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Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document DOCUMENT RESUME ED 458 153 SO 032 362 TITLE The Greatest Educational Change America Has Ever Seen. [Teaching Guide]. Grades 2-3. INSTITUTION United States Mint (Dept. of Treasury), Washington, DC. PUB DATE 2000-00-00 NOTE 38p.; For the teaching guide for grades K-1, see SO 032 361; for the teaching guide for grades 4-6, see SO 032 363. AVAILABLE FROM U.S. Mint 50 State Quarters Program, P.O. Box 1268, Alexandria, VA 22313-9791. For full text: http://www.usmint.gov/mint_programs/index.cfm?action.educ ational_initiative. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Economics; Geographic Location; *Geography; Government Role; Primary Education; *Social Studies; Worksheets IDENTIFIERS Fact Sheets; Money; Numismatics; United States Mint ABSTRACT This teaching guide for grades 2-3 focuses on the 1999-2000 United States Mint 50 State Quarters Program, which includes new quarter designs for the following States: Delaware, Pennsylvania, New Jersey, Georgia, Connecticut, Massachusetts, Maryland, South Carolina, New Hampshire, and Virginia. The guide includes six lesson plans that fit easily into the curriculum, reproducible student worksheets that coincide with each lesson, state facts and information on the new quarter designs, a U.S. map template with state outlines, and the 50 State Quarters Program 1999-2000 quarter board. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. he G e-test Educal nal Change Americ Has Ever Seen This teaching guide includes: 6 teacher-friendly lesson plans that fit easily into your 1'* 110 curriculum Reproducible student :C1141. worksheets that r coincide with each 1 lesson -11111.1 Fun state facts and information on the '4':1111 new quarter designs NIP USA map template with state outlines 50 State QuartersTM vs, Program 1999-2000 quarter board ,tak! - r'l!ftlenfo Mg O. r;1 ik§ . ;A - \At . o e. cr) 0 ra es ci) 1998 U.S.MINT BEST COPY AVAILABLE s The Greatest Educational Change America Has Ever Seen -Lesson -Plans -for Grades -2=3 Table of Contents tttaqA3C OBJECTIVE: CURRICULUM GROUPINGS: CLASS TIME: PAGES: CONNECTIONS: Great Graphs Creating graphs using Math Whole group 1 class period 2-5 10 new quarters. Social Studies Super Symbols Applying the concept Social Studies Whole group 1 class period 6-9 that a symbol Language Arts 10 small groups represents a larger Art idea. Math SPECIAL PROJECT! "Our Great States" Booklet Assembly instructions and worksheets. 10-14 Physical Features Identifying physical Math Whole group 1 class period 15-16 features. Social Studies Language Arts Magnificent Math! Solving word Social Studies Whole group 1 class period 17-19 problems taken from Language Arts our nation's history. What is in My State? Understanding how Language Arts Whole group 1 class period 20-21 physical features Art Groups of 2 affect human communities. Fantastic Fractions Understanding how Math Whole group 1 class period 22-23 fractions are parts Language Arts of a whole. ADDITIONAL RESOURCES State Information Pages: 50 State Quarters", Released in 1999Delaware, Pennsylvania, New Jersey, Georgia, Connecticut 26-27 50 State QuartersTM Released in 2000Massachusetts, Maryland, South Carolina, New Hampshire, Virginia 28-29 United States of America Map Template 30 Reproducible Coin Sheets 31-32 50 State Quarters"' Program Release Schedule 33 Lesson plans and other related 50 State Quarters TM Program materials are provided solely for teaching purposes. They may not be commercially distributed or distributed as a premium. 0 2000 U.S. MINT AI A. RIGHTS RESERVED Teacher's Pages dir 1:- Great -Graphs OBJECTIVE: Students will learn to create graphs by tabulating their preferences among the 10 state quarters. MATERIALS: Copies of the "Favorite Quarters" sheet (page 4), one per student (or use overhead) Copies of the "Building a Graph" sheet (page 5), one per student Two lunch bags or other type of bag Crayons or markers Small slips of paper Overhead of 10 quarters from "Reproducible Coin Sheets" (pages 31 and 32), if needed LE3PREPARATIONS: Draw basic graph (x and y axis) on a large paper or on the board. Collect examples of bar and/or picture graphs, if desired. Review lesson. GROUPING: Whole group CLASS TIME: One class period siloCONNECTIONS: Math Social Studies TERMS and CONCEPTS: Bar graph Picture graph Survey 2 4 © 2000 U.S. MINT ALL RIGHTS RESERVED Teacher's Pages Building- a Graph STEPS: Part I: Class Example ftiae 1.Have students talk about what a graph is for and what can be shown in a graph. As a class, brainstorm different ideas (likes and dislikes, how many of something, etc.). 