In this module, students will research a problem that teens face and create an innovative product to solve the problem. Students will work on research skills, persuasive skills, graphic design skills, and presentation skills. This project was created for a middle school Communications class.
Project Based Learning
I teach communications in a junior high setting. There is not a lot of available curriculum to pull from so I align my standards with the writing standards for 7th and 8th grade students. With little curriculum available, I am able to create my own. Communications is a very hands-on course and I utilize project based learning to cover writing, speaking and listening standards. Through project based learning students are more engaged and are more invested in the outcome. Working collaboratively to create a new idea can be linked to Piaget’s theory of cognitive development and Vygotsky’s theory of social construction. McLeod(2018) compares the two, both Piaget and Vygotsky recognized that biological factors were not the only aspects of learning and exploration plays an important role in learning. In project based learning students solve an actual problem that can be found in the real world (pblworks.org). The skills acquired through problem-based learning can be seen in the infographic below (Heick 2019).
https://www.teachthought.com/project-based-learning/8-needs-for-project-based-learning-in-the-21st-century/
In project based learning the teacher is merely the facilitator and the student’s construct the learning process. Project based learning fits in Vygotsky’s (1978) zone of proximal development where students can only learn so much by themselves, but with the help of others they can expand their knowledge. That help can come through group collaboration or guidance by an expert, or a teacher.
The learning module below turns the show ‘Shark Tank’ into a project based learning unit. I developed this unit after hearing it being done in other schools. This month-long unit relies on students' knowledge of the problems they themselves face and how they could solve them with a product and pitch it to the class.
Prior Learning:
You will utilize your research skills for persuasive and informative writing from your English Language Arts course.
You will utilize your knowledge of GSuite previous units to add an advertising element, product design, and logo to your presentation.
You will be assessed on your ability to write a persuasive speech that uses research to support your claim of the necessity of your product.
Your writing will be assessed using the rubric found here.
You will use the writing process to complete your writing including a peer review stage.
Rationale:
Through this Shark Tank project you will learn how to take your brainstorming and research to create a plausible solution to a real world problem by presenting a product that can solve your problem. You will write a persuasive speech that incorporates informative elements to educate the audience about your topic, but also convince them of the need for your product.
Click on the link from ABC to view the video of Shark Tank and complete the attached worksheet.
https://abc.com/shows/shark-tank/episode-guide/season-11/22-episode-22
https://docs.google.com/document/d/1IiMipGuARc1OF1IAmSbEtebRKys69Jax4qPPJ5_jzBw/edit?usp=sharing
Students will work in pairs to design a product based on a real world problem and create a persuasive speech to convince the audience that the product is a good investment.
Target Learners:
7th Grade Communication Students
Rationale:
Through completing a fun shark tank format project, students will use research skills to identify a problem and offer a solution. They will take their research to create a persuasive piece of writing that will go through the writing process and include a peer review. Students will present their products using their persuasive speech and presentation skills.
Curriculum Standards:
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.7.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
CCSS.ELA-LITERACY.W.7.7
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Duration:
4 weeks, 1 week for each unit section:
Activity 1 Understanding and Brainstorming /Activity 2 Identifying the Problem, Solidifying a Solution and Research Product
Activity 3 Product Design
Activity 4 Advertisement
Activity 5 Writing Persuasive Speech/Writing Process
Activity 6 Creating Google Slide to incorporate design and speech and Presentations
Learning Objective:
I can identify problems teens face and contribute to the class discussion.
Prior to the group project, you will complete the survey below to help with your group assignments.
In order to create a Shark Tank product, you need to identify a problem that you can relate to. Being relatable is a great persuasive technique you can use when you try to convince the sharks that your product is worth investing.
As a class we will list all the problems that teens face from relationships to pimples, anxiety to breaking your phone. We will create the list on padlet. Using the class created list or a topic your thought of on your own, you and a partner will brainstorm possible ideas and narrow them down to 1 to begin your research.
