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Message Want a deeper dive into this project?Check out all project photos here (https://tinyurl.com/evansmarketphotos2024)❖ Authors➢ Priscilla May-Maiden (Central Oce - RCPS)➢ Amy Evans (John C. Myers Elementary School)❖ Grade Level➢ Second Grade❖ Student Learning Objectives1. Understanding Basic Economic Concepts● Students will identify and describe basic economic concepts such as: goods,services, supply, demand, vendors, scarcity, currency, and the role of consumers andproducers in the economy. Students will engage in a variety of discussions withclassmates, teachers, and community members to communicate theirunderstandings of these concepts throughout the entirety of the project.2. Entrepreneurship Skills● Students will understand the steps required to start a small business or vendor boothat the local Farmer’s Market, including product selection/creation, pricing, marketing,and customer service.3. Vendor Processes and Requirements● Students will learn the specific requirements and procedures for becoming a vendorat a local farmer’s market, including any necessary permits, regulations, vendoragreements, and expectations for business.4. Market Coordination

● Students will coordinate a grade-level farmer’s market, applying learned vendorparameters and requirements from their market visit and discussions to organize theevent eectively.5. Economic Principles Application● Students will apply economic principles in a real-world context by participating in theGlobal Entrepreneurship Fair at James Madison University, showcasing theirunderstanding of economics in a competitive environment (Note: This can beadapted to a school-wide market for groups who do not have access to this event).6. Hands-On Economic Experience● Students will gain hands-on experience by visiting the local farmer’s market,engaging with vendors, and observing economic transactions and market dynamicsin action.7. Community Engagement● Students will develop communication and interpersonal skills by interacting withcommunity members and presenting/marketing their products to the localcommunity.8. Critical Thinking and Problem Solving● Students will enhance their critical thinking and problem-solving skills by addressingchallenges related to setting up and running a vendor booth, including inventorymanagement, customer interaction, and financial accounting.9. Collaboration and Teamwork● Students will work collaboratively with classmates to plan and execute theschool-wide farmer’s market, fostering teamwork and cooperative learning.10. Reflective Learning● Students will reflect on their experiences and learning outcomes, discussing whatthey have learned about economics, entrepreneurship, and community involvementthrough this project.11. Financial Literacy● Students will develop basic financial literacy skills, including understanding costs,revenues, profits, and budgeting for a small business venture.12. Civic Awareness● Students will gain awareness of the importance of supporting local businesses andthe impact of local markets on the community's economy and sustainability.❖ VA State Standards of Learning➢ History and Social Sciences: Grade Two: United States of America (Adopted 2023)

■ 2.13 The student will apply history and social science skills to understand basiceconomic principles by● a. identifying natural resources (e.g., water, soil, wood, coal), human resources(i.e., people at work), and capital resources (e.g., machines, tools, computers,buildings);● b. distinguishing between needs and wants;● c. distinguishing between the use of barter and the use of money in theexchange for goods and services and describing how money makes tradingeasier than barter; and● d. explaining that scarcity (limited resources) requires people to make choicesabout producing and consuming goods and services.➢ Mathematics (Adopted 2023)■ 2.NS.1 The student will utilize flexible counting strategies to determine and describequantities up to 200.■ 2.NS.4 The student will solve problems that involve counting and representing moneyamounts up to $2.00■ 2.PS.1 The student will apply the data cycle (pose questions; collect or acquire data;organize and represent data; and analyze data and communicate results).➢ English and Language Arts (Adopted 2017)■ 2.1 The student will use oral communication skills.■ 2.6 The student will expand vocabulary and use of word meanings.■ 2.12 The student will conduct research by using available resources to gatherinformation and answer questions to complete a research project.❖ Key Economic/Personal Finance Concepts➢ Local Economy: Students will learn about the defining characteristics of the local economyalong with the importance of supporting this facet of the bigger economic picture.➢ Consumers and Producers: Students will learn about the dierences between these tworoles as it relates to the local economy and their market project.➢ Goods and Services: Students will learn about the dierences between providing a goodand a service to consumers along with the variety of marketing decisions that accompanythis choice.➢ Business Partnership: Students will learn about and engage in the construct of a businesspartnership and learn the collaborative skills needed to engage in a successful marketventure with a chosen partner. Students will be given opportunities to discuss the obstaclesthat arise out of business partnerships as they work to navigate this collaborative dynamic.

