skip navigation


Sign Up for E-mail Updates

Facebook Twitter Pinterest YouTube RSS
Left Navigation Links
Additional Links
Just For Kids! h.i.p. pocket change
Teacher's Network - Sign up today!

 

Tropical Travel Choices

Printable view

Summary

Students will identify the difference between wants and needs. Students will make and justify decisions based on these principles.

Coin Type(s)

  • Quarter

Coin Program(s)

  • DC and Territory Quarters

Objectives

Students will identify the difference between wants and needs. Students will make and justify decisions based on these principles.

Major Subject Area Connections

  • Language Arts
  • Social Studies

Grades

  • Second grade
  • Third grade

Class Time

Sessions: Two
Session Length: 30-45 minutes
Total Length: 46-90 minutes

Groupings

  • Whole group
  • Pairs
  • Individual work

Background Knowledge

Students should have a basic knowledge of economics.

Terms and Concepts

  • Quarter
  • Obverse (front)
  • Reverse (back)
  • Territory
  • Island
  • Want
  • Need
  • Opportunity cost

Materials

  • 1 overhead projector
  • 1 overhead transparency of the “Northern Mariana Islands Quarter Reverse” page
  • Copies of the “Weigh Your Options” worksheet
  • 1 class map
  • 1 copy of a text that includes general information about the Northern Mariana Islands, such as:
    • State-by-State Atlas by Justine Ciovacco, Kathleen A. Felley, and Kristen T. Behrens
    • The Kingfisher Geography Encyclopedia by Clive Gifford
    • The Young People’s Atlas of the United States by James Harrison
    • U.S. Atlas for Young People by Tom Smith
  • 1 copy of a text that gives information about wants and needs, such as:
    • Needs and Wants by Susan Ring
    • Needs and Wants by Gillia Olson
    • Needs and Wants by Reading A to Z
  • Chart paper
  • Markers
  • Construction paper (large)
  • Magazines
  • Glue
  • Sticky notes

Preparations

  • Make an overhead transparency of the “Northern Mariana Islands Quarter Reverse” page.
  • Make copies of the “Weigh Your Options” worksheet (1 per student).
  • Locate a text that gives information about the Northern Mariana Islands (see examples under “Materials”).
  • Locate a text that gives information about economic wants and needs (see examples under “Materials”).
  • Prepare a 2-column chart titled “A Visit to the Northern Mariana Islands” to be used in Session 1.
  • Gather magazines to be used for a collage.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/151.pdf.

Session 1

  1. Describe the 50 State Quarters® Program and the District of Columbia and U.S. Territories Quarters Program for background information, if necessary, using the example of our own state’s or territory’s quarter. Then display the “Northern Mariana Islands Quarter Reverse” overhead transparency or photocopy. Tell the students that the back of a coin is called the reverse, and “obverse” is another name for the front. Locate the Northern Mariana Islands on a classroom map. Note its position in relation to your school’s location.
  2. When defining “US territory” (lowercase “t”) for your students, the United States Mint recognizes and uses the Department of the Interior’s definitions found at www.doi.gov/oia/Islandpages/political_types.htm.
  3. Ask the students to examine the coin design and tell you what they see in the image. List their responses on chart paper.
  4. Explain to the students that the scene on the coin represents a group of islands known as the Northern Mariana Islands, which are in the Pacific Ocean. Two white fairy terns (seabirds) are flying above a traditional canoe and a Latte (pronounced “Lattie”), a large ancient limestone column. At the bottom of the image is a mwar (head lei) made from island flowers. This mwar is a symbol of honor and respect to the people of the Northern Mariana Islands.
  5. Ask the students to brainstorm why these items might be included in the quarter design. Discuss the features of island environments, which include the actual island and the shallow waters surrounding the island.
  6. Introduce the students to the portion of the selected text about the Northern Mariana Islands. As a group, preview the text. During the reading, pay special attention to the fact that tourism plays a large part in the economy of the Northern Mariana Islands. Explain to the students that these islands earn money from the many visitors that come to see the natural beauty of the islands. During the reading, attend to unfamiliar vocabulary and concepts.
  7. Create a two-column chart titled “A Visit to the Northern Mariana Islands.” Label the columns “Things to Do” and “Things to Bring.” Using information from the text selection and background knowledge about islands, guide the students to add information to this class chart.
  8. After completing the chart, explain to the class that they will take an imaginary trip to the Northern Mariana Islands, but first they must pack their suitcases. Distribute the worksheet “Weigh Your Options” to each student. At this point, students may write as many items as they like. Do not indicate to the students that they will need to refine their lists later.
  9. Allow the students time to complete their lists. When they are finished, write on chart paper the vocabulary words “wants” and “needs.” Discuss with the students the similarities and differences between these two words.
  10. Introduce the students to the selected text about wants and needs. As a group, preview the text. Ask the students to think about the difference between wants and needs during the reading, and think about the items on their suitcase packing list. Attend to unfamiliar vocabulary and concepts.
  11. After the reading, ask the students to write the words “wants” and “needs” in the two boxes at the bottom of their worksheets. They should color each box in with a different color. Tell the students to work with a partner to identify which items on their lists are wants and which items are needs. Each item should be circled with the corresponding color.
  12. After completing the activity, discuss with the students their wants and needs. Review the meanings of these words. Ask the students to write their own definitions of each word on the back of their papers. Allow time for students to complete and share their definitions.

