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Profile Sheet PBL Lesson Plan for Diverse Learners

Teacher: Christie BascettaTitle: Bascetta “Brainiacs” Tackle Possible Cancellation of Annual Fourth Grade Field Trip Primary Subject Area: Social StudiesOutside Subject Area: MathClass and Level Social Studies (only one level at this school)Grade Level: 4th grade

Description of student roles and problem situation:Mrs. Bascetta’s fourth grade students are shown a memorandum from their Principal Mr. Lancaster that the much anticipated annual fourth grade field trip to St. Augustine Florida is in jeopardy of being cancelled if the remaining balance owed for the trip cannot be generated. He has suggested a student run fundraiser to cover the remaining cost of the trip and has given the students the task of taking on the role as a business person who is in a five person team to present a “business plan” to he and the bookkeeper Mrs. Vernon on the best fundraiser they believe could be implemented to obtain the money for the balance. The “business team” will have one week to review and analyze information provided, find other resources, and put together several components of their “business plan” to present to Mr. Lancaster and Mrs. Vernon.

Adaptations for Student from Non-Western culture: I will research students’ culture and its value system and make modifications to instructional

strategies and activities which will adapt to student’s culture. I will provide student with resource material from the student’s culture. Inquire with student on what they know about the market system from their culture and attempt to

make similarities (if feasible) between Western culture vs. Non-Western culture. Send a letter to student’s parents in regards to the project and request input. Moreover, this will

allow the parent the opportunity to provide home support for the project. If student is struggling with problem, provide a peer tutor who has a good grasp of the problem to

discuss. I will be there to monitor.

Adaptations for ESOL Student: All meet the problem documents will be translated into the student’s first language. Student will be

given the English version as well. If necessary, I will have the student present in their first language and have another adult who

speaks that language in the audience when presentations are made. If necessary, I will have the student complete any written work in their first language. A dictionary of the student’s first language will be readily available. If available, I will have student placed in a “team” with another student with the same first language

which will provide comfort to both students. A note will be sent home to student’s parents in their first language to inform them of the project.

This will provide an opportunity for the parents to provide home support to their student in regards to the project.

I will provide extra one-on-one time for the ESOL student who struggles understanding the problem.

Title, Learner Characteristics, and Sunshine State Standards PBL Lesson Plan for Diverse Learners


Primary Sunshine State Standards:

SS.D.1.2.5: The student understands the concept of earning income andthe basic concept of a budget.

SS.D. 2.2.1: The student understands economic specialization and how specialization generally affects costs, amount of goods and services produced, and interdependence.

Outside Subject Area Sunshine State Standards from Math:MA.A.3.2.3: The student adds, subtracts, multiplies whole numbers, decimals, and fractions, including mixed numbers, and divides whole numbers to solve real world problems, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator.

Learner Characteristics of Elementary Grades: Physical: Although small in magnitude, gender differences in motor skill performance

are apparentJustification: According to Snowman and Biehler, “[one] benefit of attaining mastery over large and small muscles is a relatively orderly classroom. Fourth and fifth graders can sit quietly for extended periods and concentrate on whatever intellectual task is at hand” (page 79). Because of the importance and content of the material presented in this lesson, it will be important for

students to be able to hear all the information for this project because of its many components. Also according to Snowman and Biehler, “[another] benefit [of attaining mastery over large and small muscles] is that children enjoy arts and crafts . . .” (page 79). This characteristic is important because this lesson will call for students to create a product to sell.

Social: The peer group becomes powerful and begins to replace adults as the major source of behavior standards and recognition of achievement.

Justification: Snowman and Biehler expressed “. . . by grades 4 and 5, children are more interested in getting along with one another without adult supervision” (page 79). In this lesson, the students will be working together in small groups with minimal supervision by the teacher.

Social: Friendships become more selective and gender based.Justification: For this lesson, small groups will be teacher selected which will include both genders which according to Snowman and Biehler should not be a problem as “. . . children of this age will rarely refuse to interact with members of the opposite sex when directed to do so by parents and teachers. . .”(page 79).

Emotional: During this period, children develop more global, integrated and complex self image.

Justification: This lesson will be beneficial to a students’ academic self image because the student will be working in a small group/team where their individual academic level will not be a factor. According to Snowman and Biehler, “children will naturally compare themselves to one another as well as to broad-based norms in an effort to determine who they are. This social comparison process can have detrimental effects on a student’s academic self-image when most of his classmates are more able learners” (page 81).

Cognitive: The elementary grade child can think logically, although such thinking is constrained and inconsistent.

Justification: Because the student will have a ‘personal stake’ in this lesson (use earnings towards a much anticipated field trip), this lesson is appropriate for this grade level because “[most] will have attained enough mastery of logical schemes that they can understand and solve tasks that involve

such processes as class inclusion, seriation, conservation, and symbolic representation, provided that the content of the task refers to real, tangible ideas . . .” (page 82).

Learning Outcomes, Student Role and Problem Situation,Meet the Problem Method

PBL Lesson Plan for Diverse LearnersTeacher: Christie BascettaTitle: Bascetta “Brainiacs” Tackle Possible Cancellation of Annual Fourth Grade Field Trip Primary Subject Area: Social StudiesOutside Subject Area: MathClass and Level Social Studies (only one level at this school)Grade Level: 4th grade


SS.D.1.2.5: The student understands the concept of earning income and the basic concept of a budget. After a lesson on the basic concepts of income and budgeting, reviewing the entire meet the problem documents with their team and after deciding which fundraiser their team will participate in, the team will correctly create a budget on a provided budget form and estimate the income that will be generated from their selected fundraiser if they increase the cost by twenty-five cents. (Synthesis)

SS.D. 2.2.1: The student understands economic specialization and how specialization generally affects costs, amount of goods and services produced, and interdependence.After reviewing the Sixth Grade Expo Information document from the meet the problem documents and choosing any three specialty items sold at the Expo, students in their teams will accurately summarize similarities and differences in those items in reference to the particular item, amount it cost to make/purchase item, total amount sold and income generated from selling the item. (Analysis)

Outside Subject Area Sunshine State Standards from Math:

