The REAL Business Project & Fair

If you are planning to hold a business fair at the culmination of this project, go through the following checklist before starting the project with your students. 

4+ weeks before event (ideally just before you start the project)

• Choose a date and time

• Secure a location (big spaces like gyms, cafeterias, media centers, or even long open hallways can work). In school and within school hours is better than out of school and outside of school hours for getting the rest of the student body to attend, and improves the odds of all student business owners being able to attend.

• Inform admin, custodians, and any other important school-based staff of your plans to ensure no conflicts with things like testing or other events. Book the event via the Facilities Use portal.

• Invite high-profile guests and judges to attend. Local press, chamber of commerce members, superintendent, politicians, large corporations CEO’s, celebrities (can’t hurt to ask!), etc. Aim for 1 judge per 5 businesses at the fair.

• Secure a sponsor for the event (optional). Approach a local bank, credit union, wealth management company, or locally owned business to sponsor your business fair. Prizes may include 1st, 2nd, 3rd, Best Table Display, Most Creative Idea, Best Presenter, Impact Award (business that has the greatest impact on the world). For example, Middletown HS business fair has the following prizes: 1st - $300, 2nd - $200, 3rd - $100, $25 each for the 4 special categories mentioned above. 

• Inform students and parents of the date. Remind them to block the date/time in their calendar and inform any relevant teachers or work-study bosses of the need to be in school during that time.

• Make a plan for getting students from the start of the project to the business fair by adding the activities on this page to a calendar, accounting for days off, unexpected closures, and losing 1-2 days to unexpected school events or drills. 

2 weeks before the event

• Create your Business Fair Posters and display them around the school.

• If you have a public notice display screen for student announcements or to showcase work, share the Business Fair Graphic (Presentation) along with any advertisements the students have created for their businesses (See Day 12).

• Make sure the business fair date is clearly posted in your classroom.

• Send invitation reminders to parents via an email (or letter home if you have the bandwidth and resources for it. It could be fun to have the students send an invitation letter or card home with details of the fair!). The best response rate and attendance will come if you personally call the parents and invite them to attend the fair. It's time-intensive, but it works better than email.

• If you haven’t invited your judges and special guests to attend yet, make sure you contact them now or follow up if you haven’t heard back.

Introducing the Project

Let your students know that they will be starting their own businesses with the aim of actually selling to the public and making a profit. The project will end with a business fair where they will be able to show off their businesses to the rest of the school and present to judges in a one-on-one setting. Inform them of the fair date, have them add it to their phone calendars, and set any reminders needed for booking off work. Notify parents early to avoid appointment conflicts, have parents show up, and get an extra reminder for students to book off work-study, etc.

You are likely going to be met with mixed reactions. Some will be excited, some puzzled and unsure, and others will be anxious. Let them know that this project is something different, that they probably haven’t done before, and that you will all be facing the discomfort together. For those worried about the presentation, you can look to allay fears by clarifying that it will not be on stage to a huge audience. Just a one-on-one conversation. If they need the judge to be you, that’s an easy compromise to make.

EXAMPLES TO SHARE: MHS Fall 2024, MHS Fall 2025, MHS Spring 2026

Common Questions/Complaints:

• I don’t have time to do anything else outside of school. How am I supposed to start a business?

We are going to be devoting plenty of classroom time to this, and you will be choosing a business idea that fits your desired lifestyle and time commitments. If working outside of school is not an option, choose something that can be done totally in school or is something like a single event.

• I don’t have any business ideas. I’m not that type of person.

We will do several exercises to help us come up with business ideas. There is no “entrepreneur gene”. Creativity and seeing solutions to people’s problems is a brain muscle that we can develop. By the end of the project, you will be seeing ideas everywhere! You don’t have to invent anything new and you can even just choose an idea from a list that you find online if you’d like.

• I don’t want to be a business owner in the future.

Not a problem! There are tons of skills and experiences we are going to develop in this project that will be useful in an employment situation too. This is a great resume builder for getting you to stick out from all the others and demonstrate your ability to think creatively and solve problems. You can always choose to work in a partnership with someone else who has an idea you like.

Idea Generation

The students are going to do 3 activities to help them build a solid business idea. 

In this activity, students will do a mind map activity where they are prompted to dump as many thoughts as they can onto an activity sheet in the given amount of time. There is a YouTube video you can use to prompt the students through the exercise if you don't want to do it yourself. Once done, try to map things written down in each category together to identify business ideas.

