Wanna Slice



Wanna Slice? Bread Company

Duration: 4 weeks

Team: Star Project

Grade(s): Grade 5

Overview:

Original project written by Ragene Henry, K.I. Sawyer Elementary School, Gwinn, MI. There is no better way to learn than by doing. So, in the "Wanna Slice? Bread Company" Project students learn economics, mathematics, science, and language arts by "doing" as they create and manage a company, produce and sell a product, make decisions concerning profits, and reflect upon their efforts as entrepreneurs.

In the original project, we learned how to bake bread in bread machines, as well as "the old fashioned way" as we prepared for our big bread sale. Bread machines were set up in classrooms thoughout the school and the delicious aroma benefitted sales. Each morning groups of students baked 6-8 loaves which we packaged, labeled and froze. We had white, honey wheat, oatmeal, cheese, raisin cinnamon, spaghetti (Italian spiced)bread, and the ever popular chocolate bread! We sold a slice of bread with your choice of topping (whipped butter, homemade jams, apple butter, peanut butter, and honey) with a drink of coffee or lemonade for $1.00. At the end of our two day sale we had net profits of $364.54! We practiced philanthropy by donating half ($182.27) to the local animal shelter. The other half paid for all the things we needed to start our garden project in the spring.

Standards Addressed:

Michigan Curriculum Framework

Mathematics

III.1: 

Students collect and explore data, organize data into a useful form, and develop skill in representing and reading data displayed in different formats. (Collection, Organization and Presentation of Data)

IV.1: 

Students experience counting and measuring activities to develop intuitive sense about numbers, develop understanding about properties of numbers, understand the need for and existence of different sets of numbers, and investigate properties of special numbers. (Concepts and Properties of Numbers)

IV.2: 

Students recognize that numbers are used in different ways such as counting, measuring, ordering and estimating, understand and produce multiple representations of a number, and translate among equivalent representations. (Representation and Uses of Numbers)

English Language Arts

0.2: 

All students will demonstrate the ability to write clear and grammatically correct sentences, paragraphs, and compositions.

0.3: 

All students will focus on meaning and communication as they listen, speak, view, read, and write in personal, social, occupational, and civic contexts.

0.6: 

All students will learn to communicate information accurately and effectively and demonstrate their expressive abilities by creating oral, written, and visual texts that enlighten and engage an audience.

Science

I.1: 

All students will ask questions that help them learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge. (Constructing New Scientific Knowledge)

II.1: 

All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science. (Reflecting on Scientific Knowledge)

Social Studies

I.2: 

All students will understand narratives about major eras of American and world history by identifying the people involved, describing the setting, and sequencing the events. (Comprehending the Past)

IV.1: 

All students will describe and demonstrate how the economic forces of scarcity and choice affect the management of personal financial resources, shape consumer decisions regarding the purchase, use, and disposal of goods and services and affect the economic well-being of individuals and society. (Individual and Household Choices)

IV.2: 

All students will explain and demonstrate how businesses confront scarcity and choice when organizing, producing, and using resources, and when supplying the marketplace. (Business Choices)

VII.1: 

All students will consider the effects of an individual’s actions on other people, how one acts in accordance with the rule of law, and how one acts in a virtuous and ethically responsible way as a member of society. (Responsible Personal Conduct)

Additional Standards:

(No Information Found)

Key Understandings:

In order to be successful entrepreneurs in Wanna Slice? Bread Company, the students will need to understand:

1. Entrepreneurship (economics, profit/loss, scarcity/demand, sales, loans and interest, comparison shopping)

2. Recipe Reading/Bread Baking (food preparation, hygiene, equivalent measures, the science of yeast)

3. Business communications (business letter writing, interviewing, Internet literacy, advertising techniques, creating a recipe book).

4. Philanthropy (what it is, how it helps society, what a business gains from its practice)

Driving Question:

What does it take to become a successful entrepreneur?

How can this success be used to benefit not only ourselves but our community?

