Help me make a project the project is do students think school is important

How can the 5th-grade STEAM@Tope students become kid entrepreneurs to teach the school and local community about managing money? The goal is to encourage smart saving, spending, and investing.

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Scenario: Students take on the role of entrepreneurs. Their goal: plan and operate a small business (e.g., lemonade stand or another creative product) to raise money for a special luncheon honoring school support and admin staff. Key Connections: Economics Standards (5th Grade) 4.1 Predict how changes in supply/demand affect price (students test price points and track sales data). 4.2 Connect pricing decisions to historical examples of market change (e.g., wartime rationing, seasonal crops). 4.3 Develop a personal & business budget for the project. 4.4 Compare saving options (deciding whether to reinvest profits in supplies or save toward the luncheon budget). Common Core ELA (5th Grade) RI.5.1 & RI.5.7 Gather info from multiple sources to inform business decisions. W.5.1 & W.5.2 Write persuasive ads and informative business reports. SL.5.4 & SL.5.5 Present their business pitch with visual aids. RL.5 Connect themes from Lemonade Crime and Lemonade War to real-life ethical decisions (e.g., fairness, honesty in money handling). Common Core Math (5th Grade) 5.NBT Use decimals for pricing and making change. 5.NF Work with fractions for recipes and batch scaling. 5.MD Convert measurements for recipes. 5.G Represent sales data with graphs and analyze trends. NGSS / Engineering Design 3-5-ETS1-1 Define the problem: how to create a cost-effective, appealing product for fundraising. 3-5-ETS1-2 Generate & compare solutions (different product ideas, packaging designs). 3-5-ETS1-3 Test prototypes (sample recipes, container designs, marketing strategies). Possible Phases: Market Research Survey peers and teachers on product preferences. Analyze cost of ingredients and supplies. Product Development Experiment with recipes (could be lemonade, flavored teas, or healthy snacks). Apply engineering design to packaging (e.g., spill-proof cups, eco-friendly containers). Budget & Pricing Calculate total costs, set price, and predict profit using supply/demand scenarios. Marketing Write persuasive flyers and announcements. Design posters or short video ads. Sales Event Operate the stand during recess or after school. Track sales in real-time. Financial Reflection & Luncheon Planning Count and budget profits for the luncheon. Write thank-you notes and plan menu based on budget. Authenticity & Fun Elements: Students own the business decisions — product choice, branding, pricing, event timing. Students see tangible impact — their work funds a real luncheon. Tie-ins with Lemonade War books create a literary connection to economics and ethics. Opportunity for hands-on math (profit/loss, graphing), real-world writing (ads, thank-you notes), and creative design (logos, packaging).

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this pbl is linked to their summer reading which is the lemonade war. it's linked to social studies standards about Economics, 4.1 Predict the effect of changes in supply and demand on price. 4.2 Analyze how the causes and effects of changes in price of certain goods and services had significant influence on events in United States history. 4.3 Identify the elements of a personal budget and explain why personal spending and saving decisions are important 4.4 Identify different ways people save their income and explain advantages and disadvantages of each and it is also linked to language arts and math. the profit they earn goes to a luncheon to show appreciation to our school's support staff and maybe saving for other purposes?

