Entrepreneurial Skills in the Classroom Teaching Guide - Lower Primary

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The publishers would like to thank the children and staff at St Patrick’s National School, Lurgybrack, Letterkenny, Co. Donegal.

Just Rewards Publications Letterkenny Co. Donegal

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www.justrewards.ie

ISBN: 978-1-913137-09-0 © Just Rewards 2019

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Author: Michael J. Ward Editor: O’Carroll Editorial Design: Nicolette Culloo Photography: Dermot Donohue

Additional photographs: Premium Freekpik: p11 Kaiskynet; p20 topntp26. Adobe Stock images: p44 sarawuth123 All rights reserved. No part of this publications may be copied, reproduced or transmitted in any form or by any means, without the written permission of the publishers or else under the terms of any licence permitting limited copying issued by the Irish Copyright Licensing Association.

Web references in this book are intended as a guide for teachers. At the time of going to press, all web addresses were active and contained information relevant to the topics in this book.

However, Just Rewards Publications and the author do not accept responsibility for the views or information contained on these websites. Content and addresses may change beyond our control and pupils should be supervised when investigating websites.

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Promoting Entrepreneurial Skills in the Classroom

Contents Introduction 4 Getting started 5 Resources checklist 8

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Session overview 9 Session One Fruity detectives

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Session Two Smoothie makers

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Session Three The name game

26

Session Four Stand out from the crowd

34

Session Five Recipe for success

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Session Six The art of advertising

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Session Seven It’s show time!

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Alternative project ideas 68 70

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Chocolate brownie recipe

Promoting Entrepreneurial Skills in the Classroom

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Introduction “Be the change you wish to see in the world.”

Mahatma Gandhi

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Our world is changing at a rapid pace. Advancements in technology, coupled with the everexpanding global nature of commerce, mean that our children’s lives and future will be very different from our own. Increasing competition for employment means that academic qualifications may not always carry the weight that they once did. Employers are increasingly looking for individuals who stand out from the crowd – who have a well-rounded skillset that extends beyond grades and qualifications. The new opportunities that technology and global culture bring, for both social and business endeavours, mean that now – more than ever – we as educators have a responsibility to equip children with the life skills and confidence that they will need to flourish and succeed in this uncertain yet dynamic new world.

Entrepreneurship is an umbrella term that encompasses a set of skills which might define such an approach to learning. We need to encourage children to develop a self-awareness of their own learning and the way in which they approach tasks. Often the act of teaching, by its very nature, can be quite didactic, with ‘right or wrong’ answers and an emphasis on children giving the correct response. Entrepreneurship effectively challenges this approach to some degree by giving more control to children to explore and take ownership of their own learning.

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Experimentation and risk-taking are at the heart of entrepreneurship. Children are very often crippled by a fear of ‘failure’ and a desire to please, but the skills of entrepreneurship help them to see failure as a valuable learning experience. It is how a child moves on and develops that is the most important outcome – adapting their ideas and aims, and garnering a deeper understanding of their own strengths and weaknesses.

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The project outlined in this book is designed to offer practical opportunities for children to foster the following skills: • Teamwork – working effectively with others while exercising dignity and respect • Communication – sharing ideas and listening to those of others • Creativity – using the imagination to invent and make ideas a reality • Problem-solving – understanding a problem and exploring solutions • Critical thinking – analysing information, making predictions and forming plans • Adaptability – adjusting to new challenges and learning from experience None of us can predict the future or what the workplace might look like in ten or 20 years’ time, but we can endeavour in the present to provide children with the self-belief, confidence and skills to help them to adapt and succeed – and ultimately achieve their goals.

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Promoting Entrepreneurial Skills in the Classroom

Getting started The following pages provide a planning overview for the project, with advice on set-up and preparation, as well as how you might effectively facilitate learning and team-building skills through group work and a positive classroom ideology.

A learning journey

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Entrepreneurship is all about taking risks and assessing the outcomes. Children often fear failure; if something isn’t perfect, their tendency is to want to leave the failure behind and move on. This project intentionally creates situations where trial and error will be necessary to succeed. To this end, it is important to support and promote a healthy attitude to what may be traditionally seen as failure. If something is not working, then children should be encouraged to think about what they might do to change it, or what they might do differently next time. What have they learned from the experience?

The end product, whether it is a smoothie, a label design or a rehearsed ‘TV advert’, is less important than the journey taken to reach that goal. Children should always have opportunity to discuss and reflect on how they arrived at their end product – and those things that didn’t go quite to plan should be seen as a valuable learning opportunity rather than a ‘failure’.

Teamwork makes individuals shine

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A vital part of entrepreneurship is the ability to collaborate and communicate with others to achieve a shared goal. Teamwork is embedded in this project as a means of giving children opportunity to listen, explain and share their ideas, and to exercise trust, dignity and respect when dealing with others. Teamwork offers a great opportunity for children to develop and strengthen relationships with their peers. You may want to choose the groups so that there is a mix of abilities and confidence levels, and so children are grouped with those they may not typically have worked with before.

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For this age range, teams are more likely to work effectively if you have around four per group.

More than that and you may find some children will find it difficult to contribute effectively and have their voices heard. Once children are placed in teams, they should remain in this same group throughout the project. You may want to adapt your classroom seating arrangements (if necessary) to help facilitate group work.

Assessing group work can sometimes be seen as difficult, as it can be hard to have eyes and ears everywhere to capture each child’s contribution. However, the practical activities in this book (alongside the children’s Learning Journals – see page 6) have been designed so that children record their learning and ideas individually, even if the team is working towards a single shared outcome.

When it comes to group work, your role as teacher becomes much more of a guide or facilitator.

Visit groups as needed to prompt their learning through the use of open-ended questions or suggestions for what they might look at next. Once children have had more experience of working in their teams and have grown in confidence, you will find that less direction may be necessary and you have greater opportunity to listen and record the learning that is taking place.

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Getting started Session breakdown

This project has been divided into seven separate learning sessions. Each session is structured to provide a practical and child-centred approach to the learning.

Each session is divided into the following: • Explore: children are encouraged to use a variety of research methods, from hands-on experiences to group discussion, to find out a range of information that will provide the stimulus for their Create activity.

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• Create: during the Create activities, children communicate their learning from the Explore session by explaining and demonstrating their understanding through practical work.

• Support/Extend: differentiation advice is provided for how you might support less confident or more confident learners. This may include additional preliminary activities to give children more confidence in a particular skill or area of learning, or extension activities that will offer opportunities to further develop their learning and understanding.

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• Cross-curricular links: should you wish to extend the themes of this project into other areas of the curriculum, these practical ideas will provide detailed support on how you might plan and deliver a multidisciplinary approach to the topic.

Learning Journal

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This teacher’s book has an accompanying set of children’s Learning Journals (available in packs of 30). Each Learning Journal contains 24 worksheets, which have been specifically designed to support and extend the learning from the main session activities. The worksheets are reproduced in this book, with suggestions on how you might use them to focus on specific areas of learning or as the stimulus for further activities and discussion.

As children complete the Learning Journal activities, they will be creating a valuable record of their learning journey, which will be helpful both to the children when it comes to their own self-review of their work, and for your assessment of their learning and achievements.

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Getting started Many hands make light work

Before starting the project, you may wish to send a letter home to children’s parents/carers to explain the aims of the project and to make suggestions as to how they can take an active role in their children’s learning. These suggestions might include:

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• Promoting healthy eating at home: during this project children will be learning about healthy eating and the importance of having their ‘five a day’ of fruit and vegetables. Families can support this by ensuring children are offered a wide range of fruit and vegetables at home, and encouraged to try new ones. Children can then share these experiences in the classroom.

• Promoting healthy eating at school: this project provides an opportunity for parents/carers to make positive changes to packed lunches, perhaps by replacing an oaty bar with a piece of fruit, or a jam sandwich with salad wraps. Families could always trial these changes at the start of the project – some children may surprise themselves by liking the changes!

Families can also help provide you with drink labels, which the children will be studying in later sessions. The greater the variety of labels, the more interesting opportunities children will have to compare and discuss different design approaches. Perhaps set up a box in the classroom or another area of your school, so that parents can easily donate labels that they have collected.

Families could also be asked to donate fruit to help with the food preparation and smoothiemaking activities.

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You may also benefit from having one or two parent helpers in the classroom to help with some of the more hands-on sessions, such as Session Two when children are making their smoothies.

Always be sure to check your school’s health and safety guidelines beforehand – particularly if adults will be operating blenders in the classroom.

Allergies and classroom safety

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Throughout this project, children will be involved in food preparation and tasting. It is vitally important that you check with parents/carers whether there are any specific food allergies or dietary concerns that you need to be aware of, and ensure that parents/carers are fully aware of any foods that the children will have access to.

For the smoothie-making, blenders will be required to mix the ingredients. Always ensure that these are only operated by an adult and that children are aware they should not touch or operate the equipment. When not in use, ensure that blenders are switched off and placed in a safe place that is out of reach of children.

Similarly, when asking children to handle and prepare food, ensure that they are aware of health and safety issues when using equipment (such as knives) and moving around the classroom safely. Children should also understand the importance of hygiene by washing their hands before and after handling food. Perhaps you might want to involve children in creating a set of classroom rules beforehand, which can be displayed and discussed whenever you are preparing food or operating equipment in the classroom.

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Resources checklist What follows is a list of recommended resources to support the activities across the seven main sessions. Additional resources are listed for the Support and Extend activities, and the Crosscurricular links.

Main sessions:

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Varied selection of fruit Varied selection of fruit juices Jug/smoothie blenders Additional smoothie ingredients (yoghurt or crushed ice) Picnic hamper Art and junk materials Kitchen equipment (chopping boards, safety knives, measuring spoons, plates, bowls, cups, etc.)

Weighing scales (mechanical and digital) Measuring jugs A large gold envelope Labels from fruit drinks Picture cards of fruit and/or plastic play fruit Word cards (see Session Three) Interactive whiteboard Digital cameras Computers with internet access Desktop publishing and presentation software Chocolate brownie recipe (see pages 70–71) or alternative recipe

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• • • • • • • • • • • • • • • • • •

Support/Extend and Cross-curricular links:

Feely bag Examples of still-life paintings of fruit Examples of fruit and vegetable portraits by Giuseppe Arcimboldo World atlases and maps Images of logos from recognisable world brands Examples of music that tells a story or describes a scene Plastic drink bottles (different sizes and shapes) Boxes/packaging (different sizes and shapes) Examples of recipe books for children Photo-editing software Construction kits (such as LEGO) Programmable toys Examples of magazine/poster adverts

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• • • • • • • • • • • • •

Suggested books:

• Handa’s Surprise by Eileen Browne (Walker Books, 1995) • Fun Dog, Sun Dog by Debra Heiligman (Two Lions, 2013) • George Saves the World by Lunchtime Jo Readman (Eden Children’s Books, 2006)

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Session overview This project has been divided into seven sessions, most of which have been designed to take approximately two hours. Later sessions (such as Session Six and Session Seven) will need extra time allocated to allow children to adequately plan, rehearse and perform their adverts and presentations.

