Course
Profile
Introduction to Entrepreneurial Studies, Grade 11, College Preparation,
Catholic
Unit 2: Ideas and Opportunities
Time: 25 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
This unit
starts by introducing the students to the concepts of invention and innovation.
Students will appreciate the contributions that Canadian inventors and
innovators have made to our country and the world. Next, the students will work
through the process of recognizing an opportunity, generating ideas, evaluating
the opportunity and ideas based on economic viability and Christian values and
Catholic social teaching, and selecting an idea that will be the basis for the
culminating activity of the course - the venture plan. Students will realize
that opportunities are all around them and there are unlimited ideas that can
be generated from those opportunities. Students will understand that even if an
idea is legal, it may not be a moral activity. A fundamental question is always
“can the idea be implemented for the service of humanity or is it to be for
exploitation”. Students will understand the purpose and scope of market
research and perform some research on a local level.
An
activity in this unit deals with developing creativity skills. Students should
be encouraged to think outside the box and be as innovative and creative as
possible. There are many different activities other than those listed here to
encourage creative thinking. Generally speaking, students react favourably to
these exercises and teachers are encouraged to try many different activities if
time permits.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1.
Invention and Innovation |
2.5 hours |
CGE2b,
CGE2e, CGE3c IOV.01,
IOV.02, IO1.01, IO1.05, IO2.03, IO1.06 |
K/U; C; T/I |
Define
innovation and invention. Explore Patent web site. Report on local company. |
|
2.
Canadian Inventors and Innovators |
5 hours |
CGE1d,
CGE1g, CGE1i, CGE2b, CGE2c, CGE2d, CGE5a, CGE5, CGE5c IOV.01,
IOV.02, EPV.03, EPV.02, IO1.02, IO1.03, IO1.04, IO1.06 |
K/U; C; T/I |
Assignment
on Canadian inventors and innovators |
|
3.
Forecasting Areas of Opportunity |
3.75 hours |
CGE4d,
CGE4f, CGE1d, CGE1g, CGE1i, CGE2b, CGE2c, CGE5a, CGE5b, CGE5c IOV.05,
IOV.06, IO2.05, IO2.06 |
K/U; C; T/I |
Assignment
and presentation on future trends and opportunities |
|
4.
Generating Ideas |
5 hours |
CGE2e,
CGE3b, CGE3c, CGE4f, CGE5a, CGE7a, CGE7i IOV.03,
IO3.01, IO3.02, IO3.03 |
T/I; C; K/U; A; M C |
Generating
ideas activity. Assessment of Venture Plan idea |
|
5.
Conducting Market Research |
5 hours |
CGE2c,
CGE3d, CGE4f, CGE5a, CGE5g, CGE7g IOV.04,
IO4.01, IO4.02, IO4.03, IO4.04 |
K/U; T/I; A; M C; C |
Primary
market research assignment |
|
6. Starting the Venture Plan |
3.75 hours |
CGE1d, CGE2c, CGE3b, CGE3c, CGE3d IOV.05, IO5.01, IO5.02, IO5.03, IO5.04 |
A; M C; C; T/I; K/U |
Students will come up with possible
opportunities and ideas for a venture, evaluate them and select the best. |
K/U =
Knowledge/Understanding C
= Communication
T/I =
Thinking/Inquiry A
= Application MC = Making Connections
Time: 150 minutes
This
activity introduces students to the concepts of invention and innovation.
Students will understand the difference between the two concepts and will be
introduced to
Overall
Expectations
IOV.01 -
explain the importance of invention and innovation to venture creation;
IOV.02 -
analyse various methods of generating opportunities and ideas for new ventures.
Specific
Expectations
IO1.01 -
compare invention and innovation;
IO1.05 -
explain the relationship between innovation and technology;
IO2.03 -
describe new goods and services that have been developed by improving upon
existing goods and services;
IO2.04 -
describe how similar wants and needs have been satisfied in different ways;
IO1.06 -
describe how entrepreneurs have used innovations and/or inventions to start new
ventures.
Catholic
Graduate Expectations:
CGE2b -
reads, understands, and uses written material effectively;
CGE2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the arts, media, technology and information systems to enhance the quality of
life;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems.
Students
should have the ability to use the computer and access Internet sites.
A
computer room with Internet access must be booked. If your school has an
Internet usage policy, make sure that all students have followed proper procedure.
All students should be reminded of proper and safe Internet usage.
Have
students, in pairs, come up with a list of what they think are the 10 most
important inventions of the last 20 years. After they are done, have the
students put the responses on the board.
As a
class, determine which of these are true inventions (brand new), and which of
these are innovations (modification of an existing product or service). At this
point in the activity it would be appropriate to discuss ethical concerns. Can
inventions/innovations be used to enhance or exploit one’s life? What are the
benefits and dangers? Come up with a definition for invention and innovation.
Define
what a patent is. Hand out Canadian Patents (Appendix 2.1a) and allow the
students time to complete. Discuss the students’ answers.
Give each
group a product or service that has been improved through innovation (e.g., car
assembly, telephone, carpet cleaning, automobiles, computers, etc.) Have the
groups think of as many changes (innovations) to the product or service as
possible. Each group should then present to the class.