Product/ Performance:

Final product/performance will include:

*Successful bread baking and sale.

*Successful recipe book production and sale.

*Business profits philanthropically donated to a cause or

organization which will benefit our community.

Skills and Knowledge:

Students will have to have the following skills to complete this project:

* reading and following recipe directions

* equivalent measures

* using advertising techniques

* writing business letters

* interviewing techniques

* organization and scheduling for business

* mathematical skills for comparison shopping, measuring, compounding interest, etc.

* using spreadsheet software for charting

* a basic understanding of simple economic principles

Student Purpose:

If asked "Why am I doing this project?" I would hope students would answer in the following ways:

"I am learning how to be successful in business, and how that success can benefit not only myself, but my community."

"I am learning how much time, effort, and teamwork it takes to have a successful business."

"I am learning that for our business to succeed we need to know about economics, measurement, finances, baking, and business communication."

Tests:

Rubrics are attached to specific lessons.

Student Reflections:

Students will write a personal reflection about what they have learned about being an entrepreneur through their involvement in the Wanna Slice? Bread Company.

Students will write personal journal entries in which they explain activities and describe what they think about what they are doing and learning.

Rubric Summary:

This project has 3 Rubrics

Advertising Rubric, Interview Story Rubric, Philanthropy Poster Rubric

Lesson Plan Summary:

This project has 11 Lessons

Creating your business portfolio, Economics mini-lessons, Dear Sir or Madame (Writing business letters) , Interested in Interest, How they "Gotcha" (Advertising techniques), Comparison Shopping, A teaspoon is a teaspoon by any other name (equivalent measures), What can you learn from exploding bread? (Yeast experiment), Interviewing a baker and writing his/her story, What is Philanthropy and why should we care?, Charting the results

Rubrics

Advertising Rubric

4 -Advanced Ad

Poster has all the required elements (name of company, date of sale, place, price, what's for sale).

Poster clearly uses at least one of the five advertising techniques (celebrity endorsement, bandwagon, testimonial, authority, repitition).

Poster is bright, colorful, neat, shows much time and effort went into its creation. It grabs the reader!

3 -Competent Ad

Poster would have been a 4 but either one element is missing or it is not as neatly done as a 4 poster. It does show one advertising technique.

2 -Mediocre Ad

Poster may be missing two elements, or the advertising technique may not be clear. It is not as neatly done as it could be, and doesn't show as much effort as a 4 or 3 poster.

1 -Novice Ad

Three elements may be missing. There is no evidence of an advertising technique. It is not neatly done or colorful. It may be sloppy, was probably done quickly or carelessly.

Interview Story Rubric

4 -

*There is evidence that the interviewer asked the "W"s questions (who, what, where, when, and why).

*It is not generic writing; it does not sound like it was written by the great author "C.D.Rom!" You can "hear" the voices of interviewer and interviewee.

*The piece highlights specific facts and/or experiences of the person interviewed.

*There is variety in sentence structure.

*Careful editing has been done so it is free of errors in spelling, grammar, and punctuation.

3 -

*There is evidence that the interviewer asked most of the "W"s questions.

*It is not generic writing; at times the voices of interviewer and interviewee can be "heard".

*There is some mention of specific facts and/or experiences of the person interviewed.

*There is variety in sentence structure, except for a few.

*The piece has been edited but there may still be a few errors in spelling, grammar, and punctuation.

2 -

*There is only slight evidence that the interviewer asked the "W"s questions.

*The voices of interviewer and interviewee are not strongly present.

*There are few mentions of specific facts and/or experiences of the person interviewed.

*There is little variety in sentence structure - many sound the same.

*There may be several errors in spelling, grammar, and punctuation, showing a lack of careful editing.

1 -

*The interviewer does not seem to have asked good questions, or transcribed the answers for this piece.

*It sounds like generic, general writing.

*Facts or interesting details of experiences are lacking.

*Most sentences are structured the same, making choppy sounding prose.