Session One – Fruity detectives

Children will: Explore and taste different fruit Create a survey to find out about other children’s favourite fruit

Children will: Explore the health benefits of fruit and vegetables Create a healthy fruit smoothie

Session Three – The name game

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page 50

Children will: Explore how TV adverts can persuade us to buy a product Create and film an advert for their fruit smoothie

Session Seven – It’s show time!

page 42

Children will: Explore how to read and follow a recipe Create a recipe for their fruit smoothie

Session Six – The art of advertising

page 34

Children will: Explore the design and content of popular drink labels Create an eye-catching label for their fruit smoothie

Session Five – Recipe for success

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Children will: Explore adjectives and the names of popular fruit drinks Create a name for their fruit smoothie

Session Four – Stand out from the crowd

page 18

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Session Two – Smoothie makers

page 10

page 60

Children will: Explore their learning over the course of the project Create a presentation to impress a team of judges

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Fruity detectives SESSION ONE CURRICULUM LINKS FIRST AND SECOND CLASSES Content / Objectives

Strand: Myself

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Recognise and appreciate the similarities and differences between people Identify and talk about personal preferences Become aware of his/her immediate world through the senses Express personal opinions and preferences and acknowledge those of others and comment on them Recognise and reflect on choices that are made every day Discuss the factors that may influence personal decisions or choices Identify some of the foods that are derived from plant and animal sources

• • • •

Explore many of the things that are learned in families, both practical and otherwise Explore how friends can influence personal actions and decisions Listen, hear and respond to what is being said by others Express and record experiences, opinions, feelings and emotions in a variety of ways

• Self-identity • Taking care of my body

Strand: Myself and others

• Myself and my family • My friends and other people • Relating to others

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Strand: Myself and the wider world

• Explore what it means to belong and recognise some of the different groups to which he/she can belong • Identify those who constitute the school community • Engage in group activities in the class and learn how to share, co-operate, listen to, work and play together

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• Developing citizenship

Language

Content / Objectives

Strand: Oral language

• Use social conventions of language appropriately in order to initiate, sustain and engage readily in conversations • Use language with confidence to work collaboratively with others • Ask and answer a variety of open and closed questions • Supply, explain and justify points of information

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• Social conventions and awareness of others • Requests and questions • Information giving, explanation and justification

Strand: Reading

• Engagement • Motivation and choice

• Take part in and enjoy listening to, reading and talking about the meaning and interpretation of written words and illustrations with others • Choose, read and talk about text for pleasure, interest and specific purposes

Strand: Writing

• Draw and write with a sense of purpose and audience

Mathematics

Content / Objectives

Strand: Number

• Count the number of objects in a set • Order sets of objects by number

Strand: Shape and space

• Describe, compare and name 3-D shapes

Strand: Data

• Represent, read and interpret simple tables and charts (pictograms)

• Purpose, genre and voice

• Counting and numeration • Comparing and ordering

• 3-D shapes

• Representing and interpreting data

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SESSION ONE

Fruity detectives Resources Varied selection of fruit Picnic hamper or similar Bowls of chopped fruit Desktop publishing software (optional) Templates for surveys/questionnaires (optional)

EXPLORE in common? If necessary, prompt the children to arrive at the conclusion that these are all examples of fruit. (If you have included tomatoes in your hamper, some children may be surprised to learn that these are also considered a fruit because they contain seeds!)

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Prior to the session, collect a selection of different types of fruit. Include some examples that the children will be familiar with and others they might be less familiar with. These could include: apples, strawberries, blackberries, bananas, kiwis, apricots, plums, peaches, grapes, pineapple, tomatoes, and so on. Place examples of each inside a picnic hamper (or other suitable container). If you wish, you could decorate this with ribbons and bows, to make it appear as if it is a special gift.

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Also prepare some small pieces/slices of each fruit in bowls that the children can taste. Keep these hidden as a surprise for the end of the Explore session.

What makes a fruit a fruit? Explore the children’s ideas. Each fruit is different, so what might they have in common? Fruits are the soft parts of a tree or plant, and contain seeds.

Explore and, where necessary, cut different fruits into segments to find the seeds. Some children may already know that plants are grown from seeds, so will be able to talk about the important role seeds play in growth and reproduction.

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Place your mystery hamper where the children can see it when they arrive in the classroom.

Appear surprised to have discovered this special gift. Who could it be from? What might we find inside? Prompt the children to share their ideas. If the theme of food is touched upon, encourage the children to discuss the types of food that they like – and those they hope to find inside the hamper.

Invite a volunteer to open up the hamper. Look inside to discover an amazing array of food!

Take out each example in turn and ask the children if they can name the food. How would they describe it? Let children touch and feel each example. Focus on the size, shape, colour and texture. As you reveal more of the contents of the hamper, start to contrast their characteristics. What do all these foods have

End the Explore session by inviting children to taste examples of each fruit. Which do they like the most/least? Children could use counters or cubes to vote for their favourite, placing these next to the fruit they like the most. Did any children discover a new fruit that they have never tried before? Explore their reactions to the tasting session. Do they think other children in the school would have the same favourite fruits?

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Fruity detectives CREATE Pose the question: how might we find out what the favourite fruit is in our school? Explore the children’s ideas, prompting where necessary to encourage a range of suggestions. These might include: • A tasting session • A questionnaire that can be filled in

Divide the class into groups. Each group will be responsible for targeting their research on another class in the school and then recording the results. Visit each group in turn to talk through their ideas for how they plan to find out the information. Issues to consider might include: Tasting session • Location and time

(Break time? At the end of the school day?)

• How will the responses be recorded on the sheet?

• How can we avoid asking the same child more than once?

A tasting session may be impractical due to time and resources, so if a group is veering in this direction and it isn’t possible, encourage them to consider the pros and cons of doing a taste test, and compare that with other methods, which would be quicker and take less preparation time.

Confident children can design their questionnaires using desktop publishing software. You may want to have a library of copyright-free fruit images that the children can access for use in their design. Provide assistance as necessary. The questionnaires can then be printed out to give to the chosen class. Alternatively, you could provide some ready-printed templates for children to choose from, which they can then add photos/pictures of fruit to. These can then be photocopied to provide multiple copies.

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• Choice of fruits

• When and where will this be conducted?

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• Face-to-face survey/questioning

Face-to face survey

• Preparation of the fruit (children could help prepare these, with adult assistance) • Voting method (cubes, sticky notes, counters)

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• A recording sheet to collate the data Questionnaire

• Format of the questionnaire – will this be for each child to complete or for the teacher to use to record the responses of the whole class?

• Content of the questionnaire – will it contain words and pictures? How might we present it so that it is clear and easy to use?

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Once the surveys/questionnaires have been conducted, each group can feed the results back to the rest of the class. Work together to make a giant pictogram to record which fruit (or fruits) emerged as the most popular.

Are there any surprises or were the children’s predictions correct? Keep this pictogram on display ready for the next session.

Promoting Entrepreneurial Skills in the Classroom

Fruity detectives Additional resources Feely bag

EXTEND

Place a fruit in a feely bag, then ask a child to describe it to the rest of the class using their sense of touch. Which fruit do they think it is?

Reveal the fruit to see if they are correct. You can also play a ‘missing fruit’ game, where you arrange a selection of fruit on a table. Ask the children to try to remember all the fruits – then cover with a cloth or screen and remove one of the fruits. When the arrangement is revealed again, ask the children to spot the missing fruit.

Can they describe exactly what it looked like?

Groups can be responsible for producing their own individual pictogram/graph to display the results of their questionnaires. These can simply be recorded on paper or children can use graphing software such as Purple Mash by 2Simple (https://2simple.com/purplemash/) or J2Data by Just2easy (www.j2e.com/ j2data/). Children could also be encouraged to write a short summary to explain what they have learned from their results.

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SUPPORT

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For the Create session, focus on choosing a few volunteers to do a face-to-face survey that can be performed at a supervised time, such as break time. Work together as a whole class to record the results using a pictogram or a simple tally chart.

Each group can then swap their pictogram and summary with those of another group, so that children can view and interpret these results and consider if the results and conclusions were similar to their own. Talk about any similarities and differences in the patterns of results and what conclusions might be drawn. Again, use the pictograms/graphs as a reference point. Are there any obvious standout fruit favourites – and why might these be popular choices?

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Fruity detectives

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As mentioned in the ‘Getting Started’ section, try to involve parents/ carers with this project. For example, if a child does not normally bring in a piece of fruit for break time and/or lunch, then this is a good opportunity to introduce that healthy snack.

Children could also be encouraged to try different types of fruit throughout the week, as an alternative to those they would normally eat.

Encourage children to use this page to create a week’s diary recording all the fruit that they eat each day. These can be recorded in words and/or pictures.

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LEARNING JOURNAL PAGE 1

Invite children to share and compare their diaries with a partner. How many examples of fruit did they eat each day/throughout the week? Did they try any fruits that they wouldn’t normally eat? Talk about the results as a whole class. Do the children think that it is good to eat lots of fruit? If so, why? (This discussion will be good preparation for the next session.)

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Fruity detectives

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Set a challenge for children to draw ten or more different fruits in the box on this page. When drawing the fruits, prompt children to think about their shape, colour and texture. Will their best friend recognise the fruits just by looking at the pictures?

Ask children to imagine they are creating their own special gift box or hamper of fruit for a friend. What fruits would they choose to put inside their box? Recap the fruits that you investigated in the Explore session, and encourage children to use books and/or the internet (with adult supervision) to discover other fruits. Perhaps a supermarket visit with family may offer some interesting examples the children may not have thought of!

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LEARNING JOURNAL PAGE 2

Children can share their fruit boxes with the rest of the class. Discuss any unusual fruit that might have been included, such as passionfruit, starfruit, lychee, etc. If possible, source some examples that the children can taste.

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Fruity detectives LEARNING JOURNAL PAGE 3

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Create a pictogram/ graph to record the results and compare with the results of your previous surveys. Do the children see a pattern? Are certain fruits emerging as the most popular?

Do the children think that these fruits are the tastiest, or are they popular because they are very common and people are used to eating them?

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As a homework task, ask children to find out what their family members’ favourite fruits are and record them on this page. Children can feed these results back as part of a follow-up session.

Do we tend to eat what our family eats? Look at the results of the family survey and consider if they match with what the child likes to eat. Who buys the fruit? Where does it come from? Extend this discussion to consider supermarkets and local shops, as well as the origins of fruit (growing on trees/plants).

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Cross-curricular links AMAZING ARTISTS

WHO TOOK THE FRUIT? Share the picture book Handa’s Surprise by Eileen Browne (Walker Books, 1995). In the story, a young Kenyan girl decides to take seven pieces of fruit to her best friend who lives in a neighbouring village. However, over the course of her journey, a series of animals steal a piece of fruit from Handa’s basket, so when she finally reaches the village her basket is empty!

After sharing the book, ask children if they can name all the fruit that Handa had her in basket. Can they retell the story, remembering the sequence of animals and the fruit that they stole? Children could go on to create their own version of the story set in their own country/ local area. What fruit will they have in their basket and who will steal it? Children could draw their stories and add simple sentences, or act them out using props in small groups.

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Look together at two or more examples of famous still-life paintings of fruit, such as Basket of Fruit (1599) by Michelangelo da Caravaggio, The Basket of Apples (1895) by Paul Cézanne, Still Life with Lemons, Oranges and a Rose (1633)

by Francisco de Zurbarán and Rideau, Cruchon et Compotier (1894) by Paul Cézanne. Compare and contrast the paintings, focusing on the artists’ choice of colours and the different ways the fruit has been arranged. Which painting(s) do the children like the best – and why? Provide baskets, fruit and tablecloths for children to make their own arrangement at the centre of a table. They can then choose where they would like to sit to paint (or draw) their picture.

Children may want to use one of the artist’s styles as inspiration for their piece.

WHERE IN THE WORLD…?

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Provide groups with a selection of different fruit from the supermarket. Try to ensure that they are labelled with their country of origin (most should have stickers on the packaging that will identify their origin). Also provide each group with a world atlas and individual world maps that they can annotate. Start by locating your home country on the maps. Then invite children to explore the fruit and find out where they came from. The origin location of each fruit can be marked on the individual maps.

Which of the fruit has travelled the furthest/ least to reach the local supermarket? Use Google Earth to take a look at some of the countries you have identified. How are they the same/different from your home country?

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Smoothie makers SESSION TWO CURRICULUM LINKS FIRST AND SECOND CLASSES SPHE

Content / Objectives

Strand: Myself

• • • • • • • • • • • • •

Self-identity Taking care of my body Growing and changing Safety and protection

Strand: Myself and others

• My friends and other people • Relating to others

Strand: Myself and the wider world

• Know how to treat people with dignity and respect • Listen, hear and respond to what is being said by others • Express and record experiences, opinions, feelings and emotions in a variety of ways

• Engage in group activities in the class and learn how to share, co-operate, listen to, work and play together

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• Developing citizenship

Recognise and appreciate the similarities and differences between people Identify and talk about personal preferences Become aware of his/her immediate world through the senses Become more independent and self-reliant Express personal opinions and preferences and acknowledge those of others and comment on them Recognise and reflect on choices that are made every day Realise that being involved in decision-making demands more personal responsibility Appreciate the need and understand how to care for the body in order to keep it strong and healthy Explore the importance of food for promoting growth, keeping healthy and providing energy Appreciate that balance, regularity and moderation are necessary in the diet Identify some of the foods that are derived from plant and animal sources Become aware of and be able to choose healthy ways of feeling good about himself/herself Become familiar with and understand the need to adhere to safety rules

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• • • •

Mathematics

Content / Objectives

Strand: Data

• Represent, read and interpret simple tables and charts (pictograms)

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• Representing and interpreting data

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Smoothie makers SESSION TWO

Resources Prepared letter (see Explore) Food pyramid diagram (optional) Bowls of chopped fruit Jugs of different fruit juice Yoghurt

Blender Plastic cups Additional adult, if possible Learning Journal page 4 (or similar recording sheet)

EXPLORE

To ______________Class

vitamins and nutrients that are good for our bodies and our brains. If you wish, you could display a copy of the food pyramid to illustrate a healthy balanced diet. Explain that the drinks the children will be making will be healthy drinks that will help to provide those healthy ‘five a day’ portions in a tasty and fun way!