Arrange
for students to visit a local company that has been innovative in some way
(e.g., kitchen/food innovations, automotive/transportation innovations,
outside/inside home maintenance innovations, clothing maintaining/cleaning
innovations, communication innovations, etc.) and prepare a brief report
outlining what the product or service is and how it is innovative. Teachers may
choose to contact the Board’s Assessment Officer to identify local businesses
that are Catholic ratepayers.
Formative
assessment in the Knowledge/Understanding, Communication and Thinking/Inquiry
areas through the observation of group work, class discussions, and a check of
their Canadian Patents worksheet. The written report outlining the local
service or product can be used for summative assessment.
Pair students
with good computer skills with those that are not as computer literate. In all
cases, teachers should refer to student’s IEP where applicable.
Computer
lab
Appendix
2.1a – Canadian Patents
Time: 300 minutes
This
activity is designed to allow students to identify and recognize the
contributions of Canadian inventors and innovators. Students will research
Canadian inventors and innovators and discuss how Canadian inventors and
innovators use their entrepreneurial characteristics and skills to start new
ventures to produce services that satisfy people’s needs. Canadian inventors
and innovators should be recognized as important role models who illustrate how
to integrate their faith with life by devoting their energy to solve problems
to better the human condition. Students will be encouraged to value their
talents and to search for ways to invent or innovate products or services that
better the human condition.
Strand(s): Ideas and Opportunities
Overall
Expectations
IOV.01 -
explain the importance of invention and innovation to venture creation;
IOV.02 -
analyse various methods of generating opportunities and ideas for new ventures;
EPV.03 -
evaluate the contributions made by entrepreneurs;
EPV.02 -
analyse the characteristics of entrepreneurs.
Specific
Expectations
IO1.02 -
identify significant Canadian inventors and innovations;
IO1.03 -
describe the needs and wants that Canadian inventions and innovations have
satisfied;
IO1.04 -
summarize the impact that specific Canadian inventions and innovations have had
on people’s lives;
IO1.06 -
describe how entrepreneurs have used innovations and/or inventions to start new
ventures.
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1g -
understands that one’s purpose or call in life comes from God and strives to
discern and live out this call throughout life’s journey;
CGE1i -
integrates faith with life;
CGE2b -
reads, understands and uses written materials effectively;
CGE2c - presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -
writes and speaks fluently in one or both of Canada’s official languages;
CGE5a -
works effectively as an interdependent team member;
CGE5b -
thinks critically about the meaning and purpose of work;
CGE5c -
develops one’s God-given potential and makes a meaningful contribution to
society.
The
ability to use the computer and access Internet sites.
A
computer room with Internet access must be booked.
1. Have students complete a short quiz matching
Canada’s inventors/ innovators with their invention or innovative idea
(Appendix 2.2a).
2. Allow students time to complete the quiz and
then discuss their answers. Answers are found in Appendix 2.2b.
3. To discuss the contributions inventors and
innovators have made to society, students should look at both for-profit and
not-for-profit applications. Write the words “ADVANCE CHANGE” on the board.
Working in small groups, students brainstorm phrases starting with each letter
of the words “ADVANCE CHANGE” to describe contributions made by inventors and
innovators. Have a spokesperson for each group tell the class their findings
and assign students to record answers on the board. The discussion should
include the many contributions of inventors and innovators.
Possible answers:
|
A |
Agent of change |
|
D |
Develop unprecedented products |
|
V |
Voice concerns about need/want that can be
satisfied in a better way |
|
A |
Add to competition, raising the quality,
improving service, and lowering prices |
|
N |
Nurture economic development |
|
C |
Create new venture, products, services, and
jobs |
|
E |
Energy used to solve human problems |
|
|
|
|
C |
Challenge
the status quo |
|
H |
Hone
existing products and services to make them better |
|
A |
Advance
innovative technology and innovative methods of production |
|
N |
New way
of thinking - improving the quality of life for others |
|
G |
Generate
new opportunities for other inventors/innovators and entrepreneurs |
|
E |
Expand
knowledge in science/technology and further research in area of expertise |
4. In groups, students research a Canadian inventor
or innovator. Students may use the names of inventors/innovators from the quiz
or others approved by the teacher. Students make an oral presentation to the
class, covering the following topics:
· the background of the inventor/innovator;
· the needs/wants satisfied by the creation of the invention/innovation;
· how the entrepreneur used the invention/innovation to start new ventures/projects, and any the spin off ventures created as a result of their idea(s);
· impact of the invention/innovation on the community and on the lives of others;
· the inventor/innovator as a role model showing the rewards of using one’s talents to make a positive contribution to society. Illustrate how the person has integrated his/her faith with life purpose by devoting energy to solving problems to better the human condition.
5. The teacher should assist students with
research by advising them on the appropriate websites for researching:
· Science Technology Centre - www.stc.carleton.ca/index/html
· Canadian Foundation of Innovation - www.innovation.ca
· The Canadian Medical Hall of Fame - www.cdnmedhall.org/inductees.html
· The National Research Council - www.nrc.ca
· Inventors - http://inventors.tqn.com/science
· Canadian Science and Engineering Hall of Fame - www.science-tech.nmstc.ca
6. For the presentation, students should make
use of various media. Have the students hand in a written summary of their
presentation. Guests may be invited to hear the presentations to help celebrate
the accomplishments of the inventor/innovator.
