Crack The Case' - Bain & Co. Apprenticeship

‘Crack the Case’ – Bain & Co.
Apprenticeship
BOS 121211 Crack the case Apprenticeship - LW 1

Curriculum overview
Curriculum Title Crack the case

Sector Business and Finance
Students will learn about consulting by solving one of Ben &

Jerry’s toughest problems: which new ice cream flavor to
introduce. Students will examine both the popularity and
Curriculum Description profitability of different flavors using a survey and interviews.
Based on their primary research, students will come up with a
recommendation for the new ice cream flavor and present it to
Ben and Jerry's ‘Board of Directors.’
At the ‘Crack the case’ WOW!, students will present to Ben and
Jerry’s ‘Board of Directors’ their recommendation for which new
ice cream flavor to introduce. Students will present in the Bain
Boardroom. They will explain to the client the justification for the
WOW! Description flavor they chose, keeping in mind both the popularity and
profitability of the flavor. Students will use posters that they
created as props. After the presentation, students will answer
questions from the client. At the end, everyone will get to sample
the new ice cream flavor!

Curriculum overview
• Introduce students to consulting as a career

• Teach students to solve problems in a structured way
• Provide students with the opportunity to practice communication
Objectives
• Introduce students to data and how to analyze it
• Introduce students to primary research/interviews
• Teach students how to behave in a professional setting
Ben and Jerry, the famous and fabulous ice cream makers, are
planning to introduce a new ice cream flavor at the end of this
semester. Their 20 wacky scientists have been hard at work day
and night, eating gallons of ice cream and crafting new delicious
flavors.
Case situation Only one problem – Ben and Jerry don’t know which of the 10 new
flavors to pick. They have heard that your class has worked with
ice cream before and they decide to call you in as their expert
consultants on this matter.
Ben and Jerry need your to help them decide which flavor will be
both popular and help them earn the most bang for their buck!
Key questions to answer:
Key questions for students
1. What are the top 3 most popular new ice cream flavors?
to answer
2. Which of the top 3 flavors would be the most profitable?

Ten week plan
Key materials/guest
Week Topic Bain Owner
speakers
Introduction to
1 Set classroom expectations Lindsey
consulting and the case
Professionalism/Meet the
2 Dara
client!
Question 1
3 Write a survey Liana
4 Analyze survey results Liana
Revenue
5 Emily Smith
Question 2
Costs
6 Profitability Lindsey
7 Field Trip Hannah
8 Practice for Presentation Same as 7
9 Practice for Presentation Same as 7
10 Final update (WOW!) Same as 7

Crack the Case- 10 weeks to the WOW!
WEEK 4 WEEK 5
WEEK 1
WOW
(WEEK 10)
WEEK 3
WEEK 6
Presentation in Bain’s Boardroom
WEEKS
WEEK 2 8&9
WEEK 7
Week 1: Intro to Consulting & the case
By the end of this lesson, the students will have learned the following 21 st Century skills:
Lesson • Interpersonal Skills: Students will demonstrate an ability to work as a member of a team
objectives
By the end of this lesson, the students will be able to:

Learning • Understand the difference between acceptable & unacceptable classroom behavior
objectives • Provide a high level explanation of what it means to be a business consultant
• Identify the problem with which Ben & Jerry need their help
1. Welcome/opening ritual 10 minutes
2. Overview apprenticeship & the day’s agenda 10 minutes
3. Classroom Expectations: What’s cool & What’s not 10 minutes
4. Who needs a consultant? 15 minutes
Agenda 5. Snack/Break 5 minutes
6. Ben & Jerry’s big dilemma 10 minutes
7. Ben & Jerry’s history movie & worksheet 15 minutes
8. Check for understanding/closing 5 minutes
• Strategy: a plan of action designed to achieve a particular goal
Vocabulary • Strategic Consulting: Helping organizations to improve their performance in the marketplace
• Flash cards with pairs of Ben & Jerry’s ice cream flavors
• ‘10 days to the WOW’ handouts (for students to keep at home)
Materials • Presentation of ‘unacceptable behavior’ pictures for ‘classroom expectations’ activity
• Worksheet for Ben & Jerry’s history movie (Appendix B)
• Sprint wireless card – in the event that school doesn’t have a wireless connection

Introductions to class & to apprenticeship. Consultants & CS

Teaching Fellow will give a brief intro before the icebreaker.
Teachers will randomly pass out pairs of Ben & Jerry ice cream
pictures. Students need to find their match and stand next to that
Welcome/opening ritual person in the circle. Everyone will play the memory name game:
first student states adjective that begins w/letter of their first
name, followed by first name (Crazy Chris, Lucky Lindsey, etc),
second student repeats all prior students names followed by their
own…and so on...
• Write overview of the day’s lesson on the board – and pass out
the ’10 weeks to the WOW’ picture/doc to explain
• Introduce students to the day’s vocabulary words:
Strategy:
• Ask students: “What does strategy mean?” relate the concept to
a sports team…
Overview of day’s lesson
• Define “strategy” and write definition on the board
• Ask students: “Think of a time when you needed use strategy?”
and “Why would a business want to focus on strategy?”
• Ben & Jerry’s strategy  unique ice cream names (Obama ‘Yes,
Pecan’ & ‘Cherry Garcia’), giving back to their local community

Activity 1 Classroom Expectations: What’s cool & what’s not??
Objectives Establish the rules for the class
• Quick power point survey w/funny pictures illustrating bad

classroom behavior – See Appendix A
• Students will have 30 seconds per slide to figure out what the
rule is (opposite of what they see on the slide)
• Review results with class
• At the end of the activity, ask students if they think the list is
fair or if they think anything should be added
RULES OF THE CLASS:
Description • Respect yourself & your classmates
• Show up on time
• Always raise your hand when you have questions & wait to be
called on
• Do your best
• Have fun!

Activity 2 Who needs a consultant???
Objectives Understand what a business consultant does for work

• What does it mean to be an expert in a professional field??
• Pass out pairs of flashcards composed of a question/problem and
a picture of the expert who will help lead to the answer:
Question/Problem Professional who can help
My stomach & head hurt a lot and I don’t DOCTOR
know what’s wrong.
I want to build a house but I’m not sure ARCHITECT
what I want it to look like.
I have a legal problem but I’m not sure LAWYER
what my rights are.
I need a new hairdo because mine is way HAIR DRESSER
Description out of style
I want to take a cool vacation but don’t TRAVEL AGENT
know where to go or what to do.
• Have the students find their match and ask each pair to share the
results with the class
• Propose the following question to the class: I’m a business owner
that has run into a problem…I’m losing money…My employees
are unhappy…I’m not as popular as my competition… Where do I
turn for help??
• Provide an overview of strategic consulting – Introduce Bain & Co

Activity 3 Ben & Jerry’s big dilemma
Objectives Understand Ben & Jerry’s problem with which they need help
• Introduce the problem – Ben & Jerry are losing $$$ and market
share to Eddy’s, Breyers and Hood
• They are not as popular as they used to be among kids and
adults and are confident that releasing a new flavor of ice cream
nationwide will help them get back on course
• Have students pair up with their original Ben & Jerry‘s flavor
partner (from the ice breaker) and ask each other the following
questions: (1) How often do you eat ice cream? (2) What
matters to you when you’re deciding what kind of ice cream to
Description buy? (flavor, popularity, cost)…
• Ask students to share their answers with the class
• Introduce the 10 new flavors that the scientists have proposed
to Ben & Jerry for their ‘re-launch’ (alternative: have students
come up with 10 new flavors that will be incorporated into the
survey)
• Re-emphasize the WOW!!! The students will work to figure out
what the best option will be and will present to Ben & Jerry’s
Board of Directors (and their family, friends and other
consultants at the Bain Boardroom).

