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Online Lesson

About this lesson
 grade level:  3-5

curriculum standards: 1 2 9

author: Abbejean Kehler

More lessons from this author
posted on: July 3, 2003
State Standards

Teacher's Version

This lesson provides you with the resources that you will need to teach this lesson. We have also provided a link for your students to follow this lesson online. The link below contains only the information your students need:

http://econedlink.org/?a=453

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EconomicsMinute
Hey Pop!

Key Economic Concepts:

  • Competition
  • Consumers
  • Decision Making
  • Producers

Description:

One of the best sounds and smells is fresh popcorn! At the movies, at the fair, or at home, everyone likes to munch on popcorn. What is your favorite brand? Is the most expensive the best? You will conduct a taste test to find out. You will get the chance to learn about its history, where it is grown, unscramble a timeline of Corn and complete a math treasure hunt.

Lesson Objectives:

Students will:

  • Explain that competition takes place when there are many sellers of a similar product.
  • Compare several brands of popcorn in a taste test, and compare the responses of all students, and rank each product. After they have ranked their choices, they will examine the prices for each and compare.

Introduction:

poppornPicture the family gathered in front of the television set– munching one of America’s favorite snacks – popcorn!

Americans consume, on average, 59 quarts of popcorn per person, per year. Most of the popcorn consumed in America is eaten in the home. The remaining amount is enjoyed in movie theaters, at sporting events, and amusement parks. The favorite popcorn flavor is butter, followed by caramel and cheese.

This lesson focuses on decision-making and marketing as it relates to competition. Students will define criteria, rate products, compare prices, and consider the marketing of several different brands of popcorn. Is there a correlation between price, taste, packaging, and what is advertised about the product? What would students be willing to pay for each sample? Does marketing affect which product they might buy?

A "Further Research" activity is outlined should you wish to integrate timelines, history, and science in your lesson.

Resources:

Process:

Activity 1

Before you begin your taste test, ask students to brainstorm a list of criteria which would make popcorn bag"good" popcorn. Ex. kernel type, color, small number of unpopped kernels, taste, texture. What is most important? Be sure and include a multiple of brands: Redenbacher, Pop Secret, Magic Pop, Jiffy Pop, etc.

In order to raise student interest, select 3-5 brands of popcorn. You might include microwave, already prepared and air popped. Using small drink cups (labeled A-B-C-D-E as needed) supply each student with a sample of each brand of popcorn. Also provide the students with the Popcorn Evaluation Sheet. After they have done their taste test, provide the students with the price of the popcorn, identify the cost per serving, and enter that on their evaluation sheet. Was the most expensive the best?

Activity 2

After looking at the container the popcorn came in, what did the producer do to interest you in the product? Is it more or less attractive than the others? Compare and discuss with your students. What might make you select one brand over another? How do producers distinguish their product over others? What role does advertising play?

Extension to Activity 2

Have the students construct a market survey. A market survey is an activity in which researchers gather information about possible users of a product (in this case popcorn) based on such characteristics as age, sex, income, education, and location. Begin by dividing the class into groups. Direct the students to list the available range of flavors. Help them prepare a questionnaire to find out when and where people eat popcorn, and what their favorite popcorn flavors are. Have the groups collect data by surveying school employees, family members, friends and neighbors. Once the information is collected they will write a report and share their findings with the class. Create a bar chart or graph showing all findings.

Further Research Activity - optional

In using online materials and web sites, you do not need to keep the entire class moving forward in the same order or at the same pace. If you choose to use this activity you will divide the class into three groups and have them become reporters on their topic. Group 1 -History and Background, Group 2 -Corn Production and Group 3 -the science of Pop Corn.

Note to teacher:
After you have book marked the relevant web sites, the students can explore them to discover background knowledge related to their in-class taste testing of the popcorn. For the resources listed below, a double asterisk (**) denotes a source you should look at first with your students. A single asterisk (*) denotes a highly recommended source - one that students should bookmark.

Activities Group 1 - History and Background on Corn:

* "The Story of Corn " www.campsilos.org/mod3/students/c_history.shtml
Learn about corn production, processing, packaging and distribution.

* "The History of Corn " www.ksgrains.com/corn/history.html
Find out more about where corn came from.

* "In World Without Corn..." http://www.iowacorn.org/cms/en/CornEducation/Corneducation.aspx
Discover the different ways corn can be used.

* "Gas Up..." www.ohiocorn.org/ethanol.html
By pumping corn into gas to make your car go!

Find out what your students know by making them Corn Detectives. Supply them with this Corn Detective Worksheet. They will need to use their knowledge to find out, in order, which states produce the most corn. Check their answers using the answer key provided.

Activities Group 2 - Corn Production:

* "Some Problematic Foods " www.vishniac.com/ephraim/corn-foods.html
Find out what products have corn ingredients in them.

* "Fact Sheet" www.foodandfuelamerica.com/2007/10/maize-ing-fact-one-bushel-of-corn.html
Learn what can be produced from one bushel of corn.

* "The World of Corn" http://www.iowacorn.org/User/Docs/us%20corn%20for%20ethanol%202006.pdf
Read about where and how much corn is produced worldwide.

See if students can use the links provided in activities group 2 to put information supplied in the corn timeline in order. Check their results using the answer key provided.

Activities Group 3 - The Science of Popcorn:

** "Pop goes the Corn" www.education-world.com/a_lesson/showbiz_science/showbiz_science054.shtml
Find out what is responsible for making popcorn pop.

"Corn Does More off the Cob" www.education-world.com/a_lesson/showbiz_science/showbiz_science054.shtml
Learn how to make and test for cornstarch.

"Become an Environmental Scientist" ezinearticles.com/ezinepublisher/?id=26031
Make plastic out of corn.

"How Seeds Grow in Different Soils" www.econedlink.org/lessons/EM453/453_Websites/Soil_files/Soil.pdf
Try growing corn in three different soils to determine which has the best results.

Conclusion:

 

Think About:

1. When was popcorn first in use? Check out "Corn Timeline Activity"

2. Where is corn produced? Check out "Corn Production Detective"

3. What alternative uses can corn be used for? Visit the World of Corn (www.ncga.com/) web site to find information that will help students solve the Math Treasure Hunt.

4. How might popcorn producers compete for your consumer dollar?

Assessment Activity:


Test the students' popcorn knowledge using the following Hey Pop! quiz.

OR

Test their popcorn knowledge with the same quiz with this printable version. You can check their answers using the key.

 

Teacher Reviews

January 5, 2005
I think this is a great engagement for any class (senses and economics combination).

November 16, 2007
This looks really fun. I'm working on a unit on Financial Responsibility. The kids could use this to help learn about earning market share.

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