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In this activity, you will first do a class demostration of how to collect problems or challeges for a target group (example: what are the problems in our school?), and then propose solutions to those problems. Then, students will identify a new target group or situation to list problems for and then propose solutions.

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Using the two previous activities, prior ideas, internet searches, and/or inputting the information from the two activities into an AI tool, generate a list of 20 business ideas along with a brief description of each idea. Bring the list of 20 ideas to the next class. 

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The Business Snapshot

Once they have their Plan A idea, they are ready to develop it further. Completing a Business Snapshot will help them to develop their idea further and see if it really feels viable for the project.

Every student will complete a Business Snapshot for their top business idea, following the guide included in the resource. The snapshot is an adaptation of the Business Model Canvas and is used for "Lean Startups" in place of a business plan. If you or your course prefers a full business plan you can do it in addition to the Snapshot once the projects are more developed.

Your role in this activity is to help answer questions, ask thought-provoking questions to the students, and encourage them to tell you more about their ideas. Don’t direct them or point out flaws in their thinking or assumptions. Let them figure it out for themselves!

First, complete a snapshot together as a class for a fictional business, such as a lawncare company, bakery, or craft vendor. Follow the guide in the resource to help fill each section.

Then, have each student complete their own Business Snapshot.

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Business Name & Logo

Time to get creative again! Deciding on a business name and logo can be one of the first moments where a student or group feels like "oh, this is a real thing", but it can also be the first major stumbling block where they stall due to being unable to settle on the "perfect" name and logo. Your role is to encourage them to make a first draft which can always be updated or changed in the future if they think of something better, but challenge them to leave the class with a name and logo in place.

The resource below includes 2 videos to show your students before they begin deciding on a business name and building a logo. We want simple, descriptive, easy-to-say names that help inform potential customers about what the business sells. Same with the logo. Simple designs, 1-3 colors, something that gives a hint about what the business does, ideally includes the business name. Avoid using pictures and stick to icons and simple illustrations on Canva. 

If they don't finish in class, make it homework to come into your next class with a business name and logo ready to go.

Teacher Tip: Make sure students submit a collaboration link to their logo so you can make changes if needed and you can get a high resolution copy for business fair signage. 

First, complete a snapshot together as a class for a fictional business, such as a lawncare company, bakery, or craft vendor. Follow the guide in the resource to help fill each section.

Then, have each student complete their own Business Snapshot.

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Business Display Posters

As the students share their business names and logos with you, along with the description of the business, this is a great opportunity to display them in your room for all to see! This increases the ownership and pride the students feel about their creation and builds pressure on lagging businesses to get their name and logo complete. Grid out a whiteboard in your room or use the poster printer in your school / CTC to get copies of the poster for your classroom.

Teacher Tip: Laminate the posters and write on them using whiteboard marker for years of reuse!

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Founder's Operating Agreement

An operating agreement is a document that is usually produced when you are formalizing the business entity into an LLC, with multiple owners or a board. It makes clear how different aspects of the business will run and forms the basis for future decision-making in the business. Getting our budding entrepreneurs to complete one helps them to bring order to their thoughts and consider parts of the business that maybe hadn’t crossed their minds yet.

For partnerships, the Founder's Agreement is the contract that everyone contributes to for setting expectations and roles for the members. It is a huge proactive step to take to avoid conflict in the future between members of the business, and this is often the point where students decide to actually not work together or to change groupings. It’s better to happen at the beginning than later on.

Give Sole Proprietors their version of the agreement, and Partnerships (2-3 members) their version. Once done, have each owner sign and date the agreement. Keep physical copies of the agreement in your classroom, available for students to view if they need to. This will help to settle arguments before they develop, since students have already agreed to how decisions will be made and disputes resolved. 

Teacher Tip: At this point, the businesses will really start to branch apart in terms of what they are accomplishing and the pace at which they move. Some may even already be creating and selling products if they have an existing business or are really excited to get started! Others will still be hanging around the Business Snapshot stage and ruminating on their idea, waiting for the perfect one to pop up. Sit with these students, encourage them to pick something and to work on it until something else pops up or to do it until the end of the project and then jump into a different idea. Pick something that is really simple and easy to do since these are students who might lose steam quickly if they run into roadblocks or uncertainty about how to proceed.

Give each business the appropriate version of the activity (sole proprietor or partnership) and time to complete. Before they sign and date it, ask that they review it with you. Look for areas where they have not fully answered the prompt or forgotten an important decision point. 