Session 2

  1. Display the “Northern Mariana Islands Quarter Reverse” overhead transparency or photocopy. Review with the students the material covered in the previous session.
  2. Work as a group to formulate a clear, student-friendly definition for the terms “wants” and “needs.” For example, define “needs” as “things that are required to live” and “wants” as “things that we desire or wish for.”
  3. Tell the students that they will revisit their lists of items to take on the trip to the Northern Mariana Islands. Although they may choose any of their want or need items, they may only choose fifteen items to pack in their suitcases. Have the students select their 15 items to pack.
  4. Tell the students that they will create a collage of wants and needs. Give each student a large piece of construction paper. Ask the students to divide the paper in half by drawing a line down the middle, and label the columns “Wants” and “Needs.”
  5. Distribute magazines and ask students to cut out pictures or words of items that are either wants or needs. Each item should be labeled using marker or sticky notes.
  6. Allow time for the students to complete and share their posters.
  7. Display the posters in the classroom.

Differentiated Learning Options

  • Allow students to work in pairs to write their lists.
  • Provide a select set of pictures to sort into wants and needs.
  • Allow students to dictate their written responses.

Enrichments/Extensions

  • Create a poster comparing goods and services using magazine cutouts.
  • Research economic resources of the Northern Mariana Islands.
  • Have students research other United States territories.

Use the students’ class participation, worksheets, and posters to evaluate whether they have met the lesson objectives.

There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: SL.2 Speaking and Listening
Grade(s): Grade 2
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  • SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.

Discipline: Language Arts
Domain: SL.2 Speaking and Listening
Grade(s): Grade 2
Cluster: Comprehension and Collaboration
Standards:

  • SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Build on others’ talk in conversations by linking their comments to the remarks of others.
    • Ask for clarification and further explanation as needed about the topics and texts under discussion.
  • SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 

Discipline: Language Arts
Domain: SL.3 Speaking and Listening
Grade(s): Grade 2
Cluster: Comprehension and Collaboration
Standards:

  • SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
    • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
    • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
    • Explain their own ideas and understanding in light of the discussion.
  • SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
  • SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
  • SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.) 