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Prior to the session, prepare a letter to read from an imaginary drinks company, who will be tasking the children with producing their own healthy fruit drink. For example:

We hope that you enjoyed the fruit hamper that we sent you. There were lots of tasty fruits inside for you to discover. Did anyone find a fruit they had never seen or tasted before?

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Here at Wizzpop Drinks, we love making everybody feel happy and healthy. Did you know fruit is good for you and part of your five a day? We had the idea of using fruit to make a brand new and exciting drink – one that will be healthy and full of goodness. Now that you are fruit experts, we would love you to help us.

Next, have some plates/bowls containing different pieces of fruit (these can be peeled/ sliced as necessary to save time). Include examples of fruit that the children will have previously explored (see Session One). If possible, try to include some new examples to try. You will also need jugs containing different juices, such as orange, pineapple, grape and apple. Try to use examples that have no added sugar.

So, what are you waiting for? Here are some exciting ingredients, all ready for you to use!

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Good luck!

Signed – the Wizzpop Drinks team

This letter can be placed inside a large gold envelope addressed to the class, which the children can discover when they enter the classroom.

Read the letter (or invite a volunteer to do so).

Congratulate the children on being chosen to create a healthy fruit drink!

Ask the children if they have heard the term ‘five a day’ before? Do they know what it means? Explain that fruit and vegetables are very healthy for us because they contain

Demonstrate to the children how a smoothie is made. Take a small cup or bowl and place your chosen fruit ingredients inside it. Choose two or three different types of fruit (e.g. bananas and strawberries). Add these to half a cup of fruit juice (e.g. grape juice) and two large tablespoons of yoghurt. (As an alternative to yoghurt, you can add half a cup of ice instead.)

Then blend the ingredients together. Pour out a little of the drink into plastic cups for the children to taste and comment on. Remind children that this is a healthy drink, because it contains fruit.

Explain that the children will be working in groups to experiment with and make their own fruit smoothie.

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Smoothie makers CREATE Children can then taste their creations and give feedback. Some variations could turn out tasty – and some might be the opposite! That is all part of the process. Rinse the blender afterwards, ready for the next creation.

Before starting, remind children of the research that they performed previously. Recap the most and least popular fruits. Prompt children to think about whether their smoothie will feature one of the popular fruits or whether they might prefer to use more unusual and interesting fruits, which might be more exciting for someone to want to try.

Groups can use the recording page from their Learning Journals (see page 22) to help them keep track of each of their recipes. Alternatively, provide recording sheets of your own for children to complete. Encourage groups to try several different combinations, and then decide as a group which smoothie they think is the tastiest and will appeal to the most people.

In their groups, children can investigate the ingredients (tasting if necessary). Prompt them to think about what fruits might go well together – perhaps based on a similar taste or similar colours. There are no right or wrong answers here, so children should be encouraged to experiment and not be afraid of failure.

End the session by asking groups to reveal the ingredients in their chosen smoothie drink.

Compare and contrast the different fruits that have been chosen.

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PL E

Divide the class into groups. Children will remain in these groups throughout the project, taking their own chosen smoothie from initial conception to a ‘finished product’ that they will present at the end.

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Once fruit ingredients are chosen, groups can take turns to approach you or another adult (if you have parents/carers supporting) who will be responsible for blending the smoothie.

(Note: Never leave blenders unsupervised or allow children to handle these. When not in use, unplug them from the mains and ideally remove them from the classroom area. Make the children aware of these safety rules beforehand.) Choose a juice to add to the smoothie, along with the yoghurt (or ice) and then blend.

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Promoting Entrepreneurial Skills in the Classroom

Smoothie makers Additional resources Internet access

SUPPORT

EXTEND As an ongoing exercise, children can start to investigate the fruit drinks that are widely available in shops, such as smoothies and juices. What are the popular flavours and combinations of fruit ingredients? Which drinks have they tried and liked? Children could also consider which products have the most/least child appeal. Do the drinks that are aimed at adults have more exotic/interesting choices of fruit? Why might this be the case?

PL E

You may wish to limit the fruit ingredients, perhaps using only those that the children are very familiar with and scored high in popularity during the previous session.

To support children’s choices, you could also have prepared recipe cards that give ideas for tasty combinations using a single juice (e.g. orange juice), which the children can choose from and then taste. These might include: • Strawberries + bananas + orange juice • Pineapple + mango + orange juice

• Raspberries + bananas + orange juice • Apples + raspberries + orange juice

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Children can then add sticky notes to each recipe card to record their thoughts on the taste of each smoothie, either through words or pictures. This will make it easier for groups to compare recipes at the end of the session and decide on their overall favourite.

This research, which could be conducted on the internet using a supermarket shopping website, may provide children with further ideas for improving or changing their smoothie recipes. Images could also be printed off and glued onto a sheet of paper to create a visual record of their study. This will prove useful for later sessions when children start to look at packaging and design – and provide inspiration for possible names and slogans for their own fruit drinks.

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Smoothie makers

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If you wish, you could provide pre-cut images of the fruit, which children can then choose from and glue onto their recording sheets to save time.

Children can use this recording sheet to keep track of the fruit ingredients and juice in each of their smoothie creations.

After tasting the smoothie, children can rate their finished product by colouring in one of the faces to record their response.

PL E

LEARNING JOURNAL PAGE 4

When reviewing each group’s progress at the end of the session, the recording sheet will provide valuable information on the different recipes that the children tried. Was there one overall winner or were there several that were equally tasty? How many tries did it take to get the perfect smoothie?

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Promoting Entrepreneurial Skills in the Classroom

Smoothie makers LEARNING JOURNAL PAGE 5

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As a homework task, challenge children to record the fruit and vegetables that they have eaten that day (including their evening meal). The foods can be drawn onto the plate on this worksheet and their names written underneath.

Not all children will have the opportunity to have five portions of fruit and vegetables a day. Be sensitive to those who may not have been able to fill their plate – but be encouraging of the healthy foods that they have tried.

Encourage parents/carers to support this project by offering children fruit and vegetables to try at home. They could also set a good example for their children by promoting the health benefits of these foods.  

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Smoothie makers

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Children can also repeat the task to observe the effects of both water and sunlight on the growth of the seeds. Set up one experiment in sunlight but with no water, and another with water but left in a dark place (e.g. inside a cupboard).

Ask children to predict what they think will happen.

Compare and discuss the results.

This could be performed as a homework task or as an extension to your session.

Children can follow the instructions to grow their own watercress seeds, which can then be picked and washed, and used as an ingredient in a healthy salad or sandwich.

PL E

LEARNING JOURNAL PAGE 6

If you have a vegetable garden in your school grounds, the children can investigate this area to see what vegetables are being grown. Talk about vegetables that grow above ground (e.g. lettuce, cucumber and cauliflower) and below ground (e.g. carrots and potatoes). If possible, children could help with the planting and harvesting of vegetables, which could then be used in salads and/or sandwiches.

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Promoting Entrepreneurial Skills in the Classroom

Cross-curricular links FITNESS CHALLENGE the correct labels for each level of the pyramid and ask children to reorganise their choices (if necessary) based on these labels. (You can visit the Food Dudes website at www.fooddudes. ie/Food_Pyramid_2016.pdf for a labelled image.) Talk about how each type of food helps contribute to a balanced diet.

PL E

Daily exercise is just as important as a balanced diet when it comes to staying fit and healthy.

Physical activity guidelines for six- to twelveyear-olds recommend an hour or more of physical activity on most days. As part of your smoothie project, you could set up a fitness training challenge for children. Introduce children to some circuit training exercises, such as shuttle runs, sit-ups, press-ups, skipping, target throwing and standing jumps. Have time limits for each one so that they can be scored.

Ensure that each child has a score card and their results can be recorded by another child or adult. Repeat the tests over a set period, encouraging the children to try to beat their previous scores each time. Talk about the importance of practice and persistence in improving our skills and learning. Encourage children to set their own targets to beat each time and identity their own areas of weakness to improve.

MAKING FACES

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Look at some examples of portraits by Giuseppe Arcimboldo. He was an Italian painter who liked to create portrait heads out of everyday objects such as fruit and vegetables.

His most famous examples include the Four Seasons collection (1563–1573) and Vertumnus (1590–1591). Provide children with large sheets of paper and a selection of fruit and vegetables to assemble their own portraits. These can then be photographed afterwards to create an exciting classroom display.

PYRAMID SCHEME

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Provide groups with a blank, coloured food pyramid and a series of foods (use picture cards or plastic play food). Begin by talking about what the pyramid represents (children may already be familiar with it). The pyramid helps us to visualise a balanced diet. The foods we should eat more of appear at the bottom of the pyramid and those we should eat less of appear at the top. Ask the children to make their initial choices by placing the food items on the different levels of the pyramid according to whether they think we should eat more or less of them. Invite groups to share their results and their reasoning. How many groups have placed foods in the right areas? Then reveal

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The name game SESSION THREE CURRICULUM LINKS FIRST AND SECOND CLASSES SPHE

Content / Objectives

Strand: Myself

• • • • • •

Strand: Myself and others

• My friends and other people • Relating to others

Identify and talk about personal preferences Become aware of his/her immediate world through the senses Become more independent and self-reliant Express personal opinions and preferences and acknowledge those of others and comment on them Discuss the factors that may influence personal decisions or choices Realise that being involved in decision-making demands more personal responsibility

PL E

• Self-identity

• Know how to treat people with dignity and respect • Listen, hear and respond to what is being said by others

Strand: Myself and the wider world

• Engage in group activities in the class and learn how to share, co-operate, listen to, work and play together • Become aware of and learn about the different ways in which information can be communicated

Language

Content / Objectives

• Developing citizenship • Media education

• Use social conventions of language appropriately in order to initiate, sustain and engage readily in conversations • Use language with confidence to work collaboratively with others • Ask and answer a variety of open and closed questions • Listen and respond to the aesthetic, imaginative and creative aspects of language and use language playfully and creatively • Supply, explain and justify points of information

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Strand: Oral language

• Social conventions and awareness of others • Requests and questions • Playful and creative use of language • Information giving, explanation and justification

• Engagement • Motivation and choice • Purpose, genre and voice

• Take part in and enjoy listening to, reading and talking about the meaning and interpretation of written words and illustrations with others • Choose, read and talk about text for pleasure, interest and specific purposes • Experience and respond to the aesthetic, creative and imaginative aspects of text

Strand: Writing

• Explore the aesthetic, creative and imaginative dimensions of language in their writing

Visual Arts

Content / Objectives

Strand: Print

• Look at examples of print design in everyday use

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Strand: Reading

• Vocabulary

• Looking and responding

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Promoting Entrepreneurial Skills in the Classroom

The name game SESSION THREE

Resources Prepared letter (see Explore) Selection of fruit Learning Journal page 7 (or similar recording sheet) Examples of drink/sweet packaging Word cards (see Create)

EXPLORE

To ______________ Class

group with some samples of the fruit that they have used in their smoothie. Ask them to explore their fruit using their senses and write down words to describe these on a recording sheet (such as the one found in the Learning Journal, see page 30). If necessary, perform the exercise yourself beforehand with a fruit that is different from the ones the children have chosen, using words to describe its shape, colour, texture, taste and even smell.

PL E

Prior to the session, prepare another letter to read from your imaginary drinks company, who will be tasking the children with naming their new fruit smoothie. For example:

Congratulations on creating some amazing and healthy fruit drinks. We are all very impressed with your achievements and hope that you are enjoying becoming drink makers, just like us. Now it’s time to think of an exciting name for your drink – one that will make people want to taste it.

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Time to get your thinking caps on!

Once children have recorded their responses, reveal the special golden envelope. Open the envelope and read the letter to the children.

Explain that the drinks company would like the children to come up with a name for their drink.