➢ Opportunity Cost: Students will be making decisions as business partnerships and thuslearning this concept first-hand in an organic fashion. Students will be encouraged todiscuss the opportunity cost of each decision that they make throughout the project.➢ Supply and Demand: Students will learn how the availability of products and the desire forthose products can aect prices and overall sales.➢ Entrepreneurship: Students will learn the steps to create and manage a small business as apartnership including: product selection, market research, and business planning.➢ Marketing and Sales: Students will learn how to attract customers to their vendor booththrough various strategies and sales techniques.➢ Vendor Processes: Students will learn the requirements to become a vendor at a farmer’smarket and apply this knowledge to organize and run their own vendor booth at the localmarket (a grade-level market at school) and at a global market (the Global EntrepreneurshipFair or a school-wide market at school that is open to the community).➢ Financial Literacy: Students will learn to calculate the cost of goods and how it relates topotential profit. They will create and analyze a market sales report after each iteration of themarket experience while discussing potential improvements and adaptations.➢ Practical Experience: Students will have many opportunities to gain practical experiencewith all of the aforementioned concepts and apply it to their economic venture as a businesspartnership. They will be consistently discussing, analyzing, and applying everything theylearn from the variety of experiences within this project so that their journey through theproject will be suciently individualized for each group of students. Through this reflectiveand adaptive process, they will develop a foundational understanding of economics that willequip them with beneficial skills and knowledge.❖ Materials Needed➢ Presentation Slide Deck➢ Printable Resources➢ Video Links (Also listed in the corresponding materials of each day’s lesson)■ Buying Local - Think Garden■ Summer at the Farmer’s Market (Optional)■ From the Field to the Farmer’s Market■ Who Invented Money? | The History of Money | Barter System of Exchange | The Dr Binocs Show■ It's All About Prototypes (There's Got To Be a Better Way - Episode 3)■ How are Prices Set? Economics for Kids■ Shark Tank Your Life: Kid-Preneurs Edition■ It’s All About Price and Promotion (There’s Got To Be A Better Way - Episode 6)➢ Books■ The Ox-Cart Man by Donald Hall

■ I Love Strawberries by Shannon Anderson➢ Other■ Folders or binders for students to store their “Let’s Learn Vocabulary” Squares inthroughout the unit to build a cumulative vocabulary resource.■ Access to recyclable materials (such as in a STEM Lab or Makerspace). Somesuggested items include: egg cartons, plastic recyclable containers, cardstock, yarn,fabric, plastic easter eggs, paper, recyclable cardboard boxes (from grocery items),pipe cleaners, tissue paper, etc. Note: If access to these materials is limited, havingstudents create paper strawberries is also an option that requires less diversity ofresources.■ 1 piece of cardstock per group to use as the price display sign at the class strawberrymarket.■ Sticky notes - 5 per student for Interest Inventory.■ Poster Board to record student product ideas■ Access to ipads or chromebooks for research. Note: The teacher can also enlist thehelp of the librarian to pull books related to each group’s chosen product as needed.■ Items for individual vendor product creation - these will vary depending on studentchoice for this project■ Tables and tablecloths set up in a space large enough for the school market

Day 1Day 2Day 3Day 4Day 5Day 6Day 7Day 8Day 9Day 10Day 11Day 12Days 13 -18Day 19Day 20Possible Project ExtensionsAssessment StrategiesDayProcedures/NotesLinks/MaterialsDay One (1)(45 minutes)Today we will talk about thelocal economy and how a localfarmers market can contribute!We are ready to get started witha fun project to learn abouteconomics!● Display Presentation Slide Deck for Day 1● Distribute printed KWL Chart to each student.● Discuss: What is a Farmer’s Market? Studentswill record their answers in the correspondingboxes on the KWL Chart.● Discuss vocabulary:local. Record studentideas and background knowledge on awhiteboard.● Discuss the reasons for shopping at a localFarmer’s Market - encourage students todiscuss any experience they may have withthe local Farmer’s Market in their area. Showimages if possible.● Show the video: Buying Local - Think Garden.● (Optional) Show the video: Summer at theFarmer’s Market (Note: this is a video that wascreated by the Harrisonburg Farmers Marketin proximity to the project authors - videos orimages from other local farmer’s marketscould also be used here instead to promoterelevance for students).● Discuss: “What will we be doing for thisproject?” Spend time sharing the projectobjectives and timeline for the students. Allowstudents to ask initial questions and oerclarification as needed.● Discuss vocabulary:resources. RecordItems to Print:● KWL Chart (1 perstudent)● Let’s Learn VocabularySquares: local● Let’s Learn VocabularySquares: resourcesVideo Links:● Buying Local - ThinkGarden● Summer at the Farmer’sMarketOther Materials:● The Ox-Cart Man byDonald Hall● Binder or folder forvocabulary squares (willbe used throughout theentire unit)

