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In with the Imports

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Summary

Students will understand exporting and importing. Students will be able to recognize where resources are located, who needs them, and how they are transported. Students will understand interdependence in the production of goods and services.

Coin Type(s)

  • Quarter

Coin Program(s)

  • DC and Territory Quarters

Objectives

  • Students will understand exporting and importing. Students will be able to recognize where resources are located, who needs them, and how they are transported.
  • Students will understand interdependence in the production of goods and services.

Major Subject Area Connections

  • Social Studies

Minor/supporting Subject Area Connections

  • Art
  • Language Arts

Grades

  • Fourth grade
  • Fifth grade
  • Sixth grade

Class Time

Sessions: Four
Session Length: 45-60 minutes
Total Length: 151-500 minutes

Groupings

  • Whole group
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • Geography
  • Resources
  • Goods and Services
  • Parts of a map
  • Industries

Terms and Concepts

  • Quarter
  • Obverse (front)
  • Reverse (back)
  • Economics
  • Imports and exports
  • Interdependence

Materials

  • 1 overhead projector (optional)
  • 1 overhead transparency (or photocopy) of each of the following:
    • “American Samoa Quarter Reverse” page
    • “Island Imports Research“ worksheet
    • “Illustrated Map Rubric”
  • Copies of the following:
    • “Imports and Exports” worksheet
    • “Island Imports Research” worksheet
    • “Illustrated Map Rubric”
    • “Illustrated Map Guide” worksheet
  • Copy of the Resource Guide (available at www.usmint.gov/kids)
  • 1 class map of the United States and its territories
  • Chart paper
  • Samples of products imported into the United States, such as coffee, fruit, cars, umbrella, clothes, toys. Be sure they are labeled with country or state of origin.
  • Computers with Internet access
  • Poster board or large construction paper
  • Markers, colored pencils, or crayons
  • Glue
  • Scissors
  • Rulers

Preparations

  • Make an overhead transparency (or photocopy) of each of the following:
    • “American Samoa Quarter Reverse” page
    • “Illustrated Map Rubric”
    • “Island Imports Research“ worksheet
  • Make copies of each of the following:
    • “Imports and Exports” worksheet (1 per student)
    • “Island Imports Research“ worksheet (1 per student)
    • “Illustrated Map Rubric” (1 per student)
    • “Illustrated Map Guide” (1 per student)
  • Collect samples of labeled products imported into the United States (see “Materials”).
  • Arrange to use the school computer lab for one session.
  • Bookmark Internet sites that contain information on the economy and imports of American Samoa and Hawaii.
  • Gather poster board or large construction paper (1 per student)

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/154.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 your own state’s or territory’s quarter. Then display the “American Samoa 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.
  2. Locate American Samoa on a classroom map. Note its position in relation to your school’s location. 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. With the students, examine the coin design. Have the students identify the images and the writing included in this design and what they may represent. After listening to the student responses, refer to the Resource Guide for a description of the images. Have the students focus on the palm tree and beach.
  4. Discuss with the students the definition of the word “geography” and record the final definition on chart paper.
  5. Explain to the students that this lesson will examine where resources are located, who needs them, and how they are transported.
  6. Show examples of products made in other countries and brought into the United States. Have the students read the labels to determine which country each product came from. Write responses on chart paper.
  7. Distribute the “Imports and Exports” worksheet. Read the text as a class. Write key words and phrases on the chart paper. Focus on the words “imports,” “exports,” and “interdependence.” Ask the students for definitions of the words and write answers on the chart paper. Relate imports and exports to interdependence.
  8. Have the students complete the “Imports and Exports” worksheet. Then collect the worksheets.

Session 2

  1. Review the charts and worksheets from the previous session.
  2. Point out American Samoa on the classroom map. Ask the students what types of products they think American Samoa would import. Record responses on chart paper.
  3. Point to Hawaii on the classroom map. Ask students what similarities they see between American Samoa and Hawaii. Answers should include both are islands in the Pacific Ocean.
  4. Display the transparency of the “Island Imports Research” worksheet. Explain to the students that they will be researching imports of American Samoa and Hawaii. They will then be creating an illustrated map that shows the major imports for American Samoa and Hawaii. Review the parts of a map.
  5. The students’ illustrated map should include a short narrative that explains the map. It should show the connections and movement of the products. It should explain the similarities between the two island groups.
  6. Distribute the “Island Imports Research” worksheet. Take the students to the computer lab and allow them time to research.

