- Grade Focus
- Grade 3, Grade 4, Grade 5
- Age Level
- 9, 9, 10
- Subject
- Social Studies
- Technology Integration Activity
- Imaging, PowerPoint Presentations, Video Productions
- Estimated Time of Completion
- Planning & creation of items - 16 days (some work will be done at home). Business proposal, Data collection and multi-media presentation completed at school. Multimedia Presentation - 5 days (40 minutes a day) for multimedia presentation after the fifteenth day.
Introduction
This unit is taught for the students to understand economics through hands-on experience. As the students work on items/services they will sell on the Market Day, they will learn the basics to production and consumption of goods. At the end of the unit, the students will partake in Market Day where they will sell their items/services they created to gain a profit.
If you were given a chance to start up your own business, what would it be? Would you sell items, or provide services? What does it take to create and run a business?
Prerequisite Experience
Teacher should be comfortable using Microsoft Excel, Microsoft PowerPoint, Windows Movie Maker, Animoto, and a digital camcorder.http://edu.learnit-teachit.org/technology/PowerPoint_Presentations/
http://edu.learnit-teachit.org/technology/Video_Productions/
http://edu.learnit-teachit.org/technology/Imaging
http://www.microsoft.com/windowsxp/using/moviemaker/default.mspx
http://www.niu.edu/~lynch/camcorder.pdfTeacher Prep Time
Mulitple 45 min. lessons for script writing, video production, & economics overview (Teacher needs to layout a timeline, in order to keep the students on track for the final product - Market Day)Project
Students will create a business that they would like to have. They will decide whether they will sell items or provide a service to their customers. As the students come up with their ideas, they will submit the top two choices for approval by the teacher. Research on the items and/or services will then have to be completed. As time progresses, the items will be made at home and all the research for knowledge of the items/services will be completed. The final day will be the day that the students will be able to set-up a booth in the classroom and sell the items/services. Each class on the grade level will participate and all parents are invited to come to school that day to see the grade level turn into a huge market place. Students will be given play money for the 16 days that the project is going on to use for purchasing the items or services. In the end, the students will get to see how it is to create items or provide services to earn a profit.Assessment/Grading
Student work will be evaluated using the attached rubrics. There is one for the entire project, and another for the multimedia presentation.Time Management Tips
Students will be given a timeline of when different parts of the project are due, in order to stay on track and be ready for “Market Day.”Lesson Plan Details
Engage
Teachers: Introduce the project by explaining to the class that they are now going to become future entrepreneurs. Younger students will need to be told what an entrepreneur is. The teacher will hook the students by showing a production of pictures created in Animoto. Afterwards, allow the students (in groups of 3 or 4) a few minutes to come up with a list of jobs that would be fun to do. Then, bring all the groups back together and allow them to share their lists. While the groups are sharing the jobs, the teacher may want to periodically stop the group and ask for volunteers to tell what the job(s) may do or sell. A classroom chart with a list of items and services can be made and displayed for the unit.
Students: What are some jobs that you can think of?
You will work together with the other students in your group to answer this question: What are some jobs that you can think of? Your group will be responsible for making a list of jobs to share in whole group. Everyone in your group needs to participate. You will do this using round robin.
After groups have had a few minutes to create the lists, each group will share their list to the class. As the lists are being shared, students will be asked to give ways these jobs provide services or the type of items sold in that job. Ex. Tutor – service (math tutor), salesman – product (cars), etc.
Teachers: It is important that you listen to and record the jobs listed by the students so that a classroom chart can be made and hung in the class for this unit.
Explore
Picking a job
Books or videos from United Streaming are good introductions or hooks.
Books:- Career Day by Anne F. Rockwell
- Pig Pig gets a Job by David M. Mcphail
- Feature Book: Lemonade for Sale
- Get a Life: Toy Company Entrepreneur
“Discovery Education streaming is a digital video-on-demand and online teaching service to help improve students' retention and test scores; it is aligned to U.S. state and provincial standards.” If you do not have access to United Streaming, you can sign up for a free 30 day trial at www.unitedstreaming.com
Students will be given time to look at the videos from United Streaming and the two books provided by the teacher. They can also look up more books in the library to check out. As the students come up with their top two choices, they will begin to fill out the “Business Proposal” that will be approved by the teacher.Market Day Business Proposal
Name _______________________________________________________________________________________
- Describe what you will be selling on Market Day:__________________________________________
- What will you name your store? (remember that this name will be on your poster)
_____________________________________________________________________________________
- Other than the product you are selling, what other resources will you need?
