let’s learn about coins!
TRANSCRIPT
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Let’s Learn About Coins!
Dear Educator,
Did you know that U.S. coins are the perfect addition to any classroom? Coins can help students learn about math, science, history, important people, places, and events. The United States Mint not only makes coins, but also creates educational content that uses these coins as a jumping-off point for K–12 learning. Learn how you can use coins in the classroom by visiting our lesson plan database at www.usmint.gov/learn/educators.
Did you know the United States Mint has new games for kids? These educational games can be played as part of a classroom lesson or for individual enrichment and are part of the Mint’s redesigned H.I.P. Pocket Change™ kids website, which launched in January 2018. The new site includes fun games such as:
• Hoop and Darts—this challenge features the Mint’s Native American coins and teaches about the different ways to play the traditional “hoop and darts” game enjoyed by Native Americans for centuries
• Plinky’s Presidential Challenge—a fun trivia game to learn the order of the U.S. presidents • Coin Memory Match—a classic match game using the America the Beautiful Quarters program,
which features U.S. national parks • Making Change—an art game where kids can design their own coins while learning about coin
terminology • Peter the Eagle’s Coin Drop—an exciting flying game where players deliver liberty loans by flying
a WWI-era plane
In consideration of individuals with disabilities and to ensure an enhanced user experience for all, the Mint has incorporated selectable voiceover audio, multiple methods of game control (such as touch vs. keyboard control), and appropriate color contrast.
If you have any questions regarding these educational materials, please feel free to contact me directly using the information below.
Respectfully,
Tracy Chavez Public Affairs Specialist, United States Mint Tel: 202.354.6794 [email protected]
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Index Play Our Games! ........................................................................................................................................... 3
Classroom Activities ...................................................................................................................................... 4
Color a Coin! ................................................................................................................................................. 5
Design Your Own Coin! ................................................................................................................................. 6
Voyageurs National Park Quarter Lesson Plans .......................................................................................... 7
Let’s Save the Loons! ................................................................................................................................ 8
Amazing Auroras ..................................................................................................................................... 11
Minnesota 50 State Quarter Lesson Plans ................................................................................................. 14
Lots of Lakes ........................................................................................................................................... 15
What’s in a Name? .................................................................................................................................. 18
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Play Our Games! The U.S. Mint has released a series of new games for kids to accompany our 2018 site redesign. These games enhance educational materials about the Mint’s coins and medals. Some of these games are listed below, accompanied by the educational objective. To learn more, visit www.usmint.gov/learn/kids/games.
Coin Memory Match Educational Objectives:
1. Educate players about the America the Beautiful Quarters® Program. 2. Enhance recognition for state names and featured designs. 3. Encourage memory retention and agility.
Making Change Educational Objectives:
1. Introduce coin terminology and metal composition as the coin is designed (i.e., obverse/reverse, Mint mark, top text).
2. Provide creative and encouraging themes that can be printed.
Peter the Eagle’s Coin Drop Educational Objectives:
1. Educate players about the World War I Centennial Silver Dollar including the obverse and reverse designs. 2. Educate players regarding America’s involvement in the Great War. 3. Use the game’s mechanics to move the plane, drop the deliveries on time, read an altimeter-like gauge.
Plinky’s Presidential Challenge Educational Objectives:
1. Educate players about the Presidential/Peace Medals program. 2. Educate players about the chronological order of U.S. presidents. 3. Educate players by providing one piece of trivia about the life of each U.S.
president. 4. Use the game’s timing function to encourage memorization as players try to
improve their time with each session of the game.
Hoop and Darts Educational Objectives:
1. Educate players about recent coins and coin programs that honor and feature Native Americans. 2. Educate players about the people and national sites featured as each background scene. 3. Educate players about the “hoop and darts” game and variations played by Native
Americans. 4. Use the game’s mechanics to improve players’ understanding of physics in the game.
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Classroom Activities
• Discuss with your students the national park or national site featured on the quarter. Mention the state in which the park or site is located. Describe the location based on the description of the quarter from www.usmint.gov. Include unique details of this location such as plants, animals, natural features, or notable historical events.
• Have your students study the quarter. Discuss the reverse design with the students, pointing out key images and symbols and explaining their significance.
• Using your school library’s reference resources and national park or national site’s website (found on www.nps.gov), have the students research the national park or national site and its unique features. Using the attached coin design blank, have the students each design a new coin that features an illustration depicting scenery found at the park or site. Have your students present their illustrations to others and include three fun facts about this location.
• Ask the class if anyone has been to this national park or national site. Invite them to share their experience. As a class, create a list of questions about the park or site and the quarter design. Students can bring these questions to the event to see if they are answered during the presentation. For questions that are not answered, allow students time to visit the library and research the answers for themselves.
