You "Otter Pic" These Entrepreneurs : simplebooklet.com

II. Abstract Title: You “Otter Pic” These Entrepreneurs! Ottobine Elementary School is a small country school located at the base of a mountain in the Shenandoah Valley. The school has just under 200 students, primarily white (7% ethnicity) and 54% free/reduced lunch. This economic lesson incorporated the economic lessons learned in a first and fifth grade classroom with the “world” surrounding our 7 and 10 year olds, outside of the classroom. Just as our parents/community members must earn money and make decisions on how to spend that money in their “adult” world, these first and fifth graders made a choice to earn money in their young lives and then made even more choices on how to spend that money in the larger world surrounding them. Our first and fifth grade “book buddies” met twice a month to spend time reading to each other. During one of these meeting times, the word “entrepreneur” came up and created an instant interest in our young minds. With both grade levels working on economic lessons in their respective classrooms, and after much discussion among our students, it was decided to start our own little business, where we could give back to our school, and also to the community around us. We spent several sessions extending our learning about economics, entrepreneurship, and making choices. Our first and fifth graders had to work collaboratively and creatively, while also being good communicators and critical thinkers to start and then grow their business idea, “Otter PICS.” This business would involve using a technology known as “green screen” to help create framed pictures of our school students in front of a swimming otter (our school mascot) and with the school name printed on the picture. The frames would be personalized with the student names. Our students had to perform their jobs, while also using first and fifth grade economic terms, such as goods/services, needs/wants, consumers/producers, making choices, supply and demand, scarcity, and saving money. The students were able to demonstrate their level of understanding of these economic terms and concepts by running their business, taking orders and producing their product, advertising, recording their earnings and expenditures in a student created google folder, purchasing additional materials to meet demand, while also making “choices” about how they would later spend their earnings. There were setbacks when some students had to be “reassigned” positions because their work did not pass “quality control” or the materials the students chose to use did not work as expected. Students learned how important it was to research and make good choices.

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III. Economic Content and Key Concepts There are many key educational concepts that have been incorporated into this real life experience that have impacted our first and fifth graders lives. This lesson included such economic concepts as entrepreneurship (owning a business), supply and demand, production, job performance, opportunity costs, earnings and bank skills, and making donations. The following economic terms were used with the students throughout the unit of study in the classroom and during the activities on our culminating field trip to the food bank, the food pantry, and Smiley’s Ice Cream: ● Entrepreneur - a person who organizes and operates a business and takes on financial risk in order to do so ● Producer - a person who makes goods or provides services ● Seller - a person who sells good or services ● Buyer - a person who uses money to purchase goods and/or services ● Consumer - a person who uses or buys goods and services ● Wants - things people would like to have but do not necessarily need; people cannot have everything they want ● Economic Choice - people cannot have all the goods and services they want so they must choose some things and give up others ● Resources - human and nonhuman (materials), used to produce the goods ● Goods - things that people make or use to satisfy needs and wants ● Services - activities that people do to satisfy needs and wants ● Money - what people use to buy the things they want ● Check - an order written by a depositor to pay someone money ● Expenditures - an amount of money spent ● Opportunity Cost - the next best choice that is given up when a decision is made ● Deposit - money placed in a bank for safekeeping ● Savings - money not spent now so that it can be spent in the future ● Donation - something that is given to a charity, especially a sum of money Economic concepts and terms learned in the classroom literally “came to life” for our first and fifth graders with this business. The idea of starting and running a business, to profit earnings that could be used to make a donation to the needy in our own community, while increasing the level of school pride simultaneously, allowed our

