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12th Grade  Project 1 week

Emprende y Crea Tu Propia Empresa

Adolfo H
Updated
2.I
9.B
4.B
9.A
4.G
+ 5 more
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Purpose

Students investigate what it takes to become an entrepreneur by comparing the risks and rewards of self-employment and building a realistic startup idea. They apply personal finance concepts to choose a business structure, estimate costs, consider taxes and liabilities, and explain how internal and external factors affect success. Through teamwork, peer feedback, and reflection, they strengthen communication, collaboration, and decision-making while creating and revising a one-page pitch and short video. The experience prepares them to explain why entrepreneurs matter to the economy and how informed business choices shape future opportunities.

Learning goals

Students will analyze the riesgos y recompensas de trabajar por cuenta propia by examining how ganancias, gastos e impuesto sobre el trabajo por cuenta propia afectan una idea de negocio. They will identify and use key vocabulary and concepts, including empresario, empresa unipersonal, sociedad mercantil, patente, factores internos y externos, costos, responsabilidades y tipos de estructura empresarial. Students will create, critique, and revise a preliminary business pitch and visual startup plan that explains the components of a pitch, a task timeline, basic financial information, and ways to improve business performance. They will strengthen communication, collaboration, and self-directed learning through peer feedback, reflection logs, a team presentation, and an individual oral or video reflection.

Standards
  • [Texas] 2.I - analyze the risks and rewards of business ownership by interviewing an entrepreneur in a chosen field of interest; and
  • [Texas] 9.B - create a pitch for a preliminary business concept
  • [Texas] 4.B - devise a timeline of tasks that must be completed, including the associated costs
  • [Texas] 9.A - identify and explain the components of a pitch
  • [Texas] 4.G - create and analyze financial statements to identify ways to improve business performance in a business model of choice; and
Competencies
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.

Products

En equipos, los estudiantes crearán una presentación breve de startup con un visual simple que muestre la estructura del negocio, factores internos y externos, costos, impuestos sobre el trabajo por cuenta propia, responsabilidades y posibles mejoras. De manera individual, cada estudiante elaborará un one-pager de su empresa y grabará un video de 60 segundos explicando su idea, los riesgos y recompensas de trabajar por cuenta propia y cómo fortalecería su plan. Durante el proyecto, producirán notas de retroalimentación para la galería de revisión, ensayos orales en parejas y un diario de aprendizaje corto en los días 2 y 4 con una idea nueva, una revisión y un próximo paso. Como cierre, compartirán su producto visual en el Founders’ Reflection Circle y completarán una reflexión oral individual grabada o en pequeño grupo sobre lo aprendido acerca del empresario, los tipos de empresa y las decisiones que tomaron.

Launch

Comienza con la simulación “Jefes por un Día”: cada equipo recibe un perfil de emprendedor, un presupuesto inicial, costos, impuestos sobre el trabajo por cuenta propia y un obstáculo inesperado para decidir qué tipo de empresa conviene abrir. Luego hacen una decisión rápida entre empresa unipersonal o sociedad mercantil y justifican su elección con vocabulario clave como empresario, patente, riesgos y recompensas. Cierra con un breve intercambio tipo “galería relámpago” donde comparan decisiones, anotan una fortaleza y una pregunta, y conectan la experiencia con las preguntas esenciales sobre los riesgos y recompensas de trabajar por cuenta propia. Esta entrada prepara el pitch, la presentación del equipo y la reflexión final desde el primer día.

Exhibition

Close the project with a Founders’ Reflection Circle where students display their one-page startup pitch and simple business visual around the room for classmates, the teacher, and social studies staff. Each student shares a 60-second video or live explanation of their company choice, business structure, risks and rewards of self-employment, and one revision they made after feedback. Invite visitors to leave brief sticky-note comments using entrepreneurship vocabulary such as empresario, empresa unipersonal, sociedad mercantil, patente, and impuesto sobre el trabajo por cuenta propia. End with small-group oral reflections so students can name the trade-offs they made and what they learned about building a business.