Detailed Lesson Plan Preparation

Elementary Education
Name: Hannah Smith

Title: Why Become an Entrepreneur?

Grade: 3rd

Concept/Topic: Social Studies--Entrepreneurs

Time Needed: 30 minutes

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?

Identify Desired Results/Learning Outcome/Essential Question:

What relevant goals will this lesson address? What new understandings will the students have as a result
of this lesson? These goals must me measurable and connect to your planned assessment. Consider the
Big Ideas in which you will be helping students develop an understanding. What questions will foster
inquiry, understanding, and transfer of learning? Students will be able to answer this question or
questions as a result of this lesson.

I will be able to explain why people become entrepreneurs.

Ensuring Lesson supports district and state goals

NCSCOS Standards:
List both State and/or National standards addressed (You must include the new Essential Standards for
Science & The Common Core for Math)

3.E.2.1- Explain why people become entrepreneurs.

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.

Meeting the student where they are:

Prior Knowledge/Connections:
What can target students be expected to know and/or understand about the concept/topic? How does this
lesson connect with other things that students may have learning or experienced? How will you help
students to make the connections between what they already know and what they will be learning in this
lesson?
The target students can be expected to know that businesses provide goods and services to
consumers. Last year, my students did a unit on Shark Tank; meaning that they have some knowledge that
people can start their own business with an original idea. This knowledge connects to the topic of
entrepreneurs, as entrepreneurs start their own business. Since the students will not already have the
knowledge of the term of entrepreneur, I will scaffold their learning in order for them to define what this
means. By looking at a picture of many employees going one way and a single entrepreneur going in a
different direction, it might spark some thought as to what an entrepreneur is. Throughout the lesson I
have references to Shark Tank to build on their prior knowledge and expand it in order to discover why
people might become an entrepreneur. Furthermore, I have included examples of entrepreneurs that the
students have a connection to, such as Walt Disney and Milton Hershey.

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)!

Heart of the Lesson/Learning Plans

Differentiation/Same-ation:
How does my ONE lesson ensure engagement for all students? What is it about the presentation and
content of the lesson that makes it accessible to all students? This should be integral to the lesson and
not simply last minute additions or different work for separate groups. All students should be engaged
and a goal of mastery should be in place for all.
 To ensure that my one lesson provides engagement for all students, I am going to provide
opportunities within the lesson to make it accessible to everyone. Throughout the lesson I am going to
have the Google Slides presented in addition to me saying the information aloud so that the students have
a visual to refer to if needed. In order to help guide students, I will use visuals to spark ideas and
conversation so that each student has an opportunity to draw meaning from it. To start, I will have
students engage in a turn and talk to discuss what entrepreneur means so that students can help each
other brainstorm ideas together. A lot of the lesson is centered on class discussions, which allows students
the benefit of hearing each others ideas to guide their own contributions. I have also strategically planned
thumbs up/thumbs down if you agree or disagree in order to get all students involved. I am going to
provide ample wait time to help me call on a variety of students, making sure to stick with each students
ideas as they share. When discussing some of the quotes from famous entrepreneurs, opinion is valid as
students can have different interpretations of the quotes. This allows some students to pull obvious or
simple ideas, as where others can pull more complex ideas if they need a challenge. I planned for varied
learning and instructional techniques such as turn & talk, discussions, non-verbal gestures, visuals, a
video, and an opportunity for students to draw and create their own original product or service to become
an entrepreneur. Through these varied forms, I am hoping to meet all of my students needs and I will be
scaffolding students along the way who need extra support or higher-level thinking opportunities to
challenge themselves.

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

Concluding the Lesson/Closure/Debriefing:

How will you wrap things up and tie together the ideas presented? How will you help students make
meaning from their experiences?
To wrap things up and tie together the ideas presented I am going to have the students apply their
knowledge by becoming entrepreneurs themselves and finding their why behind becoming one. I am
going to allow them to draw and/or write their ideas on a sheet of paper using a pencil and/or crayons.
This will allow them to start brainstorming an original product and/or service that could offer. Somewhere
on their sheet they are going to write their reason for why they would become an entrepreneur, possibly
pulling a reason from our class discussion. This activity helps them make the lesson personal and realize
that they are never too young to become an entrepreneur, just like Mo in the Shark Tank video. To recap,
I am going to have a few students share if time permits as well as choose a few to remind me of some
reasons why people become entrepreneurs. To tie the lesson together, I am going to pull the learning
target back up and have students recite it again with me. I am then going to have students do a thumbs
up/thumbs down/thumbs in the middle to self-assess how well they think they met/understand the
learning targets after the lesson.

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

Teaching Behavior Focus:

What is the goal for my teaching behavior and/or actions? See TBF List for suggestions.
The goal for my teaching behavior and/or actions is to provide ample opportunities for student
response. Since this lesson is an introductory lesson to the standard of why people become entrepreneurs,
there is some direct instruction that needs to be done. I think in order for the students to make the most of
their learning throughout the lesson, there needs to be plenty of time for them to respond to the
instruction, either though turn and talks, raising their hand to share their ideas, or through non-verbal
gestures to demonstrate their learning. I have planned opportunities for them to respond throughout my
teaching, as this is something I want to focus on to make sure that I am not just presenting information to
them, but rather allowing them to make connections to the instruction in order to aid their learning and
success of understanding the standard. I also am making it a goal to call on a variety of students so that
everyone has an equitable opportunity to share and express their ideas. By further practicing my wait
time, my teaching behavior focus in previous lessons, I think I will be able to meet this focus my
students!

Follow-Up Activities/Parent Involvement

Lesson extensions discussed here. What will student do to utilize this new information? How can you
involve parents in the process of lesson extension in the home?

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!