*There may be many errors, showing lack of editing.

Philanthropy Poster Rubric

5 -WOW!!!

ONE PANEL - Depicts or lists three reasonable philanthropic actions students could take.

ONE PANEL - Contains complete names and telephone numbers of two service agencies and the need(s) they could help meet.

ONE PANEL - Contains an acrostic poem using the letters of the student's name and kind or philanthropic actions they could do.

ONE PANEL Contains the definition of philanthropy and a statement about why it is important to a community.

The poster is neatly and carefully done and contains no distracting errors.

4 -Good job!

ONE PANEL - Depicts or lists two/three philanthropic actions students could take. One might be unrealistic.

ONE PANEL - Names and telephone numbers of two service agencies and the need(s) they could help meet might be incomplete, or one element (agency, number, need) may be missing.

ONE PANEL - Contains an acrostic poem using the letters of the student's name and kind or philanthropic actions they could do.

ONE PANEL Contains the definition of philanthropy and a statement about why it is important to a community.

The poster is neatly and carefully done and contains few, if any, distracting errors.

3 -Not Quite

Three out of the four panels are completed at the four point level, but one panel may be missing or seriously deficient.

2 -Try harder

Three out of the four panels are completed at the three point level, but one panel may be missing or seriously deficient.

1 -Ouch!

Less than three panels have been completed successfully.

Lesson Plans

Lesson 1

Title:

Creating your business portfolio

Duration:

1 Period

Activity:

Each student will create a portfolio, using a folder on which he puts the company name and logo. Stress how important it is to keep careful records in business. All business paperwork will be kept in the portfolio.

The first item is written on the inside of the folder; it is the business plan checklist. It contains the following items with a check box and a date line:

// __________ Choose a business name

// __________ Choose a business logo

// __________ Complete and display advertising posters

// __________ Comparison shopping, accumulating supplies

// __________ Making a production and sales schedule

// __________ Writing business letters for loan

// __________ Completing the baking

// __________ Memos sent out about sale

// __________ Bread sale days

// __________ Interviews of bakers completed

// __________ Recipes and interviews typed, digital photos

// __________ Recipe books put together

// __________ Recipe books sold/orders filled

// __________ Loan paid back

// __________ Accounting complete

// __________ Philanthropy accomplished.

Having this chart will keep the group focused, on schedule and moving forward. As each item is checked off and dated the sense of accomplishment grows!

Web Resources:

(No Information Found)

Resources:

folder for each student

Evidence - Informal Observation:

Teacher will check business portfolios for inclusion of all necessary information.

Standards Addressed:

Michigan Curriculum Framework

0.2.1.1: 

Write fluently for multiple purposes to produce compositions, such as stories, reports, letters, plays, and explanations of processes.

Lesson 2

Title:

Economics mini-lessons

Duration:

2 Periods

Activity:

Introduce these economics terms to the students, discuss each one, having the students take notes on a vocabulary sheet in their business portfolios.

ENTREPRENEUR (someone who starts a business)

CONSUMER (people who buy and use goods and services)

PRODUCER (one who creates a product or goods)

CAPITAL RESOURCES (money and machines needed to make products or provide services)

SCARCITY (not enough of something)

SURPLUS (more of something than is needed)

DEMAND (what people want to buy and use)

PROFIT (the income you have after all expenses are paid)

OPPORTUNITY COST (the best choice you give up when making a decision)

Use examples from the students' real lives or businesses in your community. Stress that if we are to become successful entrepreneurs, we must understand these economic terms.

For example:

Use this year's hot Christmas toy as an example for supply and demand.

Use Robert Frost's poem "The Road Not Taken" for opportunity cost.

Bill Gates, of Microsoft Corp., is a great example of an entrepreneur. So is Mary Kay Ashe of Mary Kay Cosmetics Inc. Others exist within your own community. Maybe you could have one come into class to talk about his/her experiences.

