Looking for an authentic learning experience for teaching economics to your primary students? This bundle includes engaging activities for goods and services along with needs and wants. This bundle also includes a large product that includes everything needed for a Market Day PBL. A Market Day project is a wonderful way to end the economics unit in your classroom! Check out my video ALL about Market Day! Click Here. Save 20% with this Bundle! Products Included: Related Products ► Market Day PBL - EDITABLE FORMS ► Goods and Services Activities with Interactive PowerPoint ► Needs and Wants Social Studies Activities with Interactive PowerPoint ©Teaching with a Caffeine Queen

In this Thanksgiving day parade bundle for 4th-5th grade, students will experience Thanksgiving day parade through various resources.

{Download FREEBIE pack here.} Economics is my absolute FAVORITE social studies unit to teach. There are so many hands-on activities to do with students and they are so eager to earn and spend money! One of my favorite activities is to end with our "Madden's Marketplace." This is a chance for students to put into action all of the things they have learned about being producers and consumers. To begin with, I send home a letter asking students to create paper goods. Why paper? It's something all of my students have at home (or I can easily give them). I want my marketplace to be fair for all students. I'm sure I could let them have the freedom to create any product, using any materials and I would get some amazing masterpieces. I would also get some elaborate (and expensive) items. That's not what I want. I encourage parents to spend NO money on this and for it to be STUDENT CREATED. I really want them to take the initiative. Here are some samples of paper products my students created to sell this year - everything from rockets to bookmarks to lanterns to hats. I incorporate the making of goods into my students' homework schedule, encouraging them to create two products per night. Before the due date, we work on creating "shops" in class. We create our "shop" by gluing two file folders together. The picture below is using legal-sized file folders, but that just happens to be what we had available. Shop Parts: Signs: Initially, we create the signs for our shops, color the awnings to make them eye-catching. Open/Closed: Next, we create open/closed signs that sit atop our shop so we can easily flip the sign to show the status of our shops. Slogan: We then come up with a catchy slogan. We talk about slogan's we know from commercials. Why did those stick in our heads? We learn to use a play on words, alliteration, onomatopoeia, etc. to make our slogans catchy so consumers will remember them. Product Description: Students each write a product description detailing WHAT their product is and HOW it works or can be used. We talk about the importance of letting consumers know exactly what they are getting. Commercial Script: Finally, students write commercials to "sell" their products to their classmates. We use hooks to get their attention, repetitions of our catchy slogans, and persuasion. Other Components: We also glue on the Consumer Comments, Price, and Interest Inventories, but we leave all of those blank initially. On the day of the marketplace, students set up their shops and lay their products out on display. Then, they have a chance to walk around the classroom and "window shop." They are encouraged to take a good look at all of their options, reading the product descriptions and examining the merchandise. After students have had a good look at all of their choices, I give them stickers (I would recommend 3-4). They walk around and place their stickers on the "Interest Inventory" of the products that interest them the most. The results of the interest inventory are used by the shop owners to determine if they have a high demand or low demand for their products. Knowing the demand helps them determine a price for their product. High demand = higher price. Low demand = lower price. The only rule is that all prices have to be in whole dollars. Once prices are set, then students are ready to go shopping! There are many different ways to let students shop. Some years, if I've done economy-based management system, my students will use "money" they've earned to shop. This year, I just gave them all $12 to shop with. I'm always torn about letting my students split into groups to run their shops (half shop while half work) - it always seems that students don't get to shop at all of the stores in that scenario. To solve that problem, I let all of my students shop at the same time. To do this students create "tokens" to leave at their shop. They create the same number as products they have to sell. For example, if Katie has 10 kites to sell, she creates and leaves 10 tokens with her name or shop name on them. Once each shop has tokens, students are ready to shop. Since there are no workers at the shops to collect money, I give my students "consumer spending logs" with pictures of dollars on them. Since I gave my students 12 dollars to spend, their consumer spending logs had 12 one dollar pictures. As students go around to the shops, they color in the dollars they've spent and pick up tokens (NOT products) that they will trade in for their purchases once the shops close. Once all of the tokens are gone, that shop is "closed." Once a student has colored in all of the dollars on his/her spending log, they are done shopping. It really works out quite well. Once students have traded all of their tokens in for their goods, they are given paper for providing feedback to the shops. They slip these into the "consumer comments" pockets on the storefronts. They love reading the feedback from their customers! <3 After wrapping up our shops, students are often left with some extra products. Instead of having them take their own products back home, I let them put another economics concept into practice - BARTERING! They have a blast working out "fair swaps" for their products and really working to get the other things they may have wanted but didn't have the money to purchase...and of course, they do all of this while proudly wearing some of their favorite purchases. :) All in all, it is a fun day of learning. Students take their roles as both producers and consumers seriously and come away with a real sense of accomplishment! If you would like to download this packet of FREE resources to hold your own Economics shop, you can do so HERE. Enjoy!

