business plan activities for students

23+ Free Entrepreneur Lesson Plans (Projects, Worksheets, etc.)

By: Author Amanda L. Grossman

Posted on Last updated: December 14, 2022

Need free entrepreneurship curriculum, lesson plans, and projects? Here's entrepreneur lesson plans for high school, middle school, and elementary.

So, you’re looking for entrepreneur lesson plans to help turn your kids or students into the innovators of tomorrow.

And not just to make them into entrepreneurs, but to benefit your kids and students with the following results of teaching entrepreneurship :

• Improved academic performance
• Increased problem-solving and decision-making capabilities
• Improved interpersonal relationships
• Higher self-esteem

But, exactly how are you supposed to teach entrepreneurship?

Entrepreneurs, among other qualities, need to be able to recognize opportunities in the marketplace. This means finding a need, and figuring out how to solve that need in a profitable way.

This can be as simple as a kidpreneur/kidpreneurship (or kidpreneur-in-the-making) opening a lemonade stand on a smoldering July day near a construction site, and as complicated as creating a machine knob specifically for tea growers in Japan.

And having this ability doesn't have to result in a person starting their own business; it works equally as well for your child if they work for someone else in the form of more merit raises, one-time bonuses for one-off projects, promotions, leverage in salary negotiations, etc.

In fact, the skill of recognizing an opportunity, and seizing it by writing my own job description resulted in me snagging my first job out of college (worth an awesome $40,000 + benefits to me at the time). More on that in a bit.

What are the other skills a child needs to learn to help them as an entrepreneur?

Psst: you'll also want to check out my resource list of youth entrepreneurship programs , entrepreneur biographies for kids , kid entrepreneur kits , and full review of the Teen Entrepreneur Toolbox . 

Article Content

How Do You Teach Entrepreneurship?

Teaching entrepreneurship is a bit trickier than, say, teaching algebra. With algebra, the equations come out with the same solutions, every time. But with entrepreneurship?

There are an endless number of variables that go into it, and an endless number of outcomes that can come out of it.

How are you supposed to teach for that?

One of the best ways to teach entrepreneurship is to choose entrepreneurial projects, activities, and lesson plans that aim at nurturing these entrepreneur skills:

• Ability to identify opportunities
• Self confidence
• At least basic knowledge of business finances/financial literacy
• Knows how to take measured risk
• Vision and creativity

Elementary School Entrepreneurship Curriculum

Excited to start teaching your elementary school-aged kids about entrepreneurship? Let me share some entrepreneurship lesson plans, resources, and curriculum with you.

Also, check out these 3 kid business plan examples .

1. Venture Lab

Who It’s For : Grades 1-12

Financial Aid : ( Free for non-commercial use ) Curriculum that organizations can purchase to use with students

Length of Program : 90-minute lessons

Location : N/A

Venture Lab offers a curriculum suited for 1st – 12th graders (curriculum is divided into lower elementary, upper elementary, and middle school/high school.) This is a course in a box with all of the lesson plans already completed and is meant to be utilized as part of regular coursework, after school programs, or camps.

Its focus is on teaching girls components of entrepreneurship such as STEAM concepts and design thinking.

2. Money Monsters Start their Own Business

Who It’s For : 4th – 8th grade

Students will read through the Money Monsters Start their Own Business book (PDF provided – 51 pages), and then play a game that has them experience the ups and downs of starting a business.

I love how a Toy Store Income Tracker is included so that each student can track their own earnings and see the numbers for themselves.

Psst: you'll also want to check out Federal Reserve Bank's webinar on teaching kids entrepreneurship , which will give you some lesson plan ideas. 

Starting a Business Lesson Plans for Middle School

Do you want to teach your middle school kid (or student) how to start a business, and you need a lesson plan? I’ve actually created a Take Your Child to Work Day printable which will give you lots of ideas for your starting a business lesson plan.

More middle school business lesson plans for how to start a business (all free):

• Federal Reserve Bank's Jay Starts a Business (Grades 3-6; comes with teacher's manual with lesson plans)
• Free Kid Business Plan Templates
• Biz Kid’s Crash Course on Entrepreneurship for Middle School
• EverFI’s Venture Entrepreneurial Expedition (for grades 7-10).
• Small Business Administration’s Young Entrepreneurs course
• Foundation for Economic Education’s Booms and Busts , What is Entrepreneurship? , What is the Entrepreneur’s Role in Creating Value? , etc. (students can earn a Certificate of Achievement)
• TeenBusiness’s Entrepreneur Lesson Videos series
• Parade of Entrepreneurs Lesson Plan
• Lemonade Stand Worksheets , and my best Lemonade Stand Ideas

Psst: Try holding a market day in your class. Here are 22 things for kids to make and sell , 17 boy crafts to sell , and help pricing their products in this market day lesson plan .

Teaching Entrepreneurship to High School Students – Free Entrepreneurship Curriculum

There are some great curriculum and materials out there for teaching entrepreneurship in high school, many of which include entrepreneur worksheets for students.

Psst: you also might want to check out these 5 business books for teens , and 11 business games for students .

1. Alison’s Entrepreneurial Skills Path

Who It’s For : Business students, and people interested in learning about creating a business

Financial Aid : Free

Length of Program : 6 lessons, each between 1 and 3 hours

Alison is a free, online platform with tons of courses, and one of the paths you can go down is an entrepreneurial skills one.

Teachers of the courses include venture capitalists, professors at Harvard, and professional entrepreneurs.

Lessons include:

• Characteristics of the Successful Entrepreneur
• Critical Skills for Entrepreneurs
• Creating an Entrepreneur’s Checklist for Success
• Entrepreneurship – Creating the Business
• Key Elements of Entrepreneurial Success
• Why Entrepreneurs Should Think Big

2. Youth Entrepreneurs

Who It’s For : Students

Financial Aid : Schools pay for this program, with the cost based on how many students get free and reduced lunches

Length of Program : 1 year

With this program, students first focus on economics, then they focus on starting their own businesses.

3. Diamond Challenge Business Curriculum

Who It’s For : Kids and teens

Length of Program : 14 modules

Looking for a video business curriculum with instructional guides? The Diamond Challenge’s program covers the following:

• What is Entrepreneurship?
• Opportunity Recognition
• Opportunity Screening
• Types of Businesses
• Building a Business like a Scientist
• Using a Business Model Canvas

They also offer a Social Curriculum track that’s 6 video modules long, including:

• What is Social Entrepreneurship?
• Wicked Problems and Grand Challenges
• Social Entrepreneurship Processes and Challenges

4. INCubateredu

Who It’s For : 10th and 12th graders

Financial Aid : Free (at schools where it’s available)

Length of Program : 1 year (followed by acceleratoredu for the 2nd year)

Through Uncharted Learning’s program, 10 th to 12 th graders develop their own business, pitch their idea ta a shark-tank style event, and even have a chance at receiving funding.

5. JA BE Entrepreneurial®

Who It’s For : Grades 9-12

Financial Aid : Free for students

Length of Program : 7, 45-minute sessions

Location : Anywhere

Through your child’s school, they can take Junior Achievement’s Entrepreneurial program. The course teaches students how to create a business plan, plus how to start a venture.

Lessons covered include:

• What’s My Business?
• Who’s My Customer?
• What’s My Advantage?
• Competitive Advantages
• Ethics are Good for Business
• The Business Plan

6. JA Company Program Blended Model

Length of Program : 13 classes (2 hours/class), or as a 1-year program with 26 classes (1 hour/class)

Location : Anywhere (online course)

This is an online program that teaches high schoolers how to solve a problem/fill a need in their community through entrepreneurship.

• Start a Business
• Vet the Venture
• Create a Structure
• Launch the Business!
• Run the Business

7. The Mint's Be Your Own Boss

Who It’s For : Teens

Length of Program : 3 lessons

Starting with the Be Your Own Boss Challenge , The Mint takes your teen through the following three lesson:

• Planning Your Business
• Money & Your Business
• The Law & Your Business

8. Wharton High School's Entrepreneurship

Who It’s For : High School students

Length of Program : 50+ lesson plans

These lesson plans go through the following:

• Entrepreneurs and Entrepreneurial Opportunities
• Global Markets
• Business Plans

9. YE$ Youth Entrepreneurship

Who It's for : high school students

Cost : Free

Location : Anywhere (it's a PDF)

Here's a free PDF with tons of entrepreneur lesson plans and research done for educators, that is meant to go along with a 4-H program. You'll find some nuggets in here, plus, it's free!

Now let’s take a look at entrepreneurial projects that can teach your kids and teens all about starting a business with hands-on experiences.

10. Build a Business Plan

Who It's For : Middle School and High School

Location : Anywhere (online)

Check out this plug n' play business plan creator! You could send your students to this page to work through a business idea of theirs.

Then, at the end, they can print out their business plan!

Questions they'll need to answer include:

• Your big idea
• Who will buy
• How you'll spend and make money

Entrepreneur Worksheets for Students

While I would recommend taking on one of the projects below, or one of the hands-on lesson plans from above, there are also entrepreneur worksheets students can use to learn about businesses.

Here's a few of my favorites (all free):

• Lemonade Stand Free Printables (here's my best lemonade stand ideas , too)
• Lemonade Stand Worksheets
• Family Guide to Getting a Family Business Going (kid-centered)
• Small Business Administration's Lean Startup Business Plan
• Take your students through the DECA Idea Challenge (you'll need to pick your own everyday item to challenge students with, as the competition has ended for the year)
• Take your students through the DECA Entrepreneur of Tomorrow Challenge (again, the competition is over, but the PDF is still available for you to set up your own)

Psst: you might want to check out my review on the Teen Entrepreneur Toolbox .

2 Entrepreneurial Projects – What is an Entrepreneurial Project?

Entrepreneurial projects are a smart way to teach entrepreneurship to kids, because, as with any project, it gives them a chance to dive deeper into a topic that interest them (all under the guise of teaching them how to start and run a business).

Entrepreneur Project #1: Winter Beverage Outdoor Tasting Contest

It’s soooooo easy to sit inside all winter long and slowly accumulate cabin fever (plus a few pounds). That's why you've got to look for fun things to do in the winter.

Well today? We’re going to switch things up. I’ve created a family date night for you ( family winter activities !) that has both an indoor AND an outdoor component.

But don’t worry – with this fun winter activity we’ll keep things toasty throughout.

So, what’s the game plan? Each of your kid(dos) will make (rather,  create ) a warm winter beverage recipe  indoors . Then here's the twist: you’re going to host a family taste testing contest around your fire pit in the backyard.

Not only will this make a fun family memory, but your kid(dos) will actually walk away with more money knowledge in the process centered around the all-important lesson of how to make a profit!

Psst: Now that’s a money lesson I could have used as a kid, specifically as I’ve gone into biz for myself as an adult.

Host a Winter Beverage Outdoor Taste Testing

Finding fun things to do in the winter doesn't have to mean you're freezing your tootsies off. There's nothing better to keep you warm outdoors in the wintertime than a toasty drink. Well, a toasty drink around a roaring fire.

Here’s how it’s going down:

Step #1: Choose an Event Date

Build the anticipation for your family by choosing a date 1 to 2 weeks out (so that there’s time for you guys to complete the rest of the prep work).

Fill out the invitation on Page 1 of the free printable, and display prominently on your family’s bulletin board/gathering center in the kitchen so everyone knows the date of the big event.

Set the stage for the competition by having your family read their mission out loud. Other cool factors you can add in: make it a Friday or Saturday family date night, under the stars. Let the kids stay up a little past bedtime to complete.

Step #2: Your Kid(dos) Research Hot Drink Ideas to Enter into the Competition

Your kids are the ones entering the competition. They’ll be in the driver seat of actually creating their own recipe from scratch (with some inspiration from below).

There are lots of toasty, kid-friendly drink recipe ideas to get them started:

• Hot caramel apple cider
• Vanilla steamer with cinnamon
• Harry Potter Warm Butterbeer

They’ll get lots of help not only from looking up recipe examples on sites like Pinterest, but also from the worksheet in the free printable (Page 2).

Step #3: Shop for the Ingredients

Once your budding restaurant consultant has determined possible ingredients they’ll need for their signature drink, they’ll need you, Mama Bear, to purchase them.

Take the list your kid(dos) have created and go to the store (solo, or with them) to make the purchases.

Having trouble coming up with a pool of possible ingredients to buy? Use the lists below for inspiration of what to pick up (a few of these ingredients you probably already have at home) and let your kids create what they can from it:

• Bases : hot cocoa, apple cider, chai tea, milk
• Flavors : cinnamon, nutmeg, vanilla extract, flavor syrups
• Sweeteners : sugar, brown sugar, caramel
• Creamers : milk, half & half, almond milk, heavy cream, etc.
• Top-offs : whipped cream, caramel sauce, orange peels for zesting

Save your store receipt, as your kid(dos) will need this information to price their drinks later on.

Step #4: Your Kid(dos) Tinker + Perfect their Drink

Using the purchased ingredients as well as anything in your home they can find, host a kitchen lab session where your kid(dos) tinker with ingredients and perfect their super-secret, signature recipes (talk about fun things to do in the winter inside!).

They’ll write down the exact portion sizes to each ingredient that they use as they go along, which is important for the next step.

Step #5: Your Kid(dos) Figure Out the Profit Margin of their Signature Drink

Remember, the goal is to create a new drink for this restaurant that not only costs less than $5, but has at least a 60% profit margin for the owner.

Ahem: between you and me, that means their cost needs to come in under $2.00.

So, as your kid tinkers with ingredients, they need to keep price in mind.

Note: this step can seem a bit unwieldy, but is SO important for the whole process. Just know – I’m outlining both how to do this all by hand, as well as giving you shortcuts to online calculators where your kid(dos) will still learn the process by setting up the inputs and thinking through how it all fits together.

Of course, we’re not talking about the cost of the entire ingredient that you’ve purchased. After all, it’s unlikely they’ll use an entire carton of milk to create one drink. We’re talking about the small portion size that they used of the product.

In other words, they’re not going to get the cost of a single drink they’ve created from your grocery store receipt as it is now. They need to do some calculating based on the measurements of each ingredient that goes into each drink.

You need to know how much it costs to create just ONE of your super-secret signature drinks so that you can calculate the profit margin.

What’s a profit margin? It’s the percentage of what you keep as profit from each $1.00. For example, a 20% profit margin means that we earn $0.20 on every dollar. That means that the other 80% or $0.80 are expenses. Remember that Jack, the man from The Yeti Slide, needs a 60% profit margin, or $0.60 on each dollar in profit after expenses are taken out.

Step #1: Write down your ingredients + quantities.

Step #2: Convert each quantity in your recipe to the quantity on the product label.

Divide your ingredients up by dry ones (like cocoa powder), and wet ones (like heavy cream or vanilla extract).

Then use the appropriate table below to convert the amount in your recipe to the amount that’s found on the ingredient’s product label (front of package).

For example, if you used 3 teaspoons of cocoa powder (dry ingredient), then your conversion is to a ½ ounce (the cocoa powder can is in ounces). Or if you used 2 tablespoons of almond milk, you find on the Wet Conversion table that you used 1 fl. Oz. (the almond milk carton is in Fl. Oz.).

Hint: Can’t find the conversion or a little confused? You can plug the exact quantity of your ingredients into  this liquid converter  or  this dry converter calculator  online and convert it into the measurement found on your product label).

Conversion tables:

Dry Conversions

Liquid Conversions:

Step #3: Calculate the cost of each quantity of ingredient used.

Now you need to price each converted quantity of ingredient by figuring out how much each ounce or fluid ounce costs, and then multiplying it by the amount you’ve used.

Hint: A good estimate to use for dashes of spices such as cinnamon or nutmeg is $0.05.

• Write down the overall price of each ingredient used.
• Write down the converted amount you used of it.
• Divide the total amount in the product package by its price to find what each ounce or fluid ounce costs.
• Then multiply that by the converted amount you used.
• Write down the cost. Then add all of the individual ingredient costs to get your total expense to create the drink.

Example: I used 1 tablespoon (tbsp.) of heavy cream. One 8 fl. oz. container of heavy cream at the store costs $2.99. That is $0.37/ounce. I look at the conversion chart below, and see that 1 tbsp. converts to ½ ounce. So, I divide $0.37/2 ounces, and see that this ingredient for just one drink costs $0.186 (you can round up to $0.19).

Ingredient Cost:   $2.99 _ Converted Amount Used:  ½ fl. Oz.  Total Product Amount:  8 fl. Oz.   Cost per ounce:  _$0.37/fl. Oz.  Cost of Ingredient Used:  $0.37 X ½ = $0.186 .

Looking for a shortcut?  Here’s a free online tool for pricing out beverages . You’ll need the converted amounts.

Step #4: Calculate Your Profit Margin

Figure out how high your profit margin is if you sell the drink for $5.00.

Profit on Drink: $5.00 –  total drink cost  = _ $ _________.

Profit Per Dollar:  Your answer from above  \  Cost drink is sold for ($5.00)  =  $ Profit

Profit Margin:  $ Profit  X 100 =  Profit Margin%

Step #6: Taste Judging Begins

By now you’ve set the scene for some fun things to do in the winter outdoors – think a crackling bonfire out in the backyard (or in your fire pit. Heck, you can de-hibernate the grill for some winter outdoor cooking/heating), plus a table/flat surface where your kids can place their super-secret signature creations.

Bust out some blankets, cover straw bales with table cloths…you get the idea. (And if you’re in Houston like we are? Well, a hoodie should suffice).

Have your kid(dos) place their drinks on the tasting mat, as well as fill in how much their drink costs and what the profit margin is (all calculations they’ll be guided through on the free printable).

Now they get to take a break, while the parents taste + score each one!

Included in the printable are both a tasting mat as well as a score card with specific criteria, such as inventiveness, taste, and profit margin.

Step #7: Declare the Winners

There are winners in a variety of categories, and then an overall drink that is chosen for The Yeti Slide's Yeti Roasts:

• Most Inventive
• Best Money-Maker
• Newest Yeti Slide Signature Drink

Looking for fun things to do in the winter? This two-part activity for your child that will leave them understanding profit margins like a pro, plus give your family an awesome family date night under the stars on a winter evening when you might otherwise be watching tv.

What could be better than that? If nothing else, you’ll have created quite the memory.

Entrepreneur Project #2: A System for Your Child to Identify a Need in Your Home + Propose a Solution

We want to encourage your child to come to you with things they see that could use improvement, and ways they could add value or provide a solution for you.

Let's go through how to do this.

Step #1 : Discuss with your child the idea that people need things + services.

Here's a conversation outline for you with a few blanks to fill in (where underlined) :

“People need things and services in their lives. They need things to maintain their health, they need things to make life more enjoyable. They need parts to make repairs to their belongings. They need really cool items to buy as gifts for others. They need better systems or processes to make things work more efficiently, which just means taking less time and less money and getting the same (or better) results. All over the world, people need things. In my own life, three needs that I've satisfied through purchasing something include  X ,  Y , and  Z . By purchasing them, they made my life easier because  <<FILL IN SPECIFIC INFORMATION FOR EACH EXAMPLE YOU GAVE>> . Generally, when people need something, they are willing to pay money for the solution. That's why there are so many companies, all which provide products + solutions for people's needs.”

Pssst: MAN I wish I could go back 17 years and give myself this talk! Would've saved me several adult years of banging my head against the wall trying to understand how to make money.

Step #2 : Task your child with identifying a need around the house/property/car.

What could this look like?

A Few Examples for you + your kiddo :

• Find a more efficient way to organize the “command center” in your home.
• Use Google Maps or another program to find a more efficient route for your commute.
• Organize the wood pile + create newspaper logs that are fireplace-ready.
• Find a better way to organize/clean/maintain the video game center in your home.
• Clean out your car (I used to do this for my parents!) + add a car trash can to the back area so that in the future the kids can just use that instead of throwing things on the ground.
• Introduce a better laundry system for the family's clothes so that they actually  all  end up in the laundry room, sorted, and ready to be washed.

The possibilities are endless, and specific to what needs your child sees in your family life.

Step #3 : Once they've identified a need and come to you with it, you must decide if it's worth it to you to move forward. Don't be afraid if, after they've told you a need they  think  you have but that you don't  actually  have, to tell them that it isn't a current need of yours. Hey, the road to success is paved with failed products! This is excellent feedback so that they start to understand their “customer” and dig deeper. Perhaps they'll even start to ask YOU what you want from them!

Step #4 : What are both of your expectations for this job so that you know when the job is completed correctly?

Let them tell you what they propose to accomplish and what that would look like.

Then you share what you, as a paying customer, expect in results. Hash this out if need be (just like a real negotiation between a biz and their potential client).

This includes a deadline.

Step #5 : Now you need to ask them for a price.

I know, I know. You might be wondering, “why on earth am I going to let my child choose how much I'm willing to pay them for something they want to do around the house? Isn't it MY money?”

I totally get that. But remember that the nature of this lesson is to ignite that entrepreneurial spirit in them. Instead of you offering what you're willing to pay, have them go through the exercise of pricing their efforts. Then the negotiations start.

This sets them up for good negotiation + valuation skills in the future.

Determine the market price you'll pay, which is where their price (the supplier) and your price (based on how much you need what they're offering + a dash of several other things) meets. $__________.

Step #6 : Your child completes the work + notifies you.

Step #7 : Using the checklist you both created, provide oversight and see if everything is as it was supposed to be.

Step #8 : Pay the agreed upon rate once everything is up to par. And if they don't quite complete the project + deliver what they promised, it's up to you whether you want to make a partial payment, or not pay at all (satisfaction guaranteed could be added to this lesson as well).

If your child makes it through this process, then they will have successfully figured out a “market” need, fulfilled it, and gotten paid from their initiative. This is something that will no doubt shape their futures.

And if they don't quite succeed? Well the lessons are vast for all entrepreneurs as they traverse through the mistakes, failures, and successes.

It's really a win-win situation.

Let me show you what I mean, with an example in my own life.

How I Used this Skill Set to Write My Own First Job Offer Worth $40,000 + Benefits

While some of my dorm mates were floundering around trying to find employment, I was busy enjoying my last two months of college before entering the “real world”.

Why is that? Because I had a job waiting for me. And the only reason why I had that job was I spotted a need in a local company, and wrote my way into it.

I had interned for an organization in my small college town, and they ended up building a start-up company set to open its doors sometime around when I was due to graduate. One day I asked them if I could have a full-time job there come June. The director looked at me, and said, “go ahead and write up a job description of what you propose you would do here. Then we'll see.”

So I went back to my college dorm and worked on a job description. I thought about what the company was trying to achieve, and tied this into what I wanted to do with my life (at least what I thought I wanted to do at the time).

I wish I had saved a copy of the actual job description, but my sharp memory tells me it went something like this:

“Amanda L. Grossman will be the International Marketing & Sales contact at Chesapeake Fields. The International Marketing & Sales Person is responsible for researching new markets around the world where Chesapeake Fields' products would be well received. Primary responsibilities include understanding these markets, making contact with potential wholesalers and distributors, sending samples, and being the brand ambassador for Chesapeake Fields within these markets.”

With one minor change − they put sales in front of marketing in my job title − I got an offer from them for $40,000 + benefits to do just that. Within the one year I worked there, I ended up negotiating an initial container load of $27,000 worth of our product to a major food retailer in Taiwan.

Unfortunately, my job AND that company went under not long after my first and only year there. But writing my way into a company right out of college based on a need I saw that I could fill? Well that was enough to impress future employers who then hired me.

See how lucrative learning this skill could be for your child? I'd love to hear below what needs (perceived or actual ones) your child comes up with to fulfill.

• Latest Posts

Amanda L. Grossman

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Thursday 8th of June 2017

Uh, I totally love this post! My hubby and I are both entrepreneurs and want to instill the same in our children... definitely going to use these tips!!

Friday 9th of June 2017

*Squee*! Thanks, Lauren. I'd love to hear what your kiddos come up with:).

For Teachers

Home » Teachers

Teaching by Topic: Entrepreneurship

Here are a bunch of tips, learning objectives, worksheets, and pre-built lesson plans to help you build your curriculum to teach students about entrepreneurship!

Entrepreneurship is essential for your students to understand. By learning successful entrepreneurial skills, your kids can increase their odds of achieving financial success. 

You can find the materials you need to teach entrepreneurship, regardless of your students’ levels. Here are entrepreneurship lessons, worksheets, activities and games, and some key tips –  by grade. We also include learning objectives that connect to the National Standards for Financial Education.

National Standards for Personal Finance Education

Download our free teachers' cheat sheet.

Our free cheat sheet covers every learning objective in the National Standards for Personal Finance Education and the corresponding Kids' Money Lesson Plans - we cover each and every standard!

Learning Objectives

Pre-K students are likely still too young to understand the concepts of entrepreneurship. However, they can work on money awareness, mainly coins, to grasp more advanced concepts in later grades. They should be able to:

• See how money works and understand the value of different coins.

Pre-K Entrepreneurship Lesson Plans

• Pre-K – Let’s Learn About Money!: In this lesson from Penn State University, students learn about wants vs. needs and understand how decision-making is part of money education. They complete several activities introducing them to money and set the foundation for more complex topics later.

Pre-K Entrepreneurship Worksheets

• Coin Worksheets
• Coin Toss: Frog
• Counting Coins
• Coins and Dollars

Tips for Teaching Entrepreneurship to Pre-K Students

• Pre-K students may think that coins are more valuable than bills.
• Use the idea of ownership and borrowing to teach basic money concepts.
• Explain the many ways to make money, including starting a business.

For more resources on other topics, check out our Pre-K Money Lesson Plans Center .

Kindergarten

The concept of entrepreneurship is still out of reach for many Kindergarteners, but they can learn characteristics that successful entrepreneurs share. They should be able to:

• Find ways to solve problems and analyze decision-making skills.

Kindergarten Entrepreneurship Lesson Plans

• Kindergarten – Discovering the Leader In Me: This lesson from leaderinme.org teaches students the value of leadership, a crucial component of entrepreneurship. They identify positive attributes about themselves, play games, and solve problems as they become better leaders.

Kindergarten Entrepreneurship Worksheets

• I’m In Charge of Me
• All About Me Leadership Poster
• Student Leadership
• Leadership KWL Chart
• I Am a Leader

Kindergarten Entrepreneurship Games and Activities

• STEM Makerspace Activities
• Humpty Dumpty Takes a Risk
• Leadership Lanyards
• WISE Decisions
• Would You Rather Task Cards

Tips for Teaching Entrepreneurship to Kindergarten Students

• Build strong character traits.
• Continue working on money identification, as they need to know money well for the upcoming concepts.
• Use songs, stories, and fables to show characters’ positive, entrepreneurial habits.

For more resources on other topics, check out our Kindergarten Money Lesson Plans Center .

1st-graders look at different careers, including the idea of entrepreneurship. They should be able to:

• Develop a list of possible careers of interest and determine the skills needed in those careers.

1st Grade Entrepreneurship Lesson Plans

• 1st Grade – Jobs I Like At Home and At School: In this lesson from mdek12.org, students look closely at jobs and why people have them. They participate in various activities while identifying strengths and interests for possible careers in the future.

1st Grade Entrepreneurship Worksheets

• Lemonade Stand
• Lemonade Stand Addition
• Would You Rather Career
• Career Interest Survey
• When I Grow Up

1st Grade Entrepreneurship Games and Activities

• Run Your Own Lemonade Stand Activity
• Economics Business Plan
• Future Career Business Card Activity
• Career Day Packet
• Career Research

Tips for Teaching Entrepreneurship to 1st Graders

• Encourage kids to research and ask questions.
• Use the classroom store to show how earning income, spending, and saving work.
• Remind them that kids can start businesses, too.

For more resources on other topics, check out our 1st Grade Money Lesson Plans Center .

2nd-grade students learn about entrepreneurial characteristics and further study specific careers. They should be able to:

• Research careers and see how entrepreneurs establish their own path.

2nd Grade Entrepreneurship Lesson Plans

• 2nd Grade – Tell Me About Your Job: This lesson plan from ed.sc.gov showcases various jobs, letting students see how communities and careers intersect. They research one career and give an oral presentation to the class about the job.

2nd Grade Entrepreneurship Worksheets

• My Business Plan
• Entrepreneur Brainstorm
• Product Design Phase
• Leadership Roles Reflection Sheet

2nd Grade Entrepreneurship Games and Activities

• What Does It Mean to Be An Entrepreneur?
• A Career for Me Writing
• Design a Line of Caps
• Leaping Into Leadership Writing
• Lemonade Stand Math and Business Virtual Game

Tips for Teaching Entrepreneurship to 2nd Graders

• Focus on leadership and other entrepreneurial traits.
• Have students reflect in writing often.
• Use hands-on and practical activities to show how businesses work.

For more resources on other topics, check out our 2nd Grade Money Lesson Plans Center .

3rd-graders learn more about specific ways to become an entrepreneur, including planning, decision-making, and risk-taking. They should be able to:

• Understand the motive of profit in entrepreneurship and describe various paths of entrepreneurs.

3rd Grade Entrepreneurship Lesson Plans

• 3rd Grade – So You Want to Be An Entrepreneur?: This lesson from Business Kidz shows kids the ways entrepreneurs can make money. It offers many activities and opportunities for kids to demonstrate their understanding of economic concepts.

3rd Grade Entrepreneurship Worksheets

• Entrepreneurship Profit vs. Loss Worksheet
• Dream It! Make It! Sell It!
• Entrepreneurship Enrichment
• STEAM Investigative Process for Entrepreneurs
• Create Your Own Business Worksheet

3rd Grade Entrepreneurship Games and Activities

• Popcorn Farm-to-Table
• Entrepreneurship Activity Book for Beginners
• Kidpreneur: An Entrepreneurship Educational Resource
• Let’s Make a Profit
• Economics For Fun and Profit

Tips for Teaching Entrepreneurship to 3rd Graders

• Use role-play often.
• Build the idea of risk/reward tradeoffs.
• Show them several ways to start their own business.

For more resources on other topics, check out our 3rd Grade Money Lesson Plans Center .

4th-grade students jump into more advanced entrepreneurial skills, including planning business operations and measuring success. They should be able to:

• Diagram the steps needed to set up a business and learn the role of the entrepreneur.

4th Grade Entrepreneurship Lesson Plans

• 4th Grade – Isabel’s Car Wash: This lesson from the Kansas City Fed shows students essential entrepreneurial concepts and terminology. They see the importance of having a business plan and having a pitch to secure investors.

4th Grade Entrepreneurship Worksheets

• Starting Your Own Business
• Elementary Entrepreneurs
• Entrepreneur Vocabulary
• Economics/Entrepreneurs
• Business Model Handout

4th Grade Entrepreneurship Games and Activities

• Comparing Jobs and Hobbies
• Graphing Ways to Make Money
• Exploring Opportunity Costs
• Jay Starts a Business
• Lemonade Stand Business Plan

Tips for Teaching Entrepreneurship to 4th Graders

• Use more advanced money math, like multiplication to long division, to improve their financial skills.
• Build as much entrepreneurship vocabulary with word walls and reflective journals.
• Challenge students to list as many ways to start a business as possible.

