Beacon Lesson Plan Library
Washington and the Quarter
Bay District Schools
Why is George Washington called the Father of our Country? Learn about the life of this president, his monument, and tributes to him through stories and poems. Students also learn the attributes of a quarter.
The student knows selected patriotic songs associated with the United States.
The student listens to, views, and discusses stories, poems, and other media about selected men and women in the period of United States history before 1880.
The student listens to, views, and discusses stories, poems, and other media about selected American symbols that have emerged from past events, legends, and historical accounts (for example, the eagle, the Liberty Bell, George Washington as the 'father of our country,' the American flag).
The student listens to, views, and discusses stories, poems, and other media about selected important buildings, statues, and monuments associated with state and national history.
-Student Web Story, Father of Our Country. This is a Beacon Learning Center product. (See WEblinks)
- A computer and AV/TV or computer lab
- Various pictures of George Washington
- Patriotic music
- One quarter for each student
Parin d’Aulaire, Ingri and Edgar. [George Washington]. New York. Doubleday. 1936. This book is too long for many kindergarteners and should be used as supplemental material.
Adler, David A. [A Picture Book of Geroge Washington]. New York. Holiday House. 1989. This is the best choice for kindergarteners.
[General George Washington, Animated Hero Classics]. Irving, TX. Living History Productions, Inc. 1993. This 28-minute animated video is the story of General George Washington and the battle for our independence.
Washington D.C. (20 pictures) Bay District Media Center 917.53 (384), picture 19.
- Gray construction paper cut into a circle. See the pattern and instructions in the associated files. You will need one per student.
- Cut out black profiles of George Washington duplicated from the associated files. You will need one per student.
1. Preview the Student Web Story, Father of Our Country from the Weblinks. Because of the audio attached, the download time for each page is long. To reduce this waiting time, download each page prior to the students using the story. The pages will be stored on your computer for quick and easy student access as long as your Internet access is maintained. When you close your Internet access or shut down your computer, you will need to preload this story again.
2. Locate a computer and AV/TV or computer lab. The computer and AV/TV are if the teacher would like to give whole class instruction on the Student Web Story. An AV/TV or projection system will allow the Student Web Story to be displayed large enough for all students to view. The computer lab should have enough computers for students to view the story in pairs.
3. Locate various pictures of George Washington.
4. Locate and preview recordings of patriotic music. Your music teacher is a good source for this recording. If one is not available, perhaps the music teacher will agree to produce a piano (or other instrumental) version. There should be enough music selections for students to hear a new song each day.
5. Collect enough quarters for each student to be able to hold one while discussing the attributes of a quarter.
6. Locate and preview the book [George Washington]. (See Materials.) This book is too long for many kindergarteners and should be used as supplemental material.
7. Locate and preview the book [A Picture Book of Geroge Washington]. (See Materials.) This is the best choice for kindergarteners.
8. Locate and preview the video [General George Washington, Animated Hero Classics]. (See Materials.) This 28-minute animated video is the story of General George Washington and the battle for our independence.
9. Locate the pictures "Washington D.C." (20 pictures) Bay District Media Center 917.53 (384), picture 19.
10. Locate gray construction paper. Cut the paper into a circle using pinking shears to make grooved edges. See the pattern and instructions in the associated files. You will need one per student.
11. Cut out black profiles of George Washington duplicated from the associated files. You will need one per student.
12. Use Sunlink to locate books and other media available in your district of Florida. (See the Weblinks area of this lesson plan.)
13. Preview patriotic music at http://www.treefort.org/~rgrogan/web/flagmusic.htm (See Weblinks). A variety of patriotic music is available.
Note: These specific books and resources may not be available to you. For the purpose of meeting the standard, any book, video, or other resource may be substituted for the ones mentioned above, as long as the students can listen to and view the story or poem pertaining to George Washington, the Washington Monument, and our tribute to him on the quarter and dollar bill. The Web story provided was specifically written to meet these standards.
14. Familiarize yourself with information about George Washington contained in the associated file.
Note: George Washington’s birthday is February 22. It is recommended that this lesson be completed during the month of February.
1. This lesson plan is associated with the Beacon Learning Center Unit Plan, Mr. President. If you are completing this lesson as part of the unit, be sure to review the previous days' information about President's Day and Abraham Lincoln as a lead-in to today's lesson on George Washington. A link to the unit is available in the Extensions section of this lesson plan.
2. As students are entering, play patriotic music. If students know the song, encourage them to sing it. At the conclusion of the song, identify the song and give some fact about its inclusion as a patriotic song. For example, "Yankee Doodle" is used as one of America’s songs because the British soldiers used to call American’s “Yanks." This song was sung during the war in which George Washington fought. Review other patriotic songs to which the students have been introduced, and then add this new one to the list to sing during the day.
3. Hand each student a real quarter. Initiate a discussion as to the person on the quarter. (Answer: George Washington) Why might he be there? (Answer: He was our first president and helped our country grow strong when it was a new country.) What is on the back of the quarter? (This will depend on the quarters used. It could be Mount Vernon, Washington’s home, or any of a number of states.)