In this Grade 6 Social Studies Bundle, teachers are provided with 29 in-depth, engaging, and cross-curricular lessons to help their students explore and understand Communities in Canada, Past and Present, and Canada’s Interactions With The Global Community.

Looking for some successful market day ideas for your next school fair? These fundraising ideas are sure to be a hit!

{Download FREEBIE pack here.} Economics is my absolute FAVORITE social studies unit to teach. There are so many hands-on activities to do with students and they are so eager to earn and spend money! One of my favorite activities is to end with our "Madden's Marketplace." This is a chance for students to put into action all of the things they have learned about being producers and consumers. To begin with, I send home a letter asking students to create paper goods. Why paper? It's something all of my students have at home (or I can easily give them). I want my marketplace to be fair for all students. I'm sure I could let them have the freedom to create any product, using any materials and I would get some amazing masterpieces. I would also get some elaborate (and expensive) items. That's not what I want. I encourage parents to spend NO money on this and for it to be STUDENT CREATED. I really want them to take the initiative. Here are some samples of paper products my students created to sell this year - everything from rockets to bookmarks to lanterns to hats. I incorporate the making of goods into my students' homework schedule, encouraging them to create two products per night. Before the due date, we work on creating "shops" in class. We create our "shop" by gluing two file folders together. The picture below is using legal-sized file folders, but that just happens to be what we had available. Shop Parts: Signs: Initially, we create the signs for our shops, color the awnings to make them eye-catching. Open/Closed: Next, we create open/closed signs that sit atop our shop so we can easily flip the sign to show the status of our shops. Slogan: We then come up with a catchy slogan. We talk about slogan's we know from commercials. Why did those stick in our heads? We learn to use a play on words, alliteration, onomatopoeia, etc. to make our slogans catchy so consumers will remember them. Product Description: Students each write a product description detailing WHAT their product is and HOW it works or can be used. We talk about the importance of letting consumers know exactly what they are getting. Commercial Script: Finally, students write commercials to "sell" their products to their classmates. We use hooks to get their attention, repetitions of our catchy slogans, and persuasion. Other Components: We also glue on the Consumer Comments, Price, and Interest Inventories, but we leave all of those blank initially. On the day of the marketplace, students set up their shops and lay their products out on display. Then, they have a chance to walk around the classroom and "window shop." They are encouraged to take a good look at all of their options, reading the product descriptions and examining the merchandise. After students have had a good look at all of their choices, I give them stickers (I would recommend 3-4). They walk around and place their stickers on the "Interest Inventory" of the products that interest them the most. The results of the interest inventory are used by the shop owners to determine if they have a high demand or low demand for their products. Knowing the demand helps them determine a price for their product. High demand = higher price. Low demand = lower price. The only rule is that all prices have to be in whole dollars. Once prices are set, then students are ready to go shopping! There are many different ways to let students shop. Some years, if I've done economy-based management system, my students will use "money" they've earned to shop. This year, I just gave them all $12 to shop with. I'm always torn about letting my students split into groups to run their shops (half shop while half work) - it always seems that students don't get to shop at all of the stores in that scenario. To solve that problem, I let all of my students shop at the same time. To do this students create "tokens" to leave at their shop. They create the same number as products they have to sell. For example, if Katie has 10 kites to sell, she creates and leaves 10 tokens with her name or shop name on them. Once each shop has tokens, students are ready to shop. Since there are no workers at the shops to collect money, I give my students "consumer spending logs" with pictures of dollars on them. Since I gave my students 12 dollars to spend, their consumer spending logs had 12 one dollar pictures. As students go around to the shops, they color in the dollars they've spent and pick up tokens (NOT products) that they will trade in for their purchases once the shops close. Once all of the tokens are gone, that shop is "closed." Once a student has colored in all of the dollars on his/her spending log, they are done shopping. It really works out quite well. Once students have traded all of their tokens in for their goods, they are given paper for providing feedback to the shops. They slip these into the "consumer comments" pockets on the storefronts. They love reading the feedback from their customers! <3 After wrapping up our shops, students are often left with some extra products. Instead of having them take their own products back home, I let them put another economics concept into practice - BARTERING! They have a blast working out "fair swaps" for their products and really working to get the other things they may have wanted but didn't have the money to purchase...and of course, they do all of this while proudly wearing some of their favorite purchases. :) All in all, it is a fun day of learning. Students take their roles as both producers and consumers seriously and come away with a real sense of accomplishment! If you would like to download this packet of FREE resources to hold your own Economics shop, you can do so HERE. Enjoy!

