Krystal+Cross+Showcase

Introduction
Students will plan and implement all aspects of running a candy store. Students will survey students in the school about what types of things they would like sold in the candy store. Students will take the roles of business professionals and run a well functioning student and community friendly candy store. Students develop business acumen by marketing candy throughout the school year to raise funds for special classroom needs or Special School Projects. Students conduct market research, determine product potential, seek funding, and market and sell their product. They survey schoolmates to determine candy popularity and use their knowledge of market price and profitability to "grow a business" and reach their sales goal. The Visual Ranking Tool  helps students to set priorities, debate differences, and make correlations in order to reach consensus about which types of candy to sell. 

Learning Objectives
· Developing, implementing and communicating new ideas to others · Being open and responsive to new and diverse perspectives · Making complex choices and decisions · Identifying and asking significant questions that clarify various points of view and lead to better solutions · Demonstrating ability to work effectively with diverse teams · Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal · Assuming shared responsibility for collaborative work · Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand · Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information · Using interpersonal and problem-solving skills to influence and guide others toward a goal · Leveraging strengths of others to accomplish a common goal <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Demonstrating integrity and ethical behavior <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Acting responsibly with the interests of the larger community in mind <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Articulating thoughts and ideas clearly and effectively through speaking and writing <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Demonstrating ability to work effectively with diverse teams <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal <span style="font-size: 10pt; font-family: Verdana; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Assuming shared responsibility for collaborative work
 * <span style="font-weight: bold; font-size: 10pt; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">6.B.2 ** Solve one- and two-step problems involving whole numbers, fractions and decimals using addition, subtraction, multiplication and division.** 6.C.2a ** Select and perform computational procedures to solve problems with whole numbers, fractions and decimals.** 6.C.2b  **Show evidence that computational results using whole numbers, fractions and decimals are correct and/or that estimates are reasonable.** 7.A.2b  **Solve addition, subtraction, multipli­cation and division problems using currency.** 10.A.2c  **Make predictions and decisions based on data and communicate their reasoning.** 10.B.1a  **Formulate questions of interest and design surveys or experiments to gather data.** 10.B.2d  **Interpret results or make relevant decisions based on the data gathered.
 * __ 21st Century Skills __**

Content
media type="custom" key="4108439"

