MODULE 5 - ISW
Fusco
______________________________________________________________________________________
Integrated Plan of Study and Work Planning Document
Guide: Estefanía Fusco
Project: Commercialization of school-made products
Dates of Study: From October 20th to November 30th 2025 (Six weeks)
1st Stage: Introduce concepts; provide vocabulary; initiate challenge; elicit interest and
problem-solving ideas; connect to whole farm/land/community enterprise
Ideas for First Stage
●
Group goal setting for real problem-solving and purposeful tasks that are important to the
community:
We will explore ways to improve the commercialization of the products made at our school.
●
Sensorial or experiential introduction to the focus of the project:
1. Sensorial/Experiential Introduction
2. Thinking Routine: I See, I Think, I Wonder
3. Guiding Questions for Deeper Reflection
4. Specialist interview
●
Adult presentation of key concepts:
Keys
Key Concepts/Knowledge:
- Financial management: cost analysis, setting prices, managing profits
- Process of production: farming, preparation, packaging (worked in articulation with
Ocupaciones)
- Commercialization & marketing: business idea & plan, marketing mix, customer engagement
- Legal and ethical considerations: safety, labeling, community trust
- Sustainability in business: eco-friendly packaging, circular economy, social responsibility
Key Concepts/Knowledge:
-Self management skills (time management, resilience, goal setting, self motivation)
-Research skills (formulating and planning, synthetizing and interpreting,evaluating and
communicating)
-Communicative skills (listening, interpreting, speaking, reading, writing)
-Social skills (Intrapersonal: self control, emotional intelligence - Interpersonal: respecting
others, supporting others, social intelligence, problem solving)
-Thinking skills (critical, creative, transfer, reflection)
1
MODULE 5 - ISW
Fusco
______________________________________________________________________________________
Key Questions:
GENERAL QUESTIONS:
General Commercialization & Marketing
●
How can we design effective marketing strategies for the products made at our school?
●
What is the best way to promote our products within the school and the wider
community?
●
In what ways can we highlight the unique, sustainable, and educational value of our
products?
●
How can social media, local fairs, or word-of-mouth help us reach more people?
Financial Management
●
How should we calculate the production costs for each product?
●
How can we set fair and competitive prices?
●
What system should we use to record sales and profits?
●
How should we decide how to invest or reinvest the money earned?
Community Engagement
●
How can we build stronger connections with the local community through our
products?
●
What strategies can we use to involve families, neighbors, or local businesses?
●
Where in the community (shops, fairs, markets, online platforms) could our products be
sold?
●
How can we share our project’s goals so that people support it beyond just buying?
Organization & Sustainability
●
How should we organize the production and commercialization process among
students?
●
What routines should we establish to ensure regular production and availability?
●
How can we guarantee the quality and consistency of the products?
●
What sustainable practices can we adopt in packaging, production, and sales?
●
●
●
●
●
2
Legal & Regulatory Questions
Do we need any permits or certifications to sell food-related products like teas or herbal
oils?
What labeling requirements (ingredients, expiration dates, usage instructions) must we
follow to comply with local regulations?
Are there safety standards we must meet in the preparation, packaging, or storage of
our products?
How do we ensure transparency about the origin of ingredients and production
methods?
How can we protect the school’s name, logo, or brand when commercializing our
products?
MODULE 5 - ISW
Fusco
______________________________________________________________________________________
HERBAL OILS
Which plants should we
prioritize for oil extraction and
why?
TEAS
Which herbs and blends are
most appealing for our
community?
HUMUS /FERTILE SOIL
How can we clearly explain the
benefits of humus to people who
are not familiar with it?
How can we ensure the oils are
safe, high-quality, and
consistent?
How should we package the
teas (loose-leaf, bags, jars) to
balance cost and
presentation?
What is the best packaging (bags,
buckets, bulk sales) for humus?
What packaging best preserves
the oils and appeals to buyers?
How can we educate customers
about the benefits and uses of
our oils?
Should we sell them as
individual products or as gift
sets?
How can we communicate the
natural and handmade value of
our oils?
How can we guarantee
freshness and flavor in storage
and transport?
Could we create seasonal or
special-edition blends?
What stories about the origin
of our herbs can we share to
make our teas unique?
Where could teas be sold
most successfully (cafés, fairs,
school events)?
Should we sell it directly to
families, gardeners, or local
farmers?
How can we measure and maintain
the quality and richness of the soil?
Can we offer workshops or
demonstrations to show how to
use humus in gardens?
How can we connect the sale of
humus to our school’s values of
sustainability and care for the
Earth?
