october 20-26 every year!

© 2014 Recipe for Success Foundation www.recipe4success.org 1

REGISTER FOR

OCTOBER 20-26

EVERY YEAR!

ABOUT RECIPE FOR SUCCESS FOUNDATIONSince 2005, Recipe for Success Foundation has worked to combat childhood obesity by changing the way our children understand, appreciate and eat their food, and by educating and mobilizing the community to provide healthier diets for children. Our award-winning Seed-to-Plate Nutrition Education™ curriculum has empowered more than 30,000 youth with the knowledge and skills to make a lifetime of healthy eating decisions. Programs—like our farmers marKIDS curriculum, Eat It! Food Adventures children’s cookbooks, annual VegOut! 30-Ways-in-30-Days Challenge in March, and a host of other tools to build community awareness and passion for change—reflect our mantra that healthy food can be a fun adventure.

We envision a world where healthy eating is the norm and a culture where nutritious food is shared, appreciated and celebrated, and we won’t stop until we live in it. Learn more at recipe4success.org.

Thank you to the generous sponsors who made farmers marKIDS possible:

The Enrico and Sandra di Portanova Charitable FoundationThe Robert and Janice McNair Foundation

http://recipe4success.org

3 EASY STEPS:

Download the farmers marKIDS toolkit and plan to operate your farmers marKIDS stand anytime between October 20-26.

Email [email protected] by October 13 and tell us who you are, plus where and when your stand will be open.

Send us a photograph of you and your stand in operation no later than October 31.

REGISTER YOUR STAND TO WINPRIZES AND RECOGNITION

IN CELEBRATION OF

A NATIONAL CATALYST TO BRING AMERICANSTOGETHER IN CELEBRATION OF REAL FOOD

All registered stands have a chance to win garden seeds.

Farmers marKIDS who send in a photograph of their stand in operation will earn a chance to win up to $500 in garden supplies and be featured on the Recipe for Success Foundation blog, social networking sites and in media coverage.

Winners will be announced and notified on November 7.

www.Recipe4Success.org #farmersmarKIDSdays

OCTOBER 20-26 EVERY YEAR!

REGISTER FOR

OCTOBER 20-26


TABLE OF CONTENTS

7 INTRODUCTION

10 LESSON 1: INTRODUCTION AND INVENTORY

18 LESSON 2: LEARN THE MARKET BIZ AND PROMOTE

24 LESSON 3: STRATEGIZE AND BUDGET

32 LESSON 4: PRACTICE AND PREPARE

40 LESSON 5: REFLECT AND CALCULATE

48 EXTRAS:

49 FARMERS MARKIDS BUCKS!

50 NAME TAGS

51 POSTCARDS

52 PRINTABLE TAGS

53 SMALL TENT CARDS

54 PRICE LIST

55 POSTER


Thank you for choosing to help your children or students learn about the food chain by creating their own farmers marKIDS stand!

The Recipe for Success Foundation’s farmers marKIDS project-based curriculum is designedto teach children about the business of food by involving them in every aspect of creating a business to sell their home or school garden produce. To design this short curriculum, we called on our years of experience in the classroom teaching thousands of children about their food with our robust, award-winning Seed-to-Plate Nutrition Education™ program.

It is important for all of us to understand where our daily meals come from. Students participating in farmers marKIDS will learn about our country’s agribusiness industry and howthe food that they eat everyday makes its way from a farmer’s field to the grocery store. Farmers markets and other direct sales opportunities are a vibrant and growing sector of food distribution across the country and the perfect framework for children to understand and learn by doing.

With your help, students will learn what a farmers market is, how to develop a farmers market stand into a business and how it can help the community. They’ll be tasked with everything from assessing their products, establishing prices, advertising and promoting their market to managing transactions and calculating profit. In the final lesson, students will reflect on the success of their market and decide how to use their profit. This guide contains everything you need to lead them through the process from start to finish!

Farmers marKIDS Lessons and Suggested Timeline:

INTRODUCTION & INVENTORY (3 weeks before farmers marKIDS day)Purpose of a Farmers Market and Garden Inventory Tour

LEARN THE MARKETING BIZ & PROMOTE (2 weeks before farmers marKIDS day)Market Business Model & Staffing, Marketing, and Advertising

STRATEGIZE & BUDGET (1 week before farmers marKIDS day)Goal-setting, Budgeting, and Planning

PRACTICE & PREPARE (Week of farmers marKIDS day)Assigning and Practicing Roles, and Preparing the Stand

REFLECT & CALCULATE (Week following farmers marKIDS day)Reflection, Profit Calculation & Analysis, Reinvestment Decisions


HOW TO USE THIS CURRICULUM GUIDEThis guide is designed to provide facilitators and students with the knowledge and tools they need to transform their garden produce into a farm stand on their campus or in their neigh-borhood. Facilitators can be teachers, parents, scout leaders or volunteers.

The project-based curriculum is a fun and unique way to teach students many state objectives and national standards, including several personal financial literacy standards, while also serving the surrounding community. When using this curriculum guide, be sure to read through the entire lesson before you begin.

EACH LESSON CONTAINSAdvance preparation neededList of materials requiredSuggestions for ways that teachers can tie these lessons into core classroom objectives Extension projects and do-at-home activities

BEFORE YOU STARTRead through the entire curriculum guide.Research examples of farmers markets in your area. (Gather pictures if you can.) Determine whether, based on garden production, your group will participate in the national farmers marKIDS days scheduled to celebrate Food Day in October or operate afarmers marKIDS stand during another part of the year.

Have fun! Dont' forget to send us photographs of your farmers marKIDS stand andpromote your stand on social media using the hashtags #farmersmarKIDS and #farmersmarKIDSdays. We will use the best photos and posts on our website and in our social media. Send photos to [email protected]. Please identify every person pictured and note name and address of the school, home or community garden that hosted your farmers marKIDS stand.

[email protected]


LESSON 1INTRODUCTION AND INVENTORY


BEHAVIOR CHANGE OBJECTIVE Students will recognize the personal and communal importance of eating healthy, local foods.

LEARNING OBJECTIVE Students will develop planning and teamwork skills through garden mapping.Students will observe and understand what a farmers market supplies and offers the local community.