4. The standards addressed in this lesson states the students will LISTEN TO, VIEW, and DISCUSS stories, poems, and other media about selected men and women in United States history before 1880, American symbols that have emerged from past events, legends, historical accounts, and important buildings, statues and monuments associated with state and national history. In this lesson, students listen to and view various books, videos, filmstrips, and a Student Web Lesson. The materials recommended are an example of those that may be used. If you are familiar with additional materials that students can listen to, view, and discuss that pertains to George Washington, feel free to use your material. Care must be given to select media that addresses the man, his symbols, and his monument. The Student Web Story that accompanies this lesson is an excellent resource, as it was developed to meet the standard.
5. During group reading time, read one of the books listed. Be sure to show the pictures and encourage discussion at appropriate intervals throughout the reading of the book. A formative assessment occurs as feedback is given to the students during the discussion. Be sure to give affirmative feedback, such as, "Yes, George Washington was in charge of our army." Also give corrective feedback, such as, "No, George Washington did not live in the White House. It had not been built yet."
6. During whole group discussion time (unit time), view an appropriate video or filmstrip. Be sure to stop the viewing at appropriate intervals to discuss the action and what it means being sure to give affirmative and corrective feedback.
7. During small group, students listen to, and view the Student Web Story Father of Our Country (See Weblinks). This is a product of Beacon Learning Center. Students gain the most learning when pairs use Student Web Stories. This facilitates discussions between students, and students learn best when actively engaged in discussing what is being learned. After all students have had an opportunity to view the Web story, a discussion should be held. The discussion and formative feedback given as a results of this web story are important parts of this activity.
8. During centers or activity time, have students glue Washington’s profile onto the construction paper coin.
9. During whole or small group, discuss the attributes of the quarter (round, gray or silver in color, used to be made of silver, but now only silver colored, grooved edges, Washington on the front, Mount Vernon or an eagle on the back of older quarters, but now, state emblems are one the backs, which side is called “heads” or “tails” and why, value is twenty-five cents, when counting quarters, we count by twenty-fives). If you are doing this lesson as part of the Beacon Unit Plan, Mr. President, review the attributes of a penny, comparing and contrasting properties of a penny and a quarter.
10. During math time, write the numbers 25, 50, 75, 100 on the board. Practice saying these numbers in counting order with the students. Praise that they can now count to one hundred by twenty-fives. Encourage individual students to count orally for the class. Play a game of counting to one hundred by twenty-fives without looking at the board. Do this counting orally with the whole group, small groups, and individuals until students have heard this counting at least twenty times. Repetition causes this counting to become part of a student’s long-term memory. Counting in lots of different situations (individually, not looking, just boys, girls with bangs, everyone whose name starts with a B, etc.) is important for this movement of information into memory. Note: Quarters are not part of the selected math standards; therefore, this is additional information for the students. Assessment and mastery of the math portion of this lesson are not required by the standards, but high expectations are always goals for teachers.
11. Have groups of students put their homemade quarters in a stack. Only four quarters may be in one stack. Then select someone from the group to count the stack of quarters. Reinforce that students will be counting by twenty-fives to one hundred. Reinforce the one-to-one correspondence that is occurring as students count the coins. (One coin is worth 25 cents, so if we are counting cents, we must say 25.) Be sure to give formative feedback. Give affirmative feedback, such as, "Right, one quarter is twenty-five cents, so you say 25." Also give corrective feedback, such as, "This is one quarter, but it is not one cent. We are counting the cents. How many cents is one quarter?"
12. Additional teacher information and patterns for the homemade quarter are available from the associated files.
Formative assessment will be administered as described in the Procedures section. Affirmative and corrective feedback must be given. To enhance student learning, these formative assessments should be administered as often as possible.
If using this lesson plan as part of the Beacon Learning Center Unit Plan, Mr. President, a summative assessment is provided. This is Summative Assessment #2, Assessment Poem #1, “He’s Number One." See the instructions in the unit plan for administering this assessment. This assessment should be administered beginning on day 7 of the unit. See Extensions for a link to the unit plan's associated files. A practice assessment to assist students in taking this style assessment is available with Summative Assessment #2.
1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2944. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
2. The Student Web Story can be used as a shared reading activity teaching phonics, context clues, or punctuation. It is an excellent opportunity for a picture walk or retelling of the story.
3. Cooperation with the music teacher could enhance this lesson.
4. Appropriate art activities can be added to enhance the students' knowledge of George Washington.
5. Students can complete the Student Web Story in small groups or in a whole group setting according to the availability of technology. Many school media centers now have a computer projector that will project the enlarged computer screen, allowing for class use of the Student Web Story.
A search site for media in Florida public schools.SUNLINK
Gives great information about the life of George Washington.History, George Washington, First President 1789-1797
Information about the Washington Monument.Monuments & Memorials – Washington Monument
Information about the various U. S. coins.Fact Monster, U. S. Coins
A variety of patriotic music is available.Patriotic Music
An animated story of how quarters are made called "Birth of a Coin." This story must be read to students, but the story is geared to young children.The United States Mint, h.i.p Pocket Change
Discover why George Washington is called “the father of our country” using this Web story. Audio is available.
Father of Our Country
File Extension: pdfPattern for homemade quarter
File Extension: pdf