Complete the brainstorming
https://docs.google.com/document/d/1rZUMUuSuaB2ZHr978DrkFC5fVQjKBzRSgJVRP7lXjsc/edit?usp=sharing
Consder the problems you face regularly or your friends face, that may help you choose an issue you are invested in. When identifying a problem make sure there is a real solution that is not magical (pimple cream that kills pimples instantly), illegal, or dangerous. The solution you offer should benefit society.
Comment Request:
What role should teens play in product testing and development?
Update Request:
Find and share an exmple of a product made by kids or teens that has made a positive contribution to society.
In this update you will lead students in a discussion about the problems that teens face. Share this website with students to give them topics that their problem could fall under: https://wehavekids.com/parenting/Its-hard-on-teens
Guide students toward problems where a solution could be useful for a large audience, remember they want to ‘sell’ this product. All topics are open, but be sure to direct them away from the topics of unfair parenting practices, bullying, or problems that are rarely seen. For example if a student says a problem teens face is their parents telling them to be home by 9pm, there’s no plausible solution that benefits our society. They will list their ideas on Padlet and you can move them to categorize them into topics like relationships, schools, technology, etc. Have students offer possible solutions as they give you problems to get them thinking because their brainstorming worksheet includes possible solutions to their problems.
The survey is used to place students with appropriate partners during the project which relies heavily on GSuite.
Rationale:
Students come with a wide range of experiences and outlooks. What one student views as a problem, another student may not. By creating a setting where students can express problems they see, they can start the critical thinking process of how to fix them and understand why there is a need to fix them.
Learing Objective:
I can use the features of Advanced Google Search to narrow down my search results.
I can use the RACE format to show evidence about the research I conducted.
In your brainstorming document you should have identified both a problem and a solution. You will first work on advanced google research skills to research similar products that offer your solution in order to get an idea on price/value.
This video (SCCCLibrary, 2017) will help you use advanced google search to look up products that are similar to yours.
SCCCLibrary. (2017, February 17). Google advanced. [Video]. Retrieved from https://www.youtube.com/watch?reload=9&v=yzH1oYA4Gv0
Using the guided notes provided, you will narrow your search down and find 3 similar products to help you assign a price to your innovation.
https://docs.google.com/document/d/1_gOieR5FAyR84w45NBL1NXdguHU18oBA3PsuOk85hzU/edit?usp=sharing
With your newly acquired advanced google search skills you will research the problem you have chosen to provide evidence to support your claim using the RACE format found in this document:
https://docs.google.com/document/d/1U8qnU5_TIaDnJm4OIwibwqIOoR1lcGhcmu49HDEXZr0/edit?usp=sharing
As a reminder of the RACE format, a graphic is included in your assignment and below is a video (Hill, 2015) summarizing it.
Hill, R. [Dr. Ruth Alisha Hill]. (2015, March 24). R.A.C.E.S. writing strategy. [Video] Retrieved from https://www.youtube.com/watch?v=Z0zB3KTdRng
Comment Request
Why is citing evidence so important when debating topics?
Update Request
Create and inforgraphic using google drawing or slides on using advanced google search or on how to use the RACE format.
Students will learn to use advanced google search to understand how to use their words to help narrow their results down.
Students will use the evidence found researching their problem to create claims using the RACE model.
After students watch the youtube video, model an example. Students will go through the worksheet to find similar products of their own citing their sources as they go. If a student finds exactly what they were thinking for their project, just ask them to make there’s slightly different by altering/adding a feature.
Students will complete the worksheet for the problem they identified by applying their knowledge of google advanced search to find support evidence of the problem they have identified.
Rationale:
Being able to cite evidence to support claims is an essential skill for making clear and believable arguments.
Remind students that without evidence there is no support of their ideas or value of their product.
Learning Objectice
I can design a product using google drawing.
I can design a logo using the color emotion guide to match my product.