MA.A.3.2.3: The student adds, subtracts, multiplies whole numbers, decimals, and fractions, including mixed numbers, and divides whole numbers to solve real world problems, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator. After reviewing the meet the problem documents Sixth Grade Expo Information and the Memo from Fourth Grade and after 2 teacher-led examples and when given a cost analysis worksheet, students will correctly use their math skills to select which top 4 fundraiser efforts produced the best income and which 4 produced the least in relation to start up cost. (Evaluation)

Description of Student Roles and Problem Situation: In this PBL lesson, students begin to look at their problem in the role as themselves when their teacher is notified by Principal Lancaster in a memorandum that the annual field trip to St. Augustine is in jeopardy of being cancelled without more funding. From this memorandum, Principal Lancaster suggests the idea of a student run fundraiser to come up with the remaining money. Moreover, he requests that students work in a team to take on the role as business men and women to make a presentation on the best fundraiser. Principal Lancaster includes documents from a sixth grade fundraiser as well as previous fourth grade fundraisers. All information is shared with students during the Meet the Problem Discussion. The Bascetta “Brainiacs” have a vested interest in this problem because it is their field trip that is in jeopardy of being cancelled.

The following Meet the Problem Documents are utilized in the meet the problem discussion (see documents below and attached):

1. Memorandum from Principal Lancaster2. Letter from Do-It- Yourself Company (grant acceptance letter)3. Old Sixth Grade Expo Flyer4. Sixth Grade Expo Information (January 2007)5. Memorandum from Fourth Grade Team about 2006-2007 fundraiser

Memorandum

To: All Fourth Grade Teachers:

Mrs. Christie Bascetta, Ms. Allison Klass, Mr. John Schnickle, and Mrs. Karen Miller

CC: PTSP President: Mrs. Kay Martin

From: Principal Carl Lancaster

Date: September 4, 2007

Re: Possible cancellation of annual St. Augustine Trip

As you all know, it has been a tradition at Panama City School that our fourth graders go on an overnight field trip to St. Augustine in the month of January to coincide with our Social Studies unit on Florida’s history. Every year our fourth graders look forward to this trip. Because the cost of the trip has been so inexpensive ($50.00 per student) in the past, the parents and the school were able to split the cost.

Unfortunately, due to the steady increase in gas prices and an overall increase cost in services and goods, the cost of the trip has almost doubled in price; from $50.00 to $90.00 per student. School staff have been working very diligently since last April with the various companies involved in the field trip to obtain this final cost. Panama City School is unable to cover the entire difference of $40.00 due to budget constraints however we are able to increase our contribution from $25.00 to $40.00per student. Our staff has contacted most fourth grade parents who too are unable to cover the entire difference for their child but were able to match their contribution with the schools. Moreover, all money is due by October 1, 2007 to ensure our reservation at that cost.

During our summer meeting with the PTSP, I requested the remaining amount for the field trip for all 80 students but due to their recent involvement with the building of the gym, they were unable to grant the request. Mrs. Kay Martin, PTSP president, did suggest that the fourth graders do a

fundraiser to offset the cost. She reminded me that this increase in price occurred last year with the sixth grade trip to Colonial Williamsburg. Moreover, they were able to obtain a grant from The Johnson Company to assist with set-up costs for their fundraiser. Unfortunately, Panama City School was unable to obtain that grant but Mrs. Vernon, school bookkeeper, was able to obtain money from a small grant from The Do It Yourself Company. I have attached the information in regards to how the money is to be used. The money will be split evenly amongst the 4 classes. Also, I have attached other information that you might find useful.

At this time, I would like for each class to review and analyze the information provided. From this I would like at least 4 suggestions from each class on what the best fundraiser would be to offset the cost of the trip per student from a business perspective. Mrs. Vernon and I will be visiting each class on September 11, 2007 to hear presentations. It is my suggestion that students be divided into teams of five to do their presentations due to time constraints.

I look forward to seeing how your students/teams/”businesspersons” present a fundraiser.

Sincerely, Principal Carl Lancaster(Document #1)

August 29, 2007

Panama City Schoolc/o Mrs. Betty Vernon123 Any Lane DrivePanama City, FL 32404

Dear Mrs. Vernon,

We have obtained your request for the “Children Create” grant. After much consideration, we have granted your request. We have enclosed a check for $800.00. A reminder about the guideline for utilization of this grant is listed below.

Thank you again for your interest and we hope to hear from you in the future after the children’s projects are complete.

Sincerely,

Mr. Jonathon BennettOwnerDo-It- Yourself Company

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - -Guidelines for the Children Create grant

1. Monies used from the grant need to go towards supplies for items that children create.2. Such supplies can include but are not limited to glue, tape, hand held tools, drawing material, string/yarn/twine, food,

packaging material for the item created, various papers (construction, card stock etc…), various items found at the local arts/crafts supply store such as foam, beads, pom poms, etc. . .

3. Supplies can be used to customize an already made item: (decorations for a bubble container, water bottle, candy etc. . .).4. The items created can be sold to make a profit.5. If the item to be made is sold for profit, the profit must be used for educational purposes (computer equipment, library books,

field trips, athletic equipment etc…)6. If money from the grant is used to create projects for a fundraiser, any money remaining can be put towards the fundraiser. 7. The money must be used within the same school year.8. This grant is for grades kindergarten to fifth grade. 9. If at all possible, the Do-It-Yourself Company would like to have pictures of the items created. This is not a requirement.

(Document #2)

Come one, Come all to the Sixth Grade Expo!Who: Anyone and Everyone: students, teachers, parents, grandma, grandpa, aunts, uncles, sisters, brothers, and the family dog (just kidding)! When: January 23, 2007Where: Sixth Grade WingTime: 7:15 am to 7:45 am, 12:00 pm to 12:30 pm and again 2:00 pm to 2:20 pmWhat: The sixth graders are selling a variety of items like hot chocolate, GOP, crazy pens, bracelets, friendship pins, cookies, water bottles, candy etc… you name it and we might have it! Come by and check us out.

Everything is reasonable prices: $.25 to $2.00. Sorry only cash accepted!

