Day 2 Instructional Procedures

1. Ask the students to work with their team to complete the planning and design of their beeswax product. On the first page of their team notebook, the students should record/define their question/problem, “How can we create a marketable product that uses the byproduct of beeswax?”
2. Share the product requirements with the students as noted on the Rubric for PBL Solution/Product.
3. The teams should identify and record all the tasks/steps they think they will need to accomplish to complete the project (i.e., development, prototyping, manufacturing the product, marketing). The students should draw a flowchart, concept map, or some other type of graphic organizer documenting the steps to the final product.
4. Each team member should choose the tasks they will complete related to the tasks identified in the graphic organizer. For each task, students should create a career title for their position (reflecting their responsibility) on the team (e.g., marketing specialist). Each student may fill more than one position. These roles will be added to a table in the team notebook.
5. Have each team create a project timeline table in their notebooks that includes each task/step, the names of the individual(s) who are responsible for each task, and the date each task should be completed within the teacher specified timeline for the project.

Day 3 Instructional Procedures

1. Show students the ingredients and resources available to them.
2. Each team will research lip balm recipes and determine the flavor and ingredients for their product. Instruct the students to record the recipe in their team notebook.
3. The teams should create a name for their product. Have them record this name and team member names on a “cover page” for the team notebook. Additional artwork or an image may be added later to improve the cover’s “eye appeal.”

Instructional Procedures

1. Show the How Burt’s Bees Lip Balms are Made Video.
2. Ask the students to identify the steps Burt’s Bees goes through to make lip balm.
   • Gather the ingredients
   • Mix the ingredients
   • Fill the tubes
   • Heat and cool the lip balm
   • Label the tubes
3. Explain to the students that they will be going through the same steps of making, packaging, and labeling their lip balm. Before they can mass produce their product, they need to create and test a prototype. A prototype is an original sample of a product made to test a concept or process.
4. Provide teams with the ingredients and materials necessary for creating their beeswax lip balm prototype.
5. Allow time for each team to create their prototype. The lip balm should be placed into a portion cup. Provide one-time cotton swabs for each person testing the recipe.
6. Teams should share their prototype product with one other team to be critiqued. Taking turns, each team will present their prototype and answer clarifying questions. The audience will use the sentence starters, “I like…” to describe the strengths of the product, and “I have…” to offer any ideas that might improve the product. Remind the students that feedback should be kind, helpful, and specific.
7. After reflecting on the feedback they received during the critique, the teams should refine and retest their recipe until they have their final product. The final recipe should be included in their team notebook.
8. The final product will be packaged in lip balm tubes. The teams will design and print labels for the tubes using the label template: replace the template image with the team design, choose LANDSCAPE when printing, and run test prints on plain paper to check alignment.

Days 7–9 Instructional Procedures

1. Explain that students will need to create a marketing plan for their product. Ask, “What does it mean to market a product?” After listening to ideas, clarify that marketing is the process of planning and executing the pricing, promotion, and distribution of ideas, goods, and services to create exchanges between buyers and sellers.
2. Show the The 4 Ps of the Marketing Mix Simplified Video.
3. Provide each student with the Marketing Mix Graphic Organizer. Instruct them to label the center circle “Target Market” and the outer circles Product, Price, Promotion, and Place. Then ask students to define each term. Definitions should be similar to what’s in Foundations → Vocabulary.
4. Clarify that the goal is to get the right product to the right people at the right place at the right price using the right promotional strategies. This is known as “The Right Principle.”
5. Have the teams work together to create a marketing plan for their product by completing the Marketing Mix Graphic Organizer. In each section of the graphic organizer, they will describe the details of their plan. The final marketing plan should be placed in the team notebook.
6. Allow time for the teams to create and refine their promotional materials. During this time, conference with each team to provide feedback on their marketing plan and promotional materials.

Day 10 Instructional Procedures

1. Have the teams use their promotional materials to present their final products to the class.
2. Use the Rubric and Checklist for PBL Presentation to evaluate each team’s presentation..
3. If possible, arrange for students to sell their products at a local boutique, school store, or farmers market.
4. Final products and team notebooks should be submitted for grading.
5. All students should complete a Peer Collaboration Evaluation.
6. Have students fill in the Fillable Career Grid with careers from the clusters explored in this plan. If students need ideas, provide examples from Connections → Related Career Opportunities. Students can use the career information websites for details like education and salary. You can also show them the Example Career Grid (Product Design & Manufacturing).