s Journal: On the Trail With Lewis and Clark by Patti Reeder Eubank
    • Going Along with Lewis and Clark by Barbara Fifer
    • Lewis and Clark: Explorers of the American West by Steven Kroll
  • Chart paper
  • Markers
  • Copies of the “In My Community” worksheet
  • Crayons and/or colored pencils
  • Scissors
  • Copies of the “Outside My Community” worksheet
  • Bulletin board paper
  • Stapler

Preparations

  • Make an overhead transparency (or photocopy) of the Missouri and Louisiana quarter reverses.
  • Locate an age-appropriate text relating to the discoveries made by the Corps of Discovery (see examples under “Materials”).
  • Make copies of the “In My Community” worksheet (1 per person).
  • Make copies of the “Outside My Community” worksheet (1 per person).
  • Prepare a “Differences in Communities” bulletin board. The board will be divided into two columns, labeled “In My Community” and “Outside My Community.”

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/231.pdf.

Before conducting this lesson, it is suggested that teachers introduce students to the Louisiana Territory through the 2002 Louisiana quarter lesson plan that is part of this series.

Session 1

  1. Describe the 50 State Quarters Program for background information, if necessary, using the example of your own state, if available. Then display the transparency or photocopy of the Missouri quarter reverse. Locate Missouri on a classroom map. Note its position in relation to your school’s location.
  2. With the students, examine the design on this coin’s reverse. As a class, identify the objects on the coin’s reverse: the Gateway Arch that stands in St. Louis, MO, and three men paddling down the river in a canoe. Provide photographs or additional physical examples to make these images more meaningful to the students.
  3. Display the outline of the Louisiana quarter, and review the idea that the shaded part of the quarter was once a new part of the country for people to explore and where people could live. Explain that the men on the Missouri quarter were sent to explore this land. These men were sent to learn about the land and wildlife in this area, and to do this, they wrote and drew what they saw.
    Note: At this point, take the opportunity to explain that the Gateway Arch is a recent structure and it did not exist during this time of exploration. It is a symbol of the growth of our country.
  4. Select an appropriate children’s text about Lewis and Clark’s exploration of the Louisiana Territory and, as a group, preview the text and illustrations to this text.
  5. Read this story as a group. During the reading attend to any unfamiliar vocabulary.

Session 2

  1. With the students, revisit the story about Lewis and Clark that was read during the previous session.
  2. As a class, discuss why these men might have written about the different kinds of animals and plants that they discovered during their trip. The discussion should include the idea that Lewis and Clark noted animals and plants that did not exist in the eastern part of the United States, where they lived.
  3. Introduce the idea that communities often have aspects which are special to only them. Share photographs of animals found in a variety of temperature extremes as well as animals that could be found locally. As a class, sort these pictures according to whether the animal could be found in their community or elsewhere.
  4. Ask students to point out which of these animals live in very cold weather. Would they be the same animals that you would find in places where the weather is very hot?
  5. Discuss the idea that animals are not the only things that differ between communities. To prompt student thinking, ask if students have ever traveled away from their town and seen things that they would not find at home. What other things might be different from one town to another? Record all student responses on a piece of chart paper.
  6. Ask students to think carefully about their own community. How would they describe their community to someone who had never been there? Work with students to develop a list of features from their community that might not be found elsewhere.
  7. Distribute an “In My Community” worksheet to each student, and direct each to select a feature from the class list to draw on their worksheet. Model the related thinking and drawing for students.
  8. When students have finished their drawings, they should make sure they’ve written their name on the worksheet and then cut along the sheet’s dotted line.
  9. Distribute an “Outside My Community” worksheet to each student and direct the students to think of things that they would not find within their communities (these could be animals, plants, foods, types of homes, etc.). Work with students to develop a list of features that would not be found in their community. Direct each child to select a feature from the class list to draw on his or her worksheet. Again, model the related process for students.
  10. When students have finished their drawings, they should make sure they’ve written their name on the worksheet and then cut along the sheet’s dotted line.
  11. Move the students so that they’re sitting in front of the “Differences in Communities” bulletin board.
  12. One at a time, ask each child to present his or her worksheet. When each student has described the picture on each sheet to the class, allow the rest of the class to decide into which category each worksheet should be placed.
  13. Staple each child’s work to the bulletin board in the appropriate category.

Differentiated Learning Options

Have students select images from a variety of magazine photographs to sort, cut and paste to each of the distributed worksheets.

Enrichments/Extensions

Incorporate an additional literature selection relating to a different type of community into this activity. Examples include:

  • Madlenka by Peter Sis
  • The Trip Back Home by Janet S. Wong
  • On the Town: A Community Adventure by Judith Caseley
  • The Last Dragon by Susan Miho Nunes

Use the worksheets and class participation to assess whether the students have met 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: RL.1 Reading: Informational Text
Grade(s): Grade K
Cluster: Key Ideas and Details
Standards:

  • RI.1.1. Ask and answer questions about key details in a text.
  • RI.1.2. Identify the main topic and retell key details of a text.
  • RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

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: 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: RL.K Reading: Informational Text
Grade(s): Grade K
Cluster: Craft and Structure
Standards:

  • RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.
  • RI.K.5. Identify the front cover, back cover, and title page of a book.
  • RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

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

  • RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
  • RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.
  • RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Discipline: Language Arts
Domain: RL.K Reading: Informational Text
Grade(s): Grade K
Cluster: Key Ideas and Details
Standards:

  • RI.K.1. With prompting and support, ask and answer questions about key details in a text.
  • RI.K.2. With prompting and support, identify the main topic and retell key details of a text.
  • RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Discipline: Language Arts
Domain: RL.1 Reading: Informational Text
Grade(s): Grade K
Cluster: Craft and Structure
Standards:

  • RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
  • RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
  • RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

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

  • RI.1.7. Use the illustrations and details in a text to describe its key ideas.
  • RI.1.8. Identify the reasons an author gives to support points in a text.
  • RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Text
Grade(s): Grades K–12
Standards:

  • Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).

Discipline: Visual Arts and Music
Domain: K-4 Visual Arts
Cluster: Standard 6: Making connections between visual arts and other disciplines
Grade(s): Grades K–12
Standards:

  • Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
  • Students identify connections between the visual arts and other disciplines in the curriculum

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: Effective Communication
Grade(s): Grades K–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 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