All profits go towards the sixth grade field trip to Colonial Williamsburg. (Document #3)

Sixth Grade Expo InformationJanuary 2007

$0.0$10.0$20.0$30.0$40.0$50.0$60.0$70.0

Profit made from each item Water BottleGOPSweet TreatsSodaFriendship PinsLollipopsHot ChocholateBraceletsCrazy PenButtonsCheering Pom PomsGreeting CardsKey Chains

Item Sold

Profit in Dol-lars

0255075

100125150175200

Number of items sold for each item at the ExpoWater Bottle

GOP

Sweet Treats

Soda

Friendship Pins

Lollipops

Hot Chocolate

Bracelets

Crazy Pen

Buttons

Cheering Pom poms

Greeting Cards

Key ChainsItem Sold

Number Sold

(Document #4 part 1)

$0.00$0.10$0.20$0.30$0.40$0.50$0.60$0.70$0.80$0.90$1.00

Cost of Each Expo Item

Water

GOP

Sweet Treats

Soda

Friendship Pins

Lollipops

Hot Chocolate

Bracelets

Crazy Pen

Buttons

Cheering Pom Poms

Greeting Cards

Key Chains

Item Sold

Price of Each Item

Breakdown of Cost of Items at the ExpoName of Item Cost to Seller

(Estimates)Number Sold Price

SoldProfit Made at Expo

Water $7.50 50 $1.00 $50.00GOP $8.00 60 .25 $15.00Sweet Treats $10.00 100 .25 $25.00Soda $18.00 60 .50 $37.50Friendship Pins $6.00 111 .25 $27.75Lollipops $6.00 71 .25 $17.25Hot Chocolate $6.00 60 1.00 $60.00Bracelets $7.00 45 .25 $11.25Crazy Pen $25.00 147 .75 $73.50

Button (School Donated all supplies)

0 14 .50 $7.00

Cheer Pom Poms

$5.00 78 .50 $39.00

Greeting Cards $2.00 200 .25 $50.00Key Chains $10.00 15 .75 $11.25Totals: 110.50 1,011 N/A $424.50

(Document #4 part 2)

MemorandumFrom Fourth Grade Team at

Panama City SchoolDate: May 3, 2007

To: Mrs. Betty Vernon, School Bookkeeper

From: Fourth Grade Team:Christie Bascetta, Allison Klass, Karen Miller and John Schnickle

RE: 2006-2007 Fourth Grade Fundraisers

Below you will find the breakdown of cost and profits from this past school years fundraisers for the 2006-2007 school-year for the fourth grade. If you have any further questions, please contact Allison.

Thanks,Fourth Grade Team

Item Sold

Cost of Supplies Total Profit Made

Additional Info

Popcorn

$115.00 (popcorn and bags)No cost for machine rental; parent donated

$900.00 Sold to students 2-5thfor Fun Friday’s every week (30 weeks) @ .50 a bag

Cotton Candy

$42.00 for “sugar”$40.00 to rent machine

$115.00 Sold only at Spring Carnival (April 14, 2007) @ $1.00 a bag

Snow Cone

Ice free from cafeteria$20.00 for syrup$16.00 for cups and spoonsNo cost for machine rental: parent donated rental

$148.00 Sold only at annual Sizzling September cookout (September 15,2006) @ $1.00 per cup

(Document #5)Sample Cost Analysis Worksheet

Specialty Item: Hot Chocolate

Start Up Cost: $6.00Total Number Sold: 60Amount Sold for: $1.00 per cupTotal Profit: $60.00

Actual Profit (total profit –start up cost) $60.00- $6.00$54.00

Student Expo Budget Sheet Example

Team Name: The CougarsSpeciality Item : Hot ChocolateSold at: $.75 per cupNubmer of Days to be sold: 2 daysMoney Available for start up $20.00

Supplies Number needed Cost Total Needed Total Cost

Cups 100 20 @ $1.00 5 $5.00Packet of hot chocolate 100 10 @ $1.00 10 $10.00Hot Water 600 oz Free 600 oz. $0.00

Final Cost of Supplies $15.00

Money Available for Start Up $20.00Final Cost of Supplies $15.00Remainder ( + or -) $5.00

Estimated Profits for 2 days

Item Sold Cost per item Number sold Estimated ProfitCup of Hot Chocolate $0.75 100 $75.00

Estimated Profit for 2 days with twenty-five cent increase in cost per item

Item Sold Cost per item Number sold Estimated ProfitCup of Hot Chocolate $1.00 100 $100.00

Problem Statement, Know/Need to Know Board, and Possible Resources PBL Lesson Plan for Diverse Learners






MA.A.3.2.3: The student adds, subtracts, multiplies whole numbers, decimals, and fractions, including mixed numbers, and divides whole numbers to solve real world problems, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator. After reviewing the meet the problem documents Sixth Grade Expo Information and the Memo from Fourth Grade and after 2 teacher-led examples and when given a cost analysis worksheet, students will correctly use their math skills to select which top 4 fundraiser efforts produced the best income and which 4 produced the least in relation to start up cost. (Evaluation)

Problem Statement:How can we, as fourth graders from the perspective of business men and women, determine the best fundraiser that in such a way that . . .

o we raise enough money per fourth grade student so that the annual fourth grade trip to St. Augustine not be cancelled.

o we have a plan put together to be presented and implemented in one weeks time. o we have a plan sufficient enough to have the money before October 1, 2007.o we utilize the financial resources of $200 per class appropriately as part of the fundraiser. o we work together in teams of five.

Know/Need to Know Sample Board

What We Know? What We Need to Know?The fourth grade annual field trip to St. Augustine will possibly be cancelled if there is not enough money contributed or generated to cover the cost of the trip.

After the school and the fourth grade parents contribute towards the field trip, what is the amount needed per student for the field trip not to be cancelled?

The annual field trip is education How many parents could not contribute

because it coincides with the study of Florida’s history.

towards the field trip? How much more money needs to be raised so that every student goes on the trip?

The cost of the field trip has almost doubled from $50.00 per student to $90.00 per student due to increase in cost of gas and services and goods.

If we work in teams of five, how much profit does each team need to make at their chosen fundraiser?

School staff have negotiated with companies associated with the field trip since last April and the final cost of the trip per student is the $90.00.

