ACTIVITY

From Garden to Market – Part 3

Description: Students turn their idea into an actual product they can sell.

Intention: Students experience the full cycle from production to sales and learn to use revenue, costs and profit to evaluate their business. They reflect on their results and consider how profit can be used to support future growth.

This is the third Brick of a series of 3;
Part 1 – Plan the business
Part 2 – Price, market & prepare
Part 3 – Market, money & reflection

Before:

Before the lesson:

  • Check that all products, packaging and price signs are ready.
  • Make sure students know their roles and responsibilities.
  • Prepare money/change and a secure place to store it.
  • Decide how products and unsold items will be handled after the market.
  • Prepare the cost and pricing information from Parts 1 and 2 for the final calculations.
1

Set up

  • Arrange products.
  • Put out prices and marketing.
  • Prepare the sales/recording sheet.
2

Sell
Students:

  • Welcome customers
  • Explain products
  • Take payments
  • Give change
  • Record every sale

They also observe supply and demand:

  • What sells quickly?
  • What doesn’t sell?
  • Are customers sensitive to price?
  • Should they adjust prices?
3

Count the money
Calculate:

Total revenue = all money received

Then:

Gross profit = Total revenue − Total production costs

4

Class reflection
Discuss:

  • Which product was most successful?
  • Which product made the most profit?
  • Did we price things correctly?
  • What did customers want?
  • What happened to products that didn’t sell?
  • What could we do differently next time?
  • What should we do with the profit?

Then let the class vote on reinvesting it, saving it, or another agreed use.

Didactic tips:

  • Let students take the lead: Allow them to interact with customers and manage the sales as independently as possible.
  • Record everything: Encourage students to record every sale immediately to make the final calculation reliable.
  • Compare expectations with reality: Ask, “What did we think would happen, and what actually happened?”
  • Use the market as a learning moment: Draw attention to customer behaviour, popular products and price changes.
  • Celebrate learning, not just profit: A product that made less money can still provide valuable learning.
  • Make profit meaningful: Connect the final decision about the money to the idea of reinvestment and regeneration.
GreenComp: 4.2 Collective action, 2.1 Systems thinking, 4.3 Individual initiative
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Act
THEME:
Nature & biodiversity, Food & beverage
TIME: 45 minutes
AGE: 10-12 years, 13-15 years

SUBJECTS:

  • Nature sciences
  • Mathematics
  • Home economics

TOOLS / MATERIALS:

  • Products for sale
  • Table or market stand
  • Price signs and marketing materials
  • Packaging materials
  • Sales-recording sheets
  • Pens/pencils
  • Calculator
  • Money box or secure container
  • Cash/change or agreed payment system
  • Cost and pricing information from previous lessons

METHODS:

    RESOURCES: