Instructional Procedures

1. Break students into their business groups.
2. Distribute the Market Research Worksheet for students to record their ideas.
3. As a group, they will share their ideas from day one and come up with 2-4 options they like best.
4. The groups will compare and contrast each of their final ideas, identifying the pro’s and con’s of each.
5. Now is the time to decide on ONE product or service. A narrow focus helps to ensure students are able to identify the specific needs to establish their business.
6. Students will need to determine their target market. Who are you selling to? Consider the following:
   • Age
   • Gender
   • Interests
   • Hobbies
   • Financial status
   • Location
7. Ask the groups to come up with five or more questions to ask their target market about their product or service.
8. Have the students complete their market research by asking their questions to members of their target market and recording their responses on the Market Research Worksheet. This can be done in class or out, depending on their target market. Other business groups are not in competition with them, so they could ask their questions to their peers.

Day 3 Instructional Procedures

1. Evaluate your data from your market research. Consider the following:
   • What does it tell you?
   • How will you change your product or service to be more desirable?
2. The groups should now be able to describe their product in as much detail as possible and record their description on their worksheet.
3. Introduce the 4 Ps of Marketing (Foundations → Vocabulary) using one or more of the following options:
   • Review the A New Look at the 4 Ps of Marketing Article.
   • Corners Activity: Place one 4 Ps Corner Sort Label in each room corner. Give each student a 4 Ps Corner Sort Word Strip; students sort their strip by placing it in the matching corner and discuss.
   • Emphasize the importance of addressing all four pillars in the business plan.
4. Each group will create a large sticky note poster to visually show the 4 Ps of Marketing as it applies to their chosen product or service. The goal is to include as many of their ideas for their business as they can. They can choose the name, logo, mascot, jingle, colors, size, flavor, quantity, etc. of their product. The more information they articulate, the more helpful the class can be. This is a work tool where they are gathering their ideas together. It will not be used for the presentation so ‘pretty’ is not the goal.

Day 4 Instructional Procedures

1. Hang the posters around the room or wherever there is room to walk around and provide feedback.
2. Share the following expectations for participating in a Gallery Walk:
   • Show Austin’s Butterfly Video (6:32) to model kind, helpful, and specific feedback.
   • Students will write one specific comment per sticky note and place them around the poster, being careful not to cover up the content.
   • Students will make respectful and specific observations for each of their classmates’ posters.
   • Comments will be made individually without side discussions. The room should remain quiet.
3. Conduct the Gallery Walk. Each student will provide feedback to the other companies in the class. They have already determined their product or service so now the feedback will focus on how to ensure their business will be successful rather than suggesting a whole new idea.
4. Each group will gather their sticky notes to categorize and review classmates’ comments. Now is the time to consider the suggestions, observations, and recommendations of their peers to further refine their business plans. Groups should make notes and changes to their plans based on the feedback they received.
5. Distribute group folders with the Presentation Reference Sheet, Presentation Evaluation, Rubric and Checklist for PBL Presentation, and Portfolio Score Sheet. Share the project requirements with the students. Have students decide who will be responsible for each task. Emphasize that the importance of teamwork and supporting each other is critical to the success of their business. Have the groups decide on titles for each person (e.g., financial officer, marketing manager, business manager, etc.).
6. Planning is key to success. One of the requirements of the project is for the group to draw a flowchart, concept map, or some other type of graphic organizer documenting the steps to the final product. This is the time to plot out their work plan.

Instructional Procedures

1. Using the Portfolio Score Sheet, student groups will divide the work among themselves. Encourage students to communicate with each other often as they complete their individual tasks. It is essential they each know what is being done to ensure continuity and consensus. To complete many of the tasks they will need to gather information from each other.
2. Now and throughout the production days, it is important to touch base with each company multiple times. Pulling out students in small groups is helpful when clarifying job expectations. For example, you could meet with everyone responsible for completing the cost analysis and work with them, then those completing the business plan, etc.
3. Each item in the portfolio is intended to be contained in one page. Students will need to be clear, concise, and accurate in what they include.
4. All work should be completed and organized into the team’s portfolio prior to and in preparation of the peer reviews. This will allow time to revise the contents for the public presentation.

Day 8 Instructional Procedures

1. Prepare a simple rotation schedule for the groups to present to their peers. Each group will benefit from rehearsing their presentation two different times before their peers. How you set up will depend on your facilities and if the groups need a projector how you.
2. Have two teams take turns presenting to each other before separating and rotating to a new team to repeat the process. Having two practice presentations works well for a 45 min class period.
3. Collect feedback using the Peer Presentation Rubric. Emphasize feedback on the presentation (not the product) to improve the pitch for the Sharks.
4. Optional: Review first-impression and presentation skills; you may show example kid “Shark Tank” pitches to model engaging delivery.

Day 9 Instructional Procedures

1. Provide each guest Shark with the Rubric and Checklist for PBL Presentation.
2. Each business presents its sales pitch (3–5 minutes).
3. Allow 5–7 minutes for Q&A.
4. Assign a student timer to be responsible for each group keeping to the schedule and letting the group know when they need to wrap up.
5. Assign a student videographer to record presentations.

Day 10 Instructional Procedures

1. Each student submits their Peer Collaboration Evaluation.
2. Use the following questions to debrief with the class.
   • What went well?
   • What could be changed to improve the overall project?
3. Allow time for recognition and celebration.
4. Have students fill in the Fillable Career Grid with careers from the clusters explored in this plan. If students need ideas, provide examples from Connections → Related Career Opportunities. Students can use the career information websites for details like education and salary. You can also show them the Example Career Grid (Product Design & Manufacturing).