Course Profile
Introduction to Business, Grade 9 or 10 open, Public
Unit 3
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Course Profile Writing Team
Lori Cranson, Lead Writer, TDSB
Doug Ritchie, Toronto District School Board
Tom Truesdale, Toronto District School Board
Terry Murphy, Retired, Frontenac County Board of Education
Jane Phillips, Toronto District School Board
Project Manager
Madeline Dennis, Toronto District School Board
Internal Reviewer
Jane Phillips, Toronto District School Board (ESL & Special ED)
Unit 3: Entrepreneurship
Activity 1 | Activity 2 | Activity 3
Development Date: July 10, 1999
Students discover the meaning of entrepreneurship and identify characteristics and skills demonstrated by entrepreneurs. They research a variety of Canadian entrepreneurs and analyse their own entrepreneurial strengths and skills. Through community involvement, students develop an understanding of how opportunities are identified and ventures created. Special emphasis is placed on Canadian inventions and innovations.
Strand(s): Entrepreneurship and
Conducting Business in a Competitive and Changing Workplace
EPV.01 - identify characteristics and skills associated with successful entrepreneurs;
EPV.02 - evaluate the roles and contributions of entrepreneurs;
EPV.03 - analyse the importance of invention and innovation in entrepreneurship;
CCV.01 - analyse the major factors influencing the success of Canadian businesses.
Characteristics and Skills
EP1.01 - describe the characteristics and skills often associated with successful entrepreneurs;
EP1.02 - explain how these characteristics and skills can be applied to any kind of entrepreneurial endeavour;
EP1.03 - describe the lives and accomplishments of a variety of Canadian entrepreneurs;
EP1.04 - analyse their own entrepreneurial strengths and interests.
Roles and Contributions
EP2.01 - describe how entrepreneurs discover opportunities in people’s needs, wants, and problems;
EP2.02 - identify a variety of goods and services produced by entrepreneurs in their community or a nearby community;
EP2.03 - investigate opportunities for entrepreneurship within their school or community, using a variety of techniques and methods (e.g., interviews, questionnaires, research, networking), and evaluate these opportunities;
EP2.04 - identify the human and financial resources necessary to create a venture based on one or more opportunities and ideas discovered within their school or community.
Invention and Innovation
EP3.01 - contrast the role of an inventor with that of an innovator and an entrepreneur;
EP3.02 - describe a variety of Canadian inventions and innovations, and identify characteristics and skills of some Canadian inventors;
EP3.03 - demonstrate how innovation has affected a variety of products over time;
EP3.04 - describe how innovation and invention lead to the development and application of new techniques.
Factors Affecting Business Success
CC1.01 - identify various factors affecting business activity that have contributed to the success of Canadian companies and entrepreneurs (e.g., risk taking, vision, passion, perseverance, teamwork, market niche, ability to respond to change);
CC1.02 - compare levels of customer service and quality of goods and services among a variety of competing companies.
|
Activity 1 |
Characteristics and Skills |
8.2 hours |
|
Activity 2 |
Roles and Contributions |
4.5 hours |
|
Activity 3 |
Invention and Innovation |
3.8 hours |
· Locate case study material from Resource Summary.
·
Invite guest speaker/panel and brief on topic. If
possible, a representative of a disabled/handicapped community group as well as
a not-for-profit organization should be included on the panel.
·
Copy handouts.
·
Run off multiple copies of blank Venn Diagrams,
Appendix A3.1
·
Copy Note-Making Guide.
·
Download – “Am I An Entrepreneur?” – web site – Western
Economic Diversification Canada.
·
Run off handout Constructing a Questionnaire - Appendix A 3.7
·
Collaborate with the teacher librarian to set up the
research stations.
·
Copy sufficient worksheets for use by each student at
each station.
·
Construct a suitable time line for display.
· Compile, for classroom use, resources for students to be able to complete Activity 3, Strategy 2.
