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2023 Stick With It EEA Lesson

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STICK WITH ITCricut Joy or alternative sticker paper material & printerVinyl or sticker paperPoster paperMarkersChromebooks/iPads/devicesSticker transfer tapeVinyl weeding toolsProducers and ConsumersOpportunity CostSupply and DemandGoods and ServicesDecision MakingEconomic ChoiceMarket ResearchGrade Level: Elementary SchoolMaterials:*This project used Cricut Joy vinyl cutting machines which were receivedthrough a Blue Ridge Pathways grant. This project can be completed withoutusing Cricuts. Students can instead print the digital stickers on sticker paper oradhesive labels.Time Required: 720 minutesLesson Description: “Stick With It” is an innovative design project that enables students to becomeentrepreneurs of their own sticker manufacturing businesses. Students will beintroduced to digital design, market research, supply and demand, productproduction, opportunity cost, marketing, customer service skills, sales, and more!The goal of this unit is to have students make vinyl stickers that can then be soldfor profit.Economics and/or Personal Finance Topics:

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Social Studies- Economics 3.10 The student will identify examples of making an economic choiceand will explain the idea of opportunity cost (what is given up whenmaking a choice).Social Studies- Skills3.1 The student will demonstrate skills for historical thinking,geographical analysis, economic decision making, and responsiblecitizenship byh) using a decision-making model to make informed decisionsMath- Measurement and Geometry 3.6 The student will a) determine the value of a collection of bills and coins whose total value is$5.00 or less; b) compare the value of two sets of coins or two sets of coins and bills; and c) make change from $5.00 or less. 3.15 The student will a) collect, organize, and represent data in pictographs or bar graphs; and b) read and interpret data represented in pictographs and bar graphs. Visual Arts- Innovation in the Arts 3.10 The student will explore and investigate the use of technology forcreating and editing works of art. Day One- Getting StartedBefore beginning this project, provide students with time to explore andbecome comfortable with the design software of your choice. This willallow students time to become acquainted with the program and begingenerating ideas for stickers they are interested in making. During thistime the teacher will introduce searching for and inserting images,resizing images, adding text, changing fonts and text sizes, along withsending the design to the printer or vinyl cutter. Once the designs areprinted or cut, the teacher will have students apply transfer tape, ifneeded, for vinyl stickers and show students how to apply their stickers to a clean surface.Standards: Procedure: Stick With ItBy: Lauren Markel

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Day Two- Introducing the ProjectIntroduce the project to the students. Explain that they will be makingstickers using the design software they learned about yesterday and thenselling them for profit. Discuss the terms producers and consumers and asa class, define their definitions. Then, use the slides attached to brainstorma list of who their consumers may be. Once the list is generated ask thestudents, “How will we know what types of stickers to make?” This willlead to conversations about needing to conduct some form of marketresearch. Explain what market research is and how it can be conducted ina school setting by sending out a Google Form survey. Generate a list ofquestions to include on the survey and include these on the slides.To finish up day two, explain to students what an assembly line is and howit can streamline their workflow to produce stickers more efficiently.Introduce the jobs and their descriptions to students and explain that theywill be applying for one of these positions. Jobs can include designer,production step 1, production step 2, production step 3, and inspector.Detailed descriptions can be found in the linked slides.Allow students time to complete the attached job application. This willidentify their strengths and allow them to have a say in their positions.Day Three- Gathering DataUsing the questions generated from day two, the teacher will generate aGoogle Form survey that can be used to conduct market research. If this isnot an option, a paper survey can also be used. The teacher will send thesurvey to potential consumers such as faculty, staff, and students at theschool. A survey example is linked here.Day Four- Analyzing the DataAllow time for the consumers to complete the survey. Once the data hasbeen collected, share this information with the students. If using a GoogleForm, include the visual representations of this data that are generated sostudents can view the pie charts. As a class, discuss what they noticeabout the data. Introduce the PACED Model to students. Explain that theycan use this type of model to make informed decisions. In this case, theywill be working with the problem: What types of stickers should we make?Use the data gathered to identify the alternatives and then decide onrating criteria. Students can use a number system, smiley faces, etc., tocomplete the ratings. An example for this project is attached. Once thestudents have made their decisions on which stickers to make, discuss theterm opportunity cost. Have the students identify their opportunity cost in this situation.Procedure: Stick With ItBy: Lauren Markel