Activity 4 Ben & Jerry’s History – movie & worksheet
Objectives Understand the origins of Ben & Jerry’s brand and business
• Pass out worksheet to students (Appendix B)

• Show the movie 1-2 times. Select any brief video (5-7 min) that
covers the history of Ben & Jerry’s ice cream. May need to copy
the movie to laptop in the event that one is unable to obtain a
Sprint wireless card or if YouTube is blocked on the school’s
network.
• Walk through questions and answers with students
• http://www.youtube.com/watch?v=AegvmmK0p9w
Description

• Connection to the WOW!: Remind students that their WOW! will

be presenting to Ben and Jerry their recommendation on which
new ice cream flavor to introduce.
Check for understanding / • Exit ticket: Give each student a note card and have them answer
Closing the following questions:
- Define the following in your own words: strategy
- Summarize what you will be doing for your WOW! presentation

Week 2: Professionalism/Meet the client!
Lesson • Interpersonal Skills: Students will practice leading a group of peers and will demonstrate
objectives the ability to work as a member of a team

Learning
• Distinguish between professional and unprofessional behavior
objectives
• Make a good first impression when meeting the client
2. Overview of day’s lesson 10 minutes
3. Professional or not?! 20 minutes
Agenda 4. Break/snack 10 minutes
5. Nice to meet you 20 minutes
• First impression: The first feeling or belief you get about a new person that you meet
Vocabulary • Client: The person or company who hires a consultant
• Confidential: information that you are given that you should not share with others
• Blank business cards
Materials • Flash cards with professional vs. not professional visuals

Each student will introduce themselves to the class. Have students

sit in a circle. Instruct each student to stand up, make eye contact
Welcome/opening ritual with the class, and say, “Hi, my name is John. My favorite ice
cream flavor is mint chocolate chip.”
• Write overview of the day’s lesson on the board

• Introduce students to the day’s vocabulary words– example
below:
First impression:
• Ask students: “What is a first impression?”
Overview of day’s lesson • Define “first impression” and write definition on the board
• Ask students: “Think back to the first time you walked into an
ice cream store. What was your first impression of the store?”
• Explain the importance of first impressions
- They leave a lasting feeling about a person/company/product
- For businesses like Ben & Jerry’s, that lasting feeling can cause people
to buy more or less ice cream
- For consultants, that lasting feeling can make a client like or dislike
their work

Activity 1 Professional or not?!
Objectives To practice professional behavior
• In this activity we’re going to learn about professional behavior.

• Create flashcards or visuals that show professional and
unprofessional behaviors, including:
- Showing up on time vs. showing up late
- Wearing a dress pants/skirt and dress shirt vs. jeans and sneakers
- Listening patiently vs. interrupting
- Ignoring cell phone calls vs. answering them in a meeting
- Not chewing gum vs. chewing gum
- Saying please and thank you vs. not using polite language
Description - Calling the client by their name vs. by “Dude” or “woman”
- Keeping confidentiality vs. not keeping confidentiality
• Each pair of students will briefly act out the scenarios on their
pair of cards. After each brief pair of 1-2 min skits is done, the
rest of the class will decide what skit reflected professional
behavior and what skit was not professional.
• If there’s extra time, ask students what other kinds of behavior
they think is professional

Activity 2 Nice to meet you

Objectives To learn how to make a proper first impression
• Give each student five blank business cards and instruct them to
write their names neatly on the cards.
• Split students into two groups: consultants and clients. There
will be two rounds (5 minutes each) of the game so that each
student can try both roles.
• Tell students that they have been invited to dinner with the
client. Their job is to try to meet as many clients as possible and
to give away all of their business cards. Here’s the catch– the
client will only take their business card if they feel that the
Description consultant is professional. Clients need to make a strong
impression by making eye contact, having a strong handshake
and speaking professionally. If the client does not think that the
consultant is professional, they should politely say, “No, thank
you. I’m not interested at this time.”
• At the end of the two rounds, tally up the cards that each
student has remaining to see who gave out the most cards.


new ice cream flavor to introduce. During the presentation, it
will be very important to use professional behavior.
Check for understanding /

Closing • Exit ticket: Ask each student to invent a new ice cream flavor
and write the name down on a note card. Each student must be
able to describe what main ingredients are included. Collect all
note cards and have the students vote (students may not vote
for their own flavor). Include the top 2 choices in the survey
next week.

Week 3: Write a survey
Lesson • Information Skills: Students will use a range of communication tools to gather information
objectives about a topic
Learning By the end of this lesson, the students will be able to:
objectives • Develop a customer survey to help answer a business question

3. Quantitative analysis 15 minutes
4. Open-ended questions 10 minutes
Agenda 5. Break 5 minutes
6. Biases: demographics 10 minutes
7. Take the survey 10 minutes
8. Check for understanding/closure 10 minutes
• Survey: A list of questions that a company asks a customer to get their opinion
• Quantitative questions: Survey questions that allow you to get numbers from survey
participants to analyze
Vocabulary
• Open-ended questions: Survey questions that allow you to get emotions and opinions from
survey participants, such as “why” they like chocolate best
• Demographics: Facts about someone like age and gender
• Blank paper for students to write their questions (3 for each group)
Materials • Survey for students to take at the end of class
• Blank note cards for end of class “check for understanding”

Each student will introduce themselves to the class professionally

Welcome/opening ritual and say one thing important thing they learned from the previous
class on professionalism

• Introduce students to the first vocabulary word (survey); the
other words will be introduced as the class progresses
Survey:
• Ask students: “What is a survey?”
• Explain what a survey is
Overview of day’s lesson • Ask students: “Why would a company do a survey? What could
they use it for?”
• Explain the importance of asking customers about their
preferences
- Ben & Jerry’s doesn’t want to introduce a flavor that nobody likes
- If that happens, customer might go to another ice cream shop instead
- Customers like when people ask for their opinions
- Both groups win!
• Tie back to the “WOW!” – a survey will help us understand which
ice cream flavor will be most liked by customers

Activity 1 Quantitative questions

Objectives To learn how to design quantitative survey questions
• Explain the concept of quantitative questions – Appendix C
- Survey questions that allow you to get numbers from survey
participants to analyze
• Provide 2 examples of quantitative questions about other things
(write these up on the board) and what you can do with them
- You can do things like take an average of the results and see which is
more popular
Example questions:
- On a 1-5 scale, how likely would you be to buy each type of candy? (1 = Yuck,
Never!, 5 = I would LOVE this type of candy right now!)
 Skittles: ____
 Starburst: ____
 M&Ms: ____
Description
- Pick your top three favorite classes (1= first favorite, 2 = second favorite, 3 =
third favorite)
 Language arts: ____
 Science: ____
 Math: ____
 History: ____
 Music: ____
• Have students break into pairs and give each group paper
• Tell the students to each think of 2 quantitative questions to ask
about Ben & Jerry’s and these new ice cream flavors
• Have one group read out their two questions; ask other groups if
they wrote different questions and have others share
Activity 2 Open-ended questions

Objectives To learn how to design open-ended survey questions
• Explain the concept of open-ended questions – Appendix C
- Survey questions that allow you to get emotions and opinions from
survey participants, such as “why” they like chocolate best
- Help you learn about more than just the numbers
• Provide 2 examples of open-ended questions about other things
(write these up on the board) and what you can do with them
- You can get a bunch of responses that can be used to get inside the
head of the customer – quotes from them
- Quotes are really powerful – imagine being able to show Ben & Jerry’s
that customers said “I would buy ice cream every day if you have
Description double fudge chip ice cream!” or “That flavor sounds disgusting!”
Example questions:
- What is your favorite class and why?
- What words would you use to describe your favorite class?
• Have students break into pairs and give each group paper
• Tell the students to each think of 2 open-ended questions to ask
about Ben & Jerry’s and these new ice cream flavors

Activity 3 Demographic questions

To learn about biases and how to design demographic survey
Objectives
questions
• Explain the concept of demographics and biases – Appendix C
- Demographics are things like age and gender
- Ask the group: Why would these matter? (Response should move
towards – older people might like different flavors than younger
people. Or girls and boys might like different flavors)
- Demographic questions help make sure your survey isn’t biased –
What is the survey was all 80 year old women? Would the results be
the same?
Description • Have students break into pairs
• Tell the students to each think of 2 demographic questions to
ask about Ben & Jerry’s and these new ice cream flavors (in
addition to age and gender) that might impact ice cream
opinions

• Distribute survey and have students take them – Appendix D

- Teachers will aggregate the results for next week’s lesson (survey
Take the survey analysis)
- Allows students to be familiar with the survey they’ll be analyzing next
week
new ice cream flavor to introduce. A big component of which
flavor will be customer’s preferences, which we’ll understand
from this survey. Next week, we’ll analyze data and have an
interim update to Ben & Jerry’s about what flavors customers
Check for understanding / like.
Closing
• Exit ticket: Give each student a note card and have them answer
the following questions:
- Why do companies use customer surveys?
- Define the following in your own words: quantitative questions, open-
ended questions, demographics

Week 4: Analyze survey results & interim client
update
Lesson • Information Skills: Students will display and communicate data in tables and charts
objectives • Critical Thinking Skills: Students will demonstrate the ability to use reasoning processes to
evaluate

Learning
• Analyze survey results and summary implications
objectives
• Present findings to a client and answer questions the client has
3. Analyze the analysis 20 minutes
Agenda 4. Break 5 minutes
5. Graph survey data 20 minutes
6. Develop the recommendation 10 minutes
• Analysis: Doing research to answer a question. For example, doing a survey and then
calculating numbers from people’s responses
Vocabulary
• Recommendation: The advice you give someone based on data and analysis. Figuring out the
“so what?”
• 2 pieces of graph paper and 1 piece of plane paper per group; poster boards to begin
creating “final presentation”, glue, markers, rulers
Materials
• Copies of blank survey, raw survey data, and calculation sheet (Appendix E)
• Blank note cards for end of class “check for understanding”

Week 4: Analyze survey results & interim client update
Name game from Week 1 – include motions/gesture for each

Welcome/opening ritual student that should be repeated in the circle when stating each
student’s name.
• Write overview of the day’s lesson on the board: We will be

analyzing the results of our customer survey to figure out which
flavors are most popular
• Introduce students to the vocabulary words
- Ask students: “What is analysis? Give me an example.”
- Explain what analysis is
- (Repeat for “recommendation”)
- Tie back to the “WOW!” – this analysis will help us understand which
Overview of day’s lesson ice cream flavor will be most liked by customers
• CT and teaching fellow will have pre-selected teams of 3-4
students that will work in groups during the class. If any other
volunteers are present, divide the teachers/volunteers among
the groups of students to help guide them through each
exercise.

Activity 1 Analyze the survey

Objectives To practice math skills by analyzing survey results
• Hand out the original survey and base data. Explain that each
respondent represents 1 row (Appendix E)
• Discuss the analysis we’ll do
- Ask the group: what kind of analysis should we do? What question
should we answer? Write responses on the board
- Then hand out the analysis template. Go over each question. Ask what
it will get us. Remind the group of biases (male/female – could help us
think about marketing).
Description
• Give the groups ~15 minutes to calculate responses and then
review them.

Activity 2 Graph the analysis

Objectives To practice displaying data graphically
• Explain that we often use graphs instead of just numbers. Ask
the students why we use graphs.
- Answer: Sometimes it’s easier to think about the “so what”
recommendation when you can see something visually
• Draw out blank graphs on the board (see the next slide)
- Ask if they’ve made graphs before go gauge level of detail of
explanation
- Explain the data, y-axis (the “title” of the graph), and x-axis (ask what
Description should be on each y-axis as you draw it out)
- Encourage them to write their favorite quotes on a piece of paper to
make the data more interesting and to show the emotions of
customers
• Hand out graph paper + blank paper to each team and poster
board (explain that we’re going to start preparing the
presentation for our client)
• Give the groups ~20 minutes to create the graphs and then
review them

Week 4: Graphs to be drawn on the board
Graph 1 Graph 2 On third piece

of paper…
• Add your favorite
quotes to show
customer emotions

Activity 3 Develop the recommendation

Objectives To translate data into what it means
• Ask the group: “So what does this data mean? What should we
tell Ben & Jerry?”
- Write answers on the board

- Should lead towards: 1) The most popular flavors would be X, Y, Z and
2) Boys are more likely to change their behavior so you might want to
market to them first
Description
• Have each group write the recommendations in their own words
on their piece of paper; paste the graphs + recommendations
onto their poster board


new ice cream flavor to introduce.
- We’ve now finished analyzing which flavors are most popular with
customers and narrowed the decision down to 3 flavors (write them on
the board)
- Next week, we will look at other considerations to help narrow down to
Check for understanding / the best choice for Ben & Jerry
Closing
- Define the following in your own words: analysis, recommendation
- Write down the recommendation you developed today
- Summarize what you will be doing for your WOW! Presentation

Week 5: Revenue and Cost
Lesson
• Critical Thinking: Students will use a problem solving process to approach an issue
objectives
systematically
Learning
• Distinguish between revenue and cost items.
objectives
• Name the main revenue and cost drivers for an ice cream flavor.
2. Overview of today’s class 5 minutes
3. Cost Drivers warm up 10 minutes
3. Restaurant Co. 10minutes
5. Cow to Cone 15 minutes
6. Build an Income Statement 20 minutes
• Revenue: The amount of money a company collects for selling an item or a service
Vocabulary
• Cost: The amount of money that is required to produce something or provide a service
• Note cards (2 per student)
• Restaurant Co. Income Statement projection or poster
• Computer/Projector
• Cow to Cone worksheets (1 per student)
Materials
• Envelopes with Income Statement line items cut up (3 envelopes/team)
• Colored Construction paper on which to glue Income Statements to (3 sheets pet team)
• Glue sticks (1-2 per team)
• Sprint card – in the event that school doesn’t have an internet connection