Good luck!

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Signed – the Wizzpop Drinks team

As before, place your letter in a golden envelope addressed to the class. Keep this hidden until it is time to reveal it later.

To help the children with their ideas, provide examples of drink labels and sweet wrappers.

Look together at the types of names that have been used. Where appropriate, talk about the use of adjectives, alliteration and made-up words (e.g. words that have been created by mixing up other words). Which names and words do the children like the most? Encourage them to give reasons for their choices.

Start your session by recapping the smoothie drinks that each group has made. You may want to have these permanently displayed in the classroom for reference, showing each group’s name, and then their chosen ingredients (as words and pictures).

Divide the class into their groups. Provide each

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The name game CREATE Allow time for groups to settle on their name.

They may have more than one idea, so this will be a good opportunity for children to discuss the options, put forward their own opinions, and listen to those of others.

Provide each group with a selection of word cards (appropriate to their reading ability).

Explain that each name has been split into two, so it is up to the children to try to match pairs of words together to make a fun name for a drink.

If children are struggling to finalise a name, then suggest that groups choose their favourite three or four ideas and then perform some market research (as they did in Session One).

This could comprise a simple survey sheet, asking the interviewee to rate each name out of five stars. Children could perform this as a faceto-face survey at break time or lunchtime – or sheets could be given out to a class to complete at a convenient time. Based on this extra feedback, groups can then decide whether to go with the most popular choice or go against the research if their instincts say otherwise.

The feedback may provide some interesting dilemmas for children to explore and talk through.

Word cards could include: • burst • juicy • punch • tropical • pop • taste • big • healthy • amazing • rush

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• happy • fruit • sunny • delight • splash • bang • wonder • yummy • super • boom

PL E

Explain to the children that you had some names of imaginary drinks, but somehow they ended up in the blender and now they have all been mashed up! Perhaps the children can put the names back together again?

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There are no right or wrong answers to this exercise, so each group will likely invent their own different creations. Afterwards, invite children to share their chosen combinations with the rest of the class. Which names are their favourites, and why?

Now it is time for the groups to name their own fruit smoothie. Encourage children to look back at the words that they recorded to describe their fruit ingredients in the Explore session.

They can also use the word cards and the drink/sweet labels for inspiration.

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Once the final name for each drink has been decided upon, these can be revealed to the rest of the class. Ask each group to explain the process of how they arrived at the name for their drink. Was it based on a group vote? Did they use market research – and if so, did they agree with the results? Invite feedback from other class members on each group’s name, giving their own thoughts and reactions.

If you wish, groups can also be asked if they have any thoughts on how their drink name might be displayed, using some of the drink/ sweet labels to reference shapes, colours and other graphical effects.

Promoting Entrepreneurial Skills in the Classroom

The name game Additional resources Pictures of fruits Desktop publishing software

EXTEND

Before children investigate and describe their own fruit ingredients in the Explore session, you may to wish to provide further support in using adjectives. Play a fun game, where you display an image of a fruit and ask the children to think of three words to describe it. Write each adjective on a card and display next to an image of the fruit. For example:

Groups can use desktop publishing software to create a logo design for their name.

Demonstrate how to change the size, font and colour of lettering. Some programs may also have a ‘word art’ feature, which offers further effects. (Visit https://makewordart. com/ to explore some of the possible options and effects that can be achieved.) Before using the software, encourage children to spend time talking about and sketching their ideas. Explain that designers rarely hit on the perfect idea straight away, and often have to explore lots of different options before they arrive at the winning design. This process will give children further experience of working as a team, sharing and listening to ideas, and making decisions. Once children start using the software, they may find that they continue to adapt their ideas based on the options available. When groups are happy with their logo design, these can be saved and printed to share with the rest of the class.

big

yellow

curvy

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SUPPORT

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Once you have done this for three or more fruits, place the word cards into a container, then give them a good shake. Remove the cards and fan them out like a pack of cards, so children cannot read them. Invite a child to pick one and place it face down next to one of the fruit. Continue until all the word cards have been placed. Then turn them over to see what weird and wonderful adjectives you have matched together. For example:

blue

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prickly squishy

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The name game

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More confident children can be shown how to use a thesaurus to find further words that they could use, based on those they have already thought of.

Are there any new or unusual words that they like? These could be recorded in a different colour on their recording sheets.

Children can use this page to record adjectives that describe their fruit ingredients. Encourage them to spend time looking at the shapes and patterns of their fruit, feeling the texture, and describing the taste. Children can also consider the sounds a fruit makes when eaten, and the feel of the fruit in their mouth (soft, squishy, juicy, crunchy, etc.).

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LEARNING JOURNAL PAGE 7

When children are considering a name for their drink, encourage them to look back at these sheets for possible ideas. Invite them to circle their favourite words. Look at ways of combining these words into interesting names. If you wish, children could record some of these words on cards and then combine them in different ways to explore the possibilities.  

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Promoting Entrepreneurial Skills in the Classroom

The name game As an extension or homework task, children can be challenged to design the packaging for a drink called ‘Fruit Splash!’. They will be able to use what they have learned from their investigation of the drink/ sweet packaging from the Explore session.

This task will also prepare children for the next session, when they will be designing packaging labels for their own fruit drink.

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LEARNING JOURNAL PAGE 8

Encourage children to share their designs and ideas with the rest of the class. Prompt them to talk about their choice of shapes and colours, and the way they have arranged them on their packaging. Some children may have also incorporated other design elements based on those of real examples, such as taglines and boxes.

Children are encouraged to rate their own design. When presenting their design, invite children to talk about their self-rating and reveal any changes that they might make, or other elements they could add to improve their design.

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The name game

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Invite children to look at each picture on this worksheet in turn and then think of as many adjectives as they can to describe the object/person/ animal. Allow a set amount of time for the task.

When time is up, ask children to count how many adjectives they were able to think of for each picture.

Who was able to think of the most?

Invite children to share some of their adjectives. Focus on any unusual and imaginative words. Note: some children may confuse nouns with adjectives, so this will present a good opportunity to discuss and address any misconceptions.

This worksheet can be used as the focus for a preliminary activity on adjectives, which could take place ahead your session. If possible, begin by sharing a picture book that provides good examples of adjectives. Fun Dog, Sun Dog by Debra Heiligman (Two Lions, 2013) is a recommended choice, featuring wonderful rhyming text that describes a boy and his dog, and their day out on the beach.

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LEARNING JOURNAL PAGE 9

As a final challenge, children could be tasked with drawing something from their classroom or outdoor setting, then describing it using as many adjectives as they can think of.

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Promoting Entrepreneurial Skills in the Classroom

Cross-curricular links LOOKING AT LOGOS

MUSICAL MOODS

PICTURE PERFECT

We don’t always need to use words to describe something. Introduce the children to a piece of music that has been written to tell a story or describe a scene. Some examples might include Fingal’s Cave by Felix Mendelssohn, Peter and the Wolf by Sergei Prokofiev, The Sorcerer’s Apprentice by Paul Dukas or Night on Bald Mountain by Modest Mussorgsky. Ask children if they can identify the different instruments, and consider why they might have been chosen to represent certain moods or characters.

How has the composer used tempo (speed of the music) and dynamics (volume) to describe characters, scenes and action? Provide groups with images (such as a storm at sea, a volcano erupting, a dark spooky forest, and so on).

Children can begin by studying their image and recording their thoughts on sticky notes to arrange around the image. These thoughts might include adjectives and emotions, as well as words that might highlight specific details in the scene. Then allow access to a range of percussion instruments for children to create their own compositions based on their scene.

Children should refer to the words and phrases that they recorded previously as inspiration for their piece. Recap the use of tempo and dynamics, and how these might help to add interest to their compositions. Groups can then display their images and perform their pieces at the end of the session.

PL E

Create a PowerPoint presentation (or a set of cards) displaying the logos of different recognisable world brands. These might include fast-food restaurant chains, soft drink and popular snack manufacturers, fashion and sportswear, and technology companies.

Play a quiz by showing the children a logo and asking them to name the product/company.

Afterwards, talk about the strength of a logo – they are often very simple, using just letters or a shape, with one or two colours. Challenge groups to develop their own logo for their fruit smoothie based on what they have learned.

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Play a fun game to promote communication and listening skills. In pairs, provide one child with an image showing an arrangement of shapes in different colours and patterns.

The other child is given a sheet of paper and colouring pencils or crayons. The children are divided by a screen or sit back to back. The first child must try to accurately describe their picture using nouns, adjectives and positional vocabulary, while the second child must listen to the instructions and try to draw the same picture. Compare images afterwards to see how close they got to matching the images.

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Stand out from the crowd SESSION FOUR CURRICULUM LINKS FIRST AND SECOND CLASSES SPHE

Content / Objectives

Strand: Myself

• • • • • •

Strand: Myself and others

• My friends and other people • Relating to others

Identify and talk about personal preferences Become more independent and self-reliant Express personal opinions and preferences and acknowledge those of others and comment on them Discuss the factors that may influence personal decisions or choices Realise that being involved in decision-making demands more personal responsibility Explore the importance of food for promoting growth, keeping healthy and providing energy

PL E

• Self-identity • Taking care of my body

• Know how to treat people with dignity and respect • Listen, hear and respond to what is being said by others • Express and record experiences, opinions, feelings and emotions in a variety of ways

Strand: Myself and the wider world

• Engage in group activities in the class and learn how to share, co-operate, listen to, work and play together • Become aware of and learn about the different ways in which information can be communicated

Language

Content / Objectives

• Developing citizenship • Media education

Strand: Oral language

• Use social conventions of language appropriately in order to initiate, sustain and engage readily in conversations • Use language with confidence to work collaboratively with others • Ask and answer a variety of open and closed questions • Supply, explain and justify points of information

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• Social conventions and awareness of others • Requests and questions • Information giving, explanation and justification

Strand: Reading

• Take part in and enjoy listening to, reading and talking about the meaning and interpretation of written words and illustrations with others • Experience and respond to the aesthetic, creative and imaginative aspects of text

Strand: Writing

• Use a more sophisticated range of vocabulary from many sources and explore the aesthetic, creative and imaginative dimensions of language in their writing • Draw and write with a sense of purpose and audience while creating texts • Use the writing process when creating texts collaboratively and independently • Show an emerging recognition of the author’s intent

• Engagement • Purpose, genre and voice

Vocabulary Purpose, genre and voice Writing Process Response and author intent

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• • • •

Visual Arts

Content / Objectives

Strand: Print

• Experiment with the marks, lines, shapes, textures, patterns and tones that can be made with different drawing instruments • Look at and talk about his/her work, the work of other children and the work of artists

• Making drawings • Looking and responding

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Promoting Entrepreneurial Skills in the Classroom

Stand out from the crowd SESSION FOUR

Resources Selection of drink labels/packaging Art materials External support to provide prototype labels (optional – see Create)

EXPLORE

Begin by asking the children what the purpose of a label is. Why are labels necessary? Prompt children to arrive at an understanding that labels help to: • Grab our attention • Promote a brand name

• Ingredients – a list or explanation of the ingredients in the drink • Storage capacity – drink labels will tell you

PL E

Provide groups with a small selection of drink labels (approximately one label per pair of children). Alternatively, children can be tasked with sourcing examples of their own. Note that some drink packaging might have the text and images directly printed onto the plastic of the bottle, so these could also be provided for children to look at.

litres or millilitres

• Healthy message – often fruit drinks will

attempt to promote their health benefits

by saying they are part of your five a day or contain important vitamins

• Recycling logo – most plastic packaging will feature a recycling logo

• Company address – details about the company who have made the drink

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• Tell us something about the product/drink

how much the packaging contains shown in

• Persuade us to buy it

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Invite children to spend time studying their label. What images and information does it show? Then, as a whole class, work together to identify the key elements that feature on most drink labels. For example:

• Image – often this might show the fruit ingredient(s) or represent a logo

• Brand name – this will be the specific company brand, which is often the largest text on a label

• Drink name/description – this will usually tell us the flavour of the drink, such as

Children may also spot other design elements on their label, which they can share with the rest of the class.

End the Explore session by asking children to record what they like and don’t like about their label, and to give it a star rating. For example, perhaps they might find the image and colours very striking, but the information small and difficult to read. Then invite children to swap their label with another pair in the class, and repeat the exercise again. Continue until the children have had opportunity to evaluate three different labels. Invite volunteers to feed back to the rest of the class.