From the mini grant, how much money does each class have to spend on supplies for doing a fundraiser?

The school is increasing their contribution per student from $25.00 to $40.00.

What was the total profit made at the expo minus the cost of supplies?

Most parents cannot contribute the remaining balance but would match the school’s contribution per student.

What specialty item sold the most at the expo? Sold the least? Is the highest amount sold, the item that produced the highest profit?

All money for the field trip needs to be in before October 1, 2007.

Which specialty item at the expo generated the highest profit? Lowest profit? If you subtracted the start up cost, is the answer still the same?

The PTSP does not have the money to cover the remaining cost for the 80 fourth graders but suggested a student run fundraiser like the one the sixth graders did last year: Student Expo.

What specialty item at the expo had the lowest start up cost? Highest start up cost?

A mini-grant was obtained from the “Do It Yourself Company” for $800.00 to help with the fundraiser but it has stipulations.

In relation to profit and start up cost (profit –start up cost), what specialty item had the best result? The worst results?

The mini grant stipulates that the If the specialty item from the expo with

money must go towards supplies for items that students create, craft supplies from arts and craft stores are acceptable, already made items can be altered with the supplies, items made can be sold for a profit that goes for educational purposes, and any left over money can be put towards profits from a fundraiser.

the worst profit increased its charge to the consumer by twenty-five cents, would it still be the worst item to profit? What about the best profit…if it decreased its charge by twenty-five cents?

The $800.00 will be divided amongst 4 classes.

What specialty items from the expo could be sold if money from the mini grant was used? What specialty item at the expo could not be sold if our team used the mini grant? Could it be altered to fit the stipulations in the mini grant?

The sixth graders last year did a one day expo where they sold a variety of items from .25 to $2.00. They profited $424.50.

Which fourth grade fundraiser had the best profit in relationship to start up cost and profit? Which fundraiser is the most feasible with the limited time constraints?

The sixth graders advertised for their expo with a flyer.

What type of specialty item might appeal to students? Can we interview students before we pick out fundraiser?

The fourth graders last year did three fundraisers: popcorn (a year long fundraiser) with a profit of $900.00; cotton candy (done in the spring) with a profit of $115.00; and snow cones (annual September cookout) with a profit of $148.00.

Before picking our fundraiser, can we interview a current seventh grader about their experience last year?

Each class needs to come up with 4 suggestions of the best fundraising efforts to offset the cost of the trip.

In relationship to our team, what fundraiser appeals to our interests and abilities?

Presentations about our suggestions for the best fundraiser happen in one week to the principle and bookkeeper and need to done in teams of five.

If our team selects to be part of an expo of sorts, can we sell our specialty item on more than one day? What times will the expo be open?Do we as a team have to select a fundraiser/specialty item given to us in the meet the problem documents or can we choose something outside of what was given to us? If we choose to sell a specialty item, do we have access to money from the mini grant?What type of advertisement could we use to promote our fundraiser? Could we have access to morning announcements, computers, copiers etc...?What if more than one team selects the same fundraiser? Should we have an alternate?What items/supplies do we need for our selected fundraiser?In our selected fundraiser, can we make a profit and still meet our budget and time constraints?

Possible Resources:

Personal Resources: o Tanner Dinan, Madison Hammer, Laken Stewart, and Houston Holsenback: Seventh grade Panama

City School students who each sold a specialty item at the Expo last year. They will be available in the school library for interviews on September 7, 2007 from 8:40 am to 9:10 am. Please have interview questions ahead of time as groups will be allowed only 7 minutes.

Sample Worksheets given by the teacher (see attached): o Student Expo Budget Sheet for Specialty Item (example)o Sample Cost Analysis Worksheet

Books (all will be available in class): o Bernstein, Daryl (1992). Beyond the Lemonade Stand: Small business ideas for kids. Hillsboro,

Oregon: Beyond Words Publishing.

o Bouani, Jennifer (2006). Tyler & His Solve-a-matic Machine. Atlanta, Georgia: Bouje Publishing LLC.

o Erlbach, Erlene (1998). The Kids Business Book. Minneapolis, Minnesota: Lerner Publications.

o Haskins, Jim (1998). African American Entrepreneurs. John Wiley and Sons Inc.

o Hiller, B.B. and Johnson, Meredith (1988). Rent a Third Grader. New York, New York: Scholastic Inc.

o Jones, Vada Lee (1987). Kids Can Make Money Too! : How Young People Can Succeed Financially--Over 200 Ways to Earn Money and How to Make it Grow. Calico Paws Publishing.

o Nissenberg, Sandra K (2002) Everything Kids' Cookbook. Avon Massachusetts: Adams Media Corporation

o Paul, Aileen. (2005). Kids Cooking without a Stove. Santa Fe, New Mexico: Sunstone Press.

o Sadler, Judy (1997). The Jumbo Book of Crafts. Kids Can Press, Ltd.

o Slovacek, Cindy (1996). Open for Business: A simulation for Student-run Enterprises. San Luis Obisipo, California: Dandy Lion Publications

Websites:

o 101 Gifts to Make (2007) at About.com @ http://familycrafts.about.com/cs/giftgiving/a/120400a.htm

o Art and Craft ideas for 7 to 12 year olds (2002 -2007) at allfreecrafts.com @ http://www.allfreecrafts.com/kids/index.shtml#gifts.

o Arts and Craft ideas for 9 to 12 year olds (2007) at Familyfun.com @ http://jas.familyfun.go.com/arts-and-crafts?page=CraftSearch&season=&age=Tween&time=&n=0&d=Next&order=1

o Arts and Craft supplies (2007) at orientaltrading.com

Video/DVD: o Countertops Revealed, LLC. (March 27, 2007) Crafty Fun (Fun and Easy Crafts for Kids) (Available at

Amazon.com)

Capstone Performance






MA.A.3.2.3: The student adds, subtracts, multiplies whole numbers, decimals, and fractions, including mixed numbers, and divides whole numbers to solve real world problems, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator. After reviewing the meet the problem documents Sixth Grade Expo Information and the Memo from Fourth Grade and after 2 teacher-led examples and when given a cost analysis worksheet, students will correctly use their math

skills to select which top 4 fundraiser efforts produced the best income and which 4 produced the least in relation to start up cost. (Evaluation)



o we have a plan put together to be presented and an implementation plan ready in one weeks time. o we have a plan sufficient enough to have the money before October 1, 2007.o we utilize the financial resources of $200 per class appropriately as part of the fundraiser. o we work together in teams of five.

