Becoming an Entrepreneur and Making a Business Plan

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  CTE Course Information:

  Course number and title: 8812110 - Principles of Entrepreneurship

  Course type: Secondary – Career Preparatory

  Career Cluster: Marketing, Sales & Services

  CIP #: 0252070102

• Unit Outline

  
  

  This lesson is designed to be used with case study, “Becoming an Entrepreneur and Making a Business Plan.” See CPALMS Resource ID# 219788.

• Career Connection

  
  

  Students will describe part of what it’s like to start a business and learn about business plans and lean canvases, which are a big part of entrepreneurship and small business. This case study and lesson can help motivate and encourage students to want to go into entrepreneurship.

  This lesson will help students build on the durable skills of critical thinking and collaboration. They'll work on critical thinking by analyzing information and forming judgements and conclusions. Students will improve their collaboration by working together in small groups on a shared objective.

• Learning Objectives

  
  

  Students will be able to:

  • Discuss the role of the entrepreneur in the local community.
  • List reasons for writing a business plan and lean canvas.
  • Present information orally with a logical organization and credible evidence.
  • Collaborate with classmates to explain the purpose and components of a business plan.

• Prior Knowledge

  
  

  Students should be able to work collaboratively in small groups. Students should know what a business plan and lean canvas or business model canvas are.

• Guiding Questions

  
  

  What kind of impact does an entrepreneur have on the local community?

  What is the purpose of creating a business plan and lean canvas and what is included?

• Procedure

  
  

  Introduction:

  • Start the lesson with this industry quote: “The best way to predict the future is to create it.” - Peter Drucker
  • Have students discuss in small groups what that quote means to them.
  • Review what a business plan is and what a lean canvas is, how each is used, and what’s included in each one.

  Discussion:

  Distribute the case study, “Becoming an Entrepreneur and Making a Business Plan.” (CPALMS Resource ID# 219788) and provide a list of questions about case study. Have students collaborate in small groups and answer these questions. There is a graphic organizer attached that can help students with this discussion.

  1. What kind of impact has Jacob had on the local community with his restaurant?
  2. How has Jacob further impacted the community with his new venture of upcycling?
  3. Why does Jacob need to create a business plan and a lean canvas? What will be included in each? (Students will integrate the vocabulary words 'business plan' and 'lean canvas' in their discussion.)
  4. What do you think are some of the challenges Jacob will have with his new venture?

  Integrated Activity:

  • Using the Entreprenuer Business Plan activity attachment, have students work in pairs or groups of three and then present one part of a business plan or lean canvas, describe what that component is, provide an example, and explain why it is important to a business plan.
  • Compile a class list as each group or pair presents to describe the reasons for writing a business plan or lean canvas.

  Closure & Future of Work:

  Have students complete the exit ticket (attached) with questions summarizing their thoughts on the case study, including:

  • How do entrepreneurs impact the local community?
  • What are reasons for having a business plan and lean canvas? (Students will integrate the vocabulary words 'business plan' and 'lean canvas' in their writing.)

  Future of work:

  1. Are you thinking of being an entrepreneur or small business owner?
  2. How can the skills of writing a business plan and lean canvas apply to other jobs, other than entrepreneurs?
  3. How does this case study apply to what you want to do for a career?

• Teacher Notes

  
  

  Teachers can post or project the questions for discussion on a board to help students stay focused on the questions.