Process
Begin the unit by posting the Unit Question, How do we grow a business? How do you convince others to purchase candy? <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">How will you know what merchandise to sell? How will you know if you are making a profit? How will you determine if your business is successful? Elicit students’ initial responses and have them record their thoughts in their math journals. During Week One of the unit, introduce a sample business plan. To help students understand the business in a concrete way, involve them in a variety of hands-on experiences working with real-life businesses buying products from different stores and stations around the room. Have them decorate the room as different business and advertising, divide businesses among friends, examine stores in everyday life, and create their own store models. Take anecdotal notes while students are experimenting to document skills that may need reviewing before continuing the unit. Pass out the project rubric and discuss unit requirements. Tell students you will be using this rubric to assess their work and understanding of mathematical concepts learned throughout the unit. To help students understand the importance of running a business and how often businesses and math is used in life, students learn how various professions use math daily on the job. Post the Unit Questions, How do we grow a business? How do you convince others to purchase candy? <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">How will you know what merchandise to sell? How will you know if you are making a profit? How will you determine if your business is successful? Have students write about the questions in their math journals. Collect journals periodically throughout the unit to check for student understanding and redirect teaching as needed with the whole class or individually. Inform students that they will discover the answers to these questions and the Unit Question presented earlier by taking on the role of a worker in a profession. Their task is to find out just how important a business is to the world and as a profession and how the ability to work with people affects job performance. Finally, students must solve real-world problems that relate in some way to their professions and draw conclusions about how the problems translate into their own lives. Assign or allow students to choose a profession in the business that uses math daily on the job. After each student has a profession, pass out the student checklist, and discuss project requirements. Ensure that students understand the assigned tasks. Before you set students to work researching their assigned professions, hold a discussion about effective ways to gather information about a topic. Ask students to brainstorm a list of ways to collect information and techniques for finding answers to questions. If an important research technique, such as conducting firsthand interviews, has not been suggested, make sure it is added to the list. After the list is generated, discuss each technique. Point out how including information from multiple sources and using different research techniques adds validity and interest to a research project. Provide students with a list of Web sites to use for researching their assigned professions as well as an electronic template or worksheet for collecting and recording information. The worksheet helps students organize their work for the upcoming presentations. In addition, demonstrate interview techniques and discuss the importance of collecting information from experts in the field. Together, generate a list of interview questions that might be important to ask an expert who can help address the project criteria and answer the Unit Questions. Discuss how e-mail can be used as an effective tool to communicate with experts. Remind students about etiquette and the rules they should follow to protect themselves when using the Internet and e-mail, even when conducting research. Allow several days for students to conduct research and interviews with experts. After students have had plenty of time to gather and organize information about how math is used in their assigned professions, have them begin thinking about how math and running a business applies to them personally both now and in the future. Remind students that their presentations should answer the following Unit Questions: <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  How do we grow a business? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  How do you convince others to purchase your product? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">How will you know what merchandise to sell? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">How will you know if you are making a profit? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">How will you determine if your business is successful? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> Presentations should also include an answer to the bigger, Essential Question, <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">How can / Should 3-5 grade students open and run a successful business? Guide and assist students as necessary to make associations and draw conclusions. Hold student conferences throughout the research and project process to ensure students stay on track, get questions answered, and receive valuable feedback. After students have established connections between their assigned professions and themselves, have each student come up with a real-world business plan that demonstrates the connection. Inform students that they need to state their real-world problems and show, step by step, how to solve them. As each student explains the process used to solve a problem, the student should address and include the answer to the following Content Questions: <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">What is profit? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">What is a business? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  What is the difference between a producer and a consumer? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  In what ways can surveys help us to make decisions? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">How will you know how much candy to purchase? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  What is marketing? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> Guide and assist students as needed, as they generate their problems and draw conclusions. After students have collected their research information and generated real-world businesses and the problems associated with them, give students a storyboard form and instruct them to begin the process of creating their candy store. First, have students visually plan their store and surveys for the students in the school. Meet with students individually as surveys and store plans are completed to discuss the details of the store and suggest any edits. After a student’s business plan and surveys is approved, allow the student to begin creating the store inside the classroom. Guide and assist students as necessary as they create their store. After students complete their business plans, have them break into pairs. Students in the pairs assist each other in delivering their individual ideas and jobs to the store. Each student has a part to plan in the smooth running of the candy store. Allot several days for students to prepare for the grand opening. Facilitate a brief discussion following each day. Refer to the Essential and Unit Questions again, and ask students to use the information learned to help respond to the following questions: <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">How can / Should 3-5 grade students open and run a successful business? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  How do we grow a business? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  How do you convince others to purchase candy? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">How will you know what merchandise to sell? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">How will you know if you are making a profit? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> <span style="font-size: 10pt; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">How will you determine if your business is successful? <span style="font-size: 10pt; font-style: italic; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-style: normal;"> Record student responses on a chart. After all of the plans have been delivered, refer to the completed chart, and draw conclusions about the importance of a math in a business and a plan. Throughout the unit, post daily questions for students to answer about the edificulties of planning and running a business. If time allows, have students create their own questions for others to solve. Divide students into small groups and ask them to create their own questions. After a group creates a question, have the group build a [|wiki] that includes the questions, a response form where visitors to the site can send in their answers, and finally an answer key that explains the solution to questions. Posting the questions on a wiki allows students to publish their work and get feedback from other classrooms, parents, ePALS, and others, extending learning beyond the walls of the classroom. <span style="font-size: 10pt; font-family: Verdana; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Hold a class discussion around the Essential Question, <span style="font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-ascii-font-family: Verdana; mso-hansi-font-family: Verdana; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;"> How can / Should 3-5 grade students open and run a successful business? <span style="font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-ascii-font-family: Verdana; mso-hansi-font-family: Verdana;"> Have students conduct a Pair and Share to discuss their answers and opinions to the Essential Question using exa <span style="font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-ascii-font-family: Verdana; mso-hansi-font-family: Verdana;">mples from their research and project work. Do a partner swap and give students time to share with another peer. Take anecdotal notes as discussions take place, documenting students’ understanding of the concepts learned throughout the unit. Have students record their ideas and opinions in their math journals.
 * <span style="font-weight: bold; font-size: 10pt; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">Introducing the Unit **
 * <span style="font-weight: bold; font-size: 10pt; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">Presenting the Project Scenario **
 * <span style="font-weight: bold; font-size: 10pt; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">Researching and Collecting Information in a Variety of Ways **
 * <span style="font-weight: bold; font-size: 10pt; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">Drawing Conclusions and Making Connections Based on Research **
 * <span style="font-weight: bold; font-size: 10pt; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">Creating Student Business **
 * <span style="font-weight: bold; font-size: 10pt; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">Implementing the Business Plan **
 * <span style="font-weight: bold; font-size: 10pt; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">Creating a Wiki (Optional) **
 * <span style="font-weight: bold; font-size: 10pt; font-family: Verdana; msobidifontfamily: Arial; msobidifontweight: normal;">Wrapping Up **

Product
[|CandyStore_Project_RubricStudentSampleScore.doc] [|Student Sample.doc]

Credits
Intel Corporation, Chicago Public Schools, Mrs.Gonzalez