Explain to students that they have done an excellent job of

figuring out which ice cream flavors will be most popular among
customers. Ben and Jerry needed to know that information.
Welcome/opening ritual However, Ben and Jerry will also want to know how producing
each new flavor will impact their business – will it make them
money? Today the class will help figure out the answer to that
question.
• Write overview of the day’s lesson on the board: We will be
learning about all of the different factors (costs) that go into
making a product or providing a service before it can be sold and
delivered to the customer
• Introduce students to the vocabulary words
- Ask students if they can define ‘COST’ – they will likely think of this in
terms of their experience as a customer (i.e. it costs me $2.50 to by
an ice cream) – remind students that, as business consultants, we
Overview of day’s lesson need to think about COST from the business owners perspective.
- Repeat for ‘REVENUE’ – explain how a business will ask customers to
pay a specific price for an item. If we multiply the price * total items
sold the resulting figure is total revenue.
- Tie back to the “WOW!” – understanding these two concepts will help
us determine which new ice cream flavor will help Ben & Jerry make
the most money

Week 5: Revenue & Cost
Activity 1 Cost drivers warm-up

Objectives Understand the concept of cost from a business perspective
● Give each student a blank note card
● Ask each student to answer the question (written on the
board): How much does it cost McDonalds to make a supersize
french fries?
● Write your estimate on your index card.
● Write 3 sentences to explain how you made your estimate.
Description ● Ask students to share estimates and reasoning. Write each
estimate on the board to develop a range. Keep a list of cost
drivers that students develop
● Lead discussion to a comprehensive list of costs (students will
likely come up with the cost of the potato but might need help
getting to indirect costs like the rent for the building, part of
the frying oil, labor/supervision, etc.)

Activity 2 Understanding Revenue – Restaurant Co.

Objectives Understand the concept of revenue
● Introduce Income Statement and explain that an income
statement shows how a business makes money; it can be for a
whole company or just a few products
● Hang up or project Income Statement for Restaurant Co.’s
WOW! Burger
● Ask students to point out costs that they had come up with for
McDonalds that Restaurant Co. has as well
● Ask if any student knows what “Revenue” means
● If no one knows, define revenue on the board (The amount of
money a company collects for selling an item)
Description ● Ask: Is Restaurant Co. making money on this item?
● Lead students to see that they are making money because
revenue is greater than cost. (Walk through adding costs)
● Ask: Do you think all of Restaurant Co.’s menu items have the
same cost? Why or why not? Solicit answers for different costs
such as more expensive ingredients, more labor, etc.
● Explain that Ben and Jerry’s has flavors with different costs.
We are going to analyze three flavors: Vanilla, Cookie Dough,
and Peppermint (use top 3 from survey in previous class)
● Have students write down what flavor they think would be the
most expensive to make(Vanilla, Cookie Dough or Peppermint)

Week 5: WOW! Burger Income Statement
Revenue $12.00
Cost
Ingredients $2.00
Labor $3.00
Rent $5.00
Ingredient delivery $0.50

Activity 3 Cow to Cone

Understand how several different steps are involved in the
Objectives
production and sale of ice cream
● Explain that making ice cream is complicated.
● Hand out “Steps to Ice Cream Making” sheet. Explain that
students will watch a movie and record the steps in ice cream
making.
● Click through Ben and Jerry’s “Cow to Cone” video while
students record steps.
http://www.benjerry.com/flavors/from-cow-to-cone/
Description
● You can project on any white wall, or cover the blackboard
with a few sheets of chart paper if there is no white wall.
● If running out of time, skip a few steps.
● Ask if anyone has changed his or her vote for most expensive
ice cream to make. Revote as a class and record new voting
results

Week 5: Cow to Cone!
Fill in the 14 steps to make ice cream.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Activity 4 Build an income statement

Calculate revenue and cost for each of the three potential
Objectives
Ben & Jerry’s flavors
● Divide students into groups of 2-3
● Explain activity:
1. Students will take envelopes with income statement line
items and arrange them into income statements
2. Demonstrate with a large line item from Restaurant Co.
3. Explain teams need to find which ice cream makes the most
money
Description
● Pass out materials (each team gets: 3 envelopes, one per
flavor; one glue stick)
● Circulate while students work in groups (works well if you can
assign on adult to each group of students)
● Share as whole group: how much does it cost to make each
flavor?
● Compare against initial voting results.

Week 5: Income Statements
Note: Blow up one IS for each flavor up to poster size to go through together. Have students do math to calculate the
profit margin on each and add that to the poster. Update to reflect the top three flavors that survey respondents
selected per the survey results.
Vanilla Peppermint
Revenue $4.00 Revenue $4.00

Costs Costs
Milk/Cream $1.00 Milk/Cream $1.00
Container $0.30 Peppermint $0.30
Labor $1.00 Container $0.30
Delivery $0.50 Labor $1.10
Delivery $0.50
Cookie Dough
Revenue $6.00
Costs
Milk/Cream $1.00
Cookie Dough $0.50
Container $0.30
Labor $1.50
Delivery $0.50

• Connection to the WOW!: This exercise will ultimately help us

select what new ice cream flavor Ben & Jerry should begin
producing/selling
Check for understanding / • Closing Activity

Closing - Pass out another index card to each student
- Ask them to write three sentences answering: If some ice cream
flavors cost more to make but they all cost the same in the store, why
don’t ice cream stores just sell the one that is cheapest to make?
- Let students share answers in pairs.

Week 6: Profitability
Lesson • Critical Thinking: Students will use a problem solving process to approach an issue
objectives systematically

Learning
• Define profit and be able to calculate the profitability ratio
objectives
• Determine what new Ben & Jerry’s flavor will be the most profitable
3. Turning lemons into lemonade – profitability into 25 minutes
Agenda 4. Break (bring in lemonade & snack) 10 minutes
7. Profitability ratios applied to our top 3 flavors 20 minutes
• Profit: Revenue minus total cost

Vocabulary • Profit Margin:(Net Income / Revenue) x 100
• Cards labeled with lemonade stand costs

Materials • Bring in sets of Ben & Jerry’s individual flavor IS created during lesson 5
• 4 calculators for students to share in groups

Week6:6:
Week Profitability
Profitability
PowerPoint review displaying 10 true/false statements & pictures

regarding subjects covered thus far in class. Students to fill out
Welcome/opening ritual their own answers and correct one another’s sheets when done
(~10 – 15 min) – Appendix G
• Begin by asking a volunteer to summarize what we learned in

last week’s class (difference between revenue & cost)
• Review the day’s agenda and write the following formula on the
board: REVENUE – COST = _____________. If the students
have an idea of what the answer is, great! If not, explain that
this is the concept we’re going to investigate today in order to
Overview of day’s lesson future help Ben & Jerry arrive at the answer they need.

