CURRICULUM OUTLINE

GRADES: 6-12

Lesson Time Activity Name Quick Description

Play Stations provides the opportunity for students to
45 Play Stations play and to connect with their own innate creativity they
may have felt more strongly when they were younger.
Creativity 1
In Wacky Inventions students work in groups to use ex-
45 Wacky Inventions isting products and objects to come up with (and then act
out) the wackiest inventions they can think of.
In Active Observation, students learn the importance of
active observation by watching a video that tricks students
5 Active Observation
into not noticing something that, when shown a second
time, is very obvious!
In Observation vs Inference, students make the distinc-
Observation vs
10 tion between an observation and a inference by exploring
Inference
a mystery object and then two thought provoking images.
Creativity 2
(Purchase) In Observation Walk, students practice active observa-
45 Observation Walk tion using their different senses while looking for potential
problems in the environment.
In Consider a New Perspective, students use the Six
Consider a New Thinking Hats as a guide to generate ideas in response to
30
Perspective problems or opportunities identified in the Observation
Walk.

In Marshmallow Challenge, students work in teams to

Marshmallow complete a challenge to build the tallest free-standing
45
Intro to Challenge structure while reflecting on the entrepreneurial mindsets
Entrepreneurship and skills.
1 In Dream Team Poster, students reflect on the mindsets
45 Dream Team Poster and skills they learned in the Marshmallow Challenge and
create posters of an entrepreneurial dream team.
In Analyzing Products in a Market, students will examine
Analyzing Products in different products from the same category/market, present
60
Intro to a Market their findings, and then develop ideas for new products in
Entrepreneurship that same market.
2 (Purchase) In Pitch Game, students work in teams to come up with
30 Pitch Game product ideas and then pitch their ideas to the rest of the
class as a quick overview of the entrepreneurial process.

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curriculum to get every lesson!
 CURRICULUM OUTLINE
GRADES: 6-12

Group Brainstorming & Brainwriting introduces the

Group Brainstorming brainstorming rules, has the students practice the tradi-
45
& Brainwriting tional group brainstorming and then learn a more inclusive
Idea Generation technique called “Brainwriting.”
1 In Role Playing & Reverse Brainstorming, students use
Role Playing &
their imagination to role play as well as use the technique
45 Reverse
Brainstorming “reverse brainstorming” to make a problem worse in order
to encourage a wide variety of ideas.
In Visual Idea Generation, students pretend to be charac-
Visual Idea ters and use an image to prompt ideas of challenges they
55
Generation would face in a specific space. Then, they role play differ-
ent scenarios to identify solutions.
Idea Generation
In SCAMPER, students practice and use SCAMPER
2 (Purchase)
to think about how VR could be applied in new ways.
35 SCAMPER SCAMPER stimulates creative thinking during a brain-
storming session: Substitute, Combine, Adapt, Modify, Put
to other uses, Eliminate, Reverse.

In Learning from Failure, students work to sort a set of

25 Learning from Failure real-life business ideas into two groups - success or failure
and then discuss their rationale.
Opportunity In Opportunity Analysis of an Existing Product,
Analysis 1 students go through the opportunity analysis process using
Opportunity Analysis
65 a real case study to see that entrepreneurs see problems
of Existing Product
as potential opportunities to develop new products and
services.
In Mind Mapping the Future, students will consider a
Mind Mapping the future where animal products are banned, employ a mind
30
Future map to organize their thinking, and brainstorm product or
service ideas.
Opportunity In Citizens of the Future, students will select one idea
Analysis 2 15 Citizens of the Future from their brainstorm to develop and deliver a pitch for
(Purchase) their futuristic idea.
In Opportunity Analysis for the Future, students
Opportunity Analysis complete an opportunity analysis on the idea they pitched,
45
for the Future iterate on their idea based on the analysis, and re-pitch to
a ‘consultant’ for feedback.

