How to Use the Teacher’s Guide
Thank you for choosing to lead your class through Lemonade Day. This amazing journey will better equip your students
to be prepared for life. This Teacher’s Guide contains four lessons with 2-4 activities each for elementary school
students (third grade) and middle school students (sixth grade) designed to reinforce entrepreneurial concepts and
aligned to national standards. Each activity has classroom and workbook experiences to help each student learn how
to start and operate their very own business. Please make sure students register for Lemonade Day. When students
register for Lemonade Day, they each receive a backpack with an entrepreneur’s workbook. The workbook reinforces the
lessons in this guide in both the classroom and at home. By working together, you and thousands of families, schools
and businesses are developing our next generation of responsible, community-minded business and community
leaders. For more information please visit LemonadeDay.org or call 713.626.KIDS (5437)
Lemonade day Lesson Plan:
1
2
3
4
Getting Started
Setting Goals, Planning & Finding an Investor
Site Selection, Advertising, Building a Stand & Making Lemonade
Reporting, Saving, Spending, Sharing
Experiential and Project Based Learning
Lemonade Day uses project-based learning to help students apply classroom topics to the world of work. When kids learn by doing, they
retain significantly more knowledge than through lecture or reading. Research has shown that project based learning is effective in
helping students retain knowledge, increase achievement, and improve performance. The ancient Chinese proverb, “Tell me and I’ll forget;
show me and I may remember; involve me and I’ll understand,” illustrates this principle.
Research has demonstrated that project based learning can:
B e more effective than traditional instruction in increasing academic achievement on annual state-administered
assessment tests.
Be more effective than traditional instruction for teaching mathematics, economics, science and social science.
Be more effective than traditional instruction for long-term retention, skill development and satisfaction of students
and teachers.
Be more effective than traditional instruction for preparing students to integrate and explain concepts.
Improve students’ mastery of 21st-century skills.
Be especially effective with lower-achieving students.
Provide an effective model for whole school reform.
(taken from http://www.bie.org/about/does_pbl_work)
Project Based Learning (Figure 1)
Do: 75% - 90%
SAY: 30% - 50%
See: 15% - 20%
hear: 10% - 15%
read:
5% - 10%
Each lesson has corresponding activities and readings in the Entrepreneur
Workbook. Students do not receive the backpack with the Entrepreneur Workbook
until they have registered for Lemonade Day.
Please make sure that all students have registered for Lemonade Day.
Lessons have recommended extensions, computer activities and opportunities for
parental and community involvement.
For more resources, visit www.lemonadeday.org.
lemonade day
LESSON 1
Getting Started
Objectives:
Students will:
Know the date and purpose of Lemonade Day.
Know the facts about Lemonade Day.
Understand the language of business and apply key terms to entrepreneurial activities.
Register for and participate in Lemonade Day.
Materials
Lemonadeday.org Videos
Age appropriate Entrepreneur Workbook (Youth and Teen)
Time: 20-30 minutes
Anticipatory Set: Begin (if you can) by serving students cups of lemonade. Explain that they are about to start a project
that is hands-on and fun. The project is called Lemonade Day, and will allow them to make their own money by starting, owning
and operating their very own lemonade business! Tell them that National Lemonade Day is the first Sunday in May (check the
date for your city), and kids all over the country will be operating lemonade stands. By participating in Lemonade Day, they are
part of a nationwide movement to empower young people to become socially conscious individuals that seek to positively impact
their communities.
Elementary School Lesson
Activity E1: All about Lemonade Day
Ask students if they have ever had a lemonade stand. If any student has, ask him or her to tell the class about it.
Write the following questions on the board and ask students to answer them. Write a few of the answers under each question.
What do you know about Lemonade Day or lemonade stands?
What do you want to know about Lemonade Day or lemonade stands?
Why do you want to participate in Lemonade Day?
Review the answers to the questions above for the class.
Select one or more videos on the lemonadeday.org website and watch them.
Activity E2: Understanding Entrepreneurship
Write the word Entrepreneur on the board. Ask students if they have ever heard the word entrepreneur and let them share their
understanding of the term.
Explain that an entrepreneur is someone who sees a need and starts a business to meet that need. For example: Texas gets hot in May.
(Change for your state and your city’s date if different.) When people are hot, they get thirsty. Many people drink lemonade when they are
thirsty. If people are really hot and thirsty, they will pay to drink lemonade.