• Ask your school’s librarian to help you locate appropriate children’s books that relate to the location’s rich history. Read any of these books aloud to your students or have students read these texts and complete related activities during their daily reading time.
• Examine some of the great information and activities on the U.S. Mint H.I.P. Pocket Change™
website (www.usmint.gov/learn/kids) that will help you celebrate the new quarter in your classroom.
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Voyageurs National Park Quarter Lesson Plans
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Let’s Save the Loons! Grades K–1
Summary
Students will learn about the bird featured on the Voyageurs National Park Quarter: the loon. Students will illustrate ways park visitors can help protect the loon.
Coin Type(s)
• Quarter
Coin Program(s)
• America the Beautiful Quarters® Program
Objectives
Students will learn about the bird featured on the Voyageurs National Park Quarter: the loon. Students will learn ways people can help protect the loon.
Major Subject Area Connections
• Social Studies • Art • Science
Grades
• Kindergarten • First Grade
Class Time
Sessions: Two Session Length: 20–30 minutes Total Length: 46–90 minutes
Groupings
• Whole group • Individual Work
Background Knowledge
• Students should have a basic knowledge of: o Environments o Animals
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Terms and Concepts
• Quarter • Reverse (back) • Obverse (front) • Loons • State Animal • Conservation
Materials
• 1 overhead projector (optional) • 1 overhead transparency (or photocopy) of the Voyageurs National Park Quarter, available at
https://www.usmint.gov/coins/coin-medal-programs/america-the-beautiful-quarters/voyageurs-national-park
• “Let’s Save the Loons!” worksheet (available online, see below) • 1 class map of the United States • Text(s) or multimedia resource(s) that give information about the loon • Chart paper • Writing and drawing materials
Preparations
• Make an overhead transparency (or photocopy) of the “Voyageurs National Park Quarter” page • Make copies of the “Let’s Save the Loons!” worksheet (1 per student) • Locate text(s) or multimedia resource(s) that give information about the loon, including
https://www.nps.gov/voya/learn/nature/common-loon.htm
Worksheets
• All worksheets available online at https://www.usmint.gov/learn/educators/lesson-plans/lets-save-the-loons.
Steps
Session 1 1. Describe the America the Beautiful Quarters Program for background information. Explain to
students that the back of a coin is called the “reverse,” and “obverse” is another name for the front.
2. With the students, examine the Voyageurs National Park Quarter reverse. Locate the site on a class map and note its position in relation to your school's location. Ask the students to tell you what they see in the image on the quarter’s reverse. Explain that the coin depicts Voyageurs National Park in Minnesota. Point out the bird on the coin. Ask if anyone can name the bird. Record the class’s guesses on chart paper.
3. Explain that the bird is the common loon, the state bird of Minnesota. 4. Tell the class they will be learning about loons. Introduce the supplementary text/materials and
read/watch them together. Answer any questions along the way. 5. Distribute a piece of drawing paper to each student. Direct the students to draw a picture of a
loon based on the information from the supplementary text/materials. 6. Have the students share their drawings with the class.
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Session 2 1. Review the previous session and discussion about loons. Remind students that loons are one of
the many animals at Voyageurs National Park. 2. Explain that loons need help from humans so they can continue to build nests and raise their
young at the park. Heavy rain, wind, and waves can affect the water levels and harm loon nests. Also, humans can harm loon nests by parking their boats on top of the nest or by using fishing tackle with lead in it that, if swallowed, can cause the birds to get sick.
3. Ask the class for ideas on how people can protect loons. Record the ideas on chart paper. 4. Review the four ways people at Voyageurs National Park can protect loons. Record the following
on chart paper, with the title “How to Protect Loons”: a. Slow down your boat. b. Make sure your boat will not be parked on a loon nest. c. If you see a loon nest, report it to park staff. d. When fishing, use lead-free tackle.
5. Distribute a “Let’s Save the Loons!” worksheet to each student. Explain to the students that they are to illustrate one of the ways to save loons from the list above and write (or have someone help them write) which one they chose.
6. Allow time for students to complete their drawings. 7. Have the students share their work with the class.
Differentiated Learning Options
• Allow students to work in pairs. • Allow students to use a scribe to complete their worksheets.
Enrichments/Extensions
• Have students learn about another animal at Voyageurs National Park and complete a second worksheet about that animal.
• Have students learn about their state bird. • Have students create a poster from their “Let’s Save the Loons” worksheet and hang it up in a
public place to raise awareness.