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Finances and Cash flow Management

If you have tracked cash flow in your class as part of a different activity, such as in Monopoly, then this will be a very simple thing to introduce. This activity has two parts to it, and we're going to use the first part now. Give students the cash flow tracker spreadsheet and have them log any income or expenses to date, along with making a plan for updating the document on a regular basis. I like a daily reminder on my phone to do this. 

From the Founders' Operating Agreement activity and this one, the question should arise about how to accept payment for the business and how to handle the income of the business. 

💳Payment: The businesses will need to decide what type of payment they will accept for their business. If they are under 18, then they can't set up their own digital payment app such as Venmo, PayPal, or CashApp, BUT a parent can help them set up an account. Explain the situation to your class parents in an email and encourage them to help students set up at least one digital payment app and link it to a dedicated checking account for the business. Once the project is over, the students can close the account, but it's important to keep the money separate from their day-to-day spending. This is an important personal finance, business finance, and partnership practice which helps avoid conflict in the future. 

💸 Managing Income: Our student businesses are going to start making money soon and it's important to have a plan for this income before the first sale actually happens. Once students know how they are accepting payment, they need to decide where they are storing the income of the business, and then how they are going to use it. Included in the Business Cashflow Google Document is a tab where students can see a Profit First model of utlizing the income of a small business. The students DO NOT need to use this, but it is a great conversation to have about the major financial areas of a business, including:

• Business expenditures

• Owner distribtuion

• Taxes

• Business Emergency Fund (Reserves)

• Profit (optional account which the owners use to financially reward themselves periodically outside of the agreed upon owner distribution)

Assign students a digital copy of the Business Cashflow Google Sheet, with the instructions for tracking all income and expenses for their business. 

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Market Research

Market research is a very important part of the process, and it shouldn’t happen just once for a business. For the sake of this project, it will happen once formally, but make sure your students know that this should be an ongoing process. 

The market research for the student businesses is going to be broken into multiple sections:

1. Determining the ideal customer avatar and generating the questions they need to answer about their target market.

2. Building a market research survey for their target market

3. Conducting secondary research (existing information available, probably online), and giving the survey to a minimum of 10 people in their target market. 

4. Reviewing the results of their survey and making decisions for their business based on the results. 

These activities will take 1-2 days for the preparation side of things, and then you should allow 3-7 days for them to complete the research and summarize their results. You can still work on other areas of their businesses during this time, but some students will need more time than others to gather their survey results as well as other types of research. Allowing class time for students to do their desk (secondary) research, create their surveys, and then administer them (if possible in school) really improves the quality you get.

Assign or print copies of the Market Research Prep document to each of the student businesses. Business owners should spend time going through each section of the document. The big thing you need to do is make sure they understand that they are trying to identify what information they need to find out about their target market to make better decisions about their businesses. The biggest mistake they make is to just write down what they think or believe about the market without any research or data to back it up. 

By the end, the students should know what information they can find online to help their business (pricing, flavor options, services to offer, similar business reviews, competitors, etc. They should also have identified the information they need to gather about their customers directly from the source. 

Using the provided Google Form Template and Google Form Header Template, students build a survey to give to their target market. Tips you should share before they build their surveys:

• 10 questions maximum

• A mixture a easy and hard questions. Easy questions include: MCQ, check all that apply, range responses, and simple short answer questions. Hard questions include: long response questions, short answers where respondents really have to think about their response, responses that require a lot of reading or caluclating before responding. 

• Customize the header using the Canva Template, and update the introduction paragraph to inform survey participants about your business and why you are asking them to take this survey. 

• Consider how you will share the survey with others. Ideas include: shortening the URL to make it easier to type, using a QR code generator, posting the link to the survey where your target market can find it (social media, LMS groups, emails, etc.)

After students have completed their secondary research and given their survey to a minimum of 10 people in their target market they can complete the Market Research Results Activity sheet which will guide them through interpreting their findings for making informed decisions for their business. 

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Find a Business Mentor

This is an activity you can choose to skip if you are restricted on time BUT it can also be one of the most impactful and needle-moving activities for your young business owners to do.

Mentors serve as guides. They have walked the path before you, experienced similar problems to what you are facing (and will face in the future), and have figured out more optimized ways of doing things. Finding and speaking to a mentor can save business owners a huge amount of time and money, whilst accelerating growth and opening up new networking potential. 