Discipline: Language Arts
Domain: L.2 Language
Grade(s): Grade 2
Cluster: Conventions of Standard English
Standards:

  • L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use collective nouns (e.g., group).
    • Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
    • Use reflexive pronouns (e.g., myself, ourselves)
    • Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
    • Use adjectives and adverbs, and choose between them depending on what is to be modified.
    • Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
  • L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize holidays, product names, and geographic names.
    • Use commas in greetings and closings of letters.
    • Use an apostrophe to form contractions and frequently occurring possessives.
    • Generalize learned spelling patterns when writing words (e.g., cage --> badge; boy --> boil).
    • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Discipline: Language Arts
Domain: L.3 Language
Grade(s): Grade 2
Cluster: Conventions of Standard English
Standards:

  • L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
    • Form and use regular and irregular plural nouns.
    • Use abstract nouns (e.g., childhood).
    • Form and use regular and irregular verbs.
    • Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
    • Ensure subject-verb and pronoun-antecedent agreement.
    • Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
    • Use coordinating and subordinating conjunctions.
    • Produce simple, compound, and complex sentences.
  • L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize appropriate words in titles.
    • Use commas in addresses.
    • Use commas and quotation marks in dialogue.
    • Form and use possessives.
    • Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
    • Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
    • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Key Ideas and Details
Standards:

  • RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
  • RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
  • RI.2.8. Describe how reasons support specific points the author makes in a text.
  • RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Craft and Structure
Standards:

  • RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
  • RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
  • RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Craft and Structure
Standards:

  • RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  • RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  • RI.3.6. Distinguish their own point of view from that of the author of a text.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  • RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  • RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Key Ideas and Details
Standards:

  • RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
  • RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 2
Cluster: Research to Build and Present Knowledge
Standards:

  • W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  • W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
  • W.2.9. begins in grade 4.

Discipline: Language Arts
Domain: W.3 Writing
Grade(s): Grade 2
Cluster: Research to Build and Present Knowledge
Standards:

  • W.3.7. Conduct short research projects that build knowledge about a topic.
  • W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • W.3.9. begins in grade 4.

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

  • Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Culture and Cultural Diversity
Grade(s): Grades K–12
Standards:

Teachers should:

  • assist learners to understand and apply the concept of culture as an integrated whole that governs the functions and interactions of language, literature, arts, traditions, beliefs, values, and behavior patterns
  • enable learners to analyze and explain how groups, societies, and cultures address human needs and concerns
  • guide learners as they predict how experiences may be interpreted by people from diverse cultural perspectives and frames of reference
  • encourage learners to compare and analyze societal patterns for transmitting and preserving culture while adapting to environmental and social change
  • enable learners to assess the importance of cultural unity and diversity within and across groups
  • have learners interpret patterns of behavior as reflecting values and attitudes which contribute to or pose obstacles to cross-cultural understanding
  • guide learners in constructing reasoned judgments about specific cultural responses to persistent human issues
  • have learners explain and apply ideas, theories, and modes of inquiry drawn from anthropology and sociology in the examination of persistent issues and social problems

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades K–12
Standards:

  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Production, Distribution, and Consumption
Grade(s): Grades K–12
Standards:

Teachers should:

  • enable learners to explain how the scarcity of productive resources (human, capital, technological, and natural) requires the development of economic systems to make decisions about how goods and services are to be produced and distributed
  • help learners analyze the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in a competitive market system
  • help learners compare the costs and benefits to society of allocating goods and services through private and public means
  • assist learners in understanding the relationships among the various economic institutions that comprise economic systems such as households, businesses, banks, government agencies, labor unions, and corporations
  • guide learner analysis of the role of specialization and exchange in economic processes
  • provide opportunities for learners to assess how values and beliefs influence private and public economic decisions in different societies
  • have learners compare basic economic systems according to how they deal with demand, supply, prices, the role of government, banks, labor and labor unions, savings and investments, and capital
  • challenge learners to apply economic concepts and reasoning when evaluating historical and contemporary social developments and issues
  • enable learners to distinguish between domestic and global economic systems, and explain how the two interact
  • guide learners in the application of economic concepts and principles in the analysis of public issues such as the allocation of health care or the consumption of energy, and in devising economic plans for accomplishing socially desirable outcomes related to such issues
  • help learners critically examine the values and assumptions underlying the theories and models of economics
  • help learners to distinguish between economics as a field of inquiry and the economy

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

The Department of the Treasury Seal