Project Abstract: In today's society, financial literacy is crucial for success. Many young individuals face challenges like managing allowance, saving for desired items, or understanding the value of money. This project connects to real-world issues by addressing the importance of financial literacy in today's society. Students will explore how money management affects everyday life, such as budgeting for wants versus needs, saving for future goals, and understanding the consequences of debt. By examining their own financial experiences and the impact of those choices on their future as well as those of their families, students will see the relevance of financial education and its impact on personal success. They will also explore how financial literacy affects most aspects of everyday life, from budgeting for a specific want to planning for future education. Driving Question: How can understanding basic financial concepts empower us to make better choices now and in the future? Product: Financial Literacy Guide (Website, Magazine, Workshop) Purpose: To develop financial literacy by engaging students in authentic real-world problem solving. Audience: Students, parents, and other community members. Driving question full statement: What Financial Lessons Should All Students Learn in School Before Graduating? - How can understanding basic financial concepts empower us to make better choices now and in the future? Length: 5-6 Weeks Entry Event and Entry Document: Financial Survival Skills Bootcamp: - US$1,000.00 Challenge Simulation - Guest Speaker: Financial Awareness & Literacy - Life Comes at You Fast Game - Finance Survey To kick off the Finances for Kids PBL, students will participate in three engaging, real-world simulations and experiences designed to spark curiosity, build background knowledge, and connect the project to their everyday lives. These activities immerse students in realistic financial decision-making, encourage collaboration and discussion, and set the stage for their research and project work. Authenticity  Real-World Problem  to the Discipline/Industry  to the student’s life  to values Project Milestones: 1. Week 1 – Introduction & Topic Selection Entry Event: Financial Survival Skills Bootcamp: 2. Week 2 – Research & Inquiry 3. Weeks 3–4 – Project Development & Collaboration 4. Week 5 – Public Presentation Prep 5. Week 6 – Presentations & Reflection ALIGNED THINKING & LEARNING Course Content, Skills & SEL Competencies Learners Need to Know & Learn Content: • Mathematics: Ratios, rates, percentage calculations • ELA: Research skills, informational writing, summarizing, citing sources • Social Studies: Understanding economic systems and consumer behavior Skills: • Research and analysis • Organizing and presenting information • Collaborative teamwork • Public speaking SEL Competencies: • Responsible decision-making (making informed financial choices) • Self-management (meeting deadlines, managing group tasks) • Social awareness (considering the financial perspectives of others) • Relationship skills (working effectively in groups, giving and receiving feedback) Technology Integration - Online Research Tools: CommonLit, Newsela, and digital library databases to find credible, age-appropriate financial literacy articles. - Budgeting & Spreadsheet Software – Students will create and adjust budgets using Google Sheets or Microsoft Excel, applying formulas for calculations. -Digital Collaboration Platforms Group members will collaborate on research and drafts using Microsoft Teams. -Presentation Tools – Final products may be created using Google Slides, PPT, or Canva. -Multimedia Creation – Students may produce videos, podcasts, or infographics using WeVideo, or Canva Infographics to share financial concepts. -Interactive Simulations – Students will engage with online money management games and simulators (e.g., Practical Money Skills, The Mint.org) to practice real-world financial decision-making. -Digital Portfolios – Reflection journals and research notes will be compiled in Google Sites or Seesaw for ongoing documentation of learning. - Public Product Publishing – Final financial literacy guides can be published as a class blog or website using Weebly, Google Sites or WordPress... Surface Learning What do you want students to know, and understand? • Definition and purpose of a budget • Difference between needs and wants • Basic saving strategies • Understanding of interest, credit, and debt • How to gather credible information from multiple sources • Ratio and rate reasoning (math connections) • Presentation basics (voice, visuals, structure) Deep and Transfer Learning What deeper conceptual understandings do you want students to come away with? How do you want them to apply their learning to new scenarios and different contexts? • Applying financial principles to personal and family life situations • Making connections between economic concepts and real-world scenarios • Evaluating and comparing different financial strategies • Creating resources that can be used by others in the community to improve financial literacy • Adapting learned financial skills to future scenarios such as planning for education, managing earnings, or starting a business MEANINGFUL ASSESSMENT Summative Assessments Teacher Created: Financial Literacy Quiz Scenario-Based Budget Plan (Rubric) Research Notes & Source Evaluation Form Financial Guide Draft Review Checklist (0.5 Summative) Presentation Rubric Final product rubric Personal Financial Action Plan Group Collaboration & Process