Day 2 Instructional Procedures

1. Before class, print and cut the Transportation Station Sorting Card Sets. Prepare five complete sets (one for each group) and place them at the appropriate station (Water, Land, Air, Vocabulary, and Careers). Gather tape or glue sticks for each station.
2. Begin class by showing the Shipping Modes of Transportation Explained Video to introduce how products move by water, land, and air. After viewing, briefly discuss which modes students have personally used or seen in action.
3. Explain that students will rotate through five stations to explore different types of transportation (water, land, and air), key vocabulary, and associated careers.
4. Divide students into five groups and provide each group with a Transportation Stations Worksheet. Each group will start at a different station and rotate clockwise every 8–10 minutes. Use a timer to keep rotations consistent.
5. Before rotations begin, review station expectations:
   • Groups should read the information cards at each station and match them to the correct category on the Transportation Stations Worksheet, attaching the matches with provided tape or glue sticks.
   • At each mode station (Water, Land, Air), students will match the descriptions to their details: Products Best Suited, Cargo Capacity, Advantages, and Disadvantages.
   • At each mode station (Water, Land, and Air), students will match the details (the sorting cards) to each mode of transportation — Products Best Suited, Cargo Capacity, Advantages, and Disadvantages.
   • At the Transportation Vocabulary Station, students will match key terms to definitions, then write a short paragraph using as many of the terms as possible.
   • At the Transportation Careers Station, students will complete a “Career Snapshot” table.
6. As students rotate through, circulate to answer questions and ensure teamwork.
7. After all rotations are complete, lead a whole-class debrief:
   • Project or distribute the Answer Key: Transportation Stations Worksheet.
   • Discuss the major takeaways from each mode — e.g., Water is cheapest but slowest; Air is fastest but most expensive; Land offers flexibility and direct delivery.
   • Highlight how vocabulary terms connect to real-world logistics decisions and how the listed careers keep the supply chain running smoothly.

Day 3 Instructional Procedures

1. Explain that today’s activities help students understand two key factors that affect how products move through the supply chain — perishability and cost of shipping.
2. Divide students into teams and set up two rotations:
   • Rotation 1: Complete the Perishable vs Non-Perishable Relay Sorting Game. Teams race to sort items into “Perishable” and “Non-Perishable” categories using the rules in the linked activity. After each round, briefly discuss why some items require faster or temperature-controlled transport.
   • Rotation 2: Complete the Shipping Cost Analysis Worksheet. Students analyze the costs and trade-offs of shipping methods and compare how different transport modes impact delivery time and price. Use the Answer Key: Shipping Cost Analysis Worksheet for reference or guided review.
3. When both rotations are complete, facilitate a brief whole-class discussion connecting the two concepts:
   • Why do perishable items often use faster and more expensive transport modes?
   • How can companies balance speed and cost to keep products fresh and profitable?
   • How does this relate to the challenge of shipping bananas from Ecuador?
4. End with the Day 3 Exit Ticket to reflect on what students learned about how perishability and shipping cost influence logistics decisions.

Day 4 Instructional Procedures

1. Have students complete “Activity 2: Mission to Planet Zorcon” from the Planet Zorcon Lesson. Ensure the Planet Zorcon Kit is ordered and prepped (cutting/laminating/tying) and secure a large setup space.
2. After completing the activity, have students complete the Day 4 Exit Ticket.

