STAY 3E Entrepreneurship lesson plans for younger and older pupils

1. Teaching in practice ‘Entrepreneurship with pupils’ by Erasmus+, Stay 3E, https://creativecommons.org/licenses/by-sa/4.0

2. ‘STAY 3E –Stay Eco-friendly, Entrepreneurial, European.
Providingpracticalsolutionsforeffectiveteachingandenjoyable
learning at primarylevel´
LESSON PLAN
Lesson plan no 1 Country France
Course / subject Entrepreneurship with pupils
Topic From the raw product to the finished product.
Lesson title L’anchoïade
Level /Age Level 1 – 9/10 years old Lesson duration 90 minutes
Procedure
1. Presentation of the local raw product: origin, sampling method…
2. Presentation of the first transformation
3. Presentation of the different ways of cooking this transformated product
4. Choosing a way of cooking : L’anchoïade
5. Study of the recipe : ingredients and cooking steps
6. Cooking workshop
7. Marketing workshop of this cooked product : packaging, slogan…
Materials
 Powerpoint of the presentation
 Computer + videoprojector
 Photocopies of the recipes
 A Kitchen robot or a mixer + cooking tools + bowls…
 Ingredients
 Packaging : pots, containers, labels, markers…
Reference
 Home and internet researches
 Powerpoint presentation attached

3. ‘STAY 3E –Stay Eco-friendly, Entrepreneurial, European.
Providing practical solutions for effective teaching
and enjoyable learning at primary level´
LESSON PLAN
Lesson objectives
 Pupils get aware of basic entrepreneurial terms like innovation, idea,
business, profit etc.
 learn how they can use ordinary and common ingredients in a unique way in
order to produce something new on the market and made proft out of it.
 hear about different professions and how these are connected together like a
chain in the trade market.
 get used to practices like money management in their everyday life through
playing a relevant to the topic board game.
 learn to become socially responsible people and clever consumers .
 respect local natural resources and see the potential they have if they make
a good use of them in a profitable way.
 use their creativity to capture an idea of a new and genuine product by using
the already existing resources startimg from the creation ,the promotion and
the sale of it.
 manage to cooperate,work in groups in order to achieve a common objective.
Lesson plan no 2 Country Greece
Course / subject Entrepreneurship with pupils
Topic Let’s become entrepreneurs!
Lesson title “Think,Produce,Advertise,Sell”
Level /Age Level 2 Lesson duration 180 minutes
(divided into 4
school hours)

4. Procedure
STEP 1
• The teacher of the class tries to discover pupils’ knowledge about profession by
asking them what would be the job they want to do when they grow up. At the same
time, he/she writes relevant words that come out of the general discussion on board.
If it is neccessary,he/she will write some terms that the pupils may not know their
meaning but he/she will accept their opinion of possible definitions.
STEP 2
He/she introduces the board game ‘Community Game’ which is part of the JA More
than Money project that introduces entrepreneurship to young people in an
enjoyable way.Before playing the game,pupils watch videos that explain the
instructions of it in sessions.
STEP 3
Pupils discover their interests and connect them with possible future
professions.Through that process realise the neccessity of money which brings them
closer to the next step which is to create something new to the market in order to get
some profit.
STEP 4
After playing the game and get familiar of all the terms of the topic they should put
everything they have learnt into practice.
They form groups of five and discuss ideas about a new product they would like to
introduce in the trade market .There is only one limitation: the product must be the
result of using already existing local or regional ingredients.
STEP 5
During Maths pupils work and calculate possible cost ,expences,and the profit they
want to earn from selling the product.
STEP 6
It is time for pupils to present their ideas in class. They have prepared a powerpoint
with their idea during ICT lesson and a poster during arts and crafts lesson.They do
the presentation in class. Each group shows the powerpoint to their schoolmates
.Some members of the group use the computer of the classroom ,others present
their product in reality (if this is possible),the name of their brand and the rest show
the official poster they have created for promoting the product to the public.
STEP 7
Altogether make the preparations for the official presentation of products to a school
bazaar organised for this particular occasion.Each group now has to take care of the
presentation of their products in public.
STEP 8
The future sellers are responsible for the good or worse impressions that will make
and they prepare the approach they are going to follow with possible ‘customers’.