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Day Five and beyond! (This portion may last as long as you see fit)- Let’sProduceBased on the job applications, the teacher will put the students in groupsto produce stickers efficiently. Tell the students the group that they are in,and the job that they have received. Explain their job descriptions again soeveryone can be successful in the process of creating the stickers. Duringthis phase of the projects, students will work to design, cut, weed, applytransfer tape, and get products ready to sell! Students will become expertsat their positions on the assembly line! This is a great time to talk abouthow to be efficient and why this matters when producing products.Day 6- Creating Marketing MaterialsOnce all of the stickers have been produced, as a class, decide on a pricepoint. Use the slides attached to discuss what similar items are being soldfor on Etsy. Talk about what is affordable for school members, students,and parents. Have students consider their time and materials whenmaking this decision. Before making a final price decision, complete thePotential Profit worksheet attached. As a class work through differentpricing points and the potential profits that could be made.Once the final pricing point has been established, generate ideas forwhere the money can be donated to. If students are struggling to think oforganizations, offer a few suggestions to get them started.Now, it is time to create marketing materials! Discuss whatadvertisements are and why they are important. Talk about what sticksout to them as consumers when looking at marketing materials. Generatea list of information that needs to be included on their posters in order fortheir customers to know the details of when, where, and why they arehaving a sale.Provide students will large poster paper and coloring utensils to createposters advertising their sale.If possible, record a short video advertisement that can be sent out school-wide to remind students of the sale. This video can also be used to send toparents.Procedure: Stick With ItBy: Lauren Markel

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Day 7- Practicing Customer Service SkillsUse this time to make sure students understand how to explain to thecustomers the application process of the stickers, and how to packagethem. Provide students with a small handout of written applicationinstructions that can be given to customers. These directions are attached.Then, the teacher will lead the students through the Let’s Make Changeworksheet that is attached. This will require students to work throughsample scenarios they may encounter when selling the stickers.Day 8- Let’s Make a SaleToday is the big day! Have students set up their shop in an area conduciveto this sale. Allow students to arrange their stickers on tables so they canbe seen. Remind students of the customer service skills discussed on day7. During the sale, students will engage customers, practice makingchange, and package their products.Once the sale is complete, as a class, count the total profit made. Use thisinformation to send out a school and community thank you forsupporting their organization!During the sale, select a few customers to be “secret shoppers” to providefeedback to the teacher. The secret shoppers can use the attachedchecklist to assess each group.Day 9- Debriefing the ProjectTo bring closure to the project, bring the students together as a class todiscuss what they learned through this process. Allow students time togenerate ideas and talk about their successes and what they would dodifferently next time. Remind the students of the total money raised andwhere it will be donated to. This would also be a great opportunity torecognize students who went above and beyond throughout the project.Procedure: Stick With ItBy: Lauren MarkelDuring the sticker sale, provide a few consumers with the “Secret ShopperChecklist” linked below. This will allow the teacher to see general feedback oneach group. Students will be evaluated on their overall engagement withcustomers, change-making skills, and overall product satisfaction. Anotherassessment piece to include is a Google Form asking students for theirfeedback. This is a great way to gauge how the project went in their eyes. Asample form is linked below. This form also allows students to indicate thenew design and production skills they have learned throughout this process.A sample form is linked here.Assessment:

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There are several ways “Stick With It” can be adapted to improve accessibility.It is important to consider including screen-free options for students.Students can design with markers rather than devices. Keep in mind the finemotor skills of your students as well. This is important when assigning jobs tostudents. If a student struggles with fine motor skills, they may be bettersuited for the designing position rather than a production position. Teachersshould also be intentional when assigning groups. The job application willhelp identify strengths and weaknesses of students but the teacher can helpcreate groups of students that can support each other.Students may also need more support when using the design program.Consider developing a list of words they can search for when looking forimages.“Stick With It” has many opportunities for extensions. If students arecomfortable with designing, they can use a more advanced software programto design their own images rather than searching for premade images. Aprogram like Canva would lend itself well to this!For students who excel in math, including a more advanced lesson onmaking change would benefit them. They could also work on more difficultproblems when completing the making change lesson.Another extension idea would be to have each group come up with their ownprice points and allow them to conduct the sale this way. Students wouldlearn more about supply and demand this way, as well as the importance ofpricing your items for their target market. will learn about producers and consumers when they determinewho is producing a product (the students) and who they are selling theirproduct to (the school community) during a class discussion. They will alsodecipher between goods and services to determine they are producing goods(their stickers) to sell. Students will conduct market research by generating questions to go on aGoogle Form to decide what types of stickers will sell best.Extension and Modifications:Supplemental Materials Found Here: Explain how this lesson/unit teaches or reinforces the economic/personalfinance concepts above.Stick With ItBy: Lauren Markel

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Lauren MarkelCentral OfficeRockingham County Public SchoolsStick With ItBy: Lauren MarkelBy completed a PACED Model students will partake in economic decisionmaking, along with determining opportunity cost. Students will learn about supply & demand through the selling of theirstickers. They will get real life experience of what their customers most wantto purchase! Explain how this lesson/unit teaches or reinforces the economic/personalfinance concepts above.