Aldine Students Turn Food Truck Models Into Lessons in Business, Teamwork and Entrepreneurship

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Marilyn Johnson (third from left holding flowers) poses with students and staff at Eisenhower Ninth Grade College Prep. The Greater Texas Credit Union presented the school with a $250 award recognizing Johnson’s commitment to her students and the work she does to provide meaningful learning experiences.

What started as a classroom business assignment at Eisenhower Ninth Grade College Prep has evolved into a hands-on food truck simulation that teaches students about entrepreneurship, marketing, financial literacy, teamwork and what it takes to turn an idea into a business.

Marilyn Johnson poses with a representative from the Greater Texas Credit Union.

For the past four years, business teacher Marilyn Johnson has challenged students to design their own food trucks — from researching potential customers and developing menus to creating business plans, logos and 3D models.

The project has become a signature learning experience in Johnson’s Principles of Business, Marketing and Finance classes. This year, it is expanding to three additional Aldine ISD ninth-grade campuses.

Students at MacArthur Ninth Grade School, Aldine Ninth Grade School and Davis Ninth Grade School will also implement the Food Truck Project during the 2026-27 school year.

The project recently received recognition from Greater Texas Credit Union, which presented Johnson with a $250 award in recognition of her work with students and her commitment to providing the materials they need to bring their projects to life.

The recognition came as a surprise to Johnson.

“I was truly shocked when they said that people were coming into their branch talking about the work we do in the classroom and how I use my own money to fund the project,” Johnson said.

Johnson estimates that she spends about $300 of her own money each year on classroom supplies and prize money for student projects. For the food truck project, she has purchased materials including glue guns and glue sticks, rulers, tape, colored paper, construction paper and Styrofoam plates used for truck wheels.

“You treat your students the way you would want someone to treat your own child if you fell on hard times,” Johnson said.

The Greater Texas Credit Union award will help replenish project supplies, including markers, tape, printer ink, paper, glue sticks, glue guns and scissors. In January, students will inventory available supplies and research costs before determining purchasing priorities.

From Business Idea to 3D Food Truck Model

The Food Truck Project grew out of an earlier assignment in which Johnson’s business students created their own businesses. As the assignment evolved, Johnson wanted to create a more consistent experience for students.

The Principles of Business, Marketing and Finance curriculum provided an opportunity to develop a food truck simulation that brings multiple business concepts together in one project.

Johnson partnered with Lone Star College to develop a template for a 3D food truck model. Students have used the model for the past four years.

The project begins with research. Students create surveys and distribute them to members of the school community. They then analyze the data and use the results to determine what type of food truck would best meet the needs of their potential customers.

From there, students begin developing their businesses.

Each class is divided into five groups, with three to five students in each group. Students develop a business plan, create a menu and establish prices based on survey results. They also develop a business name, logo, phone number and other branding elements.

Each group selects a project manager who completes daily production reports documenting team members’ work. Students also complete a SWOT analysis — strengths, weaknesses, opportunities and threats — and study the four Ps of marketing: product, price, place and promotion. They learn how to create a DBA (Doing Business As), or doing-business-as, name; practice project planning and project management; and build teamwork skills.

Johnson describes the final product as a classroom simulation, not an actual food truck business. Students design the exterior, or “skin,” of their truck and create an interior layout according to specifications provided by Johnson. They even create their food from paper.

“We do not sell anything. It is a simulation project,” Johnson said. “But students do create food out of paper. It is truly amazing.”

The project has evolved over the four years students have participated. More recent designs have included outdoor patio areas, waste receptacles, plants and seating areas.

This year, Johnson has moved the Food Truck Project to the fourth nine weeks of the school year. The change gives her time to teach the required standards before students begin applying what they have learned through the project.

Although the course does not lead to an industry certification, students take Student Growth Measure exams at the beginning and end of the school year to assess their knowledge and mastery of course standards.

When Students See Themselves as Entrepreneurs

For Johnson, the project’s impact goes beyond the completed models.

Last year, one group created a food truck called Juicy Burgers. The students became so interested in their concept that they told Johnson they wanted to make the business a reality.

Another student discovered a talent for artistic design while working on a food truck project in Johnson’s classroom and the art room. That student created the first outdoor space incorporated into one of the models, inspiring a classmate to develop a food truck design of his own. He later earned a cash prize in the competition.

For Johnson, moments like those demonstrate the value of giving students an opportunity to create, collaborate and take ownership of their work.

Bringing the Project to More Aldine Students

The Food Truck Project also reflects Aldine ISD’s broader Career and Technical Education focus on connecting classroom instruction with real-world experiences.

“The Food Truck Project addresses entrepreneurship, business planning, marketing, financial literacy, budgeting, pricing, inventory management, customer service, business operations and career exploration,” said Brooke Martin, Aldine ISD executive director of Career and Technical Education Department.

Martin said the project gives students opportunities to develop financial literacy, communication, problem-solving, decision-making, teamwork and business operations skills while exploring potential careers and postsecondary opportunities.

“The project supports Aldine ISD’s CTE goals by connecting classroom learning to real-world career experiences, helping students explore future careers, entrepreneurship and postsecondary opportunities while building the knowledge and employability skills needed for success beyond high school,” Martin said.

The expansion to MacArthur Ninth Grade School, Aldine Ninth Grade School and Davis Ninth Grade School means the project will reach students beyond Johnson’s classroom at Eisenhower Ninth Grade.

Students may begin the project by designing a business on paper, but Johnson hopes the lessons stay with them long after the food trucks are put away.

Through the project, students learn to listen to potential customers, analyze data, develop a business plan, create a brand, manage a team and make decisions — skills that can follow them into college, careers or entrepreneurship.

For some students, the food truck may remain a classroom simulation. For others, like the students behind Juicy Burgers, it may be the beginning of a real business idea.