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Entrepreneurship. It's Elementary!

Lesson Plan

Entrepreneurship. It's Elementary!

Grade Levels

3rd Grade

Course, Subject

Entrepreneurship
Related Academic Standards
CC.1.4.3.V CC.1.4.3.V
Conduct short research projects that build knowledge about a topic.
CC.1.5.3.A CC.1.5.3.A
Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others’ ideas and expressing their own clearly.
CC.1.5.3.C CC.1.5.3.C
Ask and answer questions about information from a speaker, offering appropriate detail.
CC.1.5.3.D CC.1.5.3.D
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speak clearly with adequate volume, appropriate pacing, and clear pronunciation.
6.5.6.F 6.5.6.F

Explain the role of the entrepreneur in Pennsylvania.
Expand
  • Big Ideas
    Effective speaking and listening are essential for productive communication.
    Effective use of vocabulary builds social and academic knowledge
    Information to gain or expand knowledge can be acquired through a variety of sources.
    Language is used to communicate and to deepen understanding.
    Listening provides the opportunity to learn, reflect, and respond
    Spoken language can be represented in print.
    Careful planning is fundamental to success.
    Each student will achieve and maintain a personally and professionally rewarding career journey in a diverse and changing world.
    Entrepreneurs tend to exemplify unique combinations of personal characteristics that tend to distinguish them from other people.
  • Concepts
    Active listening facilitates learning and communication.
    Active listening promotes understanding of the spoken message
    Informational sources have unique purposes.
    Organization of information facilitates meaning.
    Purpose, context and audience influence the content and delivery in speaking situations
    Research is an inquiry based process.
    Word choice and sentence structure are used to express ideas.
    Aspects of entrepreneurs including risk taking, responsibility for mistakes, taking credit and views on failure.
    Motivations of successful entrepreneur’s principals including the need for achievement and a desire for independence.
    Responsive listening promotes the understanding of directions, stories, and conversations
    Words work together to express ideas.
  • Competencies
    Choose a topic/question to research and establish a purpose.
    Combine sentences in an increasingly complex and organized manner to convey meaning.
    Compile information from resource materials.
    Deliver effective oral presentations by o Establishing a clear focus with a sharp distinct controlling pointo selecting and using appropriate content, grammar and language o presenting relevant ideas that support the topic o presenting ideas in a logical order o utilizing appropriate technology to enhance or reinforce the message o employing effective delivery techniques: volume, pace eye contact, body language, enunciation o responding appropriately to the audience
    Form a relevant response to the speaker’s message
    Identify resource materials to achieve a research goal.
    Interact effectively in discussions by o staying on topic o being credible by providing evidence and/or examples o asking clarifying questions while striving for understanding o building on the ideas of others o engaging others to participate o speaking with enthusiasm, confidence and appropriate body language while making eye contact o pronouncing words clearly, carefully and loudly so others will hear, understand and be able to respond o demonstrating courtesy when others respond by providing others with attention and respect
    Listen Actively and monitor one’s own understanding by asking pertinent questions, summarizing and/or reflecting on what is heard
    Listen with civility to the ideas of others
    Organize and present information drawn from research.
    Understand the relationship of words within sentences. (i.e. semantics; syntax)
    Assume personal responsibility for decisions.
    Demonstrate creativity.
    Demonstrate initiative.
    Demonstrate interest and enthusiasm.
    Demonstrate problem-solving skills.
    Develop an orientation to change.
    Exhibit passion for goal attainment.
    Lead others using positive statements.
    Maintain positive attitude.
    Recognize others’ efforts.
    Use time-management principles.
    Combine sentences in an organized manner to convey meaning.
    Combine words to form a complete thought
    Deliver effective oral presentations by o focusing on the topic o providing several details to support the topic o presenting ideas in a logical order o employing effective delivery techniques: volume, pace, eye contact, body language, enunciation o Use correct vocabulary and word usage when speaking
    Deliver effective oral presentations by o focusing on the topic o providing several details to support the topic o presenting ideas in a logical order o employing effective delivery techniques: volume, pace, eye contact, body language, enunciation o Use correct vocabulary and word usage when speakingo Recognize expressions, gestures and body language cues from audience
    Deliver effective oral presentations byo focusing on the topico providing several details to support the topic o presenting ideas in a logical ordero Speak in a voice loud enough for the audience to hearo Look at the audience when speaking o recite poems and finger plays
    Interact effectively in discussions by o focusing on the topic o asking relevant questions o sharing experienceso building on the idea of others o Use appropriate volume while initiating and participating in conversationso engaging others to participate o initiate and respond appropriately to conversations and discussionso display appropriate turn-taking behaviors
    Interact effectively in discussions by o focusing on the topic o asking relevant questions o sharing experienceso building on the idea of others o use appropriate volume while initiating answers and conversationo initiate and respond appropriately to conversations and discussionso display appropriate turn-taking behaviors
    Interact effectively in discussions by o focusing on the topico asking relevant questionso sharing experienceso initiate and respond appropriately to conversations and discussions (K-2 only)o Display appropriate turn taking behavior
    Listen actively to increase one’s own understanding by asking questions and/or retelling informatioN
    Listen attentively and follow directions to perform a simple task
    Listen attentively and follow directions to perform a task (multi-step oral directions, solving problems, following rules)
    Listen politely to the ideas of others
    Listen politely to the ideas of others by facing and keeping eyes on the speaker
    Make connections and form a personal response to the speaker’s message