The task is for each student business to identify possible mentors for their business. The potential mentors should be business owners, in the same type of business or industry, ideally local (but not essential), and in small to medium sized businesses. Larger businesses tend to be much more difficult and delayed to contact. For each mentor, they need to list information about the business as well as contact information for the owner. This activity is also an exercise in finding contact information for people we wish to speak to (awesome skill to have!). Once done, reach out to the top two choices (allows for greater odds in getting a quick response) sharing about the business project they are working on and for a few minutes of their time to ask them some questions. 

Afterwards, the students will fill out a reflection sheet to determine what information is going to help them make decisions about their business moving forwards. 

Assign or print copies of the Find a Business Mentor - Preparation document to each business. Students will need to determine the type of person they want to talk to and then begin researching potential mentors in their area or online. 

Before reaching out to anyone, make sure the students have written their introduction script and shown it to you. 

Teacher Tips - Make sure to inform your class parents about this activity before you begin for 2 reasons. 1) they will be reaching out to adult strangers and it's important that parents are aware and available to support them in this, and 2) parents may have connections in their network who would be willing to step into that mentor role. 

Also, encourage the students to invite any mentor they find to the school business fair. It's ok if they say no, but this can be a great way to bulk up the guest list with helpful attendees who can offer valuable feedback to the students and raise the profile of the event. 

Finally, record all the mentors that students find and their contact information for future years. Sometimes it can be great to have a list of names in different industries who have a history of mentoring your students in the past. 

It's recommended to offer time in class for students to contact mentors and even schedule when that contact is going to happen. If a student is willing to model a phone call to a potential mentor in front of the class, definitely take advantage of this!

Give students 3-5 days to complete their reach out and schedule the conversation with their mentor. Then assign them the Business Mentor - Reflection document. You will need to have flexibility wih regards to submission since we can't control how responsive mentors will be. Students shouldn't wait more than 2-3 days for a response before moving on to the next 2-3 names on their list. Calling will be more effective than emailing too.

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Mastermind Meeting #2

It’s day 10, but given that we are in schools, with all the distractions that go on, it could easily be 2-3 weeks since your start day. This is a good time to have a mastermind meeting and see what everyone is up to.

This meeting should act as a status update. What are you working on? What do you need help with? What challenges are you facing? What’s the one thing you are avoiding doing that would have a big impact on your business? Focus on setting short-term, effective goals, that can be met in the next 1-2 weeks.

Give every student a copy of the mastermind notes sheet and write the talking points they should address on your board or add to the presentation slide with meeting expectations. 

Each group gets 2-5 minutes to talk about their business: share the business name and synopsis, what they are currently working on, what is next on their to do list, and what they need help with or have questions about. 

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The Production Process

The next two activities, Production Process and Advertisements, are things you can jump into straight away, or you can wait for a few days and focus on other parts of your curriculum. Slowing down and letting students have a few days to complete the earlier activities can really help with preventing overwhelm before launching into new ones. 

If the students haven’t made a sample product yet or completed a service, this is the activity to light that fire and get them to actually produce something. For those who have, this is a chance to refine the process. In this activity, the students will need to detail the full process for making their product or perform the service for their business. Think of this as the ingredients and method for a recipe. Someone else should be able to pick it up and recreate the product or perform the service based on following the instructions. 

The last part of the activity prompts students to provide picture and/or video evidence of their completed sample. This is the part that gets students to actually do the thing, and that act alone can stimulate them to move forward with making a first sale.  

Give/assign every student business a copy of the Production Process activity sheet. They will need class time to complete the document, plus addtional time to photograph or record their effort at creating a prototype. Allow 1-3 days for completion. 

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Advertising

Businesses should really be taking shape at this point, and hopefully, you’ve had some sales within the class! Adding something like a desk bell to your classroom that the students can ring whenever they made a sale can create a fun experience to mark sales. Set the culture that if someone rings the bell, everyone gives them a clap, and they share what the sale was and how they got it. Normalizing sales and making students aware of each others sales can open students up to the possibility of getting a sale themselves or drive some healthy competition between businesses too. 

Marketing, as you know, can be its own full high school course. We are looking to cover the basics of communicating with our target market to inform, entertain, and persuade. For this activity, they are creating 3 advertisements for their businesses including the required information listed in the activity. 

