Dora l2
Dora l2
Dora l2
Rationale:
In relation to last week, once youve got your resources, you are going to have to go
through the process of making your products. If you want to make lots of one thing, you
are going to have to implement specialization and division of labor. For students, it is
important to recognize that it is much easier for people to become really good at one
thing than try to be good at lots of things. Specialization occurs not just in assembly lines,
but in school, sports, and much more!
Assessment:
After assembling crayon boxes individually, students will collaborate to decide on how
they can specialize/divide the labor so that they can improve on their original time.
After the assembly activity, students will be able to choose between two writing prompts.
In either, students must provide two pieces of evidence that demonstrate that
specialization and division of labor increase productivity.
The learner will be able to complete the three sections on the first page of their business
plan outline (product name, product description, resources).
The student will receive a (working toward), check mark (meets), or + (exceeds) for
each of the above assessments.
Materials
Paper & Pencils
Individual Word Walls
Learning Logs
Week 2 image (from last week)
48ct crayon box, disassembled
Crayon color list
The Goat in the Rug by Charles L.
Blood
Business plan outlines (1 per
student)
Lesson Sequence:
Crayon Box Assembly: Round 1 {~10 min}
1. Tell students that they are going to experience being part of an assembly line
(WW) by putting together crayon boxes as fast as they can.
2. Each student will be tasked with the following:
a. putting together the box for the crayons
b. finding all of the colors needed for their box
c. placing their crayons in the box
d. placing their box in the holding container
3. Once the timer is started, students may begin assembling their boxes.
Discussion & Vocabulary {~8 min}
1. Ask students: How do you think you did? Do you think you could do it any
faster?
2. Tell students that when products are made using an assembly line, people (or even
machines) often specialize (WW). This means that they do one specific job that
they are really good at, instead of trying to do everything. In an assembly line,
you might see one person putting together boxes, one person packing the
products, one person taping the boxes shut, and finally someone labeling the
boxes. This is called division of labor (WW).
3. Doing this means that people get really fast, or efficient (WW), at their jobs.
Another way you could say that is that they increase their productivity (WW).
4. Ask students: How might we increase our productivity or efficiency when
putting the crayon boxes together? Students should work together to decide who
is best suited to specialize in what job. Jobs might include:
a. Box assembler
b. Crayon sorter
c. Box filler
Crayon Box Assembly: Round 2 {~7 minutes}
1. Repeat the assembly line activity, this time with students in their specialized roles.
Their goal should be to end with a faster time than before.
2. Some students may finish their tasks more quickly than others. They may help
with other jobs if that is the case.
3. When they are finished, stop the timer. Did they beat their time? What helped
them do this? If they happened to be slower, what went wrong?
3. Students should revisit their brainstorming from last week and decide on the
product they want to make a plan for. Then, they will work on adding information
to the first page of their outline (product name, description, and resources).