Formative
assessment in the Knowledge/Understanding, Communication and Thinking/Inquiry
areas through the observation of group work, class discussion. Summative
assessment can be made through evaluation of the Canadian inventor/innovator
presentation to the class. There are many presentation rubrics available for
teacher use.
Pair students with good computer skills those
that are not as computer literate.
Computer
lab with Internet access.
If possible,
the teacher may gather additional material from the resource list included in
the course outline.
Appendix
2.2a – Canadian Inventors and Innovators
Appendix
2.2b – Answer Key to Canadian Inventors and Innovators
Time: 225 minutes
This
activity is designed to encourage students to notice “change” as a positive
phenomenon that produces many areas of opportunity. Students will use the
Internet, books, magazines, and personal observations to identify: a) changes
of the Information Age, b) technological changes, c) major demographic groups,
d) social trends and lifestyle changes, and e) global and economic trends to
forecast areas of growth and opportunity. By identifying and forecasting future
consumer needs and wants, the student is better able to generate and identify
realistic opportunities for new ventures.
Overall
Expectations
IOV.02 -
analyse various methods of generating opportunities and ideas for new ventures;
IOV.03 -
generate realistic new ideas and identify possible opportunities for new
ventures.
Specific
Expectations
IO2.05 -
identify, from a variety of sources, (e.g., books, magazines, personal observation,
the Internet) possible ideas for new ventures;
IO2.06 -
analyse current economic and social trends in order to find areas for new
ventures.
CGE4d -
responds to, manages and constructively influences change in a constructive
manner;
CGE4f -
applies effective communication, decision-making, problem solving, time and
resource management skills;
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1g -
understands that one’s purpose or call in life comes from God and strives to
discern and live out this call throughout life’s journey;
CGE1i -
integrates faith with life;
CGE2b -
reads, understands and uses written materials effectively;
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE5a -
works effectively as an interdependent team member;
CGE5b -
thinks critically about the meaning and purpose of work;
CGE5c - develops
one’s God-given potential and makes a meaningful contribution to society.
Students
must have basic library and Internet research skills to find magazines, books,
and newspaper articles on specific topics. Students should know the difference
between market-pulled opportunities and market-pushed opportunities.
The
teacher needs to book a computer laboratory with access to the Internet. The
teacher should book the Library/Resource Centre and have the librarian show
students how to access Statistics Canada Data on Social Indicators and to show
students the area of reserved books to help with their research. Ask the
librarian to reserve all books dealing with the aforementioned trends. A
suggested list includes the following books: The Third Wave by Alvin
Toffler, Megatrends by John Naisbett, The Popcorn Effect by Faith
Popcorn, The Bagel Effect by Paul Hoffert, The End of Work and The
Biotech Century by Jeremy Rifkin, Excelerate. Growing in the New Economy
by Nuala Beck, Sex in the Snow by Michael Adams, The Next 20 Years of
Your Life by Richard Worzel, Job Shift: How to Prosper In A Workplace
Without Jobs and Creating YOU, Inc., by William Bridges, Boom,
Bust & Echo 2000 by David Foot, Chips and Pop by Robert Barnard,
Dave Cosgrave, Jennifer Welsh, and Tomorrow’s Customers by The Marketing
and Economics Group of Clarkson/Gordon/Woods Gordon. The teacher might start a
newspaper file of pertinent articles as well as save old copies of newspapers
and magazines for students to use.
1. Begin the activity by defining and
illustrating key terms such as: futurist, trend, fad, Industrial Age,
Information Age, demographics, Baby Boomers, Nexus Generation, Baby Boom Echo,
social and lifestyle trends, economic trends, global trends, technological
changes, growth trend, declining trend, etc. See Appendix 2.3a.
2. Allow students time to complete the quiz and
then discuss their answers. Answers may be found in Appendix 2.3b.
3. In groups, have students research each of the
following topics, using the research material noted in the Planning Notes:
· Changes in the Information Age
· Technological Changes
· Major Demographic Groups
· Social and Lifestyle Trends
· Economic and Global Trends
4. Students should set up their research in a
chart format with the following headings:
|
Topic
of Research |
Key
Facts and Anticipated Needs |
Forecasted
Opportunities for New Ventures |
Using various media (chart paper, overhead sheets, bulletin board, presentation software), the groups report to the class major facts on their topic including: a) the changes students have noticed around them, b) key information found in books, magazines, Internet, newspaper articles, c) analysis of data, d) anticipated consumer needs or wants relating to the topic. Students determine five to seven major growth areas and present forecasts for realistic opportunities for new ventures based on their research and analysis. Encourage students to think about opportunities promoting social responsibility and selecting new ventures that use one’s potential to make meaningful contributions to society integrating faith with life. In a theological sense, this means that students are working for the Reign (the Kingdom) of God – to bring about justice, peace, and life to all.
5. During other group presentations students
take notes on the worksheet provided. See Appendix 2.3c. (Note: The
cells in the table in Appendix 2.3c should be expanded to a full page.) Student
answers will vary.
Formative
assessment in the Knowledge/Understanding, Communication and Thinking/Inquiry
areas through the observation of group work and class discussion. Summative
evaluation can be made through the student’s presentation and report. There are
many rubrics available for teacher use. Teachers can also assess the student’s
observation sheets made from the presentations. This will be a good indicator
of the student’s grasp on the subject matter and can be used in assessing
learning skills as well.
Pair
students with good computer skills those that are not as computer literate.
