Play Dough Project Lesson

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  • 8/12/2019 Play Dough Project Lesson

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    Introduction to Economics Play-Dough Project

    Goals & Objectives

    Students will create their own products using play-dough to represent a scarce

    resource.

    Students will create a 30 second commercial and a business plan for their product.

    Students will present their product, commercial, and business plan to the class.

    California State Content Standards

    12.1.1 Examine the causal relationship between scarcity and the need for choices

    Common Core Literacy Standards

    CCSS.ELA-Literacy.WHST.11-12.10 Write routinely over extended time frames (time for reflection

    and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-

    specific tasks, purposes, and audiences.

    CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information

    presented in diverse formats and media (e.g., visually, quantitatively, as well as in words)

    in order to address a question or solve a problem.

    CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the

    development, organization, and style are appropriate to task, purpose, and audience.

    Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) Time: 5 min.

    I will do a brief review of the concepts we went over on the previous day and will connect

    them with the main activity we will be doing today. I will explain that we cannot have

    everything that we want because society does not have the resources to produce

    everything people want. The problem of dealing with scarcity involves making choices.

    Vocabulary (Content Language Development) Time: 5 min.

    The vocabulary terms will be written into PowerPoint slides which will be projected on the

    screen so all students can see them. I will also verbally explain their definitions and use

    some examples to help students more clearly understand the concepts. The students willwrite the vocabulary terms and formal/simplified definitions and examples in their notes.

    Terms include: competition, scarcity, demographic, and availability of resources.

    Content Delivery (Method of Instruction) Time: 5 10 min.

    Day 1: In order to reinforce the concepts learned in the previous lesson, the students will

    do a play-dough project. I will project the instructions for the project on the overheard

    screen and I will verbally explain and elaborate on the instructions. The students will get

    into groups of 3 or 4 and will receive a certain amount of play-dough (not all students will

    http://www.corestandards.org/ELA-Literacy/WHST/11-12/10/http://www.corestandards.org/ELA-Literacy/RH/11-12/7/http://www.corestandards.org/ELA-Literacy/WHST/11-12/4/http://www.corestandards.org/ELA-Literacy/WHST/11-12/4/http://www.corestandards.org/ELA-Literacy/RH/11-12/7/http://www.corestandards.org/ELA-Literacy/WHST/11-12/10/
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    receive equal amounts, in order to demonstrate the effects of scarcity and differences in the

    availability of resources) and they will create an original product with their play-dough.

    They must name their product and set a price for it, and they must also create a 30 second

    commercial and a business plan for their product. In their business plans, the studentsmust create a clear mission statement of why their product is needed. They must also

    include the following: what their product is, what idea they improved upon to create their

    product, what they see happening to their product in the future, potential consumer

    problems or issues with producing/selling their product, what market demographic they

    are targeting with their product, what tools/resources they would need to produce their

    product, and what potential competition they would face.

    Day 2: I will tell the students to get back into their groups in order to finish creating their

    products and writing their commercials and business plans. I will announce when it is time

    for them to present what theyve created to the class.

    Student Engagement (Critical Thinking & Student Activities) Time: 30 - 35 min.

    Day 1: Students will form groups of 3 or 4 and will brainstorm, discuss, and record ideas for

    their potential products. They will begin to create their business plans and commercial,

    and will begin to create their product using the play-dough. Students will also begin to

    prepare for presenting their creations the following day.

    Day 2: The students will finish creating their play-dough products and finalize their

    commercials and business plans. When instructed, the groups will begin presenting their

    creations to the entire class. Each group member will be expected to contribute to the

    presentation by saying something.

    Lesson Closure Time: 2 3 min.

    Day 1: I will remind students that they will be presenting tomorrow and begin assigning

    the order the groups will present in.

    Day 2: At the end of the presentations, the whole class will vote by applause as to which

    group created the best product. The winning group will receive extra credit.

    Assessments (Formative & Summative)

    Day 1: I will be roaming around the room and will check each groups progress on their

    project and will answer any questions as needed. This will serve as an informal progress

    monitoring assessment.

    Day 2: The presentations, physical play-dough product, and the written commercials and

    business plans will be graded and will serve as a formal summative assessment for this

    lesson and as a formal progress monitoring assessment for the unit as a whole.

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    Accommodations for English Learners, Striving Readers and Students with Special Needs

    I will strategically place these students in heterogeneous groups so they can fully benefit

    from group learning and participation. The project instructions will be projected on the

    overhead screen at all times so these students have a constant visual reference of what theyneed to complete. If needed, these students will be able to present their products,

    commercials, and business plans to me in a one-on-one setting.

    Resources (Books, Websites, Handouts, Materials)

    Ch. 1 Sect. 1 of Prentice Hall Economics: Principles in Action, PowerPoint notes, play-dough.

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