Ask a few students to share their favorite businesses and write any obvious entrepreneurial examples on the board. Help students
understand entrepreneurial origins of popular businesses. For example: McDonald’s began as a single hamburger stand for people who
wanted cheap hamburgers and milkshakes.
Middle School Lesson
Activity M1: All about Lemonade Day
D raw three columns on the board headed with the letters K, W and L. Explain each section in the chart. K = what you know about the
subject, W = what you want to know, L = what you learned about the subject after the introduction and the discussion.
Pair up students.
Instruct students to brainstorm everything they know about Lemonade Day or a lemonade stand for one minute. Next, have students share
what they know with the class.
Instruct students to write any questions they have about Lemonade Day or running a lemonade stand. Allow one minute for this activity.
Have students share questions and answers with the class.
View videos on LemonadeDay.org and/or read Our Story.
Students are to list as many details they can recall about Lemonade Day in the 3rd column.
The whole group comes together to discuss what they learned about Lemonade Day. Instruct students to share at least 3 things they know
or learned about Lemonade Day or setting up a lemonade stand.
Activity M2: Understanding Entrepreneurship and the Language of Business
Ask students to name famous local and national entrepreneurs. As students work through the Entrepeneur Workbook, each step of the
process of starting their lemonade business will be covered.
Examples of National Entrepreneurs
Russell Simmons, founder of Def Jam Records
Bill Gates, founder of Microsoft
Steve Wozniak, Steve Jobs, and Ronald Wayne, founders of Apple Computers
Mark Zuckerberg, founder of Facebook
Oprah Winfrey, founder HARPO and OWN
For this activity students will review or learn business terms. Write or post the list of business terms in one column on the left and
definitions in another column on the right. Change the order of the terms so they don’t correspond to the definitions.
Business Terms & Definitions
Risk
Profit
Revenue
Total Revenue
Expenses
Capital Equipment
Consumables Employee Financial Goal
Budget Interest
Loan
Investor
Advertising
Partnership
the potential of losing money that an investor takes when making a loan
the money gained from the sale or sales after expenses are paid
all money that comes into your business
the total amount of money you receive from all lemonade sales and tips
all costs related to a business
the items that you may purchase one time and can be used over and over again
goods that once used are gone or no longer useable
a person working for a wage or salary
a goal that is set based on what you want to do with the money you earn
a list of all planned expenses and revenues
a charge for borrowed money; generally a percentage of the amount borrowed
money a person or the bank loans for a certain period of time, but expects repayment with interest
a person who commits money in order to earn a financial return
communication which informs potential customers about products and services for sale
a business that is owned by two or more persons
R ead the terms in the left hand column together, but don’t give out the definitions.
Have students work in pairs or small groups to discuss and match the definition to the appropriate business term.
Give the pairs or groups of students about 20 seconds to match each term with the correct definition.
After all the terms have been called out, check for accuracy and clarify any terms.
Computer Time: Games & Learning - See LemonadeDay.org for fun and interactive games.
lemonade day
Setting Goals, Planning & Finding an Investor
LESSON 2
Objectives:
Students will:
Identify goals
Begin their business plans
Identify potential investors for their business
Materials
Maps of your city or neighborhood posted or passed out
Entrepreneurs Workbook
Time: 20-30 minutes
anticipatory set: Ask students to define the word goal and to think about their
long and short term goals
Elementary School Lesson
Activity E1: Goals as a Roadmap to Success
ark the location of your school on the map.
M
Ask students, “What is a map and what is the purpose of a map?” Talk about how a
map is a visual representation of an area. It helps us find our way. Tell students that
you want them to use the map to get someplace, but don’t tell them where they are
going. Then you ask, “How are you going to get where you are going?”
Explain that if you don’t know where you are going any road will take you there.
Next, use the same map only this time show them where they are going but don’t tell
them where they are starting from. Then ask, “How can you get to where you are going
if you don’t know where you are?”
Tell students that if you know where you are now, and you know where you want to be,
you can use a map to guide you to your destination. In the same way, if we have a goal,
we can get there if we make a plan. Discuss the importance of setting clear goals and
have students complete the setting goals section of the workbook.
Ask a few students to share what they would like to do with the money they will earn on
Lemonade Day.
Activity E2: Finding an Investor
A sk students how much money they think their lemonade stand will cost. Write a few
estimates on the board and help students select one or two realistic estimates.