How Will Students Share Their Solution to the Problem?In their teams of five and from a business perspective, students will be presenting their groups’ fundraising solution

to offset the cost of the annual fourth grade field trip to St. Augustine. They will be presenting orally their business plan to Principal Lancaster and bookkeeper Mrs. Vernon. Their presentation has a time constraint of 15 minutes per group. Each student from the group will be required to speak/present about one of the five components required for the business plan. Each student will be required to use some form of props and/or visual aids such as their attire, graphs, pictures, refreshments, clipboards, posters etc…. The classroom will be arranged to provide an authentic atmosphere. Desks will be arranged in such a way that they make four small tables of five (one for each team) to wait for their turn to present as well as listen to other groups. Each table will have cups and a water pitcher. There will be one table with three chairs for Mr. Lancaster, Mrs. Vernon and teacher to sit. The table will be in close proximity to the area in which students will present. The table will have cups and a water pitcher available for the guests. All classroom aides (library cart, storage etc…) will be moved to back of room to give presenters a blank slate to limit distractions for guests. (See attached for visual classroom arrangement).

Prior to performance : Students will be given one week from presenting of problem to work on a solution. Major instruction on (1) the basic concept of economic specialization within goods and services with attention to cost, amount produced/performed and their interdependence on each other; and (2) the basic concept of earning an income and budgeting, will be done prior to day one when the current problem is presented. Reminders about

these concepts will take place during the first three days which will include teacher shown examples related to the current problem. Examples worked through include a cost analysis worksheet and budget worksheet. Moreover, each student will be given a blank teacher-created “My Solution” report to be filled in by the student during the week. This report will be given to the teacher at the end of the presentation. In this report, students will complete a cost analysis worksheet, budget worksheet, similarities/difference chart, types of advertising used, resources investigated, etc… Students will be given a rubric for their presentation/performance and instructed that even though they are working as a team their grades will be individual. It will be strongly encouraged that teams evenly divide responsibility. Moreover, some minor classroom instruction will be given about working in a team and the benefits of determining ones own strengths and weaknesses when working in a team.

After instruction, students will have the remainder of class time (1 hour 40 minutes on days 1-3 and 2 hours on days 4 and 5) to work on their solution and presentation. During this time, students will have access to resources provided by the teacher as well as ones they have found on their own, complete teacher provided worksheets, work on proposed advertising, work on “My Solution” report, create their display (picture of item to be sold as a fundraiser, creation of mock fundraising item etc…) of their chosen fundraising idea as well as one alternate, and work on visual aides. Poster board, flipchart paper, access to power point, and other supplies will be made available to the student. On day 5, students will be asked to finalize their presentation. On the morning of day 6 and prior to presentation, students will be given the opportunity to have a final rehearsal of their presentation in the room with just their team and teacher. The other students will be in the library.

Performance: Because the students will have a rubric one week prior for this presentation, they will be aware of what is required. Students will be required to:1. Welcome:

Students will be required to welcome their audience, give their team name, and introduce themselves.

2. What We Found Out: One student from the team will orally give information on what the team found out either from the meet the

problem documents or other research they did on their own. Minimally this component should include how much money needs to be raised for each student to go on the field trip, how much money is available per class/per team if the mini grant is used for supplies, the types of items that can be sold as a fundraiser if the money from the mini grant is used and the top four and the bottom four income producers from the 6 th grade expo and last years fourth

grade fundraisers in relation to cost (LO #3). It will be required that this information be displayed in some type of visual aide which could be a flipchart, poster board, written on a whiteboard, in a PowerPoint presentation etc. . . This display, if feasible, will be moved to the side for the next component of the presentation but not out of site.

3. Our Solution: One student from the team will have an actual display of the team’s choice for the fundraiser and one alternate.

This can be done either in a mock creation of an item, a picture etc…. This student will also verbally present information on where the start-up cost for their chosen fundraiser and alternate will come from, supplies needed (if any) and how much the start up cost is for each (chosen fundraiser/item to be sold and the alternate)

Another student will be asked to present a budget for their chosen fundraiser/item to be sold and the alternate. He/she will verbally explain the budget. Again, a visual aide of the information is to be displayed. This aide will just be a transposed copy of the budget worksheet form given by the teacher onto a flipchart, PowerPoint, poster board, written on the whiteboard (LO # 1).Again, if feasible, the display will be moved to the side for the next component of the presentation but not out of site.

4. How We Decided: One student from the team will present a chart on Similarities and Differences between three fundraisers/items

sold: first choice fundraiser/item to be sold, alternate, and one from the Sixth Grade Expo. The similarities and differences chart must include: (1) type of item sold or to be sold, (2)start up cost, (3)amount to sell item for, (4) total number of items sold or estimated to sell, and (5) the income generated from item sold or estimated income. This student will verbally give one similarity and one difference for each of the three fundraisers (LO #2). Again, students will be asked to display information in some form of a visual aide (flipchart, poster, written on whiteboard, PowerPoint etc…).

Now all three displays (Similarities and Differences chart, What We Found Out, and Budget Information), if feasible, will be moved to the front of the room. Each of the team members will be required to give one justification from the information displayed as to why the teams first choice for a fundraiser is better than the alternate.

5. Implementation: One student from the team will orally discuss the proposed advertising to promote their first choice for a fundraiser.

The student will have a visual display in any format of their choosing as to how this will be accomplished. This student will discuss the time frames to obtain supplies and create (if applicable) as well as the earliest date of implementation.

6. Closing : Teams will take questions/comments from the guests, Mr. Landcaster and Mrs. Vernon. Teams will thank their guests for listening to their presentation.

