Literacy:

Symbolic Competence

When the students take the roles of entrepreneurs, they will have to think of innovative ideas for their business to be unique. The students will also think of creative ideas to persuade people to buy from their business. To get ides of a business the learner will read, "Lemonade for Sale." The story's objective is to show the students examples of how the characters use different schemes to persuade customers to buy from their business. The story also shows the students different tools that the characters use to keep track of their sales. The story, "Lemonade for Sale," is a good example that shows the students how children from their same age make a business and how they use different activities to attract consumers. The children in the story, "Lemonade for Sale," keep track of their sales by using graphs.

Cognitive Process

Teacher and students will discuss the story. The teacher will ask the students questions such as why did the characters have a juggler in their lemonade stand, what different method did the characters have to use when they were not selling lemonade? This will help the learners think of the problem and solutions from the story.

Discourse

Students will discuss with other students what type of business they would like create. They will decide if they will create an individual business or corporate business. They will determine if their business will contain wants or needs. The students will create surveys to ask their peers what prefer buying. They will use this information to determine what they will be selling. The students will think of possible locations of where their business can be located to attract customers.

Problem-Solving:

Authentic Problem

 Tomorrow, boys and girls, we are going to welcome a speaker to our class. He will be inviting us to participate in Kids@business and work in teams to develop a business plan for a real business that someone can develop. This business will be especially for students who are your age and the speaker believes that you can build a strong business because you know what kids your age like. In this lesson, the learners will have to think of a business that they would like to create. The students will make their business and think of ideas of how to make customers buy their products. Students will keep track of their income and expenses using Microsoft Excel and formulas. The children will also use Microsoft Publisher to make their own advertisements.

Solving Strategies

Students will use surveys to determine what they will sell. Deductive: They will think of cause and effect to determine of the outcome of their decisions, drawing conclusions of what will sell successfully in their community, analyze data to choose the best product. Inductive: students will create logos for their advertisements, design and make their product, use addition and subtraction skills to figure out total amount of investments.

Knowledge:

Disciplinary Structures

Entrepreneur concepts: analyzer of data from surveys, decision-maker, determine what products will be more profitable, start a business, make propaganda to attract customers, persuade customers to buy their products, and sell.

Social Studies Concepts

Profit, net loss, expenses, debit, credit, loan, payment, change, deposit, receipts, capital, taxes, inventory, interest, bankrupt, IRS, money, agreements and contract

Disciplinary Processes

Entrepreneur Processes: persuasive writing, making advertisements, public speaking, problem-solver, making commercials, hiring employees, inventory, cashier, developer, open/close the store, pay bills, make coupons order merchandise, promotions and deposit money

Mathematical Processes: keep track of inventory, payroll, add and subtract transactions, use graphs to show profit and loss

Using Information:

Search

The learners will view a video from UnitedStreaming.com about businesses and money. In the video, the learners will see how businesses help our country.

The learners will view why and how businesses deposit money in the bank. The learners will also see a video of goods and services at Brainpopjr.com.

The learners will use netrekker.com to search information about inspectors and their jobs.  The learners will read how businesses have to follow rules.

The learners will read the information from the following links:

·        http://www.teachingkidsbusiness.com/how-to-start-your-own-business.htm#whatisyourownbusiness

·         http://www.kiplinger.com/magazine/archives/2008/07/children-mean-business.html

·         http://www.youngbiz.com/

·         http://www.moneyinstructor.com/art/childbusiness.asp

Sorting and Judging Information

Students will make a graph of the most important information they need to make their business successful business.

Create and Communicate

Students will create a proposal of why they should open a business. They write in their proposal how they will make sure to make their business successful and how they will run the store.

Community:

Cooperation

Students will work together to find information of what entrepreneurs do. They will help each other with ideas for their advertisements and how each of them can make better their business.

Collaboration

The students will ask their parents about their jobs and tasks at work. The students will have to determine if their parents provide a service or sell goods. The learners will share their parents’ roles at work with the class.

Democratic

The teacher will have a guest speaker from the bank. The guest speaker will talk to the students about business loans, interest and payments.  Guest will also talk how citizens are protected by the government to not be overcharged with the interest.   

Authentic Activities:

A1. Think of a business that is needed in the community.

A2. Find a location for your business

A3. Apply for a loan in the bank

A4. Purchase or make products

A5. Make persuasive commercials and advertisements

A6. Hire employees

A7. Open business

A8. Give coupons

A9. Keep track of inventory

A10. Keep track of transactions

A11. Make graphs

A12. Persuade customers to buy your product

Background Building Activities:

B1. Read, Lemonade for Sale to see an example of a business created by children.

B2. Ask questions to of how to apply for a loan to guest speaker.

B3. Learn of how commercial lots are better for businesses.

B4. Learn how to make surveys of what is needed in your community. B5. Learn how to make an effective advertisement.

B6. Learn how to interview and find potential employees.