student ideas and background knowledge ona whiteboard.● ReadThe Ox-Cart Manby Donald Hall.● Distribute printed “Let’s Learn Vocabulary”Squares to each student forlocalandresources. Students will complete theinformation using the class discussion of thevocabulary words for this day’s lesson.Students should add their completedvocabulary squares to their vocabulary binderor folder for the unit.Day Two (2)(45 minutes)Today we will continue todiscuss farmers markets and thelocal economy - we will start tolearn vocabulary that will help uswith this project!● Display Presentation Slide Deck for Day 2● Discuss the Ox-Cart Man story from the lastclass. Ask students to verbally retell thestoryline. Record student ideas on awhiteboard for later reference.● Discuss: What are resources? What isEntrepreneurship?● Distribute printed TPT Resource: Ox-Cart ManProductive Resources. Students will cut thewords from the bottom and glue into thecorresponding columns as they sort.● Discuss completed sorts with students.● Show the video: From the Field to the Farmer’sMarket. Allow students to discuss and askquestions when the video is over.● Discuss vocabulary:consumer, vendor,product● Show and explore a website from a localfarmer’s market with students. If there is nolocal farmer’s market in proximity to yourschool, the Harrisonburg Farmers Marketwebsite can be an alternative resource. Focuson vendors at the Farmers Market and thediversity of products that are available.● Distribute printed “Let’s Learn Vocabulary”Squares to each student forconsumer,vendor,andproduct. Students will completethe information using the class discussion ofthe vocabulary words for this day’s lesson.Students should add their completedvocabulary squares to their vocabulary binderor folder for the unit.Items to Print:● TPT Resource: Ox-CartMan ProductiveResources (1 perstudent)● Let’s Learn VocabularySquares: consumer● Let’s Learn VocabularySquares: vendor● Let’s Learn VocabularySquares: productVideo Links:● From the Field to theFarmer’s MarketOther Materials:● Harrisonburg FarmersMarket website OR yourlocal farmers marketwebsite if preferred.Day Three (3)45 minutes● Display Presentation Slide Deck for Day 3.● Discuss vocabulary:economicsandcurrency.Record student ideas and backgroundknowledge on a whiteboard for laterItems to Print:● “Let’s Learn Vocabulary”Square: economics● “Let’s Learn Vocabulary”

Today we will learn aboutcurrency and how it is used ineconomics. We will also beginplanning for our first team task -a strawberry market!reference.● Show the video: Who Invented Money? | TheHistory of Money | Barter System of Exchange |The Dr Binocs Show.● Discuss: What is the dierence betweenbartering and using currency? Why do we usecurrency now instead of bartering foreverything we need?● Distribute printed “Let’s Learn Vocabulary”Squares to each student foreconomicsandcurrency. Students will complete theinformation using the class discussion of thevocabulary words for this day’s lesson.Students should add their completedvocabulary squares to their vocabulary binderor folder for the unit.● ReadI Love Strawberriesby ShannonAnderson.● Discuss: Does Jolie barter to get herstrawberry plants or does she use currency?How do you know? How does she get whatshe needs to purchase her first set ofstrawberry plants (she sells lemonade andshe earns the rest of the money/currency fromher parents for her responsibility)? What aresome of the ways that Jolie showsentrepreneurship (she sold lemonade to earnenough money for her plants, she planted herown plants instead of just purchasingstrawberries to eat, she managed herstrawberry patch and even advertised to haveothers pay to pick their own strawberries)?How did she participate in the economy (Joliewas contributing to the exchange of goodsand currency in her local economy with herstrawberry business venture and herlemonade sales to earn the money sheneeded to purchase plants)?● Discuss Strawberry Market Task:○ Students will be assigned to smallmarket teams (approx 3 students ifpossible).○ Students will be able to userecyclable materials (if the school hasa STEM Lab or Makerspace - this is agreat opportunity to utilize thoseresources).○ Students will work in a team to create“strawberries” from the recycledmaterials. Strawberries should haveSquare: currency● Strawberry Planningand Prototype Packet (1printed packet with 4pages stapled togetherfor each student)Video Links:● Who Invented Money? |The History of Money |Barter System ofExchange | The DrBinocs ShowOther Materials:●I Love StrawberriesbyShannon Anderson● Access to recyclablematerials (such as in aSTEM Lab orMakerspace). Somesuggested itemsinclude: egg cartons,plastic recyclablecontainers, cardstock,yarn, fabric, plasticeaster eggs, paper,recyclable cardboardboxes (from groceryitems), pipe cleaners,tissue paper, etc. Note:If access to thesematerials is limited,having students createpaper strawberries isalso an option thatrequires less diversity ofresources.