Rubric for Assessing the Capstone Performance

Criteria Excellent Fair PoorStage Performance

Eye contact Enthusiasm (tone and pitch of

voice) Projection of voice Attire Hello/Name/Thank you

10 points Student gave eye contact

85 % to 100% of the time to audience while speaking;

Student varied the tone and pitch of their voice 85% to 100% of the time while speaking to the audience;

Students voice projected 85% to 100% and could be heard at the back of the room;

Student was dressed for business presentation (Business attire/ “Sunday best”)

Student greeted audience, gave name, thanked audience at the end of presentation

7 points Student gave eye contact to

audience only 60% to 85% Student varied the tone and

pitch of their voice 60% to 85% of the time.

Student’s voice projected only 60% to 85% of the time while speaking to the audience.

Student was not dressed in Business attire/ “Sunday best” but clothes were clean and neat (shirt tucked in, belt on, shoelaces tied)

Student did two of the three: greeted audience, gave name, thanked audience

5 points Student gave little to no

eye contact with audience

Student spoke in a monotone fashion where their tone and pitch of voice was not varied.

Student projected their voice less than 60% of the time while speaking to the audience.

Student clothes were not clean and neat (shirt not tucked in, no belt if applicable, shoelaces untied)

Student did one or none of the three: greeted audience, gave, name and thanked audience

Content of Individual Component (One student must present about one of these components)

‘What We Found Out’: (from meet the problem documents/personal

30 points Student displayed

knowledge of their component with all accurate facts.

20 points Student displayed some

knowledge of their component with only one accurate fact.

10 points Student displayed little to

no knowledge of their component as all facts were inaccurate.

research) Minimally should answer:

1. How much money is needed per student to participate in trip?

2. How much money for start up cost per class/team is available with the use of the mini-grant?

3. What types of items can be sold if the money from the mini-grant is used?

4. What were the top and bottom four income producers from last years 4th grade fundraisers and the 6th Grade Expo in relation to start-up cost? A visual aide is required for this question (see below for criteria)

‘Our Solution’ (display)1. Display of selected

fundraiser and alternate either with actual items or pictures. (see below for Visual Aide criteria). An explanation of each is given to answer “What is it?”

2. Verbally present information where start-up

Student focused the entire time on their component during their part of the presentation.

Student referred to their visual aid when necessary when discussing or explaining their component.

Student discussed all required criteria for component.

Student introduced the next student/component and how it relates to their component.

Student focused only part of the time on their component during their part of the presentation. The remainder of the time the student focused on another component from the entire presentation.

Student did not refer to their visual aid when necessary when discussing or explaining their component.

Student discussed only half of the required criteria for their component.

Student either introduced the next student/component or said how it relates to their component but not both.

Student did not focus on their component during the presentation

Student did not use or reference a visual aid with their component

Student did not discuss any of the criteria given for their component

Student did not introduce the next student/component and did not say how it relates to their component.

cost of selected fundraiser and alternate will come from, supplies (if any), and how much the start up cost for each will be.

‘Our Solution’ (budget)1. Presentation of a

transposed copy of budget worksheet for selected fundraiser and alternate in the form of a visual aide (see below for Visual Aide criteria).

2. An explanation of budget to include start-up cost, number to be sold, cost per item, projected profit, and projected profit if cost per item is increased by twenty-five cents.

‘How We Decided’1. Display of a chart on

Similarities and Differences between selected fundraiser, alternate fundraiser and one item sold at the 6th grade expo in the form of a visual aide (see below for Visual Aide Criteria). The chart must include: (1) type of item sold/to be sold, (2)start up cost,

(3)amount to sell item for, (4)total number of items sold or estimated to sell and(5)income generated from item sold or estimated income.

2. Presentation of chart with verbal explanation of one similarity and one difference from each of the three fundraisers.

Implementation:1. Presentation of proposed

advertising of the selected fundraiser and alternate. A visual aide of how each will be accomplished must be displayed (poster, flyer, note to students etc…) See below for Visual Aide criteria.

2. A verbal explanation of time frames to obtain supplies, create and earliest date to implement is given for each (selected fundraiser and alternate).

Justification:1. From the visual aide

displays (Similarities and Differences chart, What We Found Out: Top four/Bottom four

15 points Student verbally gave an

accurate justification for the teams selected fundraiser vs. alternate fundraiser.

10 pointsStudent did only one:

Verbally gave an accurate justification for the teams selected fundraiser vs. alternate fundraiser

5 points Student did not give an

accurate justification for the teams selected fundraiser vs. alternate fundraise and did not

fundraiser visual aide, and Budget visual aide) or from information given about each component, each student will verbally give a different justification as to why the chosen fundraiser is better than the alternate.

2. Justification must have back-up from visual displays or information presented by each component: (example: “This _________ cost less to make than __________”, or “It will take longer to make ________ than to make _____________ according to (insert name of student who presented Implementation component)”.

Students’ justification is backed up/referenced with displayed visual aides or information previously presented.

OR His/her justification is

backed up/referenced with displayed visual aides or information previously presented.

back-up/reference displayed visual aides or information previously presented.

Visual Aid:Each component must have a visual aide that is:

Easy to read/see from a distance Visually appealing. Neat, and Easy

to interpret Can be in any medium ( ex. poster

board, flip-chart, 3 dimensional, white board, PowerPoint)

Visual aide illustrates at least one

15 points Student’s visual aide is

easy to read/easily seen from a distance.

Visual aide is visually appealing/neat and easy to interpret: Information is legible and/or put together well, and easily understood with no

10 pointsStudent’s visual aide has only one of these qualities: Student’s visual aide is easy

to read/easily seen from a distance.

Visual aide is visually appealing/neat and easy to interpret: Information is legible and/or put together

5 pointsStudent’s visual aide has none these qualities: Student’s visual aide is

easy to read/easily seen from a distance.

Visual aide is visually appealing/neat and easy to interpret: Information is legible and/or put

relevant, accurate component of the problem.

questions as to what it is. Visual aide illustrates

two relevant, accurate components of the problem.

well, and easily understood with no questions as to what it is.

Visual aide illustrates one relevant, accurate component of the problem.

together well, and easily understood with no questions as to what it is.

Visual aide does not illustrate one relevant, accurate component of the problem.