I plan to present Key Lessons on the following concepts:
-Financial management: cost analysis, setting prices, managing profits
-Process of production: farming, preparation, packaging (worked in articulation with
Ocupaciones)
-Commercialization & marketing: business idea & plan, marketing mix, customer engagement
- Legal and ethical considerations: safety, labeling, community trust
- Sustainability in business: eco-friendly packaging, circular economy, social responsibility
Material on key concepts:
- Roots & Shoots material:
https://drive.google.com/file/d/0B_fp22E44dcqd3VlNUEtZkgzb3c/view?usp=sharing&resourcek
ey=0-Ym1FoKpfbVD3tvGMRl04Tg
https://drive.google.com/file/d/0B_fp22E44dcqNllBSk01OUFMTGc/view?usp=sharing&resource
key=0-vcBMtzvhs_Nqj5giEc0hCA
3
MODULE 5 - ISW
Fusco
______________________________________________________________________________________
-
4
“The Merchant” by Franz Kafka
Marketing Mix: https://www.youtube.com/watch?v=oC_7g1qik60
MODULE 5 - ISW
Fusco
______________________________________________________________________________________
1ST STAGE - KEYS TO UNLOCK INDEPENDENT WORK
1. Key Experience: COMPLETE
Key Concept: COMPLETE
Key skill: COMPLETE
Brief Description of Experience: Observation of
school made products
Objectives: To identify strengths, areas of
improvement and possible changes
Follow-Up Work: (structured/guided/independent)
Group discussion about their individual observations:
1. Sensorial/Experiential Introduction
I will place one sample of each school-made product (teas, herbal oils, humus, etc.) on a central table
or at different stations and I will invite students, in small groups, to rotate around the products. Their
only task at this stage is to carefully observe—not to judge or suggest solutions yet.
2. Thinking Routine: I See, I Think, I Wonder
Students will reflect and share in groups:
I see… (objective observations: colors, textures, packaging details, labels, etc.)
I think… (interpretations or evaluations: “It looks professional,” “The label is unclear…”)
I wonder… (questions or curiosities: “Who designed this?” “Would customers know how to use it?”)
3. Guiding Questions for Deeper Reflection
After the initial round, I will guide students to focus on commercialization aspects:
-What do I notice that makes the product appealing?
-Is this a product I would buy? Why or why not?
-What elements seem well-developed (packaging, logo, explanation/instructions, presentation)?
-What elements could be improved to attract more buyers?
-How might this product connect to the values of our school community (sustainability, health,
responsibility)?
-How much would I pay for each of them?
The discussion on these questions will naturally lead them to reflect on the main question of the unit:
How can we improve the commercialization of the products made at our school?
4. SWOT analysis
2. Key Experience: COMPLETE
5
MODULE 5 - ISW
Fusco
______________________________________________________________________________________
Key Concept: COMPLETE
Key skill: COMPLETE
Brief Description of Experience/Lesson: Interview Objectives: To gather insights on possible
marketing specialist
strategies to improve the commercialization of
the products
Follow-Up Work: (structured/guided/independent)
●
Analyze responses to questions to inform what possible work/explorations may be available
3. KKey Experience: COMPLETE
Key Concept: COMPLETE
Key skill: COMPLETE
Brief Description of Lesson: Basics of Marketing & Objectives: To understand the 4Ps of Marketing
Commercialization - Marketing Mix
Follow-Up Work: (structured/guided/independent)
●
6
As a group or individuals, use https://www.youtube.com/watch?v=oC_7g1qik60, to create a
diagram of the 4 Marketing Ps applied to our context.
MODULE 5 - ISW
Fusco
______________________________________________________________________________________
2nd Stage: Engage in inquiry, exploration, research, practical work
Ideas for Second Period Activities and Explorations (whole group and individual) and for
Individual Student Research / Contributions:
Suggested Topics for Individual or Small Group Inquiry
7
MODULE 5 - ISW
Fusco
______________________________________________________________________________________
General Commercialization & Marketing
● How can we design effective marketing strategies for the products made at our school?
● What is the best way to promote our products within the school and the wider community?
● In what ways can we highlight the unique, sustainable, and educational value of our products?
● How can social media, local fairs, or word-of-mouth help us reach more people?
Financial Management
● How should we calculate the production costs for each product?
● How can we set fair and competitive prices?
● What system should we use to record sales and profits?
● How should we decide how to invest or reinvest the money earned?
Community Engagement
● How can we build stronger connections with the local community through our products?
● What strategies can we use to involve families, neighbors, or local businesses?
● Where in the community (shops, fairs, markets, online platforms) could our products be sold?
