CURRICULUM OUTLINE

ELEMENTARY GRADES: 3-5

Lesson Time Activity Name Quick Description
This is Not is an improvisation game to create a safe
learning space and get students thinking creatively. Stu-
10 This is Not
dents take an ordinary object and change it into anything
they can think of.
In Wacky Inventions students work in groups to use ex-
Creativity 1 30 Wacky Inventions isting products and objects to come up with (and then act
out) the wackiest inventions they can think of.
In Planet Mooz, students create a pretend diner on a
newly discovered planet called Mooz. Moozians eat very
50 Planet Mooz Diner
different things than we do on Earth, so they need to use
their creativity to put together a stellar menu.

Video & I Spy asks students to become more attentive

and question what they think they perceive. The video
20 Video & I Spy tricks students into not noticing something that, when
shown a second time, is very obvious! I Spy is played using
all the senses.
Creativity 2
In Lens and Perspective, students use a paper “lens” to
(Purchase)
30 Lens & Perspective put a limit on their sense of sight to force them to see the
world from a different point of view.
In 5 Senses, students observe objects using many senses,
40 5 Senses record their findings, judge its characteristics and suggest
a change they would make to improve its function.

In Entrepreneur Mindset Video & Poster, students watch

Entrepreneur a video of a young entrepreneur and design a poster to
40 Mindset Video & reflect on the mindsets and skills they have and what an
Poster entrepreneurial “dream team” would need in order to take
on any challenge that comes their way!
Intro to
Entrepreneurship Paper Tower- In Marshmallow Challenge, students work in teams to
1 35 Marshmallow complete a challenge to build the tallest structure while
Challenge reflecting on the entrepreneurial mindsets and skills.
Students listen and sing along to the Entrepreneur Song,
15 Entrepreneur Song which presents the vocabulary of the entrepreneurial mind-
set and process.

In Analyzing Products In a Market, students examine

Analyzing Products in different products from the same category/market, present
60
Intro to Market their findings, and then develop ideas for new products in
Entrepreneurship that same market.
2
In Pitch Game, students work in teams to come up with
(Purchase)
30 Pitch Game product ideas and then pitch their ideas to the rest of the
class as a quick overview of the entrepreneurial process.
 CURRICULUM OUTLINE
ELEMENTARY GRADES: 3-5

Group Brainstorming & Brainwriting introduces brain-

Group Brainstorming storming rules, has students do traditional brainstorming
45
and Brainwriting
and a new inclusive technique called “Brainwriting.”
Idea Generation
1 In Role Playing and Reverse Brainstorming, students use
Role Playing and
their imagination to role play and learn how to “reverse
45 Reverse
Brainstorming brainstorm” to make a problem worse in order to encour-
age new 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-
Idea Generation ent scenarios to identify solutions.
2
Students learn and use the acronym SCAMPER to stim-
(Purchase)
ulate creative thinking about how VR could be applied in
35 SCAMPER new ways. SCAMPER stands for “Substitute, Combine,
Adapt, Modify, Put to other uses, Eliminate, Reverse.”

Introduction to Introduction to Markets uses images to introduce the

10
Markets definition of a market.
In Describing the Market, students consider the custom-
Market Research 30 Describing a Market
ers and the competition in different types of markets.
1
Secondary Research models searching and browsing the
50 Secondary Research internet for information. Students then carry out secondary
market research on an original idea.
Two Extremes is a warm-up to promote team building
10 Two Extremes and communication skills needed for Market Research such
as asking questions and actively listening.
In Product/Service Description, students come up with
Product/Service
20 a product or service idea and describe it to use when they
Description
survey participants about their idea.
Market Research In Primary Research, students speak directly with poten-
2 Primary Research: tial customers and seek to better understand their wants
40
(Purchase) Survey and needs as well as information and insight into the effec-
tiveness and viability of their ideas.
In Survey Summary: Product & Customer Information,
Survey Summary: students compile all the individual survey responses and
20 Product & Customer reflect on questions that helps them determine what
Information people think of their idea and how they might change it in
order to be more successful.
 CURRICULUM OUTLINE
ELEMENTARY GRADES: 3-5