For more resources on other topics, check out our 4th Grade Money Lesson Plans Center .

5th-grade students discover various jobs and ways to earn income and see the type of person who becomes a successful entrepreneur. They should be able to:

• Identify risks and rewards involved in entrepreneurship and identify various historical entrepreneurs.

5th Grade Entrepreneurship Lesson Plans

• 5th Grade – The Sweet Success of Milton Hershey: In this lesson from econedlink.org, students learn how the chocolate tycoon rose to riches and fame. They also look at the risks and rewards of being an entrepreneur.

5th Grade Entrepreneurship Worksheets

• Startup Entrepreneurship 101 Vocabulary
• Jobs I Can Do To Earn Money
• Problem Solving
• My Favorite Entrepreneur
• My Interests and Dislikes

5th Grade Entrepreneurship Games and Activities

• Playing a Business Game
• Entrepreneurship Day
• Personal Finance for Young Learners
• Lemonade Stand Math

Tips for Teaching Entrepreneurship to 5th Graders

• Bring in guest speakers.
• Have a Career Day where students research and represent various careers.
• Increase math complexity, e.g., showing how taxes impact entrepreneurship.

For more resources on other topics, check out our 5th Grade Money Lesson Plans Center .

6th-grade students see how pursuing their passion can lead to income, and they break down the steps to make it happen. They should be able to:

• Use critical thinking and self-reflection to determine logical steps on the entrepreneurial journey.

6th Grade Entrepreneurship Lesson Plans

• 6th Grade – I Can Be An Entrepreneur: This lesson from econedlink.org shows kids how to plan and develop entrepreneurial activities. They also learn how to calculate profit and loss in economic situations.

6th Grade Entrepreneurship Worksheets

• Turning Hobbies Into Earnings
• Study an Entrepreneur
• Make Your Business Plan
• Plan Your Pitch
• Connect With a Mentor

6th Grade Entrepreneurship Games and Activities

• Getting Paid
• Resources For A Lemonade Stand
• Entrepreneur Math Project
• Target Market Persona
• Economics Causation Cards

Tips for Teaching Entrepreneurship to 6th Graders

• Introduce mentoring by partnering with students from higher grades.
• Work on public speaking and confidence-building exercises.
• Set up a classroom store and reward entrepreneurial successes.

For more resources on other topics, check out our 6th Grade Money Lesson Plans Center .

7th-graders dive further into how to market businesses, understanding that every decision has an outcome. They should be able to:

• See that responsible choices increase the chance for entrepreneurial success and understand a plan’s importance.

7th Grade Entrepreneurship Lesson Plans

• 7th Grade – Crash Course On Starting A Business: This lesson from BizKids stresses the importance of analyzing decisions and taking responsibility in entrepreneurship. Students learn to make a business plan and market a product or service.

7th Grade Entrepreneurship Worksheets

• Are You Ready to Take the Risk?
• Famous American Entrepreneurs
• Entrepreneur Think Sheet
• Small Business Loans
• Career Readiness

7th Grade Entrepreneurship Games and Activities

• Exploring Entrepreneurship
• Common Cents
• Entrepreneur Research Report
• Career Exploration Activity
• Career Webquest

Tips for Teaching Entrepreneurship to 7th Graders

• Use current events and famous figures from today to teach entrepreneurship.
• Begin to show kids the risks involved in entrepreneurship.
• Have students reflect on decisions continually.

For more resources on other topics, check out our 7th Grade Money Lesson Plans Center .

8th-grade students deepen their financial and entrepreneurial vocabulary and understand more advanced concepts. They should be able to:

• Research possible careers they can start on their own, determining risks and rewards involved in their choice.

8th Grade Entrepreneurship Lesson Plans

• 8th Grade – Entrepreneurial Expedition: This lesson from everfi.com teaches students many entrepreneurial terms, starting a career, and finding success in business ventures. They learn how to create a personalized plan by watching case studies and completing personal development activities.

8th Grade Entrepreneurship Worksheets

• Competitive Analysis Worksheet
• Business Plan
• Paychecks and Taxes
• Career Research Handout
• Interview Planning Sheet

8th Grade Entrepreneurship Games and Activities

• Drawing Your Own Business
• Coffee Shop Entrepreneurship
• Entrepreneurship Project
• Food Trucks Gallery Walk
• Business Plan Note-Taking Activity

Tips for Teaching Entrepreneurship to 8th Graders

• Have students work in small groups to mimic business startups.
• Attend virtual career fairs and presentations to get ideas.
• Have students research often.

For more resources on other topics, check out our 8th Grade Money Lesson Plans Center .

9th-grade students look at real-life examples of entrepreneurial success throughout the year. They should be able to:

• Identify characteristics shared by leading entrepreneurs and incorporate them into business planning.

9th Grade Entrepreneurship Lesson Plans

• 9th Grade – Making Your Own Job: In this lesson from econedlink.org, students identify characteristics of entrepreneurs and discover examples of business success. They also compare entrepreneurial ventures with working in an organization.

9th Grade Entrepreneurship Worksheets

• Understanding Jobs, Teens, and Taxes
• Becoming Familiar With Taxes
• Getting Banked
• Career Worksheet

9th Grade Entrepreneurship Games and Activities

• Gazillionaire
• Fistful of Dollars
• Cookie Tycoon

Tips for Teaching Entrepreneurship to 9th Graders

• Use current events.
• Challenge students to think about how they would improve on existing products and services.
• Play games and interactive activities that build entrepreneurial skills.

For more resources on other topics, check out our 9th Grade Money Lesson Plans Center .

10th-grade students focus on specific careers of interest and begin understanding the details of entrepreneurship in their chosen industry. They should be able to:

• Understand how funding works in entrepreneurship and how to secure loans to start a business.

10th Grade Entrepreneurship Lesson Plans

• 10th Grade – Twenty-Two Cents: In this lesson from the Kansas City Fed, students learn about loans that entrepreneurs can receive. They see how lenders use specific criteria to determine who receives loans and the various interest rates involved.

10th Grade Entrepreneurship Worksheets

• Business Entrepreneurship Vocabulary Sheet
• Entrepreneurial Self-Assessment Survey
• Career Research Graphic Organizer
• Career Exploration Worksheets
• Career Cluster

10th Grade Entrepreneurship Games and Activities

• Entrepreneurship Business Opportunity
• Environmental Entrepreneurism
• Location, Location, Location: Let’s Start a Business
• STEM Careers Research and Application
• Finding Your Vocation

Tips for Teaching Entrepreneurship to 10th Graders

• Provide daily time for research.
• Have one-on-one consultations to focus on career clusters and interests.
• Use virtual field trips, online resources, and guest speakers to enhance teaching.

For more resources on other topics, check out our 10th Grade Money Lesson Plans Center .

11th-graders dive into the details of entrepreneurship, learning how to plan and execute the steps to success. They should be able to:

• Identify characteristics that lead to successful entrepreneurship and understand the risks involved in forming your own business.

11th Grade Entrepreneurship Lesson Plans

• KMLP 11th Grade – The Entrepreneur’s Journey : This lesson plan shows students the path of entrepreneurship, from having an idea to scaling a product. They watch videos, read articles, and research a famous entrepreneur as they learn the ins and outs of starting a business.

11th Grade Entrepreneurship Worksheets

• Tracking Income for a Farming Family
• Tracking Income for an Artist Family
• Choosing How to Get Paid
• Comparing Higher Education Choices
• Business Plan Graphic Organizer

11th Grade Entrepreneurship Games and Activities

• Finances 101 Game
• Understanding Taxes and Your Paycheck
• Creating a Poster On Life After High School
• Picturing Your Financial Self
• Researching the Gig Economy

Tips for Teaching Entrepreneurship to 11th Graders

• Show students that every entrepreneur experiences failures on the path to success.
• Break down taxes and interest, showing them the financial details behind entrepreneurship.
• Show them the importance of multiple income streams and how they can use entrepreneurial skills to support the approach.

For more resources on other topics, check out our 11th Grade Money Lesson Plans Center .

12th-graders look at various practical ways to jump into entrepreneurship, and see how careful planning can lead to success. They should be able to:

• Identify successful strategies in entrepreneurship and analyze decision-making to reach outcomes.

12th Grade Entrepreneurship Lesson Plans

• 12th Grade – Three Types of Business Organizations: This lesson from econedlink.org shows students how they can set up a business in the future. They compare the costs and benefits of sole proprietorships, partnerships, and corporations, linking these ideas to their planned entrepreneurial ventures.

12th Grade Entrepreneurship Worksheets

• Restaurant Creation
• Business Letter
• Types of Business Sort
• Business Ownership Types
• Business Bell Work

12th Grade Entrepreneurship Games and Activities

• Balancing Fairness with Self-Interest
• Lights, Camera, Budget!
• Break-Even Analysis Activity
• Real World Business Soft Skills
• Business Profile Research Activity

Tips for Teaching Entrepreneurship to 12th Graders

• Use diverse grouping, letting students work independently, in pairs, and teams.
• Focus on soft skills, too.
• Use online tools and apps to expose students to real-life data and financial statistics.

For more resources on other topics, check out our 12th Grade Money Lesson Plans Center .

• Money Museum

• Community Development
• TEN Magazine

Entrepreneurship in the Classroom

As an educator, we want to equip you with engaging ways to help empower students to consider entrepreneurship among their future options.

Resources, Articles and Lesson Plans

Jay starts a business.

Jay Eagle takes students on an entrepreneurial adventure to start his own bird business in this classroom interactive.

Entrepreneurship Lessons and Resources

From elementary to high school, access these lesson plans and resources to help students explore the world of entrepreneurship.

Black Women Business Startups

Teachers can access resources to help students understand opportunity occupations as an option to consider for their career paths.

Youth Entrepreneurship Guide

This guide helps place a higher emphasis on entrepreneurship throughout the education system.

Building Entrepreneurship Ecosystems in Communities of Color

This guide provides an overview of inclusive entrepreneurship ecosystem building for communities of color.

Video Resources

Learn from entrepreneurs across the region in these short videos about their journeys and businesses.

Webinars and Video Resources

Professional Development for Educators

Browse these on-demand webinars to help equip you on a variety of topics, including entrepreneurship.

21st Century Careers Student Webinars

Expose students to a variety of career paths in this video series where they will hear from local leaders about their careers.

Fed Opportunity Occupations Video Series

Within the Federal Reserve there are several opportunity occupations; learn more about each position in this short video series.

Entrepreneurship in Action

In this video series, meet and learn from entrepreneurs across the region; discussion questions for students are included.

Connect With Us

Director of education, leslie baker, public affairs project manager, bite size economics.

Make up a rap about regretting a buying decision (buyer's remorse) and wishing you had purchased your opportunity cost instead. Perform it for the class.

Read Ten Mile Day by Mary Ann Fraser. Use the children's literature lesson to discuss the role of production in the development of the transcontinental railroad: www.stlouisfed.org/education_resources/assets/lesson_plans/TenMileDay.pdf

The mission of the Consumer Financial Protection Bureau (CFPB) is to make markets for consumer financial products and services, such as banking and credit, work for Americans. Research the CFPB at: www.consumerfinance.gov/regulations. Choose a regulation and share whether or not you think it is beneficial for businesses as well as consumers.

Professional Services: Our experts deliver exceptional business leadership and risk, financial and people management services to enable the Bank to meet its mission and achieve its business objective. Professional Services positions include analysts, auditors, graphic designers, human resources professionals and writers.

Research the purposes of the World Trade Organization (WTO). Hold a mock debate where two countries use the WTO as a forum to discuss their disagreements concerning a trade policy.

Read Uncle Jed's Barbershop by Margaree King Mitchell. Use the children's literature lesson to discuss the challenges of entrepreneurship: www.stlouisfed.org/education_resources/assets/lesson_plans/UncleJedsBarbershop.pdf.

Read the original Federal Reserve Act, signed Dec. 23, 1913. Write down four key facts about the founding of the Federal Reserve System from the primary source document, available from the Librarians' Society of Washington, D.C. http://bit.ly/18qbUEL.

North Dakota's oil surplus has led to a low unemployment rate and a state budget surplus. Research North Dakota's boom and write an essay about whether or not you would be interested in moving to the state under current circumstances.

The Philadelphia Fed's video The Federal Reserve and You features 70 short segments about the Fed, money and banking. Watch the first chapter for an overview of the Federal ReserveSystem. http://bit.ly/11dWbdQ

Learn about and compare different payment methods in the Kansas City Fed's role play Payment Parliament. http://bit.ly/196JUbk

You are a producer of a new and unique athletic shoe. Develop a poster or commercial to advertise your amazing shoe.

Before buying clothes or shoes, consumers should consider several features, such as price, quality, fit, style and comfort. Discuss and rank these features with students to see which ones are most important to them in making a purchasing decision.

Read Earth Day-Hooray! by Stuart Murphy. Use the children's literature lesson to discuss the topic of incentives in the story: www.stlouisfed.org/education_resources/assets/lesson_plans/EarthDayHooray.pdf

Make a list of incentives that would persuade you to complete the task of cleaning your bedroom from top to bottom. Which of these incentives would your parents agree to?

The Bureau of Engraving and Printing produces currency daily to avoid a scarcity of money. How many bills are produced in a day? A) 3,500 B) 350,000 C) 3.5 million D) 35 million Answer: (D)

Discuss the meaning of this scarcity quote: "There is no scarcity of opportunity to make a living at what you love; there's only a scarcity of resolve to make it happen." - Wayne Dyer

Introduce the concepts of profit and loss. Organize a classroom business selling a food or craft product. Have students figure the cost of materials (expenses); create the products; and decide on a selling price (income) to make a profit. Invite another class to view and buy the products using fake money. After the sale, have students figure the class profit/loss based onthis formula: total income - total expenses = profit.

Review your monthly family budget to determine how much your family spends on wants vs. needs. Discuss how your family might reduce the dollar amount of wants over the next few months. Report your budget-saving measures to the class.

If a company's losses are much greater than its profits, the owners might consider filing for bankruptcy. Research the concept of bankruptcy and write an essay describing the advantages and disadvantages.

Use the above activity to develop small group businesses with four to five students. Each group should decide on their product, follow the production steps and sell the products to classmates using fake money. Students may choose to incorporate marketing techniques to increase sales. Groups should give a final business report, noting profit/loss, to the class.

Bank XYZ is examined and scored every year to make sure it is following banking rules as a safe and sound place for your money. The last four scores were 3, 2, 2 and 1. What is the average score of Bank XYZ? (Answer: 2)

Summarize the tale of Little Red Riding Hood. What was the cost of Little Red ignoring her mother's advice on her way to Grandmother's house? What would have been the benefit ifshe had listened?

Write an essay on the topic of rebates as incentives for consumers when they purchase goods and services, such as electronics, cars, etc. Do you think rebates motivate people to spend more? Why or why not?

Discuss what Thomas Jefferson meant when he said, "The merchant has no country."

Read Less than Zero by Stuart Murphy. Use the children's literature lesson from the Philadelphia Fed to discuss the topic of borrowing and repayment of debt. http://bit.ly/113exYV

Ask students to choose a class business that might be successful in their school, such as a craft, food or entertainment business. Create a business plan, including the following: resources needed, production process, product display, advertising, pricing and labor schedule. Present the plan to your principal for approval.

Use the Recession Lesson "Navigating the Fear of the Unknown" (http://kansascityfed.org/publicat/education/teachingresources/RecessionLesson-EconomicUncertainty.pdf) to learn about the role that economic uncertainty played during the recent recession for businesses and consumers.

Discuss this quote: "When written in Chinese, the word �crisis' is composed of two characters. One represents danger and the other represents opportunity." - John Kennedy

Ask the class to brainstorm ways they could spend $10. List ideas and ask them to narrow it down to one, since the class has only one $10 bill. When there is disagreement on which one, discuss that the scarcity of the money to be spent forces us to make choices.

Why is there a lag time between the beginning of a recessionary period and when it is officially declared a recession? Answer this discussion question and more with the Kansas City Fed's Teaching Tips: Recessions 101. http://bit.ly/11ML6M3

How does a recession affect the circular flow of income within the economy?

Hold a discussion on this topic: "When choosing a career, income is more important than passion for the job." Ask students to give reasons for their views.

Draw a cartoon to portray one of the following label instructions found on consumer goods: hairdryer-never use while sleeping; iron-do not iron clothes on body; child's costume-cape does not enable user to fly.

Resource Trivia: What two fabric resources are used to make paper currency? (linen - 25%; cotton - 75%)

Create a three-column KWL (What I know, want to know, and what I've learned) about credit cards. Brainstorm to complete the first two columns, then discuss information from the Federal Reserve's website on credit cards: www.federalreserve.gov/creditcard. Summarize what students have learned by asking them to create true/false statements about credit to complete the third column.

Gas prices are $3.29 a gallon and then increase to $3.69 a gallon due to a shortage. How much would 18 gallons of gas cost at each price? ($59.22; $66.42) How much would you save if you purchased gas at the lower price? ($7.20)

Play 20 Econ Questions or Econ Word Wiz (www.federalreserveeducation.org/resources/fiftynifty) using "producer" as one of the words.

Discuss the difference between fixed expenses (those costs that do not change) and variable expenses (those costs that can change). Ask students to interview a parent to discover what fixed and variable expenses they pay monthly. Report findings to the class.

Many entrepreneurs get their start through designing an invention or innovation that becomes successful. Research famous inventors by looking at: www.ideafinder.com/articles/thelists/entrepreneur.htm. As a group, vote on the top three inventors based on their creativity and success.

Introduce wants and needs and give examples of each concept. Tell the students that they will be planning a picnic lunch and will make a chart of wants and needs for the picnic. Draw a T-chart on the board, labeling one side "Needs" and the other "Wants." Ask students for ideas to complete the chart, telling whether each idea is a need or a want.

Discuss the meaning of the following quote: "Budget: a mathematical confirmation of your suspicions." - A.A. Latime

Professionals like lawyers and accountants may trade services, such as an accountant preparing a lawyer's taxes and a lawyer handling a legal matter from the accountant. Write a short news article about the costs and benefits of trading services.

Discuss "interest" as "payments made for the use of money." Ask students if they think earning interest when they deposit money in a savings account is a good incentive to save. Why or why not?

Research and record the population of five different cities or communities within your region. Develop a bar graph to compare the population results. Discuss how the population of an area can affect its economy, in terms of jobs and housing.

Read Uncle Jed's Barbershop by Margaree King Mitchell. Use the children's literature lesson to discuss starting a business at: www.stlouisfed.org/education_resources/assets/lesson_plans/UncleJedsBarbershop.pdf.

Assume the identity of a superhero or a credit villain in the Kansas City Fed's role play Professor Finance and Fed Boy Meet the Catastrophe Clan to learn about the use and misuse of credit and how the CARD Act protects consumers. http://bit.ly/13jzWzX

Use Lesson Two "Budget to Save: Developing a Budget" from Building Wealth in the Classroom: www.dallasfed.org/education/pubs/wealth_classroom/02_lesson.pdf to discuss budgets in relation to financial goals. Do the suggested activity of a budget analysis for a high school senior saving for the prom. Discuss areas where this budget could be streamlined to meet the student's financial goals.

Solve this income problem: Jay shoveled snow for five neighbors on his block. He earned $10 from two of them, $12 from the third, and $15 from the fourth and fifth. What was his income total? What was his average income from each shoveling job? (Total income: $62.00. Average income per job $12.40)

Food shortages occur throughout the world due to disasters, war and population increases. Research how the United States helps at: http://foodaid.org/resources/the-history-of-food-aid/. Create a visual illustrating how these food programs enable countries to become more self-sufficient.

Use the Core Concepts Cards net worth calculator, available at www.federalreserveeducation.org/resources/coreconcepts/worksheets/whatsyournet, to figure your net worth. How can you increase assets or decrease liabilities to add value to your net worth?

Bring white elephant items from home (with a parent's signed note). After having an opportunity to trade items, explain the benefits of the trades made. Does everyone agree the trades were positive? If not, why not?

Make a chart comparing the costs of a new sports car and a used compact car. Figure the expenses for each car, including loan payment, fuel and insurance. If transportation to your job is a need, which car is the better choice?

Discuss fixed budget expenses (costs that remain the same) and variable expenses (costs that change). Write and perform a skit about college students living on campus who deal with these expenses.

Discuss the meaning of this quote: "Henry Ford was right. A prosperous economy requires that workers be able to buy the products they produce. This is as true in a global economy as a national one." - John J. Sweeney

Use the lesson plan and role play for "There's No Business Like Bank Business" to teach students the concept of how banks operate as a business: www.kansascityfed.org/publicat/education/teachingresources/No_Business_lesson.pdf and www.kansascityfed.org/publicat/education/teachingresources/Bank_Business_script.pdf.

Pick a local publicly traded company. Research the goods and services that the company produces and sells, and create a four-slide minimum PowerPoint illustrating the company and what it does.

Read Something from Nothing by Phoebe Gilman. Use the children's literature lesson to discuss the topic of opportunity cost in the story: www.stlouisfed.org/education_resources/assets/lesson_plans/SomethingNothing.pdf

Discuss the stock market as a public place to invest dollars in stocks, or shares of ownership in a company. Go to: www.essortment.com/invest-money-mutual-funds-stocks-17734.html to learn about stocks vs. mutual funds. Which type of stock would you invest in? Give reasons for your answers.

Look carefully at a picture of a $10 bill. Identify the following features that make the bill legal currency: denomination amount; presidential portrait; serial numbers; Federal Reserve and Treasury seals; important signature. Ask students to look for additional features and discuss.

The class has been earning incentive points towards a party since the beginning of the year. They've earned 576 points in 8 weeks. What was the average number of points earned each week? How many more points do they need to reach their 1000 point goal?

Brainstorm a list of careers or jobs that are associated with taxes (such as accountant). Research one of these careers to learn about the education qualifications, income level and demand for the job.

Why does it matter that the recent recession coincided with a financial crisis? Research from the Kansas City Fed that examined banking crises in Spain, Norway, Finland, Sweden andJapan found that when a recession is combined with a financial crisis unemployment increases are unusually severe and persistent. http://bit.ly/11m62Nt

Add together all the bill denominations currently in circulation. What is your dollar total? ($1+$2+$5+$10+$20+$50+$100=$188)

Interview family members or neighbors about the recent recession and any changes or effects it had on their lifestyles. Report your findings to the class.

Create a consumer profile, such as a 20-year-old college athlete, and make a collage of products or services using newspaper, magazine ads and/or computer-generated images that would appeal to that type of consumer.

While watching TV commercials within a given time period, identify how many of the products advertised are wants and how many advertised are needs. Using your results, calculate the percentage of each and report to the class.

Ask students to work with a partner on the following income/expenses problem: You want to convince your family to buy a new computer to replace the outdated one at home. Create a visual that gives family members ideas on how to cut monthly expenses (such as food, clothing and entertainment) in order to save income for the purchase.

Entertainment purchases can be a budget downfall. Brainstorm a list of 10 budget-friendly ideas for family entertainment that cost $5 or less.

Read The Panic of 1907 by the Boston Fed. Write a skit titled "We Survived the Bank Panic," describing the thoughts and emotions that people may feel as they wait in line to withdraw money before their bank closes for business. http://bit.ly/1840vMy

List all the concepts from this planner on the board and number them. Number the sections of a beach ball similarly. Toss the ball to the class. Whoever catches it should explain the concept with the number closest to their right thumb. Repeat.

Discuss counterfeit currency and how it has become more prevalent in the U.S. over the years due to technological advancements. Explain how security measures have been added to U.S. bills to thwart counterfeiters, and look at some of these features at: www.newmoney.gov/currency/default.htm. Ask a speaker from a bank to speak to the class on detecting counterfeit currency.

Your school had a pancake breakfast to raise funds for the sports teams. Expenses included paying for food and set-up costs, which were $949. The number of dinners sold was 275 at $6.00 each. What was the total income from the event? What was the profit after expenses? ($1650; $701)

Why do bank panics often lead to recessions or larger financial upheavals?

Develop a list of economic, social and environmental costs and benefits of developing a new city park. Develop another list for the development of a large chain store like Wal-Mart in the same area. How are the costs and benefits the same or different?

Watch Katrina's Classroom from the Atlanta Fed to understand how natural disasters can affect banking services. Write a creative story about leaving your home due to a natural disaster and the steps you would take to be financially stable during this time.http://bit.ly/14C0lYK

Many students think about running their own business as adults. Ask students to brainstorm types of businesses that interest them. Invite a local business owner from an area of interest to speak to the class about his/her experiences. Prepare for the speaker by making a list of interview questions related to running a business.

Work in pairs to design a new and improved ATM for 2020. Make posters to highlight services and features that might be available in the future. As a class, vote on the best future design.

Money doesn't grow on trees, but it can grow. Watch No Frills Money Skills episode 1 from the St. Louis Fed. Develop a table showing how saving $1,000 at 3% annual interest can compound your savings over a 6-year period. http://bit.ly/11OJ5Pt

Research the characteristics of a savings account, certificate ofdeposit, money market account and savings bond. Using the scenarioof a short-term savings goal, decide which one would be the bestplace for your money and explain your reasoning.

Read Meet Kit: An American Girl by Valerie Tripp. Use the children's literature lesson from the St. Louis Fed to role play the effect that unemployment and reduced spending can have onpeople's lives during a recession. http://bit.ly/12Bxppn

The threat of war pushed the Federal Reserve Banks to open early because of bank panic fears. How else can war affect the economic health of a country?

Introduce taxes by asking what happens on April 15. Discuss that one of the purposes of income taxes is to pay for public goods (such as parks and roads) and public services (such as police, fire and military workers). Ask students to imagine what would happen if the government didn't use tax money to provide these goods and services. Have them draw a picture of a situation where a lack of public goods or services caused a problem.

Brainstorm ways students can earn income and make a chart of ideas. (Examples: allowance, chores, birthday/holiday gifts, garage sales, etc.) Ask students to set future savings goals (for things they will spend their income on) and share with the class.

Ask students to keep a financial journal, writing down what they spendand save for 30 days. They should keep track of the amount they spendin one column and the amount they save in another column. At the endof the 30 days, ask them to total the amounts of each column and figurethe percentage of money they spent and the percentage they saved.

Introduce the first two principles: People choose and people's choices involve costs. Explain that opportunity cost is a person's second-best choice that is given up when the first choice is made. Ask students to give examples of choices they make during a school day, such as lunch and recess options, and name the cost and benefits of each choice.

Brainstorm the skills and knowledge that will be needed in the future to work as a bank teller. Write a job posting that might be used by a local bank describing the characteristics that banks will be looking for when hiring tellers.

What financial institution lending practices led to the establishment of the Community Reinvestment Act? Why is the CRA important to bankers and consumers today?

Use Lesson 2: "W Is for Wages, W4 and W2" at www.stlouisfed.org/education_resources/assets/lesson_plans/paycheck/IYP_lesson2.pdf to learn about gross pay, net pay and the different deductions that are taken from paychecks.

The start-up costs for your lemonade business includes $1.99 for the mix and $2.50 for the cups. If you sell each cup for $.60, how many cups do you need to sell to make a profit? (At least 8 cups.)

Your credit report is like a report card. It is used to calculate your credit score. You can receive one free credit report every twelve months from each of the nationwide credit bureaus-Equifax, Experian, and Transunion-by visiting www.annualcreditreport.com.

Discuss the fable of the Grasshopper and the Ant and its "saving for the future" moral. Rewrite the fable using human characters to make the spending and savings decisions.

Write a short essay explaining the reasoning for tariffs on imports to the United States.

How does the following quote relate to today's rate of savings? "In the old days, a man who saved money was a miser; nowadays, he's a wonder." - Author unknown

Compare three different credit card offers. Make a chart showing the similarities and differences of each. Decide which offer is best for you and present your information tothe class.

Read Free Enterprise: The Economics of Cooperation, available at www.dallasfed.org/educate/classroom.cfm, to learn about the role of businesses in a free-enterprise system.

Choose a country and list the natural, human and capital resources available in that geographic area. Create a business producing a good or service that uses those available resources.

Trivia: Did you know that the United States is the world's largest consumer of oil? No other country consumes even half as much of the 20 million barrels a day used by the United States.

Look closely at a one-dollar bill. What symbols and words do you see that connect this bill with the Federal Reserve?

Would you want to bank at an unregulated bank? Give a two-minute oral presentation explaining your position.

Draw a cartoon about a time when you experienced either a buyer's high or buyer's remorse after a purchase. In the panels, show the purchase, how the purchase made you feel and what you might do differently in the future.

Use a blank outline of your state to map your city and the major communities surrounding it. Draw images to represent the businesses and industries that are important in your region, such as a cow for agriculture or a truck for transportation.

Think you have what it takes to steer our country's central bank? Play the Chair the Fed game from the San Francisco Fed to try your hand at monetary policy. http://sffed-education.org/chairthefed/default.html

Create a map of the neighborhood surrounding the school. Have students add the names of businesses in that area to the map, as well as what good or service they sell. Ask students to suggest other businesses that would complement those already in the neighborhood.

Use the Kansas City Fed's Teaching Tips: Is Your Bank Account Safe? to learn what happens when a bank fails and how the FDIC steps in following a bank's closing. Make a brochure that explains why money is well-protected in U.S. banks. http://kansascityfed.org/education/foreducators/high-school/teaching-tips/is-your-bank-safe.cfm

Trivia: U.S. household and nonprofit organizations' liabilities, which include mortgages, consumer credit, loans and securities, totaled almost $14 billion in 2010.

Would you accept a cow as payment? Learn about the four characteristics of money and evaluate various forms of money, including cows, that were used as currency in earlier times by reviewing Kansas City Fed's lesson Early Forms of Money. http://bit.ly/1a8sTip

You have saved enough money to buy your first computer! Which is the better buy: a laptop for $599, a case for $29, and a mouse for $19; or a desktop monitor for $149, a computer tower for $469, and a keyboard with mouse for $39? (laptop package=$647; desktop package=$657)

In groups, construct story problems that feature characters needing to calculate amounts to save or spend. Example: Joe wants to save $500 for a trip to Chicago in six months. How much does he need to save each week to meet his goal?

Research Mattel, Hasbro or other toy companies to see how they determine what toys to produce and supply to retail stores. Use the information you find to predict what toys might be popular in 2020.

Learn about entrepreneurs and economic growth through the Kansas City Fed's lesson Do I Have What it Takes to be an Entrepreneur - and is my Community Ready? Calculate the breadth and depth of entrepreneurship in your county, and discuss if your area is ready to encourage more growth. http://bit.ly/12DHl1H

Think of a time when you paid for an expense you planned to buy (food, school supplies, etc.) and one you didn't plan to buy (spur-of-the-moment purchase.) Write a song that explains which was the better decision and why.

Watch the Economic Lowdown video on demand at: www.stlouisfed.org/education_resources/podcasts/economic_lowdown_video_2.cfm. Take notes on the six ways demand can change, giving an example for each. Create and present a skit showing the effects of supply and demand on the purchase of the newest cell phone, tablet or electronic device.