· Preview – The Spirit of Adventure video(s)
· Group Assessment chart – Appendix B5.1 – is an excellent assessment tool and should be used wherever it is appropriate.
· Obtain a copy of Oh The Places You’ll Go and of The Canadian Inventions Book.
· Information from the Community Walkabout, Unit 2.
· Oral presentation skills and assessment.
· Research skills.
· Interview skills.
· Note-Making Guide
· Familiarity with the terms needs, wants, demand.
· Brainstorming
· Nine industry sectors, Unit 2.
1. Activity
Based
· Discuss
· Interview
· Oral Presentation
2. Thinking
Skills
· Brainstorm
·
Dictionary of Key Words
· Response Journal
· Categorize
3. Independent
Learning
· Note-Making Guide
· Research
· Time line
4. Co-operative
Learning
· Small Group Discussion
· Combined Groups
· Think/Pair/Square
· Representative Groups
5. Direct
Instruction
· Guest Speaker
· Focussed Questioning
· Directed Viewing
· Worksheet
· Formative assessment of worksheet(s)
· Summative evaluation of presentation
· Self-assessment of the quiz, Am I An Entrepreneur?
· Diagnostic assessment of the Skeleton
· Summative evaluation of nursery rhyme/fable
· Summative evaluation of questionnaire
· Summative evaluation of resource research report
· Formative assessment of Note-Making Guide
· Summative evaluation of customer service factors
Entrepreneurship for Canadians, The Spirit of Adventure
Developing Minds – A Resource Book for Teaching Thinking
Exploring Business
The World of Business
The World of Business video series
Entrepreneurial Adventure, The Learning Partnership
Planning for Success, An Interactive
Learning Adventure
The Canadian Inventions Book
Time: 490 Minutes
Students should describe the characteristics and skills of entrepreneurs in a variety of settings, while assessing their own entrepreneurial strengths and interests. Students should discuss how these same characteristics and skills contribute to the success of Canadian companies and entrepreneurs.
Strand(s): Entrepreneurship and Conducting Business in a Competitive and Changing Workplace
Overall Expectation:
EPV.01 - identify characteristics and skills associated with successful entrepreneurs
CCV.01 - analyse the major factors influencing the success of Canadian businesses
Specific Expectations:
EP1.01 - describe the characteristics and skills often associated with successful entrepreneurs;
EP1.02 - explain how these characteristics and skills can be applied to any kind of entrepreneurial endeavour;
EP1.03 - describe the lives and accomplishments of a variety of Canadian entrepreneurs;
EP1.04 - analyse their own entrepreneurial strengths and interests;
CC1.01 - identify various factors affecting business activity that have contributed to the success of Canadian companies and entrepreneurs (e.g., risk taking, vision, passion, perseverance, teamwork, market niche, ability to respond to change);
· Locate case study material from Resource Summary.
· Invite a guest speaker and brief on topic.
· Copy handouts.
· Run off multiple copies of blank Venn Diagram, Appendix A 3.1, Venn Diagram.
· Copy Note-Making Guide.
· Download – Am I An Entrepreneur? – web site – Western Economic Diversification Canada.
· Acquire a copy of Oh The Places You’ll Go, Dr. Seuss.
· Preview – The Spirit of Adventure video(s).
· Information from the Community Walkabout (Unit 2).
· Oral presentation skills and assessment.
· Research skills.
· Interview skills.
· Note-Making Guide
1. The teacher may lead a discussion to bring out knowledge that students have regarding entrepreneurship/entrepreneurs. This may include parents, relatives, or friends of the family. Specifically, the teacher may cover the spelling of the words, what an entrepreneur is, who they know that is an entrepreneur and what characteristics and skills entrepreneurs have.
2. The teacher may develop this into a Think/Pair/Square exercise, using blank Venn diagrams as outlined in Appendix A 3.1. From this, the students should develop a common list of characteristics and skills. This list is to be posted in the classroom for future reference.