5. STEP 9
Pupils discuss ,evaluate their experience and talk about what they have learnt
through that process.
Materials
board game “Community Game “, computer, cardboards, boxes for the presentation
of the new products, bottles and any other materials pupils will need for the product
Reference
ΣΕΝ / Junior Achievement Greece
https://www.youtube.com/watch?v=041jQqrGg_A
https://www.youtube.com/watch?v=shwHqgdErwk
https://www.youtube.com/watch?v=N1gjxuJdX-Y
https://www.youtube.com/watch?v=wNALbg_KJr4
https://www.youtube.com/watch?v=5areYW1kQrs
https://www.youtube.com/watch?v=O5Ya0SeG_8Q
https://www.youtube.com/watch?v=yJXq36QMaRc
https://www.youtube.com/watch?v=58MLn_xbnc8
https://www.youtube.com/watch?v=skZnKN4Pg6I

7. ‘STAY 3E –Stay Eco-friendly, Entrepreneurial, European.
Providing practical solutions for effective teaching and enjoyable
learning at primary level´
LESSON PLAN
Lesson objectives
 define 'entrepreneur'
 list some famous entrepreneurs
 understand how entrepreneurship encourages economic growth and
development
 explain the characteristics and behaviours involved in entrepreneurship
 analyse the different kinds of entrepreneurs in the area
 understand the differences between “lifestyle entrepreneurs” and “high growth
entrepreneurs”.
Procedure
1. Ask the students to define entrepreneurship. (The students’ answers may vary.)
2. Explain that the purpose of this lesson is to introduce students to the concept of
entrepreneurship and to give them the opportunity to examine the level of
entrepreneurship in their region.
3. Explain that entrepreneurship is when a person is able to combine productive
resources (labor, land, and capital) in a new or different way to produce a product.
Ask the students if they can think of any entrepreneurs. (The students’ answers may
vary.) Typically, students may name famous entrepreneurs they see on television.
Find them on the internet.
4. Ask the students to name some of the characteristics of successful entrepreneurs.
(The students’ answers may vary. Some possible responses could include: creative,
innovative, risk taker, hardworking, intelligent, driven, open to new ideas, always
trying to improve, and good manager.) Have them write the characteristics on self-
adhesive notepad paper and stick them to the wall.
5. Divide the students into groups of four or five. Ask the groups to discuss the
Lesson plan no 3 Country Italy
Course / subject Entrepreneurship with pupils
Topic Entrepreneurship
Lesson title What is an Entrepreneur?
Level /Age Level 2 Lesson duration 120 minutes

8. characteristics of entrepreneurs posted around the room. Encourage the students to
think about the characteristics and which might apply to themselves. Ask the
students to complete Exercise 1. (The students each may have a slightly different list
of personal entrepreneurial characteristics.).
6. Ask the students why someone would want to start a business. (The students’
answers may vary. Some possible responses could include: be your own boss, do
something different, provide a needed service, and follow your dreams.) Have them
write the reasons on selfadhesive notepad paper and stick them to the wall.
7. Ask if any of the students have ever considered starting a business. (The
students’ answers will vary.) Ask the students to consider what type of business they
might like to own. Share ideas.
8. Ask the students to think about the businesses in your community and the larger
county. Ask the students to name all of the locally owned businesses they can recall.
Encourage the students to think about doctors, dentists, veterinarians, gas stations,
automobile repair shops, auto dealers, barber and beauty shops, grocery stores,
manufacturing companies, feed and seed stores, restaurants, hardware stores, etc.
9. Ask the students to think about how the businesses they named have affected the
community and the area.
10. Explain that two common types of entrepreneurs are “lifestyle entrepreneurs”
and “high growth entrepreneurs.” Ask the students to define each term. Explain that:
 lifestyle entrepreneurs generally open small businesses such as antique
shops, diners or cafes, and other unique businesses that provide income
and also give something back to the local community. They tend to
employ only a small number of people. A high entrepreneurial breadth
measurement may be an indication of a large number of lifestyle
entrepreneurs in an area.
 high growth entrepreneurs have businesses that typically employ a larger
number of people and use technology to a great extent. These
businesses often have a significant positive economic impact on a region
and increase prosperity. A high entrepreneurial depth measurement may
be in indication of more high growth entrepreneurs in an area.
11. Ask the students to think about the businesses in their community. Would the
characterize them as lifestyle businesses or high growth businesses? (Lifestyle
businesses are generally predominant in rural areas.) Explain that both forms of
business are important and provide income to their owners. Explain that rural areas
often face challenges when trying to develop greater entrepreneurial breadth and
depth. Ask the students to consider why the high growth businesses tend to be
located in more urban areas
12. Ask the students to take pictures of lifestyle businesses and high growth
businesses in their area. At school discuss about them. Create a poster with the
pictures.
Materials
Self-adhesive notepad paper, computer, projector, photos, poster.