Read Isabel's Car Wash by Sheila Bair and Judy Stead. Discuss how Isabel started her car wash with help from investors, who became part owners with her. Did the car wash earn a profit or show a loss in the story?

In a classroom mini-economy where everyone has a designated income, have the government (the teacher) set tax rates during different periods to illustrate progressive, proportional and regressive taxes.

If U.S. exports to China are worth $8 billion, and U.S. imports from China are worth $34 billion, what is the total trade amount? ($42 billion) What is the trade deficit? ($26 billion)

Tell students to imagine they’ve just purchased their first used car. Have them name services their car will need to run efficiently, and goods they could buy to fix up their vehicle. Ask them to go online to find auto stores that provide these goods and services with item costs.

Have students list all the extra-curricular activities they could participate in for the first semester, including sports, clubs and competitions. Discuss that scarcity of time forces them to choose between several activities they may be interested in.

Uncover how and why the Federal Reserve expanded its balance sheet during the recent recession and financial crisis in the Philadelphia Fed's resource It's Not Your Mother and Father's Monetary Policy Anymore: The Federal Reserve and FinancialCrisis Relief. http://bit.ly/19gvxBB

Research the household savings rates of several different countries. Make a chart comparing the rates. Which country's rate is the highest? What are some possible reasons for this?

Discuss the meaning of this quote: "A wise man should have money in his head, but not in his heart." - Jonathan Swift

Weather conditions can create shortages. Work with a partner to make a list of hardware and department store items that might be in short supply during a snowstorm. (snow blowers, shovels, gloves, hats, etc.). Pantomime the use of each item for the class to guess.

Write a haiku on the importance of paying yourself first.

Discover how the recession influenced the savings habits of consumers in the Recession Lesson: "The Silver Lining of the Economic Downturn" at www.kansascityfed.org/publicat/education/teachingresources/RecessionLesson-SavingsHabits.pdf.

Read Saving Strawberry Farm by Deborah Hopkinson. Use the children's literature lesson to discuss the role banks played during the Great Depression: www.stlouisfed.org/education_resources/assets/lesson_plans/StrawberryFarm.pdf.

Compare the prices of store-brand items you need (milk, soap, clothing, etc.) versus the name-brands you want. Are the name brand items worth the price? Give reasons to back your opinion.

A bear market is one where stocks steadily decline and investors are motivated to sell; a bull market is one where stocks are steadily increasing with investors' optimism. Ask students to design two new symbols (animal or other) to replace the bear and bull images and share why their symbols are good representations of these markets.

Discuss the word "panic" and brainstorm situations in which people may panic (severe weather, accidents, fire, etc.) How do you feel when you panic? Why could these feelings cause you to take actions you normally wouldn't? Relate these feelings to bank panics.

Learn about market equilibrium, or the point at which there is no shortage or surplus of a good or service, by watching the third episode of the Economic Lowdown Video Companion Series at: www.stlouisfed.org/education_resources/video_podcasts.cfm.

Are you wise about credit? Learn about developing good credit by reading the Kansas City Fed's Common Cents article "Laying the foundation for responsible credit use." Take theGet a Credit Clue quiz to see if you are credit card worthy. http://bit.ly/11Dsm65

Introduce the following formula: Assets-Liabilities = Net Worth, or your economic wealth. Use Money Circle Theme 3, Lesson 1 found at: www.federalreserveeducation.org/resources/MoneyCircle. Discuss the assets, liabilities and net worth of the student in the Activity 1 story. Ask students to write a similar story about themselves, listing current assets, liabilities and assessing their net worth.

Read Scraps of Time 1960s: Abby Takes a Stand by Patricia C. McKissak. Use the children's literature lesson to learn about how taxes fund transfer programs such as Head Start and Medicaid: www.stlouisfed.org/education_resources/assets/lesson_plans/Scraps_of_time.pdf

Discuss the difference between fact and opinion statements used to market a product. Hand out advertisements from magazines that contain both types of statements and ask students to identify the facts and opinions given. How can an awareness of these statements help consumers make wise choices?

Create a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) grid to determine the costs and benefits of a used car decision. Possible criteria include model; year; gas mileage; and insurance costs. Visit www.econedlink.org/lessons/docs_lessons/463_PACED1.pdf for a sample grid.

Develop a role play about an entrepreneur whose ideas for a new product or business are not well accepted and how he/she meets these challenges and eventually becomes successful. Perform the role play for your class.

You have opened a new video game store and hired five full-time employees. If starting salaries are $8.50 an hour and all employees work a 40-hour week, how much should you budget for employee salaries weekly? ($1,700)

Debate this topic: "The benefits of making financial mistakes outweigh the costs."

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Create a song or rap that promotes interdependence (when people or nations depend on one another for the goods and services they want) as a way of increasing imports and exports.

Use lesson 2, "W is for Wages, W4 and W2," from It's Your Paycheck personal finance curriculum to learn what deductions are taken from weekly/monthly income. Discuss why these deductions are necessary for the government and the individual. www.stlouisfed.org/education_resources/assets/lesson_plans/paycheck/IYP_lesson2.pdf

Stores often have a surplus of holiday candy after Halloween and Valentine's Day. What methods do store managers use to quickly sell their surplus? (half-price sales; special display) Describe three new and creative ways to reduce this surplus.

Follow the lesson plan for "Abraham Lincoln and the Five-Dollar Note" to learn why Lincoln is portrayed on this note and the features of the redesigned $5 bill: www.stlouisfed.org/education_resources/assets/lesson_plans/Lincoln$5Note.pdf.

Discuss the exchange rate of currency as the ratio at which a unit of currency in one country can be exchanged for that of another country. Research the exchange rate for bills from five countries by going to: www.xe.com and using the exchange rate calculator. Which notes were worth more than the American dollar? Which were worth less? Why do you think one country's currency is valued higher than another?

Why have other countries adopted mobile payments faster than the United States? Find out in the Atlanta Fed's podcast The Future of Mobile Payments. Write a description of a mobile payment option you think would work best in United States. http://bit.ly/11YTIOu

Jennifer sells craft items for extra income. She sold $236 worth of items in October, $348 in November, and $559 in December. What was her income for the three months? ($1142) What was her average income from crafts monthly? ($381)

Write and perform a rap highlighting one or two of the principles you've discussed from the Guide to Economic Reasoning. Give examples explaining the principles in your lyrics.

Introduce and discuss the characteristics of an entrepreneur, such as being a risk taker; having high energy; being competitive; having a strong desire to be your own boss; and possessing a "never quit" attitude. Ask students to rank themselves "+" or "-" on each of these characteristics to assess their own potential for entrepreneurship.

Discuss this quote: "A man with a surplus can control circumstances, but a man without a surplus is controlled by them, and often has no opportunity to exercise judgment." - Marshall Field

Divide students into two teams. Hold up pictures of natural, human and capital resources and take turns asking teams to identify the type of resource each is. Teams score points for correct answers.

Explain why the United States, Canada and Mexico all gain from voluntary trade among their countries.

Play "Econ Bingo" after reading directions, downloading bingo cards and sample money from the Fifty Nifty Econ Cards website: www.federalreserveeducation.org/resources/fiftynifty. Award $5 of money for each bingo during the game. Let winning students use their income to purchase incentives you have supplied.

Currency is produced by the Bureau of Engraving and Printing, located in Washington, D.C. and Fort Worth, Texas. Look at the new $100 bill at www.newmoney.gov/currency/default.htm. Examine the interactive $100 note and take the quiz on its features.

Introduce the importance of weekly budgeting. Ask the class to use spending journals to track their purchases for a week. After journals are completed, students should share results for a class list of typical purchases and costs. Have students use the list to create a graph showing the areas where most purchases were made. Discuss ways to cut back on common buys to stay within their budgets.

Choose a job and research its income in two different countries. (Example: a starting teacher in Mexico is paid $10,465 a year, while a starting teacher in Canada is paid $35,400 a year.) Discuss why the same job can have different salary levels in different countries.

Carl Sandburg once said, "Money is power, freedom, a cushion, the root of all evil, the sum of all blessings." Discuss how money could be explained in each of these different ways.

Banking Supervision: Our bank examination experts ensure the safety and soundness of the nation’s banking system.

Trivia: The Federal Reserve Act was signed by President Woodrow Wilson in 1913. The average annual income that year was $800.

When you deposit a $5 bill in the bank, will you ever see that exact $5 bill again? Draw a comic strip that shows what happens to the bill that you deposit.

Create a skit in small groups about possible financial situations at age 65 (i.e., no savings vs. wealthy investor). Discuss possible actions that can lead to financial security in retirement.

Discuss homecoming expense choices and opportunity costs. For example, with a limited amount of money, would you choose a fancy limo for transportation? Would you spend more money for a high-dollar outfit instead? Or would you spend your dollars on an expensive restaurant meal before the dance? Discuss the reasoning behind your decisions.

Develop a chart listing 10 tips that will help the environment through protecting natural resources. (Example: Pick up litter along trails and waterways.)

Choose a product and research the price of that product during a 10-year period. Graph the changes over time and discuss possible reasons for those changes, such as the increasing priceof materials, a better quality product, inflation, etc.

What innovations and technological advancements have changed the U.S. payments system in the last 30 years?

Research the World Trade Organization (WTO) at: www.wto.org/english/thewto_e/whatis_e/whatis_e.htm. What is the goal of the WTO? List three benefits of the WTO trading system.

Determine which economic principle relates best to the following quote, and then explain its meaning: "I'm talking about economics as forecasting the future. If you own auto stocks, you ought to be very interested in used car prices." - Peter Lynch

If a company produced 10 items at $7 per item and sold all 10 at $8.50 each, what is the profit for the producer? (10 x $1.50 = $15)

Look at a map of the Federal Reserve System. Discuss reasons why there are more Federal Reserve Banks on the East Coast than the West Coast. Find a map at http://1.usa.gov/11CECzE

Research the meaning of marginal cost and marginal benefit. Businesses think on the margin, deciding whether the benefit of producing one more unit would be greater than or less than the cost. Share an example of this marginal cost/benefit situation from your research.

Discuss the use of income to purchase holiday gifts and ask students to make a list of five items they'd like to buy for friends, including the price of each gift. Looking at the total amount they'll need, will they earn enough income to make purchases? How might they earn more money to complete their shopping?

Imagine you are at a college football game. Brainstorm the different goods and services available in the stadium. What resources were required to create those goods and services?

What monetary policy tools does the Federal Reserve Bank use to regulate the money supply?

Use magazine pictures to create a collage of future wants. Develop a budget that includes long term savings goals to purchase these items within the next five to 10 years.

Discuss Halloween and the practice of "trick-or-treating." Would this holiday be as much fun if the incentive of candy wasn't given out to trick or treaters? Would you still want to "trick-or-treat?" The "treat" can influence the behavior of kids. Take a survey to decide which type of treat is the best incentive: chocolate bars, fruit-flavored candy, gum and other choices.

Discuss the meaning of this quote: "An opportunity cost is an opportunity lost."

Read Monster Musical Chairs by Stuart Murphy. Use the children's literature lesson to discuss the topic of scarcity in the story: www.stlouisfed.org/education_resources/assets/lesson_plans/MonsterMusicalChairs.pdf

Write about the problem that occurs when people do not recycle resources and the resulting opportunity cost on the environment.

Economic Research: Our research staff conducts innovative research on monetary policy, the payments system, and regional and community issues.

Play the online game Pursuit: On the Trail of Economic Growth from the Boston Fed with a small group or individually. This game traces the economic growth of New England throughout history. What events shaped the growth of this area? http://bit.ly/190VJ2L

Use the limerick below to introduce surpluses and shortages. Ask students to make up their own poem about surpluses and shortages to share. There once was a price just too high,So that no one would bother to buy.On the shelf the stuff sat,Gathered dust like a floor mat.A surplus needs a lower price-that's why! And then there was a price oh so low,That folks stood in a long line, oh no!But the shelves were soon bare,Those still waiting sure cared.A higher price would have solvedtheir shortage woes.

Invite a small business owner to speak to the class. Ask students to prepare interview questions about the assets and liabilities most business owners have and ways to increase thenet worth of a business.

Research the United States' top 15 trading partners by going to: www.census.gov/foreign-trade/statistics/highlights/topcurmon.html. Create a bar chart that shows three things: U.S. total trade with its top 15 trading partners, U.S. exports with its top 15 trading partners; and U.S. imports with its top 15 trading partners. Discuss the graph and what it shows about U.S. trade.

Calculate this profit/loss stock statement: 100 shares of XYZ Electronics bought at $29 each + $1.50 broker fee ($2901.50); 100 shares sold at $35 each - $1.50 broker fee ($3498.50); ($3498.50-$2901.50 = $597 profit).

What is the value of the largest note ever printed? ($100,000) Which president was on the bill? (Woodrow Wilson)

Explore the evolvement of the payment system by watching Chapter 5 of the Philadelphia Fed's video The Federal Reserve and You. Create a public service announcement highlighting the Fed's role in providing cash and electronic payment services. http://bit.ly/11dWBdQ

Explain that smart consumers are aware of how advertising affects them, how to protect their information, and how to spot scams. Practice these skills by going to: www.ftc.gov/youarehere to visit a virtual mall and make smart financial decisions.

Debate the importance of producers using social media, such as Facebook, YouTube and Twitter, to get the attention of consumers in order to sell their products.

Share pictures of different careers, and challenge students to analyze the costs and benefits of working in each career. Have them research information on salaries, education levels, work environment and job outlook by going to: www.bls.gov/oco/ooh_index.htm. Ask them to make a table listing this information for five careers, and then decide which career provides the most benefits and the least costs.

Cut out or draw pictures of three of your top wants. Estimate how much they cost and determine a budget or way to save for these items. Present your wants and savings plan to the class.

Discuss what economists mean when they say, "There is no such thing as a free lunch." How does this quotation relate to costs and benefits?

Introduce the definitions for save and spend. Describe short-term savings goals as items students want that will require saving for several months. Ask students to choose an item as a savings goal, estimate the cost of the item and figure the amount they would have to save weekly to reach their goal. Have students share their goals and savings plans with the class.

Look at a dime and identify the portrait. Use the lesson plan, "Why is Roosevelt on the Dime" available at: http://www.usmint.gov/kids/teachers/lessonplans/viewLP.cfm?id=29 to learn more about Franklin Roosevelt and why he was chosen for the dime.

Through a story and activities, Piggy Bank Primer introduces students to economic concepts such as saving and budgeting: http://www.stlouisfed.org/education_resources/assets/lesson_plans/piggy_bank_primer/StudentSavingBudgeting.pdf.

Discuss this quote: "America's support for human rights and democracy is our noblest export to the world." - William Bennett

Discuss the resources used in the production of chocolate (cocoa beans, sugar, milk) and the producers of each resource. Ask students to choose any product, make a list of resources used in its production, and count the number of producers involved in the process. Can anyone find a product that has more than five producers?

Which is the better milk buy? one gallon for $2.49; 1/2 gallon for $1.29; or one quart for $.69? (One gallon at $2.49)

Taylor purchased candy bars from the store at 50 cents each. She wants to sell them at school after lunch for $1 each. From what you've learned about supply and demand, what advice would you give Taylor regarding her price?

Estimate the cost: If you want to buy an item for $9.50 with a 9% sales tax, is $10 enough money?

Go to the following website to learn about McDonald's: http://www.aboutmcdonalds.com/mcd/our_company/mcd_history.html. Look through the timeline and share three risks the company took as it became an established business.

Without international trade, you may not have the items on your back. Ask students to look at the labels on their clothing and accessories, and list the countries that manufactured the items. Create a class graph showing all of the countries represented and compare label totals. Discuss whether clothing and goods made in the U.S. are a prevalent as they once were.

What key historical events led to the establishment of the Federal Reserve System?

Draw a picture showing how a scarcity of natural resources can affect your daily life.

Visit www.bos.frb.org/entertainment to play the online game Show Business: The Economics of Entertainment and learn about economics in the entertainment industry.

Introduce stocks as shares of ownership in a company. Ask students to choose a company they are familiar with and follow its stock price online or in a newspaper. Have them record the closing stock price each Friday for a month. Ask them to give a presentation with the following information: the weekly profit/loss from shares purchased (subtractclosing prices from one week to the next); and the monthly profit/loss (subtract week one from four).

Introduce the Federal Trade Commission's Bureau of Consumer Protection as our nation's consumer protection agency. Its job is to prevent fraud, deception and unfair business practices. Have students research the seven divisions of this agency by going to: www.ftc.gov/bcp/about.shtm. Discuss the importance of each division to consumers.

Introduce the concepts of supply and demand. Give students play money and set out items for sale such as pencils, erasers and stickers. Set some prices low to encourage sales and others higher to discourage buyers. Let students shop, and then discuss the demand for the products at various prices.

Brainstorms items of value that people invest in, such as real estate, gold, art, coins and jewelry. Ask students to write an essay discussing whether they think these options are better investment areas than the stock market and give their reasons for their opinions.

When a company wants to increase their profit, they can reduce their costs (expenses) or increase their sales (income). You are the owner of a new sushi restaurant. Describe two ways to increase your sales and two ways to reduce costs.

Play "Another Action Hero" in Show Business: The Economic$ of Entertainment at www.bos.frb.org/entertainment/index.htm to learn what the film industry can teach about international trade and globalization.

Discuss the correlation between a country's resources and what goods they export and import. Have students choose countries, research their major resources, exports and imports, and share their findings. Discuss which countries might make good trading partners.

Discuss the importance of the following quote to those who run their own business: "In the business world, the rearview mirror is always clearer than the windshield." - Warren Buffett

Ask students to inventory their personal assets and liabilities and develop a graphic organizer with their results. Have them rate their personal financial situation as great, okay or needing improvement. Tell them to write three goals for their financial health in the next year.

Ask students to imagine they have landed on a deserted island and will be living there until they are rescued. Have them work in pairs to develop two lists: one of their daily needs to survive, and the other of their wants while on the island. Share lists and discuss ideas with the class.

Which is greater: $1 million, or a penny that doubles in value for 30 days? Use a calculator to figure out the compound interest of the doubling penny by taking each new total and multiplying by 2 to double. (The final total for the doubling penny is $5,368,709.12)

Design a new $500 bill with your nominee in the portrait. Remember to include legal currency details, such as denomination, serial numbers, seals and signatures. Add additional details to make your note unique.

Read Saving Strawberry Farm by Deborah Hopkinson. Use the children's literature lesson from the St. Louis Fed to simulate a bank run. http://bit.ly/138xL3x

Introduce the concepts of imports and exports. Learn the top three imports and exports of your state by visiting: www.census.gov/foreigntrade/statistics/state/data/index.html. Discuss possible reasons why these resources made the top of the list. Choose a neighboring state and do the same research. Create two Venn diagrams comparing both states' imports and exports.

Use the lesson plan and role play "Professor Finance and Fed Boy Meet the Catastrophe Clan" to discuss the uses and misuses of credit: http://kansascityfed.org/publicat/education/teachingresources/fed_boy_lesson_plan.pdf

Just who was Salmon Chase and why was he on a $10,000 banknote? Explore the American Currency Exhibit: www.frbsf.org/education/teacher-resources/american-currency-exhibit/showcase-of-bills to learn how our country's history is reflected on our currency.

Research President Obama's 2009 total income by going to: www.whitehouse.gov. ($5,505,409) What is his yearly presidential salary? ($400,000) From what sources did he earn most of his additional income? (sales of his books and winning the Nobel Peace Prize.)

Imagine two people: one who has access to credit, and one who does not. Discuss the advantages of having access to credit and the barriers of non-access to credit and how it might shape each individual's future as his or her life unfolds.

Talk about the choices and opportunity costs of school cafeteria lunches with students. Compare the entrêe, salad, sandwich and other choices for the day. What final choice did they make? What was their opportunity cost? Continue each day for a week and have students graph individual and class choices and opportunity costs.

Ask students to design the "Market of the Future" by drawing a blueprint of their dream store. Have them include basic food departments and cashier areas, and then add original areas to make their market unique.

Read A Chair for My Mother by Vera B. Williams. Use the children's literature lesson to discuss how part of the family income was saved to reach a goal: www.stlouisfed.org/education_resources/assets/lesson_plans/ChairForMother.pdf.

Use the lesson "M&M Interesting," found at http://ecedweb.unomaha.edu/lessons/M&M6-8.pdf# to learn about the advantages of compound interest. Discuss why it is important to start a savings account while you are young.

How do the Federal Reserve and the European Central Bank compare? Read A Look Inside Two Central Banks: The European Central Bank and the Federal Reserve from the St. Louis Fedand create a Venn diagram showing three similarities and three differences between the organizations. http://bit.ly/15JSIQF

Find auto loan 36-month interest rates for a used car from three banks. Record the rates and any additional fees or conditions from each bank. Discuss which bank you would choose to finance your car loan and give reasons why.

Place a variety of job titles with their associated incomes in a hat and then place an assortment of typical monthly expenses in another hat. Draw one job and income and five monthly expenses. Determine if the income exceeds the monthly expenses.

Investment Math: Introduce the "Rule of 72" as a method to determine the number of years it will take for your savings to double in value. Give this example: if the interest rate is 2%, dividing 72 by 2=36 years to double your savings. Ask students to figure out the number of years for 4% (18); 6% (12); and 8% (9).

Invite someone in sales to speak about the skills necessary to be a successful salesperson.

How do students buy their goods and services? How many shop online versus going to brick-and-mortar stores? Discuss the use of shopping apps and how they help in comparing prices. Do students ever use apps to comparison shop?

Examine samples of foreign currency by going to: www.clevelandfed.org/Learning_Center/Online_Activities/explore_money/index.cfm. Compare bill features for three chosen countries. How are these notes similar? How are they different? What are some basic features that are common to all currency studied?

Political cartoons show opinions. Look at the cartoons featured throughout the Kansas City Fed's Balance of Power, Under Pressure, or Integrity, Fairness and Resolve books. Create an original political cartoon related to the Federal Reserve and explain your message.http://bit.ly/11CEUqr

The launch of the Air Jordan retro basketball shoe sale caused long lines, fights and store closings across the United States. Discuss the concepts of supply and demand in this situation. Ask students to give reasons why these shoes sold out, even though their retail price was $180 a pair.

Explain the benefits as well as the costs (monetary and nonmonetary) of owning a pet. Draw a picture of three pets, listing one cost and one benefit for each.

Operations and Administration: Our operations and administration teams enable the Bank to meets its mission and achieve its business objectives. Positions in Operations and Administration include administrative assistants, operating clerks, customer service representatives and facilities technicians.

Develop a classroom currency to use as pay for completing projects, following rules and helping others. Discuss income earned from these tasks each week and plan a future action to spend this income at the end of the quarter, semester or year.

Introduce certificates of deposit and savings bonds as two ways to invest money. Look at the financial website: http://financialplan.about.com/od/savingmoney/a/wheretokeepsave.htm. Compare and contrast these two methods of saving to look at the advantages and disadvantages of each.

Become better informed about payment cards from the Philadelphia Fed's resource What You Need to Know about Payment Cards. Design a poster showing the advantages and disadvantages of the three main types of payment cards. http://bit.ly/18D0HGm

Certificates of deposit (CDs) are accounts that earn interest at a fixed rate over a set of time period and include penalties for withdrawing money early. Ask students to research interest rates of CDs at local banks. Make a class list of the best rates for each of the following CDs: 6 months; 12 months; 24 months; 36 months. Discuss why banks and credit unions pay higher rates for longer terms. Ask students if they would invest in a CD and why.

Opportunity cost is the next best choice given up when making a decision. Write and perform a skit where the main character makes a decision on whether to take a part-time job. Make sure to include the opportunity cost.

Discuss with students how they make daily decisions, selecting one choice and giving up a second as an opportunity cost. Have them draw two locations for their next birthday party, make a final decision, and label one "my choice" and the other "my opportunity cost."

Read Saturday Sancocho by Leyla Torres. Use the related children's literature lesson from the St. Louis Fed to learn about the advantages of paying money over bartering for goods.http://bit.ly/18D0u5U

Discuss this quote: "The only thing we have to fear is fear itself". - Franklin D. Roosevelt. How could these words relate to bank panics?

Introduce the first three principles, discussing incentives as things that influence the behavior of people. Discuss the concepts of opportunity cost and monetary cost. Provide the following scenario: You are trying to decide whether to start college right after graduation or wait and work for a year before enrolling. Create a table listing the opportunity costs and monetary costs, as well as the benefits of both choices. Make your final decision and explain your reasoning.

Use the "Professor Finance and Fed Boy Meet the Catastrophe Clan" lesson: www.kansascityfed.org/education to introduce the Credit CARD Act and consumers' credit rights and responsibilities.

Explore myths and realities about the Fed using primary source materials in the Atlanta Fed's lesson Myths, Tall Tales, and Urban Legends: A Lesson on the Facts Behind the Fed. http://bit.ly/YeYn1k

Discuss famous entrepreneurs that students are familiar with, such as Bill Gates, Oprah Winfrey, Walt Disney and J.K. Rowling. Look at: www.thelittlee.com/html/famous_entrepreneurs.html and ask students to choose one entrepreneur they are impressed with to research and share with the class.

Introduce counterfeit money ("fake currency") as the major reason bills have been redesigned. Look at a real note online: www.newmoney.gov/currency/20.htm. Identify security measures placed on new U.S. currency including color, watermarks and micro-printing.

Calculate the monetary costs and benefits of running a lemonade stand using the following assumptions: mix that makes 32-oz. of lemonade costs $3 per container and a package of 50 8-oz. cups is $5. You sell 48 8-oz. cups for $2 each. (costs=$44, benefits=$96)

Review the story of the Three Little Pigs. Do a cost/benefit analysis to compare their houses of straw, sticks and bricks in terms of materials, labor, cost and effectiveness.

Change the lyrics of a popular song so that they now convince someone to keep their liabilities low for better financial health.

Think of people at school who are producers. One example might be cafeteria workers who produce breakfast and lunch for students. Others could be a custodian, principal, administrative assistant or any teacher. Make a list of these producers and the goods or services they offer. Ask each student to write a thank-you note to one of these producers.

Learn why the regional structure of the Federal Reserve System is important to understanding the economic conditions in all regions of the country in the Atlanta Fed's video The Fed Explains Regional Banks. http://bit.ly/14A3ASh

Many supermarkets have non-food services such as floral departments, pharmacies, banks, dry cleaning and DVD rentals. Why do you think supermarkets offer these additional services?

Write a short story about your last five purchases and whether each was a want or a need. Include lessons you've learned about your spending habits and steps you can take in the future to purchase fewer wants and more needs.

Become a board member of a Federal Reserve Bank and learn about the Fed's grassroots approach to gathering regional economic information in the Atlanta Fed's simulation Monetary Policy Starts in Your Own Backyard. http://bit.ly/ZNti2r

In preparation for homecoming, identify what is needed for the event. Then divide the list of items into goods and services. Rank the list in order of importance to you. What goods and services could you give up if you were on a limited budget?

View the American Currency Exhibit on the San Francisco Fed's website to explore currency from throughout our nation's history. Choose two bills from different eras and create a Venn diagram to compare and contrast bill symbols and features. http://bit.ly/1922F3l

Design a trophy celebrating an important export from your state and explain your choice and reasoning with the class.

Technology: Our technology experts deliver high quality and efficient end user applications, payments systems and information management solutions on behalf of the Federal Reserve and the U.S. Treasury.

What's your money personality? Are you a saver, avoider, spender, giver or worrier? Find out by taking the Money Make-up quiz at the end of the Kansas City Fed's Common Cents article "Watch and Learn". http://bit.ly/1923cSJ

Download the St. Louis Fed's Econ Ed Mobile App to explore the cost of using credit. Learn how interest is calculated, and then use the Credit Cost Calculator to see how interest ratesaffect monthly payments and the total cost of a purchase. http://bit.ly/11zNwSM

What does money mean to you? Purchasing power? Security? Freedom? Brainstorm ideas and then create a collage showing what money can represent.

Download the spreadsheet showing GDP percent change from the preceding period from the Bureau of Economic Analysis (BEA). Identify years of large GDP growth, such as 1942.Discuss events, government policies or production factors that may have caused this growth. http://1.usa.gov/165pfU5

Nominate a president or famous person in U.S. history (no longer living) for a new $500 bill. Write an essay describing how your nominee contributed to American history and why he/she would be a worthy candidate.

Learn what happens when the price of an asset becomes artificially high in Recession Lesson: Asset Bubbles, available at: www.kansascityfed.org/publicat/education/teachingresources/RecessionLesson-AssetBubbles.pdf.

Ask students if they have ever run a lemonade stand. Point out that this is an example of a market, where buyers purchase lemonade from sellers. Discuss how sellers set their prices so buyers are willing to purchase. Ask students to give examples of goods from other types of markets they have visited, such as farmers markets, flea markets and garage sales.

Discuss opportunity costs in buying school supplies with students. What backpack choices did they make, and what designs were their second choices? Did they consider mechanical pencils vs. regular pencils? Did they choose markers or crayons? Talk about how they made their decisions.

Explain this quote: "Competition is not only the basis of protection to the consumer, but is the incentive to progress." - Herbert Hoover

Depositors want their banks to be "safe and sound." Draw a picture illustrating what these two words mean to you. Discuss what might happen if a bank was not a safe and sound business.

Research the concept of balance of trade. Define this term and explain what it means to the U.S. economy.

Make a list of your impulse purchases in the last month and share it with a partner. Describe what spending weak spots you have and discuss a plan to help avoid these areas in the future.

Introduce the concepts of producers and consumers. Brainstorm a list of producers, such as artists, bakers, farmers and manufacturers of different products. Ask students to role-play various producers as they create their products. Have classmates guess what good or service each producer provides for consumers.

Discuss this quote: "I think the environment should be put in the category of our national security. Defense of our resources is just as important as defense abroad. Otherwise, what is there to defend?" - Robert Redford

View a short clip depicting a bank run from the movie, It's a Wonderful Life. Describe in a paragraph or two how depositors make poor decisions when they fear their bank is failing.

Ask students to name restaurants they have visited. Tell them to think of all the goods and services that a restaurant is expected to provide. Make a list of these items and ask students to write a creative story titled, “Starting My Restaurant Business” that uses these ideas.

If you had to choose a president for a new $200 bill, which choice would you select and which would be your opportunity cost? A) John Kennedy or B) Franklin Roosevelt. Have students discuss why they made their choice.

Focus on and discuss human capital: the skills, talents and education that people possess. Discuss how improving human capital through education and training correlates with increasing income. Ask students to research and share education levels and average income of chosen careers by going to the Bureau of Labor Statistics website to look at the Occupational Outlook Handbook: www.bls.gov/oco.

Compose a song or a rap about being a "savvy shopper." Include verses about comparison shopping, purchasing quality vs. quantity, and avoiding buyer's remorse.

