Subjects:
Career and Technical Education, Marketing, Management and Entrepreneurship, Technology and Engineering, Art and Design, Media Arts, Information and Technology Literacy
Material Type:
Lesson Plan
Grades:
9, 10, 11, 12
Tags:
ACP, Academic and Career Planning, CATE, Engineering and Design, Innovation and Invention, Marketing, cate
License:
Creative Commons Attribution-NonCommercial-ShareAlike 4.0
Language:
English
Media Formats:
Downloadable docs, Video

Education Standards (4)

BEAR'S Tank (A Student Version of SHARK Tank)

BEAR'S Tank (A Student Version of SHARK Tank)

Lesson Overview

After an introduction to the hit show "Shark Tank," students will identify an area of improvement for a product and attempt to sell their idea and/or prototype to potential (mock) buyers in the "Bear's Tank."

Task 1: Day 1

Participants will watch at least one Shark Tank episode.  Students will work in teams or as whole group (their choice) to analyze Shark Tank products and persuasive selling techniques.  Which products did the Sharks invest in and why?  Which products were rejected and why? Students will record their ideas on chart paper under the headings “Invested” and “Rejected”.   Display their ideas from this activity when the students meet in the future.

Watch at least one Shark Tank episode.  Then work with your BEAR'S Tank team to analyze the Shark Tank products and persuasive selling techniques you just viewed.  Answer the following questions with your team:

  • Which products did the Sharks invest in and why?  
  • Which products were rejected and why?

Record your ideas on chart paper under the headings “Invested” and “Rejected”.  Report your findings to the whole group.

Students will learn how to create a brief for a project.  Key idea: Search for ideas to improve a process or solve a problem versus just redesigning something already available.  Students will watch the video (use subtitles due to accent) from Product Tank (resource linked)

  • Assignment: Record three things that would either make life easier/better OR things that need improvement.

Examples to share with class: 1). Sock Sorting Machine: Some type of coding of socks and machine that could read the code that would auto-sort socks (new product). 2). Where is a convenient place to put a purse for the driver of a car where there are other passengers in it? (improvement of current design)

Learn how to create a brief for a project.  Key idea: Search for ideas to improve a process or solve a problem versus just redesigning something already available.  Watch the video (use subtitles due to accent) from Product Tank (resource linked)

  • Assignment: Individually think about and record three things that would either make life easier/better OR things that need improvement.

Some ideas to get you thinking:

1). Sock Sorting Machine: Some type of coding of socks and machine that could read the code that would auto-sort socks (new product).

2). Where is a convenient place to put a purse for the driver of a car where there are other passengers in it? (improvement of current design)

Task 2: Day 2

Each student that followed through with the assignment in Step 2 will receive two $500 bills (Monopoly money).  This will be used later.  Allow students to share ideas with class.  Each student will use one color of paper for all ‘new inventions’.  Use a different colored paper for the redesigned items.

On each paper, the student will put the name of the product (ex. Sock Sorter), the purpose of the product (auto-sort socks), the demographic of who may purchase the product (adults), demographic of who may use the product (youth, adult), why the product was thought of in the first place (too much time is spent finding the matching sock to pairs of socks), and any initial design ideas (optional; ex.: create a patent for a product that can embed some type of scan code within a logo of a sock and create a product that reads the codes as socks pass through some type of tubing.  Puts matching socks in same ‘chute’ or makes the socks somehow magnetic).  Collect all papers, and sort papers by topic (color).

If you followed through with the assignment, you will receive two $500 bills (Monopoly money).  This will be used later.  Share your ideas with class.  Use one color of paper for all ‘new inventions’ as designated by your teacher.  Use a different colored paper for the redesigned items. Include information for each direction below to describe your product:

  • Name of the product (ex. Sock Sorter)
  • Purpose of the product (auto-sort socks)
  • Demographic of who may purchase the product (adults)
  • Demographic of who may use the product (youth, adult)
  • Why was the product thought of in the first place (too much time is spent finding the matching sock to pairs of socks)
  • Initial design ideas (optional; ex.: create a patent for a product that can embed some type of scan code within a logo of a sock and create a product that reads the codes as socks pass through some type of tubing.  Puts matching socks in same ‘chute’ or makes the socks somehow magnetic).