9. Reference
http://www.themint.org/teens/be-your-own-boss.html
http://www.apexstriving.com/samples/Trep-Prep-Sample.pdf
http://bizkids.com/wp/wp-content/uploads/Biz_Kids_Lesson_112.pdf

10. ‘STAY 3E –Stay Eco-friendly, Entrepreneurial, European.
Providing practical solutions for effective teaching and enjoyable
learning at primary level´
LESSON PLAN
Lesson objectives
A pupil will:
-perform Maths operations up to 100
-know the face value of Polish coins and notes
-perform Maths operations with money
-cooperate in a group
-feel responsible for carrying out a task
-show respect fro self- made products and the products of peers
-realize the importance of keeping their workplace clean
-develop their creativity
Procedure
 Preparing the goods for sale at school fair
 Calculating the product cost
 Setting the product price
 Making the ads of the product and the promotional posters of the event
 Making the trade stands
Lesson plan no 4 Country Poland
Course / subject Entrepreneurship with pupils
Topic St. Valentine’s school fair
Lesson title Entrepreneurial skills in practice
Level /Age Level 1 Lesson duration 90 minutes

11.  Selling the products at the fair
 Calculating the profit
 Making the payment to the class bank account
Materials
Home-made bathballs, soap, moulage, gift bags (all the goods were made by pupils
themselves at home and at school).
Reference/ Products
http://slide.ly/view/cd629e39d3fef57f62af1583abeab117

12. ‘STAY 3E –Stay Eco-friendly, Entrepreneurial, European.
Providing practical solutions for effective teaching and enjoyable
learning at primary level´
LESSON PLAN
Lesson plan no 5 Country Romania
Course / subject Entrepreneurship with pupils
Topic What is an entrepreneur?
Lesson title “Santa Claus – social entrepreneur”
Level /Age
Level 2 (A2
and above)
Lesson duration 120 minutes
Lesson objectives
 to use interactive tools that foster creativity and problem solving.
 to strengthen the sense of belonging to the local, national, European
community.
 to develop children's creativity and skills;
 to develop the spirit of generosity, tolerance;
 to distinguish between consumers and producers.
 to understand how supply and demand relates to the price of goods.
Procedure
 Ask students to bring materials such as: coloured paper and cardboard,
scissors, glue, Christmas decorations, tinsel, glitter, coloured pencils and
markers, paints etc.
 Students also bring pancakes, cupcakes and cookies they prepared at home
with their families

13. Materials
drawing materials, paints, coloured pencils, markers, dried fruit, fruit, vegetables,
cereals, seeds, cakes, cardboard, exhibition stands, computer, printer, photo
paper, CDs, scissors, glue, glitter, ornaments etc.
Reference
http://www.apexstriving.com/2016/10/best-entrepreneurship-lesson-plans/
http://www.entre-ed.org/teacher-classroom-resources/
PART 1
• Students make different products, such as Christmas decorations, cards, pencil-holders,
toys etc. using materials from school or their own. The teacher shows them what they can do
and they can also watch some videos:
https://www.bookaholic.ro/16-brazi-din-carti-craciunesco-bookaholici.html
https://www.youtube.com/watch?v=s62aKoVxLWw
https://www.youtube.com/watch?v=Mx-B6B4sBxw
PART 2
 Students work in teams and arrange stands with their products. They decide together
upon the price of each product, taking into account the price of the materials they used
and the value of their work. They can also consider the demand of specific season
products.

