2. Main Objectives of the Project
• To increase the students’ global awareness
regarding human needs, social justice,
economics, and the environment
• To nurture the students empathic imaginations
• To instill a sense of empowerment and social
responsibility
• To engage students in the application of math
concepts such as interpreting charts, and to
expose them to business concepts such as
expenses, gross sales, and profit
3. Overview
• Third graders sell Fair Trade chocolate and
direct the proceeds to charities that they
choose.
• There are four main components:
Learning
Promoting
Selling
Charity Selection
4. Component One: Learning
What is Fair Trade?
Fair Trade certification guarantees that
farmers receive a fair price for their cocoa.
Fair Trade certification ensures fair labor
conditions—safe working conditions, living
wages, and forced child labor is
prohibited.
Fair Trade certification also ensures
environmental sustainability.
5. Language Arts activities explore many aspects
of chocolate:
History
Cultivation
Manufacture
Cultural significance Environmental Impact
9. The students learn about five different
charities that focus on five different areas
of need:
Education PAMBE Ghana
Medical Care Doctors without Borders
Disaster Relief American Red Cross
Hunger Oklahoma Regional Food Bank
Shelter Habitat for Humanity
12. The students are encouraged to incorporate some
of the information that they’ve learned about fair
trade and chocolate production. And perhaps
apply some concepts they’ve learned about media
and advertizing.
17. Component Four: Charity Selection
We determine how much money we have
generated. What is our profit?
We discuss business principles: pricing, expenses,
gross sales, and profits.
We use Excel to examine these business
principles.
At this point in the project, the students have
been learning about these concepts throughout
the selling period as we paid off our expense and
eventually derived a profit.
18.
19. Each student
Each student
receives votes
has ten a
ballot thatcan
that they
explainsthe
allot to the
voting process
charities in
and
whatever
summarizes
way they
what they have
please.
learned about
each charity.
20.
21. We collect
the ballots
and enter the
votes into an
Excel
spreadsheet
which we
project for
the students
to see.
22. As we enter the votes, the spreadsheet calculates
the percentages and dollar amounts that each
charity is receiving.
And the
spreadsheet
generates a pie
chart that shows
the changing
percentages as
we enter the.
25. Extension and Enrichment
Students learn about are often own
Adinkra symbols bar has its
Divine Chocolate Adinkra symbols are
Each Adinkra symbol wrappers in
art class andon Westspecial art project.
depicted with a African crafts.
decoratedcreate Adinkra symbols.
special meaning.
More information at http://www.adinkra.org/
Hinweis der Redaktion
Good morning! I’m here to talk about the third grade’s service-learning project. It’s called Chocolate, Charities, Choice, and Charts.
Use screen.
Use screen.
1) Use screen. 2) Some of the students’ work was displayed on bulletin boards like this one. It shows the process of chocolate production.
Here’s a similar bulletin board.
Use screen.
Use screen.
Use screen.
Point out the places where he incorporated information that he learned. It say’s Protect the environment Give growers a fair price Fight forced labor.
Use screen.
Use screen.
“ We projected this screen for them to see. You’ll notice the profits are the mirror image of the expense. Click “ But that changed as we entered the gross sales for the days that we sold chocolate.”
Use screen.
Use screen.
Use screen.
“ This is what they initially saw.” [Point to where the votes are entered] “ There is a numbered column for each student. And as we entered there votes . . . “ Click “ . . . This is what they saw”