_____________________________________________________________________________________
- How much will you charge in the beginning? You may decide to change it later. Most items sell from about $1.00 - $4.00.
_____________________________________________________________________________________
- Do you or your parents have any other questions?
_____________________________________________________________________________________
Parent signature: ___________________________ Date: _________
Explain
Create a multimedia presentation. Examples are PowerPoint presentations, movie with Windows Movie Maker or a news broadcast that describes your product or service. You will present your projects to the grade level. Other students and teachers may ask you questions about your project.
Use the references below for help in creating this presentation.
- http://edu.learnit-teachit.org/technology/PowerPoint_Presentations/
- http://edu.learnit-teachit.org/technology/Video_Productions/
- http://edu.learnit-teachit.org/technology/Imaging/
Market Day Product – Project Story Board
Student Name ________________________
Product Name ________________________
Propaganda or Persuasive Technique __________________________
Target Audience ______________________________
| Mini Sketch | Script |
12 Propaganda or Persuasive Techniques
- Name Calling – using negative words, usually in politics, to turn you against a competing person without giving evidence or facts.
- Plain Folks Appeal – trying to show that a person or product is good for ‘ordinary’ people, because a person is ‘just like you’ and understands you.
- Glittering Generality – telling only positive things about something or someone, without giving evidence or facts.
- Bandwagon – convincing us to accept someone or something because of its popularity.
- Testimonial – using a famous person to try to make you buy or support something or someone.
- Hidden Fears – suggesting that a person or product will protect you against something unpleasant or dangerous.
- Snob Appeal – Suggesting that association with a person or product can make you special.
- Facts and Figures – using tests, statistics or information that sounds ‘scientific’ to prove that one product or person is better than another.
- Unfinished Comparisons – comparing a product or person to another, without providing the other half of the comparison.
- Repetition – repeating a name, slogan, or product over and over in the same advertisement.
- Weasel Words, or Empty Phrases - using broad promises or phrases that don't really mean anything.
Elaborate
At the end of the 16 days, students will set up a store front in the classroom where they will be able to sell their items or services to other students, parents or teachers.
Their store front needs to be colorful and interesting. all studnets will have the ability to move around and buy items or services from others, but they will be reminded that the longer they are away from their own booth, the less money they will make.
Everything will be tied together when the presentations are created and then viewed through the TV network in all classrooms. Students will be given plenty of time in the classroom to get the written parts and the multimedia presentation done. The items they will be selling will be done at home.
Evaluate
Student work will be evaluated using the following rubrics.
Market Day Evaluation
| 1 | 2 | 3 | 4 | |
| Participated in production of good or service | ||||
| Came with all necessary materials for selling | ||||
| Kept an accurate log of sales | ||||
| Behaved appropriately as a consumer and producer | ||||
| Demonstrated understanding of economic concepts by accurately completing reflection form |
Multimedia Presentation
~ T.V. Commercial Evaluation ~
| Category | 4 points | 3 points | 2 points | 1 point |
| Speak Clearly/ Volume | Volume is loud enough to be heard | Volume is loud enough to be heard at least 90% of the time | Volume is loud enough to be heard at least 80% of the time | Volume often too soft to be heard by all audience members |
| Props & Costumes | Students use several props/costumes that show considerable work/creativity & which make the presentation better | Students use 1 prop/costume that shows considerable work/creativity & which make the presentation better | Students use 1 prop/costume which makes the presentation better | The students use no props/costumes OR the props/costumes chosen detract from the presentation |
| Preparedness | Students are completely prepared & have obviously rehearsed | Students seem pretty prepared but might have needed a couple more rehearsals | Students are somewhat prepared, but it is clear that rehearsal was lacking | Students do not seem at all prepared to present |
| Content | Students included a propaganda/persuasive technique & all four required elements: target audience, storyboard, script, prop/costume list | Students included a propaganda/persuasive technique, & at least 3 of the required elements | Students included a propaganda/persuasive technique, and at least 2 of the other required elements | Students included a live performance, a propaganda/persuasive technique, and at least 1 of the other required elements |
Extend
Students can take their data they collected on the Consumer Log and create a line plot on computer paper. They can then take the info and add it into Graph club and see how the info can be displayed as a pie chart as well. Both graphs can be put together on a large sheet of bulletin board paper and displayed in the hallway for others to see.
Afterward, students could write a brief summary of the unit and describe what they learned and how they could possibly improve the product or service to make a better profit if they were to do it again.
The teacher could also give the students time to write a compliment to each of their peers on a job well done.