Download Consumer Education Curriculum Guid for Ohio 1976

TEACHING LEARNING UNIT
"PRODUCING AND MARTING A PRODUCT"
By
Ruth M. Schwonberg
TEACHING LEARNING UNIT
"PRODUCING AND MARKETING A PRODUCT"
I. Introduction
A. Prepared for Fifth Grade Social Studies,
Mathematics, and English classes.
B. Anticipated lengths from three to four weeks
(determined how long class decides to be in
C.
This teaching unit used as only one part of a
larger unit on economics Which will be preceded
by consumer buying and needs and followed by
investments and banking.
II. Unit Objectives
A. Behavioral Objectives
1.
Given a list of economics terms relating to
producing and marketing a particular product, the
student will be able to match terms to proper
definitions with 60% accuracy for a' "D" grade,
70% for "C", 80% for "B", arid 90% for "A"
Grades. (This is school system grading.)
2.
This student will be able to recognize false
advertising with the same accuracies as the above
objective in 1 if given specific problems in
thinking related to persuasion used in
advertising.
3.
This student will be able to show economic
mathematical transactions in problems and in
line, bar, and circle graph forms with the earn
accuracies as in 1 above, after keeping accurate
records of costs and sales in a particular
company.
4.
The student, after reading arid discussing the
steps in decision making process, will be able to
tell the basic steps in decision-making and show
decisions made in purchasing a particular product
judged accurate by the instructor.
5.
This student through role playing will be able to
participate in planning, producing, marketing and
advertising a product. Their success will be
judged accurate through observation and record
keeping by the instructor.
B. Affective Attitude Development
l.
Recognition of the important contribution made by
businesses in this community.
2.
Realization that the success of any business is
determined to a great extent by the organization,
management and quality of product to be sold.
III. Economic Content
A. Subject Matter
1. Economic Terminology
2. Organization and management of producing a quality
product for marketing to the student body.
3. Recognizing propaganda and "gimmicks” used in
advertising today.
4. Making an advertisement to pest or to be used
orally on school intercom.
5. Mathematical problems used to calculate gross, net
profits, cost per unit, total costs and total
revenues, fixed and variable costs, through
problem solving using addition, subtraction,
division, and multiplying arid showing results on
graphs.
6.
Decision-making process using the following steps:
defining the problem, seeking alternative
solutions, thinking through alternatives, selecting
an alternative, accepting responsibility for the
decision.
B. Problems
l. Social Studies Problems
a. Understand true needs
l. Necessities
2. Luxuries
b. Decision-Making
l. Learn steps in process of decision-making
2. Make choices of products to be produced
a. Through market survey
b. Considering cost per unit
c. Considering profit
3.
Choose Board of Directors of a company,
consisting of a president, secretary, treasurer,
and two others to present management.
a. Guide decisions
b. Keep records
c. Bank profits
c. Participate in production of a product
d. Participate in marketing a product
e. Comparing -advantages and disadvantages of companies of
the community
2. English Problems
a. Problems in Thinking to find in advertisements
l. Circular reasoning - I like it because it is
great. It's great because I like it.
2. Does not follow--Do this, and that will
happen.
3. Argue about people--Because Mr. Big in
baseball
uses it is good for you to u it.
4.Rationalizing or Scapegoat I did this because I
had to or my brother poor idea or wrong action,
for reason of action.
5.Bandwagon--Everyone is doing it so I should do
it.
3. Make-up and advertisement for a known product
using one of the above methods of thinking in
persuading a consumer to buy a particular product.
Orally. May use T. V. advertising to help.
4.Bring in newspaper advertisement and discuss
persuasion method.
5.Make poster advertisement for product to be sold.
6.Discuss slogans used in good advertising, Rhyme,
repeated sounds, pride.
7.How can advertising be good? Charity, product is
truly needed.
8.How can advertising be poor? Can't afford it,
give to
wrong cause
3• Mathematical Problems
a. Calculating total cost per output of product
b. Calculating unit price of product
c. Calculating total revenue of output
d. Calculating profit made from output.
e. Making bar, line and circle graphs representing
the above and also total output when each person
makes item compared to total output when assembly
line is used.
C. Economic Terms (Fifth Grade Level)
l. Needs-those goods and services, which are essential,
for life
2. Wants -those goods and services which make life more
pleasant and comfortable
3.Consumer - one who uses goods and services to satisfy
his own needs
4.Producer- who produces goods and services
5.Barter-a simple, direct exchange of surplus goods
and/or services for a desired one.
6.Prices-the exchange value of a product or service
stated in terms of money
7. Automation - the process whereby human labor is
eliminated, reduced or replaced by machines in order to
increase production or decrease costs.
