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The Great States Race

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Summary

Students will research state information and write the answers to questions for a racetrack game. This game will consist of questions relating to the 50 State Quarters® Program and other states, particularly Indiana.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

  • Students will research state information and write the answers to questions for a racetrack game. This game will consist of questions relating to the 50 State Quarters® Program and other states.

Major Subject Area Connections

  • Language Arts
  • Social Studies
  • Technology

Grades

  • Second grade
  • Third grade

Class Time

Sessions: Three
Session Length: 30-45 minutes
Total Length: 91-120 minutes

Groupings

  • Whole group
  • Small groups

Background Knowledge

Students should have basic knowledge of:

  • Use of reference resources
  • Writing answers in complete sentences

Terms and Concepts

  • Quarter
  • Reverse (back)
  • Symbol

Materials

  • 1 toy race car
  • 1 class map of the United States of America
  • 1 overhead projector (optional)
  • 1 overhead transparency (or photocopy) of the Indiana quarter reverse
  • Enlarged copies of the game board
  • Question cards
  • Blank question cards
  • Dice (1 die for every group of four students)
  • Copies of the “Luck of the Draw” cards
  • Sets of four different state quarters (1 set for each group)
  • Copies of the “Reproducible Coin Sheet” (optional)
  • An assortment of grade appropriate coin and state reference resources
  • Access to computers with Internet capabilities (bookmark www.usmint.gov/kids).

Preparations

  • Make enlarged copies of the game board (1 per group of four students)
  • Make copies of question cards (1 complete set per group)
  • Make copies of “Luck of the Draw” cards (2 sheets per group)
  • Make copies of the “Reproducible Coin Sheets” (pages 49 and 50) (1 of each sheet per group)
  • Gather grade appropriate coin and state reference resources for classroom use
  • Make an overhead transparency (or photocopy) of the Indiana quarter reverse.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/291.pdf.

Session 1

  1. Hold up a toy race car and explain that your next activity has something to do with cars like this and the number 500. Explain that you’ll be continuing your study of the state quarters with the Indiana quarter.
  2. 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 Indiana quarter reverse. As a class, locate Indiana on the class map.
  3. Discuss the coin’s symbols. Responses should include the mention of race cars and the Indianapolis 500.
    Note: Teacher may need some prior knowledge of the Indy 500.
  4. Introduce the students to the “Great State Race” game, which looks like a race track. Explain that the students will create this game about the 50 State Quarters® Program as a class.
  5. Create a K-W-L chart to examine what students know and want to know about the 50 State Quarters Program. Leave the learn column empty until after the students have conducted their research.

Session 2

  1. Break students into groups of four. Distribute 1 copy of the “Great States Race” questions to each group. Direct the students to use the K-W-L chart and other classroom and Internet resources to answer all the questions listed. (A good re- source would be the State Quarter Information from the 1999-2000, 2001, and 2002 lesson plans.) Each group’s recorder must use complete sentences and proper grammar, spelling, and punctuation.
  2. Once the students have finished answering the “Great States Race” questions, assign each group 2 “class questions” from the “W” column of the chart. Instruct the groups to research their questions, again making use of classroom resources.
  3. Review each group’s questions and answers.
  4. Once all grammar, spelling, and punctuation have been corrected, instruct the groups to write their “class questions” and answers in the blank “Great States Race” question cards, using their clearest handwriting.
  5. Fill in the L column as a class. Discuss the answers to the questions as well as the ways in which students conducted their research.

Session 3

Before session 3: Photocopy each of the “class questions” written during session 2 (each group will need a complete set of these cards). If possible, laminate and separate all question and “Luck of the Draw” cards.

  1. Break students into groups of four. Distribute the game boards to each group. As a class, review the rules of the game as they are written on the game board. Model a round of game play for your class.
  2. Give each group a “Great States Race” game board, a complete set of “class question” cards mixed with the group’s “Great States Race” question cards, a set of “Luck of the Draw” cards, a die, and four different state quarters.
  3. Each student will select a state’s quarter as their piece, and will play the game according to the rules.

Differentiated Learning Options

Limit study of 50 State Quarters® Program to selected states that correspond to your current curriculum.

Enrichments/Extensions

  • Students could research their home state and also Indiana. Based on their research, they could form comparative questions to add as “stumpers” to their deck of question cards, such as “Which state has a larger population, Indiana or Wyoming?”
  • Students could research other similar car races in America. They could locate the states where each race is conducted and mark this on a personal map.

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.

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

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

  • 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.

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: Technology
Domain: All Research and Information Fluency
Cluster: Students apply digital tools to gather, evaluate, and use information.
Grade(s): Grades K–12
Standards:

  • Plan strategies to guide inquiry
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
  • Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
  • Process data and report results

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.

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