This lesson describes how consumers and producers interact in the U.S. economy and how entrepreneurs take risks to develop new goods and services to start a business. Media and technology are also integrated into the lesson.

1. Lesson Plan Format
MTE/534 Version 5
1
University of Phoenix Material
Lesson Plan Format
Create an authentic, standards-based production lesson plan for visual or performing arts. The lesson
plan must result in the creation of an art work or a performance. Attach any handouts or other original
materials for the lesson
Component Details
Lesson title Who Want to be A Millionaire?
Grade level 5th
Time or days for completion Maximum of 2 weeks
State standards and arts
components
Georgia Standards of Excellence:
Social Studies
SS5E3 Describe how consumers and producers interact in the
U. S. economy.
b. Describe how entrepreneurs take risks to develop new
goods and services to start a business.
Visual Arts
VA5PR.3 Understands and applies media, techniques, and
processes of three-dimensional works of art (e.g., ceramics,
sculpture, crafts, mixed-media) using tools and materials in a
safe and appropriate manner to develop skills.
Objectives Student will be able to describe how entrepreneurs take risk to
develop new good and services by creating their own business
Students will understand and apply media, techniques, and
the process of 3-D works of art by designing a logo and model
of their good for their business.
Areas of curriculum
integration
The lesson will call for the content area of social studies and
visual arts to be integrated together for this lesson.

2. Lesson Plan Format
MTE/534 Version 5
2
Previous knowledge required
from students to participate
Students will know what an entrepreneur is, how to design 3-D
works of art either by hand, computer knowledge in graphic
design, and sketching skills.
Required materials, including
equipment and technology
Note. Permission must be
obtained for copyrighted
materials; websites must be
cited for any downloaded
materials.
Materials: Computer, paper, pencil, textbook, art supplies
(paint, clay, paper, paint brush, glaze, new found materials).
Sequence of lesson, such as
hook, input, modeling, guided
practice, and closure guided
practice, where applicable
• Hook: Ask students the following questions:
• a. Who has ever seen a Disney movie, DVD or
cartoon?
• b. Who has seen clothing or other products with
Disney characters?
• c. Who knows the name of the man who had the idea
to develop these characters and products?
• Lesson Intro: Teacher will then explain how the person
behind the Disney brand was an entrepreneur.
• Teacher will review what an entrepreneur is a class
• Teacher will discuss different entrepreneurs from the
past and present and how their goods and services
have benefited our economy
• Teacher and students will discuss various needs in the
community/world
• Students will brainstorm ideas of ways in which they
can create a good or service to benefit their
community/world through a questionnaire worksheet.
• Students will research their chosen goods/service and
record how their good/service will benefit their
community/world
• Students will design a logo for their business
• Students will design a model of their good in which
they choose to sell for their business.
• Students will present their business idea to the class
through a visual presentation. The use of a computer
is optional
Assessments that align to
objectives
• Indicate if the
assessment is formative
or summative
• Include all necessary
rubrics, tests, and
checklists, as
Students will be assessed through a rubric. The rubric will
grade students based upon their execution and knowledge of
the standards.

3. Lesson Plan Format
MTE/534 Version 5
3
appropriate.
Plan for diverse learners
Include the following:
• Accommodations for
students with learning or
physical disabilities
• Accommodation for
English Language
Learner students
• Accommodation for gifted
students
• An explanation of how
this lesson will appeal to
different learning styles
Students who are diverse learners have the option of working
with a partner. Since this lesson does not require a lot of
physical movement, those who may need assistance will be
allowed to work with a partner to create a design or use a
computer. Visuals will be provided to show the steps in which
students will be encouraged to take to complete the activity,
and a scaffold example will also be presented to students as
well in case they are unable to follow long with the instructions
given by the teacher. Once students have begun their activity
the teacher will be mobile and moving around to assist groups
and other students. Gifted students and all other students will
be encouraged to expand on their business idea and reach out
to people in their community. This lesson will encourage
students of different learning styles to be creative and use
their knowledge to help others by helping to fulfill the needs in
their community.
Classroom management and
safety plan
Students will maintain a clean work space. Students will be
required to follow classroom rules. Students will make sure all
material used is stored and put away correctly when finished.
Classroom Rules
1. Students will come to class prepared with book,
notebooks, and pencils.
2. Students will stay on task during work times
3. Students will respect the speaker by not talking when
they are speaking.
4. Students will keep their hands and feet to themselves
5. Students will respect themselves and others.
Consequences
1. First Offense: Verbal Warning
2. Second Offense: Clip moved down
3. Third Offense: Change of environment for 15min
4. Fourth Offense: Note Home
5. Fifth Offense: Referral to Office
Opportunities for display or
public performance
Students’ presentations will be recorded and uploaded onto
class website, upon completed permission given by the
student’s parent. There will also be an area in the library
where students can display their art work for their business.
Lastly, students will be encouraged to research the next steps
to getting their business established and their goods/services
out and into their community.