Now it’s time to design what your product will look like. This requires collaboration so be sure to help each other out. You have 2-3 people in your group and you should share the responsibilities. Each member of the group should contribute to the assignment. Assign one group member as the owner of the documents and share the files with the remaining group members. At the end of this step you will have completed the following parts:
A drawing of the product that is labeled with a description of what the product does using the google drawing app. (7 points)
Name of product (1 pt)
The logo(1 pt)
The product illustrated or an image found online that you can manipulate to look like your product.(1 pt)
Labeled parts (1 pt)
Description of what the product does (3pts)
A creative logo for your product using google drawings which should include (13 points):
The name of the product creatively displayed (5 points)
Creative slogan for your product (2 points)
Graphic/Image that represents your logo (2 points)
Color scheme that represents your product (1 point)
A written description of your logo and how it represents your product. (3 points)
Creating a logo helps identify your product. Refer back to our last unit on brands to choose a color scheme based on your type of product. Below is the color scheme chart (Simmons, 2018) to help you found at https://www.smallbizdaily.com/power-logo-design-brand/
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Comment
If there was a logo that represented you, what colors would be on it and why?
Update
Choose one of your favorite brands and explain how the color scheme may have been used to the logo creation.
Students will be able to use visuals to explain their invention.
Students will be able to identify a theme that their product falls under and relate it to branding in real graphic design.
Rationale:
This step is important to accompany the presentation because while their claim and supports will explain the students rationale in choosing their product, a visual representation will showcase their ingenuity and creativity around their idea.
Learning Objective:
I can identify advertising and persuasive strategies found in commercials.
I can create an advertisement of my product using ad strategies and persuasive strategie.
Now that you have designed your product and researched a need for your product, you will create an advertisement for your product.
Your advertisement will be presented along with your product design and logo to sell your product.
First you need to understand the different strategies used for advertising. Advertisers use several different strategies to attract buyers, you will learn about strategies by reviewing their definitions and matching them to the videos found in the activity below:
https://docs.google.com/presentation/d/1TGh_H5fJjRwKrgiBg725F-Rr-8DOH_WIrFiZOSY23rU/edit?usp=sharing
Advertisers also use several persuasive techniques to attract buyers. We will review the techniques found at the link below and incorporate them into your advertisement.
https://www.studiobinder.com/blog/ethos-pathos-logos/
This infographic may help with understanding the difference between the 3 types of techniques:
This brainstorming document will help you develop a script for your advertisement.
https://docs.google.com/document/d/14o_AtXoJ-Q1vXzpcW9LZ81pgIRMLCQlaZ9Bp7sggb10/edit?usp=sharing
You will use WeVideo to record your advertisement.
Comment:
Which advertising strategy do you think is most convincing and why?
Update:
Choose one advertising strategy and find an additional commericial, not found in the playlist, that showcases that strategy. Explain how it is effective in selling the product.
Students will be able to identify the main kinds of advertising strategies and persuasive techniques to create their own advertisement. Understanding these definitions through examples will help students create their own advertisement for their product.
During the advertisement strategies activity, the teacher will go through definitions of the strategies and demonstrate where to find the playlist of videos to match the strategies in the activity. The teacher will provide one example from the playlist.
During the persuasive techniques activity, the teacher will go through the here: https://www.studiobinder.com/blog/ethos-pathos-logos/ to explain ethos, pathos and logos. Solicit examples from students regarding their own projects to help demonstrate the techniques.
Rationale:
Understanding the definitions and uses of strategies used in advertising will help them create their own. Seeing successful examples and being able to identify why they are successful will also aid in their own creations.
Learning Objectives:
I can write persuasively.
I can write an informative paper and cite evidence.
Taking your research, development of your product, and understanding of persuasive techniques, you will create a product pitch. This is both an informative and persuasive speech. Even though you worked with partners, you will write your own essay. When it comes time to create your presentation, you can decide whose speech to use or a combination of both. Below you will find an outline of the speech you will write.
https://docs.google.com/document/d/14FlLLCGcxhnSMdIj5TCqKdI0PSH5X1b8iUrM5oqElgg/edit?usp=sharing
Once your outline is complete, you will write it out as an essay to share for peer review.