Ask students how they plan on getting the money that it will cost to start their
lemonade business.
Talk about how all businesses begin with an investment of money. Often, business
owners begin with a loan from a bank or a person. When getting a loan, the money is
repaid with a percentage of the amount borrowed. This is called interest.
Ask a few students who they can borrow money from and write this on the board.
Middle School Lesson
Activity M1: Goals as a Roadmap to Success
ark the location of your school on the map.
M
Ask students, “What is a map and what is the purpose of a map?” Talk about how a map is
a visual representation of an area. It helps us find our way. Tell students that you want them
to use the map to get someplace, but don’t tell them where they are going. Then you ask,
“How are you going to get where you are going?”
Explain that if you don’t know where you are going any road will take you there.
Next, use the same map only this time show them where they are going but don’t tell them
where they are starting from. Then ask, “How can you get to where you are going if you don’t
know where you are?”
Tell students that if you know where you are now, and you know where you want to be, you
can use a map to guide you to your destination. In the same way, if we have a goal, we
can get there if we make a plan. Discuss the importance of setting clear goals and have
students complete the setting goals section of the workbook.
Ask a few students to share what they would like to do with the money they will earn on
Lemonade Day.
Activity M2: Finding an Investor
U sing the Entrepreneur Workbook, briefly discuss business planning with students.
Divide students into groups of 6 and instruct groups 1-5, to brainstorm about their
lemonade business.
The 6th group becomes the potential investor. Have this group of students discuss what
makes a good investment while the other groups plan their businesses.
Give the class 5-10 minutes to answer the questions and come up with details for their
business.
Each group gives a 2 minute or less presentation on their section of the business plan.
Based on the discussion, the investor group rates each business plan.
Extension:
Have students complete the Setting Goals, Planning, Budgeting and Finding an Investor,
activities in the Entrepreneur Workbook.
Community:
Invite a financial services professional or bank loan officer (parent?) to speak to the class
about investing and interest.
lemonade day
LESSON 3
Site Selection, Advertising, Building a Stand & Making Lemonade
Objectives:
Students will:
Select a site for their lemonade stand
Create a persuasive advertisement
Design a lemonade stand
Materials:
Entrepreneur Workbook
Pictures of lemonade stands from website or internet research
Advertisements from newspapers or magazines
Paper and pens or crayons
For middle school - markers, colored pencils, paper bag
Time: 30-45 minutes
Elementary School Lesson
Activity E1: Selecting a Site & Developing Advertising
Write the following statements on the board then read them out loud:
The best place for a lemonade stand isThe best thing about my lemonade stand will beI am going to get the materials for my stand fromMy lemonade will be special becauseAfter reading each statement aloud give students time to think about the answer. Take a few answers for
each item and write their answers under the statement.
Review each statement and answers.
Ask students how they will advertise their lemonade stand. Discuss making signs and posters.
Activity E2: Stand Design and Making Healthy Lemonade
S how students pictures of various types of lemonade stands. If possible, get photos of stands made from
cardboard, card tables, and built of wood. Ask students to identify what the stands are made of. Discuss the
different types of stands.
Ask students about different ways to make lemonade. For example, you can make lemonade with freshsqueezed lemon juice and honey, bottled lemon juice and sugar, frozen lemonade, or powdered lemonade.
And all lemonade has water. Tell students to make a plan for what kind of lemonade they want to sell.
Give students 10 minutes to make a drawing of their planned stand and lemonade recipes.
Ask a few students to share their drawings with the class.
Middle School Lesson
Activity M1: Selecting a Site
Write the following statements on strips of paper and make enough copies so that each student gets each of
these statements.
The best place for a lemonade stand isThe best thing about my lemonade stand will beI am going to get the materials for my stand fromMy lemonade will be special because-
G ive each student the statement strips to complete, and give them four minutes to complete the strips on their own.
Once students have written their responses, have them place all four strips in a container.
Call on one student at a time to pull a strip out of the bag, read it aloud and ask other students who had the same response to raise their
hands. Call on another student to pull another strip out of the bag and repeat.
Continue the process with 3-5 more students.
Activity M2: Developing Advertising
U sing the ads from Sunday’s paper, ask students working individually to select their favorite advertisements. What makes it unique or
stand out from other advertisements on similar products?
