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Young Entrepreneur

Page history last edited by danielac@thomas.org.br 4 years, 2 months ago

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Entrepreneur Incubator

Repurposed for BNCs

Co�pia de day-4 (1)

 

Introduction

The adapted version of the Entrepreneur Incubator was used during Casa Thomas Jefferson`s Youth Innovation Camp with a group of 40 participants in its second round. Participants were very excited about our camp, for we addressed themes related to innovation, digital skills, and entrepreneurship.  We used this lesson with young teens (9 to 12 year olds), so the Smithsonian original material was repurposed to tap into participants needs, interests, and English language proficiency level.  This material  focuses specifically on the Concept section of the Development Content Pyramid. 

See the Repurposed Development Content Pyramid Concept plan online.

 


 

Learning aim

Teach participants aspects related to the development part of products and how to make stop motion videos to advertise their products. 

Development Content Pyramid CONCEPT

This lesson focuses specifically on the Concept section of the Development Content Pyramid and teaches business fundamentals while challenging participants to create sketches of their original product ideas and/or logos.

LESSON SNAPSHOT:

TIME NEEDED SKILLS TECHNOLOGY MATERIALS PROJECT(S)
1.5–2 hours Brainstorming, innovation, basic design, prototyping, business fundamentals, critical thinking Google cardboards
Data show Projector
Product charts pencils or pens; writing paper; Large sheets of paper; PPT Markers; Examples of logos, PowerPoint; For stop motion: Lego blocks Colored paper Scissors / play dough Better understanding of business fundamentals
Sketch of an original product and logo.

 

Tip for facilitators

Make use of visuals to facilitate understanding. We attribute the success of this lesson to the use of goole cardboards as a lead-in, for participants were curious and willing to explore this amazing Google product as a lead-in. As a result, participants were in the mood of talking about concepts related to product design. We bought the headsets online, and we sent an email to campers to make sure some downloaded googlecardboard apps of our choice to their cell phones.

 

DETAILED LESSON PLAN:

VOCABULARY Characteristic, core audience, demographic, product, logo, innovative, aesthetic, timeless, versatile
ACTIVITY OVERVIEW Participants will complete the chart based on the concept section of the Development Content Pyramid. Working in small groups, they will combine different aspects of actual current businesses to create new, fictitious businesses/products. They will learn fundamental business concepts as demographic, core audience, and location. They will also work individually to create first drafts of product designs and/or logos for their own potential businesses. Participants will share concepts learned by making stop motion videos using mobile devices.
LEAD - IN





STEP BY STEP
Have students use Google cardboard and feel the thrill of using this innovative product by Google. Explore the product (Google Cardboard), its innovative features behind the concept of the product, and the brand GOOGLE itself. Analyze demographics, aesthetic, innovative feature, core audience, mission statement, logo, differential. Facilitator should ask questions and elicit answers from the whole group. See suggested PPT to support delivery.

1. Brainstorm (5–10 minutes):
  • Have participants call out names of companies (e.g., Twitter, BMW, Red Bull). You will need more company names than you have participants.
  • Make a list of the businesses on a large sheet of paper and post it at the front of the room.
  • Lead a discussion on the important characteristics of each business.
    • Type of business
      • Does it sell products or services, or both?
      • Is it based online, does it exist in a physical space, or both?  
    • Demographic
      • Who is the core audience for its products or services?
    • Location (if applicable)
      • What is the location of the business?
      • Approximately how many locations does it have?
  • Lesson Extension: Have the participants list the pros and cons of a business having an online component. Encourage them to think of both sides of the issue. For example, if they list the ability to reach a larger audience as a pro, ask them to think about what toll the effort to do so might take on producing the business’s products.

TIPS FOR FACILITATORS:
  • Lead a discussion with participants on how much the location of a business depends on its core audience.
  • Stress the importance of originality in the entrepreneur industry. A new product, service, or business idea must stand out from the crowd.

2. Group Work (15–20 minutes):
  • Have the participants break into groups of two or three. Give each group three different companies from the list generated during the Business Brainstorm.
  • Challenge each group to create a fictitious product that combines characteristics of the three businesses that the group was assigned. The group’s proposal does not need to make practical sense. For example, if a group is given Twitter, BMW, and Red Bull, its unique product could be a Red Bull–themed BMW that automatically tweets when its driver hits a certain speed.
  • Hand out the Business Presentation chart and allow time for groups to describe their fictitious product. Each group should fill in the blanks provided on the Product chart, which include: the type of product, innovative feature, the demographic the business serves, location, and expansion plans.
  •  
TIPS FOR FACILITATORS:
  • Let participants know that the product idea is not the most important aspect of this workshop, though it does provide opportunity for creativity. Rather, the most important aspect of this workshop is walking through the processes on the Product Presentation Chart. If participants get stuck, let them change the names of the companies or help them create their products.

3. Design Basics (10–15 minutes):
  • Show participants examples of popular company logos and wordmarks, either as printed handouts or on a looping slideshow. This will help them think about successful graphics strategies.
  • Pass out appropriate products for participants to handle and study. This will help them think about successful product-design strategies.
  • Briefly go over the attributes that make good product designs, logos, and wordmarks.
    • A successful logo or wordmark should be: simple (anyone should be able to draw it, even a child!), recognizable/memorable, timeless, versatile, and appropriate.
    • A successful product design should be: innovative, thorough, useful, environmentally friendly, aesthetically pleasing, honest, understandable, long lasting, unobtrusive, and simple.
  • Encourage participants to think about more of the logos, products, and wordmarks they’ve seen. Ask them to list what they like about them, what makes them successful, and what they would want to improve about them on large sheets of paper. Have them post their lists around the room.

TIPS FOR FACILITATORS:
  • Leave the lists of attributes of successful logos, wordmarks, and products up around the room for reference.

4. Sharing. Explore with participants the concept that advertisements can help businesses reach larger audiences. Show some advertising campaigns made in stopmotion.  Prompt participants to create their campaigns, storyboard, prepare materials to use for making the video. Make sure you offer varied choice of materials (Lego blocks, play dough, paper, etc.). Monitor participants` work. When the storyboard and materials are ready, show participants how to use stop motion app to make their own videos featuring the product, its name, logo, and innovative feature.

 

Vocabulary: CONCEPT

Aesthetic: relating to the enjoyment or study of beauty.

 

Characteristic: a typical or noticeable quality of someone or something.

 

Core audience:  the group of people who are most likely to buy a particular product, to watch a particular program, etc.

 

Demographic: a group of people, for example, customers, who are similar in age, social class, etc.

 

Innovative: using new methods or ideas.

 

Investment: the act of putting money, effort, time, etc. into something to gain profit or advantage; the money, effort, time, etc. used to do this.

 

Logo: a design or symbol displayed on a company’s products, marketing materials, etc., that expresses the company’s character and makes it easy to recognize and remember the company.

 

Product: something that is made to be sold, usually something that is produced by an industrial process or (less commonly) something that is grown or obtained through farming.

 

Timeless: losing little relevance or value as the years go past.

 

Unobtrusive: not noticeable; seeming to fit in well with surroundings.

 

Versatile: able to be used for many different purposes.


Wordmark: a distinct text-only typographic treatment of the name of a company, institution, or product used for purposes of identification.

 

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