Embedded Files
This project has been planned using the following template:
Essential Questions:
Why are small businesses important?
Why are eco-friendly businesses important?
How can we use money power for good?
What will students do?
Students will learn about the entrepreneurial process and will have the opportunity to create a small business.
Students will raise money for a chosen charity.
Students will use their strengths and learn new skills to create their products.
Students will learn how to work in a team.
Curriculum and Learning Goals:
Writing: Students will write persuasively and revise and edit work to advertise their business.
Reading: Students will develop their comprehension skills by analyzing different pieces of literature to answer essential questions.
Speaking and Listening: Students will be engaging in oral presentations learning to adjust between social and academic language.
Math: Students will use data analysis to inform their business decisions.
Critical Pedagogy Lens:
Students will learn about a variety of business owners, business owners of different races, ethnicities, ages and gender diverse.
Students will learn about different cultural products sold around the world and the process of making such beautiful items often sold to tourist.
Products and Exhibition:
Each team of students will create a prototype, receive constructive critique and feedback and create final products to sell at exhibition.
Exhibition will be a makers market where students will set up booths as small businesses.
Purpose and Engagement:
This project will show students that children can be successful business owners. and that their strengths and hobbies can become businesses.
This project will teach students about consumerism and how important it is to make and buy eco-friendly products.
Students will learn new skills such as sewing, graphic design, doing research and working with a budget.
THE LAUNCH:
In order to build excitement, curiosity, and background knowledge, students will have the opportunity to visit Sea Hive. Walking field trip to Sea Hive to see the different types of business. We will take observation notes of the different shops, how they market their products, price their products, etc.
Check out website:
https://www.seahivestation.com/
Sea Hive Station is San Diego's hub for everything handmade and handpicked from the best local artisans and vendors. In our 23,000 square foot indoor/outdoor space, you'll find all things modern, artisan-made, and vintage from over 150 San Diego-based brands and small businesses.
Sea Hive Station is San Diego's hub for everything handmade and handpicked from the best local artisans and vendors. In our 23,000 square foot indoor/outdoor space, you'll find all things modern, artisan-made, and vintage from over 150 San Diego-based brands and small businesses.
Here's a copy of student's 'Sea hive observation notes' template for them to work on during the visit.
Morning Meetings:
Every day during Morning Meeting the teacher shared a video about small businesses to inspire students as to what to create and/or what product to sell.
Here are some of the videos:
Video #1
Video #1
Video #2
Video #2
Video #3
Video #3
Reading Aloud:
Students had the opportunity to listen to a Story time called: What Does It Mean to Be an Entrepreneur?
After listening to the story, students had to brainstorm ideas about what it means to them to be an entrepreneur.
Students had the chance to vision and imagine their future selves as entrepreneurs having their own successful businesses:
If I could be an entrepreneur and start my own environmentally friendly business, I would...
This is what my stand would look like...
Students had some time to sit down, reflect and write about:
Some business ideas that students like and think they are able to do,
Five people in class they would like to work with
These are people I work well with.
These are people that I won't get distracted with.
These people are kind to me.
*This last point was crucial for students to understand. When doing business and projects it's better not to work with best friends. They had the opportunity to fill a Google Form notifying the teacher with whom they would like to work.
Once they had the groups, together they had to decide the different roles and responsibilities within the group. These were the roles:
Project Manager
Scribe
Accountant
Marketer
Students Portfolio:
Students collect all their work and assessments in a group Portfolio.
Product Design:
Student had to draw and write down how their product would look like. Also, students had to think of the materials they had to look for to begin their first prototyping.
Students had a checklist to consider:
-Are we using eco-friendly materials?
-Are we reusing items from home or school?
-Are we able to make many to sell?
-Would people want to buy our product? (4th/5th grade feedback)
-Are we able to make this product at school during project work time?
Materials:
Teacher had students to think and reflect about those eco-friendly materials that they will need for their product to be successful. They had to answer this questions with their group in Google Classroom.
Questions such as the following made them start thinking about it:
List the materials you can reuse from last project.
List the materials you can bring from home.
List the materials you have in class.
List the materials you need to buy. And for this, they had to think about:
Where are the materials available?
Are the prices reasonable?
How will I get the materials?
Who has the $ to support us? How much will we need?
Inviting 4th grade students to our classrooms:
Since they did the same project last year. We wanted to learn how did it go, what did they sell, if they had enough product to sell, if they used eco-friendly materials, among other questions.
Some prompts to get the conversation started were:
What business did you develop last year?
How many of your products did you make?
Was it enough?
How should we market our product?
How was your business eco-friendly?
Here are some pictures of that day.
Reading Class:
Students had to read different non-fiction texts/articles about what 'eco-friendly' means.