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student to not only learn more about these concepts and terms, but “experience” them first-hand! We approached this as a “real life” economic experience for the students that connected them to the real world: ● You have the earn your money. Just like their parents, the first and fifth graders had to work hard to earnmoney. They had to use the resources that were available/affordable to themto come up with a product to sell (producers). They had to go about thisendeavor in an organized manner, thus forming their own business, Otter PICS. ● You have to save your money. The students had to understand that the money they collected daily wasdeposited into a bank account for them to spend later. ● You do not have enough money to buy everything you want. The business had to secure some “start up” money by asking for a “loan” from teacher/classroom accounts and buy materials for their chosen product based on this initial money. Students had to realize that they could only spend for the absolute necessary materials to make their product first (needs), and for a limited supply of the product until some of the product could be produced to begin having a cash flow. The students had to take into account their “opportunity costs” when it came to choosing the materials for their frames and the developing of the photos. ● You have to be organized and responsible for your money. The sales team had to create an organized way to keep track of orders and collect money for the orders. This involved filling out deposit slips and handling both cash and checks. ● You have to be able to count your money and determine your profit. The students had to be able to count the money they collected daily and make sure that it matched the order form. The money could be in the form of cash or a check. The students had to understand the concept of a check representing cash. In the end, they had to add up the total amount of money collected and subtract their total expenditures to determine their profit. ● You have to make choices on how you are going to spend or donate your money. The students has to make “economic choices” as a group on how thebusiness was going to spend their money (how much and what kind of eachmaterial purchased and where it could be purchased at the lowest cost.) Inaddition, the business had to make a choice about who their earnings would bedonated to once they determined their profits.

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IV. Economic Standards and Student Learning Outcomes The first grade Virginia Standards of Learning for economic concepts, and the fifth grade Virginia Studies standards that included economic standards, were carefully integrated into this lesson/unit. The fifth graders were able to demonstrate their understanding of the concepts to their first grade buddies in a way that both the first and fifth graders learned these standards together. The following SOL’s/Standards were learned by the students by the completion of the project: *Economics SOL 1.7 - Difference between goods and services and how people are consumers and producers of goods and services *Economics SOL 1.8 - People make choices because they cannot have everything they want *Economics SOL 1.9 - Recognition that people save money for the future to purchase goods and services *5th Grade Standard VS.1h - Decision making models help to inform economicdecisions and use these models to identify costs and benefits of specific choices *5th Grade Standard VS.1i - Good citizens collaborate to achieve shared goals,compromise to reach an agreement, and participate in classroom activities todemonstrate respect for rules In addition, this lesson addresses several math concepts, including counting (SOL 1.1); addition and subtraction facts (SOL 1.5, 5.4); problem solving (SOL 1.6, 5.15); money skills that include writing a check correctly; and data collection and interpretation (SOL 1.14, 1.15, 5.15). It also incorporates several language arts skills, including oral language skills when working with the consumers and advertising the product over the intercom at the school in the morning (SOL 1.3, 5.2); writing skills to develop flyers, business cards, order forms, and to write thank you notes after the lesson (SOL 1.13, 5.7, 5.8); and reading skills to read the consumer order forms, production notes, and advertisement materials. There are specific student learning outcomes that are planned for in this lesson/unit. At the conclusion of this unit, the students will be able to: ● Know the difference between goods and services and how people are consumers and producers of goods and services ● Explain that people have to make choices because they cannot have everything they want ● Recognize that people save money for the future to purchase goods and services

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● Interact with others in the community in a responsible and appropriate manner This unit could also be adapted to any grade level(s) and with the production of any product that is meaningful to the students and the opportunity costs that they would have specific to their age. It is not the product, but the process, that will help the students better understand these economic standards. The Virginia Standards of Learning in not only economics, but also in language arts and math, can be addressed in a variety of ways at each grade level. It is important to note also that the final component of this unit was probably the most rewarding outcome for both the teachers and the students involved with Otter PICS. Once our hard work with building our business and producing the product was complete, product had been delivered, profits calculated and delivered, then we made a visit to a local entrepreneur (Smiley’s Ice Cream), who just happened to also be an alumni from our little country school. That connection alone was HUGE for our students! Being able to sit and have a conversation about our business experience with someone who currently had his own business, while using all the economic terms we had learned in this conversation, was a tremendous culminating event for our students. The students listened to his experiences and compared notes to how things went with their own business. They were able to answer his questions and come up with really good questions to ask him. Mr. Smiley was amazed at what these young entrepreneurs knew and what they had experienced during this unit of study. And for our students, it made that ice cream be appreciated all the more, and taste even better!!