COMMON CORE ALIGNMENT Grade 4: SL.1; L.4/6Grade 5: SL.1; L.4/6Grade 6: SL6.6; SL 6.1

TEKS ALIGNMENT Grade 4: SCI 4.9A; SS4.12C; ELA4.29; HE115.6BGrade 5: SCI5.9D; SCI5.9C; ELA5.29; HE115.6BGrade 6: SCI12E; SCI12F; ELA110.18.28; HE115.6B

BACKGROUND Farmers markets are a great place to buy fresh, local produce and to help farmers and busi-nesses in your community. There are many farmers markets all over the country where producers and customers come together to buy and sell produce and prepared items. A farmers market is an ideal location for people who grow food or make products to sell their goods directly to customers rather than sell at a lower price to a wholesale distributor. In selling direct, they can charge their customers the retail price and retain more of the profit. Even though they have to invest more personal time to be onsite salesmen, many farmers find that this is a beneficial way to expand their business. The markets are usually outdoors and consist of booths and tables where farmers and entrepreneurs display their fruit, vegetables, meat and prepared items like jam, honey and baked goods.

Farmers markets embody the traditional exchange of goods and products and reflect how people bought and sold the majority of products many years ago. Typically, farmers markets are filled with local, seasonal, natural and organic products. Fresh produce is healthiest for our bodies. Doctors suggest that we eat five to nine servings of fresh fruits and vegetables every day, which helps provide our bodies with a wide range of vitamins, minerals and nutrients. Buying fresh food when it is grown locally and in season is less expensive than buying imported foods out of season. When we purchase produce directly from the farmer who grew it, we know exactly where our food comes from and are less concerned about added chemicals and preservatives.

Though some things may look the same, the products sold in the farmers market are often very different from what you find in traditional grocery stores and at fast food restaurants. The biggest difference is what is called their carbon footprint. Traditional food distribution through large agribusiness corporations often requires fruits and vegetables to be shipped over great distances—sometimes from other countries. Long-distance transportation uses

LESSON 1INTRODUCTION & INVENTORY

Time: 1 hourGrade: 4-6


a huge quantity of fuel that contributes to global warming, adds pollutants to the air and ocean and impacts the environment in other harmful ways. The vast majority of the products at the farmers markets are local, so the distance they travel to market is short. That means less fuel is required, which results in a smaller carbon footprint.

Also, when food has to travel long distances to the consumer, it has to be picked before it is ripe. This impacts its flavor and nutrient density. Some new kinds of fruits and vegetables have been developed to withstand the stress of shipping great distances. Often they look pristine and “healthy” – a vibrant red tomato – but are bland or the flavor is lackluster. Fruits and vegetables sold in farmers markets are usually picked on the same day they are sold, when perfectly ripe. This way the consumer gets a fresher, tastier product with a smaller carbon footprint. (**See worksheet attachment for example infographic of traditional supply chain**)

Local businesses are good for the community because they directly benefit the local econo-my: They create jobs, and profits stay in the community. Local produce does not require very much electricity for refrigeration, which minimizes environmental pollution and uses less fuel. These businesses are often started by an entrepreneur – an individual who develops a busi-ness model, acquires resources and is willing to risk loss in order to make money.

Farmers markets offer numerous benefits for individuals and the community at large. Locally grown produce is a powerful alternative to produce from the supermarket because it has a low carbon and environmental footprint, tastes better, is more nutrient rich, can be less expensive for the customer and also benefits local businesses and communities.

PURPOSE The goal for Lesson One of farmers marKIDS is to introduce students to the concepts of farmers markets and local foods, in order to increase their understanding of healthful eating, community involvement and local business.

MATERIALSLarge pieces of paperPens, markers, crayonsPhotos of farmers markets and farmers marKIDS Infographics (included ready to print) Vocabulary poster/on boardList of area farmers markets

VOCABULARY (~5 MINUTES)

Agribusiness:The entire industry engaged in agriculture, including farm production, the manufacture and distribution of farm equipment and supplies, and the processing, storage and distribution of farm products as commodities

Farmers Market:A food market at which local farmers sell fruits and vegetables, and often meat as well as baked goods, cheese and other products that they have personally prepared, directly to consumers.


Local Food: Food grown and produced a short distance away from consumers; usually within 100 miles

Community: A group of people living in the same place or having a particular characteristic in common

Entrepreneur: A person who organizes and starts a business from scratch, develops a business model, acquires resources and is willing to risk loss in order to make money

Produce: Fresh fruits and vegetables

Organic: Made without the use of chemical fertilizers or additives

Wholesale: The selling of goods in large quantities to be retailed by others

Retail: The sale of goods to the public in relatively small quantities for use or consumption rather than for resale

INTRODUCTIONUsing produce from our school, home or community garden, we are going to supply a farmers market stand, where we will sell that produce to our friends and neighbors. Today, we will learn about how agribusiness works, about local foods and produce and about all the components of a farmers market. Our farmers marKIDS stand will provide the community with healthy produce and will teach us how to plan and create a business.

What is a farmers market? What can you buy in a farmers market? Who shops at a farmers market? What does a farmers market look like? If we were to create a market from our garden, what would we need to do? Who would come to our farmers market?

We are going to participate in a program called farmers marKIDS that will help us set up a successful market to sell produce from our garden.

Some of our goals for farmers marKIDS might be:Promote healthy food choicesCreate a fundraising opportunitySupport the local community and economyCareer exploration and entrepreneurshipPersonal development and team work/collaborations

Ask students what they want to accomplish .


ACTIVITY (~20 MINUTES)

Garden Tour and Market Assets MapTake students to the garden to identify different fruits, vegetables, herbs and other plants. Discuss the process of growing a garden and who can participate in helping with the garden. Review how plants grow and what they need to grow (water, soil, CO2, sun, etc.). Ask students what their favorite vegetables are and whether they are growing in the garden. Ask students what they could sell or make from the garden.

Return to the classroom and divide the class into groups of 5 students. Distribute paper and writing utensils. Tell students to discuss what they saw in the garden and to think about what they would want to sell at their farmers marKIDS stand. Instruct students to choose a few garden items that they think would be most appealing to customers. Then, ask them to map their idea of a farmers market using what they have available in their garden. Students should focus on what they already have (their assets) not what they might need or want. The map should be a diagram or picture of all of the aspects of a farmers market such as people, booths, produce, products, layout, structures, etc.


DISCUSSION AND WRAP-UP Ask students to share their maps and to explain their vision of the farmers market. Ask stu-dents if they included: Produce, products, booths, tables, people, signs, bathrooms, parking, entrances, sitting areas, cash registers and decorations, etc. Ask the students to consider how they will make their dream market a reality. How will they make sure the produce is organized neatly and in a visually appealing way? How will they attract customers to the market?

How can our farmers market help the local community? Initiate a discussion about how the class can use the money they make to reinvest in their own garden or to benefit their community. What are they going to do with their profit?

How do farmers markets benefit consumers? Why is eating local food important? Explain the difference between the journey of food found at a farmers market and food at the traditional grocery store. What do we need to plan a successful farmers market stand?