Does the idea of School Market Day for your child make you feel anxious about what you need to make? I’ve been there -- as recently as last year! To help stem the panic this year, I came up with ten clever, easy, and practical items to ensure that your child’s next Business or Market Day is a big success. Fun & Easy Market Day Ideas for Kids I tried to find things to make for many different ages, so whether your kid is in elementary school or middle school, they'll find a good, simple business idea in

Learn all about our Market Day PBL (Project Based Learning) that was focused on creating a business to sell goods and services.

Cheap & fun 3rd grade Market Day ideas, where all the materials actually come from the Dollar Tree!

Have you ever considered having a Market Day in your classroom? Check out how this pair of teachers facilitates Market Day in their classroom!

Looking for things for kids to make and sell at school (maybe for market day?). Here’s 19 unique things to sell at school.

{Download FREEBIE pack here.} Economics is my absolute FAVORITE social studies unit to teach. There are so many hands-on activities to do with students and they are so eager to earn and spend money! One of my favorite activities is to end with our "Madden's Marketplace." This is a chance for students to put into action all of the things they have learned about being producers and consumers. To begin with, I send home a letter asking students to create paper goods. Why paper? It's something all of my students have at home (or I can easily give them). I want my marketplace to be fair for all students. I'm sure I could let them have the freedom to create any product, using any materials and I would get some amazing masterpieces. I would also get some elaborate (and expensive) items. That's not what I want. I encourage parents to spend NO money on this and for it to be STUDENT CREATED. I really want them to take the initiative. Here are some samples of paper products my students created to sell this year - everything from rockets to bookmarks to lanterns to hats. I incorporate the making of goods into my students' homework schedule, encouraging them to create two products per night. Before the due date, we work on creating "shops" in class. We create our "shop" by gluing two file folders together. The picture below is using legal-sized file folders, but that just happens to be what we had available. Shop Parts: Signs: Initially, we create the signs for our shops, color the awnings to make them eye-catching. Open/Closed: Next, we create open/closed signs that sit atop our shop so we can easily flip the sign to show the status of our shops. Slogan: We then come up with a catchy slogan. We talk about slogan's we know from commercials. Why did those stick in our heads? We learn to use a play on words, alliteration, onomatopoeia, etc. to make our slogans catchy so consumers will remember them. Product Description: Students each write a product description detailing WHAT their product is and HOW it works or can be used. We talk about the importance of letting consumers know exactly what they are getting. Commercial Script: Finally, students write commercials to "sell" their products to their classmates. We use hooks to get their attention, repetitions of our catchy slogans, and persuasion. Other Components: We also glue on the Consumer Comments, Price, and Interest Inventories, but we leave all of those blank initially. On the day of the marketplace, students set up their shops and lay their products out on display. Then, they have a chance to walk around the classroom and "window shop." They are encouraged to take a good look at all of their options, reading the product descriptions and examining the merchandise. After students have had a good look at all of their choices, I give them stickers (I would recommend 3-4). They walk around and place their stickers on the "Interest Inventory" of the products that interest them the most. The results of the interest inventory are used by the shop owners to determine if they have a high demand or low demand for their products. Knowing the demand helps them determine a price for their product. High demand = higher price. Low demand = lower price. The only rule is that all prices have to be in whole dollars. Once prices are set, then students are ready to go shopping! There are many different ways to let students shop. Some years, if I've done economy-based management system, my students will use "money" they've earned to shop. This year, I just gave them all $12 to shop with. I'm always torn about letting my students split into groups to run their shops (half shop while half work) - it always seems that students don't get to shop at all of the stores in that scenario. To solve that problem, I let all of my students shop at the same time. To do this students create "tokens" to leave at their shop. They create the same number as products they have to sell. For example, if Katie has 10 kites to sell, she creates and leaves 10 tokens with her name or shop name on them. Once each shop has tokens, students are ready to shop. Since there are no workers at the shops to collect money, I give my students "consumer spending logs" with pictures of dollars on them. Since I gave my students 12 dollars to spend, their consumer spending logs had 12 one dollar pictures. As students go around to the shops, they color in the dollars they've spent and pick up tokens (NOT products) that they will trade in for their purchases once the shops close. Once all of the tokens are gone, that shop is "closed." Once a student has colored in all of the dollars on his/her spending log, they are done shopping. It really works out quite well. Once students have traded all of their tokens in for their goods, they are given paper for providing feedback to the shops. They slip these into the "consumer comments" pockets on the storefronts. They love reading the feedback from their customers! <3 After wrapping up our shops, students are often left with some extra products. Instead of having them take their own products back home, I let them put another economics concept into practice - BARTERING! They have a blast working out "fair swaps" for their products and really working to get the other things they may have wanted but didn't have the money to purchase...and of course, they do all of this while proudly wearing some of their favorite purchases. :) All in all, it is a fun day of learning. Students take their roles as both producers and consumers seriously and come away with a real sense of accomplishment! If you would like to download this packet of FREE resources to hold your own Economics shop, you can do so HERE. Enjoy!

