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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

Parents

  • 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?

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