A planned and organized market will create a welcoming atmosphere that attracts customers and helps them easily find the products and produce they want to buy. Larger farmers mar-kets and individual market stands should have signs and advertisements for their businesses in order to attract customers and make them familiar with the farmer’s brand. During our next class, we are going to think about how we can design and advertise our market stand.

HOMEWORKIn preparation for Lesson Two, ask the students to bring in an advertisement that they find in a magazine or online.

EXPLORATION TOPICS (~5 MINUTES)How to start a business: What do you have to do to start a business?Science: How plants grow; water cycle; climateSocial Studies: History of farming in America

LESSON ASSESSMENTStudents will be informally assessed through checks of understanding and questioning when they are asked about their garden. The garden-mapping task will test their knowledge of the components of a farmers market and how to set up a successful market stand.

LESSON RESOURCESSeed-to-Plate Nutrition Education™ Information Materials http://www.fns.usda.gov/tn/ Resource Library http://www.ams.usda.gov/AMSv1.0/getfile?dDocName=STELDEV3022129

SUPPLEMENTAL ACTIVITIESMake a “Storyboard” for the journey of produce from a small, local farm to the farmers market or of the produce from large industrial farms to the grocery store (agribusiness). The storyboard should be a timeline of the produce’s entire experience starting at the planting of the seeds. The storyboard should have pictures and short descriptions of each step of the journey to the farmers market, at the market, and after the market; or, to the warehouse, in the truck, to the grocery store.

DO-AT-HOME ACTIVITY Think about the produce in the garden. Find or make healthy recipes using what is growing in the garden. Write the recipes on a card and decorate the card. These cards can be used as advertising or given to customers when they buy our produce and products.

http://www.fns.usda.gov/tn/

http://www.ams.usda.gov/AMSv1.0/getfile?dDocName=STELDEV3022129


LESSON 2LEARN THE MARKETING BIZAND PROMOTE


BEHAVIOR CHANGE OBJECTIVEStudents will learn the basic concepts of how to run a successful entrepreneurial business and how marketing plays a crucial role in its success.

LEARNING OBJECTIVEStudents will learn advertising and marketing techniques for products and businesses. Students will create advertisements and branding for their product and farmers market. Students will plan the stand design.

COMMON CORE ALIGNMENTGrade 4: MD.2, W.4, RI.4, L.1/2Grade 5: NBT.7, W.4, RI.4, L.1/2Grade 6: ELA.W6.4, ELA.L6.1

TEKS ALIGNMENTGrade 4: MD.2, W.4, RI.4, L.1/2Grade 5: NBT.7, W.4, RI.4, L.1/2Grade 6: ELA.W6.4, ELA.L6.1

BACKGROUND Warm-Up: Define entrepreneur and reiterate the concept of a farmers market. Ask students for examples of entrepreneurs and their connections to farmers markets.

Teaching young people about marketing will help them to become knowledgeable, informed consumers who will more likely make sound choices when purchasing products, goods and services. Initiating a farmers market based on a home, school or community garden is a unique opportunity to make healthy food fun with multiple experiences around growing and selling food. Through these experiences, students will broaden their awareness and change their perceptions of the foods they choose to consume.

Exploring the concept of marketing creates the opportunity for students to understand how food products are being sold to them. This will empower them with the health-centered, savvy decision-making skills to make good food choices for the remainder of their lives.

Marketing is the process of planning and executing the conception, pricing, promotion and distribution of ideas, goods and services that satisfy an organization’s objective. Through this approach, an organization seeks to identify its customers’ needs and preferences, which are then used to create specific products and services that satisfy the consumer. The main goal is to sell more products by attracting and retaining a large collection of satisfied customers.

LESSON 2LEARN THE MARKETING BIZ AND PROMOTE



The Five P’s: + Product Development: The complete process of bringing a new product or service to market—coming up with the idea, details, design and doing the market research.

+ Price: Deciding what something will sell for, which encompasses the cost to produce it (labor, materials and packaging), how the product will be sold (direct, wholesale or retail), and what competing products cost.

+ Packaging: What the product's package looks like, the information it provides and how it is presented at the place of purchase.

+ Promotion: The message created to describe and sell the product; including advertising.

+ Positioning/Placement: Where the product is distributed.

On the consumer level, advertising and marketing plays a dominant role. Kids are bombard-ed with advertisements through many media sources every day. Most of the ads aimed at kids focus on unhealthy foods that are high in fat and sugar content. In fact, 87% of television advertising targeted to children promotes unhealthy foods that contain excessively high fat and sugar. This is particularly troublesome, since children younger than eleven don’t yet possess the skills to differentiate between promotion and fact.

By teaching children the power of advertising, they will learn how to read and sift through the information and become empowered consumers. They will be able to creatively and succinctly display information and look for the most important details. Making posters and signs that advertise the healthy produce being sold at the farmers market will reinforce students’ own abilities to make healthy choices and influence others to do the same.PURPOSEThe aim of Day Two of farmers marKIDS is for the students to develop important entrepreneurial skills by exploring marketing and advertising.

MATERIALSLarge pieces of paperPens, markers, crayonsPoster boardExample advertisements/photos

VOCABULARY

Advertising: All actions and ideas utilized to inform customers about a business or product; to describe or draw attention to (a product, service, or event) in order to promote sales

Harvest: The process or period of gathering crops

Market: To promote something or to try to get people to do or buy something


PART ONE: ADVERTISING

INTRODUCTION Ask students about the ads they see every day and show them examples from various magazines. What is advertising? Why do companies advertise? Is advertising necessary? What are the different mediums in which advertisements can appear? (TV, magazines, internet, newspapers, radio, billboards, etc.)

Have students share the advertisements they found for the previous night’s homework. Why did they select this particular ad? What components attracted them to this advertisement? Would they change anything to make it more effective?

What distinguishes an effective advertisement from an ineffective one? Do you see many advertisements for kids promoting healthy foods? What about ads for unhealthy foods and fast food? Do you think these ads influence what kids want to eat? Should there be limits on advertisements targeted to children?

We all see thousands of advertisements and marketing messages every week. Often, we see more ads for unhealthy products and food than for healthy options. Today, we want to make advertisements that will showcase the healthy produce from our farmers market to attract customers. Smart advertising will inform and attract customers to our healthy food options and aid in our overall success as entrepreneurs.

In order to market this event successfully, we need to decide:1. Who is our target audience and what words, phrases and pictures will best attract

them to the market?

