Professional Documents
Culture Documents
Elementary Education
Name: Hannah Smith
Grade: 3rd
Note: A detailed lesson plan is specific enough for another teacher to read and teach
effectively. There should not be any question regarding what to do or how to do it.
Backward Design Approach: Where are you going with your students?
Assessment Plan:
How will you know if the objectives/desired results have been met? What will you see and/or hear that is
evidence of student understanding? How will you know that students really understand the identified
Big Ideas?
I will know if the objectives/desired results have been met through a few different forms of
evidence. When the students are brainstorming and sharing ways why people become entrepreneurs (after
exploring what an entrepreneur is), this is one form of evidence that will show me whether the objective
has been met for particular students. After a student shares, I am going to have the other remaining
students put thumbs up/down to indicate if they agree/disagree whether the students response is a reason
why someone would become an entrepreneur. Some examples of evidences that I am looking for to meet
the standard include responses such as, to serve their community or help others, to be their own boss or
leader, to make money, to solve problems, etc. I will also be able to see if the results have been met
through the students holding up their finger with the number of reason they agree with most (from the top
5 reasons people become entrepreneurs: 1) money, 2) flexibility of being your own boss, 3) control over
decision making, 4) pick your team, 5) legacy-leaving your footprint. This is a non-verbal way for me to
see how students are connecting and relating these reasons people become entrepreneurs to their own life.
After that, I will also ask them to share their why if it is not one of the top 5 ones presented, which
allows students to continue to make understanding of the standard. Additionally, through watching the
Shark Tank video on Mos Bows, I will be gaining knowledge on whether the objective is being met by
the students when they identify the reason why Mo became an entrepreneur. Furthermore, when students
go to their seats and start brainstorming/drawing an original product or service they could create to
become an entrepreneur, they also have to write their why behind their choice, which allows me to
collect physical evidence of each students learning. Lastly, students will recite the learning target again
at the end of the lesson and do a thumbs up/down/in the middle to self-assess how well they think they
were able to meet or understand the learning targets, which also allows me to quickly see how each
student is feeling on the content.
Lesson Introduction/Hook:
How will you focus, excite, engage, and/or elicit knowledge as you introduce this lesson? Think of ways
you can appeal to student interest and cause students to be excited about what they will be learning
about.
To begin the lesson and help the students begin with the end in mind, I will have the students
recite the learning target with me in order to focus their learning for the day. Next, I will focus the
students to elicit knowledge of what an entrepreneur is before we dive into why people become
entrepreneurs. I will show them an image that has many people going in one direction (labeled
employees), and one single person going in another direction (labeled entrepreneur). This image should
help to get students wheels turning as to what an entrepreneur is. Before discussing as a class, I am going
to have students turn and talk about what they notice in the picture and what they think an entrepreneur
might be so that students can compare their ideas and so that everyone has a chance to get their ideas out.
I am going to excite students by telling them today we are going to learn why people become
entrepreneurs by learning about some famous entrepreneurs they may know, as well as watching a clip of
Shark Tank (which they have seen before and love)!
Lesson Development:
Provide a detailed description of how the lesson will progress. What will you do as the teacher? This
should be a detailed step by step account of how a lesson unfolds from beginning to end.
1. Tell students that today we are going to be talking about entrepreneurs and why people might
want to become one.
2. Pull up the learning target for social studies in student-friendly terms I will be able to explain
why people become entrepreneurs and have students recite it with you so that they can begin
with the end in mind and know what they will hopefully be able to accomplish by the end of the
lesson. Have students say the word entrepreneurs again, as this is a tricky word and a new term
that students will be learning about throughout the lesson.
3. Before students can learn why people become entrepreneurs, they have to know what an
entrepreneur is. Ask students: What is an entrepreneur? Before students respond, show them an
image that has many people going in one direction (labeled employees), and one single person
going in another direction (labeled entrepreneur). Have students turn and talk for 30 seconds- 1
minute about what they notice in the picture and based on the image, what they think an
entrepreneur might be.
4. Have a couple students share their ideas and then reveal the definition as individuals who create
a new business providing a product or service with a new idea. Call on a student to remind you
what a business is (an organization or group that offers goods (object) and/or services (something
you do). Ask them what the difference is between a good and a service.
5. Next, in order to build students understanding of what it takes to be an entrepreneur, have
students to think of some possible risks (challenges) and opportunities (possibilities) that
entrepreneurs have. Call on students to share, and as they do, complete a T-Chart to compare the
risks and opportunities involved. If students need more assistance or prompting, you can have
them think of the example of Steve Jobs and Apple products, as students have I-Pads within the
classroom (making it a personal example for them).
6. Tell students that risks can turn into opportunities. Share the quote by Mark Zuckerberg
(entrepreneur), the biggest risk is not taking any riskin a world that is changing really
quickly, the only strategy that is guaranteed to fail is not taking risks. After reading the quote
aloud (and having a visual posted so students can read it), ask students to share what they think
this quote means and how they can apply it to their learning.
