Economics · Grade 9

Active learning ideas

The Role of the Entrepreneur

Active learning works for this topic because entrepreneurship requires students to experience decision-making under uncertainty, which lectures alone cannot replicate. When students role-play in simulations or analyze real innovators, they see how theory applies to real-world problem-solving and risk assessment.

• Ontario Curriculum Expectations
• CEE.Std4.1

• 25–90 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 90 min · Small Groups

Simulation Game: The 'Dragon's Den' Pitch

Students work in teams to identify a problem in their school or community and design a product or service to solve it. They then pitch their idea to a panel of 'Dragons' (peers or guest teachers), explaining their target market, costs, and unique value proposition.

Analyze the key characteristics that define a successful entrepreneur.

Facilitation Tip

During the Dragon's Den Pitch, circulate with a checklist to note which students demonstrate resilience by revising their pitches after peer feedback.

What to look for

Present students with short profiles of three individuals: one employee, one investor, and one entrepreneur. Ask them to identify the entrepreneur and justify their choice by listing at least two characteristics discussed in class.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Gallery Walk
• 45 min · Individual

Gallery Walk: Canadian Innovators

Students research a diverse range of Canadian entrepreneurs, from the founders of Shopify to local Indigenous business leaders. They create 'profile posters' highlighting the risks the entrepreneur took and the innovation they brought to the market, then review each other's work.

Explain how entrepreneurial innovation disrupts existing market structures.

Facilitation Tip

For the Gallery Walk, assign small groups to focus on one innovator's resilience and creativity before they rotate, ensuring all students engage deeply with the content.

What to look for

Facilitate a class discussion using the prompt: 'Imagine a new technology emerges that could significantly reduce waste in the Canadian recycling industry. What are the potential risks and rewards for an entrepreneur who decides to build a business around this technology?'

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: The Ethics of Innovation

Students are given a scenario about a new technology (like AI or a new delivery drone) that could put people out of work but make life easier for consumers. They discuss the trade-offs and whether the 'disruption' is worth the economic gain.

Justify the importance of risk-taking in fostering economic development.

Facilitation Tip

In the Think-Pair-Share on ethics, provide sentence starters to scaffold discussions for students who need structure, such as 'One potential risk is...' and 'A benefit might be...'.

What to look for

On an exit ticket, ask students to write one sentence explaining how an entrepreneur's innovation can change a market. Then, have them list one Canadian company that exemplifies this disruption.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by balancing storytelling with structured analysis, using real-world examples to make abstract concepts tangible. They avoid framing entrepreneurship as purely luck-based, instead emphasizing preparation and adaptability. Research suggests that when students connect with local or student-led examples, they better grasp the practical steps of starting a venture.

Successful learning looks like students demonstrating an understanding of calculated risk-taking, recognizing the value of creativity in problem-solving, and articulating how entrepreneurs contribute to economic growth. They should be able to justify their ideas with evidence from activities and discussions.

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Watch Out for These Misconceptions

• During the Dragon's Den Pitch, watch for students who describe their business idea as a 'gamble' without mentioning planning or research.

  Redirect students back to the 'insurance' or 'market research' requirements of the activity, asking them to specify how they minimized risk in their pitch.

• During the Gallery Walk, listen for students who assume all successful entrepreneurs started with large sums of money.

  Point students to the case studies of student-run businesses or bootstrapped startups in the Gallery Walk materials and ask them to identify how creativity replaced initial capital.

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Methods used in this brief

• Simulation Game
• Gallery Walk
• Think-Pair-Share