a resemblance to a real strawberry(comparable in size and shape).○ Students will also need to createcontainers to hold groups of 2-3strawberries. These containers mustnot fall apart when the consumercarries the strawberries in it.● Assign students to small market teams andbriefly discuss expectations for workingcollaboratively - encourage students toarticulate ways to be most ecient with theirtime (such as an assembly line) in order tocreate the most product in the amount of timethat will be provided.● Distribute Strawberry Planning and PrototypePacket. Students will sketch a plan of theirstrawberries and containers in the spaceprovided on the first page of the packet.Students should be discussing their plan as agroup and each student should sketch theplan on their own copy of the packet.Encourage students to carefully label all partsof their sketch to help with their materialrequest later.Day Four (4)45 minutesToday we will create ourstrawberry prototypes andsubmit our Materials Request tothe Market Manager so we areready to produce ourstrawberries and containers inthe next class.● Display Presentation Slide Deck for Day 4.● Show video: It's All About Prototypes (There'sGot To Be a Better Way - Episode 3)● Discuss: What is a prototype? Share exampleswith students and record their ideas andthoughts about prototypes on a whiteboardfor later reference.● Distribute Strawberry Planning and Prototypepackets to the market teams assigned in Day3.● Students will complete their prototypes oftheir strawberries and their containers usingavailable recyclable materials. They will tracktheir time for the prototype and use the datathey gather to complete the tables on pages2-3 in their packet. This will help themreasonably estimate the time needed to makeup to 10 strawberries and up to 5 strawberrycontainers. *Students may create more ofeach item if their workflow has allowed themextra time.● Review the Materials Request with students(page 4 in their packet). Students will thencomplete their materials request to submit tothe Market Manager (their teacher). TheItems to Print:Video Links:● It's All About Prototypes(There's Got To Be aBetter Way - Episode 3)Other Materials:● Strawberry Planningand Prototype Packet(from Day 3materials)-studentshave completed the firstpage already● Access to recyclablematerials (such as in aSTEM Lab orMakerspace). Somesuggested itemsinclude: egg cartons,plastic recyclablecontainers, cardstock,yarn, fabric, plastic

Market Manager may approve or deny thisrequest - students must make any editsrequested until their request is approved.Students should consider the quantity ofmaterials they used to create their prototypesand use this to estimate materials needed tocomplete their strawberries and containers.easter eggs, paper,recyclable cardboardboxes (from groceryitems), pipe cleaners,tissue paper, etc. Note:If access to thesematerials is limited,having students createpaper strawberries isalso an option thatrequires less diversity ofresources.Day Five (5)60 minutes*Note: This session is longer toallow a full hour of productcreation with the market teamToday you will create yourstrawberries and containers forthe Strawberry Market!● Display Presentation Slide Deck for Day 5.● Redistribute all Strawberry Planning andPrototype Packets to students from Days 3 and4.● Redistribute all completed prototypes fromDay 4.● Distribute all approved materials for theproject. Remind students of the projectparameters.● Project the 1 hour timer from the slide deckand give students the full hour to work withtheir market team. Remind them that today isabout production as they are already donewith their planning and prototypes.Items to Print:Video Links:Other Materials:● Strawberry Planningand Prototype Packet(from Day 3materials)-studentshave completed thisentire packet.● All materials that wererequested andapproved by the MarketManager to buildstrawberries andcontainers.Day Six (6)45 minutesToday we will discuss yourinvestment in your strawberryproducts and you will have theopportunity to set a price foryour strawberries with yourteam.● Display Presentation Slide Deck for Day 6.● Discuss vocabulary:investment. Recordstudent ideas and background knowledge onwhiteboard for later reference.● Discuss: What was your group’s investment inyour strawberry products? Encouragestudents to discuss the dierence between atime investment and an economic investment(students did not need to invest any money inthis project for completion).● Distribute printed “Let’s Learn Vocabulary”Square to each student forinvestment.Students will complete the information usingthe class discussion of the vocabulary wordsfor this day’s lesson. Students should addtheir completed vocabulary squares to theirvocabulary binder or folder for the unit.● Show Video: How are Prices Set? Economicsfor KidsItems to Print:● “Let’s Learn Vocabulary”Square: investmentVideo Links:● How are Prices Set?Economics for KidsOther Materials:● 1 piece of cardstock pergroup to use as theprice display sign at thestrawberry market.

