This unit will aim at re-enforcing the fundamental concepts of economics such as the use of services to get goods, the opportunity cost of a choice, the influence of pricing in a market system, and the value of deferring wants in exchange for lower cost to the consumer.
1)The first part of this game is developing a way for the students to "earn" their money/resource to buy the goods. Have them develop a game where they gain money as they play a game (example: catching falling coconuts - dollar per coconut caught in a basket).
2)The second part will be the development of the goods. Students will use scripting to change the prices randomly of the goods over time.
3)The third part is calculating what's left of the resources after the student buys the goods.
*The object of the game is to explore the idea of how market pricing affects people's choices and how much time would a student be willing to work in order to get more of what they want.
"The Credit Card Model"
The teacher will create a model of how interest rates in credit cards affect a person's debt. The teacher will illustrate the value of saving for one's wants rather than putting it into a credit card thereby illustrating deferring wants and the role of interest rates. How long will it take to pay off a debt vs. saving first before buying the goods.
Note: This game will be more feasible with the use of an XO laptop and mesh networking.
The students will create their own stores (some duplicates of goods sold are allowed to illustrate market competition). They will have their own version of "Work Life" game, except this time other students can earn money for playing the games, which can be added to a their total income and they can also buy goods from each other.
Students will use Etoys to learn and create timelines and games to understand the development of technological innovations, communication and transportation and how these developments have a social and economic effect on people.
The teacher could illustrate the evolution of one technological innovation using a timeline and a use of a "sliding rover" to show the illustrations over a particular period in a timetable. Students can research how tools, transportation and communication have evolved and create their own timeline/illustration.