Lemonade Stand Learning

Aug 17, 2011 by

Please visit the website: http://sunscholars.blogspot.com/2011/06/lemonade-stand-learning.html

Lemonade Stand Learning

It is a hot, summer day, and your children ask if they can set up a lemonade stand in front of the house.
You say “Sure!” thinking it may keep them busy outside while you get some things done around the house.

But…
Did you ever stop to think of what an AMAZING learning opportunity this is for your children?
No?
Don’t feel bad.  I’m sure most people haven’t.
Therefor, let me share some of the many ways your children can learn through this fun, summer activity.
I’ve brainstormed a list of ways you can make your child’s lemonade stand more than just “something to do” on a hot, sunny day!  If you have any other ideas to add, please share them!!

 

Check out the amazing lemonade stand my husband and father-in-law built for my kiddos!
They built it.  I painted it.  The kids create signs depending on what they are selling that day.
They even have a great counter space and storage for coolers below to keep their juice out of the heat.
How Lemonade Stands Can Promote Learning

Language
- Children can practice reading and writing skills by creating their own signs and posters.
- Your child can practice reading and writing by creating a shopping list of the items they will need.
- Children can read labels and follow the directions when making lemonade and other items they might sell at their stand.
- Encourage your child to write down ideas for items they could sell or the supplies they will need to gather.
- Have your child create a plan for their business.
- Critique at the end of the day:  What went well?  What did not?  What would they do differently next time?  Would they do it again?  Did they make a profit?  Was it fun?

Mathematics
- Help your child determine prices, and what the costs for each item is.  What is their profit at their chosen price?
- Calculating sale totals and counting money at the end of the day.
- Your child will need to know their coins, their value, how to count money, total a sale, and how to make change.
- Have your child keep track of their time, their sales, inventory, and customers each day.
- Children use math when following recipes!  How many cups of sugar, lemon juice, or water to make a pitcher of lemonade?
- Can your child calculate how many cups of lemonade they must sell to earn a profit for that day?
- How many cups of lemonade will your child be able to sell from each pitcher of lemonade?
- Let your child find ways of decreasing their costs.  What package of cups is the most cost-effective decision?
- Is it less expensive to make lemonade from scratch, to buy pre-made, or concentrate?  What are the price differences?

Social/Life Skills
- Shopping!  Let your child play an active part in making the purchase decisions.
- Interacting with customers is a great way for your child to practice their social skills.
- Preparing Orders/Drinks – following directions!
- Using manners and learning how to provide friendly, quality service.
- Counting Money
- Encourages Teamwork (if working with other children)

Art & Creativity
- Do you have a name?  Have your child come up with a catchy name for their lemonade stand.
- Creating signage.  Let your child create special artwork or posters to promote their stand.
- What makes your lemonade stand different?  What can your child do to make sure their stand is noticed?
- Ask your child what might attract people to their stand?  Do they sell something unique and interesting?
- Perhaps your child has designed or created their own stand, or played a part in doing so.

Business Sense
- Children can determine how to market their stand or their products.
- Determining the best prices and products to sell.   Do you just sell lemonade?  What is “your strategy”?
- What times are the best to sell?  Where is the best location?
- What will people want to buy?
- Have your child consider, “Why would people want to buy my __________?”
- Have your child critique their business when all is said and done.  (refer back to language)

Social Studies
- When would people be most likely to buy your products?  Are there times of the day or days of the week where you are likely to get more patrons?
- What kinds of things would people be most interested in buying where you live?  Are there lots of kids, or more adults?  Do people prefer sweeter drinks, or would cold water be more popular?
- Is your home a place where you would get enough traffic to make it worth while?  If not, is there another place you might be more successful?  Would a mobile stand be possible?

Science
- How hot is it outside?  What will you need to keep your products cool for your customers?
- Does the temperature outside effect your business?  Are there more or less people out in the heat?  Do your sales increase with the temperature?

Health
- What do you need to do to keep your stand a healthy environment?  Do you use gloves? Wash hands? etc.
- Do you have food items that will be unsafe to eat if they are not kept cold? or not cooked well enough?
- What about your child’s health?  Do they have something to provide shade on a hot, sunny day?  Are they covered with sunscreen and adequately hydrated if they are out selling on a hot day?
- Do you want to offer healthy food and drink options at your stand?  What might those items be?  What makes them healthy choices?