Two friends set up a lemonade stand, charging 75 cents for two glasses sold. They lowered their price to 60 cents, selling four glasses. Their final price of 50 cents sold six glasses. Create a demand graph that shows this information. What was the twins' total revenue? ($6.90)

Discuss the topic of behavioral incentives and teens. Ask students which types of incentives work best to keep teens in line: extending curfew; car privileges; more computer/video game time; increasing allowance/funds. Tell students to give reasons for their choices.

Working in groups, use restaurant menus to pick something to order and then calculate the sales tax on the order. Report the cost with tax and figure the tip using the tax rate as a guide.

Learn how a bank operates as a business in the Kansas City Fed's There's No Business like Bank Business activity. http://bit.ly/150sooC

Write about a situation where a scarcity of food, money or time caused a problem, and how that problem was solved.

Credit card bills now provide an estimate of how long it will take to pay off a balance making only the minimum payment. Paying more than the minimum can substantially decrease the total amount of the purchase. Discover the savings using the credit card repayment calculator at www.federalreserve.gov/creditcardcalculator.

Learn about online banking by becoming a quiz show participant in the Kansas City Fed's role play To Pay the Price. http://bit.ly/ZT730u

Visit the National Archives website to learn about the Homestead Act of 1862, which offered free land in the west to anyone over 21 if they agreed to farm it. Create a skit about the act and its effects on economic growth during that time. http://1.usa.gov/13v9G5v

Read Supermarket by Kathleen Krull. Use the children's literature lesson to discuss how technology has changed markets: www.stlouisfed.org/education_resources/assets/lesson_plans/supermarket.pdf

Introduce the three types of resources, giving examples of each:Natural - gifts of nature used to make goods and services;Human - workers who make goods and provide services;Capital - goods made and used to provide other goods and services.Hand out magazines and have students find pictures of each type of resource. Use images to create a class resource poster with three columns labeled for the different resource types.

Using your local newspaper, find three advertisements for products. List examples of marketing techniques that producers use to entice customers to buy their products, suchas bargain prices or use of brand names. Share your results.

Develop a budget for a classic picnic. Use grocery ads to plan a meal for 20 students that includes an entrêe, two sides and a dessert, for $50 or less

Review the credit scenarios from the Dallas Fed's Building Wealth in the Classroom, Lesson 9. Choose one and decide whether the teen described should borrow money. Write a short persuasive essay with reasons to support your answer. http://bit.ly/10IsJHM

Why is a bank holiday not something to celebrate, and why did President Franklin D. Roosevelt establish a national one in 1933? Find out in the Boston Fed's Closed for the Holiday: The Bank Holiday of 1933. http://bit.ly/11I1W4r

Use actual coins to show that quarters are 1/4 of a dollar, dimes are 1/10 of a dollar, nickels are 1/20, and pennies are 1/100. Use coins to add fractions to see if you have enough money to pay for sample small items.

Learn about the sectors of the Federal Reserve's Beige Book in the lesson Exploring Economic Sectors, available at: www.kansascityfed.org/publicat/education/teachingresources/Exploring-Economic-Sectors.pdf. Use the discussion questions provided for each sector to explore the concepts of supply and demand.

A crayon factory increases its production in the months before school starts each year. If the factory produces 2,000 boxes of crayons in each five-day week for 12 weeks, how many total boxes are manufactured? (2,000 x 5=10,000 x 12=120,000)

Use the role play There's No Business Like Bank Business toexplore the benefits of saving money in a bank:www.kansascityfed.org/publicat/education/teachingresources/Bank_Business_script.pdf.

Discuss the fact that $5, $10, $20, $50 and $100 bills have all been redesigned by the Treasury and will be updated again in the future. What is the incentive for our government to do this redesigning?

Introduce the stock market as a market in which the public buys and sells stock, or shares of ownership in companies. Brainstorm companies that students are familiar with (such as McDonalds, Nike, Toys R Us, etc.) and ask students to nominate the five best choices for stock purchases. Discuss the reasons for their picks.

Visit the Federal Reserve Board of Governor's website to find tips for improving your credit score. Make a poster to share this information with your classmates. http://1.usa.gov/140Qjnb

Read The Goat in the Rug by Charles Blook and Martin Link. Use the children's literature lesson to discuss the topic of resources in the story: www.stlouisfed.org/education_resources/assets/lesson_plans/GoatintheRug.pdf

Discuss the meaning of this quote: "Let me remind you that credit is the lifeblood of business, the lifeblood of prices and jobs." - Herbert Hoover

Using the Chicago Board of Trade (www.cmegroup.com), follow the prices of basic commodities used in producing food, such as corn, wheat and meat products. Report results at the end of the month and make a prediction on food prices for the next month.

Imagine your school district does not have enough money in its budget to provide all the services necessary to run your local schools. Assuming the role of the president of the school board, brainstorm a list of all the benefits of a tax increase. Then consider the perspective of a taxpayer against the increase and make a list of the monetary costs. Use the lists for a classroom debate on the topic.

Visit a local bank or credit union and ask for some deposit slips. Use addition and subtraction and place value to practice filling out the slips

Draw pictures that represent financial words and write the definitions of the words on the opposite side. Save these financial flashcards to use for review. Suggested words: bank, save, deposit, withdrawal, interest, emergency fund, short-term goal, long-term goal.

Brainstorm the qualities that create credit worthiness. Assume the role of loan officers and review the credit histories of several fictitious individual who are requesting a loan. Decide to approve or reject the requests and provide rationale.

After discussing entrepreneurship, ask students to interview an entrepreneur in their community. Interview questions could include: describing their business; explaining how they financed their venture; discussing any challenges in their business; and describing a typical work day. Share completed interviews with the class.

Play a game of musical chairs or a game where there is not enough gym equipment for all players. Discuss how the lack of chairs or equipment makes the game more difficult. Scarcity forces us to make choices or decisions.

Research your Federal Reserve Bank or Branch Board of Directors members, including the industries and states they represent. Write a short essay explaining why each board member's input is important to understanding the regional economy.

Consumer trivia: What is phishing? (a scam where internet fraudsters send spam or pop-up messages to lure personal information from unsuspecting victims.) Why should consumers be aware of this scam?

Jay Eagle from the Kansas City Fed is flying throughout the Tenth District. Learn more about Jay and how to have him visit your classroom at jay.kcfed.org.

Discuss how businesses invest in capital resources, such as newer computers, machines and technology. How can spending money on these resources lead to profits in the long term?

Choose one principle from the Guide to Economic Reasoning and illustrate it using an everyday life situation. (Example: People gain when they trade voluntarily - a picture of a student trading a food item with another student at lunch.)

Research the new Credit Card Accountability, Responsibility and Disclosure Act (CARD Act) at: www.federalreserve.gov/consumerinfo/wyntk_creditcardrules.htm. What rule targets underage consumers? Discuss the advantages and disadvantages of this rule for college students.

You have two possible babysitting jobs for Saturday - one watching 6-year-old twins for four hours at $3 an hour, and one with two kids, ages 1 and 3, for four hours at $4 an hour. How much would you earn from each job? What would your choice/opportunity cost be?

Read The Pickle Patch Bathtub by Frances Kennedy. Use the St. Louis Fed's children's literature lesson to discuss the topic of developing a plan to achieve your savings goal: http://bit.ly/12LedV1

What does a camel have to do with bank supervision and regulation? Find out by reserving the Kansas City Fed's Fed Detective traveling trunk for elementary and middle schoolclassrooms. http://bit.ly/14E67M2

Look up the current national budget deficit at www.brillig.com/debt_clock. Consider methods to reduce the deficit, and write a letter to Congress with recommendations.

Discuss this quote: "The strongest bank in the United States will last only as long as people have sufficient confidence in it to keep their money there." - Carter G. Woodson

Read So Few of Me by Peter Reynolds. Use the children's literature lesson to discuss the topic of opportunity cost in the story: www.stlouisfed.org/education_resources/assets/lesson_plans/SoFewOfMe.pdf.

Set up a classroom market where students can experience the buying and selling of goods and services by using the "Math: Paying the Price: activity from the Nifty Fifty Econ Cards website: www.federalreserveeducation.org/resources/fiftynifty

The Fed is the lender of last resort to financial institutions. Watch Federal Reserve Chairman Ben Bernanke explain this role in lecture one of The Federal Reserve and the Financial Crisis. Draw a political cartoon illustrating how the Fed might assist banks during a financialpanic. http://1.usa.gov/12Txk0q

Discuss the costs and benefits, both monetary and nonmonetary, of having a public school system. Research what it costs taxpayers per year for a student to attend public school, using your state department of education website. What are the benefits of public education? Arethere any costs? What are the benefits to taxpayers that make themwilling to share the costs? Write a brief essay explaining your ideas.

As entrepreneurs invent new products, they often make former products obsolete, or out of date and no longer used. An example of this would be the typewriter, which is now rare because of computer word processing. This concept is called "creative destruction." Ask students to brainstorm and discuss other examples of creative destruction due to new inventions.

Use the school cafeteria as an example of a business that provides goods and services. Tell students that goods are things that satisfy wants, such as food and utensils. Services are activities that satisfy wants, such as cooking the food and cleaning the cafeteria. Ask students to draw cafeteria foods or other goods on one side of art paper and activities or services on the other side.

The American economic system has tax laws that influence people's behavior. For example, a sales tax increase at restaurants might influence people to stop eating out. Write an essay on how a response to tax increases could have future consequences for businesses.

Use the FDIC's EDIE the Estimator tool to explore how FDIC insurance protects depositors. Try the simulator using varying deposit balances to determine the FDIC coverage limit for a single account. Check your answer by reviewing the page's Deposit Insurance FAQs. http://1.usa.gov/YVeeTe

Explore bank supervision and regulation by watching Chapter 6 of the Philadelphia Fed's video The Federal Reserve and You. Write three key facts about each of the video segments: Supervision and Regulation History, the Role of Congress, and Bank Examinations.http://bit.ly/11dWBdQ

Read My Side of the Mountain by Jean Craighead George. Use the children's literature lesson to discuss investing in human capital through acquiring skills and knowledge: www.stlouisfed.org/education_resources/assets/lesson_plans/MySideMountain.pdf

Introduce the concepts of shortage and surplus. Give the example of a popular new toy on sale before the holidays as a possible shortage situation and a less popular toy as a possible surplus. After brainstorming other shortage/surplus situations, have students write a short story titled "Standing in line to buy..."

Explain the wisdom of this quote: "If you lend someone $20, and never see that person again, it was probably worth it."

Invite a bank manager to visit as a guest speaker. Create interview questions that ask about the education, skills and responsibilities that are needed for his/her position.

Ask students to make a list of items that they would like to purchase in six months, including the estimated cost. Ask them to select on item and divide the cost by 6 for a monthly amount to save. Have them divide the monthly amount by 4 for a weekly savings amount. Ask if it would be a realistic weekly savings goal. If not, what would they do to make this a goal they could reach?

Have students draw a picture of their perfect vacation spot and include as many natural resources as possible.

Choose a food product and ask students to brainstorm all of the natural, human and capital resources used to produce it. (For example: a candy bar - cacao beans, land, sun, water, sugar, milk, farmers, factory workers, assembly line, wrapper, etc.) Ask students to draw pictures or work together on a mural showing the production process.

Discuss this quote: "Entrepreneurs and their small enterprises are responsible for almost all the economic growth in the United States." Ronald Reagan

What three federal agencies regulate banks? (Office of the Comptroller of the Currency-OCC; Federal Deposit Insurance Corporation-FDIC; and the Federal Reserve)

Brainstorm a class list of typical weekly expenses and add the estimated costs. Find ways to cut expenses and add the new estimated costs. Subtract the new total from the original one to discover how much money can now be saved.

Write and perform a skit that tells the story of how banking may have begun. Read the Boston Fed's Banking Basics for one description of the world's first lenders as a reference.http://bit.ly/11ksT7e

Read Rock, Brock and the Savings Shock by Sheila Bair. Illustrate the benefits of saving by using two clear jars, one for Rock and one for Brock, and adding or removing beans whenever the boys save or spend money.

Cut magazine or catalog pictures of natural, human and capital resources and place them randomly into paper bags. Divide students into groups and give each group a resource bag. Ask them to create a new business using their resources and share how each resource is used within their business to produce a product.

Discuss investing in a savings account to earn interest (payment made for the use of your money). Show how interest is compounded. For example: $100x5% annual interest = $105 in a year 1; $105x5% annual interest = $110.25 in year 2; $110.25x5% annual interest = $115.76 in year 3. Ask students to use calculators to figure the savings account totals in years 4 and 5. (Year 4 = $121.55; Year 5 = $127.63)

Use the lesson plan and role play for "Payment Parliament" to teach students about the many ways we pay for goods and services: www.kansascityfed.org/publicat/education/teachingresources/Payment%20Parliament.pdf.

Discuss that many economic scenarios can cause either a shortage or surplus of used cars. Ask students to brainstorm situations where a used car shortage might develop and where a used car surplus might develop. If you were a used car dealer, what would you do to avoid a large surplus or shortage?

Create a map of the Federal Reserve System following the directions from the St. Louis Fed's 25 Cents Worth of History. Locate your state and outline it in your favorite color. Which Federal Reserve Bank is closest to where you live? http:/bit.ly/103kPqV

Read Little House in the Big Woods by Laura Ingalls Wilder to learn about factors of production, which can lead to economic growth. Draw a flow chart that shows the inputs (productive resources) necessary to create chocolate chip cookies (outputs). http://bit.ly/120lmuN

Use a graphic organizer to show how the price of gas varies from your state to several neighboring states. How can the same gallon of gas from the same distributor, such as Shell or Phillips, differ in price from one state to the next?

Trade barriers are costs that raise the price of traded products. Examples are tariffs, import and export quotas, and embargoes. In groups, research and make charts to compare and contrast these barriers.

Create a collage using magazine pictures of items you'd like to purchase in the future. Narrow your choices to two favorites. What would your final choice/opportunity cost be?

Discuss this quote: "Information is the currency of democracy." - Thomas Jefferson

The interest on your savings account has increased from 1% to 2.5%. How much interest would your $100 deposit earn in a year (without compounding) at each percentage? ($1; $2.50) Explain how receiving interest can be an incentive to save.

Economic growth occurs with an increase in productivity, which is the amount of outputs (goods and services) produced per unit of input (resources). Form an assembly line production of bookmarks in class, and then try to increase productivity with more efficient assembly techniques.

Create a trophy that could be awarded as a classroom incentive for the best singer, athlete or leader in the group.

Read the book Alexander Who Used to be Rich Last Saturday to introduce saving money. Start with Alexander's dollar on the board and subtract the amount of his purchases throughout the story. Discuss Alexander's spending decisions.

Discuss that not all organizations are required to pay taxes to the government. These include schools, churches and not-for-profit groups, such as scouts, animal protection agencies and charities. Ask the class for reasons why these organizations are tax-exempt and whether they think this is fair to everyone else. Have students write a letter to the school newspaper explaining their opinion.

Write and perform a skit that explores the concept of fair trade, which aims to help producers in developing countries receive higher prices for their goods and improve social and environmental standards. Include advantages and disadvantages to fair trade policies.

Discuss what everyday life would be like if there was no money in circulation and we had to barter to get what we needed and wanted. Write a creative story with the title "Moneyless" to show the problems that might result.

Look at the Federal Trade Commission's website: www.ftc.gov/bcp/edu/pubs/consumer/credit/cre34.shtm to learn about the Fair Credit Reporting Act. Discuss why consumers should order a copy of their credit report yearly.

Learn about federal income taxes, FICA, W-4 and W-2 forms in Know your dough Lesson Two: "W" is for Wages, W-4 and W-2: www.stlouisfed.org/education_resources/assets/lesson_plans/paycheck/IYP_lesson2.pdf.

What could happen to the price of gasoline if demand increases worldwide? Will prices increase or decrease? What could happen to the price if new oil pipelines add to the supply of gasoline? Will prices increase or decrease?

Hand out various grocery receipts to students with the sales tax blacked out. Discuss that some states tax only non-food items, while others tax both food and non-food. Have students calculate the sales tax for both situations.

Introduce the economic meanings of cost and benefit. Discuss that both are not always money-related, using the example of the costs and benefits of doing homework. Have students brainstorm a list of costs (losses) and benefits (gains) they experience by doing their homework. Take a vote to decide if the costs outweigh the benefits or vice versa.

Discuss this quote: "As scarce as truth is, the supply has always been in excess of the demand." - Josh Billings

Use the "Creative Story Starter-Enterprising Entrepreneur" activity from the Fifty Nifty website: www.federalreserveeducation.org/resources/fiftynifty to have students write about a new product or business they would create.

Introduce budgeting as a plan for spending, saving and sharing money by balancing income with expenses. Ask students to divide drawing paper into three sections and draw examples of these three ways to use money. Ask them to explain which of these examples is easiest for them to do and to give reasons why.

Use the following questions to interview three people about their spending habits as consumers: Where do you shop the most? Are you more concerned with price or quality? Is customer service important to you? Compare interview results with a classmate.

Discuss this proverb: "It is a wise man who lives with money in the bank, it is a fool who dies that way."

"You Can't Always Get What You Want" by the Rolling Stones is a classic rock song that refers to wants and needs. Brainstorm a class list of other songs on the topic of wants and needs.

Ask students to compose a story about becoming an entrepreneur, including the name and type of their new business and a description of the capital and human resources they'd need.

Why is money deducted from your paycheck and where does it go? Learn how to read a paystub, discuss different methods for receiving wages, and discover ways to get more from your paycheck with the Kansas City Fed's Putting Your Paycheck to Work resources. http://bit.ly/17nFIa0

Your credit card company sets your minimum payment at 2% of your balance. If you have a $1,000 balance on your credit card, what will your minimum payment be? (answer: $20). (Keep in mind, if you only pay the minimum balance most of your payment goestoward interest.)

How can pocket money make someone a millionaire? Use anonline compound interest calculator to see how a small monthlyinvestment can grow over time by compounding. Write a plan toreach a financial goal using compound interest.

Discuss the growing threat of identity theft. Ask students to write tips for consumers to follow in keeping their identity safe. (Example: Memorize your Social Security number so you won't need to carry your card with you.)

After assigning classroom jobs (i.e. line leader, paper passer, etc.), provide students with the opportunity to trade jobs with others. After trading is completed, discuss the students' reasons for their trades, making a list of the costs and benefits of each job during the discussion.

Discuss this quote: "Competition is not only the basis of protection for the consumer, but is the incentive to progress." - Herbert Hoover

Before Harry Truman became the 33rd president, he was a Kansas City entrepreneur in which business? A) Finance B) Newspaper C) Clothing. Answer: C) He ran a business that tailored men's clothing.

Read Saturday Sancocho by Leyla Torres. Use the children's literature lesson to discuss the topic of bartering as a form of trade: www.stlouisfed.org/education_resources/assets/lesson_plans/SaturdaySancocho.pdf

Discuss how commercials influence what consumers buy. Ask students to give examples of commercials that convinced them to buy a product. Were they happy or disappointed with the purchases? Tell them to give reasons for their answers.

Introduce the concepts of income and expenses. Give students the following scenario: Your family has decided to take a summer vacation to Disney World. You are responsible for earning money to spend on park passes and souvenirs during the trip. Brainstorm three ways to earn money and estimate approximately how much income you might receive from each activity. Write a letter to your parents explaining your fundraising plans.

Read Bunny Money by Rosemary Wells. Use the children's literature lesson to discuss the topic of short and long-term savings goals: www.kansascityfed.org/publicat/education/teachingresources/Bunny-Money-Lesson-Plan.pdf.

Display items manufactured by different countries, such as electronics, food products and clothing. Ask students to list the manufacturing country of each good. Have them locate these countries on a large blank world map, using one dot per manufactured good. Discuss reasons why some countries may have more dots than others.

Debate the pros and cons of using money as an incentive for getting higher grades. Is this a good practice? Will this encourage students to work harder for grades?

How will paying for goods and services change in the future? Invent and illustrate a new method of payment for the year 2025. Label invention parts and write a brief explanation telling how to use your payment method.

Discover what it takes to be a bank examiner at the Federal Reserve by reviewing an examiner job description from the Kansas City Fed. What are the three college degrees recommended for a bank examiner? http://bit.ly/18lWMKo

Discuss how this quote relates to entrepreneurship: "Wanting something is not enough. You must hunger for it. Your motivation must be absolutely compelling in order to overcome the obstacles that will invariably come your way." - Les Brown

Discuss the quote: "In our rich consumers' civilization, we spin cocoons around ourselves and get possessed by our possessions." - Max Lerner

In professional sports, a trade is a sports league transaction involving and exchange of players' contracts and/or draft picks. Have students research a sports trade in the NBA. Ask them to write a summary of the trade deal, including the advantages and disadvantages for the teams and/or players involved.

Gather pictures from magazine, local newspaper articles, chamber of commerce promotional material, etc., and create individual or group collages that represent the economy of theregion where you live. Be sure to include the natural, human and capital resources of your area.

Brainstorm types of financial emergencies (car break-downs, medical problems, home repairs, etc.). Discuss why it is important to have an emergency fund for unexpected expenses.

Create an invention or innovation that would make life easier. Name and describe your invention. What price would you sell it for? What would your income be if you sold 100? 250? 500?

Use the Fifty Nifty Card Teacher Resource Guide's "Word of the Week" activity to integrate the concept of scarcity into reading, language and art: www.federalreserveeducation.org/resources/fiftynifty

What does Penny Pigeon learn about saving and building assets? Read the Financial Fable Penny Pigeon and the Missing Nest Egg to find out at: http://www.kansascityfed.org/education/fables/index.cfm.

Use the Kansas City Fed's Exploring Economic Sectors lesson to learn how the Federal Reserve assesses economic conditions in the United States. http://bit.ly/13mAbfu

Make a collage of magazine ads that would appeal to consumers urging them to save money, possibly by living greener.

Currency is printed at the Bureau of Engraving and Printing (in Washington, DC or Fort Worth, TX) and then shipped to the Federal Reserve for distribution to local banks when needed. Find these locations and the Federal Reserve office closest to you on a U.S. map.

The following statements are common descriptions of credit. Discuss each example and use one as a topic for a creative story.Credit is your reputation for financial responsibility.Credit is the time allowed for payment for something sold on trust.Credit is a source of revenue for financial institutions.Credit is NOT more money; it is "tomorrow's" money.

Write and perform a skit showing the impact of incentives on changing poor cafeteria behavior.

Starting your own business as an entrepreneur has opportunity for profit and possibility of loss. Brainstorm a list of potential businesses to start and then list possible profits and losses for one of those businesses. Debate whether the business risks are worth the rewards.

Track expenses for a week and then create a spending plan to make sure your expenses don't exceed your income.

Discuss capital resources in the area of technology by brainstorming types of technological resources used daily by students. Have students rank these devices by importance in their lives. Which of these capital resources could they do without? How would they compensate?

Is a home an asset or liability? Research this question and then draw an illustration to explain what you learned and whether you think a house is an asset or liability.

Most states have created 529 plans to assist parents in saving for their children's future education. Have students research plans for the states in their region, including regulators, fees and internet options. Make a chart comparing neighboring states' 529 plans to your home state.

Introduce banking by asking which students have bank accounts and where they bank. Discuss how a bank operates as a business by asking the following questions: Do banks hold all money deposited in their vaults? (No) What do banks do with the deposited dollars? (They keep the required reserve amount on hand, and lend out most of the remaining dollars.) What would happen if banks kept all the deposited money? (Customers would not get loans, and the bank would not receive interest from the loans.)

Take turns pantomiming workers performing service type jobs, such as bus driver, construction worker, chef, etc. Have the class try to guess which services are being acted out.

What can happen when a person or organization doesn't face all the consequences of their actions? Learn about moral hazard and the role it played during the recent recession and financial crisis in the Kansas City Fed's Recession Lesson: Moral Hazard. http://bit.ly/11JIFss

The launch of the Air Jordan retro basketball shoe sale caused long lines, fights and store closings across the United States Discuss the concepts of supply and demand in this situation. Ask students to give reasons why these shoes sold out, even though their retail price was $180 a pair.

Wants and needs may vary depending on culture. Research wants and needs around the world and compare and contrast them with your own community.

Use handout 3 from lesson 4 of Building Wealth in the Classroom from the Dallas Fed to compare the interest rate, fees and additional information on five account types from a local bank. Share your findings. Once everyone shares, discuss the account and bank you would select. http://bit.ly/18kHBE4

Get an international view of economic growth by looking up the per capita GDP and other economic information from the CIA World Factbook. Create a Venn diagram to compare similarities and differences of two countries. http://1.usa.gov/18tqEb9

Why are federal laws necessary to protect the civil rights of consumers?

Discuss this quote: "No one has a greater asset for his business than a man's pride in his work." - Hosea Ballou

Introduce the first two principles and the concept of opportunity cost (see above). Ask students to imagine they are trying to decide if they want to try out for a sports team. Have them list the costs and benefits of playing on a team. After comparing the costs with the benefits, have each student make a final choice and explain their decision.

Create a rap or song titled, "Invest in Yourself." Include all the ways to invest in your human capital, such as more education, training and practicing to gain experience, and taking care of your health. Perform your verses for the class.

Compare the unit price, or cost per item, of products. To find unit price, divide the price by the number of pieces, ounces or pounds. What would be the unit price for a 20 pound bag of dog food priced at $15? ($.75 per pound)

Use GeoFRED from the St. Louis Fed to examine economic data for your state. How does your state's unemployment rate today compare with what it was in May 2009? http://bit.ly/13R3yWW

Trivia: Eldercare services are predicted to be one of the most profitable business opportunities in 2012-2013 due to a boom in the elderly population and longer overall life spans.

Watch the Economic Lowdown video on supply at: http://www.stlouisfed.org/education_resources/economic-lowdown-video-companion-series/episode-1-supply/. Draw and explain the basic supply curve shown in the video. Howcan this curve change based on market conditions?

The Federal Deposit Insurance Corporation, or FDIC, insures bank accounts up to $250,000 per account holder. What part of $1,000,000 is $250,000? (answer: one fourth or 25%)

Discuss this quote: "Don't put all your eggs in one basket," and relate it to diversifying, or having a variety, of stock investments. Why is diversification a good strategy?

Introduce the concepts of asset and liability. Brainstorm a list of students' current assets and discuss items that they would like to own as future assets. Ask students to design a tri-fold showing their assets now, possible future assets and their savings plan to get these assets.

The St. Louis Fed offers instant message simulations on a variety of personal finance topics. Try one and learn about how to open a bank account. http://bit.ly/14C0qf1

Give students a sample budget of expenses for a family. Have them identify the fixed expenses (the same amount monthly) and the variable expenses (a changing amount monthly). Ask students to draw sentences out of a hat representing events that might change a monthly budget, such as buying holiday gifts or fixing a flat tire. Have the students identify whether the expense is fixed or variable and then modify the budget to incorporate the added expense.

Choose a publicly-traded company, such as Amazon (AMZN), and follow the price of that company's stock each week for a month. Report whether the price has increased or decreased during that time, and provide a recommendation on buying the stock.

Justin's assets are a $250 bike, a $1299 computer, and $582 in savings. His liabilities are $475 owed on a loan for the computer and $138 owed to his mom. Add Justin's assets and subtract his liabilities from the total. What is Justin's net worth? ($2131 - $613 = $1518)

Explore money from around the world by visiting the following website: www.clevelandfed.org/Learning_Center/Online_Activities/explore_money/index.cfm. Discuss money symbols and designs from several chosen countries, then vote for the most beautiful piece of currency. Ask students to redesign a U.S. dollar using more symbolism and color.

Use the lesson plan "Currency and the Fed" to introduce students to the functions of money and the Federal Reserve System: www.stlouisfed.org/education/assets/lesson_plans/Currency&Fed.pdf. Ask students to write a brief newspaper article on how money is handled by the Federal Reserve.

How did the settlement pattern of the United States influence the location decisions for Federal Reserve Banks?

There was no uniform currency during the Free Banking Era, so state-regulated banks issued their own banknotes. Brainstorm problems that could develop with many different currencies in circulation throughout the United States.

Research and list the components of GDP by expenditure. What is the largest component of U.S. GDP? (consumption)

Introduce the topic of credit and discuss the responsibilities of credit use. Discuss the rule of thumb that credit should not be used for purchase of basic needs (such as groceries, utilities and rent). Make two lists of goods and services. Include items that are good purchases to make with credit on one list, and on the other list detail items you do NOT want to purchase using credit.

Read Pickle Patch Bath Tub by Frances Kennedy. Use the children's literature lesson to discuss the topic of income in the story: www.stlouisfed.org/education_resources/assets/lesson_plans/PicklepatchBathTub.pdf

Consumers can pay for purchases by using cash, checks, debit or credit cards. Use the lesson and role play for "Payment Parliament": www.kansascityfed.org/education to introduce these different forms of payments to students.

Some areas routinely experience water shortages. List the ways you use water every day. How could you cut down your usage or recycle water to help reduce water shortages? Create a public service announcement featuring your water saving ideas.

Watch the Economic Lowdown video on equilibrium at: http://www.stlouisfed.org/education_resources/podcasts/economic_lowdown_video_3.cfm. How do the concepts of surplus and shortage relate to market equilibrium?

Play "The Price is Right" by showing student teams a variety of store items, having them take turns estimating the price of each. The team closest to the price without overestimating wins a point. Keep track of points to determine the winning estimators.

Check out the Kansas City Fed's Financial Fables ebooks to discover how "money morals" can help students from preschool to fifth grade become money smart. http://bit.ly/11OINYK

Explain a market economy as an economy that operates by voluntary exchange between buyers and sellers in a free market not planned or controlled by government. Ask students to research this and other types, such as traditional and command economies: http://www.councilforeconed.org/resources/lessons/whateconisabout-sample.pdf. Discuss the differences in the three economies and why a market economy works best in our country.

Discuss this quote: "Expenditures rise to meet income." - C. Northcote Parkinson

How do high levels of employment affect economic growth?

Explain the meaning of the following quote: "Our necessities never equal our wants." - Benjamin Franklin

Research three universities you may want to attend. Evaluate each one using a decision grid with these criteria: size, location, fields of study and tuition cost.

Another name for the Bank Panic of 1907 was the Knickerbocker Crisis.

A class of 28 students earned popsicles. The teacher bought 2 boxes of popsicles, with 12 in each box. How many more popsicles does the teacher need to avoid a scarcity in her classroom? (4 more)

Examine currency from other countries and see what it can reveal about their culture and economy with the Cleveland Fed's Explore Money from Around the World online activity. http://bit.ly/11MDk3I

Just for fun, try saying this tongue twister quickly three times: Skyler scored the scarce scholarship.

Learn more about the importance of credit score by watching "The Drawing Board: your Credit Score" http://www.youtube.com/watch?v=DWa34pB3pQA&feature=player_embedded.

Draw a picture that shows farmers trading equipment, crops or labor with each other. Explain how this trade situation helps farmers and their families.