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V. Instructional Process The following instructional process would be most successful after some basic knowledge of economic concepts and terms have been taught in the classroom. The students need to have a fundamental understanding of such terms as money, needs, wants, consumers, producers, entrepreneurs/business, choices, saving, production, shipping, and donation. We taught these terms through some basic “interactive note taking” techniques that allowed the students to show what they already know, hear the terms in sentences, use motions to understand the terms (i.e., for “saving” we came up with the motion of using one hand to put imaginary coins into a slot formed by our other hand’s thumb and pointer finger, as if we were putting money in a piggy bank), underline the terms when seen in print, and draw pictures to demonstrate understanding of the terms definitions. We also used google images and Epic Books videos and books to show examples of these terms. With some background knowledge of these terms and collaboration with their book buddies, the students will then have the opportunity for some “hands-on” learning experiences that will demonstrate their understanding of how economics works in their personal world and in the business world that surrounds them. Giving the students a “background” knowledge of these terms could take anywhere from one to two weeks. Once the students have a familiarity with the economic terms, their understanding of these terms will naturally grow as the following unit unfolds into a “real-life” situation. This specific unit lasted several months, however, could easily be adapted and condensed into a shorter amount of time. The materials needed will be very specific to the type of business your students decide to start and what kind of product they wish to produce. Our business, Otter Pics, produced framed pictures of individual students in our school standing in front of an otter scene, with the name of our elementary school printed on the background. The frames included the students’ names printed on them for personalization. Our “specialized” material list included: ● Ipads for taking individual student pictures in front of a green screen (green piece of fabric hanging on the wall) and for creating the finished picture ● Different size popsicle sticks ● Blue and White paint ● Paintbrushes ● Magnetic Tape (cut in ½” pieces) ● Picture Hanging Sawtooth Hooks ● Wood Glue

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● Hot Glue Gun ● Local photo department for printing the glossy photos to be framed ● Gallon Size ziplock baggies for packaging the finished product ● Plastic baskets for shipping the baggies of product to the classrooms ● One large sheet of foamboard for creating a large bank check A more “general” material list for this unit would include: ● Some form of order form (our students created an order form on google docs) ● Some form of “bookkeeping” of orders (our students created a spreadsheet on google spreadsheets) ● Some type of money collection (our students recorded money collected with the individual orders on the google spreadsheet, counted the money, filled out a deposit sheet to send the money to our school bookkeeper daily) ● Community resources (our students interacted with food bank personnel and a local entrepreneur) The idea for this unit started when we had a discussion about the term “entrepreneur” during one of our book buddy sessions. The students were very intrigued and the teachers knew that allowing the students the opportunity to experience this term would solidify many of the economic concepts we had been learning about in the classroom. After a brainstorming session, the idea of forming a business that would give back to our school and to our community would be ideal. The instructional process for students starting their own business (specifically “Otter Pics” for our students) includes: 1. Students meet as a large group and decide on a product and brainstorm on a name for their business, assign “jobs” to individuals/groups based on their interests and qualifications (teacher suggestions helpful), and then begin brainstorming/researching their chosen “product” to sell. It is helpful to have business “secretaries” for each group to begin taking notes of suggestions and decisions made. Teacher-led discussion is crucial at this beginning stage. 2. The “design team” immediately begins putting together a “sample” product for approval by the business partners. They research different backgrounds for the photos using “otters” (our school mascot), take pictures of members of their team to experiment with the background chosen, research frame possibilities, and put together a “sample” product.

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3. With the business partners approval of the sample generated, the “production team” will begin making “supply lists” for items needed to make the product to sell. Letters should be sent home asking for “donations” of as many items on the list as possible. Items not secured through donations will need to be purchased with a “loan” of funds (in our case, we “borrowed” from our teacher account until our first sale, when we paid back our loan.) 4. Using the sample created by the design team, the “sales team” will begin creating order forms that show a picture of the product and directions for ordering. These forms will be sent home with the potential customers (in our case, the students and teachers in our school building). The sales team will also create a google spreadsheet to record orders as they are received. This team will have to carefully record the details of the order (quantity, personalizations, “hanger” choices, payment, etc.) 5. Also using the sample created by the design team, the “advertising team” begins creating posters to be displayed throughout the school building showing the product and how to get an order form. They will also create “commercials/announcements” to be broadcast during “morning news” on the school intercom system to promote our product and business. This team is also responsible for creating a “business card” that will be attached to the back of the finished product. 6. Once supplies are secured and orders start coming in, the “production team” will begin making the product to fulfill orders. This is done during weekly “book buddy” times, as an independent learning center throughout the day, when parents can come in to assist/supervise, or as the class schedule allows. Being able to make the products can inspire many students to work harder on their class assignments so that they can have a few minutes to join the production line. The production team includes: popsicle stick painters, photographers, green screen work with the photos on the ipads, ordering the photos online with local photo department (teachers will pick these up at the location, which was Walmart Photo for our project), mounting the photos to posterboard squares and attaching our business card to the back (we put these between stacks of dictionaries to dry flat), personalizing the popsicle sticks, putting the frames together with wood glue, gluing the photo squares to the back of the frame, and stacking the frames to dry overnight. 7. The “quality control” team will need to examine each product as the production team completes the orders. Products not meeting our standards will go back to production to be made again. Products that meet our standards