“My Solution” report:Each student will turn in their “My Solution” report after presentation.This report includes:

Brainstormed ideas for fundraiser Cost Analysis worksheet Budget worksheet Similarities/Differences chart Advertising Solutions List of resources obtained and

used

6 pointsFive to six components of the “My Solution” report are accurately done.

4 pointsThree to four of the components of the “My Solution” report are accurately done.

2 pointsNone or one to two of the components of the “My Solution” report are accurately done.

Grade Conversion: A (70- 76)B (62–69)C (50- 61)D (31 – 49)F (0 – 30)

Two Alternative Solutions and “Best” Solution AnalysisPBL Lesson Plan for Diverse Students




o we have a plan put together to be presented and implemented in one weeks time. o we have a plan sufficient enough to have the money before October 1, 2007.o we utilize the financial resources of $200 per class appropriately as part of the fundraiser. o we work together in teams of five.

Solution 1: Sell Crazy PensOne possible fundraiser that students as business men and women may present to Principal

Lancaster and Mrs. Vernon would be to create and sell Crazy Pens to students and faculty at school for $1.00 for 2 days (September 26th -27th).

Pros ConsInformation obtained from last years 6th grade Business Expo showed that those students profited $73.50 which when divided amongst our team of five

The Crazy Pen may not be of interest to students in the younger grades because they use pencils.

would cover (and plus some) the remaining balance ($10.00 per student) due per student for the field trip to St. Augustine.Information obtained from last years 6th grade Business Expo showed that the start up cost for 147 Crazy Pens was $25.00 which is within the $50.00 budget per team from the mini grant.

The marked up cost of $1.00 per Crazy Pen may be too expensive for students.

Information obtained from last years 6th grade Business Expo showed that the Crazy Pens sold at $.75 per pen. If the pens were marked up by $.25 per pen and at least 75 pens were sold, it would still give us a profit of $75.00 which is still $25.00 more than what is needed.

With only five students making Crazy Pens, there may not be a big variety of style in the pens for consumers to choose from our team.

The creation of the Crazy Pen is within the parameters of what is required to use the money from the mini-grant.

There will only be 2 ½ weeks to publicly advertise for the Crazy Pen.

Supplies to make the Crazy Pen are found at local craft stores or Super stores (Wal-mart, Target etc…) so there will be no waiting for ordered supplies in the mail and therefore creating the pens can begin immediately.Because we have five members in our team, the creation of at least 75 Crazy Pens is feasible within

the next 2 weeks with each member making 15 Crazy Pens.

Consequences: Because the Crazy Pen was so profitable for the sixth graders at the Sixth Grade Expo last year,

there may be some bitter feelings for the fourth graders by the current sixth graders who may have been planning on selling the Crazy Pen again this year at their Expo. With this in mind, they may not come to purchase a Crazy Pen and encourage others the same way.

Another consequence of selling the Crazy Pen is that with its history of a great profit for the sixth graders last year, it may be the chosen fundraiser for other teams.

Solution #2: Sell Greeting Cards

Another possible fundraiser that students from the view of business men and women may present to Principal Lancaster and Mrs. Vernon would be to create and sell homemade greeting cards to students and faculty at school for $.50 for 2 days (September 26th -27th).

Pros ConsInformation obtained from last years Sixth Grade Expo revealed that a profit of $50.00 was made which is when divided amongst our team of five would exactly cover the remaining balance ($10.00 per student) due per student for the field trip not to be cancelled.

With five team members making 20 cards each, the creative of team members may become exhausted only after a few cards

Because the greeting cards would be homemade, it falls within the guidelines to use the mini grant of $50.00 per team for supplies which will cost $30.00 from our

Greeting cards are not an item that students can use immediately for themselves.

calculations.Supplies for the creation of greeting cards can be easily purchased at the local craft store or “Super” store (Wal-mart, Target etc…) without waiting on items to be delivered via the postal service so creation of the cards can begin immediately.

The cost of $.50 per card may be too high of a price for a homemade greeting card.

Only 100 greeting cards will need to be sold with the purchase price of $.50 per card to ensure a profit of $50.00.

Making greeting cards call for team members to be artistic.

With a projection of only making 100 greeting cards, our five person team only needs to make 20 cards per team member which is feasible in the next 2 weeks.

The greeting cards may only appeal to faculty.

Consequences: If the team chooses this fundraiser, the team runs the risk that consumers may find the greeting

cards unappealing and/or too expensive which will leave the team with a huge overhead and very little profit.

Another consequence of selling homemade greeting cards is that with its history of making a large profit, other teams may choose this fundraiser which will cause more competition for the team and possibly less profit than projected.

Justification: Our team has chosen as our fundraiser to sell Crazy Pens to raise money for the Fourth Grade Field trip. We believe that this is an item (a pen) that most people use everyday and therefore will want to purchase due to its interesting embellishments (a flower or silly creature stemmed from the top). Consumers will

find this item to be an interesting concept to their typical pen. Because of its history of being a popular item at the Business Expo last year and with our marked up selling price to one dollar, we believe that this will bring in a profit that will more than adequately cover the cost of our teams’ portion for the field trip. We are projecting of making at least seventy-five pens which will give us a projected profit of $75.00. With only needing $10.00 per student to cover the cost per student for the field trip, we would need to sell truly only twenty-five Crazy Pens. We find this to be true because we are only spending $25.00 for supplies and with the remaining $25.00 dollars leftover from the mini grant, we can put this leftover money towards our field trip (per the guidelines given for the mini grant) which in turn only means that we need to make a profit of $25.00. It is our belief that even if other teams sell Crazy Pens, this will create healthy competition and gives a variety of Crazy Pens for consumers to choose. Moreover, even though the sixth graders have done this in the past and may plan to do this in the future, their Business Expo is not until later in the school year. Most consumers use pens frequently, and will probably need a new pen by the time the Expo comes around.

Debriefing Plan and Coaching Questions

Review of Student-Generated Solutions: Fourth grade students in teams of five will orally present a business plan to three other teams

(students in their class), their teacher, Mr. Lancaster (principal) and Mrs. Vernon (school bookkeeper) about their first choice solution and an alternative solution to a student run fundraiser where they will raise funds so their annual fourth grade trip will not to be cancelled. Teams are also required to have visual aides of charts, a sample (either 3-D or pictures) of the fundraising item, and marketing ideas.

