Student-run fundraising project at Lakeshore Elementary spurs interest in economics

Market economy and stable income are common vocabulary in Diana Schnebelt’s third-grade class. The Lakeshore Elementary students have combined their zeal for helping others with a study in economics.

Initially, students wanted to assist a classmate’s family. Parent Kelly Stuart has been diagnosed with metastatic triple negative breast cancer. Her son David is in Schnebelt’s class. Stuart has taken a leave of absence from her job at Celeste Henkel Elementary.

Parent Heidi Desmarais, Schnebelt and students organized a project to sell purple wristbands. Purple is Kelly Stuart’s favorite color. A friend of Desmarais donated 1,000 bands.

While Schnebelt contacted teachers, parents and schools, Desmarais spread the word among organizations and on Facebook. Students sold wristbands at Boy Scouts and athletic events.

As enthusiasm grew, Schnebelt incorporated the project with an economics unit. “The best way to learn is to actually do it,” Schnebelt said.

Students studied supply and demand and North Carolina entrepreneurships such as Cheerwine, Thorlo and Deluxe Ice Cream.

Since they’re interested in recyclable and ecologically-friendly companies, the class expanded its focus. Using online and classroom research, they designed timelines demonstrating ways businesses develop and grow.

Then Schnebelt asked a question: “If we created a new business, what would we need?”

The children decided to sell bandanas. They had a product but wanted to incorporate ways to help Stuart. “Kids for Kelly” was born.

Focusing on marketing, advertising, finance, sales and engineering, the entrepreneurs returned to research.

Students wrote individual proposals that Schnebelt checked for capitalization, punctuation and grammar. If a proposal was returned for errors three times, the individual was fired.

After narrowing proposals to three goals, “department heads” met with CEO Schnebelt. Four groups achieved the PAW stamp of approval.

Receiving the PAW stamp is a big deal: The students are “big dog lovers and animal shelter people.”

As groups implemented plans, a collaborative spirit developed. A finance member approached engineering with a request for a bank or ATM. Finance supplied calculators for the engineers.

“It was precious,” Schnebelt said.

In addition to designing a storefront, engineers built two purple banks from cardboard boxes.

Because of security concerns, the class wanted back-up money in a second building

Over in marketing, students painted the logo on the front of bandanas and flowers on the back to represent Stuart’s love of gardening. To accommodate one member’s interest in the Mayan calendar, students painted a circle similar to a dream catcher on some bandanas. Those sold out.

Along with designing posters, the advertising committee wrote and presented speeches during announcements. In the interest of fairness, they included their classmates on broadcasts.

Much of the sales department’s work occurred opening day, Dec. 20. As employees anticipated customers’ questions, they decided to offer a bargain. Shoppers could purchase a combo – a wristband and bandana for $6. Wristbands sold for $3 and bandanas sold for $4.

Parent volunteers collected money.

Brady Johnson, Iredell-Statesville School superintendent, was the first customer. He talked with children and submitted orders from central office. Students took computer orders, created shipping labels and sent purchases through courier.

Third-graders are familiar with the school system’s parent and student surveys, so they developed a customer survey. Participants rated the experience as outstanding.

“The children learned so much and that’s what it’s all about,” Schnebelt said. During the character-building project, students discovered demand can exceed supply.

Information has been saved in a Power Point presentation created by the finance department.

Because of continuing interest, the business did not close at semester’s end.

“Could you imagine what would have happened if people had bought stock in our company?” one student asked.

“Could you teach us about stocks?” asked another.

“It’s an idea,” said Schnebelt as she plans for second semester.