‘magnificent mango’ or ‘orange with bits!’

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Stand out from the crowd CREATE worked on individually and then placed onto the main label. Children can then move these around as more elements are added, before gluing into place once they are happy with their compositions. Visit each group in turn to offer support. Prompt them about the design elements that they might want to include.

If necessary, use copies of the ‘Drink label checklist’ (see page 40) as a helpful reminder of the information that should be featured on a well-designed label.

Children may struggle to work with accurately sized labels (which often need to be small and densely packed with information in order to fit around a bottle) so you may prefer to provide larger sheets of paper for children to work on. This will also ensure that children can more easily collaborate and discuss each other’s work throughout the design process.

End the session by asking groups to present their favourite finished label to the rest of the class. Groups should be able to explain their design decisions, which will include the content of the information they provided (such as important healthy eating messages, lists of ingredients, etc.), the layout of this information, and the choice of colours and images.

Encourage groups to spend some time planning how they will approach this task. Do all team members want to work on a single label idea, or will the team split up and work on different ideas, then compare them at the end to choose a favourite? Which method do they think would work the best? As always, remind children to be respectful of each other’s opinions and, where possible, to reach a group decision that everyone is happy with. If necessary, visit groups to help them decide on a majority outcome, exploring the pros and cons of each option and then letting the children decide for themselves.

As a special surprise for the children, you could have their prototype labels designed for real. There may be a member of the school community (teacher/parent/carer etc.) who is adept at using design software and can produce a mock-up version of each group’s labels. Alternatively, a local college might have students willing to take part in the project and lend their services. This will give children a valuable opportunity to see how their ideas can be translated into a ‘finished product’. There may even be opportunity for the label creator(s) to visit the class and talk through the design process, showcasing the software that they used.

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Ask the children to help you recap what makes a good packaging label. Explain that they are now going to design a label for their own fruit smoothie. Remind groups of their smoothie names and the ingredients in their smoothie.

Some groups may have already started to incorporate shapes or a logo into their smoothie name (see previous session). This will provide a good starting point for thinking about how they might design their label to make it eye-catching and stand out from the crowd.

Allow time for children to use art materials to design their packaging logo. This might end up as more of a collage, with different elements

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Promoting Entrepreneurial Skills in the Classroom

Stand out from the crowd Additional resources Enlarged copy of Learning Journal page 10 Bottles of different sizes Measuring jug

EXTEND

Use an enlarged copy of the drink label from the ‘Spot the difference’ worksheet (see page 38) to help highlight and talk about the different features of a label. You could scan and view this on an interactive whiteboard, inviting children to circle each element for discussion.

The enlarged version can be left on display for children to refer to when working on their own labels. You may wish to encourage children to produce each element on a separate piece of paper (image, ingredients, etc.) and then place these onto their ‘label’. These elements can then be moved around easily to change their arrangement. Once children are happy with their ideas, they can glue them in place.

Provide children with a choice of bottles of different sizes and shapes. Compare how much liquid each bottle is able to store (usually printed on the label in litres or millilitres).

Children could measure and label these for themselves by filling the bottles with water and then pouring the contents into a measuring jug.

As part of their label design, groups can be encouraged to choose a bottle for their smoothie. This will allow them to add accurate information to their label describing the capacity of their bottle (in litres/millilitres).

PL E

SUPPORT

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Confident learners may want to work on an accurately sized label, which could be taped or glued to their bottle. They should work on a large version first to experiment. Then they can measure out a correct-sized label and transfer their work. Desktop publishing software can be helpful here as text can be typed and reduced in size, then printed out and glued in place.

SA

Have images and/or real examples of the fruit that are used in the drinks to hand, as children may want to draw these and feature them on their labels.

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Stand out from the crowd

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Enlarge and/or scan one of the labels onto a computer, so that it can be easily displayed for the whole class. Use it as a starting point to talk about the features of a label.

Compare with real examples that you and the children have collected.

This ‘spot the difference’ activity will help to familiarise children with many of the design elements that commonly feature on drink labels, such as the brand name, fruit ingredients, healthy message, barcode, company info, and so on.

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LEARNING JOURNAL PAGE 10

When designing their own labels, children can use the ‘Fruit Fun’ example for reference.

Each element on the label is carefully and clearly laid out. Some children may want to copy the elements from this label, but arrange them differently – or add more shapes, colours and other interesting visual features to make their label different and really stand out from the crowd!

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Promoting Entrepreneurial Skills in the Classroom

Stand out from the crowd LEARNING JOURNAL PAGE 11

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PL E

Children can use this recording sheet when exploring the different drink labels. They are encouraged to write what they like and don’t like about a label, then give it a rating out of five stars.

Invite volunteers to share their feedback from their investigation. What design elements were the most popular and successful? Perhaps bright colours and a fun logo, or information that was easy to read? Look together at the labels that got the most positive ratings.

Encourage children to consider how they might use this information when designing their own drink labels. What would they like to include (or avoid) when planning their design? Once their label is finished, invite groups to rate their own label. What would they like to change or improve if they had more time?

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Stand out from the crowd

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The examples on this sheet are taken from the ‘Fruit Fun’ example label.

Encourage confident children to think of ways that they might present information differently. For example, rather than list their ingredients children could draw them instead, or they could include a map instead of a company address.

This page provides assistance during the planning stage, giving children the opportunity to write and/or sketch out their initial ideas for their drink label. These can then be shared and discussed within each group before deciding on the best ideas to include on the final design.

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LEARNING JOURNAL PAGE 12

Children can invent an imaginary address for the Wizzpop Drinks company or create a company name and address of their own. For those needing support, invite children to bring in their home address to share. Look at and talk about the parts of an address (house number, street name, town/city, county) and how these might be used as the starting point for inventing their own.

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Promoting Entrepreneurial Skills in the Classroom

Cross-curricular links REDUCE, REUSE, RECYCLE and flatten out the container to show the children its net. Explain that a net is what a 3-D shape looks like when it is opened out. We use nets to build 3-D shapes. Look at some other examples of nets, which would build a cylinder or different sizes of box. Give groups of children a product which they must design and make packaging for. Children will need to measure and plan out their net, before cutting it out, scoring the folds with a blunt knife, then taping together. Will their product fit inside?

Invite groups to present their packaging at the end of the session. Which packaging nets were the most successful?

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Children may have noticed the recycle symbol that features on many plastic bottles and other drink packaging. This provides a good opportunity to recap what they already know about recycling, and explore the current recycling scheme in your school. Empty your classroom litter bin onto a blanket (ensuring that materials are clean and safe for handling by the children). Then work together to sort the materials into their relevant bins/containers.

Explore packaging for recycling symbols and any messages related to recycling and the environment. Consider what materials could be reused. For example, scraps of paper and cardboard could easily be used again for art activities. You could also set up your own mini-recycling centre in the classroom, so that children can sort materials on a daily basis, before transferring to any official recycle containers. You can support this learning by sharing the storybook George Saves the World

By Lunchtime by Jo Readman (Eden Children’s Books, 2006), which provides a fun and accessible introduction to the types of things we can do to help reduce our waste, reuse materials and recycle.

MYSTERY BOX

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As an extension to the ‘Spreading the net’ activity (see above), tape some boxes together and then cover in wrapping paper. Aim to create an interesting/odd shape out of your boxes that will capture children’s curiosity.

Leave your mystery gift in the classroom for the children to discover and discuss. What could be inside? Who might have left it here? Use this exploration as the stimulus for a story-planning activity. Children can tell their stories through words and pictures, or work in small groups to develop a drama to present to other class members.

SPREADING THE NET

Look together at examples of containers of different sizes and shapes, used to package different products (e.g. boxes, cylinders, etc.).

Ask children if they can name the 3-D shapes.

How many faces does each container have?

Next, choose one of the containers and ask children to imagine that they have to build the packaging. How would they do that? Provide paper for children to draw out their ideas.

Invite volunteers to share these design ideas, and compare. Would their designs work? Cut

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Recipe for success SESSION FIVE CURRICULUM LINKS FIRST AND SECOND CLASSES SPHE

Content / Objectives

Strand: Myself

• • • • • •

Strand: Myself and others

• My friends and other people • Relating to others

Identify and talk about personal preferences Become more independent and self-reliant Express personal opinions and preferences and acknowledge those of others and comment on them Realise that being involved in decision-making demands more personal responsibility Recognise and practise good hygiene when dealing with food Become familiar with and understand the need to adhere to safety rules

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• Self-identity • Taking care of my body • Safety and protection

• Know how to treat people with dignity and respect • Listen, hear and respond to what is being said by others • Express and record experiences, opinions, feelings and emotions in a variety of ways

Strand: Myself and the wider world

• Engage in group activities in the class and learn how to share, co-operate, listen to, work and play together • Become aware of and learn about the different ways in which information can be communicated

Language

Content / Objectives

• Developing citizenship • Media education

Strand: Oral language

Use language with confidence to work collaboratively with others Use coherent sentences of increasing complexity Ask and answer a variety of open and closed questions Supply, explain and justify points of information

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• Social conventions and awareness of others • Sentence structure and grammar • Requests and questions • Information giving, explanation and justifications

• • • •

Strand: Reading

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• Conventions of print • Purpose, genre and voice • Fluencey and self-correction

• Use conventions of print to help understand text • Experience and respond to the aesthetic, creative and imaginative aspects of text • Read instructional and independent-level texts in a range of genres

Strand: Writing

• • • • •

Mathematics

Content / Objectives

Strand: Measures

• Estimate, compare, measure and record weight using standard unit (the kilogram) • Estimate, compare, measure and record capacity using standard unit (the litre)

• Engagement • Conventions of print and sentence structure • Vocabulary • Purpose, genre and voice • Writing process

• Weight • Capacity

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Take part in and enjoy writing to communicate with others Use more sophisticated conventions of print and sentence structure Use a more sophisticated range of vocabulary from many sources Draw and write with a sense of purpose and audience while creating texts Use the writing process when creating texts collaboratively and independently

Promoting Entrepreneurial Skills in the Classroom

Recipe for success SESSION FIVE EXPLORE

Resources Ingredients and equipment for chocolate brownies (see page 70) Copy of recipe for each child (see pages 70–71) Extra ‘ingredients’ not required for recipe (see Explore)

the correct equipment, measure ingredients accurately, and then combine the ingredients in the correct order to make the food item.

Provide children with copies of the chocolate brownie recipe (see pages 70–71).

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In this session, children will be helping you to follow a recipe, choosing equipment, measuring ingredients, then helping with the preparation and cooking. A recipe is provided on page 70 for making chocolate brownies. (A simplified version is provided on page 71 for younger or less confident readers.) This is quick and simple to follow and will make approximately 15 slices of chocolate brownie, or double that if you want to offer smaller bite-sized pieces.

It may be possible to have an extra adult in the classroom, so that your class can split into two groups, each working on their own set of brownies.

Additional adult, if possible Prepared letter (see Explore) Selection of fruit and juice Chopping boards Child-safe knives Blender

While the brownies are cooking, you can reveal a new letter from the Wizzpop Drinks company.

Again, this can be presented in a special golden envelope. Read the message to the children:

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Alternatively, you can use any recipe of your own choosing. Children will need a copy of the recipe with the equipment, ingredients and instructions listed.

Using the recipe sheet, invite children to help you assemble the correct kitchen equipment and ingredients from the selection on display.

With supervision, volunteers can help you to measure out the ingredients and mix them together. Finally, the brownie mixture can be placed in the oven to cook.

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Prior to the session, have the kitchen equipment and ingredients on display. As well as the items required for the recipe, also include other items that are not required – so that children must follow the recipe guidelines closely to select what they need.

Once the children are gathered around your preparation area, explain that together you are going to make chocolate brownies. But before you can begin, what do you need? Children may make many suggestions but continue to prompt for responses until someone suggests a recipe.

Why is having a recipe important? A recipe is a set of instructions to help us to assemble

To______________Class We hope that you have enjoyed making chocolate brownies. It’s much easier to know what you’re doing when you have a recipe, right? And that’s why we need you to create a recipe of your own. You see, we need to know how to make your fruit smoothies – so that we can show the people who work in our special factory how they are made. Do you think you can do that for us?

Good luck!

Signed – the Wizzpop Drinks team

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Recipe for success CREATE Recap the challenge that was set by the Wizzpop Drinks company: each group is to create a recipe that someone else could follow to make their fruit smoothie.

