| BY END OF WEEK 2: INTERNS SHOULD HAVE DECIDED ON A DIRECTION FOR A PRODUCT TO MAKE/SELL
Follow general 2-part daily lesson plan format* of: Part 1: Teaching/Review of ENTREPRENEUR concepts through discussion/worksheets, videos, websites, etc. Part 2: Individual PRODUCT DEVELOPMENT – discussing/experimenting with entrepreneur ideas, ordering materials, writing letters/emails to people who can help their business, work on making items to sell. (SCHEDULE 2-3 DAYS/WEEK WHERE STUDENTS CAN WORK INDIVIDUALLY ON DEVELOPING THEIR BUSINESS PLAN AND OTHER PAPERWORK FOR THEIR BINDERS, MAKING PRODUCTS TO SELL) *exceptions to the 2-part daily lesson plan format would be when the class has a guest speaker, or when they are making/videotaping formal presentations to the class Week 2, Days 1 – 5: PART 1: Review Concepts with previous worksheets, discussion: What is an Entrepreneur? Write “Entrepreneur” 5X Selling Products vs. Services Business Model Canvas (9 parts … what do the terms mean?) Continue watching youtube teen entrepreneurs (Biz Kids) for entrepreneur/microbusiness examples/ideas. After viewing a youtube profile on a particular teen entrepreneur, fill out the Business Model Canvas (9 parts) worksheet together. (REALISTIC TIMING: WATCH 1 – 2 VIDEOS PER WEEK; ANALYZE EACH VIDEO AFTERWARDS TOGETHER, AND LIST 9 COMPONENTS OF BUSINESS MODEL CANVAS ) BIZ KIDS YOUNG ENTREPRENEUR VIDEOS: Biz Kids Profile: The Karimkhani Sisters Biz Kids Profile: You’re On Deck Biz Kids Profile: Kids’ Kitchen Biz Kids Profile: Global Connect Coffee Shop Biz Kids Profile: Pastry Footwear Biz Kids Profile: Food From the Hood Biz Kids Profile: Kenny’s Lobster Roaches Biz Kids Profile: Logan Magazine TEACHER’S FIRST YEAR IMPLEMENTATION NOTE: STUDENTS WERE NOT AS INTERESTED AS I THOUGHT THEY’D BE IN THESE VIDEOS. THEY WERE ANXIOUS TO WORK ON DEVELOPING THEIR PRODUCTS. ALSO, SHOULD PROBABLY ALLOW TWO WEEKS FOR INTERNS TO BRAINSTORM AND FINALIZE THEIR PRODUCT IDEAS – NEED TO INCLUDE DISCUSSIONS ON HOW MARKETABLE/PROFITABLE/DO-ABLE THEIR IDEAS ARE… PART 2: Individual Product Development
TEACHER REALITY CHECK NOTE: I ENDED UP BUYING THE MATERIALS, WE USED A LOT OF THE “STASH” OF MATERIALS THAT WERE DONATED. LOOKS LIKE THE BUSINESS MODEL WILL BE TEACHER/SCHOOL FRONTS THE MONEY FOR MATERIALS UNTIL INTERNS MAKE MONEY FROM THEIR SALES. KEEP RECEIPTS – CALCULATE “PRICE PER….” TO DOCUMENT COSTS FOR EACH ITEM PRODUCED. ctc.entrepreneur.cost.profit.table example:
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CTC entrepreneurship 