Introduce the concept of market clearing price: where buyers and sellers agree on a price to reflect supply and demand; also called an equilibrium price. Discuss the market clearing prices (MCP) of tickets to a concert. What can you assume if the concert is sold out? (MCP is too low.) If few tickets are sold? (MCP is too high.) If you were a concert promoter, what criteria would you use to set ticket prices?

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Get a taste of differing food-related businesses and how their owners made start-up decisions and grew their businesses.

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Provide real–world business plan examples for your students, inspire confidence in future entrepreneurs and easily create your class syllabus using industry–best business plans., liveplan gives students access to actual business plans so they can practice business planning in and outside of the classroom., it's not just a classroom project. it's your students planning for their futures..

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With LivePlan you can simplify syllabus creation. LivePlan can also be used alongside classroom tools such as Blackboard and Canvas. LivePlan's optional instructional resources can enhance your syllabus with materials that introduce lean planning principles, growth metrics, financial forecasting, and more.

Instructors looking for a great tool to help students develop business plans need to look at Live Plan. The step–by–step process walks students through the entire process from Pitch to Financials. As the Instructor you can also have online access to their plan and provide feedback and comments as the plan develops.

Mike Allen Business Instructor, North Idaho College, Coeur d'Alene, ID

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I used LivePlan to develop a business plan for a class project. Turns out, the project became part of a business plan competition where I placed second out of over 200 entries.

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Whether small or big, LivePlan can build out the right–sized business plan for your classroom projects. In LivePlan, students can develop a simple lean plan that focuses their ideas, or create a full business plan with all the details and steps necessary to persuade investors, attract partners, and turn their idea into a profitable reality.

With so much happening in the classroom, you need a tool that works with you, not one that makes you do extra work. Used by educators, consultants, entrepreneurs, and students all around the world, LivePlan has been regularly improved and streamlined so it's easy to use.

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The students very much appreciate the guidance the LivePlan program offers. I love the ability to act as a contributor to their plans. The help resources are phenomenal and easy to navigate.

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Business Plan Examples for Students

Ajay Jagtap

• December 29, 2023

26 Min Read

Do you know what’s the most common mistake students and rookie entrepreneurs make while preparing their first business plan?

Of course, it’s the first business plan we’re talking about; there’ll definitely be a few. However, overcomplicating things and failing to consider a business plan example still remains the most common one.

That’s why we decided to come up with a solution. We’ve curated this list of top business plan examples for students to help you get going.

So whether you need a business plan for a college project, start a side hustle, or win a business competition, these examples are just what you need to create business plans that stand out.

Ready to dive in? Let’s start by understanding the key elements of a business plan example:

Key Elements of a Business Plan Example

Business planning is not as complicated of a process as people think it is; they’re just overcomplicating things. (Don’t think so?)

Let’s simplify the key elements that make up a comprehensive business plan; you’ll understand it better that way.

Executive Summary:

Company overview:, market analysis:, products and services:, sales and marketing strategies:, operations plan:, management team:, financial plan:.

That’s pretty much it about the key elements of a business plan example. Next, let’s explore the best business plan examples for students.

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Top Business Plan Examples for Students

Now that you already know about the components of a business plan template, let’s review some of the best business plan examples for students.

1. Startup Business Plan Example

Upmetrics’ startup business plan example is the ideal solution for students planning to start up or participate in a business plan competition. This business plan template follows the SBA-approved business planning format used by thousands of successful entrepreneurs.

Whether your startup is about a new-age AI-based application, an online shopping site, or traditional IT consulting—this sample business plan is just what you need.

Unlike any traditional small business plan, this example of a startup business plan is lean and agile in approach, focuses on innovation, and emphasizes market validation.

2. Lean Business Plan Example

Since you’re transitioning from a student to an entrepreneur, you may not have enough time to spend on creating a detailed business plan. That’s where this lean business plan template can help.

It’s a condensed version of a traditional plan summarizing all its sections with a primary focus on covering only the critical aspects of the business.

This template is best for startups or businesses uncertain about business planning and student-turned-entrepreneurs with limited time and resources to prepare a business plan.

3. SBA Business Plan Example

Following an SBA-recommended business plan format is key to securing bank loans and business grants. Since it can be time-consuming to find a template that follows a similar outline as the SBA, this SBA-approved business plan example is the way to get started.

This SBA business plan template has nine primary sections, that include executive summary, company description, market analysis, organization, product description, marketing, funding request, and financial projections.

SBA business plan examples ensure you stay on track and don’t deviate from your funding needs.

4. One-Page Business Plan Example

As you may have already guessed, a one-page business plan is a one-page version of a traditional business plan. Since it’s a condensed version of a business plan, drafting it can be quite easy and quick compared to a lean or traditional plan.

Employees, partners, and vendors often use one-page business plans as a quick overview of your company and banks and investors as a summary of your operations.

While it may not be the ideal choice for entrepreneurs seeking investment or bank loans, students with side hustles and idea-stage startups can consider this option.

5. HBS Sample Business Plan

Harvard Business School’s new venture competition selected this sample business plan as a finalist in 2011.

This is a business plan of App Success, a collaborative web-based platform that connects low-income high school seniors with college students from top universities; this business will enable them to collaborate on college selection, college applications, and financial aid applications.

This example can be a great reference for those planning to start a mobile or web-based solution.

6. Kean University Sample Business Plan

Kean University organizes a business plan competition every year for its students where students prepare and present business plans to compete, and this is one of the sample business plans the University provides to participants to understand the format.

It’s a business plan of Blue Water Boatworks, Inc., a boat detailing and cleaning company specializing in servicing recreational fiberglass and aluminum watercraft.

This example can be a great reference for those planning to start a business related to housekeeping, cleaning, or maintenance.

7. UVM Sample Business Plan

If you are looking for a strategic business plan for a food business, the University of Vermont’s Fancy Foods Business Plan can be a guiding resource for you.

Despite the fact that it can be a good reference for detailed planning, it was written in 1998, so any statistics and numbers may not seem relevant to today’s market landscape. Make sure you keep that in mind.

You may closely follow this example as a reference if planning to start a food truck, restaurant, or any other business that serves food.

That was the list of best sample business plans for students. However, there’s more to talk about. You now have a business plan example, but what about pitching to investors? Let’s explore free pitch deck examples for students.

Free Pitch Deck Example for Students

Pitching to investors as a first-time founder can be exciting but also overwhelming at times. Worry not; we’ve got a solution—investor pitch templates. We’ve prepared a set of 8 investor pitch templates and examples for students and entrepreneurs to help create winning business pitches.

Whether you need a pitch to find an opportunity, ask for subject matter knowledge, or a problem-solving pitch, these investor pitch examples have got you covered. Download now.

How to write a winning plan for a business plan competition?

Creating a business plan is no different than creating one for a real business. Similar to how entrepreneurs prepare and present business plans to investors, Students in business plan competitions pitch to judges.

In short, the business planning process remains exactly the same. Let’s discuss how you can write a winning plan to help you win a business plan competition.

• Select a compelling business idea : everything starts with a compelling idea. Make sure you have a viable business idea to compete in the competition.
• Refer to winning business plan examples : Once you are sure about your business concept, refer to business plan examples from previous winners and how they planned the sections of their plan.
• Market Research & Industry Analysis : After referring to business plan examples, conduct industry research and market analysis to make your statistical and financial numbers accurate and realistic.
• Understand business model and revenue streams : Since you are preparing a business plan for a company that doesn’t exist, be sure about the business model and how the business will generate profit.
• Use AI business plan generator : Using an AI business plan generator like Upmetrics can be incredibly helpful in speeding up the business planning process. With industry-specific business plan templates and AI assistance to write your plan, you can write the first draft of your plan in literally no time.
• Presentation and visuals : Prepare visuals and graphs to make your business plan visually appealing and numbers digestible. You may not need to prepare these visuals if you use business plan software manually.
• Proofread and edit : Grammatical errors are the last thing judges want to see in a business plan. Make sure you proofread and edit your draft thoroughly before submitting it.

Easy as that, that’s the way to write a perfect business plan that can lead you to victory in any business plan competition on planet Earth. Let’s have a look at a real-life business and financial plan example.

Business and Financial Plan Example for Students

Having learned about business planning for students, let’s quickly discuss a coffee shop sample business plan and financial statements prepared using Upmetrics.

1. Executive Summary

The Cooper’s Cup will be a new cafe in Phoenix, Arizona. The 1,500 square foot café will be located in the newly constructed Market Square Plaza on the northeast corner of 135th Street and Mission Street. The anchor tenant, the Price Chopper grocery store, has already taken occupancy, and the excellent location brings more than 10,000 shoppers weekly.

The Cooper’s Cup, aptly named for the aromatic brown liquid that will fill the cup, fills the void of original cafes in the market and stands out from its corporate peers with its fast food concepts and prompt services. The Cooper’s Cup is the alternative to fast food/commercial/coffee shops and offers a much calmer, civilized gourmet coffee experience.

There are no televisions in the cafe, the background music is subtle, and work from local artists will hang on the walls. The restaurant is well-appointed, with overstuffed leather chairs and sofas in a library-like setting. The cafe is reminiscent of times gone by – yet is cutting edge technologically with WIFI and state-of-the-art espresso machines.

The Cooper’s Cup measures its financial success in terms of increased market share and earnings. This is a tremendous opportunity with a total local market of $54 million! The keys to success will be offering quality gourmet coffees, taking advantage of its small size, and relying on an outstanding barista staff.

To achieve these goals, the cafe will present some of the area’s finest gourmet beans from local distributors. Because of its small size, the restaurant can enjoy larger margins through lower overhead. The cafe will hand-select baristas and offer salaries comparable to the chains. The baristas will be trained to cross-sell and sell higher-margin products.

The primary objectives of the business plan for Cooper’s Cup are below:

• To increase revenues by $36,000 or 5% in Year 2 and $73,000 or 10% by Year 3
• Achieve a profit margin of 5.2% in Year 2 and 6.90% by Year 3
• Be the Cafe of Choice in the Phoenix area and the recipient of the Best Coffeehouse Award.

Guiding Principles

The Cooper’s Cup is committed to values such as excellence, passion, quality, integrity, and leadership, allowing them to navigate challenges and provide for future opportunities. These core beliefs start with their commitment to their products and their employees. Cooper’s Cup rewards excellence and cherishes loyalty. The cafe will work with its employees to build strong businesses and a secure future.

Mission statement

The Cooper’s Cup is committed to its products and employees, which they believe is the recipe for market success.

Key to success

The Cooper’s Cup stands out from the competition. Below are their Keys to Success:

• Great Products : providing exemplary products at market prices – will make customers want to return again and again.
• Hire Quality Baristas : Pay employees rates similar to the larger chains with opportunities for long-term careers and opportunities for advancement with long-term plans to open a second facility.
• Convert Customers to Connoisseurs : Only 40% of the nation’s coffee drinkers consume premium ground and whole bean coffee – this will aid in the continued growth.

Financial Summary

2. Business Overview

The Cooper’s Cup will be a coffee house/cafe located in Phoenix, Arizona. The cozy cafe will be located in the newly completed Market Square Plaza in the Arizona City area. The cafe will serve gourmet coffee, espresso, drip coffee, lattes, and smoothies. The simple pastry offerings may vary with seasonality, but the primary line will be muffins, bread, cookies, scones, and rolls. All pastries will be supplied daily by a local bakery.

The cafe will be owned and operated by Owen Jones, a veteran restaurateur with several years of experience running and managing chain restaurants. The cafe will be open for business Monday – Thursday 7-10, Fridays and Saturdays, 7-11, and closed Sundays.

The Cooper’s Cup will be formed as an S-Corporation owned by Mr. Doe.

Start-Up Summary

The Cooper’s Cup will have seating for 40 patrons. The rent is $2,075 a month, with a three-five-year lease available. The site comprises 1500 square feet of leased space consisting of a dining room, a coffee bar, two restrooms, and a storage room in the back.

This storefront needs to be plumbed and wired appropriately to be used as a restaurant. Painting, new floors, and countertops are also needed. A custom coffee bar needs to be built. With materials bought on sale and volunteer labor, the cost to renovate will be $71,725.

The coffeehouse equipment will consist of two commercial espresso machines, air pots and urns, a commercial blender, a commercial brewer, top-loading coffee bins, barista syrups, cold drink dispenser, frothing equipment, a commercial refrigerator, microwave, and stainless steel prep bar.

The cost of the equipment is $38,275. The furniture will consist of leather couches and chairs (purchased at auction), coffee tables, bookcases, and window treatments. The artwork will come from local artists and be sold on a consignment basis. The books were secured via donations. The total cost to furnish is $14,000. Other startup expenses will be dishes, furniture, rent deposit, and marketing.

Location and Facilities

The new coffeehouse is located in the highly desirable Phoenix, Arizona, area at the northeastern intersection of 135th Street and Mission Street in the Newmarket Square Plaza. The property is situated in an excellent location, with an easy 6-minute drive time to I-435 and 69 Highway. 

The property is 95% leased with Price Chopper as the Anchor Tenant. Other tenants include LifeSpring Med Spa, Jane’s Canines (Pet Store & Boarding), Pride Cleaners Kahn Dental, and Swim U. 

Price Chopper brings more than 10,000 shoppers per week to the center. The location comprises a population of 9,420 within a one-mile radius, 61,102 within a 2-mile radius, and 149,550 within a 5-mile radius – with a median household income of $120,856. Sprint / Nextel’s corporate office is within 2 miles of the site.

3. Market Analysis

Phoenix, Arizona, is an award-winning place to live and work and is considered the leading business community in the Midwest. National publications and organizations recognize Phoenix for its business environment and livability. Here’s a sampling: 6th Place, America’s Best Places to Live Money, Top 50 Cities to Live and Play, National Geographic Adventure, 3rd Hottest Town in the U.S., Money, Among 20 Best Places to Live & Work Employment Review, One of only 72 Sterling Tree Cities in the U.S., National Arbor Day Foundation, Top 10 best Locations to Raise a Family, Southern Business and Development, 1st Place, Kid Friendly Report Card, Population Connection, 2nd Best City in America to Live Business Development Outlook.

Phoenix is at the core of one of the most dynamic local markets in the U.S. It offers easy access to the Arizona City region’s amenities, and, as part of the Arizona City metropolitan area, it is within the most centrally located major market in the nation. I-35, I-435, I-635, and U.S. Highway 69 all pass through Phoenix, and no point in the city is more than 3.5 miles from a freeway. The city maintains an excellent arterial street network and plans to construct additional lane-miles as the area grows. Three airports serve the region. Arizona City International Airport (MCI) is just 25 interstate highway miles north of Phoenix. Johnson County Executive Airport—the second busiest in Arizona—provides complete services for private business jets and general aviation. New Century AirCenter, just 12 miles southwest of the city, offers available aviation services and accommodates cargo or passenger jets of any size.

Phoenix supplies some of the most highly educated workers in the nation, with 97% of Phoenix adults over age 25 holding at least a high school diploma. Johnson County, where Phoenix is located, ranks first among the country’s 231 counties with populations greater than 250,000. The county ranks sixth in the percentage of adults with at least a bachelor’s degree and 16th with a graduate or professional degree.

The Phoenix area has a population of 175,265, based on the 2010 census. The median household income is $77,881, and the median age is 37.9. (2010 U.S. Census)

Industry Analysis

The U.S. coffee shop industry includes about 20,000 stores with a combined annual revenue of about $10 billion. Major companies include Caribou Coffee, International Coffee & Tea (The Coffee Bean & Tea Leaf), Peet’s Coffee, and Starbucks. The industry is concentrated: the top 50 companies generate more than 70 percent of sales. Coffee shops are part of the specialty eatery industry, including retail outlets specializing in bagels, donuts, frozen yogurt, and ice cream products. (First Research)

Competitive Landscape

Consumer taste and personal income drive demand. The profitability of individual companies depends on the ability to secure prime locations, drive store traffic, and deliver high-quality products. Large companies have advantages in purchasing, finance, and marketing. Small companies can compete effectively by offering specialized products, serving a local market, or providing superior customer service. Specialty eateries, which include coffee shops, are labor-intensive: average annual revenue per worker is about $50,000. Coffee shops compete with convenience stores, gas stations, quick service, fast food restaurants, gourmet food shops, and donut shops. (First Research)

Market Size

The U.S. coffee shop industry includes about 20,000 stores with a combined annual revenue of about $10 billion. Major companies include Caribou Coffee, International Coffee & Tea (The Coffee Bean & Tea Leaf), Pet’s Coffee, and Starbucks. The industry is concentrated: the top 50 companies generate more than 70 percent of sales. (First Research)

Target Market and Segment Strategy

Most adult coffee drinkers said their lifelong habits began during their teenage years. 54% said they began drinking coffee between 13 and 19. Another 22% reported their coffee cravings started between 20 and 24. This means that 76% of adult coffee drinkers began drinking coffee by the time they were 24. So, despite a large amount of marketing and advertising directed at the younger age groups, savvy coffee shop owners will remember to cater some of their offerings to the adult and senior market. (National Coffee Drinking Study).

The Cooper’s Cup will offer a unique experience for coffee enthusiasts by providing a quiet, cozy, yet sophisticated cafe and a sense of refinement and peace in an otherwise hectic and fast-paced world. While other coffee shops cater to convenience with drive-throughs or loud music venues late into the night, the Cooper’s Cup will stand apart from its competitors with its quiet yet soothing ambiance, capturing a truly unique (and much-needed) market niche.

• Unique products (specialized roasts, local ingredients, locally-themed or named drinks, custom drinks by the star barista, etc.)
• Games, puzzles, mind benders, and other activities that encourage customers to linger over their coffee
• Hosting or sponsoring local events (entertainment, readings, book clubs, etc.)
• Using technology to creatively compete in marketing with big chains — services like FourSquare, Yelp, and Google Places can increase visibility in the local market.
• Delivering amazing service from knowledgeable baristas — spend lots of time training staff and utilizing online services like the American Coffee & Barista School.
• Selling coffee-related items (and tracking down any co-marketing opportunities with a local community college or another student-related group in the area)

4. Products and Services

Product/services descriptions.

The Cooper’s Cup’s primary offering is gourmet roasted coffees with mocha, carmelicious, white mocha, candy bar latte, and brewed coffee. Complementing the coffee will be a smoothie line including wild berry, strawberry, peach, mango, and lemonade. Rounding out the simple menu line will be pastries obtained from an outside supplier, freshly made and delivered daily. The pastry offerings may vary with seasonality, but the primary line will be muffins, bread, cookies, scones, and rolls.

Product/Service Sourcing

The Cooper’s Cup has negotiated supplier agreements with several local food-service wholesalers and coffee wholesalers in the Phoenix area that have a reputation for quality and reliability:

• Mean Beans Coffee Roasters
• Phoenix Brewers
• Healthy Harvest Bread Co.
• Mary’s Organics

If one of the abovementioned specialty suppliers cannot meet their needs, the following national suppliers can provide all the food-service products they require. In addition, the following wholesalers will supply the cafe with general restaurant supplies:

• Lawrence Food Products Corp.
• Gerry Food Supply Inc.

Future Products/Services

Young families, which comprise Phoenix’s third largest market share, are often overlooked in the coffee market. Coffeehouses traditionally have not been considered ‘kid’ friendly. To overcome this hurdle, Cooper’s Cup has long-term plans (5 years) to open a 2nd coffee shop: A combination indoor play area/coffee bar. This concept allows parents and caregivers to meet and relax with other adults while the children can enjoy the indoor playground amenities.

Additional future services will include in-store sales for home purchases and an online store.

The website will have the option to purchase a prepaid gift card program – Prepaid gift cards provide immediate cash, reduce credit card transaction charges, and draw new customers to the business.

5. Sales and Marketing Strategies

Swot analysis.

Unique Selling Proposition

The Cooper’s Cup stands out from a crowded sea of coffee chains and franchises. What sets it apart from the competition is primarily its smaller, cozier size combined with premium coffees served by knowledgeable baristas, providing so much energy and enthusiasm for its products.

Market Strategy and Positioning

The Cooper’s Cup utilizes a focus strategy on its Market. By specifically targeting three primary segments, they can cater specifically to their needs.

Senior Market (age 45+)

The Cooper’s Cup will target this Market simply by its well-selected location. Although this demographic group could readily drive downtown, they prefer a local cafe to unwind and relax and historically become some of the most loyal patrons.

Newly Hired Employees

The cafe will attract regular customers (weekly or more) – particularly the newly employed (first job) by providing free WIFI services and providing interesting games in the customer area.

Young Families

The third targeted Market, younger families, often find that coffeehouse is not ‘kid’ friendly. The company has long-term plans to create a combination coffee shop/play area so that parents and caregivers can meet with other adults while the children can enjoy the bounce houses, slides, and indoor playground equipment.

Pricing Strategy

The Cooper’s Cup primarily utilizes competition-based pricing. The cafe does not utilize coupons and discounts (other than opening promotions) because they believe that the most valuable customer demographic of daily coffee consumers is not influenced by discount programs or coupons.

Promotion and Advertising Strategy

• Online Advertising – The Cooper’s Cup will advertise regularly on popular social media sites like Facebook. Compared to traditional print advertising, this is a cost-effective tactic that will allow them to reach prospects in a highly targeted way (e.g., based on criteria such as age, gender, geography, etc.).
• Website – Cooper’s Cup will develop a simple Web site, which will provide basic information about the business, the menu, and links to their presence on the aforementioned social media channels.
• Radio Advertising – During the first six months of operation and the busy holiday shopping season, the business will advertise on local radio stations.

Sales Strategy

The Cooper’s Cup will use the following methods to increase sales revenue (as recommended by Andrew Hetzel on Better Coffee, Better Business):

• The menu will focus on the most profitable products sold. The cafe will always draw customer attention to the best products.
• As warranted, the cafe will raise prices to bolster its brand image. Prices communicate the perceived value of a product, so if set too low, the customers might assume that the beverages are inferior compared to the competition.
• Monitor flavoring inventory – Excess flavoring inventory ties up capital and valuable backroom space for storage. The cafe will utilize 4-6 varieties, including sugar-free offerings.
• Control waste and theft – audit sales and inventory reports to evaluate ingredient waste due to inefficient preparation, returned drinks, and employee consumption. Retail locations can easily waste 20% or more of their daily sales in these three key categories, which is a substantial and unnecessary loss.
• Monitor and evaluate hours of operation.
• Run employee sales contests – The baristas are the salespeople and have great influence over the customer ordering process. All baristas will have some form of sales and customer service training to make each transaction active rather than passive. Sales contests will emphasize high-margin items or cross-selling.

6. Operations Plan

Staffing and training.

An ongoing training and education program will ensure that each staff member learns and implements Cooper’s Cup’s exacting service and operational procedures standards. Staff meetings will reinforce service standards and principles. The Cafe will have detailed work descriptions and training programs for each position, from entry-level employees to the ongoing development of managers and owners. New employees will undergo an extensive training program. This ensures that each guest receives a quality experience from all employees, regardless of how long they have been employed. The Cafe embraces the concept of promoting from within. Excellence in one function typically leads to excellence in another. Regular staff evaluations and training will ensure motivation and address critical issues.

Inventory controls

The founder will be responsible for hiring and training managers who, in turn, will ensure that the day-to-day operations will comply with the standards set by Restaurant policy. Weekly management meetings will provide a forum to review and discuss financial and operational performance. Critical decisions related to purchasing, human resources, marketing, capital expenditures, and customer service will also be addressed.

Purchasing cost controls

Food preparation personnel will follow standardized recipes developed by the founders to control food costs and ensure consistency. The coffee shop will offer an innovative menu with nutritious food and beverages while achieving the most significant margin yield.

Customer Service

The hospitality business recognizes the client’s support experience is the critical driver to replicate business. The direction will Offer a superior degree of Professionalism by hiring individuals who deliver the ideal attitude to work and teaching them the skills required to accommodate guests. The restaurant will keep high levels of consumer satisfaction with talented, educated, and well-trained workers who understand and implement the fundamentals of fantastic service. Ongoing training will be provided to enable staff to perform their jobs with confidence and ability. Employees are well-spoken, well-versed, and trained to provide friendly, prompt, and professional service to each customer. This practice teaches employees who, by producing an exceptional customer experience, can optimize sales and raise their reimbursement. The team will have the knowledge and service required to create excellent daily service for every customer.

Technology & Software

While the quality of the cuisine and dining experience contributes significantly to a restaurant’s profitability, attention to business and financial details can transform small changes into significant returns. Critical sales, cost of sales, labor, inventory, marketing, and overhead metrics are monitored daily. Trends are evaluated, and constructive actions will be taken where improvement is needed. The management team will have access to the restaurant’s transactions and reports available in its real-time POS (point of sale) and accounting systems. Trends will be evaluated, and corrective action will be implemented as required.

7. Organization Structure

The Cooper’s Cup is formed as an S-Corporation wholly owned by John Doe.

Management Team

The Cooper’s Cup will be owned 100% by John Doe. Mr. Doe, a graduate of Arizona State University, has an undergraduate degree in business administration. During high school, he worked as a waiter in a local hospital coffee shop that purchased its beans from a local roaster. In addition to being an avid coffee drinker, this job allowed him to learn about the business first-hand. In college, Doe worked in a campus coffeehouse for four years, eventually becoming an assistant manager. Following graduation, Doe secured a business development position for a regional restaurant chain, which provided additional first-hand exposure to the food and beverage industry—especially the steps involved in establishing new locations.

Management Team Gaps

The Cooper’s Cup will rely on its POS (Point of Sale) system to generate daily accounting and cost activity reports. Mr. Doe will supply these to an outside bookkeeper for the preparation of annual income taxes.

Personnel Plan

Initially, the cafe will hire 1 manager, 5 baristas, and 2 part-time servers. In Year 2, the cafe plans to hire 1 additional full-time barista.

8. Financial Plan

Important assumptions.

• The sales forecast is conservative and assumes a 5% increase in Year 2 and a 10% in Year 3.
• The analysis accounts for economic seasonality – wherein some month’s revenues peak (such as holidays ) and wane in slower months.
• The analysis assumes the owner will not withdraw any salary till the 3rd year; at any time it is assumed that the owner’s withdrawal is available at his discretion.
• Sales are cash basis – nonaccrual accounting
• Moderate ramp-up in staff over the 5 years forecast
• Barista’s salary in the forecast is $36,000 in 2023.
• In general, most cafes have an 85% gross profit margin
• In general, most cafes have a 3% net profit margin

Projected Balance Sheet

Projected Cash-Flow Statement

Projected Profit & Loss Statement

Break Even Analysis

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Frequently Asked Questions

How do you write a business plan for a college project.

As mentioned earlier in the article, business planning for a college project or competition is no different than for a real business. You can write your business plan using these step-by-step instructions.

• Select a compelling business idea
• Refer to business plan examples
• Prepare a business plan outline
• Create a company description section
• Conduct market research and industry analysis
• Describe your product and services
• Outline sales and marketing strategies
• Create an operations plan
• Introduce management team
• Prepare financial projections
• Summarize your plan with an executive summary

What is a business plan for students?

A business plan is a necessary business document that highlights its purpose,  business goals, product/service offerings, go-to marketing strategies, operations and financial plan, key people involved in the business operations, and other necessary details.

As a student, consider a business plan example as a document that helps you better understand business and industry dynamics and learn how a business operates inside out.

What is a business plan competition for students?

Business plan competitions are competitions mostly organized by universities for students passionate about entrepreneurship and the business world. These competitions offer students a platform to showcase their entrepreneurial skills while also providing opportunities for mentorship and networking.

How can I increase my chances of winning a business plan competition?

There cannot be a straightforward answer to this question, but there’s surely a method that can increase your chances of winning a competition—Using AI-powered business plan software.

Why? An AI tool will make you 10X more productive while writing a business plan and preparing financial forecasts. So you can spend more time researching the market and brainstorming business ideas.

Where can I find more business plan examples for students?

Upmetrics’ library of 400+ business plan examples could be an incredible source for students to find more industry-specific business plan examples. There are examples for almost every small business category, including real estate, retail, entertainment and media, food & beverages, and more.

About the Author

Ajay is a SaaS writer and personal finance blogger who has been active in the space for over three years, writing about startups, business planning, budgeting, credit cards, and other topics related to personal finance. If not writing, he’s probably having a power nap. Read more

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For Businesses

For students & teachers, the best pitch lesson to introduce business plans to students.

Kassie Winne

In a classroom in Dallas, Texas, we asked groups of students to identify a problem in their neighborhood and find a creative solution for it. Their empathy and creativity blew me away. They were ready to tackle issues like homelessness, a lack of business attire for low-income areas seeking job mobility, creating healthier and more active communities, replacing toxic products with organic ones, reducing our carbon footprint and more. If these were the types of conversations they were having at ages 10 and 11, I couldn’t wait to see what they could accomplish in the future.

The next step was teaching them how to present their ideas in an engaging, succinct way. We encouraged students to be themselves, put their best foot forward, show their passion for their ideas, and to be prepared to present their ideas for no more than 90 seconds. There was excitement in the air on the day of the presentations. For these students, their business pitches were personal, and that seemed to ignite a fire. I could easily picture these passionate students as our future business and community leaders ready to work together and take on difficult problems with creative solutions.

By introducing business and entrepreneurial learning in the elementary classroom, we can support students in developing the skills we so desperately need in our future leaders and citizens — communication, collaboration, and creative problem-solving skills. This activity is a great way to introduce business plans to students and start cultivating those employability skills they will need to be successful.

Entrepreneurial Expedition: The Pitch Activity

For this pitch activity, students will have the opportunity to collaborate with each other to problem solve. This is meant to be open-ended so that students come up with an idea that they are not only passionate about but also ‘buy in to.’ Meant to be engaging for all types of learners (auditory, visual, reading/writing, kinesthetic) this pitch activity encourages students to be creative, explain their thinking, come up with a visual prototype, and practice their oral language skills.

Step 1 – The Set Up: Tell students today is the day they’re going to solve a problem and they’re then going to convince everyone why it’s a great idea. Pair students into groups of 3-4.

Step 2 – The Problem: Give students 5 minutes to brainstorm a problem they might face each day. Consider a classroom set of brainstorming if students are having a hard time and then allowing groups to select from those problems. EX: they eat breakfast on the way to school and get it all over their clothes, they get sand in their socks during recess, etc.

Step 3 – The Plan: Give students 20 minutes in those same groups to come up with ideas of a solution that would fix their problem. Remind them that this is a brainstorming session so they want to list all ideas and listen to them. They can pick their favorite idea after.

EX: a granola bar that when they unpeel the wrapper, it unwraps into a bowl that collects crumbs, a sock topper that holds their socks up and seals the top so sand doesn’t get in.

After the 20 minutes is up, give students another 5 to discuss which solution makes the most sense to develop a product for. They will need to decide as a group which product they will develop a sales pitch for.

Step 4 – The Design: Students will design their product on a poster. Have them list as many adjectives as they can to describe their product to help in their business pitch once they have completed the design on their prototype.

Step 5 – The Pitch: Once students have finished with their posters, explain that they will be giving the class a business pitch to convince them they have the best product in the class. I suggest sharing this video of 10-year-old Jack and his lemonade stand idea as a good pitch example.

