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You Can Depend on Me

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Summary

Students will identify how they depend on others. Students will investigate what plants and animals depend on to survive.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

  • Students will identify how they depend on others.
  • Students will investigate what plants and animals depend on to survive.

Major Subject Area Connections

  • Language Arts
  • Science
  • Social Studies

Minor/supporting Subject Area Connections

  • Art

Grades

  • Second grade
  • Third grade

Class Time

Sessions: Five
Session Length: 30-45 minutes
Total Length: 151-500 minutes

Groupings

  • Whole group
  • Small groups
  • Individual work

Background Knowledge

Students should have a basic knowledge of habitats.

Terms and Concepts

  • Quarter
  • Reverse (back)
  • Habitat
  • Dependence

Materials

Preparations

  • One week before Session 1, ask students to bring in boxes for dioramas.
  • Make copies of the “Habitat Research” page (1 per student).
  • Make an overhead transparency (or photocopy) of the “California Quarter Reverse” page.
  • Assemble pictures of forest and desert habitats (see examples under “Materials”).
  • Assemble pictures of the Yosemite Valley (see examples under “Materials”).
  • Locate an age-appropriate text relating to plants and wildlife like those found in the Yosemite Valley (see examples under “Materials”).
  • Assemble appropriate research materials of all reading levels including books, encyclopedias,bookmarked websites, magazines, etc.
  • Reserve a computer lab for student research (optional).
  • Create a model diorama.
  • Cut unlined paper into small strips for diorama labels (several per group).

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/270.pdf.

Session 1

  1. Write the word “depend” on the board. Have the students repeat after you as you say the word aloud. Ask students if they recognize this word.
  2. Have the students discuss what it means to depend on someone. Ask the students to give examples of when they have depended on someone. List student responses on chart paper. Examples may include that students have depended on their parents for food and shelter, depended on their friends to keep secrets, depended on their teacher to help them learn, etc.
  3. On the board, write the following prompt: “Write about a time when you depended on someone to do something for you.”
  4. Distribute one piece of lined paper to each student. Direct the students to respond to this prompt on the lined paper.
  5. Allow five to ten minutes for student writing.
  6. Allow student volunteers to share their responses. List additional ways that students depend on people or communities on the piece of chart paper. Answers may include firefighters, police, doctors, hospitals, etc.
  7. Explain to the students that things in nature depend on each other, too. Ask the students if something found in nature (like a plant) might depend on the same things that we do (like a grocery store). Students should respond with the idea that plants may depend on different things than people do.
  8. Have the students guess what kinds of things a plant depends on to survive (live). Write the responses on a new piece of chart paper. Students responses may include: sunlight, water, soil, time, etc.
  9. Introduce the idea that there are many different types of plants living in many different types of environments or habitats.
  10. Review the term “habitat.” Remind the students that a habitat is made up of food, water, shelter, and space. As an example, display a picture of a forest habitat and a picture of a desert habitat. Ask the students to guess what kinds of plants they would find in the forest habitat. Students may respond that they would find trees, flowers, grasses, etc.
  11. Have the students discuss how plants in the desert habitat would be different from those in the forest. Responses may include that plants in the desert would need less water than plants in the forest, while plants in the forest may need less sunlight than those in the desert.
  12. Display the picture of the forest habitat again and explain to the students that they will be further investigating the kinds of plants that live in this environment and what they depend on to survive.

Session 2

  1. Ask the students to review with a partner what the word “depend” means and how it relates to plants. Have the students recall what types of things a plant depends on for survival.
  2. Display the picture of a forest and ask students to identify the habitat. The students should identify the habitat as a forest.
  3. Repeat Step 2 with the picture of a desert habitat.
  4. 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 California quarter reverse. Locate California on a classroom map. Note its position in relation to your school’s location.
  5. Have the students identify various elements on the coin. The students should identify a mountain, a tree, a man, and a bird. Ask them to guess the name of the man on the coin.  Accept all student responses.
  6. Identify the man on this coin as John Muir. Explain that John Muir had a special relationship with California. He loved nature and wanted to conserve (save) the trees, mountains, lakes, plants, and animals so that they would be around for a long time.
  7. Display several pictures of the Yosemite Valley. Explain to students that this is the area of land depicted on the coin and is part of the Yosemite National Park in California.  Ask the students to look at the coin and determine if the scenery looks more like a forest or a desert. Have students discuss what led them to their decision. Students should respond that the trees in the background suggest that this habitat is a forest.
  8. Explain to the students that they are going to investigate and learn more about the forest habitat in the Yosemite Valley.
  9. Introduce the students to the selected text. Ask the students to pay special attention to all of the living things one can find in a forest habitat like the Yosemite National Park. Read the story aloud.
  10. Have the students generate a list of some of the living things that can be found in a forest like the Yosemite National Park and Yosemite Valley. Record student responses on sticky notes and place them on the board.
  11. Arrange the students into small groups of three or four.
  12. Read down the list as a class and sort the sticky notes on the board into two columns: plants and animals.
  13. Explain to the students that they will be creating a habitat diorama for their selected plants or animals. Each diorama will include everything that the plant or animal depends on to survive (live).
  14. Using the example diorama, model what the student dioramas will look like when completed.  Point out the labels that identify each element in the habitat that the plant or animal depends on to survive (live).
  15. Invite one or two groups at a time up to the board and direct them to select one of the sticky notes (plant or animal) from the list. Explain that this plant or animal will be the focus of the group’s diorama.

Session 3

  1. Distribute one “Habitat Research” worksheet to each student. Explain to the students that, in order to create their dioramas, they must first research their selected plant or animal and list what the plant or animal depends on for survival.
  2. Provide appropriate research materials on a variety of reading levels, such as books, encyclopedias, bookmarked websites, magazines, etc.
  3. Allow an appropriate amount of time for student research.