Capital resources - What are we going to need to have to make bread? Make a list. (Ingredients, measuring and mixing tools, bread making machines, etc.)

Opportunity costs - Give choices for where kids would chose to go, if they could go anywhere, over Spring break. Talk about making your choice and what you give up in opportunities of the other choices. Ex.- If you choose Cancun instead of Disney World, you lose the opportunity to go on the rides, meet Mickey, see Cinderella's castle, etc.

Those are your lost opportunities; your choice of Cancun costs you those Disney opportunities.

Web Resources:

(No Information Found)

Resources:

(No Information Found)

Evidence - Test/Quiz:

Students will take a mini-quiz where there will be scenarios. They will match the economic concept/vocabulary to the examples.

Evidence - Informal Observation:

Checking portfolios will show the information.

Standards Addressed:

Michigan Curriculum Framework

IV.1.2.1: 

Identify the opportunity costs in personal decision making situations.

IV.2.1.1: 

Distinguish between natural resources, human capital, and capital equipment in the production of a good or service.

Lesson 3

Title:

Dear Sir or Madame (Writing business letters)

Duration:

1 Period

Activity:

I use the sample on pages 178-179 of our handbook "WRITERS' EXPRESS". We learn the parts of a business letter, and how it differs from a friendly letter. Students write a business letter to the school principal requesting a loan for our business startup costs. Later they write friendly letters of thanks to those who help make our business a success. They compare the two types of letters.

Web Resources:

(No Information Found)

Resources:

"WRITERS EXPRESS" (Write Source, Great Source Education Group, Houghtwon Mifflin company, Wilmington, Massachussetts, 2000) or another handbook with a good example and clear explanation of business and friendly letters.

Evidence - Performance Task:

Students create a VENN diagram by hand or using "inspiration" software, showing the similarities and differences in business and friendly letters.

Standards Addressed:

Michigan Curriculum Framework

0.2.1.1: 

Write fluently for multiple purposes to produce compositions, such as stories, reports, letters, plays, and explanations of processes.

0.6.1.1: 

Practice using elements of effective communication to enhance their relationships in their school and communities. Examples include enunciation of terms, use of humor, and use of emphasis.

Lesson 4

Title:

Interested in Interest

Duration:

1 Period

Activity:

Students explore interest rates. Once we know how much money we have to ask for in our loan application, we can begin to understand:

*why loaners charge interest

*how much interest rates can affect debts.

Bring in the information from a popular credit card company which states their interest rates on unpaid balances. Estimate what we think our interest payment would be at this rate. Figure out what our interest would be if we paid the credit card rate.

Call a local bank and find out the interest rate on startup loans for small businesses. Estimate what we think our interest payment would be. Figure out what we would pay at that rate.

Estimate and then work out the interest rates at all percentages from 1% to 20%. Determine what would be reasonable to offer our Principal in interest.

Web Resources:

(No Information Found)

Resources:

credit card interest information

local bank interest information

calculators (optional)

Evidence - Test/Quiz:

A quiz could be given in which students are asked to figure out interest rates on various charges.

Evidence - Performance Task:

Student worksheets with interests figured out correctly at various rates.

Standards Addressed:

Michigan Curriculum Framework

IV.1.1.0: 

Develop an understanding of whole numbers and read, write and count using whole numbers; investigate basic concepts of fractions and decimals.

IV.2.4.0: 

Develop strategies for estimating quantity and evaluate the reasonableness of their estimates.

Lesson 5

Title:

How they "Gotcha" (Advertising techniques)

Duration:

1 Period

Activity:

Teach children these 4 advertising techniques that companies use to convince us to buy their products:

1. Bandwagon (Everyone else is doing it/buying it. If you want to fit in, be popular, you should do it too.)

2. Celebrity endorsement (Using a popular celebrity - sports figure, music star, etc. - to sell the product.)

3. Testimonial of authority (People you trust or admire as leaders or experts tell you this product is the best.)

4. Repetition (Repeating the same word or phrase over and over until the customer associates that word or phrase with your product.)

