Fun "In Store" For Students

SECTION 1
DEVELOPING AND OPERATING A SCHOOL STORE
INTRODUCTION

There are two different avenues you and/or your school can travel when developing and operating a school store. The first avenue is using your school store strictly as a fundraiser. The second avenue is integrating the school store’s development, operations, activities, and concepts into the classrooms and parts of your curriculum as you begin to develop and operate the store.

DEVELOPING A BUSINESS PLAN AND OPENING YOUR STORE
Components of a Business Plan
Market Analysis, Potential Customers, Business Name and Type of
Business(manufacturer, retailer, service provider), Bookkeeping (business records),
Staffing, Location, Equipment, Supplies Needed, Suppliers, Competition, Pricing,
Advertising, Funds Needed to Open for Business

SECTION 2
ACHIEVING ACADEMIC STANDARDS WITH THE INTEGRATION OF A SCHOOL STORE

Depending on the depth and scope of your school store integration, the following is where the school store’s concepts and activities can integrate into many of the State of Wisconsin Department of Public Instruction (DPI) Standards. Cross-referencing is also included in parenthesis. These standards may parallel standards in other states. The information contained in the parentheses after each performance standard is a cross reference to a similar core performance standard. Please use the following when cross-referencing: LA = Language Arts, M = Mathematics, SC = Science, SS = Social Studies

Example 1

Standards Booklet: Marketing Education
Content Standard: Students in Wisconsin will assess the essential role of entrepreneurship ventures within the free enterprise system
Performance Standard: A.4.3 Participate in an entrepreneurial venture; e.g., school-based business (see SS D.4.1, D.4.2, D.4.4; LA E.4.3)
In example one, Marketing Education performance standard A.4.3 is cross-referenced to three Social Studies (SS) performance standards, and one English Language Arts (LA) performance standard. Those “core” performance standards are as follows:
SS D.4.1 Describe and explain the role of money, banking, and savings in everyday life.

Mathematics
A. Mathematical Process
By the end of grade 4 students will:
A.4.2 Communicate mathematical ideas in a variety of ways, including words, numbers, symbols, pictures, charts, graphs, tables, diagrams, and models
By the end of grade 8 students will:
A.8.1 Uses reasoning abilities to
• Evaluate information, Perceive patterns, and Identify relationships
F. Algebraic Relationships
By the end of grade 8 students will:
F.8.2 Work with linear and nonlinear patterns and relationships in a variety of ways, including
• representing them with tables, with graphs, and with algebraic expressions, equations, and inequalities
• describing and interpreting their graphical representations (e.g., slope, rate of change, intercepts), using them as models of real-world phenomena, and describing a real-world phenomenon that a given graph might represent

SECTION 3
BUSINESS AND EDUCATION PARTNERSHIPS

“Partnerships must go beyond corporations donating money; businesses need to be involved at the curriculum level by donating their time and expertise. Business leaders typically find they get as much as they give to partnership ventures. They often find working with young people a satisfying experience. Schools can...” Anthony P. Carnevale, The Learning Enterprise, Training and Development Journal 40.1, January 1986, p. 18.

SECTION 4-CONSUMER MATH

Hands-On Student Activities: Calculate Your Monthly Net Income, Rent, Phone, TV, Food, Clothing, and Vehicle Expenses

SECTION 5-APPENDICIES

Simple Business Plan (Elementary), Simple Business Plan (Junior High), Detailed Business Plan For A School Store, School Store Employment Application (Elementary) School Store Employment Application (Junior High), Application Checklist, Interview Checklist, Interview Test

CLASSROOM ACTIVITIES

TITLE: NUMBER OPERATIONS AND RELATIONS INVOLVING MONEY GRADE LEVEL/SUBJECT: Grades 3 and up/Math
OVERVIEW: This lesson involves hands-on group activities and workstations to help understand some number operations and relations through the use of the school store.
OBJECTIVES:
1. Rounding to the nearest dollar and tenths (dimes place)
2. Write monetary units as decimals
3. Add and subtract decimals in problem-solving situations involving money
4 Order monetary units
5. Make change
PERFORMANCE STANDARDS:
B.4.1 Represent and explain whole numbers, decimals, and fractions with
B.4.2 Determine the number of things in a set by
B.4.5 In problem-solving situations involving whole numbers, select and efficiently use appropriate computational procedures such as
B.4.7 In problem-solving situations involving money, add and subtract decimals
D.4.4 Determine measurements directly by using standard tools to these suggested degrees of accuracy

TITLE: SPREADSHEET AND GRAPHING ACTIVITY
GRADE LEVEL/SUBJECT: Grades 5 and up/Math/Technology Education
OVERVIEW: An activity that provides development of a spreadsheet and graphs of that spreadsheet so students can evaluate, interpret, and analyze the data of the school store. The development of the spreadsheet and graphs can be done by hand or on a computer.
OBJECTIVES:
1.Make a spreadsheet of the data you have collected from operating your school store business or you can use the data from the “Sample Sales, Profits, and Inventory Spreadsheet” from Appendix A.
2.Determine total sold, total sales, total cost, total profit, percent of profit
3.Use reasoning abilities to: evaluate information, identify relationships, formulate questions for further exploration, justify statements, defend work, evaluate strategies, interpret and analyze data
PERFORMANCE STANDARDS:
E.4.1 Work with data in the context of real-world situations by
E.4.3 In problem-solving situations, read, extract, and use information presented in graphs, tables, or charts
B.4.7 In problem-solving situations involving money, add and subtract decimals
B.8.5 Apply proportional thinking in a variety of problem situations that include, but are not limited to

SECTION 6: ASSEMBLY PLANS FOR A MOBILE STORE
SECTION 7: ADDITIONAL RESOURCES