Activity 1 Turning lemons into lemonade!
Objectives Learn how to calculate profit & profit margin

• By a show of hands, ask the students who has run a lemonade
stand in their local neighborhood?
• ½ of class will receive a card with an item on it (lemons, sugar,
cups) ½ of class will receive a card with a price on it. One
student at a time will paste their item on the board and the
those with price cards will debate what price seems
appropriate… when all items and prices are on the board the
students will have created a piece of an IS (leave a space for
revenue: total units sold * price per unit)
• When all costs are compiled… ask the students how much $$
they think is reasonable to ask for 1 cup of lemonade – when
Description
they agree on a price, ask the students how many cups of
lemonade they’ll need to sell in order to make money. Fill in
total units and cost per unit at the top of the IS.
• Explain that PROFIT = revenue - cost… when a company is
profitable it means they are making more money than it costs to
operate the business
• Ask groups to calculate the new profit if 25 cups of juice are sold
• Final calc (complete as a class): profit margin= (profit/revenue)*100
• Calculate profit margin that would result from 25 cups sold

Activity 2 Profitability analysis of Ben & Jerry’s flavors

Objectives To practice calculating profit & profit margin
• Ask the class: Why would a company spending time calculating
something like profit margin??
- Explain how a metric like profit margin is a simple way to measure
the success of a business (i.e. profitability). It’s easier to look at one
number or one percentage rather than an entire Income Statement.
Helps faster decision making, etc.
• Ask the class: What is better? A large profit margin or a small
profit margin? Why?
Description • Using the same IS from the Lesson 5, split class in the same
groups as prior lessons and ask that they recalculate both the
profit & the profitability ratio for each of the flavors we are now
considering
• Share results with class… What new flavor will generate the
highest profit??
• Connect these result with the results from the surveys
completed in lesson #4

Activity 3 Personalizing Profitability (if time allows)

Objectives Relating the concepts of Revenue, Cost and Profit to students
• Ask the class: Everyone think of a time when they sold
something or provided a service in order to make money
- Chores at home for an allowance
- Lemonade stand
- Selling girl scout cookies
- Raising money for a team or a cause
• When everyone has thought of something, ask them to think
about the wide range of costs we’ve discussed over the past few
weeks (labor, marketing, raw goods). What were the costs that
they encountered in their effort to make/raise money? Ask
Description volunteers to share w/class. Which of these ventures likely had
the smallest/largest profit margins?
• As they class if they can think of different business ideas that
would be very profitable (products/services with low cost and
high prices). A white t-shirt sold by a top designer could cost
$100+ but probably only costs the company < $1 to make. The
designer will make a large profit on each shirt sold but might not
sell many (the value is in the brand). If you go to Walmart, a
white t-shirt will probably cost $5 - $10. The profit per t-shirt is
much smaller BUT at such a low price, Walmart is likely going to
sell many more t-shirts… the value is in the volume.

• Connection to the WOW!: After week 6, the students will have all
of the information they need to begin their final Ben & Jerry’s
proposal. Discuss next steps before the WOW!... How will the
students be involved in the final presentation? Will everyone
need to participate? Are some speaking parts smaller/larger than
Check for understanding / others?
Closing
• Closing Activity
- Pass out another index card to each student
- Ask them to write down what profitability means to them?

Week 7: Review key takeaways & Field Trip
• Critical Thinking: Students will use a problem solving process to approach an issue
Lesson
systematically
objectives
• Interpersonal Skills: Students will demonstrate an ability to work as a member of a team
Learning • Answer Ben & Jerry’s initial question – which ice cream flavor should be released and why?
objectives • Understand what a good presentation looks like and the skills necessary to give a good
presentation

2. Key takeaways 20 minutes
Agenda 4. What is a “pilot test”? 10 minutes
5. Field trip to Ben & Jerry’s store (may be reserved for 1 class) 25 minutes
• Key Takeaway: the most important message

• Pilot Test: a controlled environment where a company can test out a new change to identify
Vocabulary whether the results are as expected or not
• School bus to take class to Ben & Jerry’s

• Set up with local Ben & Jerry’s where kids will all get an ice cream and the store staff will
Materials “play along” with our apprenticeship set up
• Paper to pass out for key takeaway exercise

Week 7: Review key takeaways and see a “pilot test”
Talk with students about how far they have come in the
apprenticeship. Show them (and/or pass out) the “10 weeks to
WOW!” page. Remind them that they have done all the hard work
Welcome/opening ritual
these past 6 weeks and now they will work on how to present
their findings to the client. Have each student say what their
favorite part of the apprenticeship has been so far.
- Key Takeaways
- Pilot Test
• We will be going on a field trip today to see a real live “pilot
test”; explain to students the type of behavior expected on a
field trip
- This is a chance to practice “professionalism”
Overview of day’s lesson
- Everyone should remember that this will be a visit to the client site
and they must conduct themselves professionally
- Indoor voices should be used
- Please and thank you should be used

Activity 1 Define Key Takeaways – what are our key takeaways?

• Establish the definition of a “key takeaway”
Objectives • Make sure students can explain the key takeaways for our
apprenticeship
• Show students a YouTube clip about some recent news on a pop
singer or current event
• Ask students – what do you think the most important point was
here? If you could describe this event in one sentence what
would that sentence be?
• Define “key takeaway” on the board
• Ask students to reflect back on the apprenticeship so far
- Survey analysis
- Profitability analysis
Description
- What do students think the most important “takeaway” is from each
piece of analysis
• Pass around a ‘key takeaway” handout and ask students to write
down their key takeaways for the survey and profitability
analysis
• Call on 3 or 4 students to share their key takeaways
• Write the final key takeaways on the board
- The three most popular flavors are: XX, YY, ZZ
- Of these three most popular flavors, the most profitable is XX

Activity 2 What is a pilot test?
Objectives Understand why a pilot test is useful
• What does “pilot test mean” – write the word on the board with
the definition
• What are the benefits of a pilot test?
• Ask students to think about why it might be helpful to run a test
in one area before implementing a plan on a larger scale.
• Why would it make sense for Ben & Jerry to do a pilot test on this
ice cream flavor? What do students think this could show?
- Make sure the ice cream flavor tastes good in real life
- Make sure the costs are as expected
- Understand how the employees at Ben & Jerry’s will react to this
Description change
- Verify that expected results are achieved
• Field trip time!!
• Note that Activity 1 & Activity 2 may require their own class.
These concepts could also be explained on the bus ride to the
Ben & Jerry’s store.


new ice cream flavor to introduce. They will need to
communicate the “key takeaways” we discussed today. Also,
they will have added confidence in their recommendation as a
Check for understanding / result of the successful pilot test.
Closing
- Define the following in your own words: Pilot Test
- Write down two interesting facts you learned from the visit to the Ben
& Jerry’s store

Week 8: Practice for the WOW! – Review our survey
analysis
By the end of this lesson, the students will have learned the following 21st Century skills:

Learning • Know what skills are required to give a good presentation
objectives
• Feel prepared for the first half of their WOW! Presentation

2. Oral presentation skills 20 minutes
4. Remind students about the survey analysis 10 minutes
6. Practice the first half of the WOW! 25 minutes
6. Set expectations for WOW/closing 5 minutes
• Oral presentation: delivering a speech or talk to an audience
• Oral presentation skills
- Speak Loudly: make sure that everyone in the room, even people in the back, can hear
Vocabulary you
- Speak Clearly: make sure that you carefully speak each work
- Speak Slowly: remember that you are the expert, but your audience will be hearing
everything for the first time and will be slow to process information
• Guest presenter – Presentation Expert (should wear a suit and tie and glasses if possible)
• Blow Pop lollypops as prizes
Materials
• Print out of scripts and roles for students (adjust as you see fit for students & class)
• Paper to pass out for key takeaway exercise

analysis
Remind students that the WOW! Is approaching. Now is the time

to practice what we will say to Ben & Jerry so that they
understand the “key takeaways” from all the work that we have
done. Have each student go around and share a time when
“practice made perfect”.

