SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

DETAILS
Lacey Weiner
Economics
3rd Grade
Two Class Periods: 45 minutes each
Entrepreneurs create and run their own businesses.
Products are made to appeal to different groups of
people.
Advertising can be done in a number of formats
including posters, jingles, and well-rehearsed, brief
presentations.
Who is an entrepreneur?
What product could society benefit from (that hasnt
yet been created)?
What makes an effective advertisement?
6.5.3.F.
Define entrepreneurship.

6.1.3.B.
Identify needs and wants of people.

6.2.3.C.
Identify types of advertising designed to influence
personal choice.

Objective

Bloom's
Taxonomy

In groups of four students will collaboratively work

together to create, promote and present their very own
business/invention to classmates.
The presentation will include a description of the
product, a visual representation of the product, and will
mention what group of people the product is meant to
appeal to (parents, kids, etc.). Students will complete
all of these requirements 1 out of 1 times.
Formative Assessment:
Students will be asked to keep a checklist with them to
check off steps that they have completed in their
assignment. The checklist will include steps such as:
Introduce yourselves to your partners
Take three minutes to sit quietly and brainstorm
inventions you would want to create
Let each member take a turn sharing one idea
Work collaboratively to decide on one product to
pursue
(Additional steps will be described on the actual
checklist.)
Summative Assessment:

Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

CK

ISTE Standards
for Students

Framework for
21st Century
Learning

Accommodation
s, Modifications

1.
2.
3.
4.
5.
6.

Students will work together in groups to create a

presentation that will include the product they have
created, a description of the product, a visual
representation (digital or drawn), an advertisement for
the product (jingle, poster, etc.), and will explicitly
explain who the product is targeted toward.
ISTE Standard:
1a. Apply existing knowledge to generate new ideas,
products, or processes
Framework for 21st Century Learning:
Think Creatively Brainstorm
Create new and worthwhile ideas
Be open and responsive to new and diverse
perspectives; incorporate group input and feedback
into the work
Collaborate with others - Demonstrate ability to work
effectively and respectfully with diverse teams
For students with social and emotional behavior
disabilities:
The teacher will go over the expectations for students
before breaking them off into groups. The teacher will
review and post these rules on the board before
students are broken intro groups. The rules are
embedded in the acronym groups.
G Give thoughtful feedback
R Respect others and their thoughts
O On task all the time
U Use soft voices
P Participate actively
S- Stay with your group

By going over the expectations before students begin the

activity, students are aware of what behaviors are acceptable
during this specific point in time.

The teacher will pre-select groups to ensure that the

student is put with peers he or she is comfortable
working with. (For example, the students he or she sits
by during lunch.)

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning

CK

Plan
Introduction

Explicit
Instructions

Lesson
Procedure

Activating Prior Knowledge

What is an invention that you are thankful for?
Hook/Lead-In/Anticipatory Set
http://abcnews.go.com/GMA/video/shark-tank-life-kidpreneurs-edition-28427763
Start video at 45 seconds: End at 1:55
Identify who these products appeal to
The socks appeal to children who want to express
themselves through clothing.
The lollipops not only appeal to children but ALSO to
parents who would rather their child eat a healthy
lollipop than one covered in sugar.
Start video at 2:05 and watch pitch: End at 2:45
Discuss their advertising technique: What were the key
points they made?
Start video at 3:10: Stop at 3:55
Discuss her advertising technique: What were the key
points she made?
Use this video to describe an entrepreneur:
YouTube Video Cha-Ching: Entrepreneur
https://www.youtube.com/watch?v=IJXBet--kvg
Big Idea Statement
Entrepreneurs run their own businesses and make
products that appeal to that wants and needs of certain
groups of people.
Essential Questions Statement
Entrepreneurs work to make things that will benefit
society and advertise them on TV, radio, posters, etc.
Objective Statement
For this activity you will work with a group of
entrepreneurs. Your group will work together to create
something (a food, product, technology, etc.) that will
benefit society. You will then decide the most effective
way to advertise your product to the world!
Transition
After the video, students will be asked to move to the
group sharing space in front of the room to look over
the invention the teacher has created.
Ask students who liked the Are you Kidding brothers
to stand up and walk to the circle, then ask students
who liked the Zollipop invention to stand up and walk to
the circle.
Key Vocabulary
Entrepreneur Someone who starts their own business
and sells their own original products.
PreAssessment of Students
Students will be asked if they can explain what an
entrepreneur is.

The teacher will give the formal definition of

entrepreneur before moving on.
Students will then be asked if they can name a famous
entrepreneur.
Examples: Walt Disney, Steve Jobs
Modeling of the Concept
The teacher will have an example of his or her
poster/advertisement hanging in a spot in the classroom
that is easily accessible for all students to see.
Guiding the Practice
The teacher will explain all parts of his or her business
and invention including:
The business name
The inventions name
The group of people it appeals to
A short advertisement to explain why people should buy
it
The teacher will then allow students to break into their
groups, but will float around the room to facilitate
discussions and answer questions.
Providing the Independent Practice
The independent practice will be given while students
are working in their groups and are brainstorming ideas
for products and advertisements.
Transition
When transitioning from the sharing space the teacher
will call out the names of the students in the groups and
direct them to a point in the room where they will work
on their project. (Example: Shane, Kelly, Jeff, and Lamar
please stand up and go to the circular table by the
reading area.)
Reading
Computer or related technology to show shark tank
Materials
video
Technology
The poster that displays the teachers invention
Equipment
A list of pre-planned groups for students to work in
Supplies
Checklists for the formative assessments (1 per group)
Crayons/Markers/Pencils/Scissors
Poster board to display information/advertisement
Evaluation of
Formal Evaluation
the
The formal evaluation and the summative assessment
Learning/Master
will go hand in hand for this project. Students will be
y of the
graded using a detailed rubric that will outline all of the
Concept
concepts and competencies for this project while they
are presenting their final product.
Informal Evaluation
Students will be informally evaluated after they give
their presentations on their advertisements. The teacher
will ask questions such as, Why did you choose to

Closure

Teacher
Self-reflection

advertise your product on the radio as opposed to the

television? A response might be, Because our product
is targeted toward adults who may be stuck in traffic on
their way home from work.
Summary & Review of the Learning
After the presentations, students will pick one group
other than their own and write one compliment and
one suggestion for how to better their
product/presentation/advertisement.
Homework/Assignments
To relate economics to language arts, students will be
reading:
Billy Sure: Kid Entrepreneur
Students will be asked to have read chapters 1 and 2
and fill out to corresponding question sheets.