● How can we share our project’s goals so that people support it beyond just buying?
Organization & Sustainability
● How should we organize the production and commercialization process among students?
● What routines should we establish to ensure regular production and availability?
● How can we guarantee the quality and consistency of the products?
● What sustainable practices can we adopt in packaging, production, and sales?
Legal & Regulatory Questions
● Do we need any permits or certifications to sell food-related products like teas or herbal oils?
● What labeling requirements (ingredients, expiration dates, usage instructions) must we follow to comply
with local regulations?
● Are there safety standards we must meet in the preparation, packaging, or storage of our products?
● How do we ensure transparency about the origin of ingredients and production methods?
● Should we establish rules or agreements for how profits are shared and managed within the school
community?
● How can we protect the school’s name, logo, or brand when commercializing our products?
● What legal considerations apply when selling products at fairs, online, or to businesses?
Seminar
Read El Comerciante (“The Merchant”) by Franz Kafka and discuss its
connections to commerce and values.
8
Group
X
Individual
MODULE 5 - ISW
Fusco
______________________________________________________________________________________
Read/Watch about the Marketing Mix and discuss possible applications to the
school products.
Exploration in Writing
X
Group
Individual
Interview a local entrepreneur, accountant, or marketing specialist and write a
profile: How did they get started? What lessons can students apply?
X
Write a persuasive piece addressed to school leadership, families, or the
community about why supporting student-made products matters. Include
benefits (skill development, sustainability, school identity) and address possible
concerns (cost, quality, organization)
X
Write a business plan
X
Create a customer satisfaction survey for school products. Summarize
responses with charts and write a report about quality, pricing, or design
improvements.
X
Write a feature article for the school newsletter: “The Story of Our School
Products.”
X
Hands-on/Practical Tasks
Group
Design and test different packaging prototypes (materials, size, ecofriendliness, aesthetics).
X
Create product display stands for school fairs/events
X
Maps/Statistics/Data Collection
Analyze sales data: Which products are most/least profitable? Which times of
year see peaks?
Group
X
Group
Create/Improve the logo for each product, reflecting school identity.
Develop an advertising campaign (posters, social media posts, short videos).
9
Individual
X
Create a timeline of the school business project: development, launch, growth,
reinvestment.
Charts/Timelines/Visual Information
Individual
Individual
X
X
MODULE 5 - ISW
Fusco
______________________________________________________________________________________
Design infographics showing the impact of school products on community life
(profits reinvested, student skills gained, eco-friendly impact).
Self-Expression
X
Group
Create/Improve the logo of each product thinking on the identity of the school
and of each product
Individual
X
Create a jingle, rap, or slogan to promote a product.
Create an advertising campaign thinking on the identity of the school and of
each product
X
Record a podcast episode about the project (students as hosts/interviewers).
X
Visits/Visitors/Field Study
Group
Visit a local business, cooperative, or marketing agency to learn about
strategies.
X
Invite a graphic designer or advertiser to give feedback on student logos and
campaigns.
X
Contribution to Community/Social Organization
Group
Propose a social responsibility initiative: How can part of the profits support a
school/community cause?
Applied Technology
Individual
X
Group
Build a profit/earnings tracking system in Excel/Sheets.
X
Create an app for the school products
X
Improve the website for the school’s products
X
10
Individual
Individual
MODULE 5 - ISW
Fusco
______________________________________________________________________________________
3rd Stage: Demonstration of Understanding, Mastery, and Accomplishment
Written Expression:
-Interview a local entrepreneur, accountant, or marketing specialist and write a profile.
-Write a persuasive piece.
-Write a business plan.
-Create a customer satisfaction survey for school products and write a report with findings and
conclusions.
-Write a feature article for the school newsletter.
Oral Expression:
-Host a seminar about the project
-Create a podcast
Creative Expression:
-Create/Improve the logo of each product
-Create a jingle, rap, or slogan to promote a product
-Create an advertising campaign
-Record a podcast episode
Physical Construction or Demonstration:
Possible Interdisciplinary Connections:
MATHS
cost analysis, setting prices, managing profits
HISTORY
History of the products and the practices
IT
Web page:
https://sites.google.com/u/0/d/149lJcUpMhNt1aw_VV4MBXp_ilUhQ
2Avv/p/11zdQ8JESUpJ9xwp4NQSHLYFBhTEds44V/preview?authuser=
0
Excel Financial Record 2024:
https://docs.google.com/spreadsheets/d/1MPjqszTHn5qDPHapy_TSVCo4A51LJUAnv750f7o7aI/edit?gid=0#gid=0
ART
Logos
SCIENCE
11
-Process of production: farming, preparation, packaging (worked in
articulation with Ocupaciones)
MODULE 5 - ISW
Fusco
______________________________________________________________________________________
CITIZEN
EDUCATION
Legal and ethical considerations: safety, labeling, community trust /
Sustainability in business: eco-friendly packaging, circular economy,
social responsibility
LANGUAGE
Persuasive language. argumentación, publicidad y propaganda
Objectives for evaluation
COMMUNICATION SKILLS
● Students give and receive constructive feedback using effective and precise
communication.