- Oral presentation
- Oral presentation skills
• Today we will be thinking about what we want to share with Ben

& Jerry at our WOW! Event
Overview of day’s lesson • We want to make sure that Ben & Jerry get a clear message of
what our recommendation is and why we are recommending XX
flavor above the others
• Ask students, what factors do you think will be important in
delivering a good presentation to Ben & Jerry?
• Talk about how our recommendation will be a “strategy” for Ben
& Jerry’s business

analysis
Activity 1 Oral presentation skills

• Teach students about what a good presentation looks like
Objectives • Make sure students understand how to differentiate between a
good versus a bad presentation
• Introduce the Presentation Expert – Mr. Dr. Professor.
Presentationman
• Have Mr. Dr. Professor. Presentationman explain the importance
of speaking loudly, clearly and slowly
• Have Mr. Dr. Professor. Presentationman bring 3 students up to
the front of the room
- Each student will play a role – one will speak REALLY quickly, one will
speak REALLY unclearly, and one will speak REALLY quitetly
- Mr. Dr. Professor. Presentationman will ask the class to please identify
Description what each student is saying – anyone who can identify what they are
saying wins a blow pop
- The emphasis here should be what not to do

analysis
Activity 2 Reminder – survey analysis

• Remind students about the key activities they did to execute the
Objectives
survey analysis
• Bring out the 3 graphs that students created during week 4
• Walk through each graph one at a time. Ask students to raise
their hands and answer the following questions:
• What question did we ask the customers to make this graph?
• What is the key takeaway or one sentence describing the most important
piece of information here?
• Explain to students that during the WOW! a group will present each of
these graphs to Ben & Jerry and another group will deliver the first half of
the recommendation – i.e. which 3 flavors to look at in depth.
Description • Practice!
• Split up the whole class into 4 groups
• 3 of these groups will be responsible for the graphs and the fourth group
will be responsible for articulating the key takeaways that all three graphs
illustrate
• Pass out the scripts to students in each group (have the groups pre-
assigned if possible)
• Teacher and CS representative should walk around to make sure that
students are practicing and to watch and provide feedback

analysis
Role in presentation Student Name
Opening: Student A
MC Roles
Opening: Student A
Key Takeaway: Student B
Transition: Student B
Graph 1: Student C
Graph 1: Student D
Survey Analysis Presentation
Graph 1: Student E
Graph 1: Student F
Graph 2: Student G
Graph 2: Student H
Graph 2: Student I
Graph 2: Student J
Quote Wall: Student K
Quote Wall: Student L
Quote Wall: Student M

analysis
Student A: [At beginning of presentation] Hello everyone and thank you for coming to our
class WOW! I’d like to introduce all the members of our team before we get started –
(introduce each member of the class to the boardroom)
Student A: Thank you for taking the time to meet with us today. We recommend that you
begin selling the new Peanut butter & Jerry flavor nation-wide. As you know, our team
conducted a survey and a profitability analysis in order to develop this recommendation. Let
me hand it over to the survey group to explain the key takeaways we found there.
------ survey group presents graphs 1 and 2 as well as the quote wall -------
Student B: [After the survey presentation] Thanks survey group. I’d like to reiterate what
we learned from the survey group. Our team recommends flavors XX, YY and ZZ as the top
three candidates for a new flavor because these are the most popular flavors among
consumers.
Student B: A lot went into our recommendation that Ben and Jerry produce flavor X nation
wide. We wanted to determine not only the most popular flavor, but also the flavor that
would make your company the most bang for the buck.

analysis
Graph 1
Student C: I will explain the key takeaway here.
The key takeaway is that flavors XX, YY and ZZ
were the most popular among the survey
respondents.
Student C: I will orient you to the graph here.

We asked survey respondents to tell us which of
20 different flavors were their top three favorites.
As you can see in our graph here, we are showing
the number of people who selected each flavor as
one of their top three.
Student D: I will point out to you an interesting

fact we learned. I want to point out that Flavor 1
was the most popular flavor across all the
respondents.
Student D: I will explain how this fits with the

next survey question we asked. Of course, we
wanted to see which flavor was the most popular,
but we also wanted to see how popularity of a
flavor would impact purchasing decisions.

analysis
Graph 2
Student E: I will explain the key takeaway here.
The key takeaway is that marketing this new flavor
to boys is important, because they are more likely
to eat more ice cream and tell their friends about
it.
Student E: I will orient you to the graph here.

We asked survey respondents to tell us what
behaviors they were likely to engage in if Ben and
Jerry’s offered their favorite new flavor.
Student F: I will point out to you an interesting

fact we learned. While girls and boys both were
likely to eat more ice cream, boys are much more
likely to tell their friends than girls are.
Student F: I will explain how this fits with the

next survey question we asked. This data analysis
stuff is important, but we know how important the
brand is for Ben and Jerry’s so we made sure to
also ask customers how they would feel about a
change in flavors.

analysis
On third piece
of paper… Student G: I will explain the key takeaway here.
The key takeaway is that customers are very
excited about the prospect of a new flavor and
• Add your favorite they would strongly support the release of a new
quotes to show flavor.
customer emotions
Student G: I will orient you to the quotes here.
We asked survey respondents to tell us why they
elected a particular flavor as their top choice. This
is a select sampling of responses.
Student G: I will point out to you an interesting

fact we learned. Even though each response is
unique, most people like ice cream because it
provides an exciting taste experience. They would
look positively on a new flavor as a new exciting
taste experience.

analysis

be presenting to Ben and Jerry in the boardroom at Bain Boston.
Let the students know that Ben and Jerry have many staff
working for them and will most likely invite them to the
presentation because they want to get everyone at the company
Check for understanding / on board with our plan of action.
Closing
- List the three important oral presentation skills
- Ask students how they plan to practice these skills between now and
the WOW! so that they will be ready to give a good presentation

Week 9: Practice for the WOW! – Review our
profitability analysis
Learning By the end of this lesson, the students will be able to:
objectives • Feel prepared for their WOW! Presentation
2. Remind students about the profitability analysis 10 minutes
4. Practice the second half of the WOW! 20 minutes
6. Run through the whole WOW! 20 minutes
6. Talk about logistics for the WOW!/closing 10 minutes
Vocabulary Plan to hand out a list of all the vocabulary learned during the apprenticeship.
• Photocopies of vocabulary list

• Print out of scripts and roles assigned to students (adjust as you see fit for students and
Materials class)
• Blank invitations for students to write in

Vocabulary List
• Strategy: a plan of action designed to achieve a particular goal
• Strategic Consulting: Helping organizations to improve their performance in the marketplace
• First impression: The first feeling or belief you get about a new person that you meet
• Client: The person or company who hires a consultant
• Confidential: information that you are given that you should not share with others
• Survey: A list of questions that a company asks a customer to get their opinion
• Quantitative questions: Survey questions that allow you to get numbers from survey participants to analyze
• Open-ended questions: Survey questions that allow you to get emotions and opinions from survey participants, such
as “why” they like chocolate best
• Demographics: Facts about someone like age and gender
• Analysis: Doing research to answer a question. For example, doing a survey and then calculating numbers from
people’s responses
• Recommendation: The advice you give someone based on data and analysis. Figuring out the “so what?”
• Revenue: The amount of money a company collects for selling an item or a service
• Cost: The amount of money that is required to produce something or provide a service
• Profit: Revenue – total cost
• Key Takeaway: the most important message
• Pilot Test: a controlled environment where a company can test out a new change to identify whether the results are as
expected or not
• Oral presentation: delivering a speech or talk to an audience
• Oral presentation skills
- Speak Loudly: make sure that everyone in the room, even people in the back, can hear you
- Speak Clearly: make sure that you carefully speak each work
- Speak Slowly: remember that you are the expert, but your audience will be hearing everything for the first time
Remind students that the WOW! is approaching. Now is the time

to practice what we will say to Ben & Jerry so that they
understand the “key takeaways” from all the work that we have
done. Begin class by asking students to write an invitation to
their parents/guardians to come to our WOW!