Computer
lab with Internet access
See
Planning Notes for names of books to help students research their project.
Appendix
2.3a – Forecasting Areas of Opportunity: Understanding the Vocabulary
Appendix
2.3b – Answer Key to Vocabulary Sheet
Appendix
2.3c – Group Presentations Worksheet
Time: 300 minutes
This
activity is designed to get students to begin the process of generating
business ideas that are both creative and feasible. Students will examine their
own school environments to determine what problems represent real opportunities,
and what ideas are best suited to solving the problem. A formal set of idea
evaluation criteria are established for students to use when generating and
evaluating their own business ideas.
Strand(s): Ideas and Opportunities
Overall
Expectations
1OV.03 -
generate realistic new ideas and identify possible opportunities for new
ventures;
Specific
Expectations
IO3.01 -
identify unsatisfied consumer needs and wants by applying a problem-solving
model;
IO3.02 -
apply creative-thinking strategies (e.g., mind mapping, brainstorming) to
determine possible solutions to an identified consumer problem;
IO3.03 -
select the best idea for a new product or service by applying a decision-making
model.
Ontario
Catholic School Graduate Expectations
CGE2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the arts, media, and technology and information systems to enhance the quality
of life;
CGE3b -
creates, adapts, evaluated new ideas in light of the common good;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -
makes decisions in light of gospel values with an informed moral conscience;
CGE4b -
demonstrates flexibility and adaptability;
CGE4f -
applies effective communication, decision-making, problem solving, time and
resource management skills;
CGE5a - works effectively as an interdependent
team member;
CGE7a - acts morally and legally as a person
formed in Catholic traditions;
CGE7i - respects the environment and uses
resources wisely;
CGE7j - contributes to the common good.
Students
must:
· distinguish the difference between ideas/opportunities;
· know the difference between invention and innovation;
· recognize the difference between market-pulled and product/service driven entrepreneurship;
· understand the role the entrepreneur has in bringing about change in society;
· know the rules of brainstorming.
Teachers
will need large chart paper and markers. Locate profiles of entrepreneurs who
have recognized an opportunity, generated a creative idea, and generated a
venture from that idea. These may be print and/or media resources (see
Resources).
1. a) Divide
class into five to six groups. Pass out large chart paper and a couple of
coloured markers to each group. Invite
each group of students to list the top 10 problems that exist in their high school.
b) When
the groups have completed their top 10, they pass their list to the group next
to them (rotate the lists in a clockwise manner). Each group examines the
problems listed on the chart paper and decides which are the top 3 problems in
the school. Cross off the other seven problems.
c) They
pass the revised list of 3 problems to the next group in a clockwise motion.
Now groups must determine which of the 3 problems is the number 1 problem in
the school.
Cross off the other 2 problems, leaving the
number 1 problem on the chart paper.
d) This
group passes the chart paper back to the original group. Each group must now
brainstorm a list of 10 ideas to solve that problem. Repeat the process of
evaluating and screening ideas as in parts a, b, c. Once student groups have
the best idea returned to them, ask them if that was the idea they would have
selected. Point out that what they were engaged in was the process of
recognizing opportunities and ideas. In addition, they conducted basic market
research to identify the opportunities and ideas that had merit.
e) End
the task by asking students what kinds of criteria they applied when selecting
the best problems and the best solutions. Put responses on the board for
students to copy into their notes.
2. Introduce students to a set of criteria that
could be used to evaluate whether or not a business idea is worth pursuing
(e.g., What are the start-up costs? What is market demand like? Where is the
idea positioned on the product life cycle? What are the opportunity costs? Do
you have the necessary skills required for such a business idea? What are
potential competitors doing?).
Have students evaluate their own business plan ideas by utilizing the
same criteria as above.
3. Read the profile of an entrepreneur who
recognized an opportunity/problem, developed a creative solution, and put that
solution into widespread use in the marketplace. Questions that could be used
for discussion are: Was this an example of market-pulled or product/service
driven entrepreneurship? What criteria did this person use to evaluate the
idea? Why did this idea become so successful in the marketplace? What
characteristics and skills did this person possess that contributed to the
success of the idea?
4. Conclude
the activity by evaluating other entrepreneurs’ profiles to determine if their
idea was market-pulled or product/service driven. Discuss what criteria were
used by each of the entrepreneurs profiled to determine if the idea had merit.
Why did some ideas fail? Examine the differences between trends and fads. Which
are better for entrepreneurial efforts?
5 Students apply a set of evaluation criteria
to their own business plan ideas.
The
initial brainstorming activity involves students’ in the Thinking/Inquiry and
Communications categories of the Achievement Chart. To evaluate this component
the teacher can use observation: How creative was the student-generated ideas
to the problems? Was their evidence of lateral and divergent thinking? When the
criteria used to evaluate ideas is studied, the students’ Knowledge/Understanding
of the concept can be assessed through either a written test or by applying the
concept in a case study. The profile review and video provide excellent
opportunities for students to Make Connections between the theory of how to
generate and evaluate ideas, and what is practised in the real world.
Some
students may benefit from having the entrepreneurial profile read to them. The
teacher could provide students with a copy of criteria used to evaluate ideas.
De
Jordy, Herve, Michael Lieper, and Michael Schultz. The Entrepreneurial
Spirit. Toronto, Ontario: McGraw-Hill Ryerson Limited, 1991.
