Each student on every team is asked to slide a penny 10 times, then they are to document the distance of each penny. The assumption is that because we are using the same people and the same penny 10 times it should land on the same length each time. I also have the teams draft a control chart of their production rates and identify if their process is 'in control'.
You can also talk about reliability vs. Because of the cost of this activity, I only do it with smaller groups or classes. I have them team up in pairs and hand a bag to each team. The second person in the pair is the inspector. They are only to produce red ones.
Of course very few red ones are actually produced. I document these and give encouragement to do it again. Results are similar. Then I threaten them to do better - I tell them that they will fail this activity, and possibly the class, if they don't start producing as I expect simulating a management style here.
Then I show encouraging management posters in Power Point. I use this to initiate a discussion on the value of inspection, the impact of management on the process, etc. We then talk about management theories and styles that actually do work in organizations. In this activity I ask students to organize data into a balanced scorecard format.
We select a topic we all know - for example the school they are attending. We talk about opportunities the school has to improve. I document this list on the board.
You can adopt any category here; there are plenty of examples of Balanced Scorecards on the internet to model from. We then talk about strategy - Objectives, Measures, Targets, Initiatives. Next, the students identify 4 main 'opportunities' from the board, one for each of the categories.
We use each of these to fill in the objective, measure, target, and initiatives that can be done in support of that opportunity. Finally, they will evaluate the strengths and weaknesses of the measures used. Self assessments are a great way to engage the student by having them evaluate their own perspectives or skills in a topic area. For example, using Fiedlers Least Preferred Coworker scale to identify what type of leader they are. Or having them answer questions related to diversity to help them assess hidden biases they may have - I found a great set of questions here for that purpose - Link.
I then read back the answers and most students are very surprised by the answer. We then compare scores with each other, discuss the results - surprises, etc. I break the class into teams and have them evaluate it and decide how the situation could be resolved using different leadership techniques. For example, how would a scientific manager handle this situation? Or would a telling or participative manager work best here? For my business law class I like finding strange law cases, remove the decisions, then have the students use their knowledge of the materials they were asked to read prior to class to identify how the cases were decided.
This is also a good way to demonstrate how to be critical when evaluating online information. One common activity related to organizational strategy is to have the students perform a SWOT analysis. I often have them perform the analysis on the school they are attending as most have several opinions and are familiar with it. I love watching this video of Steve Jobs Link and have a discussion on how Apple is organized How does that structure align with their corporate strategy?
Or watching this video that someone created on the stages of team development Link. Or bring humor into the class and have fun watching this fun video on GroupThink Link. You might draw a second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or images around it.
Adapt the Lesson for Younger Students Younger students will not have the ability to research foods that originated in the New and Old World. You might adapt the lesson by sharing some of the food items in the Food Lists section below.
Have students collect or draw pictures of those items for the bulletin board display. Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example.
There are many varieties of beans, some with New World origins and others with their origins in the Old World. In our research, we found sources that indicate onions originated in the New and sources that indicate onions originated in the Old World. Students might create a special question mark symbol to post next to any item for which contradictory sources can be found Note: The Food Timeline is a resource that documents many Old World products. This resource sets up a number of contradictions.
For example: Many sources note that tomatoes originated in the New World; The Food Timeline indicates that tomatoes were introduced to the New World in The Food Timeline indicates that strawberries and raspberries were available in the 1st century in Europe; other sources identify them as New World commodities.
Foods That Originated in the Old World: apples, bananas, beans some varieties , beets, broccoli, carrots, cattle beef , cauliflower, celery, cheese, cherries, chickens, chickpeas, cinnamon, coffee, cows, cucumbers, eggplant, garlic, ginger, grapes, honey honey bees , lemons, lettuce, limes, mangos, oats, okra, olives, onions, oranges, pasta, peaches, pears, peas, pigs, radishes, rice, sheep, spinach, tea, watermelon, wheat, yams.
Extension Activities Home-school connection. Have students and their parents search their food cupboards at home; ask each student to bring in two food items whose origin can be traced to a specific place foreign if possible, domestic if not. Labels from those products will be sufficient, especially if the products are in breakable containers.
Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item. Have them place an asterisk or checkmark next to the food item each time they find that item in a different source. If students find a food in multiple sources, they might consider it "verified"; those foods they find in only one source might require additional research to verify. Assessment Invite students to agree or disagree with the following statement:The early explorers were surprised by many of the foods they saw in the New World.
Have students write a paragraph in support of their opinion. Click here to return to this week's World of Learning lesson plan page. Where Did Foods Originate? Foods of the New World and Old World. Check out our helpful suggestions to find just the right one! The following statements will help you tailor your comments to specific children and highlight their areas for improvement. Related: Report Card Comments for positive comments! Needs Improvement- all topics is a hard worker, but has difficulty staying on task.
Additional work on these topics would be incredibly helpful. Practicing at home would be very beneficial. Slowing down and taking more time would help with this.
We are working on learning when it is a good time to share and when it is a good time to listen. Talking through the classroom routine at home would be helpful. Practicing these at home would be very helpful.
Active participation would be beneficial. Paying closer attention to the class discussions and the readings that we are doing would be beneficial. Intervention is required. Practicing this at home would be helpful.
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