• Write down the key actions students plan to take to support
each other during the presentation
• Today we will be thinking about what we want to share with Ben
& Jerry’s business associates at our WOW! Event
• We want to make sure that audience members get a clear
message of what our recommendation is and why we are
Overview of day’s lesson recommending XX flavor above the others
• Ask students, what did we learn last week about giving a good
oral presentation?

Activity 1 Reminder – profitability analysis

• Remind students about the key activities they did to execute the
Objectives
• Bring out the 3 income statements that students created during
week 5
• Walk through each income statement one at a time. Ask
students to raise their hands and answer the following
questions:
• What profit do Ben and Jerry make if they sell this flavor?
• What is the key takeaway or one sentence describing the most important
piece of information here? (rank the flavors as most profitable, least
profitable, etc.)
• Explain to students that during the WOW! a group will present each of
Description these income statements to Ben & Jerry and another group will deliver the
second half of the recommendation – i.e. of the 3 most popular flavors,
which is most profitable
• Practice!
• Split up the whole class into 4 groups
• 3 of these groups will be responsible for the income statements and the
fourth group will be responsible for articulating the key takeaways that all
three income statements illustrate
• Pass out the scripts to students in each group (have the groups pre-
assigned if possible – they should match lesson 8)
• Citizen Teacher and CS fellow should walk around to make sure that
students are practicing and to watch and provide feedback
Role in presentation Student Name
Opening: Student A
MC Roles
Opening: Student B
Key Takeaway: Student N
Transition: Student O
Graph 1: Student C
Graph 1: Student D
Survey Analysis Presentation
Graph 1: Student E
Graph 1: Student F
Graph 2: Student G
Graph 2: Student H
Graph 2: Student I
Graph 2: Student J
Quote Wall: Student K
Quote Wall: Student L
Quote Wall: Student M

Student A: Of the three most popular flavors, flavor X should be sold nation wide because it
is the most profitable. Our profitability analysis team will explain the key takeaways from
the profitability analysis that we did for each of the top three ice cream flavors.
------ profitability group presents profitability analysis for three ice cream flavors-------
Student B: [After the profitability presentation] Thanks profitability group. I’d like to
reiterate what we learned from the profitability group. Our team recommends that Ben &
Jerry’s begin producing Flavor X nation-wide because is the most profitable of the flavors
customers like best.
Student B: Thank you Ben & Jerry and thank you to all the rest of the Ben & Jerry’s staff for
coming out to hear our presentation! If any audience members have questions, please ask
them now.
Student B: Thanks again. And now, time to celebrate. We’ve brought enough of the new
flavor for everyone to try a taste!

Student H: I will explain the key takeaway here.

The profit margin on Peppermint ice cream is
Peppermint XYZ%
Revenue $4.00 Student H: I will orient you here. We are looking

Costs at the Peppermint ice cream flavors production
Milk/Cream $1.00 costs in comparison with the price that Ben and
Jerry’s can charge.
Peppermint $0.30
Container $0.30 Student H: I will point out to you an interesting
Labor $1.10 fact we learned. We learned that labor for this
flavor is more expensive than for the vanilla flavor.
Delivery $0.50
Student H: I will explain how this fits with the
Update with flavor #1 data next flavor we analyzed. This was the least
popular flavor among customers, and it was middle
of the road in terms of profitability.

Student I: I will explain the key takeaway here.

The profit margin on Cookie Dough ice cream is
Cookie Dough XYZ%
Revenue $6.00 Student I: I will orient you here. We are looking

Costs at the Cookie Dough ice cream flavors production
Milk/Cream $1.00 costs in comparison with the price that Ben and
Jerry’s can charge.
Cookie Dough $0.50
Container $0.30 Student I: I will point out to you an interesting
Labor $1.50 fact we learned. We learned that the price Ben
and Jerry’s can charge for cookie dough is much
Delivery $0.50 higher than for the other flavors.
Update with flavor #2 data

Student J: I will explain the key takeaway here.

The profit margin on Vanilla ice cream is XYZ%
Vanilla
Student J: I will orient you here. We are looking
Revenue $4.00
at the vanilla ice cream flavors production costs in
Costs comparison with the price that Ben and Jerry’s can
Milk/Cream $1.00 charge.
Container $0.30
Student J: I will point out to you an interesting
Labor $1.00 fact we learned. We learned that labor and
Delivery $0.50 delivery for this flavor are more expensive than
the ingredients.
Update with flavor #3 data
Student J: I will explain how this fits with the next
flavor we analyzed. This was the most popular
flavor among customers, but the least profitable.


be presenting to Ben and Jerry in the boardroom at Bain &
Company. Let the students know that Ben and Jerry have many
staff working for them and will most likely invite them to the
presentation because they want to get everyone at the company
Check for understanding / on board with our plan of action.
Closing
• Handout: Directions for the WOW!:

- Logistics – please arrive on time so we can get on the bus
- Dress code – please dress professionally
- Attitude – come ready to present to Ben & Jerry’s Board of Directors

Week 10: The WOW!
Teacher To Do List for Presentation

Assign Student Roles
• Plan to replace the A-O letters here with students names
• Plan to provide a print out of the script to students to practice at home – adjust scripts as
necessary to reflect student and class needs
Props Needed
• Graph 1: Graph of favorite flavors
• Graph 2: Graph of planned consumer actions (eat more, tell friends)
• Quote Wall: consumer quotes about why they like ice cream
• Flavor #1 income statement with profitability analysis
Other Logistics
• Plan for student’s transportation – rent a school bus, arrange cabs, etc.
• Order Ice Cream: make sure that there will be enough ice cream, cups, spoons, etc. for the
WOW!
• Send out a calendar invite: get a good turnout from Bain Boston
• Book the boardroom
• Plant questions in the audience

Appendix A:
‘Classroom Expectations Presentation’

Classroom Expectations – ‘Crack the Case’
 Remember to always display Citizen Schools values:

 Courage, Respect, Pride, Teamwork, Tenacity, Leadership
 Display STAR: Sit Up, Track the Speaker, Actively Listen, and
Respond
 Pay attention and stay on task 

“If you can hear my voice clap once, if you can hear my voice clap
twice”
 Weekly student evaluation - GRADING






(1) Be on time to class (_____pm in room ____ )

(2) No cheating – do not copy one another’s work
(3) Pay attention (no sleeping in class…zzzzzz)
(4) No talking above your classmates or your teachers
(If you have a question/comment always raise your hand)
(5) Have FUN!!!!!
(6) No bad words
(7) Respect everyone
(8) Be on your best behavior

Appendix B:
‘A History of Ben & Jerry’s’ - worksheet

Appendix C:
Introducing Types of Survey Questions

Lesson #3: Surveys, Surveys, Surveys
QUANTITATIVE QUESTIONS
OPEN-ENDED QUESTIONS
DEMOGRAPHIC QUESTIONS

Quantitative Questions
- On a 1-5 scale, how likely would you be to buy each type of candy? (1 = Yuck,
Never!, 5 = I would LOVE this type of candy right now!)
Skittles: ____
Starburst: ____
M&Ms: ____
- Pick your top three favorite classes (1= first favorite, 2 = second favorite, 3 =
third favorite)
English Language Arts: ____
Science: ____
Math: ____

Open – Response Questions
(1) What is your favorite class and why?
(2) What words would you use to describe your

favorite class?
(3) What is your favorite kind of candy and

why?

