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Building a Business–Games and Toys

Grade 3, Interdisciplinary

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Description of Unit

This project generates an understanding of marketing, consumer awareness, and business models by studying the games and toys industry. Students will learn about the making and selling of their favorite toys. Then in small groups, students will found their own toy companies. Each group will develop a prototype of a new toy, along with one of the following: a business plan for a toy/game company; marketing campaign to sell the toy/game; or plan to mass produce the toy/game.

This guide links the Building a Business unit to the Texas Essential Knowledge and Skills (TEKS) for third graders. Building a Business is an interdisciplinary unit in which groups of students develop a toy and game business, allowing students to explore and gain knowledge of history and science and their relationships. The TEKS from multiple content areas are covered. For instance, students use writing as a tool for learning in research, as described in the English Language Arts and Reading TEKS. They also learn about how businesses operate in the U.S. free enterprise system, as included in the Social Studies TEKS. The following document includes the applicable TEKS and the details of the Building a Business unit. The asterisks indicate the TEKS that are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Introduce the unit by discussing students’ favorite toys and games. Discuss how students’ favorites have changed as they have gotten older. For instance, have students talk about the ways in which video games have changed over time.
  2. As an individual or group activity, have students make a timeline of their lives in terms of their favorite toys and games. You may wish to extend this activity by having students ask their parents/grandparents or members of the school community what their favorite toys and games were when they were children.
  3. Show the History Channel timeline at https://www.history.com/news/10-christmas-toys-through-the-decades. Discuss how toys have changed over time. In small groups, students choose a toy/game and consider how it has changed or stayed the same over time. They should also discuss why some toys/games last and others do not and how popular toys reflect the times and the available technology. You may choose to have students develop a timeline of their chosen toy/game, using the History Channel timeline as a model.
  4. Brainstorm leading toy companies. Small groups choose one to research. They should find the answers to these questions:
    • Who started the company?
    • What was their motivation?
    • When was the company started?
    • What toys or games have been the company’s leading products?
    • What contributed to the company’s success/downfall?
  5. Next, students will explore the relationship between toys/games, their manufacturers, and the impact of advertising. Students watch television for 30 minutes on Saturday morning and record the number and the length of the advertisements they see in that period of time. Discuss the following questions:
    • What attracted you to the products advertised (sound, color, people)?
    • What other tools do advertisers use to get attention?
    • Who was the target audience of the advertisement?
    • What did the advertiser do to help students remember the toy/game and want to purchase it?
    • Where else are toys advertised (include different media, such as print and Internet)?
    • How do consumers need to be aware of advertising strategies?

Phase II. Independent Research

A. Research Process

  1. Selecting a topic. Small groups form a toy/game company. Students should name the company and provide job descriptions and titles for the top executives (e.g., CEO, CFO). One good resource for steps in starting a business is It’s Your Business! by Larry Robson. Each company will develop a new toy or game.
  2. Asking guiding questions. Once the groups have selected a toy/game, they should think of three to five guiding questions to explore, such as:
    • Who is your consumer?
    • How will you find out whether they will like/buy the toy?
    • What will the toy be made of?
    • Feasibility—can you make it?
    • What safety issues will you have to deal with?
    • How much will the toy cost to make and to purchase?
    • How will you market/advertise the toy?
    • How much profit will you make?
    • What problems might you run into? How might you solve them?
    • How will you know if the toy is successful?
    • What resources will you need?
    While these examples are general, the group’s questions should be specific to the chosen toy or game. The questions should lead the group to form research-based opinions. The group should also develop a hypothesis or some possible answers to the questions.
  3. Designing a research proposal. Each group will design a prototype of a toy of the future. It could be an old toy that is redesigned or updated, or something completely futuristic. Part of the research might include a needs assessment or interest inventory to see if the proposed toy/game appeals to the target audience. In the proposal, the group should include plans for developing and testing the prototype.
  4. Conducting the research. The group should develop and test the prototype, as well as creating a survey to be used for conducting market research and analysis.
  5. Drawing conclusions. The group should consider the following questions:
    • What was successful about your prototype?
    • What adjustments or changes did you have to make? Why?
    • Who is the target audience for your toy/game?
    • What is new or unique about your toy/game?
    • How much does it cost to manufacture your toy/game? How much will you sell the toy/game for? What are sources of the money you will need to manufacture the game?

B. The product

The students show what they have learned through one of the following products:

  1. The group develops a business plan for their toy/game company, which should include a budget and a marketing-research plan. Each student in the group should describe his/her role in the business.
  2. The group develops a marketing campaign to sell the toy/game, including the creation of at least two of the following: a slogan, jingle, commercial, advertisement, billboard, or brochure. Each student in the group should describe his/her role in creating the marketing campaign.
  3. The group develops a plan to mass produce their product. The plan should include a way to sell the product, take and fill orders, and manage inventory. Each student in the group should describe his/her role in preparing to produce and deliver the product.

C. Communication

The group will present to the class what they have learned about the toy/game industry. The group should also discuss their toy/game and demonstrate the prototype. The audience should be given time for questions and answers. The Q&A session should be impromptu and unscripted in order to reflect student learning accurately.

D. A completed project consists of:

  1. Research proposal
  2. Product—business plan, OR marketing campaign, OR mass-production plan
  3. Videotape or audiotape of presentation, including the Q&A session

This unit may address the following TEKS.

