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Cooperation Station

Printable view


Students will create a class book based on the states covered during the year.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters


Students will create a class book based on the states covered during the year.

Major Subject Area Connections

  • Art
  • Language Arts
  • Social Studies


  • Kindergarten
  • First grade

Class Time

Sessions: One
Session Length: 20-30 minutes
Total Length: 0-45 minutes


  • Whole group
  • Small groups

Terms and Concepts

  • Cooperation
  • Fact


  • “Cooperation Station” worksheets (pages 24 and 25) copied front to back, one per group
  • Crayons
  • Pencils
  • Strips of paper with children’s names pre-printed
  • Strips of paper with state names pre-printed
  • “State Information Pages” (pages 26-29)
  • United States of America map template (page 30). Map may need to be enlarged to appropriate size.
  • 1 three-ring binder or report cover with fasteners


  • Prepare a sample class-book page by completing the worksheets on pages 24 and 25.
  • Place students in groups of 2 or 3. Place names in each area (2 or 3 children’s names and 1 state name).
  • Place worksheets, crayons, and a pencil at each station.
  • Enlarge map if desired.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at

  1. Focus on the objective by saying: “Today we will be creating a class book about the states we have discussed this year.”
  2. Have students review cooperation rules (you can determine the rules) such as:
    • Work nicely together.
    • Share materials in the group.
    • Everyone should do his/her part.
  3. Explain that students will find their name at a station. The name of the state that they will be working on is also at the station.
  4. Review what a fact is.
  5. Display a sample class-book page, and give students instructions for completing their pages.
    Note: Make resources available so that students can find information on the states, if needed. You may wish to include a map students can use to trace the outline of the state they are working on.
  6. Have students share their work with the whole group.
  7. Bind all pages together and place in your classroom library.


  • Have groups of students sign up for a time when they can read their class book to other classes in the school.
  • Let each child take the book home for one night to share with his or her family.

Use the worksheets and class participtation to assess whether the students have met the lesson objectives.

This lesson plan is not associated with any Common Core Standards.

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–4

  • 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–4

  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Discipline: Visual Arts and Music
Domain: K-4 Visual Arts
Cluster: Standard 1: Understanding and applying media, techniques, and processes
Grade(s): Grades K–4

  • Students know the differences between materials, techniques, and processes
  • Students describe how different materials, techniques, and processes cause different responses
  • Students use different media, techniques, and processes to communicate ideas, experiences, and stories
  • Students use art materials and tools in a safe and responsible manner

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Writing
Grade(s): Grades K–4

  • 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.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Effective Communication
Grade(s): Grades K–4

  • 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–4

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

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