Give students this guideline for a 60-second sales pitch Start with a question.

• What is the problem?
• What is the name of the solution you came up with?
• Why is it a good product?
• Who are you selling this to and the cost?
• How much money do you want for this idea?

Completing the Lesson Have students create their business pitch and practice within their pair/group for 10 minutes, then present to the class.

For elementary teachers looking for a free extended learning experience in financial education and business, check out EVERFI’s Vault – Understanding Money lessons to navigate the world of income and careers through online games and quizzes.

For middle school teachers looking to help their students master the basics of business with a youth entrepreneurship curriculum , check out EVERFI’s Venture – Entrepreneurial Expedition.

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Home | Blog | 12 Easy Entrepreneurship Activities For Any Class (Plus 3 Free Lessons)

12 Easy Entrepreneurship Activities For Any Class (Plus 3 Free Lessons)

Get your free entrepreneurship lessons

1. The Envelope Exercise

For this activity, print fake money and place small amounts in envelopes for individuals or small groups of students. You can choose to give everyone different amounts of money or keep it all equal. Explain that your students’ goal is to increase their investment — and in doing so, use the collaboration and critical thinking skills that are important in entrepreneurship.

Give students 20 to 30 minutes to brainstorm before having each individual or group share their ideas. Odds are high that they will be surprised by how easy it is for them to make money!

2. Defining Problems Exercise

Entrepreneurs find solutions to problems they see in the world . This means that the ability to clearly define problem s is important in entrepreneurship careers . To help students build this skill, s how them pictures that depict issues (like the one below) and ask them to define the problems they can see.   

Next, ask the students what information they would need to help define the problem better . They’ll want to start coming up with solutions right away but challenge them to focus on clearly defining the issue before trying to resolve it.   

3. Ready, Set, Design!

For this exercise, divide students into groups and give each group a challenge such as thinking of a new way to drink on the go or a new method of communication; keep the challenge open ended. Give each group a bag of everyday materials such as rubber bands, pipe cleaners, and foil. Have students design a product based on the challenge.   

After 15 minutes, have each group present their design and explain why that product meets the challenge. The point of this activity is to get students thinking creatively without getting hung up on the details.  

4. The StartUp Podcast

The StartUp podcast is excellent for sparking conversations about entrepreneurship in class. It illuminates important concepts revolving around entrepreneurial life. You can have students listen to an episode for homework and then facilitate a class discussion on what stood out to them in the episode.  

5. The Business Proposition

This activity will give students practice articulating a value proposition, which is a simple statement summarizing why a customer would choose your business or product. To get started, go over the definition of a value proposition and give students a brief faux business/product idea or have them come up with their own.   

Ask students to express their value proposition in a concise way. It may sound easy but keeping it brief can be challenging. This is a great exercise for helping students develop their entrepreneurial spirit.  

6. Wacky Ideas and 2-Minute Pitch

For this fun entrepreneurship activity, give students any two objects and have them brainstorm ways they can combine the objects into one invention. Then they must define the invention. Have them answer questions such as:  

• What is it?  
• What can it do?   
• Who uses it?   
• How could it be used differently?   

After defining the invention, students have two minutes to pitch it to the class. They should start by introducing themselves, the name of their company, and their invention. Once they’ve made their introductions, have them explain how their invention works and why people need it.  

7. Reverse Brainstorming

In reverse brainstorming exercises, you take a problem and try to make it worse. This process allows you consider perspectives you may not have thought of before. An example problem you can present to students may be that they’re trying to study in the library, but people are being too loud in the hallway.   

Next, ask students how they can make the situation worse such as opening the library door, so the hallway commotion is louder. For every idea they come up with for how to make the situation worse, they then must find a solution for the issue. Problem solving and creative thinking are highly valued entrepreneurship skills, and this activity focuses on building both.  

8. Entrepreneurship Videos

There are tons of short, free videos online discussing all aspects of entrepreneurship. You can play one at the beginning of class to introduce students to the topic of entrepreneurship careers or have them watch the videos as homework. Below are a few examples of short videos you can use.  

• What is an Entrepreneur?  
• Who Even is an Entrepreneur?  
• The Best Advice for Entrepreneurs  

9. Entrepreneurial Mindset Cards

There are 24 entrepreneurial mindset cards from venturelab that help your students build entrepreneurship skills. Y ou can print the cards or u se the random card generator on the site to play their suggested games or any other game that you come up with . One of their suggested games starts with dealing a card to each student . Then h av e them take turns reading the mindset definition and answering the question on the card.  

10. Pitch Challenge Toolkit

The P itch Challenge Toolkit is a free, five-lesson pitch challenge consisting of a simple set of activities to help your students learn entrepreneurship soft skills such as creativity, problem solving, critical thinking, and presentation skills. This is an excellent toolkit for developing workforce readiness skills for 21 st century careers , regardless of whether students pursue a career in entrepreneurship.  

11. Free Entrepreneurship Lessons

Realityworks offers a free series of lessons focused on a variety of entrepreneurship-related topics which includes many of the activities mentioned above! These lessons will help teach students about what it’s like to be, think, and act like an entrepreneur. You can teach all three lessons together or choose which ones fit best in your class. These lessons offer an easy way to integrate a brief entrepreneurship program into any CTE course .  

Access your free entrepreneurship lessons

12. Realityworks Contemporary Entrepreneurship Program

Our ready-to-use Contemporary Entrepreneurship Program helps you create an engaging two-to-three-week unit all about entrepreneurship.

Through this program, students will learn how to be an entrepreneur, generate business/product ideas, conduct market research, consider legal and financial issues, and write their own business plan.  

Looking for more entrepreneurship teaching resources? We suggest these resources:  

• Checking out this in-depth blog post all about our Contemporary Entrepreneurship Program  
• Watching our webinar, “Best Practices for Integrating Entrepreneurship Into CTE Courses:”  

• And of course, don’t forget to download these three free entrepreneurship lessons .

2 thoughts on “ 12 Easy Entrepreneurship Activities For Any Class (Plus 3 Free Lessons) ”

Hello. I’m a CTE Business and Marketing instructor in Idaho and I’m very interested in purchasing the Contemporary Entrepreneurship course packet. Is it possible to get a quote and a copy of your company’s W9 so my school district can set you up as a vendor?

Thank you for reaching out, Sarah! We’d love to assist you. I will pass your information to our Account Services Team, who will reach out if they need anything more from you to provide the quote. If you have any questions, in the meantime, you can contact them anytime via email ([email protected]), phone (800-830-1416) or by live chatting on our website. Thank you! 🙂

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15 Worthwhile Entrepreneurial Activities For Students

January 4, 2023 //  by  Alison Vrana

In today’s rapidly changing world, innovators are in high demand. This is why it’s important for students to learn entrepreneurial skills throughout their education. The activities below teach students different facets of starting a business and developing it to be successful. Students think about profit, loss, buying and selling goods, developing business plans, and marketing. Here are 15 worthwhile entrepreneurial activities for students . 

1. Jay Starts a Business

Jay Starts a Business is a “choose your own adventure” style series that allows students to experience real-world business building. Students read and make decisions for Jay as he starts up his own business. The series in the lesson includes interactive videos that teach entrepreneurship, financial concepts, and economic ideas.

Learn More: Kansas City Fed

2. Sweet Potato Pie

This lesson combines literature with entrepreneurial concepts. Students read Sweet Potato Pie and apply business terminology such as profit, loan, and division of labor to their interpretation of the text. Students then discuss the text and think about what business owners need to know to own and run a successful business.

3. Job Skills Mock Interview

In this activity, the teacher sets up mock interviews based on what a student wants to do; focusing on job-related skills. This can be done with partners in the classroom, but the lesson is even better if an adult can perform the interview.

Learn More: Busy Teacher

4. A Tour of Tycoon

Instead of teaching students about business leaders and entrepreneurs, this lesson invites local entrepreneurs into the classroom. Students prepare questions for the business leader(s), which encourages critical thinking. The interaction with the leader encourages the growth of interpersonal skills.

Learn More: The Highschooler

5. Self-SWOT Analysis

Businesses are analyzed with the SWOT model: Strengths, Weaknesses, Opportunities, and Threats. In this activity, students use this model to analyze themselves and their future goals. This activity encourages students to consider their entrepreneurial skills.

6. Study a Star Entrepreneur

This activity calls for students to research an entrepreneur of their choice. Students research using online resources and then present their findings to the class. Students should focus on what drove the entrepreneur to get started and what the entrepreneur contributed to society.

Learn More: Scholastic

7. Business Plan Shark Tank

For this lesson, students work on creating their own business plan to present in a “Shark Tank” atmosphere. Students write a business description, market analysis, marketing sales strategy, funding needs, and financial projections. Then, students present their ideas to the class.

8. Town Data Review

For this activity, kids review data about a town, discuss the data, and then propose a new business to introduce to the town. Entrepreneurial students have the opportunity to think about what services and products are already available in the town and what business opportunities there may be based on the town’s needs.

Learn More: Biz Kids

9. Reverse Brainstorming

This entrepreneurial activity requires a lot of innovative thinking. Instead of trying to solve a problem, students take a problem and think of ways to make it worse. Then, for each new problem that they add to a situation, they think about how to solve that problem. This activity promotes an entrepreneurial mindset.

Learn More: Reality Works

10. Start-Up Podcast

For this activity, students listen to a podcast focused on entrepreneurial learning. There are all kinds of podcasts that students can listen to and discuss in class. Each episode focuses on a different aspect of entrepreneurial life and what it’s really like to start a business.

Learn More: Gimlet Media

11. Earning Money

This lesson focuses on different ways to make money. Kids learn about the difference between a service and a good. They then brainstorm how to make money with a small group. Students think about how their approach will succeed.

Learn More: Econ Ed Link

12. Four Corners

This activity helps students think about the characteristics of an entrepreneur. Students answer questions that are read aloud by the teacher. As the teacher reads the options, students go to one of the four corners of the room. At the end of the activity, students count up their points to see how much they know about entrepreneurship.

Learn More: Atlanta Fed

13. Benefits and Challenges

This lesson helps students to think critically about being an entrepreneur. Students think about the benefits and challenges of working for themselves and owning their own businesses. Students also complete an entrepreneur checklist to see where they rank on entrepreneurial skills.

Learn More: FLDOE

14. Create a School Garden

This activity invites students to collaborate in order to build a school garden that yields crops that can be sold for profit. Students create a business plan, design the garden, plant the garden, sell the products, and keep track of profits and losses.

Learn More: Kids Gardening

15. Social Entrepreneurship

For this lesson, the teacher writes a set of problems on the board, and students are invited to think about what the problems have in common. The class creates a definition for social entrepreneurship together and then thinks of solutions to social problems.

Learn More: Career Girls

• Youth Program
• Wharton Online

Lessons Plans

Enrich your classroom with wharton global youth..

We offer more than 400 free lesson plans developed by educators that cover the full scope of business and finance topics, including accounting, career development, communication, computation, economics, entrepreneurship, information technology, international business, management, and personal finance.

Browse our lesson plans for high school educators below, organized by National Business Education Association standard subject areas .

NBEA Standard Subject Areas

• Career Development
• Communication
• Computation
• Entrepreneurship
• Information Technology
• International Business
• Personal Finance

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Business Plan Example

Writing the plan, what goes in a business plan, sample plans.

One of the best ways to learn about writing a business plan is to study the plans of established businesses in your industry.

http://www.bplans.com/sp/businessplans.cfm

Develop a Business Plan Worksheet

This worksheet describes the basic components of any business plan. Please note that every plan will be unique to its particular company.

The Executive Summary

Include crisp, clear descriptions of the following elements:

• Company history
• Company objectives
• Product/service offerings
• Competitive advantage (A persuasive statement of why and how the business will succeed)
• Projected growth for the company and the market
• Key management team members
• Funding requirements, including a timeline and details on how the funds will be used

The Products and Services

Answer the following questions in this section:

• Why is there a need for your offering?
• Is your product or service already on the market, or is it still in the research and development stage? If you are still in the development stage, what is the rollout strategy or timeline to bring the product to market?
• What makes your product or service unique? What competitive advantage does the product or service have over its competition?
• Can you price the product or service competitively and still maintain a healthy profit margin?
• What patents, copyrights and trademarks does your company currently own or plan to obtain?
• What confidential and non-disclosure protection have you secured?
• What barriers do you face in bringing the product to market, such as government regulations, competing products, high product-development costs, the need for manufacturing materials, etc.?

Include the following elements:

• A detailed description of your market
• A detailed description of your niche and why you chose it
• An explanation of the market demand for your product or service offering (Requires supporting documentation)
• What percentage of market share do you project you can capture?
• What is the growth potential of the market? (Requires supporting documentation)
• Will your share of the market increase or decrease as the market grows?
• How will you satisfy market growth?
• How will you price your goods or services to remain competitive in a growing market?

Note: If you are launching a new product, include your market research data. Likewise, if you have existing customers, provide a customer profile, detailing their purchasing habits and their buying cycle.

The Marketing Strategy

The following are some promotional options to consider:

• Social Media
• Direct mail
• Trade shows
• Public relations
• Promotional materials
• Telephone sales
• One-on-one sales
• Strategic alliances

If you have current samples of marketing materials or strategies that have proven successful for you, include them with your plan.

Discuss your distribution strategy:

• Will you mail order, personally deliver, hire sales reps, contract with distributors or resellers, or use some other method?
• What are the costs associated with your proposed delivery methods?
• How will you track the effectiveness of the methods you choose?

The Competition

Specific areas to address in this section are:

• Who are your closest competitors and what are their product/service offerings?
• Where are they located?
• What are their revenues?
• How long have they been in business?
• Who is their target market?
• What percentage of market share do they currently hold?
• Do they service a local, geographic market or a national customer base? Is that the same or different from your approach?
• In what other ways do your operations differ from each of them? How are they similar?
• What do your rivals do well? Where is there room for improvement?
• In what ways is your business superior to the competition?
• How is their business doing? Is it growing, declining or stable?
• Are there certain areas of the business where the competition surpasses you (management team, economies of scale, better distribution, volume discounts, etc.)? If so, what are those areas, and how do you plan on compensating for them?

This section of the plan should describe the following requirements of your business:

• Manufacturing

Note: Provide a rollout strategy as to when these requirements need to be purchased and implemented. In addition, describe the vendors you will need to build the business. Do you have current relationships, or do you need to establish new ones? Who will you choose and why?

The Management Team

When preparing this section of the business plan, you should address the following five areas:

• Business background of the principals
• Past experience — tracking successes, responsibilities and capabilities
• Educational background (formal and informal)
• Personal data: age, current address, past addresses, interests, education, special abilities, reasons for entering into business
• Personal financial statements with supporting documentation
• Direct operational and managerial experience in related businesses
• Indirect managerial experiences
• Who will do what and why? Who is responsible for final decisions?
• Organizational chart with chain of command and listing of duties
• A simple statement of what management members will be paid, by position
• Listing of bonuses in realistic terms
• Benefits (medical, life insurance, disability, etc.)
• Insurance brokers
• Accountants
• Consulting groups
• Small Business Association
• Local business information centers
• Chambers of Commerce
• Local colleges and universities
• Federal, state and local agencies
• Board of Directors
• World Wide Web (various search engines)

Consider the following questions in completing this section of the business plan:

• What are your current personnel needs (full- and/or part-time)? How many employees do you envision in the near future, and then in the next three to five years?
• What skills must your employees have?
• What will their job descriptions be?
• Are the people you need readily available? If not, how will you attract them?
• Will you pay salaries or hourly wages?
• Will you provide benefits? If so, what will they be, and at what cost?
• Will you pay overtime?

Financial Data

Have a certified public accountant establish your accounting system before the start of business to provide you with data in the following four areas:

• Balance Sheet – indicates what the cash position of the business is and what the owner’s equity is at any given point (the balance sheet will show assets, liabilities and retained earnings).
• Break-Even Analysis – Shows the volume of revenue from sales that are needed to balance the fixed and variable expenses. Without exception, all businesses should perform this analysis, which is based on the income statement and cash flow.
• Income Statement (also called the profit and loss statement) – Indicates how well the company is managing its cash, by subtracting disbursements from receipts.
• Cash Flow – Projects all cash receipts and disbursements. Healthy cash flow is critical to the survival of any business.

Supporting Documentation

You will need to include all documents that lend support to statements made in the body of your company’s business plan. Please be aware that this list is not complete and may vary depending on the stage of development of your business.

• Credit information (include in appendix)
• Quotes or estimates
• Letters of intent from prospective customers
• Letters of support from credible personal references
• Leases or buy/sell agreements
• Legal documents relevant to the business
• Census/demographic data

20+ Great Business English Topics and Lesson Activities

For Business English students, it’s important that ESL lessons are based on the needs of their day-to-day work.

They want to practice situations taken from their professional environment, and discuss real-life Business English topics.

Some are: making phone calls, being able to hold and carry on conversations, speaking with colleagues, preparing and giving presentations, or negotiations. 

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Coming up with creative activities and finding good topics for your lessons can be tough and time-consuming.

The Business English activities in this post will save you time and effort in making quality content for your lessons.

About the Business English Topics And Activities

Topic: airbnb business travel, topic: commuting to work, topic: big business (amazon, coca-cola, netflix, etc.), topic: artificial intelligence and future technology, topic: music, bonus activity.

Lessons including well-designed activities will prepare your students for their professional lives and give them the necessary skills and vocabulary needed to communicate effectively in English.

The 20 activity suggestions you’ll find in this post relate to the topics of business travel, commuting to work, big business, artificial intelligence, technology, and music.

The activities you can do on these business English topics are from specific lesson plans based on videos , which come equipped with a range of different printable Business English worksheets , conversation topics, speaking exercises, listening activities, and writing exercises for adults.

Below are some examples of activities from these lessons that can help your Business English students improve their communication skills.

Airbnb has been expanding their services to open up the market for business travelers.

They are simplifying the process of booking and launched some tools which automatically organize your business trip expenses. This new business travel program is coming out strong.

• Phone Calling
• Writing Accommodation Descriptions
• Leaving Reviews
• Mobile App Concepts
• Debate With Hotel Owner
• Comparing and Contrasting

This topic works especially great with Business English lessons in the real estate, hospitality, or mobile app industries, but also in general for any businessmen or women who have to travel for their jobs.

This is an especially engaging Business English topic for a few reasons: it’s controversial (hotel owners aren’t happy about AirBnB) and it’s a hot topic (more and more people are choosing Airbnb over hotels).

Airbnb is a relatively new global powerhouse, revolutionizing the hospitality industry the same way that Uber revolutionized the taxi industry.

Activity: Phone Calling

Put students in pairs or a group. Assign each student a different role from the roles below, or they can choose one.

Students have to imagine that they are Airbnb hosts who just hosted:

• A small group of middle-aged business travelers
• A small group of young adult party travelers
• A small family of 4 with young children
• An individual traveler who came with his dog

Students then ‘call’ their ‘friends’ (another student in the class) to either leave a voicemail or talk about the experience (or complain about the experience!).

They should describe how the experience was as the host for these types of travelers:

• What was different about hosting each of their stays?
• Was it positive or negative and why?
• Did anything good, bad, surprising, or unusual happen during their stay?

You could even have them imagine what could be a positive and negative experience for hosting these types of travelers.

You could even get a bit more creative with this one by assigning a pair of students a role from the list above, and they have to call the ‘host’ (their partner) and ask them questions or make special requests about their stay, e.g:

• Am I allowed to bring my dog to your property?
• Is there a nice cafe in the area where I can bring my laptop to do work?
• We have a baby who cries a lot during the night. Will this bother you?

Even though with Airbnb, you would probably just message the host online, but in this case, you can make it a phone call to practice speaking.

Activity: Writing Accommodation or Property Descriptions & Reviews

Students work with a partner or group and imagine they are Airbnb hosts offering a special, exotic, or unique type of accommodation rental.

They should discuss and agree on the type of home rental they have to offer, where in the world it is, and create their own online listing for this rental on Airbnb.

In the listing, they should explain what type of rental it is, the location, the check-in and check-out procedure, a description and special features of the accommodation, and other housing details and rules.

Make students offer something different or special about their property – something they wouldn’t get somewhere else. Remember, they want to sell the experience!

Students then present their accommodation profile description to the other students in the class and then give their listing to another student or group.

The other student or group then makes a detailed review for that listing, imagining they actually stayed there.

Activity: Creating Mobile App Concepts in the Sharing Economy

Put students in pairs and give them a list of other mobile apps in the sharing economy.

• Neighborgoods

Based on the name of the app, students have to discuss and explain what they imagine the concept of the app to be and how it works.

After students work together for a couple of minutes, go around the class and ask them to report their answers. If they’re not able to imagine what it might be, you can just tell them.

Ask them questions like:

• Would this type of app be useful for you? Why or why not?
• Which app from this list would help you the most?

Try to create an in-depth class discussion about all of these apps.

For the apps listed above specifically, you can discuss things like:

• If parking is a problem for your students (JustPark)
• What they do with their dog when they go on a trip (DogVacay)
• If they would be interested to drive with a stranger for many hours (BlaBla Car)
• If they’ve ever eaten at someone’s home, from another country or culture (HomeDine)

Then, students can either work with the same or different partners to create their own concept for a mobile app in the sharing economy.

They should focus on things like:

• The special features of the app
• What problem it solves / Why it’s a good idea
• How it works
• What problems could happen when people use your app

An alternative to this one is I’ve also had students imagine that they were the founders of Airbnb, and they have to come up with their own detailed story behind the establishment of the company, which turned out to be a fun activity.

Activity: Debate Between AirBnB Representative and Hotel Owner

Put students in pairs or two small groups and they prepare for a debate.

One student or group takes the position of an AirBnB company representative and the other takes the position of a Hotel Owner.

Each side must prepare, defend, and present their positions to the other groups, presenting information about…

• Why they believe their accommodation service is better (at least 3 advantages of your service) Students must talk about the top reasons to stay in a hotel over Airbnb, or vice versa.
• If you think Airbnb should be legal or illegal and why (obviously the AirBnB rep will say it should be legal and the hotel owner will say it should be illegal)
• The positive impact your service has on society and the economy
• What actual people and guests have said about your accommodation services

You can refer to this article to help students talk about Airbnb versus hotels  if they are having trouble coming up with ideas.

Your role as the teacher will be the moderator during the debate – generating follow-up questions for the students or groups when they present their sides. Keep the debate clean and flowing smoothly.

Activity: Comparing and Contrasting (Hotels vs. AirBnB or Uber vs. Taxi)

If for any reason you don’t want to make this an official ‘debate,’ another thing you could do is just make it a general, in-depth class discussion, conversation, or compare & contrast about the advantages and disadvantages of staying in Airbnb in comparison with hotels.

Make sure students talk about their own experiences.

Transition the discussion to the conflict between Uber and Taxi, because they are facing a similar conflict for similar reasons.

If your students enjoyed the discussion about AirBnB and hotels, an interesting follow-up lesson topic for you might be about a  businessman who is building hotels designed for outer space .

Many businessmen and women in the modern world have to commute for hours and hours per week to their jobs or for work purposes. Sitting in the car or public transit like this can really have a negative impact on one’s overall lifestyle.

• Telling a Story
• Commenting on YouTube
• Expressing Frustrations or Complaining
• Talking About Lifestyle & Daily Routines

The reason this topic works so well in Business ESL lessons is that it reaches such a wide spectrum of people.

Everyone who has a job as an employee in a company, a school, a factory, etc has a unique situation. All Business English students usually have a lot to say about their experience commuting (or home office if they have that privilege!).

Activity: Telling a Story

Students work in pairs.

Student A: This student imagines that he/she spends a lot of time commuting and is very pessimistic about the situation.

This student believes that they have the worst commute in the world. Describe the situation in detail. The student should complain about it as much as possible and why they hate it so much.

They should take notes on:

• Where you live
• Your daily routine
• Where you go to work
• What’s so bad about the commute / What are the conditions of the commute
• How commuting makes you feel

The student then has to tell one negative story that they have had during their commute.

Student B: This student imagines that they spend a lot of time commuting but is very optimistic about the situation.

This student loves the situation that they have. They should discuss and explain in detail why they have the best commute in the world, talk about it as much as possible and why they enjoy it.

Also, they take notes on:

They tell one positive story that they’ve had during your commute.

After the students write notes for their roles (give them a few minutes), have them describe their situations to their partner.

They should listen to their partner’s situation carefully because they should then report the details of their partner’s situation back to the class!

Activity: Commenting on YouTube

At the beginning of the video, the reporter complains about her long daily routine and commute, and then she says to the audience:

“Before you go and post that comment telling me to ‘move closer’, you need to see that I’m not the only person doing this.”

In pairs, students should come up with a response that the following type of people would write or say to the reporter in the YouTube comments section, e.g:

• What could be a rude response to that statement in the comment section of the video?
• What could be an empathetic response to that statement in the comment section of the video?
• What could be a funny response to that statement in the comment section of the video?

Another activity you could do is give students some imaginary comments to that video, and then the students have to write responses to these imaginary comments. You can make it a speaking or writing activity.

For example, here are a few possible comments to that video:

Comment #1:

“Americans are completely crazy and lazy. You drive these huge cars to work and in  reality , you don’t need to. Look at the Netherlands and Denmark – they have very efficient bicycle transport systems and bicycles are much more environmental. It’s stupid to drive everywhere.”

Comment #2:

“The best solution to this problem is self-driving cars. Our tax money should go more to support the production of self-driving cars. That way when people commute they can do productive things.  The solution to public transit is getting better wifi connections on the subways and buses.”

You can instruct one student to write a response which agrees with each comment, and the other student to write a response which disagrees with each comment, something along those lines.

Activity: Expressing Frustrations & Complaining

Put students in pairs, or in two groups. You’ll distribute to each student pair or group two cards which read:

• A: Riding on public transport
• B: Driving in a car

Students must work together to come up with a list of all the things that frustrate them, annoy them, stress them out, or make them angry while (1) riding on public transport and (2) driving a car.

The group which comes up with the most things in the time limit (3 minutes should be good) wins.

This activity usually works really well because everyone gets angry, stressed, frustrated, etc. at some point while driving a car or riding public transportation.

A lot of good vocabulary can also come out of this one. You can even teach a couple of fun phrasal verbs related to driving when you talk about this topic:

• Cut (someone) off  – “I hate when I’m driving and someone cuts me off and then I have to slam on my brakes.”
• Pull (someone) over  – “I hate when I’m driving only a little bit above the speed limit and a police officer pulls me over.”
• Freak out  – “I hate driving with my father. He always drives aggressively and freaks out about small things.”
• Run over  – “I hate when I run over a nail or a sharp object and my tire goes flat.”
• Hold (someone) up  – “I hate when traffic holds me up and makes me late for work.”

You can use this activity for teaching students other terminology that is useful for expressing complaints or frustrations:

• I get frustrated when…
• I get all stressed out when…
• It gets me so worked up when…
• It pisses me off when…
• I totally freak out when…
• I lose my mind when…
• It drives me nuts when…

Have students then use these expressions to talk about their frustrations commuting or about their job in general.

Activity: Talking About Lifestyle, Commuting, and Employment Situations

Spending hours commuting and then hours at the office has become so integrated into the modern working world that it can have quite a profound impact on our quality of life and lifestyle, which is why it’s good to talk about in a language lesson.

Here’s an activity you can do that will give your students a good opportunity to talk about their lifestyle, commute, and employment situation.

It’s also simple, easy to prepare, and generates quality conversation.

Print a number of statements on cards and give them to the students or write them on the whiteboard in class.

Put students in pairs or groups. Have them discuss if they think the following statements are generally true or false and why:

• People are generally happier if they travel to work by car instead of public transportation.
• In the USA, people generally commute to work or school by train or bus.
• 10 days of paid vacation per year is fair from an employer.
• Regular exercise helps people deal with stress from work.
• People are more productive if they have a 4-day working week instead of 5.

Put students in pairs or groups. Have them discuss if the following statements are true or false for them personally and have them explain why:

• There is a positive working atmosphere at my job.
• I am satisfied with my work-life balance.
• Every day I eat a balanced and healthy breakfast before work.
• When I commute to work I try to be productive on the way.
• I prefer working from home rather than going to an office.
• I spend too much time at work socializing with my colleagues.

Speaking about daily routines is also a great activity if you’d like to focus on the present simple as a grammar point for your lesson.

Using big companies and corporations as a topic in your Business English lessons is practical for obvious reasons and you can make it fun too for your students.

It’s especially great to use big business as a topic if you actually have adult students who work in big companies, but they’re also applicable topics for students who have their own business or who work in smaller companies.

• History & Fun Facts
• Developing a Product
• Making Slogans
• Analyzing the Impact of Technology on Jobs

Activity: History & Fun Facts About Big Companies

As a lead-in or warm-up exercise to a lesson about big business, you can search and find some fun or interesting facts or history about the companies.

One quick activity you could do to lead to a topic is a simple fill-in-the-blank that looks something like this:

Below are 5 interesting facts about Amazon. Let the students fill in the blanks with words that they think fit.

• The founder Jeff Bazos wanted to name the company Amazon which has products from ‘A to Z’ symbolizing a large size, just like the Amazon ________________________ .
• Amazon.com started as a bookstore in Jeff Bazos’ ________________________ .
• The combined ________________________ of Amazon’s warehouses is enough to hold more water than 10,000 Olympic pools.
• Today Amazon has more than 350,000 ________________________ .
• One of Amazon’s first offices had a ________________________ which employees would  ring every time a sale was made.

Below are 5 interesting facts about Coca-Cola. Fill in the blanks with words that you think fit.

• The Coca-Cola ________________________ is recognized by 94% of the world’s population.
• The word “cola” is derived from the kola ________________________ , which contains caffeine and can have medicinal value.
• Coca-Cola can be a good ________________________ for insect bites on your skin.
• Coca-Cola spends more money on ________________________ than Microsoft and Apple combined.
• A few people once tried to sell the Coca-Cola ________________________ to Pepsi, but they were reported to the FBI.

A fun activity you can follow up with this one is instruct students to research any big business they have in mind and search for some fun facts about that company or the story behind how it started.

If they can’t think of one, you can give them  a list of the biggest or most well-known companies  in the world.

Have them give a few-minute presentation in the following lesson about the start or history of the company and a few fun facts about it. This is also good for developing presentation skills for adults in English.

They can use the questions below to help them give their presentation:

• Who started the company and when? How did the idea originate?
• What were some important moments in the company’s history?
• What are some of the company’s most successful products or services? Describe them in detail.
• What’s special or different about this company compared to the competitors?
• What are some fun facts about your company?

Activity: Developing a Product

Amazon launched a prototype store called ‘Amazon Go’ in December of 2017 – it’s a type of grocery store where you can go shopping and add things to your virtual cart so that you don’t have to wait in line or check out.

You add the products to your shopping cart and you can just leave the store, and Amazon will automatically charge your account.

They have developed other types of products and services over the years that have been successful, such as the Amazon Kindle (E-Reader) and Amazon Echo (voice-controlled smart speaker/personal assistant).