8. Specialization-the training of a worker in a
particular job or skill in order to increase production
and efficiency; division of labor.
9. Raw Materials- material used to produce a product
l0. Assembly line-method of producing goods faster than
without.
ll.Capita1 any goods and money used to produce a
product
12.Total cost all cost involved in making a product or
total output
13.Total revenue All monies brought in from marketing a
product
l4.Profits Total revenue minus total costs
15.Pixel costs-those costs in producing that will not
change
l6.Varible costs those costs in producing a product
that are subject to change.
17.Output the number of items of a product that are
produced to market.
18. Decision making a step-by-step process, which leads
to a logical decision or conclusion.
19. Board of Directors persons elected to a board to
act as management.
20. Advertising the art or practice of selling goods or
services by means of paid notices.
IV. Activities
(Time required)
A. Initiatory (1 period)
l. Social Studies - to establish wants and needs
a. "Baker's Dozen Game" using 13 items the students believe
they feel is their needs. (Find out by survey and put
on board as given to you) Then, have students start
crossing out item they would give up to show the
difference between wants and needs.
Movie-"People Who Work in Factories" 13 m. Content-Just
about everything we use is made in a factory. A young
boy followed workers through a typical day and
discovers how people work together, combining different
skills to produce one of his favorite thin3--a
bicycles.
b.
Making bulletin board On Consumer and Producer Cycle
(2 periods) In center of board teacher will have the
Cycle of Consumer giving Labor, Land, Capital,
Management to Producer. Producer Giving goods and
services to Consumer. Students will bring in pictures
from magazines, newspaper ads, or draw wants and needs.
Put the Wants on one side of bulletin board and the
needs on the other side. As the student puts up his
picture, he will t11 why it is a need or a want
Discussion will follow with other students if they
agree or not, or if someone's want is someone else’s
need. (3O students)
b. Assembly line, mass production, specialization,
automation. Output, unit pricing etc.(2
periods).
Movie -"How Clothing Is Made" 14 mm.
Content-Story of mass production in a modern
clothing factory. We follow the making or a shirt
from the designers sketch to the shipment to the
store. Follow with discussion on the terms in the
movie pertaining to producing the product. Have
each student make a progress chart of a product.
Such as Milk to the Carton, Wood to lumber.
c. Selecting Product to produce (2 English periods and 1
Social Studies Cont'd)
2. The class will select four or give products and take to other
classes and make a market survey of the products.
3. The class must vote on product to make, using the above data to
help make a decision.
d. Advertising- (1 Social Studies and 1 English period)
Movie Advertising: Information, Persuasion or Deception"
Content-Every purchase represents an attempt to satisfy needs
and desires on many different levels from the most practical
to the completely irrational. Advertisers try to reach the
consumer on all these levels. 13 m. Discuss the methods used
to persuade the consumer and try to find any of the problems
in thinking earlier discussed in class.
2. Have student through role playing present advertisement from T.
V. Watching and have class discuss the honesty, logical
thinking or poor thinking presented in each.
3. Mathematics - 5 periods
a. Have students bring in story problems for class to solve made
from advertisements in newspaper or catalouges.A1l problems must
be geared to an economic situation. How many to buy at a certain
price for how many students? The total cost to make an item and
the unit price of it. How much profit-would be made if the
variable costs were given and the fixed costs were given. 3O
students should give 6 problems each day to figure out.
b. Movie Graphs: Understanding and using them-Content: As Joan
graphs the number of bottles of pop she sold at each of the
Local baseball games we learn that a graph is a visual representation of a set of ordered pairs. We see various types
pictorial, horizontal, vertical, bar, circle and line graphs.
11m.
c. Culminating Activities (10 schools days approximately)
These activities will use a combined period of Social Studies,
English and Mathematics.
l. Field Trip to local industry. (Modern Tool and Die, Valley
City, 0., Root Company, Medina 0.)
2. Role Playing -- Divide the students (30) into two groups called
Company A arid Company B (Students will select their own
names.)
a. Select a Board of Directors, using criteria in earlier
instruction.
b. Select Advertising Committee
c. Select the Salesmen
d. Do record keeping of all transactions and meetings.
1.Total cost-variable and Fixed Costs.
2.Total Revenue
3.Profits
4.Output
5.Price per unit
e. Making graphs comparing the two companies in sales, profits,
total revenue, applying skills in multiplying, dividing,
adding, and subtracting.
3. Play game "Bingo" and "Tit-tat-toe" with terms and definitions
used in this unit.
4. Objective test--over above items using matching, completion
arid two essay questions about advantage of business in the
community.