Here are some of the articles students read.
Skill-based Class:
In today's class students were learning how to hand sew. They had to learn this skill in order to make their stuffed animals.
First, they had to practice sewing on a piece of paper and then they had the opportunity to practice sewing on fabric.
IMG_2278.MOVIMG_2279.MOVFinal results of the sewing experience:
We will highlight 3 different projects that involve sewing:
Isla, Olive, and Olivia
Matias, Noah, and Marcel
Evelynn, Salma, and Zo
Here are some of their products.
*Some teams aren't doing anything related to sewing. Some were interested in animated drawing and drawings that could be turned into stickers. Also, a group of girls focused on designing jewelry (bracelets, ankle bracelet, and necklace)
Project Work at school:
Here some pictures where you can see how students gather and collect all their materials and stuff when project work takes time.
Also, there's a special bulletin board/classroom wall where students can see some information related to the project. For example:
Roles of each member in the group.
Team members and groups.
Self-directed learning
A chart to keep progress of the goals and responsibilities. (Still in progress, not there yet, and already got it).
Project teams and products:
Group 1/ product is: Stickers
Group 2: Animated drawings
Group 3: Stuffies
Group 4: Jewerly
Group 5: Stuffies
Group 6: Using recycled clothes make pillows.
*Here we can see how their first prototype turned out to be their first product. They received feedback from 5th graders and made some changes/adjustments. Now they need to make sure they make a lot of products (have plenty) to sell during exhibition. A real problem they might face during exhibition time is that their products are sold so fast they might ran out of products.
Feedback from 5th graders:
-We invited 5th graders to visit our classroom and provide us with some useful feedback.
Some prompts to get the conversation started were:
Glows: What do you like about their products?
Would you buy this product why or why not?
If you could add or take away anything what would you change?
How many do you think this group can make in two weeks?
How much would you pay for this product?
Type of feedback:
When giving feedback: TELL something you like, ASK a question, and GIVE a suggestion.
Also, when giving feedback: be KIND, be SPECIFIC, and be HELPFUL.
Here are some pictures of that day.
An expert invited to the class/school:
We invited a Graphic Designer (mom of one student in here) and she did a presentation about 'How to Design a Logo for your own business'?
Then, students had to draw a sketch of a Logo and name for their business. We learned a lot together !
Here's some pictures of the expert in our school.
Getting ready for Exhibition:
Here students are designing posters to use during Exhibition Day.
This is how Exhibition might look like:
Upcoming FIELDTRIP:
We are visiting FARMERS MARKET in Little Italy. Students will see how the businesses are organized, how products are packed and organized. This will help them get ideas for Exhibition Day.
Here are some pictures of that day.
Math Class:
Students were introduced into the concepts of 'bar graphs' by voting which charity company/place will be donate their money.
Four different options to vote for:
San Diego food bank
San Diego human society
earthday.com
American Red Cross
I think the most voted was #2 San Diego human society.
Writing Class:
Students will be writing personal narratives and making comics where they 'tell/recount their Business Story'.
This is how it looks:
Reflection: make a timeline
How did I feel the project?
What is a Personal Narrative?
Character, setting, plot and dialogue.
Comic study.
Make your comic.
Here's an example of a Timeline, a business story, and comic.
How are third graders tell others about their business?
It is through a comic. They will learn how to use PIXTON. In the Exhibition Day parents could be able to scan a QR code and check out students' comics. Through a comic they will express/communicate personal narratives.
Here's Pixton:
SharkTankBusinessPlanActivity-1 (1).pdfWriting Class:
Students will be writing their 'Business plan'.
Staff day:
We had the pleasure to listen to a conference hosted by Rob Riordan presenting the HTH Design Principles.
Equity
Where in this work do we see evidence of access and challenge for all learners?
Where in this work do we see evidence of support for all learners?
Personalization
How are students are exercising voice and choice?
How are students developing as self-directed learners?
Authentic Work
How are students making authentic connections with the world beyond school?
Where do we see evidence that students are taking risks and engaging in the transformation of subject matter?
Collaborative Design
How are students (and teachers) engaged in collaborative inquiry and design?
Where do we see evidence that students are learning to navigate systems and relationships?
*The purpose if this Staff Day was to present student's work to other teachers in order to receive feedback.
Look at students' work:
What can we celebrate?
What questions emerge?
What suggestions might we make?
What surprises us?
What takes us off the grid?
What changes our sense of what we’re looking for?
What does this work tell us about the student who created it?
How Exhibition might look like:
Students begin to think about their project name, logo and banner. Also, they might start sketching and imagining how will they portray their products during exhibition time.
Page updated
Report abuse