Classroom Store Trading Adventure
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we run a successful classroom store by understanding the roles of consumers and producers and the process of trading goods?Essential Questions
Supporting questions that break down major concepts.- What are goods and services?
- How do we trade goods in a community?
- What roles do consumers and producers play in a marketplace?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will identify and differentiate between goods and services.
- Students will understand the basic concept of trading goods within a community.
- Students will explore the roles of consumers and producers in a marketplace.
- Students will apply their understanding by participating in a classroom store activity.
State Educational Standards
Entry Events
Events that will be used to introduce the project to studentsMarket Day Mystery Box
A surprise box is delivered to the classroom filled with various items. Students have to decide which items to stock in their store based on value and demand, prompting them to explore concepts of supply, demand, and decision-making in business.Advertise Your Product
Students are asked to create advertisements for different products they will sell in the classroom store. This entry event taps into interests in art and communication, and explores how advertising affects consumer choices.The Great Supply Hunt
Students receive a mysterious letter that tasks them with gathering supplies from different 'countries' (stations around the classroom) to open their store. They learn how goods and services are exchanged globally, sparking curiosity about international trade and economics.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Goods and Services Exploration
This activity introduces students to the basic concepts of goods and services through interactive engagement with everyday items. Students will explore different objects, identify them as goods or services, and discuss their importance in the community.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA sorted collection of items categorized into goods and services by the students.Alignment
How this activity aligns with the learning objectives & standardsAligns with SS1.E.1 as students identify examples of goods and services in the community.The Producer and Consumer Role-Play
Students engage in a role-playing activity where they take turns acting as producers and consumers. This helps them understand the dynamics of a marketplace and the roles each plays in it.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityAn interactive role-play session where students physically demonstrate understanding of producer and consumer roles.Alignment
How this activity aligns with the learning objectives & standardsAddresses SS1.E.3 by allowing students to understand and apply the roles of consumers and producers in a market.Community Market Day
Students will simulate a community market day where they set up their own stalls and practice exchanging goods and services. This practical exercise helps them grasp the concept of trade and its functions.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA full-class participation event replicating a community market where students buy and sell goods and services.Alignment
How this activity aligns with the learning objectives & standardsComplements SS1.E.2 by providing a practical description of how goods and services are exchanged in a market.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioCommunity Market and Trading Rubric
Understanding of Goods and Services
Assesses students' ability to correctly identify and differentiate between goods and services.Identification of Goods
Measures the student's ability to accurately identify and categorize tangible items as goods.
Exemplary
4 PointsCorrectly identifies all items presented as goods, with insightful understanding of their characteristics and functions.
Proficient
3 PointsIdentifies most items correctly as goods, showing good understanding of their characteristics.
Developing
2 PointsIdentifies some items as goods but with occasional inaccuracies or misunderstandings.
Beginning
1 PointsStruggles to identify items as goods, with minimal understanding of their characteristics.
Identification of Services
Measures the student's ability to correctly identify and categorize intangible offerings as services.
Exemplary
4 PointsCorrectly identifies all services, displaying strong understanding and ability to differentiate services from goods.
Proficient
3 PointsIdentifies most services correctly, demonstrating general understanding of what constitutes a service.
Developing
2 PointsIdentifies some services but often confuses items as goods or shows limited understanding.
Beginning
1 PointsShows minimal ability to identify services, often confusing them with goods.
Understanding of Market Roles
Evaluates understanding of consumer and producer roles and the ability to articulate their functions within a marketplace.Role Play Execution
Evaluates students' engagement and performance during role-play activities as producers and consumers.
Exemplary
4 PointsExhibits thorough understanding and active participation as both producer and consumer, showing leadership and insight in role exchanges.
Proficient
3 PointsActively participates and demonstrates clear understanding of both roles with minor guidance.
Developing
2 PointsParticipates in role-play with basic understanding but requires moderate guidance or prompts.
Beginning
1 PointsStruggles to participate or understand roles during role-play, needing significant guidance.
Articulation of Roles
Measures the ability to explain the roles of producers and consumers and their importance in market dynamics.
Exemplary
4 PointsArticulates a deep understanding of both roles' functions and their interplay in markets with sophisticated explanations.
Proficient
3 PointsProvides clear and correct explanations of roles, demonstrating good understanding of their functions.
Developing
2 PointsProvides basic explanations of roles with some errors or unclear reasoning.
Beginning
1 PointsStruggles to explain roles, showing limited understanding or confusion.
Participation in Market Simulation
Assesses engagement and application of trading in a simulated market environment.Trading Interaction
Looks at how well students engage in trading activities, including communication and negotiation during market day.
Exemplary
4 PointsEngages confidently in trading with effective communication and negotiation, showcasing clear understanding of market exchange.
Proficient
3 PointsConsistently interacts in trading with clear communication, demonstrating good understanding of market dynamics.
Developing
2 PointsInteracts during trade but with limited communication or understanding, requiring some prompts.
Beginning
1 PointsStruggles with trading interactions, needing substantial guidance to engage.
Reflection on Learning
Assesses the ability to reflect on market day experiences and articulate learning outcomes.
Exemplary
4 PointsProvides insightful reflections on experiences, clearly articulating what was learned with examples or suggestions for improvement.
Proficient
3 PointsReflects effectively on experiences, articulating what was learned with some clarity.
Developing
2 PointsReflects on experiences but with limited depth or clarity in articulating learning outcomes.
Beginning
1 PointsShows minimal reflection on experiences with no clear articulation of learning outcomes.