In this activity, what you do is have students work together on product development for Amazon or for another big company.

Students work with a partner or group. They imagine to be product developers for Amazon and create two of their own products, or services provided and sold by Amazon.

They should discuss and create names for the products or services, which industry the products or services are in, and then write a description for each explaining how it works, what problem it solves, what’s so special about it, as well as what problems they have experienced in the development.

It can be a special kind of mobile app, tech gadget, clothing item, or something else.

Of course, it doesn’t necessarily have to be from Amazon. You can have students choose another company.

One way you could get your students to come up with a good idea is instruct them to think of some brands that they generally buy, and then brainstorm what products they think would be cool to have from those brands.

Or you can have them think of some problems or frustrations they have in their daily life and what product or service would solve those problems for them. In the case of Amazon Go, the problem was that people hate waiting in lines at supermarkets.

Remind students that it doesn’t have to be realistic, it can be something imaginary.

Most of your students who will do this activity probably haven’t developed a product before. Keep it basic, simple, and fun, and it should go ok.

You just want students to be creative and work together to make something special.

One time I had a group who made a personal assistant who did all of his presentations for him because he hated public speaking, which I thought was pretty funny.

Students should then present their new product to the other students or groups.

Activity: Making Slogans

This is a straightforward activity and easy to assign and it works great with any student who is in marketing. Students also tend to have fun with it.

Basically, all you need to do is assign students to make a slogan for whatever company or brand you’re discussing.

One thing I’ve done to make it interesting and add a little twist to it is to have students make a list of good and bad slogans for one company.

That one has definitely brought a couple laughs to the lesson, especially for the bad slogans.

Here are a few examples I’ve gotten from students for bad company slogans for Coca-Cola:

• “Feed your sugar addiction.”
• “Put on the big pounds.”
• “Teeth are overrated.”

Anyway, give them some examples of some real slogans that have already existed for the brand before they make their own.

A few actual ones for Coca-Cola are:

• “Open Happiness”
• “Life Tastes Good.”
• “Taste the Feeling.”

The advantage of having students make their own slogan or quote is that it lets student use creativity. When students have to think creatively, they’re forced to use important vocabulary terms and language structures in a special kind of way.

In any case, have your students share and present their slogans and quotes to the other students in the class.

Another great type of ESL group activities are information gap activities. Get 10 ideas here.

Activity: Analyzing the Impact of Technology on Jobs

Another great theme and activity that comes from a discussion about companies like Amazon, is analyzing the impact of technology on jobs.

That’s one big criticism of concepts like Amazon Go that I’ve discussed with my students. The more jobs that robots do for us, the more jobs they take away from humans (Amazon Go takes jobs away from cashiers).

One activity you could do on this is to have students brainstorm and come up with two more jobs, companies, or businesses that have been taken over or lost to technological advances.

Students should specify the name or type of the technology, which industry it is in, and three general impacts of this technology (can be positive or negative impacts).

Two examples I remember hearing from students was about VHS and video rental stores being lost to online streaming services like Netflix, and driving jobs being lost to self-driving cars.

Technology : Online streaming

Industry : Entertainment

• It put VHS video rental stores out of business
• It makes people lazier because they don’t go to the video store anymore
• Illegal online pirating of films and TV becomes easier

Technology : Self-driving cars

Industry : Automotive

• Less need for delivery drivers, truckers, and taxis
• Fewer accidents on the road because machines are more precise than humans
• People can focus on other things in the car if they don’t have to concentrate on driving

You can give these examples to your students if they don’t think of them.

You can also give students the task of coming up with two jobs where it could be very difficult for technology to take over. Which jobs do you think technology couldn’t do in the future? Students should specify why it would be difficult to take over these jobs using this technology.

Doing an ESL lesson activity about the impact of technology on jobs leads us to the next point: Artificial intelligence and future technology, which has its feet in many industries and certainly draws interest from Business English students.

• Interview With a Humanoid Robot
• Making a Sci-Fi Film Plot
• Forming Opinions

This topic works especially great with Business English lessons in the IT or programming industry, but also in general for any businessmen or women who use technology regularly for their jobs.

This is an especially engaging Business English topic for a few reasons – it can get a little dark (a humanoid robot which can communicate freaks people out a bit!) and it’s also relevant – artificial intelligence and machine learning is making its way into a lot of industries, products, and software these days.

It’s interesting when the stuff that used to be sci-fi stuff turns into reality, and that’s what you want to focus on in your Business English lessons.

Activity: Interview With a Humanoid Robot

Watch the video about Sophia the robot with your students.

Basically, what students do is make an interview with her.

Sophia the robot makes for a great English lesson, period. Students are usually quite intrigued by “her” and there are so many different directions you can take this lesson.

After watching the video, instruct each student to create and write five extra questions that they would want to ask Sophia. (Questions which are not in the video interview).

After they are finished making their questions, they ask their partner the questions they made. Students then answer their partner’s questions from the perspective of Sophia the robot.

Here are some words or topics students could either use in their questions or use just as general topics to help them make their questions:

After a student answers each question, their partner should try to ask a follow-up question or two – a question you ask on the spot based on the answer you get.

Explain the concept of a follow-up question to your students and show them examples:

Original question : “What emotions do you feel?”

Answer : “I feel curious.”

Follow-up question : “Why do you feel curious?”

Answer : “I feel curious because I want to know why I was created and why I’m different than normal humans.”

Follow up question : “Can you imagine why you were created?”

Having students ask follow-up questions is great practice for developing interview and conversational skills because they have to think on their feet without time to prepare.

Activity: Making a Sci-Fi Film Plot

Watch the sci-fi short film about ‘Sight Systems’ which forecasts the evolution of ‘Google Glasses’ and Virtual Reality (which are also great topics to discuss in your Business English lessons).

After you watch the video with your students, a fun activity you could have your students do is to imagine that they are directors creating the next scenes to the short film they just watched about Sight Systems.

They should work in pairs and discuss and write what the next five scenes will be. Have them describe the scenes in detail and explain what happens in each scene.

Students then share what they came up with the other students in the class.

After this, put the students back together and they should come up with a short plot for a similar type of short film that they saw.

The plot must focus on the dangers of future technology. Alternatively, you could give them the option of creating a movie plot focusing on the bright sides of technology.

Activity: Forming Opinions and Interview Quotes

This activity can actually be applied to a range of different topics.

Put the students in pairs and have them imagine to be speaking from the perspective of the following companies or people.

Students have to make an opinion from the standpoint of each company or person.

• Gas Company
• Electric Car Company
• Solar Panel Company
• Environmental Activist
• Auto Technician
• Car Consumer

For the people above, you could have students imagine they were interviewed about their thoughts on electric charging highways.

What do they think about electric highways? Do they support or oppose them? Let them explain their opinion.

Then they have to agree on what would be the most important quote or statement from that interview.

Give students some  useful phrases for expressing opinions  to help them make their opinions or quotes, which are at least three sentences long and they explain their opinion.

You could give students an ideal example quote from an interview with an Environmental Activist:

“In the long-term, electric charging highways will be a great solution for decreasing pollution because it promotes the consumption and usage of electric vehicles, which are much better for the environment than gas-powered vehicles. However, in the short-term, electric charging highways could produce a negative impact on the environment because of the intense construction work that will be needed to create these highways all across the country. Therefore, I see a positive long-term effect and a negative short-term effect.”

You want your students to form something similar for each of the roles, then students should present the opinions or quotes they made together to the rest of the class.

Doing ESL lesson activities about music is fun and there’s a lot of different directions you can take this topic in a lesson.

Music is also a big business with all of the jobs in music production, sound technology, festivals, online streaming services like Spotify, and these days even vinyl is making a comeback.

• Organizing an Event
• Making a Business Plan
• Giving a Presentation

This topic works especially great with Business English lessons in the music industry, but also in general for any businessmen or women who use are interested in music.

This is an especially engaging Business English topic for a few reasons – people love music and it’s a big part of life for many people.

Activity: Organizing an Event

Have students work with a partner. They should imagine they are event organizers and are planning a festival concept for next summer.

They want to make it even better than the Belgian festival “Tomorrowland” and the most luxurious festival in the world.

What luxuries will there be? What special things can be added, implemented, planned, organized, or done in order to create a better festival experience for the guests?

Students should discuss these points together. They can use the discussion questions below to help them:

• What special luxuries, things, offers, products, facilities, and features you will provide?
• What will be different about the campsite? How will you make it better than Dreamville?
• Describe the atmosphere. What’s unique about the stages and performances?
• Describe the security concept. How will you make the event safe and what are the policies?

Students should then give a presentation about their festival concept to the other groups and describe in as much detail as possible what the festival will be like.

After hearing from the other groups, students can discuss which festival concept was the best and why and give advice about what might help their festival to be better.

Activity: Making a Business Plan

Students work together with a partner or group. They imagine that they are opening a vinyl store in their town. They must make a business plan and a to-do list.

Watch the video “Czech businessman leads vinyl revival” here.

They can answer these questions in their business plan:

• What is the name of your vinyl shop?
• Other than vinyls, what will you need to get started?
• How will your vinyl shop stand out from the competition?
• Describe what kind of theme or atmosphere the shop would have. How would you decorate the shop/front window?
• Describe your ideal kind of customer or target market.
• Describe your ideal kind of employee or shop assistant.
• What could be some clever ways to advertise your shop?
• What will be the biggest challenges of opening the shop?

Students can then present their business plan to the other students in the class.

Activity: Giving a Presentation

Students work with a partner or group. They imagine they are giving a presentation to a group of vinyl fanatics.

They should choose from one of the topics below they’d like to do a presentation about, or they can also make their own topic.

They should prepare and give a one-minute presentation to the other groups on their chosen topic.

Even if they don’t know much about the topic, you can just instruct them to be as creative as possible and come up with some interesting things to talk about.

Here are the topics they can choose from:

• How to create a sustainable future for vinyl
• The guide to shopping for and listening to vinyl like a pro
• The future of music
• Why the age of vinyl in the 70s beats today’s digital age
• The steps to starting up a successful vinyl shop

You can have students do research on the internet if they have access.

You can also give students the choice to also come up with their own idea for a presentation, anything in the music sector. It doesn’t have to be specifically related to vinyls.

The most important thing is that students have a structure for their presentation, have researched important information about it, and teach the class something interesting.

You can also have students include one of each of the following things in their presentation:

• A problem (Music has become too digital in modern ages.)
• A statistic or fact (Over 7.6 million vinyls were sold in the US in 2018.)
• An opinion (We believe that vinyls will continue to be popular for years.)
• A quote (Zdenek Pelc said, “If people like something, they need something touchable.”)

This one last bonus activity you could do will help your students develop the skills they need for business and professional reasons.

Have them give a “show and tell” presentation or just simply talk about three gadgets, tools, products, services, etc they’ve bought in the recent past related to one of their personal interests.

Have the students teach the class either how to use this product or service, how it works, why they bought it, what the features are, what problem it solves for them, etc.

Here are some actual examples from my students, which you can show your students to give them an idea of what you’re looking for:

• A new running watch
• A subscription to Netflix
• A Nintendo NES Classic Edition
• A new bicycle helmet
• A portable speaker

All of these activities referenced are meant to be engaging for your adult students in Business English lessons, but the most effective way to do them is with the full lesson plans via the links above.

Watching the videos with your students should generate extra discussion and give you extra content to work with.

Find more resources and ideas for your ESL lessons here.

About The Author

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3 thoughts on “20+ great business english topics and lesson activities”.

Brilliant content. Relevant topics and articles with comprehensive structural lesson plans. Thank you.

Practicing the business English lessons in he student life can be very helpful in longer run. This helps in the proper development of the individual for professional world. Thanks so much for sharing this!

This sight seems to be very good. Complete lessons for a teacher like me. Thank you so much for sharing it free of charge.

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6 Teaching Business English Lesson Plans for All Learner Levels

Krzl light nuñes.

• May 31, 2022

From learning corporate terms to mastering expressions for negotiating, Business English is brimming with topics on how students can thrive in the workplace. Teaching each concept, however, requires thorough planning and choosing the most effective materials and methods. Whether you’re new to teaching professionals or are a seasoned Business English teacher looking to design better classes, here are some teaching Business English lesson plans you can use for different types of learners.

Learn more about what teaching Business English entails.

Table of Contents

What are some tips for teaching Business English lessons?

Before you get started in mapping your Business English classes out, here are some pointers to keep in mind when specializing in this ELT niche :

• Make sure that you know your students’ backgrounds. Where do they work? What are they responsible for? How do they use English at work? Conduct a needs assessment before launching into your course.
• Get your learners comfortable before you start your lessons by using icebreakers , Business English games , and other warm-up activities .
• Provide vocabulary and practice activities that students will be able to use at their actual jobs. 
• Prioritize skills that your learners need at work. If they often meet with offshore clients, for example, business meeting phrases should be one of the first lessons you teach.
• Better define your lesson objectives and teaching strategies by making use of Bloom’s taxonomy , which classifies cognitive skills.

Consider these additional strategies, from the Bridge Specialized Certification in Teaching Business English course , when planning your overall curriculum, as well as your individual lesson plans:

Business English lessons for beginners

These free Business English lesson plans are great for professional students with a lower level of English. They can be used in both online and in-person classes.

Find out how to get a job teaching Business English.

Lesson plan #1: Types of companies

Lesson topic: Types of companies

Lesson objectives: By the end of the lesson, students will be able to describe different types of companies and say the products or services each one produces or provides.

• A physical or virtual whiteboard
• PowerPoint slides containing 10 logos of different companies and pictures of different types of companies

Lesson plan #2: Staying at a hotel

Lesson topic:  Staying at a hotel

Lesson objectives: By the end of the lesson, students will be able to make requests and ask for information in a hotel.

• PowerPoint slides containing a list of expressions for booking a room, checking in, and asking about hotel services
• An audio file or video of a hotel receptionist and guest ( like this one )

Business English lessons for intermediate learners

The following teaching Business English lesson plans are great for intermediate learners who already have a thorough understanding of basic English concepts.

Lesson plan #3: Modals of obligation, necessity, and prohibition

Lesson topic:  Modals of obligation, necessity, and prohibition

Lesson objectives: By the end of the lesson, students will be able to talk about the rules in their workplace using the modals of obligation, necessity, and prohibition.

• Handouts (or PowerPoint slides) of the some of the points from this article on company policies

Lesson plan #4: Making a request by email

Lesson topic:  Making a request by email

Lesson objectives : By the end of the lesson, students will be able to write a formal email to make a request.

• PowerPoint slides showing expressions for writing formal emails
• An example of a professional email chain

In a recent BridgeUniverse Expert Series webinar , panelists discussed how Business English teachers can tackle the topic of writing business emails with their students. For additional lesson plan ideas, check out what these experts had to say:

Business English lessons for advanced learners

Lastly, these teaching Business English lesson plans should ideally be used with advanced students who are looking to take their language skills to the ultimate level: fluency.

Lesson plan #5: Working with people from different cultures

Lesson topic: Working with people from different cultures

Lesson objectives : By the end of the lesson, students will be able to talk about their experiences working with people from other countries and give advice on cross-cultural work relationships.

• Handouts (or PowerPoint slides) of the article “10 Ways to Work Effectively Across Cultures”

If you’re struggling when it comes to incorporating classroom tasks like those outlined in these free Business English lesson plans, take a look at the following video from the Specialized Certification in Teaching Business English course . It offers tips for conducting task-based learning in a Business English classroom:

Lesson plan #6: Creative presentations

Lesson topic: Creative presentations

Lesson objectives: By the end of the lesson, students will be able to present a product, a service, or an idea creatively.

• Five different simple objects (a ball, a bag, etc.)
• Equipment to play a video

Teaching professional students is one of the most rewarding ELT niches to pursue, as these students are highly motivated individuals. With the right teaching Business English lesson plans, you can be sure you’re meeting stakeholder expectations and helping your students succeed.

Learn the 21st-century skills and tools you need to effectively teach English to professionals by earning Specialized Certification in Teaching Business English.

Back in her hometown in the Philippines, Krzl worked as a writer at a TV station before moving to Chile. After she completed her TESOL certification, she worked for language institutes and then decided to become an independent English teacher to business professionals. When she’s not giving classes, she’s either surfing along Chile’s long stretch of coastline, traveling, or practicing photography by the beach.

ESL Speaking

Games + Activities to Try Out Today!

in Activities for Adults

Business English Activities, Games & Dialogues | Business Lesson Ideas

If you teach business English, then you’re certainly in the right place! We’re going to give you the rundown on our top business English games and activities as well as recommendations for worksheets, lesson plans and more.

Activities for Teaching Business English

Business English Games and Activities

Are you ready to see some of the best ESL activities and games for teaching business English? Then let’s get to everything you need to know!

#1: Role Plays

I love to incorporate role plays into my business English classes. The situations are endless! For example, an important telephone conversation with a client. Or, present your passport to the immigration officer at the airport. Or, meeting a potential client for the first time.

You can use role-plays to help your students practice these important situations which will increase their confidence in a huge way. Find out more about using them in your classes here: ESL Role Plays .

#2: Current Events Presentations for ESL Business English

Business English students are generally pretty up-to-date on what’s happening in the world. Plus, they’re often expected to do presentations at work so this is a nice activity to use in your classes. Find out more about how I set it up here:

ESL Current Events Presentation .

• Mint Condition
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• Guaranteed packaging

#3: Help with Expressing Opinions

In business, you’ll often be called upon to express an opinion about something. For example, which marketing idea is the best, or who to partner up with for a project. However, ESL students are often quite weak at this because they don’t have the necessary vocabulary and they may also lack practice.

Here’s some solid advice that you can give your students about how to do this well: Expressing Opinions in English .

• Amazon Kindle Edition
• Bolen, Jackie (Author)
• English (Publication Language)
• 81 Pages - 06/22/2021 (Publication Date)

#4: Task Based Activities for Business ESL Lessons

We love to use task-based activities with our students. There are just so many things you can do! In groups, students could do any of the following:

• Come up with a new product
• Create an innovative advertising campaign for a current product
• Do a company profile
• Audit a website

The possibilities are endless so get creative and think of some interesting things for your students to do. You can find more ideas here: ESL Task Based Teaching .

#5: Cocktail Party

It’s quite common for business people to meet important clients at a party or meet and greet event. However, for English learners, this can be a challenging situation because they may not feel that confident at small talk. Try out this ESL activity that replicates these very situations:

ESL Cocktail Party Activity .

#6: English Central or YouTube Videos Related to Business

We LOVE to use videos in our English classes. You can find one for just about any topic, grammar point or vocabulary set under the sun. Except there’s more to it than just pressing play and sitting back and relaxing. The best teachers design activities that help get the most out of them.

Here are some of our best ideas: English Central and YouTube Videos for ESL Students.

#7: Business English Reading Lesson

It’s very easy to plan your own ESL reading lesson about literally any topic. I love to make my own lessons for Business English because you can include the most recent topics in the news. Find out how to do that here:

#8: Conversation Starters

Small talk and basic conversational English is vital for business English students. It often doesn’t work that well if you tell students to just talk to each other. Instead, give them some conversation starters to get the ball rolling and you’ll usually find that the results are much better.

Here are some of my best ideas: ESL Conversation Starters.

#9: Practice Opening Conversations

It’s sometimes not that easy to start a conversation with someone that you don’t know. However, there are certainly some tried and true topics that work very well for this situation. Find out more details right here: How to Open a Conversation in English.

• COTTEN (Author)
• 208 Pages - 04/10/2016 (Publication Date) - Pearson Education ESL...

#10: Dialogue Substitution for Business English ESL

If you’re teaching beginners, it can be a little bit tricky to design activities for them. One of the best ones to consider is dialogue substitution. You can use it for a variety of situations that business people might encounter from situations at the airport, telephone conversations or talking about a problem related to their company.

The way it works is that you give students the beginning of a conversation with blanks in it. Students have to work together to finish the conversation and then present it to the class. Find out more details about it here: ESL Dialogue Substitution .

#11: The Expert Speaking Activity

If you want to give your students some practice with small talk, try out this fun, interactive activity. The way it works is that students think of three things that they know a lot about, or are an expert in. Then, students go into pairs and can talk about these topics with each other. You can switch partners every few minutes.

Find out more details here: The Expert Speaking Activity .

#12: Plans for the Future

Business often involves making plans for the future. For example, planning for that next marketing campaign or deciding on a vision for the company. Students will need to be proficient in using future grammatical constructions for this. Find out some of our top recommendations here: Future Forms ESL Activities .

Or, you may want to check out some of these ideas here: Making Predictions Games .

#13: ESL Surveys

We LOVE to use surveys in our classes. They’re interactive and get students up and out of their seats talking to everyone in the class. Plus, you design them for any topic and in this case, you’d want to lean towards current events or business-type things.

Do you want to try them out in your classes? Find out more details about how to design them and use them in your classes here: ESL Surveys .

Teaching Business English

#14: Filling out an Application Form

If students are in our business English classes, it’s quite likely that they may apply for jobs abroad. In this case, they’ll have to fill out applications in English. We can give them some practice with this in class before they have to do it for real.

You can easily find applications on Google. Print them off and have your students work on them in class or for homework.

#15: Running Dictation

If you want to introduce some grammar, vocabulary or topic via a conversation, here’s a fun way to do it that gets beyond just reading it from the textbook. Print off the dialogue and then cut it up into strips which you’ll tape on the wall around the classroom.

Put students into pairs and one person is the runner/reader/speaker while the other person is sitting down with pen and paper and is the writer. Students have to work together to get the entire conversation down on paper and then put it into the correct order.

It’s challenging, fun and students always really enjoy it! Try out this 4-skills ESL activity today: ESL Running Dictation.

#16: Mock Interviews

English interviews are very common these days, even in non-English speaking countries. They’re an excellent way for companies to weed out the people who can actually converse in English from those who can’t.

Help your students out with them by doing some mock interviews in your classes. But, remember this key tip. DO NOT let your students memorize answers. Interviewers can smell this out from a mile away. Instead, encourage taking a few notes about answers to common questions but then just speaking.

#17: Proof-Reading and Editing

It’s quite common for our students to have to write business emails in English. We can help them out with this in a big way by teaching them about proofreading and editing. After all, it’s not that common to have a colleague or boss checking emails before they go out to clients, so it’s an important skill for our students to know.

Check this article out to find out how I teach this skill to my students: Proof-Reading and Editing for English Learners.

#18: Resume and Cover Letter Writing

When I teach business English, one of the primary homework assignments is that students have to prepare a resume as well as a cover letter for a sample job that I think of. Of course, give students lots of help with how to do this, along with some samples that they can follow.

My goal is that students have something they can take with them and use when applying for positions with just a little bit of editing.

• 196 Pages - 04/16/2023 (Publication Date)

#19: TED Talks

I love to use TED Talks with my business English learners. There are just so many good presentations on a huge variety of topics, especially important business ideas.

#20: Self-Introductions

A self-introduction in English is a great skill for your students to have. They’ll often have to do one in a job interview, at a conference or at a meeting where the people aren’t familiar with each other. Check out this video for the simple steps to follow:

#21: Breaking News English

With my students, I’ll often print off some lessons from Breaking News English . They take current events and grade them to make them easier for beginner to intermediate students (more advanced students should just use the regular article). There are also some excellent discussion questions and vocabulary activities that you might want to consider using.

#22: Business English Pod

If students are motivated to study business English on their own, one of my favourite resources that I like to direct them to is BE Pod . They are podcasts, phone conversations and a whole ton of other good stuff related to business. There is a paid version, but the free one is useful enough.

#23: Business English Vocabulary and Dialogues 

One of the more valuable things for our students can be to help them expand their business English vocabulary. One way to do this is with real-life dialogues, filled with idioms, expressions, and phrases. Check out these Business English dialogues here:

• 128 Pages - 11/25/2020 (Publication Date)

#24: Business English ESL, Using Movie and TV Clips

There are a ton of great movies and TV shows that cover various aspects of the business world. You can easily find them on YouTube, or you may already have a few favourites.

I love to include these in my ESL business English conversation classes. They make a nice lead-in activity for just about any grammar, vocabulary or skill you might want to focus on. Find out some of my top options here:

Teaching with Movies and TV .

#25: Business English Listening Lesson Plan

It’s super easy to create your own listening lesson about almost any topic. Just follow these simple steps:

#26: Have a Debate

I love to talk about interesting things and I’m sure that your students are the same! Why not have a little debate about something related to the business world? Here are some ideas:

Debate Questions

For something a bit more casual, check these ones out:

Debating Topics for Friends

#27: Business English Game: Describe the Word

A simple business English game is to put students into pairs or small groups. Then, one student has to pick a word from a list and describe it to the other people who have to guess what it is. It’s a nice time-filler game at the end of class because it’s a nice review activity.

#28: Business English Charades

Another fun game to try out in class is charades. Come up with a bunch of words or phrases related to what you’ve been teaching the students. Then, put students into teams and they have to take turns acting out that word or phrases and their teammates have to guess what it is. Check it out:

Charades for ESL .

#29: Make a Sentence using Business English Vocabulary

Try out this challenging sentence-making activity. If you’re using a textbook, open it up to a page at random and quickly choose a word. Students have 30 seconds to make an interesting sentence about it. If you have a big class, they can share with a partner. If a small class, share with everyone.

#30: Make a Crossword Puzzle

It’s quite easy to make your own puzzle using Discovery’s puzzle maker (do a Google search for it). Input the clues and the answers and the website does the rest! It can serve as a nice review activity or homework assignment before a midterm or final exam.

What about Business English for Beginners?

Business English for beginners can be a little bit tricky. How can you negotiate a complicated deal, or talk about a contract if you struggle with making a basic sentence and don’t know a lot of even general vocabulary?

Here are my top 5 tips for teaching beginners Business English:

• Start with basic conversational English skills first. It’s quite difficult to teach exclusively Business English unless students are at least a very high beginner level of basic skills.
• For topics and contexts, choose something with a business focus. Perhaps a simple reading or listening passage talking about a company or a problem that someone may face in the business world.
• A lot of business involves small talk! Focus on this skill by giving students lots of practice.
• Don’t ignore basic writing skills. Things like capital letters and punctuation, along with basic openings and closings can go a long way in writing a business email, for example.
• Focus on industry-specific jargon. Each industry has a specific vocabulary related to it. Target this to your students. A needs analysis is key to this.

What are some Common Business English Topics?

There are a few business English topics that must be covered in a class. Here are some of the most popular topics and skills for a Business English class to cover:

• Negotiations . A large part of business involves negotiation so this topic should certainly be covered!
• Interviews . Help students out with their English interview skills.
• Managing a crisis . Businesses have problems. Help students work through these problems, in English. It’s certainly an important topic to consider teaching.
• Presentations . Many people in the business world have to make a presentation at one point, or another. Help students out with this!
• Meetings . All meetings have certain conventions including opening and closing, turn-taking, etc. Conducting a meeting as a class is a nice topic.
• Hiring and firing . All businesses need employees! This makes hiring and firing them an important topic to include.
• Performance reviews . Similar to the one above, there is a certain set of language used to evaluate work.
• Resumes and cover letters . A nice topic is to help students prepare their resumes and cover letters in English.
• Risk management. An interesting Business English topic is how a company can manage risk and prevent bad things from happening.
• Small talk. A lot of business happens informally, at lunch or around the office. Help students learn how to initiate, conduct and close these types of conversations.

Business English dialogues and topics

Business English Resources 

If you’re looking for some resources for teaching Business English, here are a few of my go-to websites and course books:

• Business English Pod
• Market Leader textbook
• Breaking News English
• CBC (Canada), BBC (UK), CNN (USA), etc. websites for higher-level students and authentic materials.
• How I Built Thing podcast
• Learn English (British Council) has a nice section for business English
• How to Teach Business English Book (Evan Frendo)

Business English Worksheets

If you want to find some business English worksheets that you can just print and use with your students, here are some of the best resources:

ISL Collective

Busy Teacher

Business English Lesson Plans

If you’re looking for some ready-made ESL lesson plans for business students, then you’re in the right place. Here are some of our top recommendations for ESL business English lesson plans:

Lingua House

One Stop English

Business English ESL FAQs

There are a number of common questions that people have about teaching ESL business English. Here are the answers to some of the most popular ones.

What is ESL Business English?

ESL Business English is a specific ESL niche tailored to business terminology, topics and corporate culture. It is useful for businessmen, businesswomen, and business students.

How do I teach Business English for ESL?

Here are a few quick tips for teaching Business English ESL:

• Do a detailed needs analysis to find out what students want to achieve and also to uncover strengths and weaknesses.
• Find out which contexts students use business English (negotiation, writing emails, interviews, etc.)
• Dress and act professionally.
• Choose materials well to keep students motivated and interested.
• Have a high degree of flexibility.

Is Business English formal?

Business English is more formal than just regular chit-chat with friends. It may also have some industry-specific jargon which you’ll need to learn. However, simple communication is often best so aim for this instead of overly complicated grammatical structures.

What makes a Good Business English Instructor?

A good business English instructor is one who dresses and acts professionally, the same as their students. This means that they are punctual, competent and well-prepared for each lesson. It can also be useful for the instructor to have a background in business themselves.

What is one of the challenges of teaching Business English?

One of the main challenges in teaching business English is that companies and students often expect some serious results. This may mean increased pressure on the teacher to deliver them. However, many teachers are handsomely rewarded for this stress if they are elite teachers.

What are some fun Business English games?

Some fun business English games are charades, Pictionary, describing a word, role-plays, crossword puzzles with business English vocabulary, and running dictation.

Business English Dialogues

• 115 Pages - 12/01/2020 (Publication Date)

If you’re looking for some business English dialogues for your students, look no further than these books! They are filled with dialogues, vocabulary, and practice exercises to cover a huge range of business topics.

They’re ideal for use in a course, or for self-study at home. Consider using them for 1-1 tutoring as well. Whatever the case, get ready for some great results with these dialogues for Business English.

ESL Business Activities: Join the Conversation

What are your thoughts about these business English activities? Have you tried out one of them from this list or do you have another recommendation? Leave a comment below and let us know. We’d love to hear from you?

Also be sure to give this article a share on Facebook, Pinterest, or Twitter. It’ll help other busy English teachers, like yourself find this useful resource.

Last update on 2024-04-25 / Affiliate links / Images from Amazon Product Advertising API

About Jackie

Jackie Bolen has been teaching English for more than 15 years to students in South Korea and Canada. She's taught all ages, levels and kinds of TEFL classes. She holds an MA degree, along with the Celta and Delta English teaching certifications.

Jackie is the author of more than 100 books for English teachers and English learners, including 101 ESL Activities for Teenagers and Adults and 1001 English Expressions and Phrases . She loves to share her ESL games, activities, teaching tips, and more with other teachers throughout the world.

You can find her on social media at: YouTube Facebook TikTok Pinterest Instagram

Thank you! Will definitely be trying some of these business English activities out with my students next week.

I teach business English in China and found this list so helpful! Thanks so much for all the ideas and I’ve honestly never heard of Business English Pod before. I know, crazy!