Rating of Solutions: As each group presents, Mr. Lancaster and Mrs. Vernon will rate each teams chosen fundraiser on

type of item chosen, income to be generated, and timeliness of implementation plan to meet deadline through a Rating the Solutions form. (See below)

RATING THE SOLUTIONS

Team # ____________________Chosen Fundraiser: __________________________________

PRO Pts.

CON Pts.

Type of Item Chosen

Income to be Generated from this Fundraiser

Timeliness of Implementation

TotalTOTAL SCORE + - Award 1 point for each PRO and CON. Each column is added. To get the TOTAL SCORE, the CON column is subtracted from the PRO column.

From the TOTAL SCORE: 3 or more points: It’s a go! Get to work and good luck2 points: You might want to reconsider.1 or 0 points: Definitely choose something different. Coaching at End of Debriefing Session:

At the end of the presentations and after Mr. Lancaster and Mrs. Vernon complete the RATING THE SOLUTIONS form, the guests are thanked for their input and dismissed. The students are then given the opportunity to debrief as a class. Debriefing may take more than just one class period. Each team is requested by the teacher to give a pro and a con of their solution on their presentation as well as of the other teams. The teacher records the answers on the whiteboard. The students are praised for their hard work and effort and told that the hard work of implementation is about to begin. It is planned that the fourth grade students will implement their solution during the First Annual Fourth Grade Business Expo on September 27-28, 2007 which is over two weeks away.

The next day and after the teacher has had time to review the RATING THE SOLUTIONS forms by Mr. Lancaster and Mrs. Vernon, the teacher provides feedback to students in their individual teams. As a class, each of the chosen fundraisers and the information provided by the teams are placed on the white board in a table form (see below):

Classroom Fundraiser Sheet Team #

Item Chosen Start Up Cost

Number to be sold

Price to be sold with the $.25 mark up

Projected Income

The teacher begins a discussion on a variety of issues in regards to the teams’ solutions. To begin, the teacher wants feedback from the students. The teacher will ask questions like “Why do you think these items appeal to students and faculty?” “What should happen if the item sells out quickly?” “Is there money in their budget to make more?” “Is marking the item up by $.25 too high of a price for students? If so, what should a team do? Will they still be able to raise enough money for the field trip if they lower the price?”, “Is there a price of an item to be sold too low? If so, what is your suggestion to the team?” “What are some of the similarities and differences you see?” If students do not answer right away, the teacher will assist students with guidance to answers to the question. Students will also be given an opportunity to come up with questions that were not addressed.

If at this point, a student or students have not already asked about the issue of multiple teams doing the same fundraiser, the teacher will address. Students are reminded that although their solutions are good however there may be more than one team who has chosen the same fundraiser because of the fact that there are a total of 16 teams in all (four classrooms with four teams). It is decided that only one of the same fundraiser can be done per class. This will provide a healthy competition for students to observe. In this same regard, the teacher reminds students about the idea of marketplace competition and that consumers like having a variety of choices to go to when shopping for a particular item. The example of shopping for a gallon of milk is given. Consumers can choose to purchase milk at a variety of stores like at the local grocery store vs. Super-Wal-Mart vs. a convenience store and each store has its own appeal and usually a different price. Moreover, in the event that there are more than one of the same fundraisers presented in each classroom, the team with the highest score from the RATING THE SOLUTION form will be the team to do the fundraiser. In the event that there is a tie with the RATING THE SOLUTION score, the teacher will make the final decision based on group performance. For the remaining teams who choose the same fundraiser and were not chosen to do the fundraiser, they will be asked to provide their alternate solution.

Another question that may arise that students may not have thought of it is how their Expo will relate to the Sixth Grade Expo. Students are assured that the Sixth Grade Expo is not until the spring and it should not interfere. Teachers have spoken to the sixth graders who are fine with the fourth graders doing fall expo. Final results obtained from the Fourth Grade Expo will be given to the sixth grade teachers for students to draw conclusions from.

Also, at this point, students have not been given the opportunity to know what the other classrooms/teams have decided to do as fundraisers accept through ‘hallway chatter.’ Each team is given a Classroom Fundraiser Sheet to review on what each team is doing as a fundraiser. Teams will be asked to review the information and draw at least 3 conclusions from the information. Also, teams will be asked to determine which fundraiser will produce the best income and which will produce the least in relation to start up cost. The teams will be asked to orally present the information. The teacher will then provide an open discussion with teams by asking questions like “Does knowing this information affect your fundraiser? If so, how?” and “Is there a fundraising idea you wished you or your team would have thought of first? Explain?” If students have a difficult time answering, the teacher will provide assistance for students to come up with answers.

After this debriefing, the teams will then implement their solutions by obtaining supplies, putting together (if applicable) their fundraising item as well implementing their fundraiser. After the Expo, the teams will be required to provide information about how well their item sold with information about the actual start up cost, the amount sold, the price sold at and the total profit. The teams will also be debriefed again. They will be asked to give pros and cons of their fundraiser and what would they change if they had to do it all over again. Other teams and the teacher will provide feedback as well.

Sample Coaching Questions:

Meeting the Problem: C: Can you summarize the memorandum? E: Do you think that this problem is going to be too difficult to solve? Why?M: Is their a fundraiser that would be of interest to you?

Know/Need to Know: C: Tell me what has been prioritized as the most important to know?E: What makes knowing that important?M: How do you know that?

Writing Problem Statement:C: How was the criterion for the Problem Statement decided?E: How much time do you have to work on the solution?

M: Are you comfortable with the team’s problem statement?

Information Gathering and Sharing: C: Can you identify from the Sixth Grade expo information and the fourth grade fundraiser, which

fundraiser provided the least amount of income and which one produced the best income?E: Are you certain the group researched all the possible resources? How?M: Where will you go to obtain resources for supplies and other ideas for fundraising solutions not

given to the group?

Generating Possible Solutions: C: How did the team determine this solution? What about the alternate?E: Is the team limiting itself with this solution? How?M: Are the teams fundraising solutions a strength for you? How?