● Discuss vocabulary:supplyanddemand.Have students share their supply numberswith the class (how many strawberries didthey create? How many containers?).● Discuss: What should we consider whenpricing the strawberries? If all consumers aregiven 5 strawberry bucks as their currency,what is a price that would be too low? What isa price that would be too high? Recordstudent ideas on a whiteboard for laterreference.● Give students time in their groups to decideon a price. They should write their price neatlyand clearly on a piece of cardstock to use atthe market. Ask students to articulate why itmight be important to have the price clearlymarked on the sign before they begin trying tosell at the market.● If time allows, students should begin to adddetails and color to their sign as it will bedisplayed at the class strawberry market.● Discuss: Did your investment in yourstrawberries change when you had to createthe containers? What was dicult aboutsetting a price for your strawberries? How didyou group the strawberries? Why did yougroup them this way?Day Seven (7)45-60 minutesToday we will display and sellour strawberries to our class forthe Strawberry Market.● Display Presentation Slide Deck for Day 7● Distribute printed “Let’s Learn Vocabulary”Square to each student forsupplyanddemand. Students will complete theinformation using the class discussion of thevocabulary words for this day’s lesson (thesewords were reviewed during the Day 6lesson-review information as needed).Students should add their completedvocabulary squares to their vocabulary binderor folder for the unit.● Distribute Strawberry Market Report to eachstudent. Students will complete the “BeforeThe Market” section of this page in theirteams. Use the 1-200 number chart forsupport as needed. Students will calculate thepotential amount of strawberry bucks thatthey can earn if they sell all of their supply.Encourage students to discuss that● Discuss the importance of an appealingdisplay for their products - ensure thatstudents understand the eect that theirItems to Print:● “Let’s Learn Vocabulary”Square: supply● “Let’s Learn Vocabulary”Square: demand● Strawberry MarketReport (1 per student)● 1-200 number chart(laminate or put into apage protector forrepeated use with dryerase markersthroughout the mathcomponents of the unit)● Strawberry Bucks (1sheet of 5 perstudent-these can beprinted on colorfulpaper if preferred).● Strawberry MarketReflection

display can have on their sales to theconsumers. The consumers for today’s marketwill be their classmates.● Give students a few minutes to set up theirdisplay - ensure that they have included theirsign from Day 6 in their display to show theprice of their strawberries.● Distribute Strawberry Bucks to each student -the teacher can pre-cut this currency or havethe students cut their own if time allows.● Discuss parameters of the class-wide market:○ At least one student must remain atthe vendor booth if there are stillproducts remaining.○ When a team sells out, they may closetheir booth and shop if desired.○ Otherwise, the team must decide whocan shop and when they can shop toensure that one person alwaysremains to manage their booth.● Set a 20 minute timer and allow students tobegin the class-wide market. A bell can berung if preferred to indicate the open andclose of the market. During this time, theMarket Manager (the teacher) will movethroughout the class to ensure that allparameters are being followed carefully whilealso observing any areas of growth within theclass market that can be discussed later.● When the time is up, students should return totheir desks and complete the “After theMarket” section of their Strawberry MarketReport. This should be submitted to theMarket Manager when complete for review.● Distribute the Strawberry Market Reflection toeach student. Verbally discuss the outcome ofthe market using the question promptsprovided. When done, have students recordtheir own answers for each prompt on thereflection page.Video Links:Other Materials:Day Eight (8)45 MinutesToday we will choose a namefor our market and learn how tochoose a business partner.● Display Presentation Slide Deck for Day 8● Ask students: What should we name ourmarket for this project? Explain to studentsthat markets are identified by names, and thebrand for that market is built from that name.Record student ideas on the whiteboardthroughout the discussion. When a list ofideas is complete, have students voteanonymously for their favorite market name.Items to print:● Business PartnerSearch - 1 per studentVideo Links:Other Materials:● Sticky Notes - 5 perstudent

The Market Manager will choose the namewith the most votes as long as it is anappropriate name for the market.● Distribute 5 sticky notes to each student. Askstudents to write an individual personalinterest on each sticky note and bring it to thefront of the class. As students approach, theteacher will place their sticky notes onto theboard and begin to look for categories to helpwith visual organization. For example, if onestudent writes basketball and one writesfootball then these two sticky notes could beplaced together under a “sports” category.Students can contribute to the discussion onhow to organize as well - ask them whatthemes or similar categories they notice asthey approach to place their sticky notes onthe board.● Review categories with students.● Distribute Business Partner Search recordingsheet. Give students 5-10 minutes to movearound the room and complete the sheet.They should find the students who fit theparameters listed on the sheet and also askthree students with some commonality tothem whether or not they will sign theirbusiness partner request. Each student needsthree potential business partners on theirsheet before submitting to the MarketManager.● If students are going on the optional field tripcomponent of this unit, use the remainingtime to discuss what they can expect on thistrip. The website for the local farmers marketcan be revisited to help students visualizewhat they will see on the field trip.Optional: Field Trip● If possible, a field trip to the local farmersmarket can be included in this project tosupport a deeper understanding of this facetof the economy.● While at the farmers market, students shouldengage with the vendors and learn thevarious parameters required for a vendor totake part in the farmers market.● Students should also be encouraged to noticevendor displays and ask vendors how theymake display decisions and whether or notthey feel that aects their sales.● Students should visit each vendor booth to

