The Arctic Island Survival Game

Accompany notes for teachers

This engaging activity introduces Economics to high school students, with a specific focus on introductory concepts and the basic economic problem. It will help them to engage with new concepts and models of analysis that they may find difficult to understand at first as well as get them motivated to learn the subject from the outset.

Note that in Round 1, the activity may get a little chaotic, with some students hoarding resources while others have none. They may start working together, bartering, or even stealing. Let them proceed as they wish, observing quietly. After 20 minutes, stop the activity and count the "survivors" who completed the task. Collect all materials and items, as the activity will be repeated after an initial reflection session and class discussion.

Also, allow 5 minutes for cleaning up and recycling the paper used. There will be a Round 2 that follow.

The 3 slides that contain the dimensions needed to produce each of the items required for survival (fish, poncho, and igloo) can be printed or projected onto the classroom whiteboard. However, make sure you do not print these to scale for students to trace or copy!

All items are made from (scrap) paper or light card - You can use whatever colours you have available, but it is important to try use different colours for each item as it makes the task more challenging (ensure that these resources are scarce and can’t be used interchangeably).

You can also add one washer or bottle cap or any other small, round, relatively flat object (for drawing the eye of the fish).

Ask students to consider the relevance of producing each of the three items (all of which are essential for survival):

• The fish represents the need for food.
• The poncho represents the need for clothing.
• The igloo represents the need for shelter.

Reflection and discussion: 5 minutes - Discuss the activity with the students, focusing on what worked well and what didn’t. How many students survived? Why didn’t everyone survive? Encourage them to develop strategies to increase the survival rate, such as improving teamwork and resource sharing. Once a strategy is devised, allow them to repeat the activity, likely resulting in more cooperation, efficiency, and a higher survival rate.

After Round 2, students will (hopefully) realise that by specialising, and with productivity gains from the division of labour, far more students (if not all of them) should survive.

You can also use this activity to illustrate the four factors of production:

• Land = Fish / Ice (the scrap paper)
• Labour = The students (workers)
• Capital = Scissors, compasses, rulers, staplers, glue stick (tools and equipment)
• Enterprise = The students who combined land, labour and capital in order to produce goods required for survival (human needs).

Have fun with your new Economics students!