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Begin by revisiting the recipe sheet from the Explore session. What will the children need to include in their own recipe so that someone else could follow it accurately?

(Equipment, measured ingredients, step-bystep instructions.) They will also need to include how much smoothie mix their ingredients will be able to make.

Groups will need to work in teams to both prepare and weigh the ingredients, and also to record their recipe as they go along. When children are happy with their measures, they can have them blended together by an adult to taste. Do they think it tastes as good as their previous mixes in earlier sessions? Some groups may decide they would like to change the proportions of their ingredients and have another go.

* Note: some fruit, such as pineapples, will prove too difficult for the children to prepare themselves. If you wish, you could supply pre-sliced tinned fruit. Offer assistance as necessary to help with any difficult food preparation.  

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Lay out a selection of fruit and fruit juices for the children to select their correct ingredients from, as well as other relevant kitchen equipment (bowls, weighing scales, child-safe knives, chopping boards, etc.). Be sure to remind children how to behave safely around kitchen equipment. Only adults should operate the blenders and these should always be unplugged and placed out of reach when not in use. Also emphasise the importance of personal hygiene. Children should always wash their hands before and after handling food.

As part of a follow-up session, challenge groups to swap their recipes. Children can then have a go at making one or more fruit smoothies to taste and give feedback on.

Provide the fruit in an unprepared state, so that children will need to peel/cut the fruit and remove any seeds.* Children may have a rough idea of how much of each fruit they used previously, but that may have been guesswork, achieved through trial and error. This is an opportunity for them to refine their smoothies by deciding on exact measures for the drinks.

For example, 230g sliced bananas, three chopped pineapple rings, 250ml of orange juice and two tbsp. of yoghurt.

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Promoting Entrepreneurial Skills in the Classroom

Recipe for success Additional resources Pre-measured ingredients (see Support) Weighing scales Measuring jug

Digital camera Photo-editing software (optional) PowerPoint or similar (optional)

EXTEND

Set up a preliminary activity to practise weight and capacity. Explain that the Wizzpop Drinks company has laid out ingredients for some drinks, but it needs the children to help with recording the measures for its new recipe book.

Have tables set up with different (pre-measured) ingredients set out in bowls, with a measuring jug and weighing scales. These ingredients can be imaginary and themed around a drink concept.

For example: Space Soda – ingredients: moon dust (sugar), asteroids (pebbles), galactic gloop (grape juice) and alien clouds (pompoms)

Children can use a digital camera to help record each stage of the smoothie-making process, from ingredient preparation to the final blending. If your camera has a viewing screen, encourage children to study and evaluate each photograph after it has been taken to decide if they could improve on it.

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SUPPORT

Images could then be imported into presentation software, such as PowerPoint, to create an interactive slide show. Or, they could simply be printed out so that the children can assemble and glue them onto a large sheet of paper to create a storyboard of their smoothie recipe.

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Have traditional mechanical scales and digital scales available if possible, so that children can experience using both. Which do they prefer using and why? In groups, children can visit each table in turn to weigh and measure the ingredients and record them. At the end of the session, reveal the correct measures and compare with each group’s recordings.

Photographs can be downloaded onto a computer afterwards. If you have photo-editing software, such as Photo Simple by 2Simple or Tux Paint by New Breed Software, children could be shown how to use the tools to edit and crop their photographs, and add effects and labels.

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Recipe for success

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Children may want to record their information in pencil, so that they can easily make changes and additions. The final information could then be copied neatly onto a larger sheet of paper, perhaps incorporating pictures and drawings.

Children can record their smoothie recipes on this page, detailing the ingredients, equipment for preparing and measuring those ingredients, and then step-by-step instructions. The sheet follows a similar layout to the chocolate brownie recipe (see page 70), which children can refer to for support.

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LEARNING JOURNAL PAGE 13

Confident children can use desktop publishing software to prepare final versions of their recipe. These could then include any photographs that were taken during the session. You may want to provide a ready-made template for children to use, with headings and text boxes already positioned.

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Promoting Entrepreneurial Skills in the Classroom

Recipe for success If challenged to make recipes created by other groups, children can use this page to record the ingredients and measures that they have been asked to prepare. Children are also invited to evaluate the finished drink, giving it a star rating and recording any feedback that they might want to give, based on the quality of the instructions and/or the taste of the final smoothie.

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LEARNING JOURNAL PAGE 14

Invite groups to give feedback to each other based on their taste-testing. Are there things about the drink or the recipe that they would change if they had the chance? Did any drinks score five stars?

Explore the results of the taste test together. Consider any feedback that could be taken on board moving forward.

Each group could be challenged to deliver their finished recipe in a different way. Methods might include: providing written instructions, creating a visual guide using step-by-step photographs, making a video version or recording an audio guide. Groups can then try out different types of instructions and give feedback on the method(s) they found easiest/hardest to follow.

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Recipe for success

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Children can use their imaginations to think of the types of wacky ingredients that they could add to their drinks – perhaps their Monster Fizz could be created from dragon’s teeth, fairy dust and swamp sludge! Children could even add measures for each of their ingredients based on those they explored in the session activity (litres, grams, a teaspoon measure, etc.).

This activity makes for an ideal homework task and could act as a follow-up to the Support activity where children explore and measure a series of imaginary ingredients.

Explain that Wizzpop Drinks want to come up with some new and exciting drinks, and they want the children to create them by providing the recipes!

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LEARNING JOURNAL PAGE 15

The final drink has been left blank so that the children can invent their own creation.

Perhaps it might be a drink for a storybook character or could be based around another theme that the children might have studied, such as dinosaurs, native animals, the weather, the seaside, and so on.

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Promoting Entrepreneurial Skills in the Classroom

Cross-curricular links DESIGN FOR ALL TASTES

CODING COMMANDS Revisit the cookery books and ask children

books to investigate. These could be cookery

to explain why they might be referred to as

books specifically aimed at children. Invite

‘instructional texts’. Where else might we see

children to look at and compare the design of

instructions or need instructions to help us?

the recipes. Are all cookery books the same?

Explore the children’s ideas and have some

Focus on the layout of text and headings,

examples to look at, such as instructions

and the use of photographs and illustrations.

for building a piece of flatpack furniture,

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Provide groups with a selection of cookery

Children could vote on their favourites in their

constructing a toy or model, operating a

groups and then share their results. When it

clock, and so on. Next, consider a daily task

comes to their own fruit smoothie recipes,

such as making a cup of tea. Imagine you are

groups could redesign their layout to mimic

programming a robot with instructions to

that of their favourite cookery book, which may

make the tea – what should the robot do first,

involve taking a photograph of the finished

second, next, then, etc. Act out the instructions

smoothie to add to their page.

that the children have created to the letter to

CAN YOU BUILD IT?

see if they are accurate or whether any extra

steps are needed. Afterwards, give each group

Recipes are a set of step-by-step instructions

they may not be familiar with. Explore giving

it instructions before setting up a fun obstacle

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to create a dish out of a series of ingredients.

a different programmable toy – ideally one

As a follow-up to the ‘Picture perfect’ activity

(see page 33), children could take on a similar challenge to test their ability to give and

receive instructions. Provide one child with a set of instructions to build a small model

course for groups to complete in the quickest time.

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out of construction parts (such as LEGO). The

other child has the pieces, but cannot see the instructions. The first child must give verbal instructions to the second child in order for them to try to build the model (without being able to help or make any hand gestures!). Can any of the pairs of children successfully build the models?

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The art of advertising SESSION SIX CURRICULUM LINKS FIRST AND SECOND CLASSES Content / Objectives

Strand: Myself

• • • • • •

Identify and talk about personal preferences Become more independent and self-reliant Express personal opinions and preferences and acknowledge those of others and comment on them Recognise and reflect on choices that are made every day Discuss the factors that may influence personal decisions or choices Realise that being involved in decision-making demands more personal responsibility

• • • •

Know how to treat people with dignity and respect Distinguish between verbal and non-verbal behaviour Listen, hear and respond to what is being said by others Express and record experiences, opinions, feelings and emotions in a variety of ways

• Self-identity

Strand: Myself and others

• My friends and other people • Relating to others

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Strand: Myself and the wider world

• Engage in group activities in the class and learn how to share, co-operate, listen to, work and play together • Become aware of and learn about the different ways in which information can be communicated • Discuss and explore advertising that is specifically aimed at children

Language

Content / Objectives

• Developing citizenship • Media education

• Use language with confidence to work collaboratively with others • Ask and answer a variety of open and closed questions • Tell and retell stories and personal and procedural narratives of increasing complexity to familiar and unfamiliar audiences • Supply, explain and justify points of information • Describe, predict and reflect on actions, events and processes relating to real and imaginary contexts

Strand: Writing

• Spelling • Vocabulary • Purpose, genre and voice

• Spell a wide range of high frequency words accurately and use spelling strategies for unfamiliar words • Use a more sophisticated range of vocabulary from many sources and explore the aesthetic, creative and imaginative dimensions of language in their writing • Draw and write with a sense of purpose and audience

Drama

Content / Objectives

Strand: Drama to explore feelings, knowledge and ideas

• • • •

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Strand: Oral language

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• Social conventions and awareness of others • Requests and questions • Retelling and elaborating • Information giving, explanation and justification • Description, prediction and reflection

• Exploring and making drama • Co-operating and communicating in making drama

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Use the ability to play at make-believe to enter fully into participation in drama Begin to develop an understanding of the relationship between role and character Experience how context is built and a drama reality created through the use of space and objects Co-operate and communicate with others in helping to shape the drama

Promoting Entrepreneurial Skills in the Classroom

The art of advertising SESSION SIX

Resources Prepared letter (see Explore) TV adverts to view Costumes and props (see Create) Camcorder/digital camera

EXPLORE

To ______________ Class

If possible, look together at some examples of TV adverts targeted at children. Many examples can be found on YouTube or other popular video channels. Search for products such as familiar breakfast cereals, fruit drinks, sweets and yoghurts.

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Prior to the session, prepare another message from the Wizzpop Drinks team, this time encouraging children to think about ways they could promote their drink. For example:

Discuss the adverts together. Consider how some like to tell a story, whereas others might focus on the taste of a product or its healthy ingredients/benefits. Some adverts might have cartoon characters, while others have real actors. Talk about how each advert ends with a jingle or tagline, and shows the product so that people are encouraged to remember it. Out of the selection, which do the children think is the most memorable advert? Encourage them to give reasons why.

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Thank you for all your amazing recipes.

Our factory is hard at work making your fantastic drinks, and we can’t wait for people to try them and discover how tasty they are. But there are lots of other drinks available to buy, so how can we persuade people to buy yours? You’ve created some super labels for your drinks to make them stand out – but what else could we do to make people want to buy your drink?

Signed – the Wizzpop Drinks team

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Allow time for the children to discuss ideas in their groups, before opening up the discussion to the whole class. Explore the different suggestions, which might include posters, leaflets, tasting sessions, adverts (TV and radio), and so on. Consider which method would have the most impact and draw in the most people.

Talk about TV commercials and ask the children if they can describe any that they have seen recently. What was the advert selling? What made the advert memorable? Ask volunteers to share some of their favourite adverts.

Discuss the purpose of an advert – to persuade someone to buy a product.

Explain to the children that they are going to be creating their own TV advert to promote their fruit smoothie. (Note: if children’s earlier discussion highlighted other methods of promotion, these could be pursued as part of an additional session, such as making a poster.)

End the Explore session by creating a tick-list of things to consider when planning an advert. For example: • What? What’s going to happen in the advert?

• Who? What characters are going to appear in the advert?

• Where? Where will the advert take place?

• Why? What is the advert’s key message?

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The art of advertising CREATE In their groups, children can work together to

• Theme/message – what is the main message

plan their adverts. Provide worksheets and/or

of the advert? What do the children want to

large sheets of paper for them to record and

say about their drink? Consider how all the

sketch out their ideas. Visit each group in turn

other elements might help to promote this

to help discuss and prompt ideas. Some areas

message.

Children may need several sessions to plan

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to consider might include: • Location – will the advert be filmed in the classroom or another area of the

their adverts, make props and rehearse their

school setting, such as an outdoor space?

lines. Groups can then perform their adverts,

Consider what effect the weather might

with yourself or another adult as the ‘camera

have on filming. What if it is raining?

operator’, recording the advert on a camcorder/

Explore alternative solutions if necessary,

digital camera. These recording sessions could

such as painting a backdrop or displaying

easily be fitted in during a break time or part of

a background image on an interactive

a lunchtime, over the course of a week.

whiteboard.

