Turning Ideas into Sells

Overview

Students brainstorm possible products and services by linking their own interests to needs in the local community. They also practise saying what makes an idea unique by identifying a “unique selling point”.

Learning intentions

• WALT identify possible business ideas by noticing interests and community needs.
• WALT describe what a product or service is for, in simple terms.
• WALT explain one unique feature that could make an idea stand out.
• WALT share ideas respectfully and listen to others.

Success criteria

• I can name one product or service idea and who it could help.
• I can explain the purpose of my idea using clear, simple words.
• I can identify one feature that makes my idea different from something similar.
• I can contribute to class discussion respectfully, taking turns to speak and listen.

Curriculum links

• Te Whāriki learning through exploration: trying out ideas, asking questions, and building understanding through making meaning.
• Manaakitanga (belonging, contribution, respect): communicating, listening, and valuing others’ ideas during group talk.
• Adaptation and future focus: noticing possibilities for how people meet needs and solve everyday problems.
• Communication strands: using talk and simple representations to share thinking and learning.

Lesson structure (30 minutes)

1. 2 min – Hook (curiosity prompt) Invite students to think: “If you could sell one thing to help people in our community, what would it be?” Show the entrepreneurship idea generation slides and quickly scan the “problem/need” examples on the first slide.

2. 6 min – Teaching: from interest to a selling idea Using the entrepreneurship idea generation slides, guide students through a simple model: Interest → Need → Product/Service → Customer. Ask: “What do people already enjoy, and what is a problem we could help solve?” Keep answers short and student-led.

3. 7 min – Local needs brainstorm (whole-class talk) On the board, create two columns: “Things people like” and “Things people need help with.” Use quick think-time, then add 2–3 ideas from the student. Prompt gently: “Who might notice this need? What could we offer that would make it better?”

4. 8 min – Build an idea using a worksheet Distribute the idea generation and unique selling point worksheet. Ask the student to complete:

• My idea (product or service)
• Who it helps
• What it does
• One unique selling point (what makes it different or better)

5. 4 min – Share and improve (turn-taking) Use the entrepreneurship idea generation slides to remind the sharing routine: “Say the idea, then the unique point, then ask for one improvement suggestion.” Record the improvement suggestion the student makes (or teacher suggests) on a simple sticky-note sentence frame.

6. 3 min – Plenary closure + reflection End with one reflection question: “What is one good idea we found today, and what makes it stand out?” Use a brief oral wrap-up, ensuring the student can explain both purpose and uniqueness.

Resources

• the entrepreneurship idea generation slides
• the idea generation and unique selling point worksheet
• Whiteboard or chart paper (for two-column brainstorm)
• Coloured pencils or markers (student worksheet)
• Sticky notes or scrap paper for one suggestion sentence
• Timer (to manage short talking turns)
• Classroom discussion prompts (teacher-made or on board)
• Pencil/eraser (if needed for rewriting)

Assessment

• Observe whether the student can state: product/service, who it helps, and the purpose (during worksheet and share-out).
• Listen for an identified “unique selling point” (during worksheet and oral explanation).
• Check respectful communication: can they take a turn and respond to a suggestion (during share and plenary).

Differentiation

• Support: model sentence starters on the board (e.g., “My idea helps…”, “It is different because…”); accept answers using pictures or single words first, then build to sentences.
• Support for EAL: allow drawing and pointing; use simple question prompts and repeat key words (idea, customer, purpose, different).
• Extension: ask for an extra refinement—“What could you test first to see if people want it?” or “Give two unique features.”
• SEN: break worksheet into micro-steps (complete one section at a time); provide a brief example of a unique selling point.