Rationale

Students may not yet have been introduced to the concept of entrepreneurship. It is important for them to understand how this may affect their career choices. Students will often think of creativity first through inventions. Starting with the foundation knowledge of inventions, students will be able to understand that entrepreneurship can be a new idea, a new business or an innovation of something that already exists.

Vocabulary

Entrepreneurship:  A person who organizes, manages or assumes the risks of business.  A person or group who start a business on their own, based on an idea, product, or skill.

 

Risk taking:   The willingness to make mistakes and go after or try to fix things that are difficult.

 

Innovation: a change in the way of doing things

 

Objectives

Students will be able to define the word entrepreneurship.

 

They can identify the quality traits that are needed by an entrepreneur, such as risk taking and persistence.

 

Students will be able to evaluate how these traits may influence career opportunities.

 

Students will be able to apply the knowledge to create a solution to a classroom problem.

Lesson Essential Question(s)

Is an Entrepreneur just another name for an Inventor?

In what other areas may you find entrepreneurs?

Are all entrepreneurs successful the first time?

What types of qualities are important in an entrepreneur?

Duration

Two forty minute time periods.

Materials

Hotel for Dogs, DVD   Dreamworks  2009   100 minutes

 

Designed for Dog Inventor's Handbook, by Irene Kilpatrick   Simon Spotlight  ISBN  978-1-4169-7185-6 (do not view the entire movie, some sad parts and questionable choices, use the scenes where the dogs are using the inventions that 11 year old Bruce designed, Special Features section "That's the Coolest Thing I've Ever Seen."

 

Thematic Unit Inventions by Karen Goldfluss and Patricia Miriani Sima

Teacher created materials, ISBN  1-55734-232-6

 

www.YEAleaders.org

http://econedlink.org

www.inventors.about.com

rubegoldberg.com  (Audri's Rube Goldberg Monster Machine is on the website, otherwise check on You Tube for it.)

