Students investigate real fundraising options and use the language of would, could, should, and need to ask questions, compare ideas, and build a plan that could help pay for Science Camp. In small groups, they research what a fundraiser would require, decide what should happen first, and create a presentation with flyers or handouts for an authentic audience. The work leads to a possible pitch to the principal or other school leaders, followed by peer feedback and reflection across multiple presentation rounds. This experience builds communication, collaboration, problem solving, and purposeful writing around a goal that matters to students.

Students will research possible fundraiser options, ask and answer focused questions about what a plan would need, and use evidence from multiple sources to decide which idea is most likely to help pay for Science Camp. They will collaborate in small groups to discuss choices clearly, use would/could/should/need language to propose improvements, and make shared decisions about a fair and realistic fundraiser. Students will create, revise, and present a written fundraiser plan with flyers or handouts for an authentic audience, using feedback from peers, teachers, and possibly school leaders to strengthen their ideas. They will reflect on how their group worked together, how their presentation communicated their plan, and what next steps are needed to turn the idea into action.

Students will create inquiry notes, a group fundraiser planning sheet, a simple budget and materials list, and a decision matrix to compare ideas for fairness, fun, effort, and profit. Each group will also draft promotional products such as flyers, handouts, posters, or short announcement scripts, then revise them after peer feedback and practice presentations. By the end, groups will produce a final fundraiser proposal deck or poster, a polished visual to support their pitch, and a formal presentation to classmates and potentially school leaders. Reflection products will include peer feedback forms and a brief individual written reflection after each presentation round.

Open with a “Science Camp Reality Check” where students examine the camp cost, a sample budget gap, and 3–4 possible fundraiser types posted around the room, then do a quick gallery walk and record questions using would, could, should, and need. Follow with a short scenario challenge: in small groups, students sort fundraiser idea cards by “fair,” “fun,” and “likely to make money,” then explain their choices in a structured discussion. End by introducing the driving questions and telling students they will create a real fundraiser proposal, flyer or handout, and presentation to pitch to classmates and possibly school leaders. Have students complete a brief reflection naming which fundraiser they are most interested in and what their group would need to find out first.

Host a “Science Camp Fundraiser Pitch Day” where each group, families, and invited school leaders. Build in a formal pitch round with the principal, office staff, or PTA volunteers so students can answer authentic questions using would, could, should, and need to explain their choices and next steps. Display all materials gallery-style so visitors can compare plans, leave feedback, and vote on ideas that seem most fair, fun, and realistic. End with short peer reflection circles or feedback forms after each presentation round so students can revise their plans before a final class recommendation.