Having a Business Idea
Where business ideas come from; spotting everyday problems and thinking of solutions; the difference between inventing something new and improving something that exists
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Teaching Table
Set out your lesson
Turn a small everyday problem into a testable product or service idea.
Ask the learner to explain one prerequisite idea before starting. If uncertain, revisit it; graph order is not learner readiness.
Check readiness rather than assuming source graph order establishes attainment.
Use the three fictional problem cards. No selling, spending or personal customer data.
Use the supplied stage cards on screen or scrap paper; adult key stays separate.
Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.
What this lesson covers and its limits
These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.
- partial: Where business ideas come from; spotting everyday problems and thinking of solutions; the difference between inventing something new and improving something that exists
Bounded objective: Turn a small everyday problem into a testable product or service idea. Real entrepreneur origin story not supplied or verified; that evidence clause is blocked. Fictional design practice covers only problem/solution and innovation distinction.
- partial: Identify a simple everyday problem and suggest a product or service that could solve it
Watering uncertainty prompts a product/service and user question; usefulness not tested.
- partial: Explain the difference between an invention (something new) and an innovation (making something better)
Bookmark improvement versus new invention explained; novelty research not performed.
- blocked: Describe where one real entrepreneur got their business idea from
No verified real entrepreneur origin account supplied.
- partial: If you asked {{name}} to think of a problem at school or home that they could solve by making or selling something, could they come up with an idea?
Try offers new-scenario-application for the bounded objective; it does not establish every part of the source assessment. Real entrepreneur origin story not supplied or verified; that evidence clause is blocked. Fictional design practice covers only problem/solution and innovation distinction.
Real entrepreneur origin story not supplied or verified; that evidence clause is blocked. Fictional design practice covers only problem/solution and innovation distinction.
Compare teaching approaches
Teaching approaches
Gakuva’s recommended starting approach is selected. You can still compare every option.
1 approach
Turn a small everyday problem into a testable product or service idea.
Turn a small everyday problem into a testable product or service idea.
Family records and proof options
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Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
External links for extra practice. They do not replace Gakuva’s teaching approach.
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The teaching approach appears above.
Check understanding
- Identify a simple everyday problem and suggest a product or service that could solve it
- Explain the difference between an invention (something new) and an innovation (making something better)
- Describe where one real entrepreneur got their business idea from
“If you asked your child to think of a problem at school or home that they could solve by making or selling something, could they come up with an idea?”
Curriculum record
- Type
- Conceptual
- Subject
- Life Skills
- Domain
- Entrepreneurship
- Age range
- Ages 7–9