Screen-Shot-2017-01-23-at-11.12.20-AM-554x368.png

Goods and Services Simulation

6-7 yrs old

8-10 yrs old

11-13 yrs old

Math & Economics

Students learn about the production, distribution and consumption of goods and services within a simulated Minecraft community.

avatar Submitted By: Simon Vasey

February 9, 2018

Skills

  • Communication
  • Creativity
  • Critical Thinking

External References

Google Doc Guided Tour

A brief tour of the enhanced starter world showcasing the various economic zones and how the are used in the simulation.

Economic Simulation Starter World

A short YouTube video showing how a group of 2nd graders used this simulation!

Download the NEW version of this world

This update includes an industrial zone, additional resources at the farm, and a mall. This provides alternate space for students to craft and sell.

Learning Objectives

  • Students will experience an economic system first hand that involves the production and consumption of goods and services.
  • Students will learn how transportation is used to distribute goods.
  • Student will begin to understand the process of moving from the inception of a good to the store.
  • Students will use and understand and use the following core vocabulary: transportation, goods, services, distribution, natural resource, renewable resource, nonrenewable resource, consumption, production, farmer, factory, warehouse

Guiding Ideas

Essential Questions:

  1. How are goods made, delivered, and used?
  2. What are the differences between needs and wants?
  3. How do our choices affect ourselves and others in positive and negative ways?

Student Activities

Students will create an economic system that produces raw resources to create products that their classmates will purchase from stores.

  1. Students begin by creating a house in the starter world while playing in creative mode. As all blocks are available during this time, there is no concept of scarcity. Use this as an opportunity to compare creative mode to the real world. When resources are limited, we are forced to make decisions. Producers make decisions about what to produce, which in turn causes consumers to make decisions about what to consume.
  2. Assign groups of students to work at the various production/service zones in the starter town. Students can be paid a wage for their work (choose some form of in-game currency, such as gold nuggets). This money can be used later in the simulation.
    • Students can work in the agricultural sector harvesting crops or tend to livestock. Here students experience the production of a variety of foodstuffs and maintaining the stock of animals and crops to ensure the future success of the farm. Students may decide to expand the farm as they make predictions about the needs and wants of the community.
    • Employment can be found at the lumber yard chopping down trees and processing the wood into planks. Here students can understand the environmental impact of deforestation and of managing a sustainable flow of lumber. Also, they can make predictions about the demand for different kinds of wood that may occur in the simulated community.
    • The community also includes a working mine. Here students experience the life of a miner as they prospect for various ore and rock resources. The miners will also process the ores into usable resources for the community.The town includes a central warehouse, as well as an automated delivery system. This automatic cart system delivers goods from the farm, lumber yard, and mine to the warehouse. Students that work here will sort the goods as they are delivered, making later distribution more efficient.
    • Students will study the available resources and their relationship to each other (see resources sections) and will decide on a product to create and sell to the community. Students will gather resources from the warehouse, and produce others that are not available if necessary.Students will create a store to sell their chosen good to the community. Students can take this opportunity to work in creative mode as the design and construct an eye-catching and persuasive presence in the downtown area of the community. Students will fill their stores with their produced good(s) and set a price. Finally, students can go on a shopping spree using the money earned during part 2 of the simulation, as well as money earned in their own stores.

Creative Credit:

  • Inspiration taken from the book "How Did That Get In My Lunchbox?" by Chris Butterworth
  • Barn design inspired by YouTube user "TheN11cK"
  • Automatic loading/unloading cart system inspired by YouTube user "NanoRex"
  • The creator of the original starter world

Performance Expectations

  1. Students will able able to use the core vocabulary during their discussions with other students.
  2. Students will create a product and ensure that enough resources are available to create that product.
  3. Students will create a store that encourages consumers to purchase their product.
  4. Students will be able to explain the role of money in making exchange easier.

Skills

  • Communication
  • Creativity
  • Critical Thinking

External References

Google Doc Guided Tour

A brief tour of the enhanced starter world showcasing the various economic zones and how the are used in the simulation.

Economic Simulation Starter World

A short YouTube video showing how a group of 2nd graders used this simulation!

Download the NEW version of this world

This update includes an industrial zone, additional resources at the farm, and a mall. This provides alternate space for students to craft and sell.

如果你想了解在中国发行的Minecraft我的世界教育版,请访问我们的中国官方网站. 你也可以留在 education.minecraft.net了解世界其他地方如何使用Minecraft: Education Edition.

或留在