Assignment 1: Find examples of these techniques in magazines, on cereal boxes, on television or Internet sites. Bring in samples or write down a description of what you saw/experienced.

Assigment 2: Create a poster or ad for our company that uses at least one of these techniques.

Web Resources:

(No Information Found)

Resources:

(No Information Found)

Evidence - Performance Task:

Students show evidence of understanding advertising techniques by using them in self-created posters or ads for our business. (see rubric)

Standards Addressed:

Michigan Curriculum Framework

0.2.1.1: 

Write fluently for multiple purposes to produce compositions, such as stories, reports, letters, plays, and explanations of processes.

0.6.1.1: 

Practice using elements of effective communication to enhance their relationships in their school and communities. Examples include enunciation of terms, use of humor, and use of emphasis.

Lesson 6

Title:

Comparison Shopping

Duration:

2 Periods

Activity:

On the first day, explain to students what it means to do comparison shopping.

1. In a group discussion talk about name brands vs. generic brands. Why do name brands cost more? Is it quality? Amount of product? Or cost of advertising? Ask students to share any experiences their families have had.

2. Using several packages of various foods, look for the weights, or measurements of the product on the label. Use calculators to determine which is the better buy, based on how much product you get for the money.

On the second day, armed with your shopping list and calculators, take the class to a local grocery store. As you choose each item, use information of the label and the calculators to decide which package is the best buy.

Web Resources:

(No Information Found)

Resources:

Calculators

Packages of food for checking labels and comparing prices

A grocery store that will let a group of kids come to shop!

Evidence - Performance Task:

Students will find the best bargains for us to purchase

Evidence - Informal Observation:

Watching them calculate and discuss which products to buy should be evidence that they have learned how to comparison shop.

Standards Addressed:

Michigan Curriculum Framework

II.1.1.0: 

Develop an awareness of the need for evidence in making decisions scientifically. (Key concepts: Data, evidence, sample, guess, opinion. Real-world contexts: Deciding whether an explanation is supported by evidence in simple experiments.)

IV.2.2.0: 

Explore and recognize different representations for the same number and explain why they are the same.

IV.2.4.0: 

Develop strategies for estimating quantity and evaluate the reasonableness of their estimates.

Lesson 7

Title:

A teaspoon is a teaspoon by any other name (equivalent measures)

Duration:

1 Period

Activity:

We do not have enough of each measurement containers (teaspoons, half cups, etc.) for all baking groups to use at once, so we need to understand equivalent measures. If a tablespoon is not available, we could use 3 teaspoons instead, for example.

Students will experiment with different measuring equivalents and create their own chart of equivalents.

For example, 1 cup = 2 half cups, or 4 quarter cups, or 3 third cups, or 1 quarter cup plus 1 three-quarter cup.

1 Tablespoon = 3 teaspoons, or 6 half teaspoons, or 12 quarter teaspoons. Students will use flour to measure in their experiments.

Web Resources:

(No Information Found)

Resources:

A collection of measuring devices

Flour

Evidence - Test/Quiz:

1. Student created equivalent measures chart

2. You could also give a multiple choice quiz where students choose the correct equivalent measures, or the one that doesn't equate from a few choices.

Evidence - Performance Task:

A student-made chart of equivalent measures.

Standards Addressed:

Michigan Curriculum Framework

IV.1.1.0: 

Develop an understanding of whole numbers and read, write and count using whole numbers; investigate basic concepts of fractions and decimals.

IV.2.2.0: 

Explore and recognize different representations for the same number and explain why they are the same.