Want double the entrepreneurial

learning activities? Purchase our full
curriculum to get every lesson!
 CURRICULUM OUTLINE
GRADES: 6-12

In Describing the Market, students identify specific busi-

nesses that operate in different markets and describe their
Describing the
20 potential customer and target market. They will then write
Market
potential market research questions that each business
might ask about their market or customer.
In Market Research Methods, students brainstorm dif-
Market Research Market Research
20 ferent ways to collect information about a market and sort
1 Methods
them into either primary or secondary research methods.
In Secondary Research, students examine a fictitious
group of entrepreneurs that are developing a new range
50 Secondary Research of healthy snack bars that are targeted at teenagers They
then identify potential products, services or business op-
portunities and carry out secondary market research.
In Focus Group, students plan and conduct a focus group
60 Focus Group for the idea they generate during Market Research A: Sec-
Market Research ondary Research.
2 (Purchase)
Survey: Asking In Surveys: Asking Questions students write a short sur-
60 vey and carry out primary research.
Questions

What Can You Do In What Can You Do With a Straw, students generate the
10
With a Straw many creative ways a straw can solve a problem.
In Think, Build, Ask, students learn about Sherpas and
empathize with the difficulty they face when carrying heavy
loads. They then generate solutions to solve this problem.
45 Think, Build, Ask
Each student creates a basic prototype of a solution and
Design Thinking presents it to their team. The team will then select one
& Prototyping 1 prototype to build a 3D working prototype.
In Change, Build, Test, Ask Again, students test each
other’s prototypes and give feedback so they can make
Change, Build, Test,
35 iterations on their design. They present their ideas again
Ask Again
and discuss the factors that entrepreneurs consider before
taking an idea to market.
In Squiggle Birds, students use quick sketches to practice
10 Squiggle Birds
using pictures to stimulate idea generation.
In Build an Arcade, students begin the design thinking
Design Thinking process by thinking about what type of games people
45 Build an Arcade
& Prototyping 2 want to play, brainstorming ideas, and building a 3D
(Purchase) prototypes.
In Test and Change the Game, students test their own
Test and Change the
35 game, receive feedback from others, and make changes to
Game
the game as needed.
 CURRICULUM OUTLINE
GRADES: 6-12

In Problem Solved, students identify products they’ve re-

10 Problem Solved cently purchased and consider what problem it solves and
why they chose it over an alternative.
In What Is Your Unique Value Proposition?, students use
What is your Unique case studies of different businesses to identify what they
20
Business Model Value Proposition offer their customers and determine what makes them
1 unique or better than the competition.
How Can We Make In How Can We Make Money?, students compare and
20
Money? contrast the ways a business generates revenue.
In What Is Your Business Model?, students write a busi-
What is your Business
40 ness model using the business idea provided or their own
Model
idea that they worked on in other activities.
Warm-up: How Can In Warm-up: How Can We Make Money?, students
15
We Make Money? review different ways businesses generates revenue.
Will the Teen In Will the Teen Magazine Make a Profit?, students
Business Model 45 Magazine Make a analyze the Teen Magazine VentureCanvas business model
2 (Purchase) Profit? and conduct a break-even analysis.
In Adapting the Business Model, students analyze sales
Adapting the data and user feedback of Teen Magazine and make rec-
20
Business Model
ommendations for changes to the business model.

In Sell Me This, students pitch as they attempt to convince

20 Sell Me This
their classmates they need a certain object.
In Public Speaking, students break down the traits of an
20 Public Speaking
effective public speaker.
Pitch 1 In The Art of Persuasion, students analyze commercials
20 The Art of Persuasion and speeches to identify persuasive techniques and tie
them to pitching.
Don’t Sell Yourself In Don’t Sell Yourself Short, students craft a pitch about
30
Short themselves to present to the class.
What Goes Into a In What Goes Into A Pitch, students review persuasive
20
Pitch and public speaking techniques and watch pitch videos.
In Make a Pitch Video, students record a pitch video or
Pitch 2 45 Make a Pitch Video
format a pitch deck.
(Purchase)
In Pitch Questions, students pitch to a panel of mock
25 Pitch Questions investors and answer questions about their idea and busi-
ness model.

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