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The Government War on Young Enterprise

Aug 17, 2011 by

Please visit the site here: http://biggovernment.com/imurray/2011/08/16/the-government-war-on-young-enterprise/

What do the London riots and the recent government crackdowns on Lemonade stands across America have in common? The answer is that in each case, government has done its best to control young people, to stop them engaging in enterprise. In Britain, the project is much more advanced. So if we want to know where the war on Lemonade selling ends up, we just have to look at the smashed windows and looted shops of Clapham Junction.

Let’s start in Britain so we can see where we’re going. The first thing to know is that government has removed the incentive to work. The British unemployment rate is currently 7.7%, yet there are over 100,000 households bringing in more than $37,000 annually in government handouts (the average household income in the UK). There are 650,000 households taking home more than $25,000 in these benefits.

That, however, is only part of the story. As that essential chronicler of British national demoralization, Theodore Dalrymple, said in the Wall Street Journal yesterday, employers are no longer interested in British youth:

But while the rioters have been maintained in a condition of near-permanent unemployment by government subvention augmented by criminal activity, Britain was importing labor to man its service industries. You can travel up and down the country and you can be sure that all the decent hotels and restaurants will be manned overwhelmingly by young foreigners; not a young Briton in sight (thank God).
The reason for this is clear: The young unemployed Britons not only have the wrong attitude to work, for example regarding fixed hours as a form of oppression, but they are also dramatically badly educated. Within six months of arrival in the country, the average young Pole speaks better, more cultivated English than they do.
The icing on the cake, as it were, is that social charges on labor and the minimum wage are so high that no employer can possibly extract from the young unemployed Briton anything like the value of what it costs to employ him. And thus we have the paradox of high youth unemployment at the very same time that we suck in young workers from abroad.

The role of the minimum wage is crucial. It is around $10 per hour (slightly lower for 18-20 year olds), much higher than the US minimum of $7.25. The difference is all the more important when one considers that the US has a higher average income (around $42,000 annually), meaning that British employers are being asked to pay (roughly) over half of average wage as a minimum rather than a third in the US.

 

Minimum wage laws have therefore been the primary enemy of youth employment in Britain. Bluntly, why hire an untrained, unskilled youth with a sense of entitlement when you can hire an experienced, educated Pole hungry for work for the same price?

The situation is trending that way in the US as well. As Jeffrey Tucker of the Mises Institute says, the high teenage unemployment rate is alienating American youth from work.

These are the years in which young people learn valuable skills and ethics that they will carry with them until they die. At work, they meet a great variety of people and have to learn to deal cooperatively with different temperaments and personalities. They learn how to do things they do not really want to do and they also discover the relationship between work and reward. They gain their first experience with independent use of money — acquiring and spending — and how to calibrate the relationship between the two.

These are skills people draw on forever. They are far more important to their future than is the main activity taking up their time: sitting at school desks.

This portends terrible things for the future of the American workforce. People dumped on the labor market after college will be even more worthless than they are already.

As Tucker notes, the result is that more and more teens are choosing federally-subsidized college courses instead, ending up nevertheless in minimum-wage jobs but with massive debts (I discuss this phenomenon, and the resulting high salaries among public university educators and administrators in my book Stealing You Blind: How Government Fatcats Are Getting Rich Off of You). Indeed, one way for Obama to “solve” the youth unemployment problem could be by simply making college compulsory for people under 21. If you can force people to buy healthcare, why can’t you force them to attend college?

It is interesting that there were many students and graduates among the London rioters, surely a symptom of the same problem over there. Indeed, the recent riots followed riots by students (many of them female) not so long ago, incensed at the idea that they might have to pay for even some of their own education. British youth has been forced by state action to rely on the state for everything, and when the state starts to think again, they get angry.

That’s why the recent Lemonade stand  crackdown is so worrying. The Lemonade stand is a cherished institution precisely because it helps teach the old virtues of enterprise, self-reliance and neighborhood. Yet, as one dad found when he inquired about how a stand could operate legally, the lesson now is that you must pay obeisance to bureaucracy above all:

What the Lemonade Day organizers should teach the children, said the health official, is about the importance of learning and obeying the government regulations that prohibit lemonade stands.

Overweening government is destructive of all those virtues I just mentioned. It kills enterprise by insisting on box-checking and standards, destroys self-reliance by ensuring people look to bureaucracy first, and erodes neighborhood by its layers of ever-remoter officialdom. Of course, the cry in response is that government protects us and our children. We see how well that worked in Britain.

If we are not careful, we will sacrifice our children on the same altar to bureaucracy as our British cousins did. It is now time to take back government from the bureaucrats. A good start would be to help your kids set up a lemonade stand this Saturday, Lemonade Freedom Day. And if the authorities come to call, you can teach your children how government does not have their best interests at heart.

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