Assess
• Take anecdotal notes about the students' participation in class discussions. • Evaluate the students’ worksheets to evaluate whether they have met the lesson objectives.
Standards
Standards available online at https://www.usmint.gov/learn/educators/lesson-plans/lets-save-the-loons.
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Amazing Auroras Grades 7–8
Summary
Starting with the Voyageurs National Park Quarter, students will explain how the Northern Lights are formed.
Coin Type(s)
• Quarter
Coin Program(s)
• America the Beautiful Quarters® Program
Objectives
Students will explain how the Northern Lights are formed. Students will create a comic using creative story-telling to illustrate the formation of the Northern Lights.
Major Subject Area Connections
• Science • Social Studies
Minor/supporting Subject Area Connections
• Art
Grades
• Seventh Grade • Eighth Grade
Class Time
Sessions: Two Session Length: 56–60 minutes Total Length: 91–120 minutes
Groupings
• Whole group • Individual Work
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Terms and Concepts
• Quarter • Reverse (back) • Obverse (front) • Northern Lights
Materials
• 1 overhead projector (optional) • 1 overhead transparency (or photocopy) of the Voyageurs National Park Quarter, available at
https://www.usmint.gov/coins/coin-medal-programs/america-the-beautiful-quarters/voyageurs-national-park
• 1 class map of the United States • Writing and drawing materials • Age-appropriate, relevant websites, such as:
o https://www.nps.gov/voya/learn/nature/northern-lights.htm o https://pwg.gsfc.nasa.gov/polar/telecons/archive/PR_E-PO/Aurora_flyer/aurora-
flyer_p2.doc.pdf • Other written or multimedia materials that discuss the formation of the Northern Lights • Worksheets:
o What Causes the Northern Lights? o What Causes the Northern Lights? Answer Key o Amazing Auroras Rubric
Preparations
• Make an overhead transparency (or photocopy) of the “Voyageurs National Park Quarter” page • Make copies of the following worksheets:
o What Causes the Northern Lights? (1 per student) o What Causes the Northern Lights? Answer Key (1 per teacher) o Amazing Auroras Rubric (1 per student)
• Locate text(s) or multimedia resource(s) that give information about the Northern Lights, including:
o https://www.nps.gov/voya/learn/nature/northern-lights.htm o https://pwg.gsfc.nasa.gov/polar/telecons/archive/PR_E-PO/Aurora_flyer/aurora-
flyer_p2.doc.pdf
Worksheets
All worksheets and files available online at https://www.usmint.gov/learn/educators/lesson-plans/amazing-auroras.
Steps
1. Display and examine the "Voyageurs National Park Quarter" page. Locate the park on a class map. Note its position in relation to your school’s location. Tell the students that the front of a coin is called the "obverse" and the back is called the "reverse." Explain to the students that the United States Mint began to issue the quarters in the America the Beautiful Quarters Program in 2010. By the time the program ends in 2021, there will be a total of 56 designs. Each design will focus on a different national site—one from each state, territory, and the District of Columbia.
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2. Read the coin information on the "Voyageurs National Park Quarter" page. Tell the class that visitors to this national park have a unique opportunity to view the Aurora Borealis, otherwise known as the Northern Lights.
3. Introduce to the students the concept of the Northern Lights. Explain that the Northern Lights are a natural phenomenon where streaks or cloud-like patches of brilliant color appear in the night sky. The more north you are, the more likely it is that you will see the Northern Lights. The lights are often white or pale green, but will sometimes appear in colors such as yellow, red, blue, or even purple. Because it's surrounded by lakes and wilderness, Voyageurs National Park is a great place to view these lights because there is very little artificial light coming from buildings or other man-made sources. Ask the class if anyone has seen the Northern Lights and invite them to share their experience.
4. Have the students research the process for the formation of the Northern Lights. Have the students record the steps in the formation on the "What Causes the Northern Lights?" worksheet.
5. Share some examples of comic strips with the students. Have the students create a comic strip about what causes the Northern Lights. Emphasize the importance of creative storytelling in the comic strip while conveying the facts.
Differentiated Learning Options
• Allow students to work in pairs. • Allow students to use a scribe to complete their worksheets. • Allow students to use clip art or photos instead of illustrating their comic.
Enrichments/Extensions
• Have students learn about which molecules emit which colors and have them display that information in their comic.
Assess
• Use the "Amazing Auroras Rubric" to evaluate whether the students have met the lesson objective.
Standards
Standards available online at https://www.usmint.gov/learn/educators/lesson-plans/amazing-auroras.
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Minnesota 50 State Quarter Lesson Plans
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Lots of Lakes Grades K–1
Objective
Students will learn the concept of “greater than” and “less than” through 1 to 1 correspondence. They will manipulate counters to determine which number is larger than the other.