(Social Studies Test) Matching test with problems in thinking
and giving two examples to two different methods in problems
of thinking. (English)
Test consisting of eight reading problems pertaining to economic
situations and two graphs to make with given data. (Mathematics)
c. Assembly line, mass production, specialization, automation,
output, unit pricing etc (2periods) Cont'dPlay the Widget Game-Simulation of making a product(Widget)
designed to introduce or illustrate the advantages of division of
labor, specialization and skill to the production process. The
simulation may be used to demonstrate only one idea, such as
division of labor, or to demonstrate several concepts related to
production. Reviewed on p 103 of 1976 Consumer Education
Curriculum Guide for Ohio.
A unit pricing exercise-student handout IV#6 p14.7 - Social
Studies source Supplement to Consumer Education Curriculum Guide
for Ohio.
Movie-Crossroads of America 30 min. Show Henry Ford inventing the
idea of assembly line in production of the Model T Ford. Following
the movie discuss why output increased and why price became low
enough for the farmer to buy a Model T. How did this benefit
society?
2.Engllsh (5 class periods)
a. Some problem in thinking
l. Circular reasoning - Monday period
2. Arguing about people-Tuesday period
3. It does not follow-Wednesday period
4. Rationalization or Scapegoat-Thursday period
5. Get on the Bandwagon-Friday period
Using the English text ppl6l-167 read examples and have
identified to class and then have students make up one and have
the students tell why or why not the statement is an example of
the problem in thinking.
3.Mathematics (5 periods)
l. Use addition, subtraction, multiplication, or division to solve
one-step problems involving data in paragraph,
tabular, or graphical form. p170 Math Text p171
2. Determine the best answer when using division to solve
story problems
3. Use addition, subtraction, or multiplication to solve
simple multiple-step problems. p173
4. Tell which information is not needed to solve a given story
problem.
5. Find the mean, range, and median of a set of numbers. pl76-77
B. Developing Activities
1.Social Studies (2 periods, 30 students /3-5 min.)
and (I will combine Social Studies arid English
periods for this exercise)
English
a.
Decision-making problems
Have students bring to class object or picture of
object they would buy or have bought and tell the decision-making
process steps used in deciding to buy this particular product.
Follow each item with class discussion on if logical or poor
thinking was used in making their decision.
b. Selecting Board of Directors (1 Social Studies Period)
Hand out a sheet on the decisions that a president,
secretary, treasurer would have to make and jobs that the board
would have to do. Have students list qualities needed in an
individual to carry out these duties in a company.
c. Selecting product to produce (2 English periods, and 1
Social Studies
l. Student will bring in and describe in some matter (diagram or
object) a product that he or she feels the class could sell to the
student body, telling the cost of making such a product and list
the materials needed to make it arid why it would fulfill a need
or want.
V. Evaluation Procedures
A. Pretest in each subject-Social. Studies over knowledge of
consumer producer, employer-employee, and community companies or
industry. (Use Social Studies Text, 'Your People and Mine, Ginn
and the accompanying workbook.)
B. Quiz in English on different types and the why of advertising.
(Use Text Ginn Elementary English and workbook.
C. Mathematics pre-test over understanding reading problems and
making a graphs. Use Macmillan Mathematics -p63 and p.175
D. Post tests as described in the Culminating activities.
E. Teacher observation of class participation.
F. Records kept, and profits made.
G. Evaluate advertisement made by each pupil. According to the
message given to consumer, and the neatness, originality, color,
lettering and "eye-catching" qualities.
I. Evaluate the progress charts made following a product from raw
material to the store.
J. Give attitude essay test on buying and producing a product and
how it affects family, school and the community as well as the
country.
VI. Materials and Resources
A. Bulletin Board materials from teacher's files, magazines,
newspapers, or student's drawing of a product.
B. Community. resource of local industry. Modern Tool and Die,
Valley City or Root Company, Medina, Ohio.
C• Texts Your People and Mine, Ginn Social Studies
Elementary English Ginn - English
Macmillan Mathematics, Grade Five, Macmillan Mathematics
D. References for teacher
Consumer Education Curriculum Guid for Ohio 1976
Social Studies Resource Supplement to Consumer Education
Curriculum Guide for Ohio 1971
Management for Modern Families - Gross and Crandall
E. Movies obtainable from the Medina County Film Library
1247 "Advertisings Information, Persuasion or Deception
959 "People Who Work in Factories"
1127 "Graph: Understand and Using Them"
5147 "How Clothing Is Made"
"Crossroads of America-Story of Henry Ford's Assembly Line."
F. Capital provided by teacher and returned before profits are
counted.
This unit All be followed by one on Investing the Profits or
Banking.