Having a market day in school? Here’s a free market day lesson plan on pricing to help your students and kids price their products and services.

Learn all about our Market Day PBL (Project Based Learning) that was focused on creating a business to sell goods and services.

Cheap & fun 3rd grade Market Day ideas, where all the materials actually come from the Dollar Tree!

Looking for things for kids to make and sell at school (maybe for market day?). Here’s 19 unique things to sell at school.

Have you been looking for the perfect project based learning curriculum? If you've been on the lookout for a game-changing approach to captivate your upper elementary students and ignite a passion for learning, you're in for a treat! Buckle up as we dive into the world of project-based learning (PBL) – the secret sauce to turning mundane lessons into exciting adventures.

Farmers Market Play Kit Turn your dramatic play area into a Farmers Market with these easy to print and use props! Great for Preschools, Daycare, Kindergarten Room or even the Play Area in your home. ***** What's Included? ***** 1 PDF - 72 Cut Outs - 26 Pages A4 Size Paper ***** Props List: ***** - 1 Shop Poster - 1 Price List Page - 1 Order Form - 1 "We're Open" Sign - 1 "Sorry We're Closed" Sign - 1 Cash Register - 7 Price Tags - 7 Poster for Groceries ( Eggs, Corn, Tomatoes, Carrots, Potatoes, Apples, Strawberries) - 1 Jams Price Sign - 4 Jam Jars - 5 Potatoes - 6 Eggs - 3 Strawberries Bowl - 4 Apples - 6 Tomatoes - 5 Carrots - 4 Sweet Corns - 10 Money ($1) - 1 Weighing Scale - 1 Grocery Bag - 1 Pay Here Sign - 1 Order Here Sign - 1 Opening Times Sign ********* PRINT MORE COPIES FOR MORE PROPS (GROCERIES AND MONEY) ************* *****To effectively use this activity we recommend that you print and laminate each cut out. ******* Get Adobe here to download PDF File https://get2.adobe.com/uk/reader/ *****Please Note/ Terms of Use****** This item is a digital download file. It is NOT EDITABLE Please be advised that no activity pages will be sent to you. Do Not sell, share, or distribute. For personal use only. The quality of the image will depend on the paper and printer used. Due to the nature of this product there will be no refunds once this product is purchased. All sales are final. **** Please message me if you have any questions / queries ****

Here are some crafty things kids can make and sell for a profit at school bazaar or market day. Lots of easy ideas for kids of all ages to earn extra cash.