Lesson 8

Title:

What can you learn from exploding bread? (Yeast experiment)

Duration:

2 Periods

Activity:

When we experienced an explosion in the bread machines with our Hawaiian Bread, we wanted to understand what happened and why. After much discussion we hypothesized that maybe there was too much sugar in the recipe because of the canned pineapple and the amount of sugar the recipe called for. So we designed an experiment to find out. Three groups made three loaves of bread to compare. The recipes and procedures are the same for all three except for one difference; one loaf is made without yeast, one with yeast, and one with yeast and a larger amount of sugar. We thought this would prove our hypothesis that the Hawaiian bread had too much sugar (food for the yeast) and so it "over grew".

Throughout the experiment procedure, stop to take notes on Lab sheet, comparing the three loaves.

Background information:

* In 1850 the great French scientist Louis Pasteur developed an experiment to show yeast was a living organism.

* Yeast is a plant that lacks chlorophyll, which green plants use to make their food.

* The yeast feeds on sugar through a process called FERMENTATION. The yeast releases enzimes that break down the sugar into alcohol and carbon dioxide gas. The gas bubbles make yeast rise.

* As you knead dough, you develop a protein called GLUTEN in the dough which makes it smooth, not sticky.

* Gluten stretches and holds the gas bubbles formed by the yeast. Kneading also helps warm and activiate the yeast, helping the fermentation take place.

* During baking, the high heat causes the alcohol produced by the yeast to evaporate. But the gas bubbles remain trapped in the bread and give it a light airy texture. (Information from "The Bread Box" at Fleischmann's Yeast, P.O. Box 7004, San Francisco, CA 94120-7004)

Web Resources:

Fleischmann's Yeast site



Recipes just for kids and Teachers' guides.

red Star yeast Company site



Kid recipes and for $3 postage and handling you can get "Science of Yeast"

Resources:

Recipe ingredients for each loaf:

1 package fast rising dry yeast (1 each for breads #2 and #3)

1/4 cup warm water (105-115 degrees F.)

1 teaspoon sugar

1 teaspoon salt

2 Tablespoons margarine

2 Tablespoons sugar

1 and 1/2 cups hot tap water (120-130 degrees F.)

3/4 cup additional sugar (for bread #3)

1 and 1/2 cups all purpose flour

1 and 1/2 cups whole wheat flour

additional all purpose flour (about 1 and 1/2 to 2 cups)

margarine or solid shortening to grease pans and loaves.

Bowls, measuring and mixing tools, bread pans,an oven.

LAB SHEET

rulers

pencils

Evidence - Performance Task:

The students will prepare the bread according to the recipes, examine the three loaves, and compare them on the lab sheets.

They will be able to see the differences among the three loaves and determine what caused the differences.

Standards Addressed:

Michigan Curriculum Framework

I.1.1.0: 

Generate reasonable questions about the world based on observation. (Key concepts: See Using Scientific Knowledge. Real-world contexts: See Using Scientific Knowledge.)

I.1.2.0: 

Develop solutions to unfamiliar problems through reasoning, observation, and/or experiment. (Key concepts: See Using Scientific Knowledge. Real-world contexts: See Using Scientific Knowledge.)

II.1.1.0: 

Develop an awareness of the need for evidence in making decisions scientifically. (Key concepts: Data, evidence, sample, guess, opinion. Real-world contexts: Deciding whether an explanation is supported by evidence in simple experiments.)

Lesson 9

Title:

Interviewing a baker and writing his/her story

Duration:

3 Periods

Activity:

The key to a good interview is being prepared. So, generate a list of good questions to ask the person you are talking to. Try to think of questions that cannot be answered with just a yes or no.

Start with the 5 "W"s questions:

Who is the person?

What does he/she do concerning bread baking?

Where did he/she learn to bake bread?

When did he/she learn?

Why did he/she get interested in bread baking? Why does he/she enjoy it?

Brainstorm more questions - especially about that person's experiences baking.

Armed with your list, go interview your person. Here are some tips:

* Listen carefully so you hear exactly what the person says.

* Take notes, writing down key information. If you need a bit of time, explain politely, saying something like "I want to write that down. Please give me a minute." The person will wait for you.

* Ask the person to spell any words or names you are not sure of.