Kretchman,
M. Lily, Lori Cranson, and Bill Jennings. Entrepreneurship Creating A
Venture. Toronto, Ontario: John Wiley and Sons Canada Limited, 1991.
Video
series: The Spirit of Adventure: Opportunities and Ideas.
Time: 300 minutes
Students
will learn how a marketplace can be segmented using demographics, geographics,
socio-economics, and psychographics. Students will describe the variety of
techniques used to gather primary market research. They will conduct an
examination of some primary research questionnaires to determine a set of
guidelines that should be applied when constructing their own research survey.
Working within their school communities, students will conduct primary market
research about business ideas that target the teen market.
Strand(s): Ideas and Opportunities
Overall
Expectations
IOV.04 -
explain the process of market research.
Specific
Expectations
IO4.01 -
explain how to determine whether the demand for a good or service exists;
IO4.02 -
describe the characteristics (e.g., demographic, geographic, socio-economic) of
potential target markets;
IO4.03 -
evaluate the potential competition for the new product or service;
IO4.04 -
describe various methods of reaching potential target markets.
Ontario
Catholic School Graduate Expectations
CGE2c -
presents information and ideas clearly and honestly with sensitivity to others;
CGE3d -
makes decisions in light of gospel values with an informed moral conscience;
CGE4f -
applies effective communication, decision-making, problem solving, time and
resource management skills;
CGE5a -
works effectively as an interdependent team member;
CGE5g -
achieves excellence, originality, and integrity in one’s own work and supports
these qualities in the work of others;
CGE7g -
respects and understands the history, cultural heritage and pluralism of
today’s contemporary society.
To be
successful in examining market research, designing a research tool, and
conducting quality market research, students must:
·
understand
the difference between consumer needs and wants;
·
describe
the difference between an idea and an opportunity;
·
know
the sources of secondary market research data;
·
be
able to generate a written report;
·
be
able to create bar graphs, pie graphs, and line graphs from a set of data.
Teachers
should gather a selection of primary research questionnaires to use for review
and critical analysis purposes. So that students can conduct primary market
research in their school, teachers may need to speak with other classroom
teachers ahead of time to determine if some class time can be set aside for
students to complete market research surveys.
Use
Appendix 2.5a to introduce the activity. (Note: The cells in the table
in Appendix 2.5a should be expanded to a full page.) Have students describe in
detail the type of consumer who would typically buy that type of automobile.
After consumer profiles have been created for each automobile, discuss with
students how they have used demographics, geographics, socio-economics, and
pyschographics to determine who the target market is. Examine why it is
important for entrepreneurs to segment their marketplace into homogeneous
groups, and why more than just one of the segmentation methods listed above
should be used to develop thorough consumer profiles.
Develop a
definition of what market research is and why it must be used. Discuss the
instances when market research is required (e.g., to determine if there is a
demand for a product or service, starting a new business, expanding an existing
business, making changes to products/services). Use Appendix 2.5b to
investigate the steps used when conducting market research. Students could copy
these steps into their notes.
Examine
the variety of research methods that are used to conduct primary market research.
Students should write a definition in their notes for focus groups,
observation, questionnaires, and product testing/experimentation.
After
students have a general understanding of the variety of research methods used,
focus on the research questionnaire. Begin by inviting students to share if
they have ever participated in a research survey. What was being researched?
What was the experience like? Have students work in pairs to develop a list of
advantages and disadvantages when conducting research questionnaires over
telephone, by mail, and in person. Create a master list as students share their
ideas.
Have
students examine and evaluate existing market research questionnaires. The
teacher may wish to show examples of well-designed surveys and poorly designed
surveys. Develop a set of guidelines that should be applied when preparing a
research questionnaire. Include such issues as: the purpose of a good
introduction, survey length, the use of multiple choice and rating scale type
questions, avoiding survey bias, where and when to ask more open-ended
questions, when to ask for demographic data, and confidentiality issues.
Pass out
copies of Appendix 2.5c to students. (Note: The text Appendix 2.5c
should be expanded to a full page.) Read through the assignment together,
answer any questions, and set students to the task of conducting primary market
research, working in groups of three to four. Some components of the project
might be completed as homework.
The
research groups share their findings with the class in a five-minute
presentation. To make an effective in-class presentation, students can use a
variety of media such as the overhead projector, poster, or presentation
software.
Students
apply all concepts learned in this activity when conducting market research for
their own business plans.
This
activity can be used to evaluate student learning in all four categories from
the Achievement Chart.
·
Early
in the instructional process, when terms and vocabulary are being studied, the
focus is on Knowledge/Understanding. A summative test at the end of the unit
can be used to evaluate this.
·
As
students explore and critique a variety of questionnaires, in order to be able
to effectively design their own market research tool, Thinking/Inquiry skills
can be evaluated. When students are engaged in the market research process, the
Application/Making Connections category can be evaluated. The research tool,
designed by each group, can be used to evaluate both of these categories.
·
The
class presentation that summarizes market research findings can be used to
evaluate Communication skills.
Some
students may benefit from unit notes being provided for them. Realistic
expectations should be expressed to the student early in the project. Students
may need access to their notes and text during a summative test. As well, they
may require some assistance with scribing ideas during a test. A resource
teacher may need to review material with the student prior to testing. Teachers
will consult individual student IEPs for specific direction on accommodation
for individuals.