Turn your paper in to your teacher.

Start with one color of sheets (new inventions).  Each student should have a colored sheet, and if there aren’t enough, then work in pairs or small groups.  For a short amount of time, students keep passing or shuffling the papers they were given to others.  They won’t analyze them, but rather engage in a way to make this activity random.  Once told to stop, the holder/s of the paper read the information contained.  Without too much feedback, the students will give a score from 1 (low) to 5 (high) on the backside of the paper.  Then, the students re-engage with the paper shuffling technique. Share with the students that game designers of UW-Madison do this in their brainstorming phases.  Repeat this process until there are at least 3 scores on the paper (unless there aren’t many ideas or participants to pass the papers to).  Have students add up the score on the back of their sheet. In teams, once a ‘high score’ is established, share out that idea to critique the elements of that idea that made it earn the top score.  Then have owners of other ideas revise their descriptions if they still want their idea considered as the project for the group.  

Start with one color of sheets (new inventions).  Keep passing or shuffling the papers until you are told to stop, then read the information contained.  Without too much feedback, give the idea a score from 1 (low) to 5 (high) on the backside of the paper.  Then, shuffle again and repeat the scoring process.  Repeat this process until there are at least 3 scores on each paper (unless there aren’t many ideas or participants to pass the papers to).  Get your idea sheet back and add up the score on the back of the sheet.

In teams, look over the scores. Once a ‘high score’ is established, share out that idea to critique the elements of that idea that made it earn the top score.  Other group members can revise their descriptions if they still want their idea considered as the project for the group.  

Repeat the entire process with the colored-coded (improvement of a current design) sheets.  If there is not enough time in one session, wait for the following meeting.

  • Assignment: revisions if necessary.  Let students know that all ideas will be shared in the next meeting, so keep that in mind when creating revisions.

Closure of lesson: If a student has more than one high-scoring idea, he or she may choose to sell or auction that idea for a different team to pursue.  This is where the Monopoly money comes in.  The money will be converted to points by the end of the project to help establish winners of the complete event. Have ‘change’ available ($100 bills).

Show segment of Everything is a Remix.  (note - The video is 37 minutes long - show segments of this video each meeting until complete.) (TEACHER CAUTION -  “Everything is a Remix” Vimeo has apparent drug use moment by Led Zepplin member – be aware for younger audiences)

Allow a few minutes for a discussion of the segment.

Repeat the entire process with the colored-coded (improvement of a current design) sheets.  

  • Assignment: revisions if necessary.  All ideas will be shared in the next meeting, so keep that in mind when creating revisions.

Closure of lesson: If you have more than one high-scoring idea, you may choose to sell or auction that idea for a different team to pursue.  This is where the Monopoly money comes in.  The money will be converted to points by the end of the project to help establish winners of the complete event. 

Watch a segment of Everything is a Remix.  Discuss your thoughts on the segment with the whole group.

Task 3: Day 3

Students will share out all ideas after revision.  Each student will decide if he/she wants to continue his/her project individually, or if he or she wants to join a team.  Teams may be established.  This, too, is something that the game designers do at UW-Madison.

Students will watch ProductTank video #2 from 9:23 and forward.  Introduce the video as the research phase, which entails talking and observing those that can give students honest feedback about their topics.  Students should use one of their model examples to discuss research avenues for that topic.

  • Activity: Each student will research (talk/observe probable audience for the product) with one person.  For each additional person that was interviewed, $100 in fake money will be given to the student.  Questions and answers must be documented and shared with teacher for money.

Students will go back to their teams and review their research data, then they will go back to the brief and add insights gained from the research stage to it.

Sketching and Rendering: Episode 3.  Students must watch to 2:54 mins., but may watch full video.   Model with students the purse example different solutions – storage area in seat where you sit, hook/s built into back of seat that you lean upon to hang it (opposite side’s seat as easier to reach), console between driver and passenger redesigned, etc.

  • Assignment: Create at least 3 models that could be solutions to your brief.

Share out all ideas after revision.  Then you will decide if you want to continue your project individually, or if you want to join a team.  Teams may be established.  This, too, is something that the game designers do at UW-Madison.  

Watch ProductTank video #2 (resource attached) from 9:23 and forward.  This video is the research phase, which entails talking and observing those that can give you honest feedback about your topic.  Use one of your model examples to discuss research avenues for that topic.

