Beacon Lesson Plan Library
Santa Rosa District Schools
Looking for a real life business brought right into your classroom? If so, Doggie Delicacies is the business for you! Working in cooperative groups, students advertise their business, take orders, organize, create a product, and distribute.
Cooperate in a variety of group situations.
-Recipe (see Associated File)
-Chalkboard, dry-erase board, or overhead
-Labels (see Associated File)
-Cooperative Worker Rubric for students (see Associated File)
-Transparency of Worker Rubric (see Associated File)
-Extra adult (parent volunteer/teacher assistant) or peer helper
-Measuring cup and spoon
-Large mixing bowl
-Baking dish or cookie sheet
-Table for a workstation
-Dishwashing soap for clean-up
-Cardstock (for labels)
-Posterboard (for advertising)
-Sample advertising poster (teacher created)
-Sale papers (from newspaper or magazines)
-Markers, colored pencils, crayons, glue, stamp pad with doggie type stamps (items to decorate bags)
-Sample delivery bag (teacher created)
-Tape (for hanging posters)
-White or brown sandwich paper bags
-Cookie cutters (bone shape and heart shape)
1. Download the recipe for making doggie biscuits (see Associated File).
2. Download the dog biscuit labels (see Associated File) and run copies on cardstock.
3. Make copies of student/teacher rubric
4. Make transparency of student/teacher rubric
5. Purchase ingredients needed in the recipe and collect all the needed kitchen items.
6. Arrange three to four workstations for students (decorating station, mixing/kneading group, and roller group). The kneading and roller group will need an oblong table for production. Several student desks may be pushed together for the decorating station. For this activity a clean-up group will be needed. This may be a set of students who have participated in another group or if the class has enough students, make an additional group.
7. Write recipe on board or overhead for students to copy.
8. Create an example poster for advertising. Make patterns for the students to copy or trace on their posters (examples: dog bone, dogs, heart, word bank).
9. Create good/bad sample delivery bag.
10. E-mail or send out forms for teachers to order doggie biscuits. Include a place for teacher’s name and pet’s name.
11. Determine how you want to divide your students into groups.
12. Secure adults or peer helpers in preparation to this activity.
Before Day Two:
13. Correlate the e-mails or order forms before students enter the class. Give each group a packet of order forms and pre-cut “labels” (see Associated File).
1. Brainstorm a list of names of businesses that the students have visited. Ask the students what kinds of products these businesses sell.
2. Following this discussion, break students into three to four pre-determined groups (decorating station, mixing/kneading group, roller group, clean-up group).
3. Inform students the class will be performing their own business venture and sell them on the idea of no longer being students in a class but being “business partners."
4. Discuss what it means to work as a “business partner. Ask “what if” questions and role-play scenarios of possible problems and resolutions of incidences that may occur while working as a “partner” or team.
5. After talking about business partnerships, show students an overhead transparency of student/teacher rubric to inform them of lesson objectives.
6. Demonstrate working situations using student "actors" how group members react when one person does not pull his or her work load. Elicit suggestions about how to resolve this conflict and post these on the board.
7. Demonstrate working situations using student "actors" to show appropriate listening, group/peer interaction, and conflict resolution and post these on the board so that students begin to develop a clear understanding of individual responsibility within the group.
8. To begin the actual business, explain to students the importance of advertising a business. Show examples of sale papers and discuss what techniques were used to make the ad appealing to the buyer (color, wording, price, etc.).
9. While students are performing the group activities, formatively assess their cooperative worker skills using the rubric (see Associated File).
10. Pass out advertising supplies to the roller group and clean-up group. This group will work on advertisements while the other two groups begin their activities.
11. Show a good example/ bad example of a delivery bag to the decorating group. Instruct the students that the bags will be for delivery of the dog biscuits. Show both the good and bad (messy/misspelled words) example of the bags and discuss the importance of making the appearance of the bag neat and presentable.
12. Have one student in the decorating group punch two holes in the top of each decorated bag. These will be the holes for tying the decorative ribbon for closure of the delivery bag.
13. One student will need to cut equal lengths of decorative ribbon and place in a separate bag. A plastic grocery store bag works well.
14. Once the decorating group is working, the mixing/kneading group will need to prepare the dog biscuits following the recipe. This group should be made up of independent and participatory level students with adult supervision. Participatory and supportive students may help during the kneading process.
15. About five minutes before time to roll the dough, give the roller group a “five-minute warning” to finish their advertisement posters. Once they have finished the posters, the mixing/kneading group should be completing their job. At that point these two groups need to switch places.
16. The mixing/kneading group may now go to designated school areas to hang posters. An adult or peer helper may escort the students.
17. At this point, the roller group will need to roll out dough and use cookie cutters to cut dough into shapes. Then they will need to place the shaped dog biscuits on a cookie sheet or baking dish and place in the oven.
18. The clean-up group needs to clean up the work station (wipe down tables and counters, wash and dry dishes, put dishes away, and sweep).
19. Come back together as a whole group and discuss things that worked well and things to be changed during the next business venture. For any problems that the student or teacher addresses brainstorm possible solutions for the problems that occurred.
20. Depending on your class time slot, you may need to take the biscuits out of the oven after the students have left. If you are teaching a self-contained class they will have time to remove their own biscuits.
Note: Before the start of today's lesson review cooperative worker skills and project goals.
21. Explain to each group that they are making the labels for the delivery bags. Stress the importance of spelling and neatness.
22. Have at least one student in each group punch a single hole in the left corner of each label, one student addressing labels, and one student lacing and tying ribbons/labels. This should resemble an assembly line process.
23. Once all of the bags are completed, students may deliver bags to classrooms/offices or teacher mailboxes. To limit classroom disruptions teacher mailboxes may be the preferred means of delivery.
24. After project is complete, have the stduents return as a whole group and discuss/list what they learned about cooperative working.
Use the Cooperative Worker Rubric to formatively assess the student’s ability to cooperate in a variety of group situations.
1. For students who are unable to copy, provide them with a typed paper copy or picture/sequence chart.
2. Biscuits may be given away “free” or sold (example 3 biscuits for 50 cents). Opening up the sale to teachers, staff, and parents only is best for the first time attempting this activity.
3. Provide a word bank to the decorating group (dog, biscuits, yum, caring, friend, pet, love, etc.). A student monitor may be needed to “supervise” production of this group.
4. The student cutting the decorative ribbon may measure (for independent students) or use a sample ribbon (participatory students).
5. An extra adult is very helpful during this activity whether it be a teacher assistant or parent volunteer.
6. Write time biscuits go in oven and come out of oven. Figure out time by counting minutes on the clock.
7. For higher functioning students or if extra time allows have students create order forms by hand, on the computer, or by e-mail (adult supervision needed for e-mail).