Sessions 3 and 4

  1. Review interdependence, imports, and exports. Display the “Illustrated Map Rubric” overhead transparency and distribute an “Illustrated Map Rubric” to each student. Review the rubric with the students.
  2. Distribute the “Illustrated Map Guide” worksheet and review the directions with the students. Distribute poster-making materials. Allow time for the students to complete their illustrated maps and their narratives.
  3. Collect the maps and the rubrics. Display the maps.

Differentiated Learning Options

  • Have students work in pairs.
  • Have the students use video or visual media to find products.

Enrichments/Extensions

  • Have students write a story about a product and how it gets to its final destination.
  • Have the students research products imported and exported from their own area.
  • Use the “Illustrated Map Rubric” to evaluate whether the students have met the lesson objectives.
  • Check the “Island Imports Research” worksheet for accuracy.
There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: RL.6 Reading: Informational Text
Grade(s): Grade 6
Cluster: Key Ideas and Details
Standards:

  • RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  • RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Discipline: Language Arts
Domain: RL.6 Reading: Informational Text
Grade(s): Grade 6
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
  • RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
  • RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Discipline: Language Arts
Domain: W.6 Writing
Grade(s): Grade 6
Cluster: Research to Build and Present Knowledge
Standards:

  • W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
  • W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
  • W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
    • Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Discipline: Language Arts
Domain: W.5 Writing
Grade(s): Grade 6
Cluster: Production and Distribution of Writing
Standards:

  • W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
  • W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
  • W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Discipline: Language Arts
Domain: W.6 Writing
Grade(s): Grade 6
Cluster: Production and Distribution of Writing
Standards:

  • W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
  • W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)
  • W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Discipline: Language Arts
Domain: L.4 Language
Grade(s): Grade 6
Cluster: Conventions of Standard English
Standards:

  • L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
    • Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
    • Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
    • Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
    • Form and use prepositional phrases.
    • Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
    • Correctly use frequently confused words (e.g., to, too, two; there, their).
  • L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use correct capitalization.
    • Use commas and quotation marks to mark direct speech and quotations from a text.
    • Use a comma before a coordinating conjunction in a compound sentence.
    • Spell grade-appropriate words correctly, consulting references as needed.

Discipline: Language Arts
Domain: L.5 Language
Grade(s): Grade 6
Cluster: Conventions of Standard English
Standards:

  • L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
    • Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
    • Use verb tense to convey various times, sequences, states, and conditions.
    • Recognize and correct inappropriate shifts in verb tense.
    • Use correlative conjunctions (e.g., either/or, neither/nor).
  • L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use punctuation to separate items in a series.
    • Use a comma to separate an introductory element from the rest of the sentence.
    • Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
    • Use underlining, quotation marks, or italics to indicate titles of works.
    • Spell grade-appropriate words correctly, consulting references as needed.

Discipline: Language Arts
Domain: L.6 Language
Grade(s): Grade 6
Cluster: Conventions of Standard English
Standards:

  • L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Ensure that pronouns are in the proper case (subjective, objective, possessive).
    • Use intensive pronouns (e.g., myself, ourselves).
    • Recognize and correct inappropriate shifts in pronoun number and person.
    • Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
    • Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
  • L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
    • Spell correctly.

Discipline: Language Arts
Domain: RL.4 Reading: Informational Text
Grade(s): Grade 6
Cluster: Craft and Structure
Standards:

  • RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
  • RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
  • RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Discipline: Language Arts
Domain: RL.4 Reading: Informational Text
Grade(s): Grade 6
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
  • RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.
  • RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Discipline: Language Arts
Domain: RL.5 Reading: Informational Text
Grade(s): Grade 6
Cluster: Craft and Structure
Standards:

  • RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
  • RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
  • RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Discipline: Language Arts
Domain: RL.5 Reading: Informational Text
Grade(s): Grade 6
Cluster: Key Ideas and Details
Standards:

  • RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  • RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Discipline: Language Arts
Domain: RL.6 Reading: Informational Text
Grade(s): Grade 6
Cluster: Craft and Structure
Standards:

  • RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
  • RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
  • RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

This lesson plan is not associated with any National Standards.