3. Students should view program 1, “Catching The Spirit” of The Spirit of Adventure video series, completing the student worksheet for directed viewing. Stop after each segment to discuss. Appendix A 3.2 - Catching The Spirit worksheet.
4. Students collect newspaper/magazine articles that feature entrepreneurship/entrepreneurs. They develop a written report on the article and give an oral presentation to the class. Information covered includes what the idea is and what skills/characteristics are exhibited. These Entrepreneur of the Day presentations are scheduled throughout the semester/term. (Appendix A 3.3 - What’s The Big Idea)
5. Students display the articles on a “What’s The Big Idea” bulletin board. Flashcards can be interspersed on the board highlighting key words of entrepreneurial characteristics and skills.
6. The teacher may invite a professional person (individual or panel) from the community to discuss how entrepreneurial characteristics and skills are important in that profession and how these characteristics were developed personally. If available, a member of a not-for-profit organization would also be an excellent choice.
7. The teacher may distribute the Note-Making Guide for students to use during the presentation. (Appendix A 3.4)
8. Students should view program 2, “Developing the Skills” of The Spirit of Adventure video series, completing the student worksheet for directed viewing. Stop after each segment to discuss. (Appendix A 3.5 - Developing the Skills worksheet)
9. The class uses the list of characteristics and skills of entrepreneurs to discuss how these same characteristics and skills contribute to the success of Canadian companies and entrepreneurs.
10. The class revisits the original list of characteristics and skills and separates the characteristics from the skills.
11. Now that the students have a sense of “the characteristics and skills often associated with successful entrepreneurs”, they should be able to assess their own entrepreneurial strengths and interests. Students should complete the “Am I An Entrepreneur?” quiz.
12. Using the handouts, Skeleton - Appendix A 3.6 and A 3.6(b), the students should indicate the entrepreneurial characteristics and skills they possess or would like to develop.
13. Students rewrite a nursery rhyme or fable that illustrates entrepreneurial characteristics and skills. The teacher may use as an example a well-known fable such as Jack and The Bean Stalk to discuss the entrepreneurial characteristics and skills illustrated. Students are to incorporate all the characteristics and skills listed in Strategy 9.
14. Students should add the terminology from this activity to their Dictionary of Key Words.
15. The teacher may read, Oh The Places You’ll Go by Dr. Seuss, to the class. Students should reflect on and write a response journal about the story and its connection to entrepreneurship.
· Formative assessment of worksheet(s), Appendix A 3.2 and A 3.5 (EP1.01)(EP1.02)(EP1.03)
· Summative evaluation of presentation, Presentation Rubric, Appendix B 1.5
· Self-assessment of the quiz, “Am I an Entrepreneur?” (EP1.04)
· Diagnostic assessment of the Skeleton. (EP1.04)
· Summative evaluation of nursery rhyme/fable.
Entrepreneurship for Canadians, The Spirit of Adventure, program #1, Catching the Spirit.
Entrepreneurship for Canadians, The Spirit of Adventure, program #2, Developing the Skills.
Developing Minds - A Resource Book for Teaching Thinking; Venn diagram.
Exploring Business, pages 31-33, 36, 39-40, 42-47, 80-81, 127-128, 150-151, 175, 286, 332-333, 346-347.
The World of Business, pages 59-61, 69-71, 144-148, 388, 393, 401-402, 450, 460-461, 495, 532-533, 537, 543.
The World of Business video series, Unit 1, Program 2 and Unit 6, Programs 1 and 2.
Web site – Western Economic Diversification Canada – “Am I An Entrepreneur?” quiz.
· Provide new vocabulary in advance.
· Provide opportunities for modification of summative evaluation.
· Pair students with peers for oral presentations.
· Alter the number of circles in the Venn diagram.
· Encourage diversity by having students use nursery rhymes and fables from their own cultural background.
Time: 270 minutes
Students should describe how opportunities are identified from people’s needs, wants, and problems within their school or community. Students should determine the human and financial resources necessary to create a venture based on one or more of these opportunities. Students should identify the factors that contribute to business success, including customer satisfaction.