111.5, Mathematics, Grade 3

111.5(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.5(b)(2)
Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.
111.5(b)(4)
Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.
111.5(b)(8)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
111.5(b)(9)
Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.

112.14, Science, Grade 3

112.14(b)(1)
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices.
112.14(b)(2)
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations.
112.14(b)(3)
Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions.
112.14(b)(4)
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry.
112.14(b)(8)
Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky.

113.14, Social Studies, Grade 3

113.14(b)(3)
History. The student understands the concepts of time and chronology.
113.14(b)(6)
Economics. The student understands the purposes of earning, spending, saving, and donating money.
113.14(b)(8)
Economics. The student understands how businesses operate in the U.S. free enterprise system.
113.14(b)(16)
Science, technology, and society. The student understands how individuals have created or invented new technology and affected life in various communities, past and present.
113.14(b)(17)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.14(b)(18)
Social studies skills. The student communicates in written, oral, and visual forms.
113.14(b)(19)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

128.5., Spanish Language Arts and Reading, Grade 3, Adopted 2017

128.5(b)(2)(B)
demonstrate and apply spelling knowledge by:
128.5(b)(1)(E)
develop social communication such as conversing politely in all situations.
128.5(b)(1)(D)
work collaboratively with others by following agreed-upon rules, norms, and protocols
128.5(b)(6)(G)
evaluate details read to determine key ideas;
128.5(b)(6)(H)
synthesize information to create new understanding
128.5(b)(7)(F)
respond using newly acquired vocabulary as appropriate
128.5(b)(7)(G)
discuss specific ideas in the text that are important to the meaning.
128.5(b)(10)(C)
explain the author's use of print and graphic features to achieve specific purposes;
128.5(b)(11)(B)(ii)
developing an engaging idea with relevant details;
128.5(b)(13)(H)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
128.5(b)(6)(I)
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
128.5(b)(6)(A)
establish purpose for reading assigned and self-selected texts;
128.5(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
128.5(b)(9)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
128.5(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.5(b)(11)(D)(viii)
coordinating conjunctions to form compound subjects, predicates, and sentences;
128.5(b)(11)(D)(ix)
capitalization of proper nouns, geographical names and places, historical periods, and official titles of people;
128.5(b)(11)(D)(x)
punctuation marks, including commas in a series and dates, and correct mechanics, including indentations
128.5(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.5(b)(11)(D)(vii)
pronouns, including personal, possessive, objective, and reflexive pronouns;
128.5(b)(11)(D)(v)
adverbs that convey time and adverbs that convey manner;
128.5(b)(11)(D)(i)
complete simple and compound sentences with subject-verb agreement;
128.5(b)(11)(D)(ii)
simple past, present, and future verb tense and imperfect past, perfect, and conditional verb tenses, including the difference between ser and estar;
128.5(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.5(b)(11)(D)(iv)
adjectives, including their comparative and superlative forms;
128.5(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.5(b)(12)(B)
compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
128.5(b)(12)(A)
compose literary texts, including personal narratives and poetry, using genre characteristics and craft;
128.5(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
128.5(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
128.5(b)(13)(F)
recognize the difference between paraphrasing and plagiarism when using source materials;
128.5(b)(13)(E)
demonstrate understanding of information gathered;
128.5(b)(13)(B)
develop and follow a research plan with adult assistance;
128.5(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.5(b)(1)(B)
follow, restate, and give oral instructions that involve a series of related sequences of action;
128.5(b)(1)(C)
speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;

110.5., English Language Arts and Reading, Grade 3, Adopted 2017

110.5(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
110.5(b)(1)(E)
develop social communication such as conversing politely in all situations.
110.5(b)(1)(D)
work collaboratively with others by following agreed-upon rules, norms, and protocols
110.5(b)(6)(G)
evaluate details read to determine key ideas;
110.5(b)(6)(H)
synthesize information to create new understanding
110.5(b)(7)(F)
respond using newly acquired vocabulary as appropriate
110.5(b)(7)(G)
discuss specific ideas in the text that are important to the meaning.
110.5(b)(10)(C)
explain the author's use of print and graphic features to achieve specific purposes;
110.5(b)(11)(B)(ii)
developing an engaging idea with relevant details;
110.5(b)(13)(H)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
110.5(b)(6)
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
110.5(b)(9)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.5(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.5(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.5(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.5(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.2
Use creativity and insight to recognize and describe patterns in natural phenomena.
S.I.A.3
Formulate appropriate questions to test understanding of natural phenomena.
S.I.C.1
Collaborate on joint projects.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.II.E.1
Understand descriptive statistics.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.V.C.1
Recognize patterns of change.

Social Studies:

SS.I.B.2
 Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.B.3
 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.C.1
 Evaluate different governmental systems and functions.
SS.I.C.2
 Evaluate changes in the functions and structures of government across time.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.II.B.5
 Explain the concepts of socioeconomic status and stratification.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.III.A.1
 Distinguish spatial patterns of human communities that exist between or within contemporary political boundaries.
SS.III.A.2
 Connect regional or local developments to global ones.
SS.III.B.1
 Apply social studies methodologies to compare societies and cultures.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.7
Compare and analyze how features of genre are used across texts.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.

Mathematics:

M.V.B.1
Classify types of data.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.VII.A.1
Analyze given information.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.3
Determine a solution.
M.VII.A.4
Justify the solution.
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