Materials
• 1 overhead projector (optional) • 1 overhead transparency (or photocopy) of the Minnesota quarter reverse • 1 class map of the United States • Counters • Sticky notes • Marker • Plastic baggies or other containers (1 per person) • Copies of the “More, More, More!” worksheet • Copies of the Minnesota quarter reverse • Crayons
Preparations
• Make an overhead transparency (or photocopy) of the Minnesota quarter reverse. • Make copies of the “More, More, More!” worksheet (1 per student). • Make copies of the Minnesota quarter reverse (1 per student).
Worksheets
• All worksheets available online at https://www.usmint.gov/learn/educators/lesson-plans/lots-of-lakes.
Groupings
• Whole group • Individual work
Class Time
One 20- to 30-minute session
Connections
• Mathematics • Social Studies
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Terms and Concepts
• Quarter • Reverse (back) • More than • Less than • Greater than
Background Knowledge
Students should have a basic knowledge of:
• Numerals as representations of numbers • Basic counting skills • More/greater • Less/fewer
Steps
Session 1
1. 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 Minnesota quarter reverse. Locate Minnesota on a classroom map. Note its position in relation to your school’s location.
2. With the students, examine the design on this coin’s reverse. Have the students identify the images included in this coin design, including the outline of the state of Minnesota, the pine trees, the water, the bird, the individuals fishing, and also the words “Land of 10,000 Lakes.”
3. Ask the students if they think that 10,000 lakes are a lot of lakes, or just a few. Ask them what makes them think that way. You might point out that the state has a picture of a lake on the quarter, so lakes must be important to them. And if they are noting that they have 10,000 lakes, that might be more than other states have.
4. Tell your students that you’re going to take a look and see if ten thousand is a lot. Write the numerals “1” and “10,000”. Ask the students which is more, one or ten thousand. Students should be able to see that the number 10,000 is more than 1. Place a sticky note labeled “More/Greater” next to the numeral “10,000”. Ask students which is less, one or ten thousand. Place another sticky note labeled “Less” next to the “1”.
5. Explain that as a class you’ll be looking more closely at the idea of more and less. 6. Write the numeral 5 on the board, and say it aloud. Have the students repeat the word aloud. 7. To model the process, count out five counters and place them on a table in front of the
students. 8. Write the numeral 2 on the board. Say it aloud, and have the students repeat the word aloud. 9. Model counting out two counters on the table in front of them. Place the two counters
underneath the first row. 10. Direct the students to look at your two rows. Ask the students which row contains more
counters. The students should see that the row with five units has more than the row with two units. Place an adhesive note labeled “More/Greater” next to the numeral that students say is more. Students should respond that 5 is more/greater than 2.
11. Ask your students which row has less units. Place an adhesive note labeled “Less” next to the numeral that students say is less.
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12. Repeat steps 6 through 10, using the numbers seven and three. Model this activity for your students at each step of the activity. Students should arrive at the conclusion that 13 is more/greater than 7.
13. Repeat this activity three more times as a class using different sets of numbers. During these practice sessions, circulate around the classroom.
14. Distribute a “More, More, More!” worksheet to each of your students. Direct the students to write their names on the top of the worksheet.
15. Read through the directions for the first section with your students. Model how they should go about completing this section, using the example in each section. In section 1, using the pictures, the students will circle the group that shows more quarters.
16. Allow the students to work independently to complete this section of the worksheet. 17. Read through the directions for the second section with your students. Model how they
should go about completing this section. In section 2, the students will draw pictures to match the given amounts and draw a circle around the group with more.
18. Allow the students to work independently to complete this section of the worksheet. 19. Read through the directions for the third section with your students. Model how they should
go about completing this section. In section 3, the students will use their counters to determine which group has more, and circle that number.
20. Allow the students to work independently to complete this section of the worksheet. 21. Collect the worksheets from your students. 22. To wrap up this activity, display a copy of the Minnesota quarter reverse. 23. Ask your students to look closely at the picture and with their counters, show you how many
people there are sitting in the boat. 24. Also with their counters, ask the students to show you how many birds are on the coin. 25. Ask the students which group has more, the people or the birds? Students should respond
that there are more people. Color in the group that shows more red, and the group that shows less blue.
Enrichment/Extension
Let the students show you examples of a specific number more or less than the number you start with (Ex: Show me a number that is greater than 6. Show me a number that is less than 4).
Differentiated Learning Options
Begin this activity by reading a student participation book about counting such as:
• How much is a Million? by David M. Schwartz • If you made a Million by David M. Schwartz • One Hundred Hungry Ants by Elinor J. Pinczes
Standards
Available online at https://www.usmint.gov/learn/educators/lesson-plans/lots-of-lakes.
