Unit: Entrepreneurship Level: Business 8

Topic of Lesson: How do you define Entrepreneurial success?

Length of Lesson: 1hr 20minutes

Lesson Objectives: -SWBAT recognize what traits they value for Entrepreneurial success
SWBAT (Students -SWBAT determine what are characteristics of successful entrepreneurs
Will Be Able To) -SWBAT understand the concept of social entrepreneurship
PROCEDURE
Time What the teacher says/does What the students do Material
Needed
2min Introduction/Opener: 1. Students answer central Whiteboard
1. Central Question Asked and question.
students write down response. 2. Students will participate in Commented [MB1]: Behaviorism/Information
2. Ask students to recall definition answering recall questions. processing/Constructivism Establishing a routine for
students, asking students for recall of knowledge and
of an Entrepreneur cite experiences and bring their experiences to come to an
examples. idea

15min Pre-activity: 1. Students work in small groups Computers,

1. 3 minute brain entrepreneur task.
Give students three items they must
use in order to do launch a micro
business in class.
2. Ask students to take an
Entrepreneur survey to learn what
kind of potential entrepreneur
personality could they be.
3. Question and make connections
between the various students
anyone can be an entrepreneur/all
have different strengths
4. Have students group and come up
with common entrepreneur
character traits after connections
made
25 35 Activity:
min 1. Brainstorm term social
entrepreneurship extend from
original entrepreneurship definition.
Have them balance individually
what success looks like to them.
2. Provide students 5 entrepreneur
profiles randomly, read as
individuals and discuss in pairs.
to create any type of
product/service using three given
items: black felt, scissors and
tape. Students discuss/debate/
decide and reason. Discuss.
2. Students do an online
questionnaire.
https://quiz.infusionsoft.com/
3. Discuss with a partner the
strengths of different personality
types: survivor, legacy builder,
freedom seeker or passion
creator. Have them relate this to
the product idea they came up
with.
4. Come to conclusions about
common character traits
1. Students discuss and make
connections from entrepreneur to
social entrepreneur
2. Students read entrepreneur
profiles and start forming a case
about why their entrepreneur is
most successful.
3. Students work in pairs/groups
to sort successful entrepreneurs
(2 out of 5 are social
whiteboard
Commented [MB2]: Constructivist Activity Added
Students are given free reign with minor constraints
added to generate ideas on their own
Commented [MB4]: Constructivist Learning
collaborating with peers allows for interaction and a
basis for the zone of proximal development where
instructor can ask questions to help guide students to
higher learning
Commented [MB3]: Scaffolding taking place here as
students are guided to make connections
Commented [MB5]: Information Processing Linking
new knowledge with previous experience reinforces
learning and is moved to long term memory much
quicker
Famous
Entrepreneur
profile Commented [MB7]: Continued use of Information
sheets Processing Theory to extend connections and
associations
Commented [MB8]: Constructivist Learning Task
assigned in this Case Activity
 3. Group activity in groups of 2-3,
present to class why their
entrepreneur is most successful.
4. Sort the order they perceive to be
most successful and justify why
individually.
5. Share with class the order and
their justification question to
breakdown reasoning and extend
20-25 Post-Activity:
min 1. Extend idea of social
entrepreneurship with the idea of
small based businesses and
microloans. Link to aboriginal
successful entrepreneurs
2. Assignment feature an
aboriginal entrepreneur using our
Entrepreneurship framework
developed in the last week. One
page breakdown and formatted on
MS Word. Start assignment, finish
next class. Students need to Google
search information to learn about
individuals on list
Aboriginal Entrepreneur list:
http://ccae.ca/success-stories/
Conclusion/ Why do organizations promote social entrepreneurship? What are the benefits
Central for the entrepreneurs? The consumers? The local economy?
Question
Evaluation Formative: Class discussion, partner work observations, group sharing,
presentation
Summative: Aboriginal Features Assignment
entrepreneurs against famous
well known 3)
4. Draw a diagram to sort out
what they most value and why in
an image format.
5. Present to class. Commented [MB6]: Constructivist Learning
Students collaborate in groups and come to a
conclusion on what they collectively value in an
entrepreneur and then must use this information to
convince their classmates. This involves reflection and
1. Students answer about benefits Whiteboard, discussion to come to an agreement.
to providing free/low interest Aboriginal Commented [MB9]: Metacognitive strategy employed
loans to promote local aboriginal Features
businesses in the community Assignment
connect to local economy and
social causes Commented [MB10]: Information Processing
2. Students select aboriginal Further connection of ideas and previous knowledge.
This will change and adjust based on class discussion
entrepreneur to feature and start as knowledge is malleable.
with Google Searches to learn
more about business.
3. Students use MS word to build
a Features page on the
entrepreneur using the
Entrepreneur Discovering
Opportunities Framework
developed over two classes and
traits brainstormed. Students
asked to follow template.
3. Conclude by arguing benefits
of social entrepreneurship and re-
answering central question Commented [MB11]: Summative assessment
employed to incorporate behaviorism in terms of
template formatting and recall, cognitive learning theory
in connecting terms and constructivism by applying
their informed values
Commented [MB12]: Central questions employed for
students to start making connections from the
beginning to the end. It is important for them to reflect
and get into deeper learning

Extensions 1. Invite aboriginal business leaders from list or in the community to discuss
their journey in starting small based businesses.
2. Have students do an interview with a local entrepreneur on their experiences.
Adaptations Lots of text in current lesson, have students choose five entrepreneurs they
know well and sort to mitigate content to sort through.
Commented [MB13]: Constructivist extension by
placing students with someone who has been
personally impacted or be put in an active learning
situation, students are able to apply their learning and
make greater meaning out of their encounters
Commented [MB14]: Opportunities to change layout if
required. Each student responds differently so
modifications may need to be made based on students
cultural backgrounds language or learning ability