Answers will vary but might include buzz words that highlight the health benefits offresh fruits and vegetables. If your garden is organic, then suggest incorporating thebeneficial elements of organic produce (chemical, pesticide and insecticide free).Other components include bold, colorful pictures, strong phrases like “kid-grown” andinformation about how the profits will be used. Ensure that information like date, time,location and duration of the market are highlighted.

2. Where should we display our advertisements to effectively reach our audience?

ACTIVITYAsk students to tap into their creativity and design an advertisement for their farmers market stand. A powerful advertisement is bold, organized, colorful and visually appealing. What words and images will be most effective in making people want to buy our garden’s produce?

Students may use a variety of materials, including the advertisements shared earlier in the class for inspiration. Have everyone present their advertisements to the class and discuss the strong components of each. Ask students where we should hang the advertisements to most effectively promote the market and reach our target audience.


DISCUSSIONReview the main goals of advertising. What kind of information does an effective advertisement contain? How else are we going to attract people to our farmers market stand? Have students think about how else they can promote their market stand, beyond the advertisements they have just created. Discuss the idea of how advertising techniques and methods may vary, depending on a large national company versus a small local one.

PART TWO: THE MARKET STAND

Divide into small groups and ask students to plan and design their farmers market stand. Discuss how a business’s appearance can attract customers. How can we make our farmers market stand attractive to customers? What unique qualities can we add to make it stand out? Are there any themes that could be incorporated to inspire curiosity among potential customers? What materials do we need for our stand?

The students should plan the overall layout of the stand and any materials they may need to create a vibrant, attention grabbing, unique, decorative and organized market stand.

Gather the class and ask each group to present their design and share their ideas with everyone. Use this opportunity to collectively brainstorm for the final design. Compile all the most popular ideas and draw/outline the final design of the farmers market stand.

for a larger school project. DISCUSSION AND WRAP-UPReview the concepts of marketing and advertising. What makes an advertisement effective? How can a strong advertisement impact the success of the market? What is the value of planning the market stand? How will this affect the market day?

HOMEWORKIn preparation for Lesson Three, ask students to go to a grocery store to observe and record the prices of produce. This will aid in deciding prices for their fruits and vegetables, in addition to understanding the competition.

EXPLORATION TOPICS How to start a business: What do you have to do to start a business? What is the value in designing a recognizable brand? What are the challenges new businesses encounter? How can businesses impact people’s lives?

Financial Literacy: What is a budget? How much will the materials and supplies cost for your market stand? Are they capital, long-term investments or consumable, short-term expenses.

Art: Design and creation of attractive and informative advertisements

LESSON ASSESSMENTStudents will be assessed through participation in discussion and activities. The presentation and explanation of student advertisements will be an indication of comprehension of the goals and objectives of farmers marKIDS.


LESSON RESOURCESSeed-to-Plate Nutrition Education™ Informational Materialshttp://www.entrepreneur.com/article/232607http://yse-mn.org/resources.html

SUPPLEMENTAL ACTIVITIES

1. Advertisement Exploration:

Pass out food magazines to students, allow 5 to 10 minutes for them to browse andselect one advertisement. Have students examine what information the advertisementcontains. It may include company name, product name, product history/story,ingredients, pictures, slogans, where to purchase and other details

Have a discussion about the role of each component and how it may impact theconsumer. Are there elements that are absolutely essential? Which ones and why?Use this to help determine what elements they want to include in the advertisementfor their own product.

2. Pricing the product:

We want our prices to be competitive with grocery stores, but we also want to ensurethat we reach our profit goal. How do we decide what our prices should be? Comparethe price of our produce to grocery store prices. Discuss competition and competitivepricing. Use photos of price tags at the grocery store to show students. Use thisinformation to determine the pricing of farmers market produce.

DO AT HOME ACTIVITY

1. Market to family and friends! Tell them about the farmers market and encourage themto come. Be effective advertisers.

2. Make a list of ads you see today from the time you leave school until when you go tosleep. Write down what the ad was presenting, the medium of the ad, where you sawthe ad, and any other interesting observations about the ad.

3. Hang the ads made in class today in agreed upon locations around school, theneighborhood and your town.

http://www.entrepreneur.com/article/232607

http://yse-mn.org/resources.html


LESSON 3STRATEGIZE AND BUDGET


BEHAVIOR CHANGE OBJECTIVEStudents will learn the basic financial concepts of how to run a successful entrepreneurial project by managing profits, pricing and expenses.

LEARNING OBJECTIVEStudents will explore the ideas of profit, pricing and sales.Students will practice mathematic skills by making change.Students will further prepare for the market stand by making price tags, signs and other informational components to attract and inform customers.

COMMON CORE ALIGNMENTGrade 4: MD.2, W.4, RI.4, L.1/2Grade 5: NBT.7, W.4, RI.4, L.1/2Grade 6: ELA.W6.4, ELA.L6.1

TEKS ALIGNMENTGrade 4: MD.2, W.4, RI.4, L.1/2Grade 5: NBT.7, W.4, RI.4, L.1/2Grade 6: ELA.W6.4, ELA.L6.1

BACKGROUND Warm-Up: Review the components of an effective advertisement, what information it contains and how the overall design and visual appeal can impact a consumer.

The goal of an entrepreneur and small business owner is to be financially sustainable over the long-term by creating a product or service where the net profit covers all expenses associated with the design, marketing and sale of the product. There are many costs and expenses associated with operating a business—physical materials, marketing, transportation, employee compensation and one’s own time, among others. Some of these costs are limited to the original start-up, while others are ongoing, recurrent ones. Financial literacy allows one to understand how to make a company more effective by minimizing costs and maximizing profits, which helps ensure long-term success.

Today’s lesson will provide the opportunity for students to delve into the fundamental components of starting a business by looking at profits and pricing. Students will use real life math skills by practicing how to make transactions, handle money and calculate change. Additionally, they will make and finalize the other components of the market stand, like price tags and produce signs.

PURPOSEThe aim of Lesson Three of farmers marKIDS is to introduce students to the financial side of running a business and make further preparations for the market stand.

LESSON 3STRATEGIZE AND BUDGET

Time: 1 – 1.5 hoursGrade: 4-6


MATERIALSLarge and small pieces of paperPens, markers, crayonsPlay moneyPictures of price tags from grocery store vegetables “Money Handling and Making Change” Worksheet

VOCABULARY (~5 MINUTES)

Budget: A plan that estimates income and expenses over a given period of time

Profit: A financial gain as determined by the difference between the amount earned and the amount spent on development and production of a good or service

Expense: A cost required to create or purchase an object or service

INTRODUCTION

PART I: PRICING AND PROFITAsk the students: What costs are associated with growing a garden (seeds, soil, amend-ments, water, transplants, mulch, etc.)? Write down the various costs on the board and ask students whether there are ways to minimize any of these expenses—i.e. rainwater collection, seed donation, growing transplants instead of buying them, utilizing compost, etc. Ask students what expenses the class will incur to host a market stand (signs, markers, paint, packaging materials, etc.). Discuss the idea of one-time costs versus recurrent costs. How do these impact our current market stand and potential future ones?