http://www.teachingkidsbusiness.com/entrepreneurship-program.htm

http://www.entre-ed.org

Suggested Instructional Strategies

W:  A definition of entrepreneurship will be given to the students.  Students will discuss famous inventors or entrepreneurs they are already aware of in a whole group discussion.  The teacher can prepare a list of names to hand out if students are having difficulty with this task.  Students will understand that entrepreneurship involves more than just inventions.
H:  Students will be given time on computers to research inventions, inventors, entrepreneurs.  Teacher can provide a list of websites to visit.
E:  Students will watch clips from Hotel for dogs, they should analyze what the problem was, what the solution was, and the materials used to create the solution depending on the particular invention they speak about.  Students will be asked to discuss in small groups if the inventions were a success and report out to the whole group.
R: Teacher can use the book Designed for Dogs to reinforce what the students have shared from the movie. Students will generate a list of possible problems they might be able to provide solutions for within the classroom setting.
E:  Students will be able to evaluate and understand that the inventions and problem solving led to a innovative business in Hotel for Dogs.
T:  Differentiated learning will be used throughout the lessons.  Visuals are provided through the movie clips, and story.  Students will be involved in discussions as a whole group and in small group.  Technology will be used in the research activitiy as well as in written worksheets.
O:  Students will have teacher directed instruction, will work as a whole class, and also individually and in small group settings.

Instructional Procedures

1.)  Check for background knowledge of the keywords.  Ask students if they know of any famous inventions or inventors. Ask students if they know what the word entrepreneurship means.

2.) Explain entrepreneurship and the various keywords.  Expand on the idea that entrepreneurship is not just inventions.  Teacher should provide a few examples of famouse entrepreneurs.

3.) Give a summary of the movie (one is provided in the resource section) stating that you will only be showing some of the scenes that pertain to the subject of entrepreneurship.   Show clips from the movie Hotel for Dogs.  Have the students take notes during the clips of the problems Bruce and his sister encounter in taking care of so many dogs, and some of the solutions they found.

4.)  As a whole group, discuss some of the inventions Bruce came up with.  Use the storybook to give details the students may have missed.

5.)  You may want to add that many ventures are not successful the first time they are tried.  Show the clip from rubegoldberg.com  Audri's Rube Goldberg Monster Machine.  Audri predicted how many times he would fail before he was successful.  His results surprised even him.  Remind them of the definition of persistence.

6.)  In small group, you may choose to have students explore on the computer, either inventions that failed, mistakes that became successes, or famous people who are entrepreneurs, depending on the interest level of your classroom. Students should write a short summary of their findings and report out to the whole group.

7.)  Have the students vote on a problem they may be having within the classroom, it could be something as simple as lining up to get places on time.  Decide on a problem, then place the students in a small group to brainstorm and strategize solutions.  As a whole group, vote on the best solution and try it out.  If it is not successful in solving the problem, then try another solution presented, or you may want to try each solution presented and then vote.  If this method is successful, it may be used throughout the year as problems come up within the classroom.  Students will be empowered to know they can create solutions that work.

 

Formative Assessment

Students will need to be able to recall information from the movie clip in order to participate in group discussion. 

Students will be able to expand on the definition of entrepreneurship through their research amd student reporting out.

Students will be able to apply the information gained to help create a solution to a classroom problem.  Students will evaluate the solution for implementation and be able to analyze what worked and what didn't work.  Students may have to modify the solution for a successful implementation.  Students will learn that they can turn their idea into a reality.

Related Materials & Resources

If there is a need to expand on the lesson, consider using the following pages from Thematic Unit on Inventions:

Page 43 What Do You Think?

Pages 17 amd 18 . Why Didn't I Think of That?  and Innovation Web

Page 67  The Invention Connection

 

Summary of movie for use

Andi, age 16, and Bruce, age 11, are brother and sister.  They lost their parents (movie doesn't state how) and are waiting to be adopted.  Their caseworker, Bernie, is looking for a family to adopt them.  In the meantime, they have to live with a foster family, the Scudders.  Unfortunately, they are not allowed to have their dog, Friday, live with them.  Bruce and Andi come up with some very creative ways to take care of Friday, which include some inventions that Bruce makes.

After having trouble keeping Friday at the Scudders, Andi and Bruce find a run-down hotel and decide to keep Friday there. Along the way, they meet other stray dogs who need a home.  Before too long, they have more dogs than they can take care of, even with the help of some new friends.  Bruce, again, finds creative ways to take care of the problems.

In the end of the movie, Bernie and his wife, Carol, decide to adopt Andi and Bruce.  They all start a business, Hotel for Dogs, where Bruce's creative inventions make life much easier for everyone.


Author

Susan Siegrist, M.Ed. School Counselor

Date Published

August 25, 2012
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