Using the document below you will review one peers essay (not your partner) and return your feedback.
Comment:
Which persuasive technique do you think is the most effective and why?
Update:
Comment:
Which persuasive technique do you think is the most effective and why?
Update:
Choose one of the persuasive strategis and a commericial that showcases that strategy. Explain how it is effective in selling the product.
Students will complete an outline that will be used to write out their persuasive essay.
Students will peer review one other essay.
Review with students that feedback should include positive attributes of their writing and addressing any concerns in a helpful manner.
Rationale:
Being able to write in a variety of styles is a standard all students should learn throughout their educational career. When students created their own product that they believe in, the persuasive writing should come relatively naturally.
Learning Objectives
I can create a visually appealing presentation that incorportae multimedia.
I can present a prewritten speech in from of my class.
For your final activity before presenting, you will put all of your research and thoughts gathered to create a compelling pitch. Your script will guide the google slide presentation and should include visuals and resources used. Use the checklist and rubric below to guide your creating.
Checklist
https://docs.google.com/document/d/1tAWKoHRqXm0y9LY9pyC7wkzsJ7tw468lGP-y2iKYfaY/edit?usp=sharing
Rubric
https://docs.google.com/document/d/129qXQCVnbuX7GoP1J0uJ1zO3qgdsT5N6JY6zTsrOPKc/edit?usp=sharing
Best Presentation will earn the coveted Sharky award!
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Comment:
What was your favorite portion the project? What portion of your project do you think is the best? What do you think you would have done better?
Update:
Share your google slide link to the class google site for others to view.
Students will use google slides to turn their research and newly acquired persuasive skills to create a product pitch presentation.
Rationale:
Gathering all their research and creations to create a persuasive speech brings the project to a close and showcases the creation of a product from the brainstorming stages to the final product. Even though the product is not real, the designs and thought behind it are.
Comment:
Which presentation did you believe could be the most impactful to teens and why?
Anonymous, S. (2018, November 19). 10 common problems and issues teenagers face today. Retrieved July 31, 2020, from https://wehavekids.com/parenting/Its-hard-on-teens
Detisch, A. J. (2019, December 12). Ethos, pathos & logos: persuasive advertising techniques (2020). Studiobinder. https://www.studiobinder.com/blog/ethos-pathos-logos/
Heick, T. (2019, November 22). 8 needs for project-based learning in the 21st century. https://www.teachthought.com/project-based-learning/8-needs-for-project-based-learning-in-the-21st-century/
Hill, R. [Dr. Ruth Alisha Hill]. (2015, March 24). R.A.C.E.S. writing strategy. [Video] Retrieved from https://www.youtube.com/watch?v=Z0zB3KTdRng
McLeod, S. (Updated 2018). Lev Vygotsky's sociocultural theory. Simply Pyschology. https://www.simplypsychology.org/vygotsky.html#piaget
Mueck, F. (2013, April 22). The 5 dimernsions of persuasion [graphic]. Florian Mueck. https://www.florianmueck.com/2013/04/22/the-five-dimensions-of-persuasion/
PBLworks. Retrieved July 19, 2020, from https://www.pblworks.org/what-is-pbl
SCCCLibrary. (2017, February 17). Google advanced. [Video]. Retrieved from https://www.youtube.com/watch?reload=9&v=yzH1oYA4Gv0
"Season 11 Episode 22." Shark Tank, season 11, episode 22, ABC, 8 May, 2020. ABC, https://abc.com/shows/shark-tank/episode-guide/season-11/22-episode-22
Simmons, M. (2018, May 24). The power of logo – Is your brand sending the right message? smallbizdaily. https://www.smallbizdaily.com/power-logo-design-brand/