Sessions 4 and 5

  1. Using the example diorama, model once again what the student dioramas will look like when completed. Point out the selected plant or animal that is the focus of the habitat.  Then, point out all of the labels which identify elements in the habitat that the plant or animal depends on to survive (live).
  2. Explain that the students will use their “Habitat Research” worksheets as checklists to make sure that each of these elements is included in each diorama.
  3. Distribute one box to each group and make crayons, glue, small slips of paper for labels, markers, construction paper, and scissors available to the whole class.
  4. Allow an appropriate amount of time for students to create dioramas.
  5. When finished, have each group confirm that all needed elements are included and labeled in its diorama.
  6. Distribute one piece of lined paper to each student. Direct the students to individually write a paragraph describing the life needs of his or her group’s plant or animal as depicted in the group’s diorama. Collect this paragraph for individual assessment.
  7. Conduct a show-and-tell activity in which students present and explain their dioramas.

Differentiated Learning Options

Allow students to draw or dictate responses to the writing assignments in session one and sessions four and five.

Enrichments/Extensions

Create a “Museum Day” in your classroom by displaying all of the dioramas and having another class in to visit. As students from the visiting class walk around the room, direct the groups to explain their dioramas. Have each group identify what its plant or animal needs for survival and where in their habitat they can find it.

Use the paragraph describing the life needs of his or her group’s plant or animal as depicted in the group’s diorama for individual assessment.

There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: W.3 Writing
Grade(s): Grade 3
Cluster: Text Types and Purposes
Standards:

  • W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
    • Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
    • Provide reasons that support the opinion.
    • Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
    • Provide a concluding statement or section.
  • W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    • Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
    • Develop the topic with facts, definitions, and details.
    • Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
    • Provide a concluding statement or section.
  • W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
    • Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
    • Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
    • Use temporal words and phrases to signal event order.
    • Provide a sense of closure.

Discipline: Language Arts
Domain: SL.2 Speaking and Listening
Grade(s): Grade 3
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  • SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.

Discipline: Language Arts
Domain: SL.3 Speaking and Listening
Grade(s): Grade 3
Cluster: Comprehension and Collaboration
Standards:

  • SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
    • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
    • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
    • Explain their own ideas and understanding in light of the discussion.
  • SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
  • SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
  • SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.) 

Discipline: Language Arts
Domain: RL.2 Reading: Literature
Grade(s): Grade 3
Cluster: Key Ideas and Details
Standards:

  • RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
  • RL.2.3. Describe how characters in a story respond to major events and challenges.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 3
Cluster: Text Types and Purposes
Standards:

  • W.2.1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
  • W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  • W.2.3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Discipline: Language Arts
Domain: L.2 Language
Grade(s): Grade 3
Cluster: Conventions of Standard English
Standards:

  • L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use collective nouns (e.g., group).
    • Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
    • Use reflexive pronouns (e.g., myself, ourselves)
    • Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
    • Use adjectives and adverbs, and choose between them depending on what is to be modified.
    • Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
  • L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize holidays, product names, and geographic names.
    • Use commas in greetings and closings of letters.
    • Use an apostrophe to form contractions and frequently occurring possessives.
    • Generalize learned spelling patterns when writing words (e.g., cage --> badge; boy --> boil).
    • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Discipline: Language Arts
Domain: L.3 Language
Grade(s): Grade 3
Cluster: Conventions of Standard English
Standards:

  • L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
    • Form and use regular and irregular plural nouns.
    • Use abstract nouns (e.g., childhood).
    • Form and use regular and irregular verbs.
    • Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
    • Ensure subject-verb and pronoun-antecedent agreement.
    • Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
    • Use coordinating and subordinating conjunctions.
    • Produce simple, compound, and complex sentences.
  • L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize appropriate words in titles.
    • Use commas in addresses.
    • Use commas and quotation marks in dialogue.
    • Form and use possessives.
    • Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
    • Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
    • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 3
Cluster: Key Ideas and Details
Standards:

  • RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
  • RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 3
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
  • RI.2.8. Describe how reasons support specific points the author makes in a text.
  • RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 3
Cluster: Craft and Structure
Standards:

  • RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
  • RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
  • RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 3
Cluster: Craft and Structure
Standards:

  • RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  • RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  • RI.3.6. Distinguish their own point of view from that of the author of a text.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 3
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  • RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  • RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 3
Cluster: Key Ideas and Details
Standards:

  • RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
  • RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 3
Cluster: Research to Build and Present Knowledge
Standards:

  • W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  • W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
  • W.2.9. begins in grade 4.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 3
Cluster: Production and Distribution of Writing
Standards:

  • W.2.4. begins in grade 3.
  • W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Discipline: Language Arts
Domain: W.3 Writing
Grade(s): Grade 3
Cluster: Research to Build and Present Knowledge
Standards:

  • W.3.7. Conduct short research projects that build knowledge about a topic.
  • W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • W.3.9. begins in grade 4.

Discipline: Language Arts
Domain: W.3 Writing
Grade(s): Grade 3
Cluster: Production and Distribution of Writing
Standards:

  • W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3.)
  • W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3.)
  • W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

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: 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: Language Arts
Domain: All Language Arts Standards
Cluster: Literature
Grade(s): Grades K–12
Standards:

  • Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 

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

  • 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: Science
Domain: 5-8 Content Standards
Cluster: Life Science
Grade(s): Grades K–12
Standards:

  • Structure and function in living systems
  • Reproduction and heredity
  • Regulation and behavior
  • Populations and ecosystems
  • Diversity and adaptations of organisms

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Research
Grade(s): Grades K–12
Standards:

  • 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: 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.

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.