De
Jordy, Herve, Michael Lieper, and Michael Schultz. The Entrepreneurial
Spirit. Toronto, Ontario: McGraw-Hill Ryerson Limited, 1991.
Doman,
Don, Dell Dennison, and Margaret Doman. Look Before You Leap: Market Research
Made Easy. Vancouver, British Columbia: Self-Counsel Press, 1993.
Kretchman,
M. Lily, Lori Cranson, and Bill Jennings. Entrepreneurship Creating A
Venture, Toronto, Ontario: John Wiley and Sons Canada Limited, 1991.
Appendix
2.5a – Automobiles and the Consumers Who Drive Them!
Appendix
2.5b – The Steps Used In Marketing Research
Appendix
2.5c – Conducting Primary Market Research Assignment
Time: 225 minutes
Students
will draw on information obtained in Unit 1 and Unit 2 to establish an
opportunity and an idea for their final venture plan assignment. The students
will evaluate their own skills and characteristics
(see Unit 1) as well as those of group members to come up with possible
opportunities for a venture. Students will then evaluate those opportunities
and select one from which they will come up with ideas. The ideas will be
evaluated and used as the basis for their venture plan.
Strand(s): Ideas and
Opportunities
Overall
Expectations
IOV.05 -
identify a specific opportunity that can become the basis for a venture plan.
Specific
Expectations
IO5.01 -
identify potential opportunities for a new venture;
IO5.02 -
evaluate new-venture opportunities to determine their viability (e.g.,
financial, technological);
IO5.03 -
evaluate new-venture opportunities in terms of the students’ personal skills
and interests;
IO5.04 - choose
a specific opportunity as a basis for a new venture.
Other
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE2c -
presents information and ideas clearly and honestly with sensitivity to others;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -
makes decisions in light of gospel values with an informed moral conscience.
·
Individual
assessment of entrepreneurial skills and characteristics from Unit 1.
·
An
understanding of the concepts of opportunities and ideas.
Teachers
will decide if the final venture plan is to be completed individually or in
groups. This activity is set up for group work.
1. Introduce the concept of the venture plan
reminding students to select their group members wisely. In their groups,
students work through Getting to Know My Group (Appendix 2.6a). (Note:
The cells in the table in Appendix 2.6a should be expanded to a full page.)
2. Students should brainstorm for opportunities for
their venture plan based on their common interests, hobbies, beliefs, and
values. At the end of the time allocated to group work, each group should have
at least five opportunities that are of interest.
3. As a class, examine the criteria that should
be used to evaluate an opportunity. In their groups students suggest positive
characteristics of an opportunity (e.g., it is an area of growth: aging
population) and negative characteristics (e.g., the opportunity is not of
interest to you personally). Bring the groups together and summarize results.
4. Students
select an opportunity based on criteria learned in class. From that
opportunity, students brainstorm for ideas. Groups evaluate the ideas they have
come up with based on the criteria learned in Activity 5 in this unit. Students
should practise proper consensus building and mediation in light of Gospel
teachings. The final idea should be based on economic viability as well as
Christian values and Catholic Social Teaching. Students are now ready to start
the venture plan process. They must prepare a report containing:
· group member names
· a description of the opportunity. The opportunity should be evaluated based on criteria discussed earlier in class.
· a description of the idea resulting from the opportunity. The idea is evaluated based on the criteria discussed earlier in class.
Formative
assessment in the Application/Making Connections, Communication, and
Thinking/Inquiry areas includes the observation of group work as they develop
their opportunity and ideas. Summative assessment in the
Knowledge/Understanding area is the evaluation of the submitted report.
Appendix
2.6a – Getting to Know My Group
1. Go to the Canada Patent website:
http://patents1.ic.gc.ca/intro-e.html
2. Take the GUIDED TOUR of the site. This
should take about five minutes. Return to the opening page when you are done.
3. Let’s look at a patented invention. Look
under SEARCH OPTIONS and click on NUMBER. In this area you can
key in a number and find a patent. Key in number 1096460.
What is patent number 1096460 a patent for? __________________________________________.
Who invented it? _________________________________________________________________.
When was it invented? ____________________________________________________________.
4. Click on VIEW OR DOWNLOAD IMAGES
and select drawings to see the inventor’s drawings of the item.
5. Go back to the BASIC SEARCH section
and perform a search for automobile burglar alarm.
How many have been patented in Canada?
________________________________________
Was the alarm no. 1096460 the first alarm
created? __________________
Is patent number 1096460 an invention or an
innovation? Why? ________________________
________________________________________________________________________________.
6. Perform other searches for different items
(e.g., computers, toothpaste, etc.). Notice all the innovations. List four
inventions and four innovations that you found on this site.
|
Inventions |
Innovations |
|
________________________________________ |
________________________________________ |
|
|
|
|
________________________________________ |
________________________________________ |
|
|
|
|
________________________________________ |
________________________________________ |
|
|
|
|
________________________________________ |
________________________________________ |
Canadian inventors
have patented more than one million inventions yet most inventors in the world
of science and technology go unrecognized. Canadians have created many new
innovations and have started initiatives that are recognized around the world.