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will be bagged in ziplock gallon baggies, with the order form enclosed, and placed in plastic tubs that have been marked by homeroom teacher name for each grade level in our school building. 8. Business partners (students) will need to keep a close watch on their “supply” and “demand” throughout the sales event. Business meetings continue to occur with discussions on these topics and any fine-tuning of procedure that needs to happen, all led by the students with the teachers’ gentle guidance. 9. The “distribution/shipping” team will deliver the plastic tubs to the classrooms for distribution on designated shipping dates. 10.Business partners will then need to calculate operating costs and earnings to determine “profits.” This information can be gathered from the sales on the google documents, deposit slips, and purchase receipts. Our fifth graders did the math during this meeting, while the first graders watched carefully in “awe”! 11.As profits are determined, the business partners need to decide how to spend their profits. For our business, we wanted to help the hungry families in our community, so decided to donate all our profits to the local food bank. 12.Field trips can be organized. For our business project, we took a field trip to deliver our profits in person to the Blue Ridge Area Food Bank. Prior to going on this trip, we learned how to write a check and made a large check (to accompany the real check) and had our school principal sign the check for us. We left the food bank and went to a food pantry (closer to our school) to see how the food at the food bank is distributed to our community members. We then stopped for an ice cream treat at a local ice cream business, Smiley’s Ice Cream. The owner of Smiley’s (Derek Smiley) is a former Ottobine Otter who became an entrepreneur and shared his experiences with us. Finding an entrepreneur in your school community to give your students advice, or to share experiences, is a great use of community resources. Field trips such as these allow for “business profits” to be spent/donated in the real world...a real-life experience for these young entrepreneurs. 13.When returning to the classroom at the conclusion of the field trip (or when the student business is complete), the students should follow up with journal writing of their experience and be encouraged to use as many “economic” terms as they can in their writing.

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VI. Evaluation of Student Learning Throughout this unit of study in the classroom, many group discussions (business partner meetings) were held as a class, between individual students serving on a team, and between the teacher and individual or set of buddies on a team to discuss: ● Why they were making the “choices” they were making(the product, the cost, the materials, the production process, etc.) ● Why they were earning the amount of money they were (they were either doing their “jobs” in the company well, or verbalizing what they needed to do differently to do their job better and have more “earning potential”) ● Why it was important to determine their specific job skills to do a specific job (some students had to be “reassigned” to a job that better met their individual job skills) ● Why they could not have everything they wanted (your product and earnings only allow you to use certain materials even if you want to use more expensive materials) The bookkeeping “google” documents/spreadsheets that the students kept for the business was an ongoing learning experience for the “buddies” who entered the information and gave the reports at the “business meetings.” The students quickly learned where to enter information/numbers from the order forms, while also practicing such math skills as addition, subtraction, and multiplication as they checked the accuracy of the order forms. These documents were closely supervised by the teachers in the beginning and were the perfect way for the teachers to evaluate the student learning that was going on, while providing opportunities for additional instruction/explanation. The teachers/adults involved in this part of the business had to be involved more at first (training), but then had to trust that the students could accurately record, calculate, and have a system of self-checking this information on their own. Fifth graders filled in the google sheets, but their first grade book buddies watched that they were putting the correct numbers from the order forms. The teachers needed to be prepared to give “mini-lessons” to some adults, that were involved in supervising the business, on the importance of teaching and then trusting these economic lessons to children while they are young, and not doing it for them. The students were learning real-life lessons, as hard as they might be at times. The field trips planned at the conclusion of this unit provided another opportunity to evaluate student learning. The students had to learn about writing a check as a way