Strand(s): Entrepreneurship and Conducting Business in a Competitive and Changing Workplace
Overall Expectation:
EPV.02 - evaluate the roles and contributions of entrepreneurs;
CCV.01 - analyse the major factors influencing the success of Canadian businesses.
Specific Expectations:
EP2.01 - describe how entrepreneurs discover opportunities in people’s needs, wants and problems;
EP2.02 - identify a variety of goods and services produced by entrepreneurs in their community or a nearby community;
EP2.03 - investigate opportunities for entrepreneurship within their school or community, using a variety of techniques and methods (e.g., interviews, questionnaires, research, networking), and evaluate these opportunities;
EP2.04 - identify the human and financial resources necessary to create a venture based on one or more opportunities and ideas discovered within their school or community;
CC1.02 - compare levels of customer service and quality of goods and services among a variety of competing companies.
· Copy Note-Making Guide.
· Copy handout, Appendix A 3.7 - Constructing a Questionnaire.
· Plan a discussion regarding safety issues when students are conducting surveys in the community.
· Copy assessment tool - Appendix B5.1
· Familiarity with the terms needs, wants, demand – Unit 1.
· Note-Making Guide.
· Brainstorming.
· Interview skills.
· Nine industry sectors, Unit 2.
· Setup of a Personal Business letter.
1. The teacher may review needs, wants, and demand relating them to entrepreneurial opportunities.
2. Students view program 3, “Recognizing The Opportunities” of The Spirit of Adventure video series. Students complete the Note-Making Guide outlining how each of the profiled individuals was able to recognize opportunities. Stop after each segment to discuss.
3. As a class, students identify goods and services produced in their community or nearby communities that respond to needs, wants, and demand.
4. The class discusses the value, to the consumer, of competition in the marketplace. The class compiles a list of competing businesses in both the local and national marketplace. The teacher may encourage the students to draw examples from the nine industry sectors studied in Unit 2, Activity 2.
5. The teacher may assign one industry sector to each small group. The teacher may select sectors most common to the local marketplace. The group members determine the service factors that customers deem to be most important in that industry sector by interviewing four to six customers in each sector (the size of the sampling is determined by the size of the sector in the community). The students ask, When determining which company you are going to do business with, what criteria do you use? Students are to be cautioned about personal safety issues when conducting surveys.
6. Students write a letter, outlining the results of their research, to the appropriate local businesses.
7. The teacher may lead a discussion about techniques and methods used to identify entrepreneurial opportunities within their school or community.
8. The teacher may lead a discussion on producing a questionnaire. (Teacher reference, Constructing a Questionnaire - Appendix A 3.7)
9. Students construct a sample questionnaire.
10. Students apply the techniques and methods to identify entrepreneurial opportunities within their school or community.
11. Students select an entrepreneurial opportunity to work on and determine the demand for their entrepreneurial venture through a variety of primary research techniques including questionnaires, interviews, and networking. Students are to be cautioned about personal safety issues when conducting surveys.
12. Students research and produce a written report answering the following questions on the human and financial resources required to create their venture. What labor is needed? Where will you find your labor force? How will you recruit them? Will you need to set job descriptions? Where will you get the money you need to start your venture?
· Summative evaluation of questionnaire (EP2.03)
· Summative evaluation of resource research report (EP2.04)
· Formative assessment of Note-Making Guide (EP2.01)
· Summative evaluation of customer service factors (CC1.02)
· Formative assessment of Personal Business letter (CC1.02)
· Formative assessment of group process, Appendix B5.1
Entrepreneurship for Canadians, The Spirit of Adventure, program #3, Recognizing the Opportunities
Entrepreneurial Adventure; The Learning Partnership
Planning For Success, An Interactive Learning Adventure; Canadian Bankers Association
Exploring Business, pages 10-11, 112-113, 217, 328-329, 397, 412-413
The World of Business, pages 21-22, 42-43, 58, 94, 96-97, 103-104, 132, 164-165, 246-247, 295, 312, 347, 388, 405, 502, 513, 522
The World of Business video series, Unit 1, Programs 3 and 5; Units 4 and 5, Program 1; Unit 7, Program 3; Unit 8, Program 2; and Unit 9, Program 3
· Provide a set of reference notes.