Day 5 Instructional Procedures

1. Introduce the Situation and explain that students will work in small groups to create a plan to ship the bananas in the most effective manner, while handling various shipping challenges. Student groups will share their solution to a panel of professionals, teachers, and/or community members.
2. Show at least two of the banana supply chain articles and videos. Lead a short discussion:
   • What challenges do companies face when transporting perishable goods?
   • Which modes of transportation appear in the videos?
   • How might decisions about time, cost, and temperature control affect profit and freshness?
3. Organize students into groups of 3–4 members and provide each group with chart paper or a digital workspace.
4. Explain that groups will map out how bananas travel through the supply chain from farm to market. Their banana supply chain flowchart should:
   • Start at a banana farm in Machala City, Ecuador.
   • End at grocery stores in Salt Lake City, New York City, and Amsterdam.
   • Include at least three transportation modes (land, water, and air optional for comparison).
   • Label key steps and indicates approximate distances or time if known.
   • Identify potential challenges (e.g., refrigeration, customs delays, spoilage risks).
5. Circulate to support groups as they build their flowcharts. Encourage clear sequencing and visual distinction between stages (e.g., different colors for land vs. sea). You can share one or more of the supply chain flowchart examples to model expectations for structure, labels, and clarity.
6. When flowcharts are complete, have groups briefly share highlights with the class:
   • Which modes did they choose for each leg?
   • Where do they think efficiency could be improved?
7. Wrap up with a short reflection: “What did you learn about the complexity of global shipping? What factors will your group need to consider when designing your transportation plan?”

Day 6 Instructional Procedures

1. Have groups revisit their Banana Supply Chain Flowchart and restate the Dole challenge (Machala → Salt Lake City, New York City, Amsterdam).
2. Distribute the Banana Transportation Plan Guide. Clarify constraints: starting budget ($40,000), use at least three transport modes, calculate time and cost per leg, and track freshness over time.
3. Assign roles (e.g., Logistician, Logistics Analyst, Transportation/Storage/Distribution Manager). Groups sketch a Transportation Plan Poster with sections for each destination: route legs, modes, distance, time, cost, and estimated freshness on arrival (use the guide’s speed, cost-per-mile table, and freshness scale).
4. Once a first route is drafted, give each group two random Shipping Challenge Cards. Groups must adapt their plan, update the poster (cost/time deltas), and note how risks were mitigated.
5. Checkpoint: Quick stand-ups—each group shares 1 trade-off they made (speed vs. cost vs. freshness) and 1 challenge card impact.

Day 7 Instructional Procedures

1. Issue each group one additional Shipping Challenge Card to simulate late-stage disruption. Require groups to:
   • Revise route(s) and re-calculate time/cost/freshness;
   • Record the decision rationale on the poster (claim + evidence from calculations).
2. Conduct an “Address and Impress” Gallery Walk: Post all transportation plan posters around the room, and have peers leave two sticky notes per poster—one labeled “Address” to suggest improvements and one labeled “Impressed” to highlight what stood out as effective.
3. Have groups incorporate feedback and finalize their poster.
4. Show the StoryMap Video Tutorial and distribute StoryMap Step-by-Step Instructions.
5. Explain that each group will create one StoryMap with an opening title slide and three destination slides (Salt Lake City, New York City, and Amsterdam). Each destination slide should:
   • pinpoint key locations along the route (port, transfer hub, DC);
   • summarize mode sequence, time, cost, and expected freshness;
   • mention at least one challenge encountered and the group’s solution.
6. Groups storyboard their slides (titles, locations, short captions, media ideas) and begin building in StoryMap.

Day 8 Instructional Procedures

1. Have groups complete their StoryMap (title slide and 3 destination slides). Follow the steps in the StoryMap Step-by-Step Instructions (add locations, concise descriptions, media, and captions; preview; share link).
2. Have students work in peer review pairs to exchange StoryMap links. Reviewers should check for:
   • Clear claim (why this plan is efficient & cost-effective)
   • Evidence (time/cost/freshness calculations from poster)
   • Handling of at least 3 Shipping Challenge Cards (what changed + why)
   • Readable captions; accurate pins; appropriate media attribution
3. Groups revise based on feedback and submit their StoryMap link to the teacher.

Instructional Procedures

1. Have student groups present their transportation plans to a panel of professionals, teachers, or community members. Groups should user their Banana Supply Chain Flow Charts, Transportation Plan Posters, and StoryMaps to communicate their process to the panel.
2. Provide each panel participant with the Rubric and Checklist for PBL Presentation to assess group presentations and give constructive feedback. Encourage awards for categories such as best presentation, fastest transportation route, and most economical route.
3. Conduct a short class discussion or assign group reflection summaries. Guide students to identify and share their key takeaways from the project.