Have a few students share with the class their ads, and write what characteristics stand out for them on the board.
Review the characteristics of good advertisements and allow students five minutes to brainstorm how they want to advertise their stand.
Ask a few students to share by selecting students who are using different methods (i.e. social media announcement, internet video, flyer,
signs).
Activity M3: STAND DESIGN
R ead and discuss the section in the Entrepeneur Workbook on Building a Stand.
Ask students to give suggestions and share ideas on designing a stand for Lemonade Day.
Activity M4: MAKING HEALTHY LEMONADE
rite the following on the board: Lemonade Ingredients, Lemonade Recipes, Types of Lemonade.
W
Using post it notes, instruct students to work alone for seven minutes to list all the different types of lemonade there are on one note, what
different recipes they know of on another note, and what ingredients go in lemonade on another.
When finished, have students post their notes.
Review the lists.
Review the sanitation guidelines in “Making Healthy Lemonade”
Final Preparation Activity: For both elementary and middle school
rite the following on the board: Total amount made including tips “revenue” (include gross income for middle school), Amount after
W
expenses and repaying loan “profit” (include net income for middle school), Cups sold (include units for middle school), Price per cup
(include unit price for middle school).
Review the definitions for each of the terms, and show an example of the calculations:
gross income - expenses = net income/profit
cups sold x price per cup + tips = revenue/gross income
Remind students to record and bring the above data back to school the week after Lemonade Day: total amount made (gross income).
Extensions:
Have students make lemonade at home and bring to class for a class “best tasting” competition. Allow students who can’t bring lemonade
to act as judges. Depending on the number of contest entries, award prizes for healthiest, most unique, and all around best tasting.
Have students complete the appropriate sections in the Entrepreneur Workbook.
Community:
Invite a representative from a building supply store to give tips on how to design and construct a lemonade stand.
lemonade day
Lemonade Day reporting, Spending, Saving & Sharing
LESSON 4
Objectives:
Students will:
Reflect and evaluate the activities and results from Lemonade Day
Measure, record, report and interpret the financial side of the business
Use the profits to purchase the items as stated in the business plan
Discuss the benefits of opening a savings account
Make a donation to the selected charity
Materials:
Entrepreneur Workbook
Business Results Form
Newspapers
Time: 30 minutes
Anticipatory set: Congratulations! So how does it feel to be an Entrepreneur?
Elementary School Lesson
Activity E1: Lemonade Day Results
A sk a few students to speak about their experiences on Lemonade Day.
Have students use the data they brought back from Lemonade Day. (Some probably don’t have data so you may want
to have them share other students’ data or give them numbers.)
Review how to calculate gross and net profit. For students who participated, assist them in completing and returning
the business results form.
Activity E2: Saving and Sharing
A sk students to share their ideas of what service a bank provides the community.
Review how banks are safe places for money.
Ask students what causes they care about and write them on the board (animals, hungry children, church, scouts, etc.).
Have students share what organizations address the causes they care about. Help them identify services in your area.
Tell students that all good businesses give back to the community that supports them. It is important to always share
with others. Emphasize that students can help organizations in many other ways. They can donate toys they no longer
play with and books they no longer need to children’s organizations. They can send letters and cards to the elderly who
live in nursing homes. Ask students to share how they have helped organizations and for other ideas about helping.
Middle School Lesson
Activity M1: Lemonade Day Results
O n post-it notes, have the students write the number of cups (units) and price per cup sold during Lemonade Day.
Collect the notes so that the students’ earnings will remain anonymous, and place them in order on the board.
Review how averages are calculated and ask students to calculate the average profit for their class.
Instruct students to complete the Accounting Worksheet and Business Results Form in the Entrepreneur Workbook.
Make sure students return the forms to Lemonade Day. It is recommended that you collect them and return them
yourself to increase your students’ odds of winning.
Activity M2: Spending & Saving
Ask students to list three benefits to a savings account. Some answers may include:
Keeps your money safe.
Earns interest on your money.
You can become your own investor for next year’s Lemonade Day!
As a class, read and discuss the banking section of the Entrepreneur Workbook together. Students can complete this activity at home.
Remind them to ask their parents for recommendations and advice on saving.
Next, discuss spending. Ask students who made enough profit to purchase their goal item, to share with the class. (This may have changed
since the “Setting Goals” activity).
