Carnival Tycoon Data Challenge

Learning Goals and Standards

Link to Carnival Tycoon Data Challenge Learning Goals and Standards

General Description

In this challenge, students respond to a simple survey asking them basic background information, such as their number of siblings and favorite dessert. This exercise introduces students to the concept of data and its many forms. Students then watch a ‘Shark Tank’ video that introduces them to the idea of marketing and entrepreneurship. Students study how to use data to make an effective sales pitch for a product, and they make their own sales pitches based on the class survey data and some additional research. Students are asked to develop a sign or logo for their food stand to be incorporated as visual media into their presentation.

Activities

To access the course materials and instructional details, click on the individual activity title.

0.1 -- Understanding our digital tools. (50 min)

Students will set up their digital accounts and learn to use the digital course materials. Allow students to explore file saving on the school's system and digital methods for submitting assignments. For example, if you use google classroom, you should demonstrate how students receive and submit assignments for grading, and allow them to set up their accounts.

1.1 -- What is Data? (50 minutes)

Students will gain an understanding of data and complete a data collection activity. This activity explores data as a tool to help in the decision-making process and the many ways that data can be collected and interpreted. Students conduct their first data-collection activity by filling out the "Who Are You?" worksheet, and watch a video from "Shark Tank". They also discuss the types of question needed to help the Sharks make a decision about the investment potential of the proposed invention.

2.1 -- Introducing the Carnival Concession Stand Challenge (40-50 minutes)

Students will begin to work in groups to decide the concession stand they will pitch. Students work in groups of 3-5 and use the class results from the "Who are You?" survey sheet to determine a carnival concession stand they think would be profitable to invest in and operate. They research the products they would like to sell while considering a few entrepreneurial questions before finalizing their decision.

2.2 -- Class Data Visualization (45-50 minutes)

Students explore how data can influence the decision making process. During this activity, students explore how to interpret and display data using results from the "Who are You?" survey. They watch a video from "Mythbusters" that supports the value of data and the importance of good experimental design, and identify data that will help them make decisions regarding their concession stand.

2.3 -- Deciding What to Sell at Your Carnival Stand (65 minutes)

Students will explore how the Engineering Design Process is used to help create solutions. Groups will use information from the "Who are You?" survey to help determine which item they plan to sell at their concession stand.

2.4 -- Determining Costs (110 minutes)

Students explore the necessary components of a pitch, and calculate the costs-per-serving and their potential profit from their concession stand. Students will complete a Pitch Planning sheet, do research about the costs associated with their planned concession stand, and complete a Concession Stand Calculation sheet to determine cost and profit information for their pitch.

3.1 -- Attracting Customers (30-50 minutes)

Students create a visual to help with their pitch presentation. Students create a poster or PowerPoint slide show that they will use during their short pitch presentation.

4.1 -- And the Windup... (50 minutes)

Students will work on their pitch presentations. Students will spend this class period with their groups learning how to use the Pitch Rubric, and putting together their pitch presentation.

4.2. -- Here's the Pitch (50-70 minutes)

Students present their presentations and engage in questioning other groups. Students will present their pitches and use the rubric to evaluate the other groups' presentations. The class will act as the Sharks, and should question presenters to gain information that will help them make a decision about investing their money.

***The Google files below are copy only files. When you click the link you will see a page asking you to click a "Make a copy" button, click the button and it will create a copy of the file in your personal/school Google drive. Once in your drive, you will be able to edit and send the file to your students and view responses once collected.