Demographic Questions
- Please select your age range:

5-15: ______ - Please select your Occupation:
16-25: _____ Student: ______
26-40: _____ Businessman/woman: _____
41-75:_____ Lawyer: _____
Engineer:_____
- Please select your gender: Male / Government employee:_____
Female Teacher:_____
Scientist:_____
- Please select your race: Musician:_____
Latino: ______ Other:________
Asian: _____
African American: _____
Caucasian:_____
Other:______

What type of question???
(1) How would you describe your best friend?
(2) How often do you ride your bike to school?
(3) What is your age?
(4) On a scale of 1 – 10 (1 being awesome and 10 being

awful), rate your summer vacation.
(5) What words come to mind when you think of

Halloween???

Appendix D:
Survey

Appendix E:
Survey Data & Calculation template

Appendix F:
‘Cow to Cone’ warm up exercise
*These 10 sheets reflect 10 of the steps involved in making ice

cream per the ‘Cow to Cone’ video that the students will watch. As a
warm up for the class which follows the video showing, pass one
sheet out to each student and have them stand in line based on
where they fit in the ice cream making process.

Purchase milk from local
Vermont Farm
Send milk and cream to Ben &
Jerry’s factory and keep at
cold temperature until ready
to make ice cream
The Mix Master makes the ice
cream base using cream,
milk, eggs and sugar
Flavor the ice
cream mix and
the freeze the
ice cream
Incorporate delicious chucks
into the ice cream via the
‘Chunk Feeder’
Incorporate the swirls in the
ice cream via the variegator
Dispense ice cream into pint
containers
Freeze completed pints of ice
cream to 10 degrees below
zero through the spiral
hardening tunnel
Professional taste tester
makes sure that the quality of
ice cream is good before
shipping to store
Package the final frozen ice
cream and ship to stores
Appendix G:
Warm up – True or False
BOS 121211 Crack the case Apprenticeship - LW101

True or False?
(1) Ben & Jerry met in college and decided to go into business
together in 1977 when they moved to Vermont.

True or False?
(2) Before they started making ice-cream, Ben & Jerry originally
thought that starting a cookie business would be a good idea.

Appendix G:
True/False – warm up exercise

True or False?
(3) Business consultants help organizations to improve their

performance in the marketplace

True or False?
- Please select your age range: - Please select your Occupation:
5-15: ______ Student: ______
16-25: _____ Businessman/woman: _____
26-40: _____ Lawyer: _____
41-75:_____ Engineer:_____
Government employee:_____
- Please select your gender: Male / Teacher:_____
Female Scientist:_____
Musician:_____
Other:________
(4) The survey questions above are quantitative questions.

True or False?
(5) A strong handshake is a key part to a professional introduction

when meeting a new client.
True or False?
(6) Answering a cell phone call in the middle of an important client

meeting is a good example of professional behavior.
True or False?
(7) When surveying customers, it’s a good idea to only survey a

couple people rather than survey a large population.
True or False?
(8) Open-ended questions allow you to get emotions and opinions

from survey participants
True or False?
(9) Bar graphs are a horrible way to present survey results to clients –
viewing information as a picture rather than a group of numbers
is much more difficult to understand.
True or False?
(10) This group of business consultants has what it takes to help Ben
& Jerry figure out what new flavor of ice cream to start selling!

Crack The Case' - Bain & Co. Apprenticeship

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‘Crack the Case’ – Bain & Co.

BOS 121211 Crack the case Apprenticeship - LW 1

Curriculum Title Crack the case

Students will learn about consulting by solving one of Ben &

BOS 121211 Crack the case Apprenticeship - LW 2

• Introduce students to consulting as a career

BOS 121211 Crack the case Apprenticeship - LW 3

3 Write a survey Liana

4 Analyze survey results Liana

7 Field Trip Hannah

8 Practice for Presentation Same as 7

9 Practice for Presentation Same as 7

10 Final update (WOW!) Same as 7

BOS 121211 Crack the case Apprenticeship - LW 4

Presentation in Bain’s Boardroom

By the end of this lesson, the students will be able to:

BOS 121211 Crack the case Apprenticeship - LW 6

Introductions to class & to apprenticeship. Consultants & CS

BOS 121211 Crack the case Apprenticeship - LW 7

Activity 1 Classroom Expectations: What’s cool & what’s not??

Objectives Establish the rules for the class

• Quick power point survey w/funny pictures illustrating bad

BOS 121211 Crack the case Apprenticeship - LW 8

Activity 2 Who needs a consultant???

Objectives Understand what a business consultant does for work

BOS 121211 Crack the case Apprenticeship - LW 9

Activity 3 Ben & Jerry’s big dilemma

BOS 121211 Crack the case Apprenticeship - LW 10

Activity 4 Ben & Jerry’s History – movie & worksheet

• Pass out worksheet to students (Appendix B)

BOS 121211 Crack the case Apprenticeship - LW 11

• Connection to the WOW!: Remind students that their WOW! will

BOS 121211 Crack the case Apprenticeship - LW 12

By the end of this lesson, the students will be able to:

BOS 121211 Crack the case Apprenticeship - LW 13

Each student will introduce themselves to the class. Have students

• Write overview of the day’s lesson on the board

BOS 121211 Crack the case Apprenticeship - LW 14

Activity 1 Professional or not?!

Objectives To practice professional behavior

• In this activity we’re going to learn about professional behavior.

BOS 121211 Crack the case Apprenticeship - LW 15

Activity 2 Nice to meet you

BOS 121211 Crack the case Apprenticeship - LW 16

• Connection to the WOW!: Remind students that their WOW! will

Check for understanding /

BOS 121211 Crack the case Apprenticeship - LW 17

1. Welcome/opening ritual 10 minutes

BOS 121211 Crack the case Apprenticeship - LW 18

Each student will introduce themselves to the class professionally

• Write overview of the day’s lesson on the board

BOS 121211 Crack the case Apprenticeship - LW 19

Activity 1 Quantitative questions

Activity 2 Open-ended questions

BOS 121211 Crack the case Apprenticeship - LW 21

Activity 3 Demographic questions

BOS 121211 Crack the case Apprenticeship - LW 22

• Distribute survey and have students take them – Appendix D

BOS 121211 Crack the case Apprenticeship - LW 23

By the end of this lesson, the students will be able to:

BOS 121211 Crack the case Apprenticeship - LW 24

Name game from Week 1 – include motions/gesture for each

• Write overview of the day’s lesson on the board: We will be