For both the garden and the market, one of the major expenses is people’s time—How much is our time worth? What is a fair wage for our work? How much would someone need to make in order to live a healthy life? What are the expenses that people face on a daily basis? (Housing, food, transportation, clothing, etc.)

Discuss how the market's profits will be used. How will we maximize income to accomplish our goals? (Marketing; advertising; creating an engaging and welcoming space; being knowledgeable and quality salespeople; pricing the product effectively.)

In order to maximize the amount of money we earn, understanding and choosing an appropriate price is critical for success. How much should we charge for our produce? Using the previous night’s homework assignment, have students share the prices of various produce found in grocery stores.

Ask the students what the difference is between our garden’s produce and that found in supermarkets. Is our produce a premium product? Should it be less expensive, more expensive, or the same? Why should it be considered a premium product? (Local, organic, fresh, kid-grown, etc.)


As a class, decide the price for each fruit or vegetable. What happens if we price our produce too high? Or too low? To ensure a profit, the price should reflect the costs it takes to grow, package and market the produce. Suggestions for how to sell and price produce:

+ Sell greens (collards, kale, spinach, etc.), herbs, and root vegetables (carrots, beets, radishes, turnips) in bundles and have a price per bundle.

+ If a classroom scale exists, then it is possible to sell produce by the pound for items like tomatoes, broccoli, potatoes, squash, among others. For younger students, this may cause confusion and difficulty with transactions on the market day, but it creates an interesting sales exercise for older grades.

+ For larger produce, it is possible to set individual prices—i.e. $1 per squash, $.50 per cucumber, etc.

+ For lettuce and arugula leaves and other salad greens, sell by the bag.

ACTIVITY

On a black or white board, list out each fruit and vegetable with the price written next to it. This will be used later when students design price tags and signs for the market day.


PART II: TRANSACTIONS, MONEY HANDLING AND MAKING CHANGEOn market day, students will be responsible for engaging with customers, selling the produce and handling money. This is a wonderful opportunity to experience mathematics in a real life, hands-on way. To help create a successful experience, have students practice money scenarios by completing the “Money Handling and Making Change” worksheet.

After students have completed the worksheet, review answers and discuss any challenges. Ask what additional challenges may arise during the actual market day (multiple customers; running out of specific types of change like 5 dollar bills or nickels; customer personalities; etc.).

ACTIVITY

To practice customer engagement and making change, have students role play with one another. One student can be the cashier and the other the customer. Use play money to simulate actual transactional experiences. Be sure that all students get to experience both roles to understand the different challenges and perspectives of each.

Now it’s time to prepare your stand. Divide students into small groups to focus on individual components of the market stand. Students need to create and design:

+ Signs for the specific fruits and vegetables + A general sign that lists prices of all the produce that is being sold + Price tags for individual produce + A large sign or signs with the name of your school and/or stand, times, directions, etc. + Optional:

An information display that tells the history of your garden, class or school, which could include pictures of students working in the garden. This could also include how the funds/profit from market will be used

Nutrition and health facts about the vegetables/products being sold

Recipes that highlight the produce from the stand

DISCUSSION AND WRAP-UP When deciding on the price of a product, what variables should be taken into account? What are some factors that make our garden’s produce a premium product as compared to fruits and vegetables from the grocery store? What is our profit goal for market day?

What is the importance of math when one is operating a business? How can having good math skills improve our success as an entrepreneur?

When interacting with customers, what are some important things to consider? How can we ensure that money is handled appropriately and customers receive correct change?

Our next class will be market preparation day. We will work in small teams to accomplish tasks and create an atmosphere of success.


EXPLORATION TOPICS (if extra time remains or to extrapolate lesson to other topics)Art/Graphic DesignCareers in Advertising, Marketing and FinanceGovernment Policy regarding agriculture and small business development

LESSON RESOURCEShttp://www.scholastic.com/admongo/

LESSON ASSESSMENTStudents are informally assessed based on their participation in the profit and pricing dis-cussion, in addition to their work in creating various signs and materials for market day. The “Money Handling and Making Change” worksheet reviews math skills.


Materials and Supplies—Introduce the concept of consumable versus capital supplies. Consumable supplies are short-term items that are used once and are then no longer available. Capital equipment includes long-term supplies that can typically be used multiple times over long durations.

Ask students for examples of each type of supply in terms of the market—i.e. twine, tomatoes, cucumbers, price tags, cash box, table cloth, baskets, price tags, etc. Have students discuss how these types of supplies impact their budget in the short and long term. Are some supplies a better investment than others? What if we continue to have farmers market stands?

DO-AT-HOME ACTIVITY

1. Practice customer engagement with family and friends. Interact, ask questions and tryto persuade them to buy your produce.

2. Brainstorm additional products we could sell at the market—jams, breads, preparedfoods and others.

http://www.scholastic.com/admongo/


Money Handling and Making Change To help prepare and practice for the actual market day, complete the following sales scenarios: Part I: How much money does a customer owe? In this scenario, a customer approaches with a basket full of fruits and vegetables. How much money do they owe? Use the prices in the table to determine total cost. !

!1) 2 bundles of kale, 3 tomatoes and 1 bag of spinach:!2) 1 bundle of flowers, 2 pounds of potatoes, 1 bundle of carrots and 2 cucumbers:

3) 5 bundles of carrots, 1 bundle of kale and 4 bundles of herbs:!4) 2 heads of broccoli, 1 bag of spinach, 2 bundles of flowers and 3 tomatoes:!5) 2 pounds of squash, 4 cucumbers, 5 bundles of kale and 1 tomato:!6) 5 bundles of herbs, 1 head of broccoli, 2 bundles of kale, 2 pounds of potatoes, 3 bundles of flowers and

4 bundles of carrots:!7) 2 bags of spinach, 2 pounds of squash, 1 bundle of carrots, 1 cucumber and 1 broccoli:!8) 3 bundles of flowers, 5 pounds of squash, 2 pounds of potatoes and 7 cucumbers:!

Part II: How much change does the customer need? In this scenario, a customer pays with an assortment of money. How much change do they need? !