{Download FREEBIE pack here.} Economics is my absolute FAVORITE social studies unit to teach. There are so many hands-on activities to do with students and they are so eager to earn and spend money! One of my favorite activities is to end with our "Madden's Marketplace." This is a chance for students to put into action all of the things they have learned about being producers and consumers. To begin with, I send home a letter asking students to create paper goods. Why paper? It's something all of my students have at home (or I can easily give them). I want my marketplace to be fair for all students. I'm sure I could let them have the freedom to create any product, using any materials and I would get some amazing masterpieces. I would also get some elaborate (and expensive) items. That's not what I want. I encourage parents to spend NO money on this and for it to be STUDENT CREATED. I really want them to take the initiative. Here are some samples of paper products my students created to sell this year - everything from rockets to bookmarks to lanterns to hats. I incorporate the making of goods into my students' homework schedule, encouraging them to create two products per night. Before the due date, we work on creating "shops" in class. We create our "shop" by gluing two file folders together. The picture below is using legal-sized file folders, but that just happens to be what we had available. Shop Parts: Signs: Initially, we create the signs for our shops, color the awnings to make them eye-catching. Open/Closed: Next, we create open/closed signs that sit atop our shop so we can easily flip the sign to show the status of our shops. Slogan: We then come up with a catchy slogan. We talk about slogan's we know from commercials. Why did those stick in our heads? We learn to use a play on words, alliteration, onomatopoeia, etc. to make our slogans catchy so consumers will remember them. Product Description: Students each write a product description detailing WHAT their product is and HOW it works or can be used. We talk about the importance of letting consumers know exactly what they are getting. Commercial Script: Finally, students write commercials to "sell" their products to their classmates. We use hooks to get their attention, repetitions of our catchy slogans, and persuasion. Other Components: We also glue on the Consumer Comments, Price, and Interest Inventories, but we leave all of those blank initially. On the day of the marketplace, students set up their shops and lay their products out on display. Then, they have a chance to walk around the classroom and "window shop." They are encouraged to take a good look at all of their options, reading the product descriptions and examining the merchandise. After students have had a good look at all of their choices, I give them stickers (I would recommend 3-4). They walk around and place their stickers on the "Interest Inventory" of the products that interest them the most. The results of the interest inventory are used by the shop owners to determine if they have a high demand or low demand for their products. Knowing the demand helps them determine a price for their product. High demand = higher price. Low demand = lower price. The only rule is that all prices have to be in whole dollars. Once prices are set, then students are ready to go shopping! There are many different ways to let students shop. Some years, if I've done economy-based management system, my students will use "money" they've earned to shop. This year, I just gave them all $12 to shop with. I'm always torn about letting my students split into groups to run their shops (half shop while half work) - it always seems that students don't get to shop at all of the stores in that scenario. To solve that problem, I let all of my students shop at the same time. To do this students create "tokens" to leave at their shop. They create the same number as products they have to sell. For example, if Katie has 10 kites to sell, she creates and leaves 10 tokens with her name or shop name on them. Once each shop has tokens, students are ready to shop. Since there are no workers at the shops to collect money, I give my students "consumer spending logs" with pictures of dollars on them. Since I gave my students 12 dollars to spend, their consumer spending logs had 12 one dollar pictures. As students go around to the shops, they color in the dollars they've spent and pick up tokens (NOT products) that they will trade in for their purchases once the shops close. Once all of the tokens are gone, that shop is "closed." Once a student has colored in all of the dollars on his/her spending log, they are done shopping. It really works out quite well. Once students have traded all of their tokens in for their goods, they are given paper for providing feedback to the shops. They slip these into the "consumer comments" pockets on the storefronts. They love reading the feedback from their customers! <3 After wrapping up our shops, students are often left with some extra products. Instead of having them take their own products back home, I let them put another economics concept into practice - BARTERING! They have a blast working out "fair swaps" for their products and really working to get the other things they may have wanted but didn't have the money to purchase...and of course, they do all of this while proudly wearing some of their favorite purchases. :) All in all, it is a fun day of learning. Students take their roles as both producers and consumers seriously and come away with a real sense of accomplishment! If you would like to download this packet of FREE resources to hold your own Economics shop, you can do so HERE. Enjoy!