14. Chemistry Teacher Gina-Lili Hriscu
Class 8B

15. Lesson objectives
Procedure
‘STAY 3E –Stay Eco-friendly, Entrepreneurial, European.
Providingpracticalsolutionsforeffectiveteachingandenjoyable
learning at primarylevel´
LESSON PLAN
Lesson plan no 6 Country Spain
Course / subject Entrepreneurship with pupils
Topic Entrerpreneurship and economic sectors.
Lesson title Carrying out a business
Level /Age 5th -6th grade Lesson duration 90 minutes
Students should be able to:
- Identify different economic activities
- Classify economic activities into sectors.
- Understand the operation of specific business: dairy.
- Analyse problematic situations, giving ideas to solve them.
- Make decisions based on specific factors.
- Investigate the resources needed to develop a business.
- Participate actively in the activities, sharing opinions and respecting their partners’ ideas.
- Appreciate the diversity and importance of specific business and trades.
Nowadays, it is necessary to prepare our students for new situations, giving them tools to
be able to adapt to changes. Problems can arise at any time. That is the reason why
decision-making, initiative, creativity and entrepreneurship should be worked from the
classroom to encourage active students in adverse situations.
Following these ideas, we have developed a lesson plan focused on economic activities
and entrepreneurship, focusing on learning by doing approach. We have divided the lesson
plan into 5 interconnected steps.
First step:
Teachers present to the students different activities in relation to the economic sectors:
primary sector, secondary sector and tertiary sector. (Flashcards). Later, students should
identify the features of each economic sector and what types of jobs belong to these
sectors. They will complete a worksheet related to economic activities and sectors before
going to the next step.
Second step:
We will visit a dairy. There, workers will explain us how they work, what resources are
needed, people who is involved in the business, and how milk gets from the cow to the
supermarkets and our homes. We could use a specific worksheet (resources) to support
this step.

16. Materials
Reference
Third step:
We will organise students in groups of 5 people. Each group will be assigned to an
economic sector. Students should analyse and discuss what they consider important to
carry out their activity in the corresponding sector.
Group 1: Arable faming. (Primary sector) How can I feed on the cows?
Group 2: Livestock faming. (Primary sector) What should I take into account to produce
milk?
Group 3: Factory workers (Secondary sector). What process should we follow to market
and sell the milk?
Group 4: Factory workers: manufacturing. (Secondary sector). What products could I
make with milk?
Group 5: Shop assistants. (Tertiary sector). Where can I place the products? What’s the
price?
Fourth step:
Creativity is a basic tool to promote entrepreneurship, so we should try to develop it.
Teachers and dairy workers / farmers will propose students different problematic
situations that can be found in this work. Students, using their own ideas and their
creativity, should give some solutions to the problems.
Examples of problems are:
- We need to produce more milk to supply the factory. What are the possible
solutions?
- Some of our cows are sick. How can we solve it?
- The company which buys our milk tells us that there is another farm that sells
cheaper milk. How can we deal with this situation?
- The supermarket for which we produce our products is closed, what can we do?
Fifth step:
Students, in groups of 5 people, should choose a basic business they would like to carry
out. They should analyse what resources they are going to need, what possible problems
can arise and some solutions to these problems.
We will provide some questions to guide students and help them. For example:
- What process is going to be followed until the product reaches stores?
- How are the different economic sectors involved?
- What services do you need?
Finally, they will expose their business to their partners (2-3 minutes) using a Power Point
presentation with the key ideas. Teachers will support students’ own ideas to encourage
them.
Another possibility: to develop our huerta.
Worksheets.
Flashcards with different economic activities and sectors.
Videos: the links are available in the references.
Computers or tablets.
https://www.entrepreneur.com/article/245038
https://www.youtube.com/watch?v=DuwsYj2SdSs