· Allow additional time to complete research.
· Enrichment – In Strategies, 10, 11 and 12, students are asked to select an entrepreneurial opportunity to plan and determine resources required. If there is sufficient time and/or student interest, the opportunity could be developed into a simple venture. This would be considered a culminating activity and would be evaluated using a formative assessment tool.
Time: 230 minutes
Students should distinguish among the terms inventor, innovator, and entrepreneur using a variety of Canadian inventions and innovations. They develop the concept of technological advancement by researching a variety of products.
Strand(s): Entrepreneurship
Overall Expectations:
EPV.03 - analyse the importance of invention and
innovation in entrepreneurship.
Specific
Expectations:
EP3.01 - contrast the
role of an inventor with that of an innovator and an entrepreneur;
EP3.02 - explore a
variety of Canadian inventions, inventors, and innovations;
EP3.03 - demonstrate
how innovation has affected a variety of products over time;
EP3.04 - describe how innovation and invention lead
to the development and application of new technologies.
·
Collaborate with the teacher/librarian to set up the
research stations.
·
Copy sufficient worksheets for use by each student at
each station (Appendix A 3.8).
·
Construct a suitable time line to be displayed.
·
Compile, for use in the classroom, resources for
students to be able to complete Strategy 2.
· Research skills
1.
a) The teacher may lead a discussion on how technology has had an impact on a number of household items. During this discussion students should contrast the role of an inventor with that of an innovator and an entrepreneur. Edward Samuel Rogers, Toronto, 1925, invented the world’s first commercial alternating-current tube radio that plugged into any 110-volt house current. This would be an excellent connection to what is happening in communications today, especially with Rogers Communications. Charles E. Saunders, 1908, released for commercial production, the innovation of Marquis wheat. This is an opportunity to integrate with Social Science and the major impact this innovation had on the Canadian/world economy and more specifically the development of the Canadian west and north. Examples of local entrepreneurs should be brought into the discussion. The Spirit of Adventure handbook has an extensive listing of Canadian inventions and innovations.
b) Each student selects one invention/innovation to research using the following guidelines: the original invention and inventor; the need, want, and demand satisfied by this invention; any innovations made and by whom and the need, want, and demand satisfied by the innovation.
c) Each item is to be posted on a time line that has been displayed for this purpose.
2. The teacher and librarian work together to establish a series of workstations that reflect the development of Canadian inventions/innovations. The stations provide a variety of research resources including Internet bookmarks, CD-ROM locations, and print media. The students complete a worksheet, Appendix A 3.8, for each station and rotate stations according to the time restraints that have been set up.
3.
Students should add the terminology from this activity
to their Dictionary of Key Words.
· Summative evaluation of research, Research/Data Collection Rubric - Appendix B 3.1 (EP3.03, EP3.04)
· Formative assessment of worksheet, Appendix A 3.8 (EP3.02)
Exploring Business, pages 23, 25, 34-36, 42-43, 58-59, 102-103, 272-273, 352-353
The World of Business, pages 24-25, 31, 316-318, 495, 499, 515, 517, 540
The World of Business video series Unit 8, Programs 1, 3, 5, and 6
The Canadian Inventions Book
· Provide new vocabulary in advance.
· Pair or group students with English speakers.
· Allow additional time to complete research.
· Enrichment – If time and resources are available, a mini research project is to be conducted on the impact that invention, innovation, and entrepreneurship have had on improving the standard of living for the handicapped and disabled. This project includes the construction of prototype devices for future development.
Continue to Unit 4 | Back to Unit 2 | Back to Course
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