Notes from Channels of Distribution Unit Plan

1. Graphic organizer – used to visually compare Consumer and Industrial channels
2. Distribution activity– demonstrated how products are shipped through interstate, over bridges, through mountains and across the ocean. Team activity was conducted in the boardroom as well as outside.
3. (Piggy back to #2) Written essay using Collins II writing, FCA’s
4. Bubbl.us – used to replicate channels of distribution through this web 2.0 tool
5. Quizlet – interactive vocab practice and skill drills specific to chapter 21

Reflection piece
Next opportunity to execute lesson:

Team works together to move ping pong ball through obstacle course.

1. I will video the distribution team activity. Students were able to see other teams execute; however, they were unable to see how they were doing. Having the video component would definitely hone the efficiency aspect. By this I am referring to the number of people involved in a station. As a result of our class’ wrap-up discussion, it was determined that the section of interstate did not necessarily require all four team members yet each team used all four people.
2. I will create a self-tracker for the Quizlet interactive vocab. Based on the test results for this section, we missed the benchmark of 80% of students will pass assessment with 80% or better. I will place more emphasis on using time in class to do skills and track performance improvement. Likewise, thanks to a fellow teacher, I have researched The Frayer Model to incorporate more rigor into the next vocab opportunities. Overall, this tactic should help students increase vocab on the next chapter/unit test.
3. The Collins II writing assignment was a great follow-up to the distribution activity. The benchmark for these scores was met: 80% of students passed with a score of 80% or better — I attribute this to two things First, the power of the activity and the competitive spin on showcasing which team costs more money to ship items based on (1) the amount of people used (2) the number of drops (3) the amount of time it took from start to finish. Secondly, the Collins writing provides the students with a stage where success is within reach. Having FCA’s for students to follow guides the writing process.