12+Production

At the end of this week we expect students to be able to understand how the production of goods occurs on both local and global scales, purchasing decisions create positive and negative impacts, and to analyze production systems to make suggestions about more sustainable practices.
 * How do systems of production and use affect people and places? **


 * Relevant standard example to share with your students:** Grade 4. Science. Strand 3. Concept 1. PO1 (page 4) - Describe how natural events and human activities have positive and negative impacts on environments.

In this new lesson, students will work in groups to map out the production cycle for a product of their choice. They will analyze the system to look for places where adjustments could be made to improve the system, and explain why that change would have a positive impact.

Lesson Plan: Production [|Handout]- print for each group if you'd like Optional Power Point: Production Fact Sheet: Production
 * Instructor resources for class: **

Resources with background information:

http://www.azcentral.com/story/money/business/consumers/2017/05/08/arizona-made-our-state-filled-growers-creators-manufacturers-builders-take-look/82224010/ https://www.arizonafoothillsmagazine.com/valleygirlblog/wine-and-dining/5-food-products-made-right-in-here-in-the-valley/

Marina found this great article about manufacturing in Mexico: https://insights.offshoregroup.com/environmental-regulations-matter-when-manufacturing-in-mexico

Markers and/or crayons - enough boxes to break class into groups of three Chart paper Laptops for research
 * Supplies for class: **

__**Another idea:**__ I haven't made this into a formal lesson plan, but I tried it last semester and it was well-received. I brought in about 20 different cans/boxes/containers of food and drinks, and passed them around to groups. We discussed elements of production that would make a product more or less sustainable, such as containers made from recycled materials, organic, fair trade, more or less processed, etc. Then we discussed economic, environmental and social aspects of production. Teams came and selected a coupel of items as if they were grocery shopping. Then, they read labels, considered everything they knew about the product (and did a little internet reserach about the companies), and gave it a 1 - 10 rating, on products we should get behind (10) vs products we should never purchase. They lined them up along a continuum and explained their rationale for decisions. Students asked each other questions and sometimes the numbers shifted.

I can share slides if you want to try this, let me know (Eileen).