The 3 advertisements are:

1. Social media graphic and caption

2. US Letter Poster

3. Free Choice

4. RECOMMENDED ADDTION: Have the students create a 4th advertisement in the form of a Google Slide which can be added to a promotional slideshow that you share in a common area, such as your cafeteria, to inform other students about the upcoming fair. See the examples from MHS high school: Spring 2026, Fall 2025 

If you have a communal area TV screen or bulletin board for displaying student work or sharing notices for students, see if you can share student advertisements on it for the two weeks before the Business Fair. Direct students to the Presentation Slide Template and have them send you an advertisement for their business as their free choice, or in addition to their free choice. For the free-choice challenge, students have created t-shirts, business cards, stickers, bookmarks, hats, etc. 

It's recommended to print the posters and display them in a public space.

Allow 2 full class periods for this activity since some businesses will get very creative and take more time. If there are businesses that finish within a single class, encourage them to make more, put their ads to work, or complete prior activities that haven’t been done yet. There is always something they can be doing for their business, even if it’s not an official project activity.  

The activity includes Canva templates already sized for the required asset. 

Give/assign every student business a copy of the Advertising Your Business activity sheet. Make sure to go through the 3 functions of advertisements: inform, entertain, persuade. There are videos you can show your students included in the teacher instructions, and you can brainstorm types of advertisements as a class before beginning.  

Teacher Tip - The more you share the student work with parents (and continue to invite them to your fair), the faster you will get their work back and the higher the quality will be. If doing a promotional slideshow, share the link to the slideshow (View Only) with parents so they can see their child's advertisement (or lack of) easily. 

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Mastermind Meeting #3

Time for another meeting! This time, you are looking for a status update, sharing advertisements that have been created, and looking for ways to support each other in getting the advertisements in front of our target markets. 

Share information about the upcoming business fair and ask students to include their to-do list for preparing for the fair as part of their presentation. 

Give every student a copy of the mastermind notes sheet and write the talking points they should address on your board or add to the presentation slide with meeting expectations. 

Each group gets 2-5 minutes to talk about their business: share the business name and synopsis, what they are currently working on, what is next on their to do list, and what they need help with or have questions about. 

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Pricing

For high school student businesses, it's helpful to focus on pricing strategies that are simple, practical, and commonly used by small businesses. Here are the main ones:

1. Cost-Plus Pricing
   Calculate how much it costs to make or buy the product, then add a set amount or percentage for profit. This ensures every sale contributes to covering costs and earning money.

2. Competitive Pricing
   Set your price based on what similar businesses are charging. This works well in markets where customers can easily compare options.

3. Value-Based Pricing
   Price the product based on how much customers believe it is worth rather than just what it costs to produce. Businesses using this strategy often emphasize quality, uniqueness, or convenience.

4. Premium Pricing
   Set a higher-than-average price to create the impression of higher quality or exclusivity. This strategy works best when the product or brand offers something customers can't easily find elsewhere.

5. Penetration Pricing
   Start with a lower price to attract customers quickly and build a customer base. Prices may increase later once the business has established a reputation.

6. Skimming Pricing
   Introduce a new or innovative product at a high price to maximize profits from early buyers, then gradually lower the price over time. This is most effective for unique products with little competition.

7. Bundle Pricing
   Sell two or more products together for a lower total price than if they were purchased separately. Bundling encourages customers to buy more items at once.

8. Psychological Pricing
   Use prices that seem more appealing to customers, such as $9.99 instead of $10.00. Small changes in how a price is presented can influence buying decisions.

9. Discount Pricing
   Temporarily lower prices through sales, coupons, student discounts, or seasonal promotions to encourage more purchases. This strategy can help increase sales during slower periods or move excess inventory.

10. Freemium Pricing (best for digital products or services)
    Offer a basic version for free while charging for additional features, upgrades, or premium content. This allows customers to experience the product before deciding to pay.

11. Subscription Pricing
    Charge customers a recurring fee (weekly, monthly, or yearly) instead of a one-time purchase. This creates predictable income and encourages long-term customer relationships.

12. Dynamic Pricing (less common for student businesses)
    Adjust prices based on demand, timing, or other market conditions. Airlines and hotels use this often, but even small businesses may change prices during busy events or peak seasons.

13. Loss Leader Pricing
    Sell one popular product at little or no profit to attract customers, hoping they will also buy other, more profitable items. Grocery stores commonly use this strategy with sale items.

