Scattergories Lesson Plan

LESSON PLAN

TEACHER NAME:	Tracie Cooper
SUBJECT AREA:	Marketing: Chapter 10-2
LESSON TITLE:	Scattergorically Correct
TIME OF LESSON(S):	90 min block
DATE:	February 26, 2012

DESCRIPTION

The purpose of this lesson is for students to understand marketing products, services, and research.

ESSENTIAL QUESTION(S)

EQ:  Why is it important for students to understand products, services, and marketing research?

           

OBJECTIVES

Students will be able to describe types of business activities by blogging responses to business categories to a degree of mastery.  (BCS-BE-6b) Students will be able to justify the role of market research by creating a focus group on a new product and reporting findings in an oral presentation to a degree of 90% accuracy.  (BCS-BE-37d) Students will be able to discuss various types of unethical behavior in the workplace by responding to ethical situations to a degree of 95% accuracy.  (BCS-BE-1d)

INSTRUCTION PLANNED

TEACHER-DIRECTED (T-D):	Lecture, Q&A
STUDENT-CENTERED (S-C):	Teamwork (Focus Group, Oral Presentation, Numbered Heads together)  & Independent work (Game, Blog, 3-2-1: Ticket-out-the-door)

MATERIALS

TEACHER:	Scattergories game link Computer Promethean board or overhead projector Blog question and link for students Guided worksheet and clicker questions (30 copies) Numbered Heads together questions Index Cards (30)
STUDENTS:	Computer Pen or pencil

LESSON PROCEDURES/BODY

FOCUS:
Instructional Strategies:	Obj./Learning Styles	Min.
Students will play “Scattergories” at http://www.hasbro.com/games/swf/scattergories_demo3.swf After playing the game, students will list four ways that they think a business uses categories by typing responses in a blog.	Obj. A, B, C-  Bodily/kinesthetic, Verbal/linguistic, Visual/spatial	20

BODY:
Instructional Strategies:	Obj./Learning Styles	Min.
Students will complete teacher-guided notes and answer clicker questions as teacher lectures on chapter material. Students will work in groups of 7 to create focus group questions and answers on a new product and present their findings in an oral presentation to the class. Students will work in groups of 4 or 5 to play Numbered Heads Together.  Students will take turns answering ethical questions relating to marketing.	Obj. A, B, C-Visual/spatial, Bodily/kinesthetic Obj. B Verbal/linguistic, Bodily/kinesthetic, Interpersonal Obj. C Verbal/linguistic, Interpersonal, Bodily/kinesthetic	20 30 15

CLOSURE/SUMMARY:
Instructional Strategies:	Obj./Learning Styles	Min.
3-2-1: Students are to fill out an index card before leaving the room with 3 important facts they learned about the lesson, 2 questions that they did not understand or want to know more about and 1 way they will use one of the learned concepts in the future (worth 5 points).	Obj. A, B, C-Verbal/linguistic, Intrapersonal	5

EVALUATION/ASSESSMENT:
Instructional Strategies:	Obj./Learning Styles	Min.
INFORMAL: Blog responses (part of participation grade, based on +/- system) Clicker questions (part of participation grade, based on +/- system) Numbered Heads Together (part of participation grade, based on +/- system).   Total participation grade worth 15 points. 3-2-1: Ticket-out-the door (Worth 5  points) FORMAL: Oral presentation (Graded on rubric, worth 75 points)	Obj. A,B,C-Bodily/kinesthetic, Intrapersonal, Verbal/linguistic, Interpersonal Obj.B Verbal/linguistic, Bodily/kinesthetic	Minutes in Focus, Body, and closure

ARTIFACTS/HANDOUTS/WORKSHEETS/PRESENTATIONS (minimum of 3)

List ALL artifacts below AND attach them to the actual lesson plan (if it is a website link, copy the link and do a “print screen”, paste it in a Word document, and print out to attach to the lesson plan.

Blogger Guided notes and clicker questions Rubric for Oral Presentation Numbered Heads Together questions