Match
the Canadian inventor/innovator on the left with their invention/innovation on
the right. Place the number in the space provided.
|
Inventor/Innovator |
Invention/Innovation |
|
|
|
|
1. James Gosling |
_____
discovered gene carrying cystic fibrosis defect |
|
2. Imants Lauks |
_____
computerized Braille |
|
3. Terry Fox |
_____
first pulp paper plant & newsprint |
|
4. Lap-Chee Tsui and Team |
_____
Marquis wheat |
|
5. Spar Aerospace/National Research Council |
_____ first
proposed universal health care system for Canada and introduced mobile blood
banks on the battlefield |
|
6. Dr. Norman Bethune |
_____
telephone |
|
7. Thomas Carroll |
_____
snowblower |
|
8. Dr. Henri Breault |
_____
silicon chip blood analyzer |
|
9. Roland Galarneau |
_____
first commercial jet transport in western hemisphere |
|
10. Arthur Sicard |
_____
JAVA programming language |
|
11. Reginald Fessenden |
_____
television camera |
|
12. Dr. Frederick Banting, Dr. Charles Best, and
James C. Collip |
_____
“Marathon of Hope” raising 24.7 million for cancer research |
|
13. Joseph-Armand Bombardier |
_____
Bliss Board using blissymbolics |
|
14. James Floyd |
_____
zipper |
|
15. Rachel Zimmerman |
_____
electric street car, electric oven |
|
16. Sir Charles Saunders |
_____
wireless AM radio and television system |
|
17. Thomas Ahearn |
_____
automatic potato digger |
|
18. F. C. P. Henroteau |
_____
snowmobile |
|
19. Gideon Sunback |
_____
cancer treatment using cobalt 60 |
|
20. William Allin and William Stiggins |
_____
self-propelled combine harvester |
|
21. Charles Fenerty |
_____
insulin |
|
22. Alexander Graham Bell |
_____
child-proof medicine cap |
|
23. Dr. Thomas Green |
_____
CANADARM Robotic Space Arm |
Canadian
inventors have patented more than one million inventions yet most inventors in
the world of science and technology go unrecognized. Canadians have created
many new innovations and have started initiatives that are recognized around
the world.
Match
the Canadian inventor/innovator on the left with their invention/innovation on
the right. Place the number in the space provided
|
Inventor/Innovator |
Invention/Innovation |
|
|
|
|
1. James Gosling |
4 discovered gene carrying cystic fibrosis
defect |
|
2. Imants Lauks |
9 computerized Braille |
|
3. Terry Fox |
21 first pulp paper plant & newsprint |
|
4. Lap-Chee Tsui and Team |
16 Marquis wheat |
|
5. Spar Aerospace/National Research Council |
6 first proposed universal health care
system for Canada and introduced mobile blood banks on the battlefield |
|
6. Dr. Norman Bethune |
22 telephone |
|
7. Thomas Carroll |
10 snowblower |
|
8. Dr. Henri Breault |
2 silicon chip blood analyzer |
|
9. Roland Galarneau |
14 first commercial jet transport in western
hemisphere |
|
10. Arthur Sicard |
1 JAVA programming language |
|
11. Reginald Fessenden |
18 television camera |
|
12. Dr. Frederick Banting, Dr. Charles Best, and
James C. Collip |
3 “Marathon of Hope” raising 24.7 million
for cancer research |
|
13. Joseph-Armand Bombardier |
15 Bliss Board using blissymbolics |
|
14. James Floyd |
19 zipper |
|
15. Rachel Zimmerman |
17 electric street car, electric oven |
|
16. Sir Charles Saunders |
11 wireless AM radio and television system |
|
17. Thomas Ahearn |
20 automatic potato digger |
|
18. F. C. P. Henroteau |
13 snowmobile |
|
19. Gideon Sunback |
23 cancer treatment using cobalt 60 |
|
20. William Allin and William Stiggins |
7 self-propelled combine harvester |
|
21. Charles Fenerty |
12 insulin |
|
22. Alexander Graham Bell |
8 child-proof medicine cap |
|
23. Dr. Thomas Green |
5 CANADARM Robotic Space Arm |
Understanding
the Vocabulary
Instructions: Match the term on the left with the correct
definition on the right.