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What’s in a Name? Grades 2–3
Objective
Students will examine state names that are derived from American Indian words and phrases. They will effectively communicate ideas through the use of clear descriptive writing.
Materials
• 1 overhead projector (optional) • 1 overhead transparency (or photocopy) of the Minnesota quarter reverse • 1 class map of the United States • Index cards (5 per student) • 1 brown paper bag • Writing paper • 1 pen • An assortment of classroom items (a minimum of 6 needed, i.e. ruler, chalk, pencil) • Copies of the “Descriptive Coin” outline • Crayons • Chart paper
Preparations
• Make an overhead transparency (or photocopy) of the Minnesota quarter reverse. • Gather an assortment of classroom items for the students to describe. • Make copies of the “Descriptive Coin” outline (1 per student).
Worksheets
• All worksheets available online at https://www.usmint.gov/learn/educators/lesson-plans/whats-in-a-name.
Groupings
• Whole group • Individual work
Class Time
One 30- to 45-minute session
Connections
• Language Arts • Social Studies • Art
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Terms and Concepts
• Quarter • Reverse (back) • Descriptive writing
Background Knowledge
Students should have a basic knowledge of:
• American Indians • Written language
Steps
Session 1
1. 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 Minnesota quarter reverse. Locate Minnesota on a classroom map. Note its position in relation to your school’s location.
2. With the students, examine the coin’s reverse. Have the students point out the elements of this design, including the outline of the state of Minnesota, the pine trees, the water, the bird (loon), the individuals fishing, and also the words “Land of 10,000 Lakes”.
3. As a class, discuss what the students can infer about the state of Minnesota by looking at this coin. They should be able to note that the state has many lakes, and that people participate in outdoor activities, including fishing.
4. Look closely at the name Minnesota. 5. Explain that the name of the state doesn’t come from an English word. Ask the students
where they think that this state’s name may come from. Ask the students to consider who may have lived in this part of the country when it became part of the United States. Explain that this word comes from an American Indian word.
6. Explain that many of our state’s names come from American Indian words or phrases, and usually these phrases are very descriptive. Ask students what it means to say something is descriptive; the students should understand that descriptive writing is when a writer uses words to help the reader see, hear, smell, taste and feel the concept.
7. Explain to the students that the name Minnesota comes from Native American words that mean “Sky tinted water.” Show students a map of the United States, and have them point out Minnesota. Have students consider what it means that the water is sky tinted? (What color is the sky? What color do you think that the water is then? Green? Black? No, probably a clear blue color.)
8. Have students expand on the ‘descriptions’ using examples with sensory information. Write responses on chart paper.
9. Have students infer information about the state of Michigan. If I told you that its name comes from a word meaning “great water”? Or about the state of Wyoming if I tell you that its name means “large prairie place”? Or Wisconsin, whose name means “grassy place”? These names give you a very good description of the location.
10. Explain that we’re going to use descriptive language like the American Indians used to describe the land where they lived.
11. Hold up a pen and explain that the word ‘pen’ doesn’t tell you what this item does. Ask the students to come up with some better names for this item. An idea could include “ink spitting writing tool”.
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12. Repeat this activity with a different descriptive item found in the classroom, such as a chalk, a map, or a book. Record responses on chart paper.
13. Introduce a class game called “verbal charades”. Distribute five index cards to each student. 14. Show students an item and direct them to write the English word for this item. Underneath the
item students should write a descriptive phrase for this item. 15. Repeat this activity with four additional items, directing the students to write a descriptive
phrase for each on a different card. 16. Collect the descriptive note cards and place them into a paper bag. 17. Pull an index card from the bag and read the descriptive phrase to the students. Direct the
students to guess what the item is. 18. Repeat this with the rest of the index cards. 19. Distribute a “Descriptive Coin” outline to each student. 20. Direct the students to write their name at the top of the coin outline. 21. At the bottom of this coin, the students should write a descriptive phrase that tells people
about themselves. 22. In the center of the coin, allow the students to draw a self-portrait.
Enrichment/Extensions
• Encourage your students explore the history and traditions of the Sioux Indians who were responsible for the name “Minnesota”.
• Direct your students to think carefully about their school, and create a descriptive paragraph to accompany the new coin that they created.
• Look into American Indian names and decipher their meanings.
Differentiated Learning Option
Let students with special needs dictate their descriptions of the classroom items, rather than writing them independently.
Standards
Standards available online at https://www.usmint.gov/learn/educators/lesson-plans/whats-in-a-name.