Market Day Event

Year Level

Year 3 (ages 7-8)

Duration

30 minutes

Context

This is lesson 20 of 20 in the "Market Day Magic" technology unit. The focus is on conducting a Market Day event where students sell products they have designed and made, concluding the unit by reflecting on their experiences.

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Learning Objectives

Aligned with the New Zealand Curriculum Refresh for Technology (Years 1-3), this lesson aims for students to:

• Technological Practice:
• Engage confidently in a real-world technological practice by managing the selling of their products (progressing in outcome level 2-3).
• Communicate and share ideas clearly when interacting with buyers and peers.
• Technological Knowledge:
• Understand the purpose of products in a market context and recognise their role as producers and consumers.
• Key Competencies:
• Use participating and contributing by actively engaging in a shared social and economic activity.
• Employ thinking when making decisions about selling and reflecting on the products and experience.
• Develop relating to others through negotiation and communication with buyers and peers.

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Curriculum Links

• Technology Learning Area:
• Characteristics of technological outcomes (Students will understand the relationship between product design, function, and consumer needs).
• Developing technological outcomes (Students apply design thinking and collaborate in creating and presenting their products).
• Technological practice and progress outcomes for levels 2-3.
• Key Competencies from the NZ Curriculum: Participation and Contribution, Thinking, Using language, symbols, and texts, Managing self, Relating to others.

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Resources Needed

• Students' completed technological products.
• Stalls or tables set up for selling their products.
• Price tags or tokens for transactions (if applicable).
• Reflection sheets or journals for students to record their experiences.
• Any required materials for handling money or tokens.

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Lesson Outline

Time	Activity	Description	Teacher Role
0–5 mins	Introduction and Setup	Gather students and explain the Market Day event: selling their designed products to classmates, teachers, or invited school community. Review expectations for communication, honesty, and cooperation.	Set clear behavioural and safety expectations. Facilitate brief recapping of the unit’s goals and connection to today's event.
5–20 mins	Market Day Event	Students operate their stalls, sell products, and engage with customers. Encourage polite communication and persuasive skills. Students handle transactions and decision-making in a practical context.	Circulate, support student interactions, prompt problem-solving, and encourage reflective conversations in real-time.
20–30 mins	Reflection and Sharing	Gather the class to reflect using structured questions: What went well? What challenges did you face? How could you improve your product or selling skills next time? What did you learn about markets and customers?	Guide reflective discussion. Support students to record thoughts on reflection sheets or in journals. Highlight individual and group achievements.

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Teaching Strategies and Considerations

• Inclusive Practices: Adapt roles and involvement levels according to students’ abilities and interests—some may prefer organizing or assisting rather than selling.
• Support and Scaffolding: Use prompts and sentence starters for students who need help expressing themselves during the event or reflection.
• Flexible Grouping: Invite pairs or small groups to work together at stalls to build collaborative skills and ease anxieties about selling.
• Digital Tools: If available, integrate tablets or digital cameras for students to take photos of their stalls or products to include in their reflections or portfolios.
• Cultural Responsiveness: Celebrate the diversity of products inspired by students’ own cultures and experiences. Encourage respectful engagement with customers and peers.

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Assessment

• Formative Assessment through observation during the Market Day event focusing on communication, engagement, and collaboration skills.
• Self and Peer Reflection: Students complete a reflection sheet to articulate their learning and experiences in relation to the technological process and personal skills.
• Teacher Feedback: Provide constructive, positive feedback focusing on technological skills, behaviour, and interaction quality.

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Reflection Prompts for Students

• What did you enjoy about selling your product?
• How did you talk with your customers?
• What was hard or easy about selling?
• What would you do differently next time?
• How did working with your classmates help?

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This lesson plan brings the unit's learning full circle by situating students in an authentic, engaging context where they apply their design and communication skills in a real-world-like scenario. The reflection helps consolidate their learning, linking practice back to understanding and developing key competencies central to the refreshed New Zealand Curriculum for Technology.

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This plan draws from the New Zealand Curriculum’s emphasis on purposeful technological practice, inclusion, and integration of key competencies to ensure meaningful, effective learning experiences for Year 3 students in Technology.