In this lesson, students apply their knowledge of sales and marketing concepts and budgeting techniques to get practical about fundraising in their own communities
On this two-day lesson, students will focus on fundraising possibilities with the purpose of designing a viable fundraiser that makes more money than it costs to plan. Groups will have to come up with a fundraising idea, figure out how much everything would cost and keep within a budget of $20, creating a potential to maximize a profit of at least $50.
- Students will evaluate the effectiveness of possible fundraising opportunities, including how well those opportunities could be incorporated into their own school context.
- Students will design and develop a fundraising possibility, including a fundraising idea and possible budget of less than $20 with a potential to maximize a profit of at least $50.
- Students will design a poster as a sales pitch for their fundraising possibility.
Common Core State Standards
|CCSS.ELA-Literacy.W.9-10.1||Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.|
|CCSS.ELA-Literacy.W.9-10.1a||Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.|
|CCSS.ELA-Literacy.W.9-10.1b||Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.|
|CCSS.ELA-Literacy.W.9-10.1c||Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.|
|CCSS.ELA-Literacy.W.9-10.1d||Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.|
|CCSS.ELA-Literacy.W.9-10.1d||Provide a concluding statement or section that follows from and supports the argument presented.|
|CCSS.ELA-Literacy.L.9-10.1||Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.|
|CCSS.ELA-Literacy.L.9-10.2||Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.|
Partnership for 21st Century Skills — Student Outcomes
|Critical Thinking and Problem Solving||Reason effectively|
|Critical Thinking and Problem Solving||Make judgments and decisions|
|Critical Thinking and Problem Solving||Solve problems|
|Creativity and Innovation||Think creatively|
|Creativity and Innovation||Work creatively with others|
|Communication and Collaboration||Communicate clearly|
|Communication and Collaboration||Collaborate with others|
|Information Literacy||Use and manage information|
120-140 minutes (two 60-70 minute classes)
Poster decorating supplies
Electronic devices (laptop computers, desktop computers, iPads, other tablet, smartphone, etc.)
1. Project overview — 5 minutes
Distribute the Fundraising Idea Poster Assignment and review the instructions with students, making sure each student understands the requirements.
2. Work time — remainder of class
Give students the rest of class to develop their ideas and create their posters, using the available electronic devices to determine prices for each element of their idea.
1. Work time — 25-30 minutes
Give students time to finish working on their posters.
2. Commentary — remainder of class
Display the posters in the room and instruct students to go from poster to poster, read the information, and write their evaluative comments in the margins to give feedback to the group. Collect the posters for evaluation at the end of class.