4. Lesson Plan Format
MTE/534 Version 5
4
My Goods/Service Idea Worksheet
1. A brief description of your idea.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. What does it do?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. When would you use it?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. Why is it helpful or what problem does it solve?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. Who would you sell it to?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6. How much would you charge it for? _______________________________________
7. Sketch of your idea. (Optional)

5. Lesson Plan Format
MTE/534 Version 5
1Creating a Business Design : Who Wants to be A Millionaire?
Teacher Name: D Walthour
Student Name: ________________________________________
CATEGORY 4 3 2 1 Score
Planning and
Explanation
Student can describe in detail
at any point during the
designing process how s/he
envisions the final product and
how they intend to reach their
goal. Very focused and goal-
oriented.
Student can somewhat
describe how s/he
envisions the final product
and can describe some of
the steps s/he will use to
reach the goal. Focused
with some planning.
Student can describe how
s/he envisions the final
product but finds it difficult
to describe how s/he will
reach that goal. Has set a
goal, but let's things evolve
in somewhat random
manner.
Student has thought
very little about the
project. Is present but is
not invested in the
product.
Creativity Student has taken the
technique being studied and
applied it in a way that is totally
his/her own. The student's
personality/voice comes
through.
Student has taken the
technique being studied
and has used source
material as a starting
place. The student's
personality comes through
in parts of the painting.
Student has copied some
painting from the source
material. There is little
evidence of creativity, but
the student has done the
assignment.
Student has not made
much attempt to meet
the requirements of the
assignment.
Presentation Student spoke clearly with no
mistakes and has extensively
described the risk in which
he/she has taken with creating
their good/service.
Student spoke clearly with
a few mistakes and has
extensively described the
risk in which he/she has
taken with creating their
good/service.
Student spoke clearly some
mistakes and has briefly
described the risk in which
he/she has taken with
creating their good/service.
Student spoke clearly
several mistakes and has
not made an attempt to
describe the risk in
which he/she has taken
with creating their
good/service.
Time/Effort Class time was used wisely.
Much time and effort went into
the planning and design of the
mask. It is clear the student
maximized the use of their
time.
Class time was used
wisely. Student could have
put in more time and
effort.
Class time was not always
used wisely.
Class time was not used
wisely and the student
put in no additional
effort.

6. Lesson Plan Format
MTE/534 Version 5
1Creating a Business Design : Who Wants to be A Millionaire?
Teacher Name: D Walthour
Student Name: ________________________________________
CATEGORY 4 3 2 1 Score
Planning and
Explanation
Student can describe in detail
at any point during the
designing process how s/he
envisions the final product and
how they intend to reach their
goal. Very focused and goal-
oriented.
Student can somewhat
describe how s/he
envisions the final product
and can describe some of
the steps s/he will use to
reach the goal. Focused
with some planning.
Student can describe how
s/he envisions the final
product but finds it difficult
to describe how s/he will
reach that goal. Has set a
goal, but let's things evolve
in somewhat random
manner.
Student has thought
very little about the
project. Is present but is
not invested in the
product.
Creativity Student has taken the
technique being studied and
applied it in a way that is totally
his/her own. The student's
personality/voice comes
through.
Student has taken the
technique being studied
and has used source
material as a starting
place. The student's
personality comes through
in parts of the painting.
Student has copied some
painting from the source
material. There is little
evidence of creativity, but
the student has done the
assignment.
Student has not made
much attempt to meet
the requirements of the
assignment.
Presentation Student spoke clearly with no
mistakes and has extensively
described the risk in which
he/she has taken with creating
their good/service.
Student spoke clearly with
a few mistakes and has
extensively described the
risk in which he/she has
taken with creating their
good/service.
Student spoke clearly some
mistakes and has briefly
described the risk in which
he/she has taken with
creating their good/service.
Student spoke clearly
several mistakes and has
not made an attempt to
describe the risk in
which he/she has taken
with creating their
good/service.
Time/Effort Class time was used wisely.
Much time and effort went into
the planning and design of the
mask. It is clear the student
maximized the use of their
time.
Class time was used
wisely. Student could have
put in more time and
effort.
Class time was not always
used wisely.
Class time was not used
wisely and the student
put in no additional
effort.