  • Activity:  Each person on your team will research (talk/observe probable audience for the product) with one person.  For each additional person that was interviewed, $100 fake money will be given to you.  Questions and answers must be documented and shared with teacher for money.

Go back to your team and review your research data, then go back to the brief and add insights gained from the research stage to it.

Sketching and Rendering: Episode 3.  You must watch to 2:54 mins., but may watch full video.   Watch your teacher model with the purse example different solutions – storage area in seat where you sit, hook/s built into back of seat that you lean upon to hang it (opposite side’s seat as easier to reach), console between driver and passenger redesigned, etc.

  • Assignment: Create at least 3 models that could be solutions to your brief.

Task 4: Day 4

Teacher will share their example sketches with students.  Model with purse option using the part of the seat that you lean against.  Using a typically full purse, students will see how mistakes can happen and be remedied.

Students should share all of their models with at least one other innovator. The innovator will record benefits and possible flaws or challenges to each sketch by recording those ideas on Post-It notes (one color for positive critique and another for challenges).  Option: During this process, have a guest customer visit your working area.  Allow him or her to distribute some Monopoly $50 based on observable work ethic and collaboration.

Students should revise plans and sketches based on peer input.

    Pay attention to your teacher's shared example sketches.  Watch what happens with purse option using the part of the seat that you lean against.  Using a typically full purse, you will see how mistakes can happen and be remedied.

    Share all of your models with at least one other innovator. The innovator will record benefits and possible flaws or challenges to each sketch by recording those ideas on Post-It notes (one color for positive critique and another for challenges).  Option: During this process, keep an eye out for guest customers who might visit your working area.  They will be watching for observable work ethic and collaboration.

    Revise your plans and sketches based on peer input.

    Task 5: Day 5

    Back to research phase: Students should take their revised sketches back to the potential users/buyers of each product or service and repeat the process of receiving feedback that is both positive and corrective/directive.  The innovator can then revise the sketches.  Based on feedback and revisions, students should narrow their ideas down to 3 or fewer choices.

    It's back to research phase: you should take your revised sketches back to the potential users/buyers of each product or service and repeat the process of receiving feedback that is both positive and corrective/directive. You can then revise the sketches.  Based on feedback and revisions, narrow your ideas down to 3 or fewer choices.

    Task 6: Day 6

    Time to further narrow down product: Students should consider the cost of manufacturing and the safety of the manufacturing process, as that will impact profit.

    Estimate how much it would cost to manufacture each product:

    • Facility to create the product (warehouse, garage, piggy-back on another manufacturing business?!?)
    • Utility costs (heat/electricity/water)
    • Product costs (raw materials, machines needed)
    • Labor (human help – how many people needed to launch business, wages, and possible benefit packages )
    • Advertising (how to persuade people to purchase product)


    Students will brainstorm these factors.  They can use outside resources.  **Note** it would be helpful to have a list of emails to local business contacts and other manufacturers.  This would allow for primary-source researching.

    Time to further narrow down your product: Consider the cost of manufacturing and the safety of the manufacturing process, as that will impact profit.

    Estimate how much it would cost to manufacture each product:

    • Facility to create the product (warehouse, garage, piggy-back on another manufacturing business?!?)
    • Utility costs (heat/electricity/water)
    • Product costs (raw materials, machines needed)
    • Labor (human help – how many people needed to launch business, wages, and possible benefit packages )
    • Advertising (how to persuade people to purchase product)

    Brainstorm these factors using outside resources. Consider contacting a local manufacturing business to find out how much to allow for production costs.

    Task 7: Day 7

    Guest speaker/consultant Day! Guest speaker will be asked to share some manufacturing challenges that were unexpected, and how those challenges were overcome.  If comfortable, the guest could bring a current challenge to the students, and the students could brainstorm ideas of how they would solve it.

    Students will have the opportunity to have 15-minute business meeting (or less, depending upon the size of your class and the number of guest speakers available) with the manufacturing guru/s to help tackle the manufacturing cost considerations.

    Using their input from the guest speaker/consultant, students will need to select one solution to market at the final competition.  Cost is a consideration, but it doesn’t need to be a final excluding factor.