B7. Learn how to get a permit to open a business.

B8. Learn how to give the discounts without affecting your investments.

B9. Learn how to input information in Microsoft Excel.

B10. Learn how to add and subtract.

B11. Learn how to read graphs.

B12. Learn how to give convincing speeches.

Constructing Activities:

1. Make your business in the classroom.

2. Apply for a loan with teacher

3. Make advertisement signs and post them in the walls.

4. Display your permit.

5. Tell your classmates why they should buy your product when they visit your store.

6. Sell your products or service to your classmates

7. Give your classmates the correct change and a receipt.

8. Keep track of your sales in Microsoft Excel.

9. Print graphs of your sales

10. Compare daily sales.

11. Make changes to your business to attract more customers.

Sharing Activities:

1. The students will present their advertisements and graphs to the class and explain why they chose the designs and fonts in their signs.

2. They will discuss how much money they invested and how much profit they received.

3. The learners will explain how they convinced customers to go to their store and buy their products.

4. They will also explain what other changes they would have liked to make in order to have had a more profitable business.

5. If the students will explain why it is important to display their permit in their business.

Contents:

Reading

  (1) In Grade 2, students read and write independently. Students have many opportunities to use spoken language. Second grade students understand that there are different purposes for speaking and listening. Students know how to attract and hold the attention of their classmates when they make announcements or share a story. Second grade students recognize a large number of words automatically and use a variety of word identification strategies to figure out words they do not immediately recognize. Students read regularly for understanding and fluency in a variety of genres, including selections from classic and contemporary works. Students read texts from which they acquire new information. Students summarize what they read and represent ideas gained from reading with story maps, charts, and drawings. Students use references, including dictionaries and glossaries, to build word meanings and confirm pronunciation. Second grade students revise and edit their own writing to make ideas more clear and precise. Students use appropriate capitalization and punctuation. Students use singular and plural nouns and adjust verbs for agreement. In Grade 2, students' penmanship is characterized by letters that are properly formed, words that are properly spaced, and overall compositions that are legible. Students begin to take simple notes and compile notes into outlines.

 (5) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

(1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to:

(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);

(B) respond appropriately and courteously to directions and questions (K-3);

(C) participate in rhymes, songs, conversations, and discussions (K-3);

(D) listen critically to interpret and evaluate (K-3);

(E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3); and

(4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to:

(A) use vocabulary to describe clearly ideas, feelings, and experiences (K-3);

(B) clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3); and

(C) retell a spoken message by summarizing or clarifying (K-3).

(12) Reading inquiry/research. The student generates questions and conducts research using information from various sources. The student is expected to:

(A) identify relevant questions for inquiry such as "Why do birds build different kinds of nests?" (K-3);

(B) use alphabetical order to locate information (1-3);

(C) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3);

(D) use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions (2-3);

(E) interpret and use graphic sources of information such as maps, charts, graphs, and diagrams (2-3);

(F) locate and use important areas of the library media center (2-3);

(G) demonstrate learning through productions and displays such as murals, written and oral reports, and dramatizations (2-3); and

(H) draw conclusions from information gathered (K-3).

Writing

(14) Writing/purposes. The student writes for a variety of audiences and purposes, and in various forms. The student is expected to:

(A) write to record ideas and reflections (K-3);

(B) write to discover, develop, and refine ideas (1-3);

(C) write to communicate with a variety of audiences (1-3); and

(D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3).

Mathematics

(2) Throughout mathematics in Kindergarten-Grade 2, students build a foundation of basic understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. Students use numbers in ordering, labeling, and expressing quantities and relationships to solve problems and translate informal language into mathematical language and symbols. Students use objects to create and identify patterns and use those patterns to express relationships, make predictions, and solve problems as they build an understanding of number, operation, shape, and space. Students progress from informal to formal language to describe two- and three-dimensional geometric figures and likenesses in the physical world. Students begin to develop measurement concepts as they identify and compare attributes of objects and situations. Students collect, organize, and display data and use information from graphs to answer questions, make summary statements, and make informal predictions based on their experiences.

(3) Throughout mathematics in Kindergarten-Grade 2, students develop numerical fluency with conceptual understanding and computational accuracy. Students in Kindergarten-Grade 2 use basic number sense to compose and decompose numbers in order to solve problems requiring precision, estimation, and reasonableness. By the end of Grade 2, students know basic addition and subtraction facts and are using them to work flexibly, efficiently, and accurately with numbers during addition and subtraction computation.

(4) Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Kindergarten-Grade 2, students use these processes together with technology and other mathematical tools such as manipulative materials to develop conceptual understanding and solve meaningful problems as they do mathematics.

(2.3) Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems.

The student is expected to:

(A) recall and apply basic addition and subtraction facts ( to 18);

(B) model addition and subtraction of two-digit numbers with objects, pictures, words, and numbers;

(C) select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary;

(D) determine the value of a collection of coins up to one dollar; and

(E) describe how the cent symbol, dollar symbol, and the decimal point are used to name the value of a collection of coins.