view their products and discuss any pieces ofmarketing advice that the vendors are able tooer based upon their experience at thefarmers market.● Students should be encouraged to noticemarketing materials such as signs, businesscards, and fliers. The teacher can gatherthese materials to take back to the classroomfor further discussion as well.Day Nine (9)45 minutesToday we will find out ourbusiness partners and discussideas for our vendor products.● Display Presentation Slide Deck for Day 9● If students attended a field trip to the localfarmer’s market, spend 5-10 minutesreviewing what students learned on this fieldtrip and give them a chance to debrief fromthe experience.● Announce business partners so that studentsknow who they will be working with for theirgrade-level and school market project. Note:The teacher should review the businesspartner requests from Day 8 and make thesedecisions prior to this lesson.● Share ideas from presentation slides. Discussother student ideas as they arise. Recordideas on a posterboard so that it can remainup and visible to students as they begin toplan with their business partner.● Share parameters for product design:○ Must be handmade○ Must be something that bothpartners can make or do together○ Time investment must be reasonableso students can make an adequatesupply to sell at the market.○ Must be a product or service thatwould appeal to the consumers (otherstudents).● Distribute What Do Consumers Want?Recording sheet. Students will meet with theirbusiness partners to complete the first threesections of this recording sheet. They shoulddefine a consumer and a want as well asdevelop three potential ideas for goods orservices they could oer at the market.Items to print:● What Do ConsumersWant? Recording sheet- 1 per studentVideo links:Other materials:● Posterboard to recordstudent product ideasDay Ten (10)45 minutesToday we will conduct marketresearch and develop a plan for● Display Presentation Slide Deck for Day 10.● Discuss vocabulary:goodandservice. Recordstudent thoughts and background knowledgeon a whiteboard for later reference.● Redistribute What Do Consumers Want?Items to Print:● “Let’s Learn Vocabulary”Squares:goodandservice

our market product.recording sheet. Students will return to meetwith their business partners to conduct amarket survey of other second grade classesusing their ideas from the last meeting. Note:This should be communicated in advance tothe teachers of the other classes. This canalso be completed prior to the lesson at a timethat is most convenient for the other classes.● Students will visit other second grade classesand ask a sample of students to choose oneoption from their three goods/servicesconsidered for their project. Students willrecord their data using tally marks.● When students complete their survey, they willreturn to the classroom to discuss the resultswith their business partner and select theoption that they would like to pursue for theirproduct.● Distribute printed “Let’s Learn Vocabulary”Square to each student forgoodandservice.Students will complete the information usingthe class discussion of the vocabulary wordsfor this day’s lesson. Students should addtheir completed vocabulary squares to theirvocabulary binder or folder for the unit.Video Links:Other Materials:● What Do ConsumersWant? Recording sheet(started on Day 9)● Clipboards for studentsto use while conductingtheir market researchsurveyDay Eleven (11)45 minutesToday we will meet with ourbusiness partners and choosethe product that we would like toproduce.● Display Presentation Slide Deck for Day 11● Discuss vocabulary:needandwant.Recordstudent thoughts and background knowledgeon a whiteboard for later reference.● Distribute printed “Let’s Learn Vocabulary”Squares to each student forneedsandwants.Students will complete the information usingthe class discussion of the vocabulary wordsfor this day’s lesson. Students should addtheir completed vocabulary squares to theirvocabulary binder or folder for the unit.● Show video: Shark Tank Your Life:Kid-Preneurs Edition. Discuss the variousproduct ideas that each child developed fortheir business. Encourage students to noticethe entrepreneurial and sales strategies ofthe children in this video. How did they comeup with their product idea? Can you tell thatthey are passionate about their products?How?● Explain to students that they will be meetingwith their business partners to determine theproduct they would like to make as well as thesupplies they will need and want to make theItems to Print:● What Should OurBusiness Produce? (2pages)Video Links:● Shark Tank Your Life:Kid-Preneurs EditionOther Materials:● Access to ipads orchromebooks forresearch. Note: Theteacher can also enlistthe help of the librarianto pull books related toeach group’s chosenproduct as needed.● White labels - any sizewill work for shoppingbags - project authorsused Avery ShippingLabels 6427 (2”x4”)