Explain that before spending money, research for the best bargain. Sometimes a bargain is the lowest priced item, and sometimes a
bargain is the item of the highest quality.
Instruct students to search the sales ads from the most recent Sunday newspaper. If available, also suggest websites like Amazon,
Groupon and Ebay to research the cost of items and product recommendations.
Activity M3 : Sharing
E xplain that all businesses have an obligation to give something back to the community that has supported them.
Give each student two slips of paper or Post-it notes and have them write the amount they are donating on one and the charity on the
other.
Collect the notes so that the students’ donation amount remains anonymous and have a student or group work to total the amount for the
class and make a list of all the charities supported by the class.
Extensions :
Photojournalism – Have students paste photos of lemonade stands on posters or presentation boards. Share with the class.
Have students create a “class slide show” using photos of their lemonade stands.
If available, upload photos of students’ lemonade stands to the Lemonade Day Flickr group flickr.com/groups/lemonadeday.
Community:
Invite an accountant to speak about their profession.
Invite a local banker to speak to students about a savings account or arrange a field trip to an area bank.
FUTURE ENTREPRENEUR
As a journal activity, now that students have
some experience as entrepreneurs, ask them
to write about or draw what else they want to
accomplish in the future. What other talents
or skills do they have that could be turned into
a profitable business? Following the journal
exercise as a class, brainstorm a list of ideas for
future entrepreneurial adventures.
conclusion
Congratulations on all your hard work! It’s time to start planning your next money making adventure. You have learned how to
start and run your own business and you made money in the process. You are an entrepeneur. This is just the beginning for you!
Now it is time to take what you have learned and try another business idea and then another. Maybe one day you will own a
business. It is possible if you believe, work hard and surround yourself with good people to help and encourage you. Nothing is
out of reach!
Lemonade day Educational Objectives and Standards
English Language Arts and Reading
Establish purpose to enhance comprehension
Make inferences to support understanding
Brainstorm, consult with others, etc. to address the major research
topic
Generate a research plan
Write a personal narrative
Organize and interpret print/visual information
Determine the meaning of words derived from Latin, Greek, or other
linguistic roots and affixes
Use a dictionary, a glossary, or a thesaurus to determine the
meanings
Record data, convert graphic/visual data into written notes
Mathematics
Use a problem-solving model
Select or develop an appropriate problem-solving strategy
Solve problems by collecting, organizing, displaying, and
interpreting data
Identify and apply mathematics to everyday experiences
Select tools such as real objects, technology or techniques to solve
problems
Communicate mathematical ideas
Evaluate the effectiveness of different representations to
communicate ideas
Validate conclusions using mathematical properties and
relationships
Estimate measurements and evaluate reasonableness of results
Select and use appropriate units, tools, or formulas to measure
and to solve problems
Use multiplication and division of whole numbers to solve
problems
Estimate and round to solve problems
Social Studies
U se appropriate mathematical skills to interpret social studies
information
Define the concepts of culture and culture region
Describe defining traits that all cultures and culture groups have
in common
Analyze information about selected world cultures
Organize and interpret print/visual information
Use social studies terminology correctly
Describe defining traits that all cultures and culture groups have
in common
Create written and visual materials to express information about
an event or issue
Science
A nalyze, evaluate, and critique scientific explanations to encourage
critical thinking
Plan and implement comparative and descriptive investigations
Design and implement experimental investigations
Use appropriate tools to collect, record, and analyze information
Health Education
Analyze healthy and unhealthy dietary practices
Describe methods for communicating important issues with
parents
Make healthy choices
Use critical thinking to research and evaluate health information
Identify factors that affect an individual’s physical, emotional, and
social health
Exploring Careers
World of work
Workplace basic skills
How things have changed
Presentations
Workplace Basics
Personal success
Study skills
Interpersonal skills
Problem-solving model and critical-thinking skills
Use effective time-management and goal-setting strategies
Effectively use information and communication technology tools
Identify skills that can be transferable among a variety of careers
