Shark Tank Entrepreneurship Curriculum for Middle School 9-Week Business Course
The EDpreneur Academy
130 Followers
Grade Levels
6th - 10th
Subjects
Resource Type
Standards
CCSSSL.8.1
CCSSSL.8.2
CCSSSL.8.4
CCSSMP4
CCSSMP5
Formats Included
- PDF
Pages
50 pages
The EDpreneur Academy
130 Followers
Description
Students Embark on a thrilling 9-week journey into the world of business with our "Shark Tank" Inspired Entrepreneurship Curriculum for Middle School. Designed as an interactive roadmap, this curriculum transforms your classroom into an entrepreneurial experience, where every project and activity brings students' business visions to life with creativity and fun.
The "Shark Tank Entrepreneurs' Academy" project is a comprehensive 9-week program designed to immerse middle school students in the world of entrepreneurship, using the "Shark Tank" TV show as a learning model. Here's this project is laid out:
- Weeks 1-2: Introduction to entrepreneurship basics and observation of entrepreneurial pitches on "Shark Tank" to understand successful presentations.
- Week 3: Brainstorming and development of business ideas, guided by personal interests or community needs.
- Week 4: Crafting a unique brand, including name and logo creation using online tools like Canva and Namelix.
- Week 5: Application of branding through the design of product mockups in Canva, enhancing understanding of visual identity.
- Week 6: Conducting market research using tools like Google Trends to understand the target audience and competition.
- Week 7: Development of a comprehensive business plan, covering marketing strategies, target audience, and financial projections.
- Week 8: Mastering social media marketing, with students creating a plan and content for their business's social media presence.
- Week 9: Refinement of business pitches, integrating elements from the business plan and branding efforts, and practicing presentation skills.
- Bonus Week 10: Final presentations in a "Shark Tank" style panel, where students pitch their business plans and receive feedback.
Resources Included:
- Activity Guides and Worksheets: Entrepreneur Episode Exploration, Business Idea Development, Business Plan Outline, Logo Design, Social Media Marketing, and Pitch Creation.
- Online Tools: Access to Canva for design, Namelix for business naming, and Google Slides/PowerPoint for presentations.
- Detailed Lesson Plans: Each week includes lesson plans that guide teachers through the implementation of the project.
Student Learning Outcomes:
- Understanding of entrepreneurship fundamentals and business planning.
- Practical experience in branding, marketing, and pitch creation.
- Enhanced research, critical thinking, and presentation skills.
Tailored for flexibility, this curriculum adapts to diverse schedules, offering a hands-on approach to entrepreneurship that fuels creativity, critical thinking, and the entrepreneurial spirit in young learners.
Total Pages
50 pages
Answer Key
N/A
Teaching Duration
Other
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Standards
to see state-specific standards (only available in the US).
CCSSSL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSSSL.8.2
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCSSSL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSSMP4
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
CCSSMP5
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
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