1) The customer’s produce costs $15 and they give 1 ten and 5 ones. Correct change:!2) The customer’s produce costs $7 and they give 1 twenty. Correct change:

Produce Cost

Kale $3 per bundle

Carrots $2 per bundle

Cucumber $0.50 each

Tomato $1 each

Broccoli $3 per head

Spinach $5 per bag

Potatoes $2 per pound

Herbs $1 per bundle

Flowers $3 per bundle

Squash $1.50 per pound


LESSON 4PRACTICE ANDPREPARE


BEHAVIOR CHANGE OBJECTIVEStudents will assume their roles and responsibilities for preparing and executing their farmers market stand.

LEARNING OBJECTIVEStudents will practice working in teams.Students will learn about quality customer service.Students will work towards achieving goals and expectations. Students will prepare supplies and set-up farmers market stand.

COMMON CORE ALIGNMENTGrade 4: ELA-RI.10; ELA-SL.1; ELA-SL.4; ELA-W.4Grade 5: ELA-RI.10: ELA-SL.1; ELA-SL.4; ELA-W.4Grade 6: ELA-SL6.6

TEKS ALIGNMENTGrade 4: R4.11; S4.29Grade 5: R5.11; S5.29Grade 6: S6.19

BACKGROUND Warm-Up: Ask students to share their experiences in customer service. When have they gone to a restaurant or store and experienced quality customer service? When have they visited a restaurant or store with poor customer service?

Teamwork will be a critical aspect of preparing and executing their market stand. The instructor should be prepared with all of the necessary materials for the stand. The students should be split into approximately five teams in order to accomplish all of the tasks that are needed to set up the stand. Or, with smaller groups, time should be allotted for serial tasks.

Have a discussion to review why we are selling local produce and how they can teach the customers about the importance of buying local fruits and vegetables (economy, health, environment). Review with students the difference between the local food supply chain and the larger national food supply chain.

Refer to the farmers marKIDS information sheet for suggestions on creating a successful market day.

PURPOSEThe aim of Lesson Four of farmers marKIDS is to prepare the market stand for a sales event held at a later time—the same day or during the following days. Tasks are delegated among the students who will work together in teams to ensure all preparations are complete. All students will help to execute the stand and will be involved in the process.

LESSON 4PRACTICE AND PREPARE



MATERIALSHarvesting toolsSignsMarkers/pensPostersCash boxCash (for change)TablesString, Tape, TacksChairsAny materials previously discussed as needed for the market“farmers marKIDS Jobs” Worksheet

VOCABULARY

Sale:The transaction that occurs when a good or service is traded for a form of payment

Customer Service:How businesses interact with customers and take care of their needs

INTRODUCTIONToday, we will be working cooperatively in teams in order to perform all of the tasks we need to accomplish to open our market stand. Our farmers marKIDS day will be the final representation of all our hard work in preparing and learning about entrepreneurship, business planning, advertising, and healthy and local foods. In order to make our stand as successful as possible, we need to create a positive, quality experience for our customers.

Another crucial ingredient for success is to be knowledgeable and engaging salespeople. The sales from the market will create cash profits, which you can divide among yourselves, use to benefit the school and community or reinvest in our garden. So, we want to make sure we sell a lot of produce!

How should we interact and talk with our customers? What should we tell the customers about our garden and about local, healthy produce? Let’s think back to Lesson One and how the supply chain for our local produce is different from produce at the traditional grocery store. How can we explain to the potential customers that local produce is better for the environment, the economy, and our bodies? Why should someone buy our particular produce?


ACTIVITY

1. Team Division and Market Preparation. Ask students to write down which teams theymost want to be on and try to accommodate their preferences. Or have students draw ateam out of a hat and assign them randomly.

Harvest TeamAdvertising/Marketing TeamSupplies TeamSet-Up teamCashier team

*See Job Description Worksheet for specific tasks of each role

2. Customer Service Practice. All students should practice greeting and helping customers.Students can also brainstorm and share ideas of what customers might need or expectwhile shopping at the market. A role-play activity between students is a good warm-upto practice how to speak to, engage and interact with customers.

DISCUSSION AND WRAP-UP Assess whether there are any remaining tasks to be finished before the market stand opens for business. If teams have not finished their jobs, allow some time from the discussion portion of the lesson to be used to complete all final preparations.

Gather students and give each team a few minutes to summarize its tasks, challenges and accomplishments. Ask a representative of each group to report the team’s status and summary.

What was the most difficult part of today? Why is teamwork important? How does it affect overall company organization and efficiency? Are we ready for the farmers market? How can we ensure that our customers have an enjoyable experience?

EXPLORATION TOPICS (~5 MINUTES)Teamwork: The importance of working together and class collaborationAgriculture as a Profession: Farming and agriculture as a career

LESSON ASSESSMENTStudents are informally assessed on their participation and teamwork ability as well as their retention of overall farmers marKIDS concepts and plenary activites.

LESSON RESOURCESVisit a local farmers market to observe best practices of how farmers arrange their goods and produce.


SUPPLEMENTAL ACTIVITIES Marketing the Produce—have students research the nutrition and health benefits of the produce they plan to harvest and sell. The students can make signs and informational text about the produce and why it is healthier to buy from their stand. The students can also practice teaching customers about the importance of healthy food and the benefit of buying fresh produce.

DO-AT-HOME ACTIVITY1. Reflect on the preparation and set-up of the market stand. What was well thought out? What elements had to be added or adjusted at the last minute?

2. Have students create a recipe for the produce to be sold at their market stand. Theyshould write it on a card that can be distributed to their customers.


GENERAL CONSIDERATIONS+ Time: Whether it is the harvesting process, table set-up or individual job preparation,

allow a generous window of time to ensure flexibility, minimize stress and adaptto unanticipated obstacles. Certain processes (especially harvesting and produce preparation) can take longer than expected.

+ Volunteers: Ask parents and community members to volunteer on market day to help with final preparations and manage the different student teams.

STUDENT PARTICIPATIONThe number of students who get to do each job will depend on your group size. Don’t be intimidated by our references to large numbers. A successful stand can be achieved by just one child, a small group of siblings, a scout troup or a large class. With larger groups, not every student will get to experience every job—i.e. cashier, harvester, customer greeter, etc. However, it is important that all students are involved in some capacity in working the actual stand, whether as a greeter, cashier, produce stocker, etc.

This can be accomplished with larger groups by having designated shifts of students. If the market is one hour long, create four 15-minute shifts of 6 students (or 7 or 5, depending on class size). Each student should be assigned a specific job during his or her shift. This will ensure that all students get the experience of working the actual market. This will enhance student ownership of the market and create unity amongst the group. The day should be a shared experience that students can bond and reflect on later.