{Download FREEBIE pack here.} Economics is my absolute FAVORITE social studies unit to teach. There are so many hands-on activities to do with students and they are so eager to earn and spend money! One of my favorite activities is to end with our "Madden's Marketplace." This is a chance for students to put into action all of the things they have learned about being producers and consumers. To begin with, I send home a letter asking students to create paper goods. Why paper? It's something all of my students have at home (or I can easily give them). I want my marketplace to be fair for all students. I'm sure I could let them have the freedom to create any product, using any materials and I would get some amazing masterpieces. I would also get some elaborate (and expensive) items. That's not what I want. I encourage parents to spend NO money on this and for it to be STUDENT CREATED. I really want them to take the initiative. Here are some samples of paper products my students created to sell this year - everything from rockets to bookmarks to lanterns to hats. I incorporate the making of goods into my students' homework schedule, encouraging them to create two products per night. Before the due date, we work on creating "shops" in class. We create our "shop" by gluing two file folders together. The picture below is using legal-sized file folders, but that just happens to be what we had available. Shop Parts: Signs: Initially, we create the signs for our shops, color the awnings to make them eye-catching. Open/Closed: Next, we create open/closed signs that sit atop our shop so we can easily flip the sign to show the status of our shops. Slogan: We then come up with a catchy slogan. We talk about slogan's we know from commercials. Why did those stick in our heads? We learn to use a play on words, alliteration, onomatopoeia, etc. to make our slogans catchy so consumers will remember them. Product Description: Students each write a product description detailing WHAT their product is and HOW it works or can be used. We talk about the importance of letting consumers know exactly what they are getting. Commercial Script: Finally, students write commercials to "sell" their products to their classmates. We use hooks to get their attention, repetitions of our catchy slogans, and persuasion. Other Components: We also glue on the Consumer Comments, Price, and Interest Inventories, but we leave all of those blank initially. On the day of the marketplace, students set up their shops and lay their products out on display. Then, they have a chance to walk around the classroom and "window shop." They are encouraged to take a good look at all of their options, reading the product descriptions and examining the merchandise. After students have had a good look at all of their choices, I give them stickers (I would recommend 3-4). They walk around and place their stickers on the "Interest Inventory" of the products that interest them the most. The results of the interest inventory are used by the shop owners to determine if they have a high demand or low demand for their products. Knowing the demand helps them determine a price for their product. High demand = higher price. Low demand = lower price. The only rule is that all prices have to be in whole dollars. Once prices are set, then students are ready to go shopping! There are many different ways to let students shop. Some years, if I've done economy-based management system, my students will use "money" they've earned to shop. This year, I just gave them all $12 to shop with. I'm always torn about letting my students split into groups to run their shops (half shop while half work) - it always seems that students don't get to shop at all of the stores in that scenario. To solve that problem, I let all of my students shop at the same time. To do this students create "tokens" to leave at their shop. They create the same number as products they have to sell. For example, if Katie has 10 kites to sell, she creates and leaves 10 tokens with her name or shop name on them. Once each shop has tokens, students are ready to shop. Since there are no workers at the shops to collect money, I give my students "consumer spending logs" with pictures of dollars on them. Since I gave my students 12 dollars to spend, their consumer spending logs had 12 one dollar pictures. As students go around to the shops, they color in the dollars they've spent and pick up tokens (NOT products) that they will trade in for their purchases once the shops close. Once all of the tokens are gone, that shop is "closed." Once a student has colored in all of the dollars on his/her spending log, they are done shopping. It really works out quite well. Once students have traded all of their tokens in for their goods, they are given paper for providing feedback to the shops. They slip these into the "consumer comments" pockets on the storefronts. They love reading the feedback from their customers! <3 After wrapping up our shops, students are often left with some extra products. Instead of having them take their own products back home, I let them put another economics concept into practice - BARTERING! They have a blast working out "fair swaps" for their products and really working to get the other things they may have wanted but didn't have the money to purchase...and of course, they do all of this while proudly wearing some of their favorite purchases. :) All in all, it is a fun day of learning. Students take their roles as both producers and consumers seriously and come away with a real sense of accomplishment! If you would like to download this packet of FREE resources to hold your own Economics shop, you can do so HERE. Enjoy!

Looking for things for kids to make and sell at school (maybe for market day?). Here’s 19 unique things to sell at school.

Here is quick list of activities for teaching goods and services to kids to add to your economics lesson plans.

I love social studies and how it mixes so well with everything that we are doing in ELA!!

Looking for things for kids to make and sell at school (maybe for market day?). Here’s 19 unique things to sell at school.

Simple Market Day food ideas where all the ingredients are from the Dollar Tree. You heard me right!

Project Based Learning (PBL) is becoming an increasingly popular teaching method in the classroom these days - and for good reason! Not only are there many benefits of project based learning, but it can also create an engaging learning environment.

