Service Learning Day

Service Learning Activities: 3/4/15

Jon and Bobby:

Today, Bobby and I conducted the same marketplace activity that we had done during our previous visit, but with a bit of a twist. This time we allowed the students to barter their items for other items, giving the illusion that some are worth more than others. In reality, this is not true. Despite this change in dynamic, a considerable amount of students realized that there is actually no difference in value between the items, and used this knowledge to their advantage when buying selling others’ items.

Additionally, we increased the amount of currency they had. Instead of providing each student with three pennies, we gave them five in order to increase overall spending capacity. Lastly, we kept a class record of the students with the most money and most items. This greatly incentivized them to participate in the activity more, because there was a grand prize for the winners.

Here is the order of operations in the activity:

1. Explain that we are creating a marketplace for the students.
2. Pass out five coins and three items to each student. Do not allow them to look into the item bag.
3. Allow them to trade and barter amongst themselves for five minutes.
4. Announce the 1-minute mark.
5. Identify the winners: the one that has the most items and the one that has the most coins.
6. Award the winners prizes.
7. Re Collect the coins and items, and repeat with another group.

Conner and Edward:

Today, we led a business simulation and market forces game.

We divided our group into two teams, and gave each team one minute to design a business.

They needed to include:

-a name for their business

-a product

-a pitch.

For example, one team created a business called "Chacomalt." Chacomalt made ice cream that didn't melt.

After the students created their businesses, we ran the market forces. Students randomly selected a card from a stack of forty. The card either added, lowered, or maintained their company's profits. At the end of the time limit, each team's profits would be realized and the one with more would win.

The students loved our game. They engaged their creativity to make businesses that they found meaningful and connected to their passion. They were entertained by how market forces are out of their control and could affect their business.

Periodically, students would offer their own explanations for changes in profit. For example, one student said Lionel Messi wore his business's shoes and boosted sales.

In sum, it was a successful, meaningful day.

James and Randy:

Today, James and Randy did two activities. The first one is the marshmallow activity, which involved giving each student one marshmallow. If they do not eat their marshmallows, they will get another one after 2 mins. The purpose of this marshmallows activity is to teach them the power of saving. Some students ate the marshmallows right away, but most of them chose to save theirs and get more.  This activity was then related to saving money in a bank and we explained the power of interest. While waiting in between marshmallow distributions, James explained monopolies and oligopolies. He used very simple examples of a gas station or group of gas stations located in the middle of nowhere.  He engaged the students by having several of them “own gas stations” and having them decide what prices to set to benefit their business.  The explanations were then connected to the game “Monopoly” teaching the students why the game has its name.

Harry:

Today, Harry ran a resumé building workshop.  With his group of students, Harry asked them to write down a list of their strengths, goals, and weaknesses.  In addition, he asked them to list their education background, skills, and interests.  Based on this information, students created resumés that included all of the relevant information that they had listed.  After seeing the initial results, students received individual feedback on their resumés, and Harry helped them to improve on their first drafts and brainstorm new ideas.