• Props/costumes – groups will need to make

Once the adverts are complete, set up a

viewing session where children can watch each

their advert. If they are having ‘cartoon-style’

other’s adverts. You might want to turn this into

characters, then perhaps they will need to

a cinema-style experience, by setting out the

make masks and simple costumes.

chairs in rows, blacking out the windows, and

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or find any props that they will need for

• Script – who is going to say what? Children

should be encouraged to plan their scenes

having popcorn and ice cream for the children to enjoy as they watch the adverts.

and any spoken dialogue. Will everyone in

Afterwards, invite groups to talk about their

will they choose for their actors?

adverts and their design process. Were there

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the team have a speaking part? If not, who

• Music/sound effects – children could bring

any problems or obstacles that they needed

in music from home (on CD, for example) to

to overcome? What solutions did they think

play in the background. There are also many

of? Finally, ask groups if there is anything they

free websites that have sound effects to

would have liked to have improved if they had

download, which children may wish to use.

more time.

Alternatively, they could create their own using instruments.

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Promoting Entrepreneurial Skills in the Classroom

The art of advertising Additional resources Additional adult

EXTEND

Younger or less confident children may need more structure for their advert ideas. Provide starting scenarios for the children to act out and explore, such as: • Someone trying to convince their best friends to try a new drink. The best friends don’t think they will like it – until they give it a taste!

• A superhero who cannot use his or her super powers until they have had their special healthy drink. Then they can save the day!

• An explorer or adventurer who must overcome many dangerous obstacles to reach a special treasure – which turns out to be the healthy drink!

Once children have done their initial planning, they can be challenged to create a more detailed storyboard which they could present to the Wizzpop Drinks company for approval.

This storyboard should feature a sequence of pictures to show the action, dialogue and sound effects/music featured in their advert.

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SUPPORT

Picture

Sounds:

You could then have a member of staff ‘dress up’ as a member of the Wizzpop team to listen to each group as they present their storyboard and talk through their advert idea. The finished storyboards will also serve as a helpful prompt for when groups come to rehearse and film their adverts.

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Children can use improvisation and simple props to help them act out the characters and situations. From this starting point, children can refine their ideas and record them onto paper.

Dialogue

Dialogue

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The art of advertising

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When it comes to location, be sure to discuss with children the areas of the school that will and will not be available.

While it might not be possible for children to rehearse their adverts in their chosen location, final filming/recording of the adverts could be arranged at a convenient time when a group could have access to the location, such as a lunch hall or staffroom.

This worksheet will help support children in structuring their initial advert ideas. Groups are encouraged to consider the action that will take place in their advert, the location(s) it will be set in, and any characters that will be involved. Further space is provided for additional notes.

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LEARNING JOURNAL PAGE 16

Adverts are usually very short – sometimes they might only last 15 to 20 seconds. While there is no time limit on the children’s adverts, try to encourage groups to consider how they might tell their story and get their message across as quickly and efficiently as they can. The longer an advert, the more expensive it costs for the company. So, the Wizzpop Drinks team might not be too happy if they get a five-minute advert!

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Promoting Entrepreneurial Skills in the Classroom

The art of advertising LEARNING JOURNAL PAGE 17

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Encourage children to fill the ‘wonder wall’ with as many words as they can think of that best describe their drink. Children may want to revisit the adjective work from Session Two for ideas and support.

Once children have written their words, invite them to consider which are the most powerful and appealing words.

Which words might persuade someone that they should try the drink? When it comes to planning the adverts, groups can try to include some of these words in their scripts.

This exercise may highlight some interesting ideas for adverts. For example, children may choose words that describe the physical characteristics of their drink, such as its colour. These could be communicated in the advert in fun and interesting ways. For example, perhaps everything in the advert could link to a particular colour, or feature objects/ characters that they associate with a colour.

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The art of advertising

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Provide children with some examples of print adverts that you have collected from magazines (ensuring that these are child appropriate).

Using sticky notes, children can write down any examples of persuasive language that they can spot, and then attach the sticky note next to the text. These examples can then be shared and talked about as a whole class.

Remind groups that the aim of an advert is to persuade someone to buy the product.

Nearly all adverts will use persuasive language, which is designed to capture our attention and win us over. This page highlights some of these techniques, which you can talk through with the children.

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LEARNING JOURNAL PAGE 18

Encourage children to think about ways that they can use persuasive language in their adverts. Perhaps they might want to use questions to draw a listener in (Do you want to be healthy? Do you want to try the coolest drink ever?), provide some facts and numbers (seven out of ten children chose apples as their favourite fruit), and look at ways they can use the ‘power of three’ to really make their message hit home.

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Promoting Entrepreneurial Skills in the Classroom

The art of advertising Every good advert has a catchphrase. Explain that a catchphrase is a repeated sentence that appears in all of a product’s advertising (TV commercials, posters, radio adverts, etc.) and is designed to make us remember it. Then, when we hear the phrase, we immediately think of the product, and vice versa.

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LEARNING JOURNAL PAGE 19

Children may already know some catchphrases. Look at images of popular brands and companies, such as fast-food restaurants, breakfast cereals, supermarkets and sportswear, to see if children can remember any of their well-known associated phrases.

Using page 19 of the Learning Journal, challenge children to match each picture to the catchphrase that best suits the product. Afterwards, invite children to explain their choices and which of the phrases they liked the best.

Children can then create a catchphrase for their own fruit drink, perhaps using the wonder wall adjectives and persuasive language ideas for inspiration. Team members can share ideas and then choose their favourite.

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The art of advertising

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Some groups might find it best to improvise and act out their scenes to explore what their characters would say in the situations that they are put in.

Children can then experiment, adding or taking away lines until they have something they are happy with. This final script can then be the one they record onto their sheets.

Once children have established their characters and setting, and begun to map out their scenes, they can start to consider creating a script for their advert. Explain that a script is a visual reminder of who says what. All actors need a script, so that they can learn their lines and refer to it if they forget them! If a group’s adverts have a lot of scenes and dialogue, then each group member could be assigned a different scene to keep a record of.

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LEARNING JOURNAL PAGE 20

Not all adverts may need to feature talking actors. Perhaps there is ‘voiceover’ instead, which can be delivered off camera, or through the use of props such as signs, arrows, speech bubbles, etc. Even with voiceover narration or other story-telling techniques, groups will still need to keep a record what is being communicated in each scene.

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Promoting Entrepreneurial Skills in the Classroom

Cross-curricular links FRUIT IN MOTION their adverts, children could be challenged

make an interesting teaser advert for their

to create their own musical jingle. They will

product. Create your own example to show

need to begin by focusing on their product’s

the children, by mounting a digital camera

catchphrase. Encourage children to sing it out

on a tripod and having it positioned over a

loud in different ways. Could they add more

table. Spread a sheet of white paper on the

words to make it rhyme or sound better?

table and place a variety of fruit on top of it.

Provide tuned and untuned instruments for

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Children can use stop-motion animation to

Take a photo, then move the fruit slightly,

the children to choose from, should they want

before taking another photo. Repeat until you

to add music to their jingle. Combining words

have created a series of photos. Then, simply

and music is a great way to make a product’s

import the photos (in order) into PowerPoint,

catchphrase memorable! Children can then

placing each photo on a separate slide. Finally,

rehearse and incorporate their ideas into their

to create the animation effect, select each

final advert.

slide and click on the ‘Transitions’ tab at the top of the screen. On the far right of that

menu under the ‘Advance Slide’ options, you

can set a time in the ‘After’ box. (One second is recommended.) Now when you run the

Provide pairs or small groups of children with a magazine or poster advert for a product.

Use tape or paper to cover any taglines for the

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slideshow, it will run through the sequence

WHAT’S THE BIG IDEA?

of photos with one-second transitions. Your

fruit will now be moving as if by magic! Groups can plan out their own stop-motion videos using their fruit ingredients. Perhaps their

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fruit will move to spell out the name of their

drink or create a logo/picture. Offer assistance with using PowerPoint (or other presentation software) to help children import and animate their photographs.

JINGLE ALL THE WAY

product, so that the children are left with the image and perhaps the name of the product.

Then challenge children to think of a powerful catchphrase or tagline that they think would sell their product. They can write this down on a sheet of paper. Invite children to swap their adverts and repeat the exercise, and so on. At the end of the session, have groups share their catchphrases. Ask children to vote on their favourites for each advert. Which catchphrase was most popular, and why?

Adverts often have a musical jingle, which accompanies the advert and/or the delivery of the main phrase or slogan. Jingles are usually short and are designed to be memorable. For

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It’s show time!

SESSION SEVEN CURRICULUM LINKS FIRST AND SECOND CLASSES Content / Objectives

Strand: Myself

• • • • • • •

Develop an appreciation of and talk about personal strengths, abilities and characteristics Recognise and appreciate the similarities and differences between people Identify and talk about personal preferences Become more independent and self-reliant Express personal opinions and preferences and acknowledge those of others and comment on them Discuss the factors that may influence personal decisions or choices Realise that being involved in decision-making demands more personal responsibility

• • • •

Know how to treat people with dignity and respect Distinguish between verbal and non-verbal behaviour Listen, hear and respond to what is being said by others Express and record experiences, opinions, feelings and emotions in a variety of ways

• Self-identity

Strand: Myself and others

• My friends and other people • Relating to others

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Strand: Myself and the wider world

• Engage in group activities in the class and learn how to share, co-operate, listen to, work and play together • Become aware of and learn about the different ways in which information can be communicated

Language

Content / Objectives

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• Developing citizenship • Media education

Strand: Oral language

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• Social conventions and awareness of others • Requests and questions • Retelling and elaborating • Information giving, explanation and justification • Description, prediction and reflection

• Use social conventions of language appropriately in order to initiate, sustain and engage readily in conversations on personal and curriculum-based topics and use a language style and tone suited to the audience • Use language with confidence to work collaboratively with others and share the outcomes with familiar and unfamiliar audiences • Ask and answer a variety of open and closed questions • Tell and retell stories and personal and procedural narratives of increasing complexity to familiar and unfamiliar audiences • Supply, explain and justify points of information • Describe, predict and reflect on actions, events and processes relating to real and imaginary contexts

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Promoting Entrepreneurial Skills in the Classroom

It’s show time!

SESSION SEVEN

Resources Prepared letter (see Explore) All work produced throughout project Smoothies prepared in advance Another class to present to Score sheets for judges

EXPLORE

To ______________ Class

Group members will be responsible for giving a short presentation to sell their idea to the other class. The presentation is their opportunity to talk about how they came up with the name of their drink, why they chose the ingredients that they did, and how they approached and designed their drink labels. Then – finally – they will get to play their adverts.

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Prepare a final letter from the Wizzpop Drinks team, congratulating the children on all that they have achieved and setting the final challenge – taking their drink to market to see how popular it is with the public. For example:

If you wish, you could explain that, in the real world, drink companies often have to meet with shop and supermarket owners to convince them to sell their drink. So, they would have to do a presentation too, to make their drink sound like the best drink ever! The children are doing something very similar, but instead of convincing a shop owner, they need to convince a class of children that their fruit smoothie is the best of the bunch.

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Congratulations on all your hard work.

We are very impressed with your drink ideas and the adverts that you have created. Now that everything is ready, there is one last thing to do – and that’s to put your drinks to the test, to see what other children think of your ideas. Which drink will be the most popular? It’s time to find out!

Good luck!

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Signed – the Wizzpop Drinks team

After sharing the letter, explain to the children that they are going to be presenting their drinks and the work that they have produced to members of another class, who will then be scoring each group based on four different elements of their campaign: • Name of the drink • Label design • Taste of the drink • Advert

End the session by working with the children to recap and revisit all the work that they have produced over the course of this project – from labels and recipes, to advert storyboards and logo designs. You may wish to display each group’s work on a separate table, arranged in sequence, so that children can easily view the work and trace their learning journey. There is a lot for children to show and talk about in their presentations, so groups might want to start by highlighting the key moments for themselves.

This can be done using sticky notes or coloured stars that they can place next to key pieces of work. From this, children can start to picture a structure for their presentation.

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It’s show time!

CREATE When planning their presentations, the following question prompts will provide a good template for groups to follow: Ingredients • What ingredients did you choose for your drink?