(2.13) Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language.

The student is expected to:

(A) explain and record observations using objects, words, pictures, numbers, and technology; and

(B) relate informal language to mathematical language and symbols.

Social Studies

The relationship between the physical environment and human activities is introduced as are the concepts of consumers and producers. Students identify functions of government as well as services provided by the local government. Students continue to acquire knowledge of important customs, symbols, and celebrations that represent American beliefs and principles. Students identify the significance of works of art in the local community and explain how technological innovations have changed transportation and communication. Students communicate what they have learned in written, oral, and visual forms.

(9) Economics. The student understands the importance of work. The student is expected to:

(A) explain how work provides income to purchase goods and services; and

(B) explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money, and where to live and work.

(10) Economics. The student understands the roles of producers and consumers in the production of goods and services. The student is expected to:

(A) distinguish between producing and consuming;

(B) identify ways in which people are both producers and consumers; and

(C) trace the development of a product from a natural resource to a finished product. 

Technology

(a) Introduction.

(1) The technology applications curriculum has four strands: foundations, information acquisition, work in solving problems, and communication.

(2) Through the study of technology applications foundations, including technology-related terms, concepts, and data input strategies, students learn to make informed decisions about technologies and their applications. The efficient acquisition of information includes the identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results.

(b) Knowledge and skills.

(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:

(A) use technology terminology appropriate to the task;

(B) start and exit programs as well as create, name, and save files; and

(C) use networking terminology such as on-line, network, or password and access remote equipment on a network such as a printer.

(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:

(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;

(B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns as grade-level appropriate;

(C) demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate;

(D) produce documents at the keyboard, proofread, and correct errors; and

(E) use language skills including capitalization, punctuation,

spelling, word division, and use of numbers and symbols as grade-level appropriate.

(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:

(A) follow acceptable use policies when using computers; and

(B) model respect of intellectual property by not illegally copying software or another individual's electronic work.

(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(A) use software programs with audio, video, and graphics to enhance learning experiences; and

(B) use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems.

(8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:

(A) use communication tools to participate in group projects; and

(B) use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment.

(9) Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to:

(A) use software features, such as on-line help, to evaluate work progress; and

(B) use software features, such as slide show previews, to evaluate final product.

(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:

(A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience; and

(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays and printed materials.

(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:

(A) publish information in a variety of media including, but not limited to, printed copy or monitor display; and

(B) publish information in a variety of media including, but not limited to, stored files or video.

(12) Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to:

(A) select representative products to be collected and stored in an electronic evaluation tool; and

(B) evaluate the product for relevance to the assignment or task.

Tools:

Book:

Lemonade for Sale  

Computers with Internet access to the following sites:

1.http://www.teachingkidsbusiness.com/how-to-start-your-own-business.htm#whatisyourownbusiness

2.http://www.kiplinger.com/magazine/archives/2008/07/children-mean-business.html

3. http://www.youngbiz.com/

4. http://www.moneyinstructor.com/art/childbusiness.asp

5. HEB.com

6. WalMart.com

7. Brainpopjr.com

8. Unitedstreaming.com

Computers with the following applications:

1. Microsoft Excel

2. Microsoft Publisher

3. Photo Story

Hardware

1. Printer

 2. Microphone

Assessments:

The teacher will use a rubric to assess the students. Students will also present their business to the class. The students will use actual graphs and printed signs to show the class their earnings.

To Do List:

Day 1:  Read, Lemonade for Sale and discuss the story with the students

Day 2:  Practice addition and subtraction with money

Day 3:  Make pinch cards of Social Studies terminology

Day 4:  Teach students how to use Photo Story

Day 5:  Teach students how to use Microsoft Excel and Publisher

Day 6:  Take a guest speaker from the bank

Day 7:  Show students the videos from UnitedStreaming and BrainPopJr.

Day 8:  Have students research about businesses use  http://www.teachingkidsbusiness.com.

Day 9:   Have students make a flowchart of a business that they would like to create

Day 10: Have the students make a chart of the relevant information to their business.

Day 11:  Students survey other students of possible items to sale

Day 12:  Students turn in a proposal to start a business

Day 13:  Students will get a permit from the teacher

Day 14:  Students have to apply for a loan with the teacher. 

Day 15:  Students make advertising signs for their business using Microsoft Publisher.

Day 16-25:  Students start selling and typing their transactions in Microsoft Excel.

Day 26:  Students make graphs in Microsoft Excel

Day 27:  Students prepare to present their information to class.  Students will use graphs, pictures of the items they sold, explain why they decided to sell what they sold, describe why their business was a success or what would they change to make more money.  Describe their experiences with customers and how they feel about this experience. 

Day 28-30 Presentations