{Download FREEBIE pack here.} Economics is my absolute FAVORITE social studies unit to teach. There are so many hands-on activities to do with students and they are so eager to earn and spend money! One of my favorite activities is to end with our "Madden's Marketplace." This is a chance for students to put into action all of the things they have learned about being producers and consumers. To begin with, I send home a letter asking students to create paper goods. Why paper? It's something all of my students have at home (or I can easily give them). I want my marketplace to be fair for all students. I'm sure I could let them have the freedom to create any product, using any materials and I would get some amazing masterpieces. I would also get some elaborate (and expensive) items. That's not what I want. I encourage parents to spend NO money on this and for it to be STUDENT CREATED. I really want them to take the initiative. Here are some samples of paper products my students created to sell this year - everything from rockets to bookmarks to lanterns to hats. I incorporate the making of goods into my students' homework schedule, encouraging them to create two products per night. Before the due date, we work on creating "shops" in class. We create our "shop" by gluing two file folders together. The picture below is using legal-sized file folders, but that just happens to be what we had available. Shop Parts: Signs: Initially, we create the signs for our shops, color the awnings to make them eye-catching. Open/Closed: Next, we create open/closed signs that sit atop our shop so we can easily flip the sign to show the status of our shops. Slogan: We then come up with a catchy slogan. We talk about slogan's we know from commercials. Why did those stick in our heads? We learn to use a play on words, alliteration, onomatopoeia, etc. to make our slogans catchy so consumers will remember them. Product Description: Students each write a product description detailing WHAT their product is and HOW it works or can be used. We talk about the importance of letting consumers know exactly what they are getting. Commercial Script: Finally, students write commercials to "sell" their products to their classmates. We use hooks to get their attention, repetitions of our catchy slogans, and persuasion. Other Components: We also glue on the Consumer Comments, Price, and Interest Inventories, but we leave all of those blank initially. On the day of the marketplace, students set up their shops and lay their products out on display. Then, they have a chance to walk around the classroom and "window shop." They are encouraged to take a good look at all of their options, reading the product descriptions and examining the merchandise. After students have had a good look at all of their choices, I give them stickers (I would recommend 3-4). They walk around and place their stickers on the "Interest Inventory" of the products that interest them the most. The results of the interest inventory are used by the shop owners to determine if they have a high demand or low demand for their products. Knowing the demand helps them determine a price for their product. High demand = higher price. Low demand = lower price. The only rule is that all prices have to be in whole dollars. Once prices are set, then students are ready to go shopping! There are many different ways to let students shop. Some years, if I've done economy-based management system, my students will use "money" they've earned to shop. This year, I just gave them all $12 to shop with. I'm always torn about letting my students split into groups to run their shops (half shop while half work) - it always seems that students don't get to shop at all of the stores in that scenario. To solve that problem, I let all of my students shop at the same time. To do this students create "tokens" to leave at their shop. They create the same number as products they have to sell. For example, if Katie has 10 kites to sell, she creates and leaves 10 tokens with her name or shop name on them. Once each shop has tokens, students are ready to shop. Since there are no workers at the shops to collect money, I give my students "consumer spending logs" with pictures of dollars on them. Since I gave my students 12 dollars to spend, their consumer spending logs had 12 one dollar pictures. As students go around to the shops, they color in the dollars they've spent and pick up tokens (NOT products) that they will trade in for their purchases once the shops close. Once all of the tokens are gone, that shop is "closed." Once a student has colored in all of the dollars on his/her spending log, they are done shopping. It really works out quite well. Once students have traded all of their tokens in for their goods, they are given paper for providing feedback to the shops. They slip these into the "consumer comments" pockets on the storefronts. They love reading the feedback from their customers! <3 After wrapping up our shops, students are often left with some extra products. Instead of having them take their own products back home, I let them put another economics concept into practice - BARTERING! They have a blast working out "fair swaps" for their products and really working to get the other things they may have wanted but didn't have the money to purchase...and of course, they do all of this while proudly wearing some of their favorite purchases. :) All in all, it is a fun day of learning. Students take their roles as both producers and consumers seriously and come away with a real sense of accomplishment! If you would like to download this packet of FREE resources to hold your own Economics shop, you can do so HERE. Enjoy!

Popcorn Day is always a huge hit!!! We love to celebrate this day after a long morning testing or during the end of the school year. The first thing we read was "The Popcorn Book" by Tommie DePaola. The kids loved that book. We listed the key details on an anchor chart. For science we popped popcorn. The kids watched me pop the kernels in an "old fashioned" air popper. They would call out vocabulary terms like old maid for the duds and dynamite for the big pops. They learned the vocabulary in DePaola's book. After we popped the popcorn, we taste tested the popcorn and caramel corn. They were both a hit! We used a Venn diagram to compare and contrast the different flavors of popcorn. The kids had a ball, (heee-hee), playing popcorn outside against another class. The first one to drop the ball lost the round. After we came back in the students received a free choice. They got to choose from a ton of different popcorn language arts activities that I wrote. You can find the print and teach activities by clicking on the photo below.