Demonstrate effective verbal, nonverbal, written, and electronic
communication skills
Model characteristics of effective leadership, teamwork, and
conflict management
Explore and model characteristics necessary for professional
success
Technology
Identify and explore technical skills
Demonstrate the ability to select and use software
Use technology terminology appropriate to the task
Plan, create, and edit documents
Create a document using desktop publishing techniques
Integrate two or more productivity tools into a document
Use productivity tools to create effective document files
Fine Arts
A rt - Response/evaluation about personal artworks and the
artworks of others
Art - Expression/performance through original artworks, using a
variety of media with appropriate skills
Music - Creative expression/performance - reads and writes music
notation
Music - Creative expression/performance - sings or plays an
instrument performing music
Music - Historical/cultural heritage. The student relates music to
history, to society, and to culture
Music - Response/evaluation - music and musical performance
Music - Historical/cultural heritage - relates music to history, to
society, and to culture
Theatre - Perception - concepts about self, human relationships,
and the environment
Theatre - Creative expression/performance - creates
dramatizations
Theatre - Creative expression/performance - design, directing, and
theatre production concepts and skills
Theatre - Response/evaluation - theatre and theatrical
performances
Online Resources for Teachers
Internet Resources
For the latest updates, go to lemonadeday.org
Amazing Kids Online Magazine: amazing-kids.org
Prepared 4 Life: prepared4life.org
Ashoka’s Youth Ventures: genv.net
Biz Kids (PBS Show): bizkids.com
Biz World: bizworld.com
BUILD (entrepreneurship/college access): build.org
Center for Rural Entrepreneurship: energizingentrepreneurs.org
Council for Economic Education: councilforeconed.org
Disney’s Hot Shot Business: disney.go.com/dxd/index.html?channel=108602#/
disneygroup/hotshotbusiness
DECA (Distributive Education Clubs of America): deca.org
Entrepreneurship: entrepreneur.com
Games and Activities by Best Buy: at15.com/games
Junior Achievement: ja.org
Kauffman Foundation: kauffman.org
Kidpreneurs: kidpreneurs.org
Lemonade Game lemonadegame.com
Lemonade Larry: prongo.com/lemon/game
Lemonade Millionaire: freeonlinegames.com/game/sim-lemonade-millionaire.html
Lemonade Stand Game: classbrain.com/cb_games/cb_gms_bag/lemonade.html
Lemonade Tycoon: shockwave.com/gamelanding/lemonade.jsp
Making Change: justkidsgames.com/play.php?MakingChange
Monetta Fund Game Page: monetta.com/game
Moneyville: moneyville.ie/
National Foundation for Teaching Entrepreneurship: nfte.com
Search Institute: search-institute.org
These Kids Mean Business: thesekidsmeanbusiness.org
Warren Buffet’s Secret Millionaire’s Club: smckids.com
Youngbiz: youngbiz.com
Youth Entrepreneurship Activities: allterrainbrain.org
Youthpreneur: youthpreneur.net
Glossary of Terms
Achievement: a goal accomplished by hard work, skill and determination
Advertising: communication which informs potential customers about products and services for sale
Bargain: something that is sold or bought at a good price
Budget: a list of all planned expenses and revenues
Business: the selling of goods or services for the sake of earning a profit
Business Plan: a detailed plan of how a business is operated to reach its goals
Capital: the money and resources that an entrepreneur uses to start a business
Consumable: goods that once used are gone or no longer useable
Customer Service: how businesses interact with customers and take care of their needs
Donations: money or goods given to an institution or individual that improves their condition
Entrepreneur: a person who organizes and manages a business, assuming the risk, for the sake of making a profit
Expenses: all costs related to a business
Goal: the specific task or target a person aims to achieve
Interest: a charge for borrowed money; generally a percentage of the amount borrowed
Investor: a person who commits money in order to earn a financial return
Loan: money a person or the bank loans for a certain period of time, but expects repayment with interest
Marketing: everything you do tell customers about your business
Minor: Under the age of an adult as recognized by law
Profit: the money gained from the sale or sales after expenses are paid
Revenue: all money that comes into your business
Sale: the transaction that occurs when goods or services are traded for a form of payment
Service: work or labor that benefits someone else
Success: favorable or desired outcome
Source: Merriam-Webster (www.merriam-webster.com)
Lemonade Day National Headquarters
1800 West Loop South, Suite 1875
Houston, Texas 77027
T 713.626.KIDS (5437)
F 713.626.5521
LemonadeDay.org
prepared4life.org
se
Plea
Share Your Story.
[email protected]
Find us on:
/LemonadeDay
/LemonadeDay
/LemonadeDay
/MyLemonadeStory
Our Special
Thanks to:
Junior Achievement
The Search Institute
Limb Design
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