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Assembly Line Activity

Bryan Dibble

In the Mentor Monday from 1/23/23 Todd Nussen discusses strategies used for economics and labor. These activities and lessons are critical for teaching students about the basic economic and globalization principals our world revolves around.  I'm positive I'm not the only one who has come up with some twists to the Assembly Line activity posted in WHP.  This lesson plan for 4.1 is solid to be sure, but some mods are always fun if the teacher wants to tackle a new approach. I've taught students about assembly lines for years using Lego building blocks.  The materials I'm linking in will give enough details I'm sure you can figure it out without me making a long post.

Assembly Line Presentation and Video

Google Sheet for a scoreboard

In times where I don't have the wherewithal to make the Legos work, I've used this origami box plan for the "factory" experience too.  Sometimes this can be used for the assembly line, or can be used in a "factory setting" with managers and line bosses, and workers.  I've also been the "boss" and I (gently but firmly) pressure teams of students to produce MORE AND MORE with loud factory noise from YouTube in the background!

Origami Boxes for the "factory" experience

  • Nice addition/substitution to the activity.  Over the years, I have lost a bunch of the springs for the pens I use, so I actually could have used something like this.  I had to keep taking apart the pens so there were enough.  When I first started teaching and I had an economics class, I did something similar with greeting cards that ran in a similar way.  

    I like the idea of the factory sounds you use, but this one is always fun (and comical) to help illustrate the rush and speed of assembly line work.  

    https://www.youtube.com/watch?v=gqg3l3r_DRI

  • in reply to Todd Nussen

    Hey that tune is a classic!  Did I mention with the factory sounds I yell too?  Quite the effect!  The reality is no matter what method, it's a memorable activity. I have had former students tell me the experience really stick with them and they think of it in their jobs.  I happen to have a side gig making military reproductions. I've put into practice my own lesson. By figuring out ways to be more efficient, I don't have to raise prices to take care of increasing costs, so sales are consistent.  Basic econ, but if kids can learn a have concept like this, isn't that what school is supposed to do?

  • Thanks for sharing,  ! I just did a version of this activity last week, but with ballpoint pens (thanks to Todd for that inspiration)! It was my first go at the lesson, and I learned pretty quickly that I needed shorter rounds and more pens for supplies. I like your Lego option - more "parts" would make the assembly line more complex. Food for thought for next time, for sure!

  • in reply to Bryan Dibble

    I'm with you on the yelling.  This year, I actually picked a student to be the manager that I knew had the right attitude for yelling at and being in charge of his peers.  It made it fun and I didn't lost my voice. 

  • I need an assembly line activity for a very small class of just 3-4 special needs students. Ideas please? Modifications? 

  • in reply to Carolyn Lunger

    Hi   - I usually modify the assembly line activity using Zebra brand ball point pens. The pens I use have 6 parts, but I think you could modify to have students each assemble two parts. Perhaps it could look something like this:

    1. Each student assembles a pen on their own from start to finish. Time how long it takes for each student to finish.

    2. Create an assembly line - three students add two parts each, if there's a fourth they can serve as quality control. Time how long it takes to build pens this way. You could also be the foreperson/factory owner urging them to do multiple rounds, decreasing time each round.

    3. Debrief/Discuss: 

    • Which method was faster? Why?

    • Which method was more frustrating? Why?

    • How did it feel doing the same task over and over?

    • What if one person messed up? How did it affect the team?

    • How does this relate to factories during the Industrial Revolution?

    • Would you rather be an artisan or an assembly line worker? Why?