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a
Information Tools and Techniques: The student gathers information
to assist in completing project work; that is, the student:
The students used a variety of appropriate techniques to research
and gather information. The Surveys and Polls Team surveyed students
and teachers to find out what items they would like to see sold
in the store and tallied the results of their surveys.  |
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The students used computer technology in gathering and organizing
information. This included accessing the Internet to locate wholesale
vendors. |
b
Communication Tools and Techniques: The student conducts
formal written correspondence with an organization beyond the school;
that is, the student:
The Outside
Agencies and Organizations Team wrote to a number of agencies to
gather advice on how to open their store. The letters requested
information clearly and were written in a style appropriate for
the purpose and audience. 
The students’ use of word processing and graphics software
was evident in their computer generated letters, flyers, and posters
(see also 
).
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The Advertising
Team learned how to use a computer graphics program which enabled
them to design and publish posters and brochures advertising the
store. (See also lP and lQ .) The information was organized appropriately
for advertising materials of this kind. The students also took the
additional step of translating the posters into Spanish, Chinese,
and Korean.
The Advertising
Team conducted a survey in order to ascertain the success of their
advertisements. They analyzed the results and used the information
to adjust their advertising campaign. The results of the research
are evident in the finished product. The information they gathered
enabled the students to make informed choices during the planning
stage and when ordering items for the store.
Having asked
the students where they shopped for their school supplies, the Comparison
Shopping Team visited the stores and priced the most commonly requested
items. They then published their findings on a spreadsheet.
a
Problem Solving: The student designs and creates a product,
service, or system to meet an identified need; that is, the student:
The range
of variations for a school store is fairly limited but the students
did find models in other middle schools to study for design options.
The students took a trip to one of these school stores and developed
a series of questions to guide their visit. This document records
the questions the students developed to guide their study of a store
operated at another school. The questions reflect the issues the
students had identified for the design of their own store.
a
Learning and Self-management Tools and Techniques: The student
learns from models; that is, the student:
The students learned by studying a model when they visited an operating
school store at another school. They observed the operation of the
store and consulted with the students who operated it. Afterwards,
the students who went on the trip reported their findings to the
class.
This record
of a team leaders’ meeting records what the students learned
from the model in planning their own store. This included determining
the layout of their store and choosing vendors from the list they
acquired during the visit.
The students made an oral presentation to the PTA in order to secure
funds to place their first order. During their preparation, the
students developed a number of rubrics to assess the presentation
and its appropriateness for the audience and the purpose. They listened
to a number of students give the presentation and picked the one
that they considered most successful based on their criteria.
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The students
published materials including a newsletter to parents to make them
aware of the opening of the store.|
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In the
course of establishing the store, the students made a number of
adjustments as needed to conform with specified standards or regulations
regarding quality and safety. For example, after the first day’s
business, the team members met to discuss the successes and problems.
These minutes record the issues raised and the resolutions reached.
The team
leaders continued to met regularly after the store opened for business.
The minutes show evidence of continuing adjustments. They also reflect
the students’ ability to analyze problems and propose solutions,
e.g., finding a new location for the store when the original site
turned out to be unsuitable.
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The students developed a “Staff Work Schedule” which listed
who should be working in the store, at what time, and what they
should be doing. During the first team leaders meeting after the
first day of business, the team leaders decided that the roles for
working in the store had to be more clearly defined so as to alleviate
confusion.|
The students published materials in several forms including posters
that set out: |
This price
list is evidence of the students’ use of a different publishing
format to suit a different purpose. This publication is designed
to inform customers. Again, it uses a poster format but in this
case the information is presented in an inviting way, with graphics
to highlight several of the store' s products.
a list of procedures for operating the store; and
a list of
the responsibilities of each student working in the store.|
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b
Tools and Techniques for Working With Others: The student
coaches or tutors; that is, the student:
The students responded to a request from one of the school’s
special education teachers to involve special education students
in the running of the store. Using a buddy system, each student
in the class worked alongside a student studying in the special
education unit, providing instructions on his or her responsibilities
and the store’s operating procedures. 
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The students’ self-evaluations reflect their experience as
members of a team. Many of them refer to how “Splitting the
work made it easier and faster to get things done.” Another
student said, “We learned to work together and support each
other. We learned to accept the blame with our fellow teammates.
We also learned to take equal shares of the work.”
