LEMONAIDE STAND

Lemonade Stand

Author(s):
Rachel Ballard, Stephanie Warble


Grade Level:
Fifth
Timeframe: Four forty minute class periods

Lesson Description or Explanation
Students will use the online lemonade stand game found at http://www.coolmath-games.com/lemonade/. For each day on the game, the students will update an excel sheet with their data. Using the graphing tool, the students will create pie graphs and bar graphs displaying their information on daily expenses for each item, daily profits, and losses of both money and goods. Their final presentation will include their data. The students will need to be able to read their pie charts and bar graphs as well as spreadsheets in order to fulfill presentation requirements.

Indiana Curricular Standards

• 5.6.1 Explain which types of display are appropriate for various sets of data.
• 5.6.2 Find the mean, median, mode, and range of a set of data and describe what each does, and does not tell, about the data set.
• 5.3.7 Use information taken from a graph or equation to answer questions about a problem situation.


ISTE Standards
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.

Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.

Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.

Assessments
Formative/Summative
Summative Assessment will take place via final group presentations. Groups will present their data to the class. A student-created rubric will be used to assess the students’ project, and a teacher-created rubric will be used to assess graphs and charts.
Formative Assessment will go on via conversations with students and through nightly student emails. Children will daily send their data to the teacher to be assessed for column totals and possible needed clarifications.

Prior Knowledge
Curricular Knowledge or Skills: Students have been working on reading different types of graphs and using them to display data.
Technology Knowledge: Students have had prior exposure to Microsoft Excel. They have also played other games on coolmath-games.com.

Technology

Internet Resources: (please list URLs)
http://www.coolmath-games.com/lemonade/

Hardware: Internet Usage

Software: Microsoft Excel, Microsoft PowerPoint., and perhaps Microsoft Word for idea organization for presentation notes



Procedure
Title: Lemon-aid Stand

Day 1: We will introduce the lesson to students. We will show students how to get to Lemon-aide Stand and how to play. We will ask students to keep records of their data. Students will be informed of how they will be expected to use the Excel program to chart their data. There should be time for one game, just for practice.

Day 2: Students will be given time to play Lemon-aide Stand and keep track of their daily expenses, daily profits, and daily losses.

Day 3: Students will transfer their data from notes to Microsoft Excel Program.

Day 4: Students will give short presentations using their Excel Sheet printouts as visual aides.
Differentiated Instruction

ESL One modification is already built into this lesson. The graphs and charts are visual representations of information. This is a format that is easier for ESL students to understand because it is supported with pictures.
I would also work closely with the ESL teacher in my building to make any additional modifications necessary. Maybe the township I am working in will have some software available that will translate any text in the game and the Excel sheet.

Challenge/Extend
To challenge children, an accompanying PowerPoint could be included with lemonade stand statistics presentation.

Special Needs
Students that need it will receive a list of written instructions to follow when entering data into Microsoft Excel. This way they have the auditory input as well as visual. They will also be provided with a template for charting their data as they play Lemon-aide Stand. I will also be circulating the room so that I can provide any additional assistance necessary.
Students that are blind or deaf might benefit from the use of assistive technology such as Wynn Wizard or Read and Write Gold.