products.● Distribute: What Should Our BusinessProduce? and allow students some time tomeet with their partners to begin planning aproduct (it can be a good or service). Whilepartners are meeting, the teacher can beginto visit with each group to talk through theirideas briefly and sign o on theirneeds/wants page for their products (thesecond page). Quantities do not need to belisted at this time - the objective is to have ageneral idea of the supplies needed. Studentsmay need to conduct research on what isneeded using an ipad or chromebook at thistime.● Optional: Have students write a letter toparents asking for contributions to theireconomic venture to gather the supplies thatthey need. Grants are also available forteachers who are facilitating these types ofexperiences for students. Note: The authors ofthis project received a Blue Ridge CareerPathways Grant and a grant from the localeducational foundation to support supplies. Ifaccess to supplies is an issue, students canbe given the parameters that their productmust be made with recyclable/free items only.● Consider what students can do at the end ofthis lesson as they will likely finish planningtheir products at dierent times throughoutthe session. One option is to give the studentswhite labels to begin writing the market name- these labels will be used on shopping bagsfor the market day.Additional Preparation NeededAt this point in the project, the Market Manager (Teacher) will need to review projectneeds/wants to determine if it is feasible to provide access to requested supplies. Explainto students that their needs/wants from the last class were similar to the “materialsrequest” submitted for the strawberry market. They are not guaranteed to receive all oftheir supplies. This provides a great opportunity to discuss whether or not their suppliescould be part of a contribution from outside of the classroom (such as from parents,community members, or even a grant). Some adjustments may need to happen to studentproducts as the teacher sees appropriate - these can be discussed in relation to budgetand economic decision-making based upon available resources.Day Twelve (12)45 minutes● Display the Presentation Slide Deck for Day 12● Discuss vocabulary:contribution,supplies,andskills. Record student backgroundknowledge and ideas on a whiteboard forlater reference. Highlight that some studentsItems to Print:● “Let’s Learn Vocabulary”Square: contribution● “Let’s Learn Vocabulary”Square: supplies

products will require more supplies thanothers while some may have a product thatrequires fewer supplies but more skills tocreate. Talk about how important it can be toseek out contributions for a project of thisnature.● Distribute printed “Let’s Learn Vocabulary”Squares to each student forcontribution,supplies, andskills. Students will complete theinformation using the class discussion of thevocabulary words for this day’s lesson.Students should add their completedvocabulary squares to their vocabulary binderor folder for the unit.● Distribute: Plan Your Prototype (2 pages) toeach student. Students will meet with theirbusiness partner to sketch and plan theirprototype for their product. They will definesupplies that they need and skills that theyneed to create this prototype.● With any remaining time, students shouldcomplete the Currency Contest submission inwhich they will design 1, 5, and 10denominations of currency. The MarketManager will choose the currencysubmissions that will be copied and used forthe grade level market.● “Let’s Learn Vocabulary”Square: skills● Plan Your Prototype (2pages)● Currency ContestVideo Links:Other Materials:Days Thirteen-Eighteen (13-18)45 minutes eachToday we will work oncreating our product supply forthe grade level market!● Display Presentation Slide Deck forcorresponding day.● These days are work sessions to buildinventory for the school market and can beadjusted as needed depending on the needsof the groups (vendors)● Tips for product creation days:○ Have an incentive system for focusedwork and quality clean-up (example:students can earn extra currency touse at the market). The MarketManager can also issue “fines” ifworkplace protocol/safety is notbeing followed.○ Ask for parent volunteers if possibleto assist with managing the productcreation - particularly if studentshave messier or more involvedproducts (example: slime).○ Assign students to a specifiedworkspace each day so that theyknow where to go as soon as it isItems to Print:● Class currency (thesewill be chosen basedupon the currencycontest and then copiedfor vendors)Video Links:Other Materials:● Items for individualvendor product creation- these will varydepending on studentchoice for this project

time to begin creating.○ When students reach a point wherethey cannot create more products ina day but there is time remaining,encourage them to make marketingmaterials such as signs, posters,business cards, or market stickers forshopping bags. Encourage them todiscuss the ways that these taskscontribute to a successful market.○ Keep a small vacuum, baby wipes,and cleaning rags accessible forstudents and reiterate to them thatthey will be responsible for their ownclean-up.○ Use small plastic bins to keepmaterials together for each vendorpair between work sessions.Designate a specific shelf or locationfor students to place these bins whenthey are not working. Carefullyconsider the size of each projectwhen choosing this location as alarge supply of large products cantake up more space than anticipated.○ Challenge students to create theirdisplay using free or recycled itemsin some way. This will keep theproject cost down overall andpromote creativity and sustainabilityin resource usage.Day Nineteen (19)45 minutesToday we will make our finalpreparations for our schoolmarket!● Display Presentation Slide Deck for Day 19● Distribute the Vendor Market Contract andread aloud to students. With their businesspartners, they will sign the contract to indicatethat they understand the rules of the schoolmarket experience and agree to abide bythese rules.● Show video: It’s All About Price and Promotion.Discuss the importance of setting a price thatis not too high and not too low for the product.Distribute● Distribute Market Sales Report to eachstudent and have students complete the“Before the Market” portion in which theymust calculate their potential profit basedupon their product pricing.● Distribute Market Vendor Business Licenseand have each group complete this forItems to Print:● Vendor Market Contract(1 per vendor booth)● Market Sales ReportVideo Links:● It’s All About Price andPromotion (There’s GotTo Be A Better Way -Episode 6)Other Materials:● All student inventoriesand display supplies● Number charts to helpstudents withcalculating theirpotential profit.