PRODUCE PREPARATION+ Create bundles of produce by using twine or string to wrap the stems of greens like

collards, kale and swiss chard. Root vegetables, herbs and flowers can also be prepared in this format. Make example bundles of each vegetable to ensure that as different individuals harvest, they are making bundles equal in size and quantity.

+ It is not necessary to wash all of the produce. However, it is valuable to rinse and dry any root vegetables that have visible layers of soil or other vegetables that are noticeably dirty. For others, washing can be time consuming, laborious and occasionally result in premature spoilage or limited visual appeal if not handled properly. For instance, washing improves the appearance of some carrots, beets, turnips and potatoes, but can potentially diminish greens, which could impact overall sales.

+ Depending on time availability and schedule flexibility, it is valuable to harvest produceas close to the market opening as possible. Vegetables will look more vibrant, fresh and enticing to customers. If time is limited and it is necessary to harvest the day before, then it is critical to properly store produce and use refrigeration for leafy greens, broccoli, root vegetables and others.

+ We highly recommend adult supervision during the harvesting and packaging stage, particularly for younger kids. Recruiting knowledgeable parents and community volunteers to assist in the process will help minimize damage to the produce, aid with tying bundles and provide general management.

THOUGHTS AND SUGGESTIONS FOR A SUCCESSFUL DAY


THE MARKET STAND+ The visual appeal of the stand can make a huge difference in how much produce is sold.

The phrase “stack it high, watch it fly” is an old adage of market growers. However, there is a balance to this idea in that if the market is taking place over a few hours, it is valuable to leave some produce properly stored in coolers to ensure that fresh, vibrant vegetables are on the table even towards the end of the market.

+ Use baskets and other containers to easily separate different types of produce. Using containers of varying sizes and heights also enhances the visual appeal.

+ Color and texture: Intermixing different groups of vegetables makes for an interesting aesthetic and can help attract customers. Instead of putting all of the leafy greens together (collards, kale, swiss chard), mix them up with root vegetables or fruits. For instance, have the collard greens next to the beets, followed by broccoli and then kale.

+ Table Accents: Put vases of cut flowers or arrange brightly colored produce—like rainbow swiss chard, kohlrabi, tomatoes and others—in high traffic areas to attract positive attention.

+ Samples: Have students walk around with small, bite-sized pieces of different types of fruits and vegetables. This creates a unique engagement opportunity for students and tasting the actual produce can inspire new customers.

CLOSING TIME+ Prior to the market, assign shut down jobs and tasks to ensure a smooth end to the day.

+ Give any extra produce to volunteers or school administrators to thank them for their time and support.

+ Place the cash box in a secure location.

Farmers MarKIDS Job Sheet !

!!1. What skills will be needed to ensure the success of each team?!!!!2. How will your team accomplish its given tasks? List five actions your team will

take to complete all of your responsibilities.!!!3. Are any of the jobs more important than the others to have a successful market

day?!!!

Teams Responsibilities Preference

Harvest Team Harvest, wash/dry and prepare produce

Advertising and Marketing Team

Finalize signs, posters, price tags, directions for market

stand and stand items; attract customers to the

market

Supplies Team Gather supplies and distribute to each team as needed. Can be used to

support the harvest team as well.

Set-Up Team Assemble and organize physical stand and layout of

market

Cashier Team Manage cash box, make change, customer check-out



LESSON 5REFLECT AND CALCULATE


BEHAVIOR CHANGE OBJECTIVEStudents will reflect on the success of their farmers marKIDS stand and continue to develop entrepreneurial skills and tendencies.

LEARNING OBJECTIVEStudents will think critically about the farmers marKIDS business experience.Students will learn how to incorporate lessons and concepts from farmers marKIDS into other aspects of their lives.

COMMON CORE ALIGNMENTGrade 4: ELA-SL.4.1.D; Math4.NBT.B.4Grade 5: ELA-SL.5.1D; Math5.NBT.B.7Grade 6: ELA-SL6.1C

TEKS ALIGNMENTGrade 4: Math 4.1A/B; ELA 4.20AGrade 5: Math 5.1A/B; ELA 5.20AGrade 6: Math 6.2A; ELA 6.19

BACKGROUND Warm-up: Vegetable Reflection – On the board, list the different fruits and vegetables that were sold at the market. Students will select one that represents their thoughts and feelings about the day and write three sentences that detail why this particular vegetable is representative of their experience.

Reflection is a fundamental component of the learning process. Creating a structured space for reflection helps students share their ideas and feelings, understand what they learned and accomplished, discover avenues to achieve alternative outcomes and develop connections for how this experience can extend into other realms of their lives. Group reflection also reinforces the team building and participation aspects of the farmers marKIDS lessons.

It is beneficial to create multiple, diverse outlets for student processing, which could include writing, drawing, acting, group sharing, song, poetry and other means. Allowing time for both individual and group reflection will allow students to express their own feelings in addition to hearing and understanding other perspectives. The end goal of the day will be for students to deepen their understanding and awareness of the process they just experienced and how they can use this knowledge in the future.

Students will also examine the supply chain of the food business. An activity to draw a map or timeline of the national versus local food supply chain will underscore why choosing local, seasonal produce is healthy for us and gentle on our environment and resources.

LESSON 5REFLECT AND CALCULATE



PURPOSEThe aim of Lesson Five of farmers marKIDS is to process and reflect on the experience of operating a market stand and all of the lessons leading up to it. The students will think critically about the process, the goals and the lessons learned to promote a continued inter-est in entrepreneurship, healthy food, locally grown food and community-oriented events.

MATERIALSPaperPosterboardfarmers marKIDS Reflection Worksheet Colors-markers, colored pencils, crayons Writing utensils

VOCABULARY Reflection:Thought or consideration of an activity, subject, thought or idea

Profit:A financial gain as determined by the difference between the amount earned and the amount spent on development and production of a good or service

Vendor:A person or business that sells things

INTRODUCTIONThe farmers marKIDS program taught us how to operate a business, as well as about healthy food and local produce. Today, we are going to reflect back on this process to understand our successes and the areas that we could improve upon for the future.

Gather the students in a group and utilizing either an indoor or outdoor open space, create a 20-foot long rating “scale” from 1 – 10. For instance, the basketball goal represents number one and the three-point line is number ten. Number one is the low end, or a poor rating, and number ten is the high value. Explain that you are going to ask a series of questions and in response, students will stand in the appropriate area of the scale to indicate how they feel.

Ask students to share and review the goals of farmers marKIDS—promote healthy food to the community; earn a profit and support the local economy; career exploration and entrepreneurship; personal development and teamwork; and other goals they devised during Lesson One. Then ask the following questions:

1. How would you rate the class’s overall teamwork and cooperation? After students alignthemselves, take various responses from the different areas of the scale—what are thethoughts of someone who rated it a 5, versus someone who rated it a 9? Afterdiscussing ideas, ask if anyone would change his or her rating.