In Prototype Challenge students respond to a challenge

Prototyping
30 by making a prototype using basic materials. This introduc-
Challenge
es them to the process of finding and designing solutions.
In Empathize & Define students use either real life situa-
tions or Visual Idea Generation Cards to create a scenario
Design Thinking in which they can empathize by observing and interviewing
30 Empathize & Define
& Prototyping 1 a person. The information they gather and record during
this process helps them define the person’s challenge and
work toward creating a solution.
In Ideate & Prototype, students learn ways to prototype,
30 Ideate & Prototype ideate (brainstorm) solutions to their problems defined in
Empathize & Define and create a basic prototype.

In What is Iteration?, students view examples of proto-

20 What is Iteration? types and discuss iteration and its importance in the de-
sign and on-going development of products and services.
In Test & Feedback Loop, students create testing scenar-
Design Thinking ios for their prototype and receive user feedback. Based
Test & Feedback
& Prototyping 2 45 on the feedback, they make changes to their prototype. At
Loop
(Purchase) each round of testing and feedback, they iterate, or make
changes, to their prototype based on the user’s comments.
In Reflect & Share, students reflect upon the design think-
25 Reflect & Share ing process through structured questions and share their
new understandings while practicing public speaking.
Why Have a Plan? is a short warm-up that helps students
Warm Up: Why Have realize why having a plan in business is necessary for suc-
10
a Plan? cess. It uses the analogy of trying to take a trip without a
plan to introduce this concept.
In Traditional Lemonade Stand, students analyze an
image of two girls at their lemonade stand to uncover
Traditional Lemonade
30 what they already know about how a business works and
Stand
use that knowledge to complete the different sections of a
business model.

Business Model 1 In Revise the Business Model, students watch a video

and follow an entrepreneur from the moment she has an
Revise the Business idea to when she actually sells her product. As the entre-
25
Model preneur in the video changes her business model, they
revise the business model created in Traditional Lemonade
Stand.
In How to Make Money, students study different ways
a lemonade stand can make money and change parts of
25 How to Make Money their business model to create a business plan for a new,
innovative lemonade business. They then have the option
of creating an advertisement for the new business.
 CURRICULUM OUTLINE
ELEMENTARY GRADES: 3-5

In What is Profit?, students use a basic income statement

to connect the resource, expense, revenue, and profit
15 What is Profit?
areas of the business model. They see how profit is calcu-
lated by subtracting money spent from money earned.
In Revenue and Profit, students investigate how business-
Business Model 2 20 Revenue and Profit
es generate revenue and what they do with profits.
(Purchase)
In Competitive Advantage, students use the business
Competitive
20 models from Revenue and Profit to determine the compet-
Advantage
itive advantage of each business.
In My Business Model, students create a business model
35 My Business Model
that lays out their plan for a product or service idea.
In Partner Pitch, students pitch everyday objects multiple
times to different people to convince them why the objects
20 Partner Pitch
are “the greatest invention ever created!” The repetition
increases their confidence in speaking in front of others.
In Vocal Variety & Body Language Game, students play
with saying phrases and sentences aloud to explore how
Vocal Variety & Body
Pitching 1 35 emphasis and tone can change words’ meanings. They
Language Game
also play a game to experience how body language can
express different meanings when delivering a message.
Awards Acceptance Speech creates the experience of
Award Acceptance receiving an award. Students fill in a partially completed
35
Speech script to practice the public speaking skills they learned in
the prior activity and speaking with confidence.
In The Art of Persuasion, students practice persuasion
20 The Art of Persuasion
techniques in real life scenarios.
In Judge a Pitch, students watch videos of pitches and
20 Judge a Pitch analyze their features and what makes them effective. This
Pitching 2
helps them during My Pitch activity.
(Purchase)
In My Pitch, students draft a pitch script for an original
product or service idea. They practice and revise their
50 My Pitch
pitch by video recording and analyzing themselves before
giving their official pitch to the group.

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