Evaluation Self-assessment and reflection on personal learning and skill growth (Reflection Portfolio) Learner Created Product(s): Financial Knowledge Survey (Week 1) Public product (financial literacy guide, blog, or workshop) evaluated with a rubric on content accuracy, creativity, collaboration, and presentation quality Final Presentation to audience (peers, parents, judges, community) Formative Assessments - Journal reflections on research process and financial learning - Peer feedback on project outlines and presentations - Group discussions and check-ins with teacher - Final product peer review Critique & Revisions for Craftsmanship: - Teacher Feedback/Conferences - Peer Review Sessions (Critique and Feedback) - Feedback Protocols - Self Assessment Rubrics to Guide Quality Control: - Final Product Rubric - Presentation Rubric - Budget Plan Rubric - Collaboration Rubric - Reflection Rubric Accountability & Weighting - Group: 40% Individual: 60% Individual Assessments: - ELA - Commonlit Assessment (Finance Articles/passages) - Personal Finance Action Plan - Math - Social Studies Group Assessments: Group collaboration & Process Evaluation Peer Reviews Judge Presentations - Final Presentation PROJECT SEQUENCE NEED TO LEARN QUESTIONS TO BE ANSWERED Milestone 1: Week 1 – Introduction & Topic Selection Entry Event: Financial Survival Skills Bootcamp: • US$1,000.00 Challenge Simulation • Guest Speaker: Financial Awareness & Literacy (Mr. Jose Aquino) • Life Comes at You Fast Game • Finance Survey • Overview of driving question & real-world context • Mini lesson on budgeting; groups select topics Lesson(s): - Ratios - Budgeting - Conducting Surveys - Summarizing 1. What’s the difference between needs and wants? 2. Why is it important to create and follow a budget? 3. How could these financial skills help me now—in middle school? 4. How can I share this knowledge so others in my community can benefit? Milestone 2: Week 2 – Research & Inquiry • Research strategies lesson • Lesson on credible sources • Begin gathering information from multiple sources Lesson(s): - Research Strategies - Primary and Secondary Sources - Credible Sources - Summarizing and Paraphrasing (Gathering information from multiple sources. - Economic Systems (Social Studies) 1. How can I save money effectively at my age? 2. What is interest, and how does it work for savings vs. loans? 3. How do you open a bank account? 4. What’s the difference between a debit card and a credit card? 5. What are the pros and cons of using credit? Milestone 3: Weeks 3–4 – Project Development & Collaboration • Draft project outlines • Peer feedback and revisions • Lessons on presentation skills & effective visuals Lesson(s): - Summarizing/Paraphrasing - Oral Presentation Skills 1. Why should people set financial goals? 2. How does investing work, and is it only for adults? 3. What’s an emergency fund, and how much should it be? 4. How does advertising influence our spending decisions? 5. What are consumer rights, and how can they protect you? Milestone 4: Week 5 – Public Presentation Prep • Final project revisions • Practice presentations Lesson(s): - Revising & Editing - Peer Review/feedback 1.How can I explain my topic clearly to others who know nothing about it? 2. What visuals or examples will make my presentation more engaging? 3. How can I adapt my plan or message if I get new information? Milestone 5: Week 6 – Presentations & Reflection • Present financial literacy guides/workshops to peers, parents, or community Lesson(s): • Final reflection and self-assessment 1. How do these financial concepts connect to real-world situations outside of my project? 2. How can I apply what I learned to my own future financial decisions? 3. What did I learn about working with others and solving problems? ALIGNED STANDARDS & BENCHMARKS 1. CCSS.MATH.CONTENT.6.RP.A.3 - Use ratio and rate reasoning to solve real-world and mathematical problems. 2. CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. CCSS.ELA-LITERACY.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). 4. CCSS.ELA-LITERACY.W.6.2a-e Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 5. CCSS.ELA-LITERACY.W.6.7a-e Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 6. CCSS.ELA-LITERACY.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. 7. CCSS.ELA-LITERACY.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 8. CCSS.ELA-LITERACY.SL.6.1 - Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues. 9. SS- STANDARD 4— ECONOMICS- The student will examine the influence of physical and cultural factors upon the economic systems found in countries of Europe and Asia. - 4.1 Give examples of trade between ancient civilizations and of how trade related to key developments in the history of Europe and Asia. 10. SS STANDARD 6—HISTORICAL AND SOCIAL SCIENCES ANALYSIS SKILLS The student will demonstrate chronological thinking, historical comprehension, analysis and interpretation, and research skills. Chronological Thinking, Comprehension, Analysis, and Interpretation - 6.2 Analyze cause-and-effect relationships, bearing in mind multiple causation, including the importance of individuals, ideas, human interests, beliefs, and chance in history. - 6.3 Analyze multiple perspectives on a current event relating to Europe or Asia. - 6.4 Form research questions and use a variety of information resources to obtain, evaluate, and present data on people, cultures, and developments in Europe and Asia. - 6.6 Credit primary and secondary sources by creating Works Cited pages for oral and written presentations