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to transfer their profits to someone else. We created a large “duplicate” check of the real check created by our school bookkeeper and each part of the check was explained as it was filled in. We even invited our school principal to sign our large check and explain to the students the importance of the signature on the check (a promise that we had the funds to cover the check.) Delivering the check in person to the Blue Ridge Area Food Bank allowed us to see exactly where our profits were going and what they were being used for. All of our questions/understandings about the donation were experienced first-hand! Additional evidence of student learning was recorded by Harrisonburg’s “Breaking Through” News Production team who came to the food bank to film and interview our students on their project for broadcast. The students were interviewed and had to answer many questions about their business and the process involved with becoming a successful entrepreneur. The teachers and adults present were proud and amazed at how many of the economic terms and concepts were used correctly by the students! The final evaluation of student learning came with a special stop after delivering our donation to the food bank. We visited Smiley’s Ice Cream, owned and operated by Mr. Derek Smiley, an Ottobine Elementary School alumni. Having an ice cream treat in a private-party room in this business, while listening to this entrepreneur explain his story of starting his own business and all the challenges and rewards he has experienced along the way, made that “real-life” connection for our young entrepreneurs that we could not make in the classroom. Mr. Smiley shared his experiences and then allowed our students to share their experiences, encouraging them to make connections and reflect on similarities and differences. Again, the terms and concepts the students and Mr. Smiley shared as entrepreneurs was a shining testimony to all the learning that the students had achieved through their experience with “Otter Pics!” (Additional note: We took our green screen cloth with us on this trip, took a photo of Mr. Smiley in front of it, made one additional framed print of him in front of his elementary school otter, and delivered it to him with a huge thank you! He shared his ice cream with us, so we shared our “Otter Pic” with him!)

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Are you proud to be an Ottobine Otter?? Then you need to check out Ms. Flora andMs. Komara’s BOOK BUDDY Economic Project!! Our 1st and 5th grade students have joined together to learn more about economic concepts by creating their own “small business”!!  Our goal is to provide the students of Ottobine with a “product” that will serve both as Ottobine Memorabilia….and possibly be a great gift to give to someone in their family for Valentine’s Day! Check out the attached order form and if you are interested in making a purchase, return the completed form, along with the payment, as soon as possible. We can only accept exact change if paying with cash...and checks should be made payable to OES. Oh….and you will also be helping out a local charity with this purchase. ALL profits will be delivered to the charity, in person, by our business owners, at the conclusion of the project! Thanks for supporting local business!!

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I Am Proud to be An Otter!!!4 X 6 color photo in a frame (finished product 6 X 8)Price: $3 per frame or 2 for $5Option of: -a magnetic back for hanging on frig or file cabinet -a metal hook for hanging on wall   Order FormStudent Name:_________________________________________Grade:___________ Teacher’s Name:_______________________Quantity Ordered:__________ Payment:____________________Name(s) you want on the frame(s):__________________________ ___________________________Please check one: ( ) Magnetic Back  ( ) Metal Hook on Back**Return this completed order form (with payment) with your child. Framed photos will be ready as quickly as possible!!

