ED 305 Calvin College Lesson Planning Form

Names
Anika Slauer and Evan Kroon
Big Idea:
Boats, Cars, BusinessOh, My
Thread/Crossover: Economics
I. Objectives
What is the main focus of this lesson? This lesson is a culmination of the former lessons where the
students show their knowledge of business basics by running a boat business simulation.
How does this lesson tie in to your units Big Idea? Our big idea is focusing on the basics of
business. In this lesson the students will have to think about who theyre marketing to and how theyre
marketing, what their product is, quantity vs. quality, who are their workers and what are their jobs, as
well as the products affordability.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. Include any themes or major concepts from the thread
(themes of geography, Core Principles of Economics, etc)
1.
2.
3.
4.
5.

Students will experience the process of running a good business.

Students will determine how to market based on their marketing population.
Students will explore the tension between quantity versus quality goods.
Students will discover the efficiency of specialization by determining each workers role.
Students will experience purchasing on credit and will make critical decisions about their
purchases knowing they must pay for all supplies whether or not they are used.
6. Students will calculate their profits by looking at their income and expenses.
4E1.0.4Explainhowpriceaffectsdecisionsaboutpurchasinggoodsandservices(substitutegoods).
Studentswillhavetodeterminepricesfortheirboatsbasedontheirquantity,quality,costsforparts,andsoforth.
4E1.0.5Explainhowspecializationanddivisionoflaborincreaseproductivity(e.g.,assemblyline).
Thestudentswillhavetodecidehowtodividethework,andwhatwillbethemostefficientwayofcreatingqualityboats
whilehavingahighquantityaswell.
MathCrossover:Calculatingprofitbylookingatincomeandexpenses.

II. Before you start

Prerequisite knowledge
and skills.

In the six lessons prior, the students will have learned about supply and
demand, knowing their target population, and specialization in the
workforce. The students also know how to build boats, and they had the
opportunity to create their logos, slogans, advertisements, etc.
Formative: We will walk around as the students are working through the
simulation to see how they break up the workload, as well as how the
decided to market to their target audience.

Assessment
(formative and
summative)

Summative: We will receive posters, videos, etc of the students

marketing strategies that should show their knowledge of their target
audience. We will also determine whose boat company was most successful
in regards to balancing quantity versus quality at a cost effective price.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

Options for Perception

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest

The students marketing techniques can be

tailored to their individual needswhether
that be video, poster, song, etc.

The students are building their

boat and interacting with their
business staff.

They can determine their logos,

marketing strategies, and boat
design.

Options for Language/Symbols

Options for Expression

The students will use mathematical

notation when determining their profits.
Also, the students will be creating
physical/visual representations of quantity
vs. quality products, specialization, and so
forth.
Options for Comprehension

The students are given the

freedom to create their own logo,
boat model, and so forth while in
the simulation.

Options for Sustaining Effort &

Persistence

RECOGNITION
Multiple Means of Representation

This simulation supports memory and

transfer as it is a culmination of the last
four lessons where they learned about
different aspects of businesses.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
e
Parts
3
min

Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Options for Executive Function

The students will be collaborating

and communicating throughout
the simulation.
Options for Self Regulation

Before the simulation official

As the students calculate their
starts, the students will have time profits they can self-assess one
to strategize in areas such as
aspect of their business.
marketing, efficiency, and so
forth.
Simulation Packets for all students
Stacks of paper (divided into bundles of 5, 10, and 20 pieces of paper)
Notecards (divided into bundles of 5, 10, and 20 notecards)
Paper clips
Pencils
Scissors
Class desks will be grouped by fives and the front of the room will be set up
with all of the supplies for the groups to use. Each student will have a
simulation packet and one piece of blank paper.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities (indicate in parenthesis where you are
addressing standards and themes)
Today we will be tying all of our business lessons together by finalizing our own boat
companies! It us up to you and your staff to create the best boats on Reeds Lake. In
order to be the best company in town what do we need to think about again?
-Target population
-Supplies
-Demand
-Location

-Marketing/advertisement
-Quantity vs. Quality
In this class period you will get together with your company that youve created to
actually run your businessesmake your boats, set up your displays, do your profit
calculations, and determine whose company you believe would be most profitable.
Before we begin, a few groups created commercials for their boat companies so we
are going to take the time to watch these videos!

15
min

15
min

Developm
ent

Students will go to their designated companies and work spaces.

Explain the rules:
1. The goal for each company is to be profitable. Income is determined by the
quantity of boats made during the time allotted for production and the
quality of the boats. Each student will vote for his/her top 3 showrooms.
Students cant choose their own company. Extra income will also be awarded
for commercials and special displays. Companies will buy supplies on credit.
Supplies cant be returned, so dont buy too much because you want to keep
your expenses down.
2. Company rules: No running, no yelling, all workers must cooperate with each
other. If an employee breaks the rules, then he/she will be laid off, but the
company will still have to pay the employee wages.
3. Only one worker from each company may shop for the supplies. Bring the
tally sheet on the clipboard with you to the supply store.
4. Remember that all of your boats must look the samethey must include the
logo on either the sail or the body of the boat, and every boat must have a
sail. You will also want to display your boats in an appealing manner before
time runs out.
Now with your company, you have the rest of the class period to make as many
quality boats as possible and fill out expense sheets. Remember to use your time
wiselyyou told me that specialization within jobs helps to make a company more
efficient (just like Henry Fords assembly line)this might be something to think
about as you strategize with your company.

40
min

Are there any questions? Have at it!

5
min

Production time:
Students buy supplies then produce and display as many sailboats as they can.
Companies hang their poster in their display area. Every ten minutes the teacher
calls out the number of minutes remaining in the production time.

15
min

20
min

Clean up and set up displays in showroom areas

Students return supplies, but dont receive credit for unused supplies.
Shopping Time, pictures, clean up
Students walk once around the showrooms without their voting paper deciding on
their top three picks. Students may not talk or discuss their favorites. Any student
caught talking will not be allowed to vote. Students chooses top three places where
they would shop and submit their votes.
While votes are getting tallied, students pose for a picture in front of their display
area. As soon as their picture is taken, they clean up their entire display area.
Complete Income Expenses = Profits worksheet using calculators

10
min

Teacher announces top three most profitable companies and the top 3
showrooms.
Closure

Would anyone like to share what he or she learned throughout running a business?
What were some things that went well or differently than expected? How did your
group advertise to your target audience and specialize roles within the company?
Was it difficult to decide what supplies to buy? What are some tips to be profitable
and what are ways of setting your company up to be not as profitable?

Explain how this lesson supports your Big Idea. What is the takeaway?
The students are modeling basic business principles as they create boat companies. Throughout the
lesson, the students will get to experience firsthand the principles weve been learning about all week.