display at the market.● Students should also do a “test run” of theirdisplay and show the Market Manager(Teacher) this display to ensure that they areready with a set-up plan for their vendorbooth.● Distribute $50 in the chosen currency that allvendor booths must pay back to the bank atthe end for change.● Role play and practice exchange of currency -including making change.Day Twenty (20)45 minutesIt’s Market Day!● Monitor student setup and ensure thatdisplays are ready prior to market start time.● Discuss and review expected behaviors withstudents.● Ensure that students have their Market SalesReport readily available to record their saleson the “during the market” portion.● Step back and let the market begin! Studentsshould manage their vendor boothsindependently without teacher interference.● Move throughout the market and listen to theconversations - take notes of goodconversation points for the debrief after themarket.● Answer questions as needed, but try toencourage as much autonomy as possible forstudents as they manage the marketinteractions for this experience.● Once the market has ended, direct students tocomplete the “After the Market” portion of theirMarket Sales report to determine if the moneythey collected throughout the market matchestheir market sales report.● Discuss outcomes with students andencourage them to reflect on their perceivedperformance at the school market.Items to Print:● A set amount of classcurrency for allconsumers attendingthe market.● Producer/Consumerlabels for students towear at the marketVideo Links:Other Materials:● Tables and tableclothsset up in a space largeenough for the schoolmarket● Market Sales Reportfrom Day 19Possible Extensions● Have students use what they learned to either host another (larger) market daythat is open to the community OR attend an event such as the James MadisonUniversity Global Entrepreneurship Marketplace Fair. This will give students theopportunity to make adjustments based upon their market experience from their“local” school market to help them expand their success with a larger and morediverse audience.

● Request parent contributions of items to host a celebratory auction with studentsthat will allow them to use their earned currency at the market day. An auction canprovide opportunities to further discuss economic choices as well as scarcity andits eect on price points.● Have students design a logo for the market and create matching shirts for marketday to give a more cohesive look to the group.● Include an additional day focused on bartering - this could take place withremaining items that did not sell at their market day.● Invite local farmers market vendors to speak to students about specific areas ofgrowth that were observed during the market day. Encourage these visitors toshare personal stories of their ventures in the local economy.● Have students create graphs of their sales data for further mathematicsenrichment opportunities.● Have students keep an economics journal throughout the entirety of the project toreflect on what they are learning and fine tune their expected writing skills.Assessment StrategiesInformal Assessment Strategies1. Class Discussions○ Description: Observe and note students’ participation in classdiscussions about economic concepts, the vendor process, and theirexperiences throughout the project.○ Purpose: Assess students' understanding and engagement with thematerial.2. Observation During Activities○ Description: Monitor students’ involvement and behavior duringhands-on activities, such as the school market simulation.○ Purpose: Evaluate students' practical application of economic principlesand teamwork skills.3. Student Vocabulary Journals and Recording Sheets○ Description: Review students’ written project submissions related to theproject.○ Purpose: Gain insight into students’ individual understanding andreflections on the project.4. Peer Feedback○ Description: Facilitate sessions where students provide feedback to eachother on their market plans, product ideas, and performance during themarket simulation.○ Purpose: Encourage peer learning and self-assessment.5. Exit Tickets○ Description: At the end of each major lesson or activity, have studentswrite down one thing they learned and one question they still have.○ Purpose: Quickly gauge student understanding and identify areasneeding further clarification.Formal Assessment Strategies1. Vendor Market Project Plan

○ Description: Students submit a written plan for their vendor market stall,including what they will sell, pricing, and marketing strategies.○ Criteria: Clarity, feasibility, application of economic concepts.○ Purpose: Assess students’ ability to create and articulate a businessplan.2. Topic Test on Economic Concepts○ Description: A test covering key economic principles such as goods andservices, supply and demand, and basic financial literacy as related tothe Virginia Standards of Learning○ Criteria: Correctness of answers, understanding of concepts.○ Purpose: Measure students’ knowledge and understanding of the taughteconomic concepts.3. Reflection Essay○ Description: Students write an essay reflecting on their experiences withthe project, what they learned, and how they applied economic concepts.○ Criteria: Depth of reflection, understanding of concepts, ability to connectexperiences with learned material.○ Purpose: Assess students’ ability to reflect on and synthesize theirlearning.4. Market Day Performance○ Description: Evaluate students’ performance during the school-widefarmer’s market based on criteria such as preparation, customerinteraction, and salesmanship.○ Criteria: Preparedness, communication skills, application of marketstrategies.○ Purpose: Assess practical application of learned skills in a real-worldsetting.