Shopping Experience Come find out about our Shopping experience we create for our Economics Unit! This experience takes a bit longer to prep before and only takes about 30 minutes to perform. The shopping experience teaches about goods and services. All kiddos get to help in prepping and all kiddos get to have a turn providing a good or service and all kiddos get to have a turn shopping! As soon as you tell your class that this experience is upcoming, it will be the talk of the classroom! To begin, you will need materials for the goods and services you will have your kiddos sell. These are the goods and services we do in our rooms, with supplies listed for each: Goods - bookmarks: colored cardstock, ribbon, stickers - notebooks: colored cardstock, white printer paper, stickers - bracelets: pipe cleaners, pony beads Services - pencil sharpening: pencils, pencil sharpener - cubby cleaning: baby wipes - desk/table cleaning: baby wipes We like to ask parents for some of these supplies ahead of time using Sign Up Genius. Once you have collected you supplies, you will need to prep a few things before the kiddos start helping to create. To make the bookmarks, you will need to cut rectangular bookmark shapes from the cardstock, hole punch the top, and tie a ribbon through the hole. To make the notebooks, you will need to cut a cardstock piece in half vertically. Then you will do the same with plain white computer paper. Fold the cardstock in half and put the white computer paper inside and staple into a book. Now it is time for the kiddos to make them fancy! These are bookmarks that have been decorated with stickers by the kiddos! These notebooks have been decorated with stickers by the kiddos! These bracelets have been made by the kiddos using pipe cleaners and pony beads! Time to Shop! To get ready to shop, we have the kiddos sign up to sell a good or provide a service. We do 2 rounds of shopping so all kiddos get a chance to do each part. On the sign up sheet, we have 2 spots for each job during the selling time and 2 different sets of this set up. The first rotation takes about 15 minutes. Half the kids shop and half the kids sell. After the first rotation, we flip flop. The kiddos make signs for the job they will be doing. The kiddos have dollars and paper bags for their shopping time. Each good or service costs $1. We give them $4. They put their goods in the bag after they purchase! Kiddos hand over a dollar to buy a note book! This kiddo hands over a dollar for a cubby cleaning. This kiddos hands over a dollar to get a pencil sharpened! This kiddos is providing the service of a desk cleaning! Kiddos grabbing a bookmark! After we complete both rounds of shopping, we gather the kiddos to talk about what they loved from the shopping experience! You can grab our Economics Pack for more resources to help teach about Economics, set up this Shopping Experience, and have kiddos provide reflection after the experience has completed.

I wanted to share with you my Market Day on Saturday. I travelled up to Gympie, which is north of the Sunshine Coast in Queensland. It was about a 3 hour drive from my house in Brisbane. Hubby came along to keep me company for the long drive there and back bless his heart. The whole purpose of travelling so far to go to a Market, was really an excuse to catch up with my really good friend Lyndal - from Love Lyndal. We had a really nice weekend together and met lots of lovely ladies at the Markets. Hopefully we can do another Market together in the future :)

Last month, the children learned the basic principles of economics during our social studies unit. They discovered the difference betwee...

Looking for things for kids to make and sell at school (maybe for market day?). Here’s 19 unique things to sell at school.

I admit, I have never been one to go all out for National Poetry Month in April. I enjoy reading poems with my class and poetry books definitely get their rotation in my monthly book display, but poetry projects or multi-day lessons never seem to fit in. First of all, April is peak testing season

Looking for a fun, no-fail, 2 day painting project that ties in to art history and Veteran’s Day? Katie Mallette’s poppy field paintings for the win!

Peep Day is full of fun Spring and Easter activities for the classroom including literacy and math activities, snack, and a freebie.

I love social studies and how it mixes so well with everything that we are doing in ELA!! Right now, we are reading “The Lemonade War”! My kiddos love it and so do I! The best part is that it fits perfectly into our Economics standards! We use this novel study to go through the ... Read More about Market Day Economics Project

The farmer's market is, by far, one of my favorite activities. 😍 It's a great outdoor activity for the whole family and can be visited throughout the year.

Did you know that National Lemonade Day is on August 20th?! Help young entrepreneurs to plan and run their very own successful LEMONADE STAND. Learner(s) will practice setting goals and planning skills; while learning how to calculate their spending costs, sales, and determine their profits! They are even in charge of determining what to charge for their lemonade! Everything is broken down in an easy-to-understand format for them to learn in these fun hands-on activities! Younger learners may need an adults help along the way, while older learners will be able to do this activity more independently; but this could easily be adapted to many age groups. INCLUDES: 🍋 "Lemonade Stand" Cover Page 🍋 Introduction Page (Unit Mission, Extensions, Tips & Lemonade Song) 🍋 Weekly Lesson Planner (Mon-Sun w/ Supplies List & Notes space) 🍋 3 Lesson Plans to help guide instruction 🍋 "Vocabulary Tags" Page 🍋 "Brainstorming" Sheet 🍋 "Create an Advertisement" Sheet 🍋 "Design your Lemonade stand" Sheet (w/ cut outs for younger learners on separate sheet) 🍋 "Expenses" Sheet 🍋 "Pricing" Sheet 🍋 "Business Plan" 🍋 Pictograph Practice 🍋 Vocabulary Practice 🍋 "Sales Tracker" Sheet 🍋 Unit Reflection This activity works well as a fictional stand or even better if you have the time to bring their ideas to life in a real lemonade stand. This project is great for groups or individual use!