14. Keystone Pricing (common in retail)
    A simple retail pricing method where the selling price is typically double the wholesale cost. It provides an easy rule of thumb for businesses that resell products.

You should spend time going through each of the options with your students with examples for each to help students refine their pricing. We do this towards the end of the project because it's important for student to trial and error their own prices in the beginning as part of the learning experience. They may realize now, or in the next activity, that they are making a loss or barely making a profit from their current pricing!

Go through each of the pricing strategies as a class. 

Spend the most time on these because they're the ones they're most likely to use:

• Cost-Plus Pricing – Easy to calculate and ensures a profit.

• Competitive Pricing – Helps students understand market research.

• Value-Based Pricing – Encourages thinking about what customers actually value.

• Psychological Pricing – Demonstrates how pricing affects customer perception.

• Bundle Pricing – Shows how businesses can increase average sales without simply raising prices.

These five provide a solid foundation while introducing students to the idea that pricing isn't just about covering costs... it's also about understanding customers and the marketplace.

Breakeven Analysis

This is the second part of the Track Cashflow & Breakeven Calculation (from Day 6). This activity is about determining the total cost of production, costs of the business, the revenue and profit per sale, and the point at which the business is profitable. If the students are following a lean startup model (or Zero-Dollar Startup) from Day 5, their costs should be very minimal and profit should come very quickly once they start selling.

The students will be looking at the fixed and variable costs of their business, before figuring out how many units they need to sell before they start making a profit. Ideally, most businesses are profitable on their first sale, but often there are some costs that need to be recouped from expenses along the way. 

Give/assign every student business a copy of the Breakeven Analysis Google Sheet activity. This is a Google Sheet with formulas built in for reducing the amount of math that a student needs to be able to do to complete the activity.  Discuss the concept of fixed costs and variable costs for their businesses before having them input their values.

Fixed Costs - Expenses that stay the same no matter how many products or services the business sells. Examples: website fees, booth rental, business license, equipment.

Variable Costs - Expenses that change based on how many products or services the business sells. The more you sell, the higher these costs become. Examples: ingredients, packaging, materials, shipping, or printing.

Follow the activity to help determine the cost per unit and profit based on current pricing. Let students experiment with their prices in the sheet to see the impact on profits and breakeven point.

Teacher Tip: Use the breakeven graphic created by the sheet as part of the table presentation on Business Fair Day. It gives a really nice anchor point for students to look at as they present the finances of their business to the judges. 

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Business Fair Preparation

The Business Fair is your culminating event for this project. Make sure you have referenced the "BEFORE YOU START" section of this page for action items you need to complete to organize the fair. At this point in the project, the students have gotten all of the essential instruction and activities for their student businesses, and you can choose whether to hold the business fair now or a little later in your semester to give students time to develop their businesses. The recommendation is to do the fair sooner, rather than later, as this is often the final catalyst needed for some students to take action on starting their businesses. Up to this point, they could have stalled or put off starting, but for the business fair they need to have products ready or be prepared to sell their services. 

To prepare for the fair, the students have different aspects they need to consider:

• What their table is going to look like

• What they plan to have in terms of products available

• How they will take payment on the day

• What they plan to say to the judges when they come to their table

• How they are going to attract customers to their table

Teacher - Make sure you are checking the Teacher Instructions for the Plan and Run a Business Fair activity to check out your activities for running a business fair. 

Students will need time to prepare for the business fair, but don't fall into the trap of feeling like they need a LOT of time. 1-2 days should be enough time to prepare if you have been informing them about the fair throughout the project and if they have completed all their activities to date. Make sure to share the Business Fair Rubric and Judge Questions for them to prepare with.

If you have craft supplies available or can partner with an art teacher to open their space during your class, that is really helpful for getting students to create fun table displays. Collecting large pieces of cardboard that they can turn into tri-folds is a great tip for spurring students into action too. 

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Business Fair Day

It's Fair Day! You are going to be busy organizing the students, setting up the judges, meeting parents, and announcing the winners at the end. Prepare to have one of the best days of your school year AND be totally exhausted after it. 

If you have any questions about running your own event, please reach out to Rob Phelan - robert.phelan@fcps.org.

Business Fair Reflection

After your fair has concluded, have the students complete a reflection about their experience during the fair AND for the overall project. Use this information to inform future changes you make and to help build your final grade for the project.

This can be completed on the day of the fair when you are finished or on the following day, but try to not go more than 1-2 days post event to get the best feedback.

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