2.Hand out "Favorite Quarters" sheet (page 4), or use an overhead. Explain that there used to be only one type of quarterthe one with an eagle on it. Now, there will be new quarters for each state. Briefly explain the historical background of the 10 new quarters released to date (see "State Information Pages," 26-29). Ask if any students have seen or used these coins. 3.Have students share different comments and opinions about the new quarters and their symbols. Have students share likes/dislikes about the quarters. 4.Ask students to decide which quarters they like best, the eagle quarter or the new quarters. 5.Have students who prefer the eagle quarter raise their hands, and count the number of votes from the class. Then have the students who prefer the new quarters to raise their hands, and count the number of votes from the class. 6.Using the pre-made graph (x and y axis), demonstrate how to show the data in a graph, either pictorially or in a bar graph. Part II: Student Activity 1.Ask students to look at the "Favorite Quarters" sheet (page 4) and follow the instructions, circling their favorite quarter. (Unlike the class activity, the student can select any one of the 11 quarters). Collect the sheets, and as a class, tally the votes. 2.Hand out the "Building a Graph" worksheet (page 5). Ask students to graph the results of the class votes. 3.Students will be assessed based on their ability to complete the graph accurately and answer the two questions at the bottom of the worksheet. ENRICHMENT/EXTENSIONS Students can create their own survey, having students or family members choose between two different quarters, collecting the data, and displaying it in graph form. Students can answer or create questions about the graph. Students can trace their favorite quarter onto a piece of paper and write a paragraph about why they like the design on the quarter the best. Students can create their own quarter designs; they can display their designs to the class and tell why they included what they did. 3 2000 U.S. MINT ALL RIGHTS RESERVED Favorite Quarters DIRECTIONS: \ Circle your favorite coin. Choose only one. After your class votes on its favorite quarters, record the results on a graph. Vote!Which quarter do you like best? Eagle Quarter Delaware Pennsylvania (4140 CROSSROADS or Fur HI VOIU tION 1999 IJkillus u"- New Jersey Georgia Connecticut Massachusetts .4 %I:kr:31:60A 178a JAMESTOWN \ MO7-2007 , 0.07:406.: CIUM)IIICEN II NNIA: 2000 1ukt5u,, 1". Maryland South Carolina New Hampshire Virginia 4 6 2000 U.S. MINT ALL RIGHTS RESERVED Name Date odow , Building a Graph DIRECTIONS: \ After your class votes on its favorite quarters, record the results on this graph, 1 Eagle Quarter Delaware Pennsylvania New Jersey Georgia 0 tto- n3 Connecticut 0m Massachusetts Maryland South Carolina New Hampshire Virginia 1 1 1 1 1 1 1 1 I 1 1 1 1 1 1 I 1 1 5 10 15 20 Results of Our Class Vote Based on the graph above: Our class likes the quarter the best. Our class likes the-, quarter the least. 5 0 2000 U.S. MINT ALL RIGHTS RESERVED Teacher's Pages "IP , 2: Super Symbols ---.... OBJECTIVE: .<, Students will understand and apply the concept of a symbol. MATERIALS: Copies of "Super Symbols" worksheet (page 9) Copies of an outline of a map of the United States of Americacan be traced from page 30 Each quarter, enlarged to 8:i2" x 11" and displayed (use "Reproducible Coin Sheets," pages 31 and 32) Crayons Examples of symbols (page 8 can be copied or used as an overhead) PREPARATIONS: Prepare various examples of symbols (Handicapped, No Smoking, and Stop signs, addition and subtraction signs, etc.). Page 8 can be used as a handout or overhead, or symbols can be drawn on a board. Review lesson. Set up 10 stations, each with one large picture of a quarter (each of the 1999 and 2000 quarters should be represented). GROUPING w 10 small groups, then come together as a class CLASS TIME: One class period CONNECTIONS: Social Studies dig Language Arts Art Math (See Enrichment/Extensions) TERMS and CONCEPTS: The United States of America Symbol State 8 6 © 2000 U.S. MINT ALL RIGHTS RESERVED Teacher's Pages Understanding the Concept o a Symbol STEPS: 1.Show samples of common symbols or logos found in the community, and have students discuss what each symbol means. 2. Have students share examples of other symbols they have seen and what they mean. 3.Introduce the concept of a symbol, or remind students that a symbol is a picture that represents a larger idea. 4.Divide the students into 10 groups. Assign each group to a station. Give each group one copy of the "Super Symbols" worksheet (page 8), and ask the group toselect one student to serve as the recorder. 5.Explain that the students are on a scavenger hunt to find as many symbols as they can.
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