Thank you, Jackie. It’s great to know there’s support out there like yours.

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Blackstone LaunchPad Student Start-Ups Place in the Finals of the 2024 New York Business Plan Competition

Two Syracuse University Libraries’ Blackstone LaunchPad (LaunchPad) student start-up teams placed in the finals of the New York Business Plan Competition (NYBPC) , powered by Upstate Capital, held in Albany on April 25.

Motolani Oladitan ’24 (College of Arts and Sciences), left, founder of Tá Beautie, and Natasha Brao ’22 (College of Visual and Performing Arts) G’23, G’24 (Whitman School of Management), founder of Shooka Sauce.

Natasha Brao ’22, (College of Visual and Performing Arts) G’23, G’24 (Whitman School of Management), founder of Shooka Sauce, won the 3 rd place prize of $1,000 in the food and agriculture track. Shooka Sauce is a Mediterranean-spiced tomato sauce based on the dish Shakshuka, inspired by mixing and melding cultural flavors to promote creative cooking.

Motolani Oladitan ’24 (College of Arts and Sciences), founder of Tá Beautie, was awarded the Concept Stage Award of $500 in the software and services track. Tá Beautie is a virtual marketplace connecting African beauty and wellness brands with the diaspora, making it easier for consumers to discover and purchase high-quality, authentic African products.

Five Launchpad student start-up teams attended the 2024 New York Business Plan Competition. Other student teams to reach the finals include Frank Marin ’24 (Marhold Space Systems), Adya Parida ’25 (Scale Sense), and Dylan Bardsley ’26 and Mark Leaf ’27 (Clarity).

The NYBPC attracts some of New York state’s best student entrepreneurs. The competition promotes entrepreneurial opportunities for college students from across the state to pitch their business plans to seasoned investors. They also receive the opportunity to engage with mentors and judges from the business community. The finals event connects students with business professionals, provides experiential learning opportunities through competitions, connects entrepreneurs with resources at the Entrepreneurship Expo and awards up to $100,000 in cash prizes to help seed new ventures.

Cristina Hatem

• Blackstone LaunchPad Hosts Investor-Ready Symposium Thursday, May 9, 2024, By Cristina Hatem
• 7 Student Teams Win Prizes to Advance Their Intelligence++ Disability, Inclusion Innovations Thursday, May 9, 2024, By Diane Stirling
• Maxwell’s Johanna Dunaway Selected for Prestigious Carnegie Fellowship Wednesday, May 8, 2024, By News Staff
• Blackstone LaunchPad Student Start-Ups Place in the Finals of the 2024 New York Business Plan Competition Wednesday, May 8, 2024, By Cristina Hatem
• Law Professor: The Manhattan District Attorney’s Convoluted Legal Case Against Donald Trump Gets More Convoluted Tuesday, May 7, 2024, By Ellen Mbuqe

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Hudson Valley Students Make it to the Final Round of the New York State Business Plan Competition

May 8, 2024

A team of Hudson Valley students made it all the way to the second round of the New York Business Plan statewide finals on April 25.

Out of 140 teams competing in regional events throughout the state this spring, only 60 teams moved on to the statewide finals, and Hudson Valley’s team was the only one in the state competition’s final round from a SUNY community college.

The team - Ameera Aftab, Lukas Donaghue, Ryan Connors and Adam Conklin - presented the idea “Semester at Yours,” an online platform to help facilitate short-term furniture leasing for college students living off-campus. According to the team’s pitch, the Semester at Yours marketplace would foster a sustainable and affordable alternative to students just dumping their used furniture on the curb when their lease is up.

“Being the only community college, out of 60 teams, to make it to the state finals really showed me what was possible if the right support and help is given to students,” said Donaghue. “It also showed me how much space there is for community colleges to take in this competition. Out of 120 teams statewide who made it to the video stage of the state final, only three were community college teams.”

Aftab said the experience they were able to take away from the competition was invaluable.

“Being the only community college team in the state to make it to finals, we got to connect with college students from all over the state and Ivy League schools, too,” she said. “We also met with many mentors who have successful businesses all over the state and they shared their experiences with us.”

The team members are all part of Hudson Valley’s Entrepreneurs Club, which meets weekly with the goal of fostering pride and fellowship within the School of Business and throughout the college community, encouraging interest and activity in the fields of business and related areas.

Entrepreneurs Club advisors, Associate Professor Johanna Mather and Professor Danielle Blesi, said events such as the New York State Business Plan competition provide a great lesson in collaboration and gaining real world business experience.

“We live in a community that is a hub for education and innovation,” said Mather. “Students from all colleges have tremendous resources in the Capital Region, and it was a wonderful opportunity to bring all of these together for them. It was very important for students to see the resources and connections available to them in the Capital Region.”

“As educators, we are very fortunate to provide such an invaluable experience to our students and to all of those across the region,” said Blesi. “We are lucky to be supported by a community that encourages these aspiring entrepreneurs to set high standards and work toward their goals. We are also very grateful to all of the judges and members of our college community that supported the students and provided them with mentorship and a solid foundation for the future.”

For students interested in extracurricular experiences and opportunities such as the Business Plan Competition, Connors encourages them to take advantage of it.

“It’s an amazing opportunity,” said Connors. “Even if you don't feel like you know what you're doing, your idea and passion is enough. There are plenty of mentors out there to guide and assist you along the way and it gives real world experience and is an amazing networking opportunity.”

One other Hudson Valley team advanced out of the regional NYBP competition, which was held in Hudson Valley’s Bulmer Telecommunications Center, April 5. That team included students Austin Shulkin, Brooks Marcus and Ray Guiles.

“The Hudson Valley community is extremely proud of all of our students who created such unique and compelling business ideas for this competition” said President Roger Ramsammy. “Educational experiences and opportunities as such are truly difference makers in students’ educational journey.”

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Barney Business Plan Competition

The bi-annual business plan competition, run by the Barney School of Business in collaboration with other departments on campus, concluded with a Hartford Art School student earning the number one spot.

25 students between Barney, ENHP, HAS, and CETA presented their business plans on Friday, April 19. The following Friday, April 26, the award ceremony was held and three students left with a cash prize. Justin Stochel , a Visual Communication Design major in HAS, won first place by a landslide, with 53.5 out of 55 total possible points for his hot chocolate company, Hot Spell. Principles of Entrepreneurship (ENT 314), the class from which students participate in the competition, was Stochel’s first ever business class.

The second and third place winners were both Barney students. Ben Avital , a Business Analytics & Managerial Economics major, has already started his business, AirExterm (pest control), in real-life! Avital has graciously donated his winnings to the UHart’s Innovators Group club. Lastly, Hazel Hill , President of the Innovators Group, finished in third place for her business Satin Locks, a car accessory.

Judges for the competition included Barney Board of Visitors members, industry experts, campus partners, and faculty. Thank you to those who participated and congratulations to the winners!

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Teaching and Learning About the Pro-Palestinian Student Protests on College Campuses

A collection of resources and critical-thinking questions to help students better understand the protest movement and consider the complex issues it raises.

By The Learning Network

Since the start of Israel’s war in Gaza in retaliation for the Oct. 7 attacks by Hamas, students at scores of colleges and universities across the United States and in other countries have protested in support of Palestinians and called for their schools to divest from Israel.

As the war in Gaza has escalated, universities have been caught in an often bitter debate over how to handle the protests. And over the past few weeks, students at many universities have intensified their protests and built encampments on campus. Several universities have begun calling in the police to arrest the protesters and to clear these encampments.

In this teaching resource, we draw on recent articles, photos, audio, video and maps to help students understand what is happening and why. Use the list below to choose the topics and materials that are right for your students. (For instance, some teachers may wish to begin with the personal questions we pose in our final section, about high schools, rather than to end with them.)

You might also borrow from the advice and strategies suggested by Facing History and Ourselves in centering humanity while following news of the Israel-Gaza war, or via the many teacher guides on the conflict offered by Solutions Not Sides .

Part I: What’s happening on college campuses

Part ii: more background and context, part iii: connections to student-led movements in history, part iv: a range of perspectives, part v: formulating your own opinion, part vi: how high schools are handling the conflict and its questions.

Over the past few weeks, tensions have escalated over pro-Palestinian student encampments at college campuses nationwide, with a growing number of colleges and universities turning to the police to remove protesters and threatening them with disciplinary action.

Here are some Times resources to help students understand these events:

Overview: An explainer article “ What to Know About the Campus Protests Over the Israel-Hamas War ” addresses some basic questions: who, why, where and how.

Photos and videos: The collection “ Scenes From the Student Protests Churning Across the Country ” is regularly updated.

Audio: “ The Crackdown on Student Protesters ,” the April 25 episode of “The Daily,” features both a Times reporter and the editor in chief of Columbia’s college newspaper. A May 4 episode, “ The Protesters and the President, ” includes President Biden’s response.

Map: See where protesters have been arrested or detained on U.S. college campuses since April 18.

Voices of student journalists: If your students are already familiar with what is happening and why, perhaps the best way to get fuller context is to hear from student reporters on the ground. Below, some places to start:

PBS NewsHour, in the above video: “ Student journalists discuss covering the campus protests against Israel’s war in Gaza .”

Columbia Daily Spectator: “ Our Campus. Our Crisis .” Inside the encampments and crackdowns that shook American politics. A report by the student journalists of the Columbia Daily Spectator in collaboration with New York magazine.

NPR: “ How these University of Texas-Austin students view Gaza war protests on their campus .”

Teen Vogue: “ Student journalists covering the campus protests at U.C.L.A., the University of Texas-Austin, City College of New York are writing history ” and “ College students reflect on graduation amid massive campus protests .”

Politico: “ What’s really happening on college campuses, according to student journalists .”

In addition, students might consult the campus newspapers of any of the colleges or universities that interest them, whether of the City College of New York , U.C.L.A. , University of Texas-Austin or any other.

Responding and Discussing

Students might begin by “noticing” and “wondering” about what they read and saw, using questions like the ones below. They can do this privately in their journals, as partners, via small group discussions, as a whole class — or in some combination:

What do you notice? What quotes or images stand out for you, and why?

What do you wonder? What questions do you have about what is happening and why it is happening?

What connections can you make? How does this issue relate to you and your community?

However you handle class discussion of these sensitive topics, Facing History has additional ideas for protocols. You might consider trying strategies like Save the Last Word for Me ; Head, Heart, Conscience ; or Big Paper .

To give your students a bit more context for what is happening on college campuses, and to help them appreciate some of the underlying issues and questions, we provide brief explanations of various topics as well as links to related Times articles. (Please remember that all links from The Learning Network to Times content are free, but only if you access them by clicking directly from our site.)

Hamas’s attack on Israel: On Oct. 7, Hamas, the Islamic group that controls the Gaza Strip, mounted a highly coordinated invasion of Israel , with terrorists attacking towns and killing people in their homes and on the streets. More than 1,200 Israelis died, including more than 100 young revelers who were dancing at an outdoor rave . Over 240 Israelis were taken hostage by Hamas, around 100 of whom remain in Gaza. The attack was the deadliest on Israel since its founding.

Israel’s war in Gaza and the ensuing humanitarian crisis: In response, Israel launched in Gaza one of the most intense military campaigns in modern history. So far, Israel’s forces have killed more than 33,000 Palestinians , a majority of them women and children , according to Gaza health officials, and have displaced more than 80 percent of the enclave’s surviving population, according to the United Nations. The leader of the World Food Program recently said that parts of the Gaza Strip were experiencing a “ full-blown famine ” that is spreading across the territory.

A long, contested history: The current war is part of a long history of conflict in the region. Students can learn more in this detailed Times explainer from The Times. It uses as a starting point 1920, when the British mandate for Palestine was established: “Over the following decades, two nationalisms, Palestinian and Jewish, took root on the same land and began to compete in a way that has ever since proved irreconcilable. The Arab population wanted what every native majority wants — self-determination. Jews who immigrated in growing numbers wanted what persecuted minorities almost never attain — a haven, in their ancient homeland.”

Understanding the Protests

Calls for a cease-fire: Most immediately, protesters are demanding an end to Israel’s war in Gaza. They say that Israel is committing what they see as genocide against the Palestinian people, and they aim to keep a spotlight on the suffering in Gaza. (Facing History provides an explainer for what genocide means .)

Demands for university divestment: Students are also calling on their colleges and universities to make transparent all financial holdings and to divest from , or cut financial ties with, Israel or companies they say are profiting from its invasion of Gaza. But, as the Times has reported, divesting can be challenging for universities to do, even if they want to.

Links to a broader global struggle: In many activists’ eyes, the Gaza conflict is a struggle for justice , tied to issues closer to home, such as policing, mistreatment of Indigenous people, discrimination toward Black Americans and the impact of global warming.

Key Issues and Questions

Charges of antisemitism: Many Jewish students have reported feeling unsafe on campus — either because of overt threats or attacks, or because of speech that the students consider offensive and antisemitic. Part of the problem for universities is defining when pro-Palestinian political speech during a time of war crosses the line into antisemitism. And the question is made even more complicated because there is no consensus about what, precisely, constitutes antisemitism. Students can read this article about how universities are struggling to define what makes a protest antisemitic, and this article about how even the definition of antisemitism is the subject of bitter debate.

Concerns about freedom of speech: Protesters on college campuses have often cited the First Amendment as grounds for allowing their protests to continue unhampered. But while college administrators have called the right to free speech “vital,” they have also pointed out that it is not unlimited. And universities have said that they needed to call in the police, arrest students and clear encampments to restore order. Students can read this article to learn more about the thorny issues related to freedom of expression on college campuses. And they can read this Opinion piece about freedom of speech and prohibitions of harassment, including against students because of their identity.

Campus disruption and the police response: Protests have been taking place at college campuses since the war began in October. However, the nature and tenor of the protests and of universities’ responses changed on April 18, when Columbia University called in the police, who arrested more than 100 protesters and removed dozens of tents that protesters had set up. Within hours, a new group of protesters pitched tents at Columbia, and within days, protesters at other schools across the country established their own pro-Palestinian encampments . The demonstrations have also attracted counterprotesters , and clashes between the two groups have occasionally become violent, as seen at U.C.L.A. In the weeks since, universities have cracked down on these escalating protests and encampments, citing issues of safety and campus disruption, and more than 2,700 people have been arrested or detained on campuses so far. Students can read this article about how administrators at some of the country’s most influential universities have struggled to calm campuses torn by this conflict.

After reading, students might discuss the following questions:

In your own words, what did you learn?

What questions do you still have?

What might you need to research further to better understand?

How does what you read change your understanding of or thinking about these issues?

The protests against Israel’s war in Gaza are merely the latest in a tradition of student-led, left-leaning activism dating back at least to the civil rights and anti-Vietnam War protests of the 1960s, Richard Fausset reports in “ From Free Speech to Free Palestine: Six Decades of Student Protest .”

Invite students to read the article and to compare one or more of the older student-led movements with the pro-Palestinian demonstrations we are witnessing today. Students could also choose one of the featured protests to research further on their own.

Then they might discuss the following questions:

In the historical protest movement you studied, what did the students want? What actions did they take to get it? What impact did their actions have, and why?

What connections can you make between the current demonstrations and another youth-led movement from history? What do these movements have in common? How are they different?

Why do you think college campuses have often been the site of protest and activism for broader political issues? What role do young people have to play in such issues?

What lessons can we take from history for this particular moment? What predictions can you make about what might happen with the pro-Palestinian demonstrations, based on your historical research?

The Times’s editorial pages have explored the practical, political and ethical dimensions of the campus protests from a variety of perspectives: Are protests an essential part of education? When does a protest cross a line? Are the college protesters’ tactics hurting their cause? How should colleges and universities respond to the campus unrest spreading across the country?

Here are some Times essays that cover the topic from a variety of perspectives. You might pair them with opinion pieces from other sources, including college newspapers.

Lydia Polgreen, a Times Opinion columnist, explores the moral complexities of the protests and seeks to explain why some students feel intimated by them, while others are moved to join them, in her essay “ The Student-Led Protests Aren’t Perfect. That Doesn’t Mean They’re Not Right. ”

“Whether you are watching student protesters on social media or experiencing the protests in person, the way you understand these protests depends on your perception of what they are protesting. It could not be otherwise. If you feel that what is happening in Gaza is a moral atrocity, the student protests will look like a brave stand against American complicity in what they believe is genocide — and a few hateful slogans amid thousands of peaceful demonstrators will look like a minor detail. If you feel the Gaza war is a necessarily violent defense against terrorists bent on destroying the Jewish state, the students will seem like collaborators with murderous antisemitism — even if many of them are Jewish.”

In “ Student Protest Is an Essential Part of Education ,” Serge Schmemann, a member of the Times editorial board who participated in antiwar protests at Columbia University in 1968, writes about the value of dissent and protest for young people:

The hallowed notion of a university as a bastion of discourse and learning does not and cannot exclude participation in contemporary debates, which is what students are being prepared to lead. From Vietnam to apartheid to the murder of George Floyd, universities have long been places for open and sometimes fiery debate and inquiry. And whenever universities themselves have been perceived by students to be complicit or wrong in their stances, they have been challenged by their communities of students and teachers. If the university cannot tolerate the heat, it cannot serve its primary mission.

In “ What Is Happening on College Campuses Is Not Free Speech ,” Gabriel Diamond, Talia Dror and Jillian Lederman — students at Yale, Cornell and Brown — write about their experiences of being Jewish on campus since the Oct. 7 attacks by Hamas on Israel. In their essay, they argue that universities have a moral responsibility to counter expressions of antisemitism and harassment:

Free speech, open debate and heterodox views lie at the core of academic life. They are fundamental to educating future leaders to think and act morally. The reality on some college campuses today is the opposite: open intimidation of Jewish students. Mob harassment must not be confused with free speech. Universities need to get back to first principles and understand that they have the rules on hand to end intimidation of Jewish students. We need to hold professors and students to a higher standard.

It continues:

All students have sacred rights to hold events, teach-ins and protests. And university faculty members must present arguments that make students uncomfortable. University campuses are unique hubs of intellectual discovery and debate, designed to teach students how to act within a free society. But free inquiry is not possible in an environment of intimidation. Harassment and intimidation fly in the face of the purpose of a university.

In “ Why the Campus Protests Are So Troubling ,” Thomas L. Friedman, a Times Opinion columnist, argues that “the dominant messages from the loudest voices and many placards reject important truths about how this latest Gaza war started and what will be required to bring it to a fair and sustainable conclusion.” He writes:

My problem is not that the protests in general are “antisemitic” — I would not use that word to describe them, and indeed, I am deeply uncomfortable as a Jew with how the charge of antisemitism is thrown about on the Israel-Palestine issue. My problem is that I am a hardheaded pragmatist who lived in Beirut and Jerusalem, cares about people on all sides and knows one thing above all from my decades in the region: The only just and workable solution to this issue is two nation-states for two indigenous peoples. If you are for that, whatever your religion, nationality or politics, you’re part of the solution. If you are not for that, you’re part of the problem. And from everything I have read and watched, too many of these protests have become part of the problem — for three key reasons.

And in “ How Protesters Can Actually Help Palestinians ,” Nicholas Kristof, a Times Opinion columnist, says that while he admires the protesters’ empathy for Gazans, be believes that their tactics are hurting their own cause:

Student protesters: I admire your empathy for Gazans, your concern for the world, your moral ambition to make a difference. But I worry about how peaceful protests have tipped into occupations of buildings, risks to commencements and what I see as undue tolerance of antisemitism, chaos, vandalism and extremism. I’m afraid the more aggressive actions may be hurting the Gazans you are trying to help.

Have students read one or more of the essays. Then, through writing or discussion, they might respond to the following questions:

What did you learn from these voices and perspectives? How do they help you to better understand the current crisis on college campuses?

Which arguments for and against the school protests were strongest? Which were less persuasive?

What questions would you want to ask any of the authors? Which viewpoints and ideas, if any, do you think were missing from the debate?

What do you still want to learn about the campus protests — or about the Israel-Hamas war more generally?

The previous sections of this teaching resource invited students to read, watch and listen to information and opinion about these protests and their causes. Now we invite them to formulate their own opinions about the different approaches colleges have taken.

Some have sent in police to clear encampments and to shut down demonstrations. Some have canceled in-person classes and main commencement ceremonies . Other universities have met students at the negotiating table and even agreed to protesters’ demands to review institutional investments .

As a case study, students might compare the responses from Columbia and Brown by reading “ As Protests Grow, Universities Choose Different Ways to End Unrest .” They might discuss: How did these two universities handle the protests differently? Why might they have taken such approaches? Which approach do you think was more effective, and why?

Then invite students to take everything they have learned so far — about what is happening on college campuses, the issues protesters are raising, free speech protections and accusations of antisemitism, the history of youth-led political movements, the various opinions from around The Times, and how universities have responded — into account and share their own opinions in our student forum “ How Should Colleges Handle Student Protests? ”

Here, for instance, is what Emily, from Glenbard West High School in Glen Ellyn, Ill., posted:

Student protests are an important piece of campus culture. These protests matter because students are able to stand up for what they believe in as independent adults, likely for the first time in their lives. However, there are consequence to brash actions. The destruction of property and personnel injuries are unacceptable, no matter how noble the cause. Peaceful demonstrations, marches and speeches are all appropriate modes of protest for student populations. Yes, colleges should inspire debate, but they should teach civility. Violent protests are often ineffective anyway, as onlookers rarely side with those breaking the law for their cause. Colleges have the right to step in when a protest becomes violent, but they have a responsibility to foster an environment where peaceful, respectful protest is accepted.

What do your students think? Why?

In many communities, the questions roiling college campuses are dividing younger students, their parents, teachers and administrators.

Since the conflict began, public schools have struggled with how to address it. Recently, pro-Palestinian protests have moved from college campuses to high schools, and there have been demonstrations and walkouts at schools in Chicago; Seattle; Austin, Texas; and elsewhere around the United States. In early May, after focusing on universities, House Republicans began questioning school district leaders from New York, California and Maryland about antisemitism.

To look at the complexities of how one community is responding, you and your students might read the May 7 article “ In Berkeley Public Schools, a War Gives Rise to Unusual Tensions .” As students read, they might do an exercise such as a double-entry journal , in which they record lines from the text on one side and their reactions, questions and thoughts on the other. To what extent do aspects of this piece remind them of what their own schools and communities are experiencing? Why?

When your students are ready, here are just a few questions they might address in journals or discuss as a class. They might also create new work in response to one or more of the questions, whether by conducting their own investigative reporting, writing opinion pieces for the school or local paper, addressing administrators or their school board, writing poetry or making visual art, recording a podcast, or anything else.

How is this conflict playing out locally? How is it affecting you? Your school? Your family and friends? Your community?

Have there been protests at any schools, whether high schools or colleges, near you? What happened? How did students, parents, administrators and other stakeholders respond? What do you think of those responses?

Is any aspect of this conflict being taught about or discussed in your classes? What are your thoughts about how such discussion has been handled? Why?

Do you feel comfortable sharing your opinions and/or expressing your identity in school?

Do you ever feel pressured to take a side, whether in school, with friends and family or on social media ? How have you handled that?

What rules, guidelines or protocols, if any, would you like to see put in place for the discussion of sensitive topics in school in general?

What advice, if any, do you have for the adults in your life — teachers, parents, religious leaders or anyone else — about handling discussion of this conflict? Why?

Entrepreneurship — Lesson 211

The marketing mix.

Students break into small groups and create a marketing plan for a product or service of their choice.  They determine the four P's: the product, price, promotion and place, then present their findings to the class.

What Students Learn

• Who is your target market?
• The four Ps of marketing: product, price, place, and promotion

Suggested Time

• Preview and Episode Viewing: 45 minutes
• Activity 1: 30-45 minutes

Sketch: Vincent Price on Price

Clips for this lesson.

Sketch: Monty Python

Vintage BK: Marketing Mix

BK Hosts: The 4 P’s of Marketing

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Things to Do With Kids in Charlotte

Updated : May 07, 2024

AAA Travel Editor, WA

Table of contents, discovery place science.

• Race to Charlotte's NASCAR Hall of Fame

Grab Lunch at Optimist Hall

Enjoy outdoorsy activities at the mcdowell nature center and preserve, jump for joy at big air trampoline park, monster mini golf, discover new thrills at carowinds, plan your trip to charlotte with aaa..

Are you seeking a family vacation that stands out from the rest? Consider Charlotte, a hidden gem among family-friendly getaways. The Queen City boasts a plethora of attractions for visitors of all ages, along with its uniquely lush urban environment characterized by tree-lined streets.

Are you looking for a family vacation that caters to everyone, not just your little ones? Charlotte offers a unique experience that promises to please visitors of all ages. While there are plenty of activities in Charlotte for children, the city also boasts numerous options that will appeal to parents. Keep reading to explore the best things to do with kids in Charlotte.

• Location: 168 W 6th St, Charlotte
• Price: $23 for adults, $18 for children
• Time Needed: 3-4 hours

Turn playtime into a learning experience at Discovery Place Science — Charlotte's premiere science museum. Fascinating exhibitions on frogs and the human body are appealing to visitors of all ages, although toddlers and preschoolers may prefer to hang out in the KidScience area. Project Build encourages visitors to unleash their inner architects, while the appropriately named Cool Stuff area is chock full of intriguing offerings: gyroscopic technology, thermography cameras, pulley systems and more.

In addition to science-based family activities Charlotte NC is home to an IMAX theater, boasting the largest screen in the Carolinas. While these movies are preferable for older kids, their visuals are mesmerizing enough to captivate audiences of all ages. The museum also has a jam-packed events calendar, so there is always something exciting around the corner.

Race to Charlotte's NASCAR Hall of Fame

• Location: 400 E M.L.K. Jr Blvd
• Price: $27 for adults, $20 for youth
• Time Needed: 2 hours

As one of the most popular attractions in Charlotte, the NASCAR Hall of Fame pays homage to the sport of racing. This is appealing to fully-grown racing enthusiasts, but there is plenty to keep younger visitors entertained. Regularly scheduled Kids Go Free events attract young NASCAR fans and their families.

No matter when youngsters visit, they can expect to find interactive exhibits that bring racing's heritage and present-day opportunities to life. For the littlest kids, the greatest excitement comes from meeting Lightning McQueen. Older kids are fond of the simulator and the pit crew challenge.

• Location: 1115 N Brevard St
• Price: $10-20 per meal
• Time Needed: 1 hour

Eating out with picky kids can be frustrating in the best of circumstances. While this problem can be resolved, to some extent, by sticking with fast food or down-home Southern restaurants, another solution is definitely worth exploring: making a pit stop by Charlotte's Optimist Hall. This food hall truly has something for everyone. Many kids adore the fried chicken offerings at Boxcar Betty's, although Harriet's Hamburgers is also a clear favorite.

On a nice day, make the most of the patio seating and outdoor games, which are perfect when hanging out with active kids. Live music and other community events are frequently hosted here, so check out the schedule and visit during a special event, if possible. Don't forget to grab gelato or treats from the Collier Candy Company.

• Location: 15222 York Rd
• Price: Free
• Time Needed: 2-3 hours

With walkable neighborhoods and an abundance of parks, Charlotte offers a uniquely outdoors-oriented urban experience. At some point, you may eventually be eager to escape the hustle and bustle and, instead, embrace a more peaceful atmosphere. This is when the McDowell Nature Center and Preserve is a dream come true.

As the perfect getaway for Charlotte visitors of all ages, McDowell goes above and beyond the 'typical' nature center as far as kids and families are concerned. Play areas abound, as do easily accessible kits that encourage kids to get up close and personal with the natural world. Especially appealing: a mud kitchen kit that encourages kids to get messy. The educational exhibits are fascinating, with native animals prominently featured.

Older kids and teens will love meandering the several miles of trails, where local birds can always be spotted. Pack a picnic lunch to enjoy at one of many outdoor tables. Several of these are located near the lake to provide the perfect lunchtime view. If you crave peaceful things to do with kids Charlotte is sure to please with its natural spaces — and McDowell is the cream of the crop.

• Location: 408 Sardis Rd N
• Price: $28 for 2 hours, $30 for all day

When kids have excess energy but rain gets in the way of playground or nature center visits, there is no substitute for a classic trampoline park. There are a few in the region, but Big Air is especially popular. Not only does this expansive facility provide plenty of opportunities for jumping, it also boasts a climbing wall, an obstacle course and even a mechanical bull. Kids are obsessed with this location, which also helps parents embrace their inner child.

Toddler times are great for nervous parents or easily overwhelmed little ones, but bigger kids and teens will always be thrilled to stop by, especially if they can make the most of the dodgeball areas. There are two Big Air locations in the Charlotte area, so feel free to plan your visit based on where your accommodations are located or to minimize commuting between other attractions.

• Location: 230 E W.T. Harris Blvd
• Price: $27 for Ultimate attraction combo

Another great rainy day activity for energetic kids, Monster Mini Golf boasts some truly mesmerizing artwork. The black light course isn't necessarily challenging or novel, but you will be too taken aback by the visuals to care. Get ready for an enjoyable 18-hole course, which sets the tone for a perfectly eerie experience not only with great artwork, but also, with its memorable music. Keep in mind that the littlest visitors may find some of these images intimidating.

This destination is mostly worth visiting for the mini golf, but there are certainly other perks: a sizable arcade with lots of adventure and carnival-style games, plus mini bowling and even a laser maze. Trivia events are also held here on occasion and should easily keep bigger kids entertained when taking a moment to relax.

• Location: 14523 Carowinds Blvd, Charlotte, NC
• Price: $39.99
• Time Needed: 5+ hours

Easily one of the best places for kids Charlotte Carowinds is a true delight, complete with all the amusement park essentials: roller coasters, live entertainment and even a waterpark. Thrill-seekers will adore aggressive coasters like the Carolina Cyclone, Thunder Striker and the Fury 325, while the tiniest tots will gaze in awe at the carousel or squeal with delight at Pirate's Landing. The Carolina Skytower provides a classic experience and great views — and Tidal Wave Bay is a must on a hot day.

Not everyone can handle rides, but thankfully, there are also enjoyable options for the thrill averse. Magic shows bring excitement to the Carowinds Theater, while guests of all ages can enjoy oldies as bands play live at the Carolina Boardwalk. Snoopy and other Peanuts friends deliver whimsy during meet-and-greet events. Set aside a whole day so that you can embrace these and Carowinds' other Charlotte activities to do with kids — and so you can take it all in at a reasonable pace.

Join the over a million people who are AAA members and start planning your trip to Charlotte today. Dream up the perfect trip and use your membership to get the best discounts on hotels , rental cars and entertainment tickets.

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GLD Business Plan 2024–25

This business plan outlines the range of high-profile and complex legal work that will form GLD's delivery priorities for the coming year.

GLD Business Plan 2024–2025

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This business plan outlines the range of high-profile and complex legal work that will form GLD’s delivery priorities for the coming year. It sets out how we plan to meet the ambitions in our new strategy and play our part in leading on wider government priorities such as Civil Service Modernisation and Reform.

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