Play Dough Project Lesson

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<ul><li><p>8/12/2019 Play Dough Project Lesson</p><p> 1/3</p><p>Introduction to Economics Play-Dough Project</p><p>Goals &amp; Objectives</p><p> Students will create their own products using play-dough to represent a scarce</p><p>resource.</p><p> Students will create a 30 second commercial and a business plan for their product.</p><p>Students will present their product, commercial, and business plan to the class.</p><p>California State Content Standards</p><p>12.1.1 Examine the causal relationship between scarcity and the need for choices</p><p>Common Core Literacy Standards</p><p>CCSS.ELA-Literacy.WHST.11-12.10 Write routinely over extended time frames (time for reflection</p><p>and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-</p><p>specific tasks, purposes, and audiences.</p><p>CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information</p><p>presented in diverse formats and media (e.g., visually, quantitatively, as well as in words)</p><p>in order to address a question or solve a problem.</p><p>CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the</p><p>development, organization, and style are appropriate to task, purpose, and audience.</p><p>Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) Time: 5 min.</p><p>I will do a brief review of the concepts we went over on the previous day and will connect</p><p>them with the main activity we will be doing today. I will explain that we cannot have</p><p>everything that we want because society does not have the resources to produce</p><p>everything people want. The problem of dealing with scarcity involves making choices.</p><p>Vocabulary (Content Language Development) Time: 5 min.</p><p>The vocabulary terms will be written into PowerPoint slides which will be projected on the</p><p>screen so all students can see them. I will also verbally explain their definitions and use</p><p>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.</p><p>Terms include: competition, scarcity, demographic, and availability of resources.</p><p>Content Delivery (Method of Instruction) Time: 5 10 min.</p><p>Day 1: In order to reinforce the concepts learned in the previous lesson, the students will</p><p>do a play-dough project. I will project the instructions for the project on the overheard</p><p>screen and I will verbally explain and elaborate on the instructions. The students will get</p><p>into groups of 3 or 4 and will receive a certain amount of play-dough (not all students will</p>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/</li><li><p>8/12/2019 Play Dough Project Lesson</p><p> 2/3</p><p>receive equal amounts, in order to demonstrate the effects of scarcity and differences in the</p><p>availability of resources) and they will create an original product with their play-dough.</p><p>They must name their product and set a price for it, and they must also create a 30 second</p><p>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</p><p>include the following: what their product is, what idea they improved upon to create their</p><p>product, what they see happening to their product in the future, potential consumer</p><p>problems or issues with producing/selling their product, what market demographic they</p><p>are targeting with their product, what tools/resources they would need to produce their</p><p>product, and what potential competition they would face.</p><p>Day 2: I will tell the students to get back into their groups in order to finish creating their</p><p>products and writing their commercials and business plans. I will announce when it is time</p><p>for them to present what theyve created to the class.</p><p>Student Engagement (Critical Thinking &amp; Student Activities) Time: 30 - 35 min.</p><p>Day 1: Students will form groups of 3 or 4 and will brainstorm, discuss, and record ideas for</p><p>their potential products. They will begin to create their business plans and commercial,</p><p>and will begin to create their product using the play-dough. Students will also begin to</p><p>prepare for presenting their creations the following day.</p><p>Day 2: The students will finish creating their play-dough products and finalize their</p><p>commercials and business plans. When instructed, the groups will begin presenting their</p><p>creations to the entire class. Each group member will be expected to contribute to the</p><p>presentation by saying something.</p><p>Lesson Closure Time: 2 3 min.</p><p>Day 1: I will remind students that they will be presenting tomorrow and begin assigning</p><p>the order the groups will present in.</p><p>Day 2: At the end of the presentations, the whole class will vote by applause as to which</p><p>group created the best product. The winning group will receive extra credit.</p><p>Assessments (Formative &amp; Summative)</p><p>Day 1: I will be roaming around the room and will check each groups progress on their</p><p>project and will answer any questions as needed. This will serve as an informal progress</p><p>monitoring assessment.</p><p>Day 2: The presentations, physical play-dough product, and the written commercials and</p><p>business plans will be graded and will serve as a formal summative assessment for this</p><p>lesson and as a formal progress monitoring assessment for the unit as a whole.</p></li><li><p>8/12/2019 Play Dough Project Lesson</p><p> 3/3</p><p>Accommodations for English Learners, Striving Readers and Students with Special Needs</p><p>I will strategically place these students in heterogeneous groups so they can fully benefit</p><p>from group learning and participation. The project instructions will be projected on the</p><p>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,</p><p>commercials, and business plans to me in a one-on-one setting.</p><p>Resources (Books, Websites, Handouts, Materials)</p><p>Ch. 1 Sect. 1 of Prentice Hall Economics: Principles in Action, PowerPoint notes, play-dough.</p></li></ul>