    Guest speaker/consultant Day! Guest speaker will be asked to share some manufacturing challenges that were unexpected, and how those challenges were overcome. 

    You will have the opportunity to have 15-minute business meeting (or less, depending upon the size of your class and the number of guest speakers available) with the manufacturing guru/s to help tackle the manufacturing cost considerations.

    Using input from the guest speaker/consultant, you will need to select one solution to market at the final competition.  Cost is a consideration, but it doesn’t need to be a final excluding factor.

    Task 8: Day 8

    Quality control day – Students will analyze multiple toothpicks created in advance from Toothpick Factory simulation game (credit: www.fl.ate.org).  Students will categorize sample picks into one of two categories: “Accepted” and “Rejected”.  Upon completion, the facilitator will share “the manufacturer’s decisions” (educator’s discretion) of which were acceptable or rejected…and why.   Follow this activity with the Toothpick Factory simulation game.

    Quality control day – Today you will learn about quality control by analyzing multiple toothpicks created in advance from Toothpick Factory simulation game.  With your team, categorize sample picks into one of two categories: “Accepted” and “Rejected”.  Upon completion, your teacher will share “the manufacturer’s decisions” (educator’s discretion) of which toothpicks were acceptable or rejected…and why.   Following this activity, you will have the opportunity to participate in the Toothpick Factory simulation game.

    Task 9: Day 9

    Design Lessons Day - Students will transition to creating their selling/persuasion presentation for the Bear’s Tank event.


    Students will design via CRAP – color, repetition, alignment, and proximity. Introduction resource can be found at https://youtu.be/bUogCQ625Fg (Permission for use has been granted by the author). Design lectures and tool exploration was created by Kurt Wismer (edtech sage).  The resource is found here.   

    This resource covers typography, images, creative commons, logos, and avenues to create the students’ pitches (slideshows, video, etc.).  This part of the unit will take several sessions to complete.

    Design Lessons Day - You will transition to creating your selling/persuasion presentation for the Bear’s Tank event.


    You will learn to design via CRAP – color, repetition, alignment, and proximity. Introduction resource can be found at https://youtu.be/bUogCQ625Fg (Permission for use has been granted by the author). Design lectures and tool exploration was created by Kurt Wismer (edtech sage).  The resource is found here.   

    This resource covers typography, images, creative commons, logos, and avenues to create your pitches (slideshows, video, etc.).  This part of the unit will take several sessions to complete.

    Task 10: Wrap-Up

    After these lessons, students will have innovation time to create their pitches to the Bear’s Tank event.  They may decide to create a prototype in addition to their diagram/sketch of their ideas.  Additional engineering videos can be found on YouTube.

    Rubric: http://www.rcampus.com/rubricshowc.cfm?code=ZX6W5W9&sp=yes  Teachers may have the judges use the following criteria from this rubric:  Creativity, intended use, visual representation, and presentation of information.  You might add points to the rubric based on how much money each innovation team has.  You might also plan a preliminary round where all projects are presented, and then the top three would go head-to-head the day of the event.  Preliminary judges could be the business ed. teacher, administrators, art teachers, and such.

    After these lessons, you will have innovation time to create your pitches to the Bear’s Tank event.  You may decide to create a prototype in addition to your diagram/sketch of their ideas.  Additional engineering videos can be found on YouTube.

    Rubric: http://www.rcampus.com/rubricshowc.cfm?code=ZX6W5W9&sp=yes  Make sure you study the rubric as you finalize your presentation to make sure you are achieving at the highest level. The judges may use the following criteria from this rubric:  Creativity, intended use, visual representation, and presentation of information.

    Task 11: Extension Activities

    • Collaborate with local business contacts and/or business education teachers to create a formal business plan.  

    • Create a jingle for your product.  

    • Design a logo for your company.

    • Create a digital advertisement (strictly 30 seconds long).  

    • Students could research how to launch a product in earnest (and not just for the competition), and they could choose to pursue patents.

    • Collaborate with local business contacts and/or business education teachers to create a formal business plan.  

    • Create a jingle for your product.  

    • Design a logo for your company.

    • Create a digital advertisement (strictly 30 seconds long).  

    • Research how to launch a product in earnest (and not just for the competition), and choose to pursue patents.