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What Is in My State?

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Summary

Students will describe and compare the environments, different places, and understand how an environment affects human communities.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

  • Students will describe and compare the environments, different places, and understand how an environment affects human communities.

Major Subject Area Connections

  • Language Arts

Minor/supporting Subject Area Connections

  • Art

Grades

  • Second grade
  • Third grade

Class Time

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

Groupings

  • Whole group
  • Pairs

Terms and Concepts

  • Development
  • Physical features
  • Basic knowledge of their state's history
  • Settlement

Materials

  • Copies of "What is in My State" worksheet (page 21), one per student
  • Large-lined paper for each student
  • Crayons or markers

Preparations

  • Review lesson.
  • Review your state's development process since its first settlement.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/300-305.pdf.

  1. Have students list on the lined paper the physical features of the area in which they live (trees, sand, buildings, water, etc.).
  2. Ask the students to figure out why people would move to areas with these physical features (water for fishing, trees for wood to make houses, etc.).
  3. Through teacher-directed questions, students determine with a partner how an area's development is affected by its environment.
    • If an area is cold and snowy, what will people do to live there?
    • If an area is very wet, what will people do?
    • If an area has many trees, what will people do?
    • If an area is covered by sand and is very hot, what will people do?
    • If an area is near a river or a large body of water, what will people do?
  4. Give each student the "What is in My State" worksheet (page 21). They will draw what their state was like both before and after settlement. (If time permits, students may write about what caused the change and why they think people settled in their area.)
  5. Students will be assessed by drawing and explaining what their area was like before it was settled by people, and then after. They need to include at least three physical features in the pictures.

Enrichments/Extensions

  • Students may cut out pictures from magazines that show different regions and then compare their features.
  • Students can explore outside with a teacher, collecting items that are appropriate to remove (leaves, seeds, rocks, bits of grass), and discuss as a group if it could have been there before or after they began attending school.

Use the worksheets and class participation 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
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