7. Provide another quote by Mark Cuban (one of the sharks from the Shark Tank), Do the work.
Out-Work. Out-Think. Out-sell your expectations. There are no shortcuts. Connect this quote to
the video students have previously watched about Stephen Curry and how success is not an
accident. Tell students that knowing Mark Cuban is an entrepreneur, share what they think this
quote means and what covey habit it relates to.
8. Now getting into the heart of the lesson, ask students the question, why do people become an
entrepreneur? (Directly relating to the standard). Have students share reasons and if not
mentioned you can add reasons such as to serve their community, be their own boss, to have a
stable income, and financial security. As students share, have the other students do thumbs
up/down to indicate whether they agree/disagree that this is a reason why someone would become
an entrepreneur.
9. Recite and provide a visual of the top 5 reasons people become entrepreneurs: 1) Money, 2)
flexibility of being your own boss, 3) control over decision making, 4) pick your team, 5) legacy-
leaving your footprint. Have students hold up the number with their fingers of the reason they
resonate or agree with the most. If students have any other reasons why they would become an
entrepreneur, have them share it.
10. Review a couple famous entrepreneurs that students can relate to and quotes that reveal their
why. First show the quote from entrepreneur Walt Disney, all our dreams can come true, if we
have the courage to pursue them. Next, show the quote from Milton Hershey, One is only
happy in proportion as he makes others feel happy. After sharing these quotes from these well-
known entrepreneurs, ask students if they can think of any other entrepreneurs. Remind them that
there is an entrepreneur behind every business and product.
11. Ask students how old they think you have to be in order to become an entrepreneur. If they think
they are too young, encourage them that they are never too young. Show them the video clip of
Mos Bows (https://www.youtube.com/watch?v=7elivBOu31c&t=10s) from Shark Tank. After
the students watch the video, ask them what Mo did in order to become an entrepreneur, focusing
primarily on why he became one.
12. Tell students that now it is their turn to be an entrepreneur. Provide them with the visual of the
definition to jog their memory: individuals who create a new business providing a product or
service with a new idea. Have students grab a piece of paper and write and/or draw a product or
service they could create. Remind them that the idea needs to be original and that they need to
write their reason why they chose that product or service to be an entrepreneur.
13. Gather students back on the carpet. Ask them to again share reasons why people become
entrepreneurs, perhaps sharing their own reason or one from the class discussion. Pull the
learning target back up to review and recite together again. Have students put their thumbs
up/down/in the middle to indicate how well they think they met/understand each learning target
after the lesson, as a form of self-assessment and a way that you can quickly gauge the overall
understanding of the class.
Specific Questioning:
Student questioning should be planned ahead of time. Think about your students and their needs. Plan
questions that will challenge all students.
What is an entrepreneur?
Looking at the image, what do you notice that could help us determine what an entrepreneur is?
(Turn & Talk)
What is a business? What is the difference between a good and service?
What are some possible risks and opportunities of becoming an entrepreneur?
Knowing that risks can turn into opportunities, how does this apply to our learning?
What do you think this quote by Mark Cuban means, Do the work. Out-work. Out-think. Out-
sell your expectations. There are no shortcuts?
Why do people become an entrepreneur?
Looking at the top 5 reasons for why people become entrepreneurwhich one resonates the most
with you? What would be your why?
What are some other entrepreneurs you can think of?
How old do you think you have to be to be an entrepreneur?
From Shark Tank Video (Mos Bows): What did Mo do to become an entrepreneur? Why?
What product or service can you create to become an entrepreneur? (draw and/or write it)
New Vocabulary:
List and define all new vocabulary that students will need to understand in order to have optimal success
with desired learning results. How will you use this vocabulary in the context of the lesson?
Entrepreneur: individual who creates a new business providing a product or service with a new
idea
Business: an organization or group that offers goods and services
Risk: possibility of something unpleasant happening
Opportunity: circumstance that makes it possible to do something
Materials/Resources:
List everything that is needed to deliver the lesson. Cite any materials that you used in crafting the
lesson. Be specific and review this as you rehearse.
White Paper
Crayons/Pencils
Google Slides
YouTube VideoMos Bows on Shark Tank
To help the students utilize this new information and/or to get parents involved in their students
learning, there are a few things that can be done outside of the classroom to continue their learning. When
the students get home, with parent permission and if available, they can watch an episode of shark tank.
Since shark tank is a show dedicated to rising entrepreneurs and a show discussed within the classroom,
this would be a great opportunity for them to learn more about real life entrepreneurs, what they are
creating, and why. Another opportunity would be for the parent to discuss why people become
entrepreneurs with their child and see if they can come up with a list of entrepreneurs that they know
together, potentially even choosing one to research further. They could also brainstorm with their student
what they want to be when they grow up and see if becoming an entrepreneur is something they might
want to pursue and what original product or service they might want to create, making the lesson personal
and relevant to the students life. It is also important to remember that students are never to young to
become an entrepreneur!