2. How would you rate yourself as a teammate? (Ask for specific examples of being helpful,flexible, sharing ideas, etc.)

3. How successful were we at achieving our goal of promoting healthy food to the localcommunity?

4. Were we successful as a business? This may include such factors as profit, marketing,advertising, designing the farm stand and dealing with the customer base, etc.


5. How would you rate the overall success of our market day?

Over the course of the activity, involve as many students as possible so everyone has the opportunity to share their opinion and perspective. Additionally, it is important to probe with deeper questions to fully discover the children’s feelings about the day:

Why do they feel this way?What led them to think this?How did they arrive at this conclusion?

At the end of this session, have two large pieces of poster board titled farmers marKIDS day. Allow time for the students to write one to three words (or draw pictures) that represent their overall feelings about the experience. Incorporate these thoughts and ideas into the remainder of the day.

ACTIVITIES

1. Individual Reflection. Have students complete the "farmers marKIDS Reflection”worksheet. Then, create a discussion for students to share their thoughts. Collect theworksheets and based on the students’ responses and from your perspective as aneducator, conduct an assessment of the experience and evaluate ways that the processcan be improved to enhance the quality of learning for future farmers marKIDS.

2. Financial Reflection and Discussion. One of the goals of farmers marKIDS is to earnmoney. Profits can be enjoyed by the participants, reinvested in their garden ordonated to support the commmunity. Begin the discussion by asking students what arethe key components of starting and operating a business? As an entrepreneur, how doyou determine if your company is profitable?

What were our costs to operate our farmers marKIDS stand? Make a list on the boardof the direct costs and related expenses. Were any of these costs avoidable? What couldwe have done to lower our expenses? What additional supplies would have beenbeneficial to the project? Discuss the concept of time as an expense and how it impactsentrepreneurs.

What was our income goal for the day? What did we do to try to ensure a successfulmarket? (Advertising, identifying our target audience, price points, etc.) How did wedetermine our product prices?

Ask students to estimate how much money they earned. Reveal the amount and ask ifthey think the day was highly successful, moderately successful or unsuccessful?Why? What else can we sell at the market to increase our profits? How could we attractmore people to the market? Were we successful in attracting our target audience?How do we know?

Would it be valuable to bring in additional vendors? Would this create competition orwould a larger market with more vendors bring in more customers? What if they solddifferent products like eggs, honey, meats and jams? Would this be beneficial or harmfulto our own success?


If the income goal was met, ask the students what they have decided to do with the profit. If they are reinvesting in their garden or donating it to a community cause, how will they announce their plans or celebrate with the school or community? If the goal was not met, ask the students what course of action they should take—divide the funds differently; save the funds and have a future market to try to raise enough money for their original idea; decide to purchase a different item or give an alternative gift; or another route?

Based on the results of our first market, how successful do you think we can be? Why? What can we do to increase the likelihood of success?

3. Supply Chain Map. If the class previously made infographics during Lesson One, thenuse these in Part 2 of the activity. Otherwise, create an infographic as described belowin Part 1.

Part 1: Draw an infographic, map or timeline that shows how food and produce moves from a typical large industrial farm to the grocery store or restaurant. Next, draw another infographic, map, or timeline of food traveling from a local farm to a farmers market or customers’ homes. Ask students what the biggest difference is between the two drawings. Which seems healthier for society? Why? Which is better for the environment? Why? Ask the students to review the benefits of farmers markets and local, seasonal produce.

Part 2: Using the supply chain maps, ask students to identify different jobs required to make the system work. These may include farm owner/worker, truck driver, plant operator, marketing strategist, business owner, grocer and sales person, among many others.

Ask students if there are other jobs not represented on the supply chains that are connected to the world of food—educator, chef and scientist (botany), etc. Ask if any of these jobs sound appealing. Why or why not? If students had to select one of these professions for their career, which would they choose and why?

Discuss the role of entrepreneurs in the economy and how their original idea is often created by identifying a “hole,” weakness or new space in the market. They then create a product or service that previously never existed to fill this hole and offer value to society. Based on the food chain maps or other food related jobs, what opportunities exist for an entrepreneur?


DISCUSSION AND WRAP-UP What was the most important concept of farmers marKIDS: Entrepreneurship? Local foods? Farmers markets? Teamwork? Understanding fruits and vegetables from a different perspective? Others?

How will this experience be beneficial in the future?

What is our role as individual community members to the community at large?

Brainstorm new entrepreneurial ideas that will benefit the community. Ask students to emphasize healthy living and food as topics for their entrepreneurship.

Besides being farmers and selling produce, how else can we help people understand and appreciate the benefits of healthy food?

As an entrepreneur how can you change your community?

EXPLORATION TOPICS (~5 MINUTES)Teamwork - the importance of working togetherSocial Entrepreneurship - look at NGOs like Ashoka Business - supporting local businesses and free enterprises

LESSON ASSESSMENTStudents are informally assessed based on their thoughts and reflections of their farmers marKIDS day. Formal assessment can be recorded during the market as behavior, participation, entrepreneurial skills, team work, etc. The supply chain mapping activity serves as an assessment of the students’ retention and realization of the different aspects of global scale agribusiness and local producer networks.

LESSON RESOURCEShttp://nationalserviceresources.org/filemanager/download/615/nwtoolkit.pdf


Vocabulary Quiz: create a short quiz on the vocabulary from the farmers marKIDS days curriculum

Words to Include: Budget, Entrepreneur, Goal, Advertising, Business Plan, Harvest, Profit, Agribusiness, Farmers Market, Local Food, Community, Entrepreneur, Produce,

Organic

DO-AT-HOME ACTIVITYBrainstorm a new entrepreneurship idea. Outline a business plan and write a summary of the idea for the new business.

http://nationalserviceresources.org/filemanager/download/615/nwtoolkit.pdf


farmers marKIDS Reflection Worsheet Please answer the questions below in complete sentences.

1. What did you learn by participating in farmers marKIDS?

2. What did you like best about the farmers marKIDS experience?

3. What would you change about the program or experience?

4. In your opinion, what was the important thing that the classaccomplished during your farmers marKIDS project?

5. Would you like to participate in farmers marKIDS again?Why or why not?


EXTRASUse our templates for printing materials that will help you promote and manage your farmers marKIDS stand or for inspiration to create your own signs and supplies. More ready-made signs and promotional items can be found through our website’s resources page at www.recipe4success.org/resources/farmers-markids.html

http://www.recipe4success.org/resources/farmers-markids.html


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