* Be sure to thank the person when you are finished.

* Ask if he/she would like to see the article before it is published, just in case there are any errors or things he/she would like to add.

When you return from your interview write a first draft right away while everything is fresh in your mind.

The next day, look closely at the first draft and revise. Make sure it makes sense. Write it in an interesting way with your "voice" and the person's "voice" sounding through. If you have an interesting direct quote, please use it!

Edit your story, looking especially to see that you started your sentences in a variety of ways. You don't want all your sentences starting with "He said...." That's boring to read. Ask a friend to read it to help with editing. Make it ready to put into our recipe book.

Web Resources:

(No Information Found)

Resources:

(No Information Found)

Evidence - Performance Task:

A completed story based on the interview will be ready to put into our recipe book.

Standards Addressed:

Michigan Curriculum Framework

0.2.1.1: 

Write fluently for multiple purposes to produce compositions, such as stories, reports, letters, plays, and explanations of processes.

0.3.3.1: 

Read and write fluently, speak confidently, listen and interact appropriately, view knowledgeably, and represent creatively. Examples include exploring ideas in a group, interviewing family and friends, and explaining ideas represented in pictures.

0.6.1.1: 

Practice using elements of effective communication to enhance their relationships in their school and communities. Examples include enunciation of terms, use of humor, and use of emphasis.

Lesson 10

Title:

What is Philanthropy and why should we care?

Duration:

2 Periods

Activity:

Define philanthropy - giving/doing for those less fortunate than us, or giving/doing for the common good of the community.

I do my philanthropy lessons at the time we are studying the arrival and survival of the pilgrims in the earliest days of the colonial period in American history. If you don't study that in your social studies curriculum, you could do it around Thanksgiving time.

Use Squanto as an example of philanthropy - how he helped the pilgrims to survive in their new land. There are books and an excellent movie about Squanto.

Ask students to imagine a contemporary scenario in which an immigrant family comes to our community, maybe doesn't speak English very well, maybe is without a job, in temporary housing, food and clothing limited. They do not know any of the things you know about surviving and getting help in this community. How could you help and show a giving attitude?

Students will create a poster in which they list and illustrate the ways they could help. The poster will have four panels.

In PANEL 1 -List four ways you could help this family.

In PANEL 2 -List two services or agencies that could help the family. Give the telephone numbers of these agencies. Tell what need they would meet.

In PANEL 3 -Write an acrostic poem in which each letter of your name tells about a way you show philanthropy and caring to others.

In PANEL 4 -Write a statement that tells 1) what philanthropy is, and 2) why philanthropy is important to a community.

Web Resources:

K-12 Education in Philanthropy Project



A site developed by and for teachers to help teach philanthroy, using Squanto as a model. Easy to follow lessons, worksheets, rubrics.

Resources:

The movie "SQUANTO"

The book, "Squanto, Friend of the Pilgrims" Scholastic, 1990

Large drawing or poster paper

A supply of colored pencils, crayons, markers

Telephone books for your community

Evidence - Performance Task:

Student created philanthropy posters

Standards Addressed:

Michigan Curriculum Framework

I.2.4.1: 

Identify and explain how individuals in history demonstrated good character and personal virtue.

VII.1.2.1: 

Engage in activities intended to contribute to solving a local, state or national problem they have studied.

Lesson 11

Title:

Charting the results

Duration:

1 Period

Activity:

Students will make charts either by hand or using EXCEL on the computers which show in clear graphic form which breads were the favorites or best sellers at Wanna Slice? Bread Company's sale days.

Web Resources:

(No Information Found)

Resources:

Either graph paper and colored pencils

OR

EXCEL software and computer access

Tallies of slices of kinds of bread sold.

Evidence - Performance Task:

A neat, easy to read graphic representation of the sale results.

Standards Addressed:

Michigan Curriculum Framework

III.1.2.0: 

Organize data using concrete objects, pictures, tallies, tables, charts, diagrams and graphs.

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