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Student Name Grade Teacher Paid Date Picture Taken Quantity Magnet Hook Name on Frame Order Completed/ReturnedJuliana preKWheelbarger------ ------------- 1/26 1 1 JulianaAisley preKWheelbarger$5.00 Cash 1/26 2 2 AisleyKelly preKWheelbarger$5.00 Cash 1/26 2 2 KellyCarys preKWheelbarger$10.00 Cash 1/22 4 4 CarysParker preKWheelbarger$3.00 Cash 1/22 1 1 ParkerKimber PreKWheelbarger$3.00 Cash 1/11 1 2 KimberYosiel preKWheelbarger$5.00 Cash 1/15 2 2 YosielAvery PreKWheelbarger$5.00 Cash 1/10 2 2 AveryClayton k Good $5.00 Cash 1/26 2 2 ClaytonBennett k Good $5.00 Check # 8804 1/16 2 2 BennettSilas k good $5.00 Cash 1/29 2 2 SilasBeau k Good $3.00 Cash 1/26 1 1 BeauAidan k Good $6.00 Check #1847 1/26 2 2 AidanWyatt k Good $3.00 Cash 1/26 1 1 WyattOlen k Good $3.00 cash 1/15 1 1 OlenJulian K Good $5.00 Cash 1/15 2 2 JulianSkylar K Good $3.00 Cash 1/15 1 1 SkyAxel K Good $3.00 Cash 1/11 1 1 Axel Enrigueconner 1 Horst $3.00 Cash 1/26 1 1 ConnerBrooklyn 1 Horst $3.00 Cash 1/26 1 1 BrooklynBrenden 1 Horst $3.00 Cash 1/16 1 1 BrendenAlyssa 1 Horst $3.00 Cash 1/11 1 1 Alyssa ShifflettKynzee 1 Horst $5.00 Cash 1/11 2 2 KynzeeEvan 1 Flora $3.00 Cash 1/17 1 1 EvanBlake 1 Flora $5.00 Cash 1/17 2 2 BlakeJohnathan 1 Flora $5.00 Cash 1/17 2 2 JohnathanMadison 1 Flora $3.00 Cash 1/16 1 1 Madison GentryMakayla 1 Flora $5.00 Cash 1/16 2 2 MakaylaAlex 1 Flora ---------- ------------- ---------- 1 1 AlexAddisyn 1 Flora $5.00 1/16 2 2 AddisynIsabella 1 Flora $5.00 Cash 1/11 2 2 IsabellaKreeden 1 Flora $3.00 Cash 1/11 1 1 KreedenAriana 1 Flora $5.00 Cash 1/10 2 2 ArianaLiam 1 Flora $10.00 Check # 1202 1/10 4 4 LiamAshton 1 Flora $5.00 Cash 1/10 2 2 AshtonJacob 2 Knight $3.00 Cash 1/11 1 1 JakeCallie 2 Knight $10.00 Check #1137 1/10 4 4 CallieMckinzy 2 Knight $3.00 Cash 1/26 1 1 McKinzyNoah 2 Knight $5.00 Cash 1/10 2 2 NoahEmme 2 Knight $5.00 Cash 1/15 2 2 EmmeGarrett 2 Knight $5.00 Check #1020 1/26 2 1 1 GarrettJorden 2 Knight $8.00 Cash 1/26 1 1 JordenConnor 2 Knight $5.00 Cash 1/10 2 2 Connor Wes 2 Knight $3.00 Cash 1/26 1 1 Wes McDormanWyatt 2 Knight $3.00 Cash 1/10 1 2 WyattElana 2 Knight $3.00 Cash 1/26 1 1 ElanaDonaven 2 Knight $5.00 Cash 1/10 2 2 DonavenPeyton 3 Cale $5.00 Check # 2128 1/11 2 2 PeytonEmma 3 Cale $5.00 Cash 1/15 2 2 EmmaOlivia 3 Cale $3.00 Cash 1/15 1 1 OliviaJosiah 3 Cale --------- ------------ 1/26 1 1 JosiahViolet 3 Cale $5.00 Cash 1/15 2 2 VioletJaidon 3 Cale $3.00 Cash 1/26 1 1 JaidonChloe 3 Cale $5.00 Cash 1/10 2 2 ChloeCarmen 3 Cale $3.00 Cash 1/10 1 1 CarmenGage 3 Cale $3.00 Check # 2260 1/10 1 1 GageBrianna 3 Teter $5.00 Cash 1/29 2 2 Brianna LichelleKaelynn 3 Teter $3.00 Change 1/15 1 1 KaelynnElijah 3 Teter $5.00 Cash 1/15 2 2 ElijahCora 3 Teter $3.00 Cash 1/11 1 1 CoraFarelix 3 Teter $3.00 Cash 1/11 1 1 FarelixKendall 3 Teter $3.00 Cash 1/11 1 1 KendallLucas 3 Teter $5.00 Cash 1/10 2 2 LucasEmma 4 Lescanec $3.00 Cash 1/26 1 1 EmmaChloe 4 Lescanec $3.00 Cash 1/17 1 1 ChloeDakota 4 Lescanec $3.00 Cash 1/26 1 1 DakotaPaxton 4 Lescanec $5.00 Check #1165 1/11 2 2 PaxtonCole 4 Lescanec $5.00 Cash 1/16 1 1 AlexEvan 4 Lescanec $5.00 Cash 1/11 2 2 EvanRachele 4 Lescanec $5.00 Cash 1/11 2 1 1 RacheleAubrey 4 Lescanec $5.00 Cash 1/26 2 2 AubreyHunter 4 Lescanec $5.00 Cash 1/15 2 2 Hunter CarrollLogan 4 Lescanec $5.00 Cash 1/24 2 2 LoganCarlos 4 Lescanec $3.00 Cash 1/10 1 1 CarlosMason 4 Sutton $3.00 Cash 1/26 1 1 Mason Snyder