Name of the drink

• What name did you choose for your drink?

• Why did you choose that name?

Drink label

• How did you create your drink label?

• What does your drink label tell us about the drink?

Advert

Each group will need its own table, where they can lay out some of their work and have tasting samples of their drink. Ideally, you and/or other adults could make the drinks the day before, then place them in a refrigerator overnight. This will save time on the day. Have some plastic cups that can be filled with a small amount of each drink for the class judges to try.

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• Why did you choose those ingredients?

the judges. They will need scoring sheets so that they can score the different elements for each drink (name, label, taste and advert) out of five stars.

• What ideas did you have for your advert?

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• What do you like most about your advert?

Start by introducing the topic, then invite each group in turn to perform their presentations, playing the appropriate advert at the end of each one. Then the class judges can freely move between the tables, to taste drinks and score them. The sheets can then be handed in to you at the end of the session.

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Groups may want to consider having a different team member responsible for each part of their presentation (e.g. one member talks about the ingredients, another talks about the naming of the drink, and so on). Alternatively, groups may prefer to nominate one or two confident speakers, while the other team members hold up props.

Allow time for children to rehearse their talks.

You may want to invite each group to present to the other members of their own class, to have an opportunity to try out their talk and receive feedback for possible improvement.

Set up a time and location for your ‘smoothie reveal’, ideally choosing somewhere with an interactive whiteboard so that the adverts can be screened. Invite another class along to be

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You may also wish to add a ‘talk to camera’ opportunity, where the judging class can give their impressions verbally about what they liked and didn’t like, either individually, in pairs or in small groups. A teacher or other member of the school community could be responsible for filming these pieces and providing question prompts. This footage can then be viewed by the children as another piece of valuable feedback.

Hold a follow-up session to review the results.

Reveal the overall winner of the most popular drink. Be sure to praise each group and offer prizes based on the individual score results as well as your own observations of achievement over the course of the project.

Promoting Entrepreneurial Skills in the Classroom

It’s show time!

EXTEND

Create a visual learning journey with children by having their work on display and/or laid out on tables, with arrows linking them. Indicate a clear sequence of learning, starting with their choice of ingredients, then their name ideas, the label designs, the recipes, and finally their advert ideas. Children could be given sticky notes or speech bubbles that they can write in and attach to each area of their group’s learning journey, to highlight things they might want to say.

Presentations can be as imaginative as the children like. After all, this is their chance to make an impact and convince everyone in the room that their drink is the best drink ever made. To achieve that, confident children may want to dress up in costumes or make special props (some of these may already have been made for the adverts).

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SUPPORT

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Younger or less confident children will need adult support when giving their final presentations. Help guide them through it with question prompts (like those suggested in the Explore session) to encourage the children to talk about their learning and show their work.

You can take over when necessary to highlight particular areas or praise the achievements and contributions of individual team members.

Some groups might want to include music or create their own song/jingle that features their drink’s name and its tagline. Others may want to act out a scene or create a presentation that is interactive with the audience. For example, a drink might have a magic theme so why not start the presentation with a magic trick? The most fun and memorable presentations are likely to leave a lasting impression with the class judges and could score them extra marks.

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It’s show time!

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Each team member could work on their own version of the sheet, then share their recordings with a partner or the rest of the group afterwards.

Children will inevitably remember different moments, so sharing their learning in this way will be a valuable opportunity for team members to listen and take on board each other’s experiences, and then work together to bring all the facts and ideas together into one presentation.

Children may find the prompt sheet helpful when it comes to re-exploring their learning journey. By answering the questions, they will be recording the most essential information for their talk, which can then be worked on and embellished.

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LEARNING JOURNAL PAGE 21

An enlarged version of this sheet could be provided for groups to combine all of their contributions in one place. This can become the ‘master copy’ that they refer to when structuring and practising their presentations.

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Promoting Entrepreneurial Skills in the Classroom

It’s show time!

The final part of this project is for another class to vote on each group’s work, giving a score for four categories: the name of the drink, the design of the label, the taste of the drink, and the final advert. These votes/ scores should be anonymous. Provide copies of page 22 of the Learning Journal for each of the groups, so that they can be responsible for recording the scores that were given for their own drink.

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LEARNING JOURNAL PAGE 22

Children can write numbers or use tally marks to keep a record of the stars from each score sheet. Once they have gone through all the scores, children can write the total in the right-hand box for each category, then add them up to arrive at their overall score. Group members can be encouraged to compare their results to check that no mistakes have been made – or a recount might be in order!

The totals can be used when giving out prizes and/or certificates to reward the children’s achievements.

For example, you might have an award for the overall winner, and then awards for the best team in each category (best name, best label, etc.). You can also create other awards to ensure that every team is receiving something special, and that awards are not all weighted towards one team.

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It’s show time!

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Encourage children to think back over the course of the project and record their favourite learning moments.

Perhaps they learned a new skill or a new fact that they didn’t know before. Maybe something didn’t go quite to plan, but they learned what they did wrong and found a way of solving the problem.

This page could be completed by children as a homework task prior to planning their presentations, as their responses might be relevant to what they want to talk about.

Alternatively, children could complete this as part of their end-of-project self-evaluation and reflection.

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LEARNING JOURNAL PAGE 23

For children who may need support with this, spend time discussing the work that they have produced. If you have taken photographs and recorded moments of the project for your own assessment purposes, you might want to share some of these to help a child reflect on those moments and draw out their own responses to the learning that took place.

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Promoting Entrepreneurial Skills in the Classroom

It’s show time!

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If children have completed the ‘My learning journey’ worksheet, they may want to refer to that for support when completing the sentences. You may also want to spend time re-exploring each of those key skills and why they are important to improving us as both individuals and members of a team.

The self-evaluation sheet can be completed at the end of the project.

Children are invited to record what they liked and didn’t like about the project.

They are also given the opportunity to complete a number of sentences that will reflect their own understanding of their role as learners.

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LEARNING JOURNAL PAGE 24

Children are invited to rate their overall performance out of five stars. If possible, allow for some follow-up time with each child to talk through their responses and their rating.

Be encouraging of those who may have scored themselves low and use your talk as an opportunity to explore the reasons for this. Focus on the positives of what they brought to their team and the project as a whole, as well as considering those things they might work on and improve moving forward.

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Alternative project ideas While the learning sessions in this book have been planned around a fruit smoothie project, they could easily be adapted to focus on a different theme. For example:

TOY DESIGNERS

FASHION MOGULS

• The pitch: children have been contacted by

• The pitch: teams are tasked with designing

a toy company to develop a brand-new toy

and producing a new T-shirt for a top

or game for a specific age range (e.g. babies,

fashion company.

toddlers, seven- to nine-year-olds, etc.).

of designs and logos that feature on T-shirts

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• Activities: in their teams, children can find

• Activities: groups will investigate the types

out more about the toys that are popular

for their age range and survey children

in the chosen age range. Based on their

in the school for their likes and dislikes.

research, children can then design and

Based on this information, the children can

make a prototype, create packaging for

then sketch out ideas and develop their

their toy, and finally develop a marketing

designs. Blank white T-shirts can then be

campaign to promote their toy.

provided, as well as fabric paints and collage

• Cross-curricular links: teams can investigate

materials, for children to create a prototype

and compare the toys we have today with

T-shirt. Children could also be introduced

those that their parents and grandparents

to basic printing techniques as well as tie-

played with. There is also opportunity

dying.

to look at the popularity of modern-

• Cross-curricular links: look at and compare children’s clothing throughout history and

discussion of the impact of screen-based

discuss the similarities and differences.

entertainment such as tablet devices

Consider fashion that is linked to films and

and mobile phones. Children could be

other popular entertainment trends (such as

introduced to a simple programming

books or games). Could the children’s T-shirt

language such as Scratch (https://scratch.

designs be influenced by a film/book/game?

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day interactive toys and games, with

mit.edu) and challenged to create their own

Study examples of different art movements/

virtual pets or animations.

techniques (such as pointillism, optic art,

• End point: the project can lead up to

cubism, Andy Warhol prints, etc.). Children

children setting up their own ‘toy fair’ to

can create their own works in each style,

exhibit their toys for other members of the

perhaps taking ideas and elements from

school community.

their learning to use on their T-shirt designs.

• End point: the completed T-shirts can be showcased on the ‘catwalk’ as part of a special fashion show. Groups can also present their learning over the course of the project, and discuss how they arrived at their final T-shirt designs.

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Promoting Entrepreneurial Skills in the Classroom

Alternative project ideas RESTAURANT TYCOONS • The pitch: children have been tasked with

CHOCOLATE MAKERS • The pitch: children have been approached

opening a brand-new restaurant in their

by a major chocolate producer to create a

local area. What will be its theme, and what

new chocolate bar.

food will it sell on its menu?

• Activities: take the children on a field trip or

• Activities: investigate the types of chocolate that children like to eat. Discuss why these brands/flavours are popular. Children

to investigate the types of restaurants in

can explore possible ingredients for their

your local area. What types of food do the

chocolate bar (e.g. raisins, honeycomb,

children enjoy eating the most? Children can

coconut, fudge, etc.) and then make

design their own menus and logo, create

their own chocolate bar. Teams are also

an example dish (with adult supervision),

responsible for developing a name for their

and explore how they might market their

bar, designing packaging and creating a

restaurant (through leaflets, posters,

promotional campaign.

adverts, etc.).

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use the street-view tools on Google Earth

• Cross-curricular links: read Charlie and

• Cross-curricular links: explore where our

the Chocolate Factory by Roald Dahl

and explore the adjectives and names

with a visit to a local farm. Discuss how food

associated with the different chocolate bars.

arrives on our supermarket shelves and

Investigate the origins of chocolate and

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food comes from, perhaps linking this study

count the ‘food miles’ of certain products.

how the Aztecs used cocoa seeds to make

Investigate foods that have been popular

drinks – and also adopted them as a form of

at different times throughout history

currency! The chocolate theme can also be

(such as Ancient Egypt, the Aztecs, when

linked to healthy eating and the importance

grandparents were children, etc.). What

of looking after our teeth.

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foods are popular around the world? Create

• End point: children could transform the

a tasting session where children can make

classroom into their own ‘Chocolate factory’,

their own ‘passports’ then visit different

and invite other members of the school

areas of the classroom to try food and

community to visit (perhaps they’ll need a

learn more about different cultures and

golden ticket to be admitted!). Teams can

traditions.

offer samples of their chocolate and visitors

• End point: invite children’s family and

can vote on their favourite.

friends to a special banquet, where they have the opportunity to taste the children’s foods and view the work that they have produced over the course of the project.

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Chocolate brownie recipe SEE SESSION

FIVE

Equipment: Ingredients: 200g butter (unsalted)

Mixing bowl x 2

160g cocoa powder

Hand mixer/whisk

400g brown sugar

Weighing scales

1 teaspoon vanilla extract

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Baking tin (approx. 20cm by 18cm)

Spoon 125g plain flour Greaseproof paper

3 eggs

Cutting board

80g chocolate chips

Knife Sieve Measuring spoon Serves 15

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Instructions:

1. Sift the flour and cocoa powder together in a bowl .

2. Cream the butter and the sugar together in a second bowl using a hand mixer.

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3. Add the eggs and the vanilla extract. Mix together.

4. Add the flour and cocoa powder. Mix together.

5. Add the chocolate chips and stir.

6. Lay greaseproof paper in the bottom of a tin.

7. Spoon in the mixture and smooth flat.

8. Place in the centre of an oven and bake for 25 mins at 180°C/Gas 4.

9. Remove and allow to cool .

10. Cut into slices and serve.

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Promoting Entrepreneurial Skills in the Classroom

Chocolate brownie recipe SEE SESSION

FIVE

Equipment: Ingredients: • Baking tin 200g butter 160g cocoa powder

• Hand mixer/whisk

400g brown sugar

• Weighing scales

1 teaspoon vanilla extract

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• Mixing bowl x 2

• Spoon 125g flour • Cutting board

3 eggs

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• Sieve Chocolate chips

Serves 15

Instructions:

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1. Mix the flour and cocoa powder.

2. Mix the butter and the sugar in a second bowl .

3. Add the eggs and vanilla extract.

4. Add the flour and cocoa powder.

5. Add the chocolate chips.

6. Put the mixture in the tin.

7. Place in an oven and bake for 25 mins.

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Also available in this series

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978-1-913137-11-3

978-1-913137-12-0