● Students practice persuasive communication through oral and written proposals.
● Students contribute meaningfully to small group work and whole-group planning,
offering ideas for the co-op and marketing solutions.
● Students participate actively in problem-solving discussions related to
commercialization challenges in their community.
SELF-MANAGEMENT SKILLS
● Students submit work on time, in proper form, with necessary materials, and fulfill
assigned roles in proposal development.
● Students demonstrate initiative and accountability in individual and group tasks.
● Students document their process and learning, contributing to the final project
deliverables.
● Students revise work based on feedback to complete all components of the final
presentation.
SOCIAL SKILLS
● Students consider, respect, and analyze different points of view while working
collaboratively.
● Students contribute meaningfully in group planning and discussions.
RESEARCH AND THINKING SKILLS
● Students read critically, understand selected information, and conduct research using
diverse sources to support program design.
● Students explain and implement the stages of an action plan.
● Students apply economic principles such as cost analysis and supply and demand to the
development of a marketing program.
● Students collect, interpret, and present data from surveys and interviews with the
school community.
● Students show historical awareness of commercialization development and ethical
considerations related to safety, labeling, community trust, and sustainability in
business (eco-friendly packaging, circular economy, social responsibility).
● Students acknowledge sources properly, avoid plagiarism, and demonstrate integrity in
all work.
12
MODULE 5 - ISW
Fusco
______________________________________________________________________________________
EVALUATION RUBRICS
Skill Area
Communication
Skills
SelfManagement
Skills
13
Objective
Achieved
In Progress Not Done
Students give and receive constructive feedback using
effective and precise communication.
☐
☐
☐
Students practice persuasive communication through
oral and written proposals.
☐
☐
☐
Students contribute meaningfully to small group work
and whole-group planning, offering ideas for the co-op
and marketing solutions.
☐
☐
☐
Students participate actively in problem-solving
discussions related to commercialization challenges in
their community.
☐
☐
☐
Students submit work on time, in proper form, with
necessary materials, and fulfill assigned roles in
proposal development.
☐
☐
☐
Students demonstrate initiative and accountability in
individual and group tasks.
☐
☐
☐
Students document their process and learning,
contributing to the final project deliverables.
☐
☐
☐
Students revise work based on feedback to complete all ☐
components of the final presentation.
☐
☐
MODULE 5 - ISW
Fusco
______________________________________________________________________________________
Students consider, respect, and analyze different points ☐
of view while working collaboratively.
☐
☐
Students contribute meaningfully in group planning
and discussions.
☐
☐
☐
Students read critically, understand selected
information, and conduct research using diverse
sources to support program design.
☐
☐
☐
Students explain and implement the stages of an action
plan.
☐
☐
☐
Students apply economic principles such as cost
analysis and supply and demand to the development of
a marketing program.
☐
☐
☐
Students collect, interpret, and present data from
surveys and interviews with the school community.
☐
☐
☐
Students show historical awareness of
commercialization development and ethical
considerations related to safety, labeling, community
trust, and sustainability in business (eco-friendly
packaging, circular economy, social responsibility).
☐
☐
☐
Students acknowledge sources properly, avoid
plagiarism, and demonstrate integrity in all work.
☐
☐
☐
Social Skills
Research and
Thinking Skills
14
MODULE 5 - ISW
Fusco
______________________________________________________________________________________
PERSONAL NOTES /IDEAS/RESOURCES
1st STAGE
Shark Tank
Field visits
Guest presentations/interviews:
-Marketing specialist
-Accountant
-Graphic designer
Socratic seminar: chose text!
Surveys to the community
Hand in project similar to the one I saw in Tigre with deadlines and stages
Self-assessment
Bitacora!
Partir del concepto de identidad?
Empezar por la marca
Publico: por qué me compraría a mi y no a otro?
Lugar: puntos de venta, redes sociales, canal de whatsap
Las 4 P: Producto, precio, plaza (donde), promocion!
Modificar la estrategia año a año a partir de objetivos
FODA
15