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Anahi 4 Sutton $5.00 Cash 1/15 2 2 AnahiCatherine 4 Sutton $3.00 Cash 1/24 1 1 CatherineTorilynn 4 Sutton --------- ------------ --------- 1 1 TorilynnKailey 4 Sutton $3.00 Cash 1/24 1 1 KaileyNathan 4 Sutton $6.00 Cash 1/24 2 2 NathanIsaac 4 Sutton $3.00 Check #2025 1/11 1 1 IsaacTaylor 4 Sutton $5.00 Cash 1/11 2 2 TaylorMason 4 Sutton $3.00 Cash 1/10 1 1 MasonNoah 5 Smith $5.00 Cash 1/11 2 2 NoahCheyanne 5 Smith $5.00 Cash 1/18 2 2 CheyanneChristy 5 Smith $3.00 Cash 1/11 1 1 ChristyJackson 5 Smith $3.00 Cash 1/15 1 1 JacksonMichael 5 Smith $5.00 Cash 1/29 2 2 Michael XavierKaleb 5 Smith $5.00 Check # 2615 1/10 2 2 KalebKatie 5 Komara $3.00 Cash 1/10 1 1 KatieKaydence 5 Komara $5.00 Cash 1/10 2 2 KaydenceGraham 5 Komara $3.00 Cash 1/18 1 1 GrahamEthan 5 Komara $5.00 Cash 1/11 2 2 EthanPeyton 5 Komara $3.00 Cash 1/26 1 1 PeytonAlan 5 Komara $3.00 Cash 1/26 1 1 AlanLeslie 5 komara $5.00 Cash 1/29 2 2 Leslie NoyleyCarleigh 5 Komara $5.00 Cash 1/17 1 1 CarleighIsaiah 5 Komara $5.00 Cash 1/15 2 2 IsaiahTeacher NameBrady 2 $5.00 1/9 2 1 1 Mr. KnightBetty $3.00 Check #1649 1/24 NO FRAMETina $5.00 Cash 1/28 2 2 TT & WyattStephanie k $3.00 Cash 1/24 1 1 Mrs. GoodBonnie $3.00 Cash 1/25 1 1 Mrs. BerrySherri, Tallen, Haven $5.00 Cash 1/28 2 2 Sherri, Tallen, HavenHaley Office $3.00 Cash 1/28 1 1 LambertsTodd office 1 Mr. Johnson

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Dear Parents, Exciting News!! We are ready to finish up our Economic Project with our “book buddies” by delivering our “profits” to an organization that helps our community! We are proud to say that we will be hand-delivering a $400 check to the Blue Ridge Area Food Bank in Verona, VA this week! We will get to see the food bank warehouse and hear more about how our money will be used in our very own community! We will then head to the HOPE Distributed food pantry, housed in the Nazarene Church on Port Republic Road, to see where the stuff in the food bank warehouse gets distributed so that our community can receive it. And finally, we will stop by Smiley’s Ice Cream on the way back to school to hear Derek Smiley tell us about how he became an entrepreneur with his very successful business! (And of course we will get a little ice cream treat while at Smileys!!) It’s going to be a fun, and very rewarding afternoon!! Thank you for all your support in our business this year! One last thing, we need you to sign the permission slip below so that your child may join us on Friday on this field trip!! Ms. Flora & Ms. Komara ---------------------------------------------------------------------------------------------------- I give permission for __________________________ to attend the field trip to Blue Ridge Area Food Bank in Verona, Food Pantry on Port Republic Road, and Smiley’s Ice Cream on April 5, 2019. Schedule for the Day: 11:00 - Eat lunch in the school cafeteria before leaving 11:25 - Leave the school 12:00 - Blue Ridge Area Food Bank in Verona 1:15 - Food Pantry at Nazarene Church on Port Republic Rd 2:00 - Smiley’s Ice Cream 2:50 - Back at School Any allergies/medications/health concerns for your child? Yes No If yes, please explain_________________________________________ Parent Signature: _____________________________ Date: ________________________ ____________________________ would like to chaperone. Please be at the school by 11:15 and sign in at the office as a volunteer!