|
Term |
Definition |
|
|
|
|
1. forecast |
____
The historical time period described by Alvin Toffler, when people gave up a
rural farming way of life for an industrial, urban lifestyle |
|
2. technological change |
____
General direction associated with changes relating to financial, wealth, or
promotion of commercial prosperity |
|
3. fad |
____
One-third of the Canadian population, born between 1947 and 1966 |
|
4. trend |
____
Direction of change that impacts the entire world |
|
5. Information Age |
____ A
carefully determined prediction or vision of the future based on analysis of
the past events and organizing data into effective information to determine
trends |
|
6. demographics |
____ A
change measured over time that continues to wane or decrease |
|
7. futurist |
____
Reducing the number of employees to become more cost efficient and reduce
expenses |
|
8. Industrial Age |
____ A
change measured over time that continues to increase or grow |
|
9. Baby Boomers |
____ A
person who predicts the future based on observed trends like Alvin Toffler,
John Naisbett, and Faith Popcorn |
|
10. Nexus Generation (Gen. X) |
____
Alvin Toffler’s description of the time period characterized by rapid change
in lifestyles and institutions brought about by new technologies and the
explosion of knowledge |
|
11. Baby Boom Echo |
____
General direction associated with changes that reflect new scientific, and
industrial processes |
|
12. growth trend |
____
Tendency or general direction in the process of change |
|
13. declining trend |
____
Direction of change that follows how people live, work, play and socialize |
|
14. social and lifestyle trend |
____
The study of the characteristics of a population e.g., size, age, number of
children, and other social and economic factors |
|
15. economic trend |
____ Companies
or institutions joining to reduce costs and combine products or services |
|
16. global trend |
____ A
product or service with a very short lifecycle |
|
17. downsizing |
____
Over 7 million Canadians born between 1962 and 1979 |
|
18. merging |
____
Children of the Baby Boomers born between 1980 and 1995 |
___8_ The
historical time period described by Alvin Toffler, when people gave up a rural
farming way of life for an industrial, urban lifestyle
__15_ General
direction associated with changes relating to financial, wealth, or promotion
of commercial prosperity
__9__ One-third of the Canadian population, born
between 1947 and 1966
__16_ Direction of change that impacts the entire
world
__1_ A
carefully determined prediction or vision of the future based on analysis of
the past events and organizing data into effective information to determine
trends
__13_ A
change measured over time that continues to wane or decrease
__17_ Reducing
the number of employees to become more cost efficient and reduce expenses
__12_ A
change measured over time that continues to increase or grow
__7__ A person
who predicts the future based on observed trends like Alvin Toffler, John
Naisbett, and Faith Popcorn
__5_ Alvin Toffler’s description of the time period characterized by
rapid change in lifestyles and institutions brought about by new technologies
and the explosion of knowledge
__2__ General direction associated with changes that
reflect new scientific, and industrial processes
__4__ Tendency
or general direction in the process of change
__14_ Direction
of change that follows how people live, work, play and socialize
__6__ The study
of the characteristics of a population e.g., size, age, number of children, and
other social and economic factors
__18_ Companies
or institutions joining to reduce costs and combine products or services
__3__ A product or service with a very short lifecycle
__10_ Over
7 million Canadians born between 1962 and 1979
__11_ Children
of the Baby Boomers born between 1980 and 1995
|
Topic of Research |
Key Facts and Anticipated
Consumer, Public, Business Needs |
Forecasted Areas of Opportunities
for New Ventures |
|
Changes
in the Information Age |
|
|
|
Technological
Changes |
|
|
|
Major
Demographic Groups |
|
|
|
Social
and Lifestyle Trends |
|
|
|
Economic
and Global Trends |
|
|
|
Automobiles
and the Consumers Who Drive Them |
|
Describe
in detail the type of consumer who would typically use the following
automobiles. Use at least 3 things to describe the type of consumer (e.g., how
old they are, where they live, how much money they earn, gender). |
|
The
latest model of GMC Sport Utility Vehicle: |
|
A Ford
crew-cab 4-wheel-drive half-ton truck: |
|
A 2
door Nissan sports car (black in colour): |
|
A Plymouth
Montana dual sliding door mini-van: |
|
The new
PT Cruiser (light purple in colour): |
|
A
yellow Volkswagon Beetle: |
|
A
Mercedes Benz luxury sedan: |
|
A Ford
Escort mini-wagon: |
Brainstorming Your Idea
Formulating Your Hypothesis
Identifying the Information You Need
Researching All Secondary Sources
Researching Primary Sources
Analyzing/Interpreting Data
Making Conclusions
Use Conclusions in Your Business Plan
Work in
groups of three to four to conduct primary market research about a business
idea that targets the teen market. Each group must complete the following
steps:
Step 1
Brainstorm
a business idea that may appeal to teens and young adults. Formulate your
hypothesis.
Step 2
Design
and computer generate a research questionnaire that explores the viability of
your group’s business idea (For copying purposes, keep the length of the
questionnaire to one page on both sides). The objectives of your research
questionnaire should be to determine if there is a demand for such a
good/service, what price would be appropriate, how competitors rate, and what
would be a suitable location/distribution strategy for such a business venture.
Step 3
Distribute
the survey to a sample population in your school. Make sure your sample is
reflective of the student population.
Step 4
Tabulate
and analyse results.
Step 5
Draw conclusions.
Create a visual presentation to communicate your findings. Wherever applicable,
use bar graphs, pie graphs and charts to show your findings in a concise and
visually appealing way. You might create an electronic presentation to
summarize your findings.
Step 6
Make
presentation to class. Each member of the group must contribute to the
planning, development, and delivery of the oral presentation.
Each
group must submit a written report that includes:
a) A description of what your business idea and
hypothesis is;
b) A clean copy of your research questionnaire;
c) A summary report of your findings including
any graphs, or charts used to show your findings.
The
Market Research Project will be evaluated as follows:
a) the Research Questionnaire (How well did you
follow design guidelines?) = 25
marks
b) the accuracy and clarity of your written
Summary Report
= 15 marks
c) the organization and delivery of your oral
presentation
= 10 marks
Total
= 50 marks
If you
are going to work as a group to develop a venture plan, you need to find out as
much as you can about each member of your group. Looking back over the work you
have completed an entrepreneurial skills and characteristics, complete the
following chart. First, take 10 minutes to record the information about
yourself, then get together with your group and find out all you can about each
other.
|
Group Member Name |
Hobbies and Interests |
Beliefs and Values |
Entrepreneurial Skills |
Entrepreneurial Characteristics |
|
Me |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
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