Constructive Learning: Adaptation Level

(5-8 Lesson)

Build Your Own Business
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Grade Level
5
Classroom Configuration:
  • One to one, in a computer lab setting
  • One to one, with individual student laptops
  • Handheld device with Internet
Arizona State Content Standards
  • Math
    • Strand 1: Number and Operations
      • Concept 3: Estimation
        • PO 1: Make estimates appropriate to a given situation or computation with whole numbers, fractions, and decimals.
    • Strand 2: Data Analysis, Probability, and Discrete Mathematics
      • Concept 1: Data Analysis (Statistics)
        • PO 1: Collect, record, organize, and display data using multi-bar graphs or double line graphs.
        • PO 2: Formulate and answer questions by interpreting and analyzing displays of data, including multi-bar graphs or double line graphs.
      • Concept 2: Probability
        • PO 2: Explore probability when performing experiments by predicting the outcome, recording the data, comparing outcomes of the experiment to predictions, and comparing the results of multiple repetitions of the experiment.
    • Strand 5: Structure and Logic
      • Concept 2: Logic, Reasoning, Problem Solving, and Proof
        • PO 8: Make and test conjectures based on data or information collected from explorations and experiments.
  • Social Studies
    • Strand 5: Economics
      • Concept 2: Microeconomics
        • PO 2: Describe how competition, markets, and prices influence peoples' behavior.
        • PO 4: Describe ways in which entrepreneurs take risks to develop new goods and services.
Arizona Educational Technology Standards (2009)
  • Strand 1: Creativity and Innovation
    • Concept 2: Models and Simulations
      • PO 1: Recognize and explain relevant interdependent elements of a digital model or simulation.
      • PO 2: Explore and experiment with system variables using models or simulations.
  • Strand 2: Communication and Collaboration
    • Concept 2: Digital Solutions
      • PO 1: Contribute to a cooperative learning project and demonstrate effective group behaviors while using digital collaborative resources.
  • Strand 6: Technology Operations and Concepts
    • Concept 2: Application
      • PO 3: Apply spreadsheet formatting skills.
Objectives
  • The student will create a virtual coffee shop or lemonade stand.
  • The student will estimate how many supplies to purchase.
  • The student will analyze the success of their business and make adjustments.
  • The student will construct a graph to summarize results.
Procedure
  1. Students will be working in pairs for this activity.
  2. Each team will choose to create a virtual coffee stand or lemonade stand which they will operate virtually for 14 days. The goal is to make as much money as possible. Students will need to estimate pricing, inventory, quality, and customer satisfaction. As problems occur, the teams will need to make adjustments to their business to remain profitable.
  3. Students will record their daily profit/loss on a spreadsheet. At the end of the virtual 14 days, teams will summarize their totals on a graph generated from the spreadsheet.
  4. Each team will compare their results with another team.
  5. Each student will also reflect on the activity in their journal by responding to the following questions:
    • What did you learn from this activity?
    • What challenges did you encounter and how did your team solve them?
    • If you had another opportunity, what changes would you make so your stand would be more profitable?
    • If you created a real business, what would it be?
    • What challenges might you face and how would you overcome them?
Materials
Assessment
  • Students will be assessed on the spreadsheet formatting and accuracy of their graph.
  • Student journals will be read and commented on by the teacher.
TIM - Constructive: Adaptation
Northern Arizona University