Lesson Title: Creating a Candy Bar

Goal: In groups of 3-4, students will create a candy bar: naming it, designing a wrapper
and logo, determining a production cost and sale price, and devising a 60-second
commercial/presentation using a poster visual to present it to a Board of Directors.
Standards for 4th, 5th. or 8th grades:
Theme: Ohio in the United States (4th grade)
Strand: Economics
Topic: Production and Consumption
Content Statement: Entrepreneurs in Ohio and the United States organize productive
resources and take risks to make a profit and compete with other producers.
Strand: History
Topic: Historical Thinking
Content Statement: Historical events can be organized to show patterns.
Theme: Regions and People of the Western Hemisphere (5th grade)
Strand: Economics
Topics: Markets and Production and Consumption
Content Statement: Regions become interdependent when they specialize in what they
produce best and then trade with other regions to increase the amount and variety of goods
and services available.
Theme: U.S. Studies from 1607 to 1877: Colonization Through Reconstruction
Strand: Economics
Topics: Markets and Production and Consumption
Content Statements: Markets exist when buyers and sellers interact. The intersection
determines market prices and thereby allocates scarce resources, goods, and services. The
Industrial Revolution fundamentally changed the means of production as a result of
improvements in technology, use of new power sources, the advent of interchangeable parts
and the shift from craftwork to factory work.
Other disciplines and their respective standards utilized in this lesson in addition to Social
Studies include Art, Math, and Language Arts.

Procedures:
The teacher should begin the lesson with a whole-class lecture/discussion using the 4
guideline questions pertaining to the candy bar as a prelude to the group activity. These
discussion questions pertain to a definition, appeal and profit, types and taste, and
marketing information concerning price (which may require some research). The
discussion of the 4 questions should then be followed by utilizing a timeline to relate a short
history of the chocolate bar and retro candy using the included fun facts and web-based
information of a decade-by-decade commentary to indicate when particular brands were
invented, rankings of leading sellers, and related facts.

Divide the class into groups of 3-4 and present the included Premise, which establishes each
group as research and development employees of a large chocolate company assigned to
create a new candy bar for the upcoming season. The endeavor entails creating a poster
board visual requiring a name, wrapper, logo, and projected costs of production and sale.
Each group is to further develop a 60-second commercial presentation to the Board of
Directors (a student group or the teacher). The time allotment for the group project is at
the teachers discretion and it is recommended that it entail class time so as to allow the
teacher to monitor and advise the groups.

Group Instructions:
It is recommended to use the official Premise which relates specific instructions. Supply
each group with a poster board and make available colored markers, crayons, or colored
pencils.

Assessment:
Though evaluation criteria are best left to the teacher, it should be taken into consideration
the extent of group cooperation and participation (all members must participate in the
commercial presentation as well as be expected to contribute to the task), clarity, creativity,
completeness, and feasibility of the product. A suggested scoring guide/rubric for the
presentation is included and reflects a more authentic assessment but needs a grading scale.

CANDY BAR EVALUATION GUIDE/SCORING RUBRIC

PRESENTATION/CLARITY (1-15 pts.):

Is the presentation organized? Does it flow smoothly?

Are the important points made clear or vaguely left open to question?
Do all group members actively participate in the presentation?

COMPLETENESS (1-15 pts.):

Are the required components comprehensively addressed on the poster board and
during the presentation (name, logo, wrapper, production cost, sale price, target
consumers, and specific product information)?

FEASIBILITY (1-10 pts.):

Is the product practical in terms of appeal? Is it realistic in this regard?
Is the cost/sale price ratio realistic?
CREATIVITY (1-10 pts.):

Is there a strong element of creativity and originality in the project?

GROUP:___________________________________________________
PRODUCT NAME:__________________________________________

1-5

6-10

11-15

SCORE

PRESENTATION/CLARITY_____________________________________________
1-5

6-10

11-15

COMPLETENESS______________________________________________________
1-4

5-7

8-10

FEASIBILITY__________________________________________________________
1-4

5-7

8-10

CREATIVITY__________________________________________________________

TOTAL (50): __________

1.

What is a candy bar?

2.

What makes a candy bar successful?

3.

What differentiates candy bars?

4.

How much do they cost?

WHAT DOES THE

CONSUMER PAY FOR?

RECIPE
PACKAGING
MARKETING
TRANSPORTATION

PREMISE:

The Board of Directors of this chocolate company is

seeking to develop and market a new candy bar for the
upcoming season. Several research and development
groups are in the process of developing the new bar
and will present their proposals to the Board during a
formal presentation. Due to the projected costs of
development, production costs, marketing, and
promotion, only one can be chosen.
INSTRUCTIONS:
Using the provided poster board, each group will
design a visual ad for a new candy bar:

Name the bar

State the type or flavor of the bar
Design a wrapper
Construct a logo for the wrapper
Include any other pertinent information

FOR THE PRESENTATION TO THE BOARD:

Using the poster board, present a 60-second
commercial advertisement
State the target group of consumers
Determine the PRODUCTION cost and SALE
price
Include any other pertinent information to
convince the Board to choose your proposal