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Lesson plan · Entrepreneurship · Lesson 3

Creating a Product

Start small: build the simplest version that solves the problem.

  • 45 minutes
  • Grades 9–12
  • Beginner
  • Activity: small groups
Present slidesWorksheet + keyStudent lesson

Objectives

Students will be able to:

  • Define a minimum viable product (MVP)
  • Describe the build-measure-learn loop
  • Explain why paying customers are stronger proof than compliments

Materials

  • Slide deck and a projector
  • Worksheet (one per student)
  • Exit ticket slips (bottom of the worksheet)

Key vocabulary

Minimum viable product (MVP)
The simplest version of your product that actually solves the problem for real customers — so you can learn whether it works before investing a lot.

45-minute agenda

  1. 0–5 min

    Warm-up

    Post: “What's the simplest possible version of a food delivery business you could run this weekend?”

    Teacher note: Something like: a sign-up sheet, one restaurant, and a bike. Simple beats polished at the start.

  2. 5–15 min

    Direct instruction

    Present the lesson slides. Make sure students leave with these points:

    • MVP = the simplest version that solves the problem.
    • Build → test → measure → learn → repeat.
    • Money is proof; compliments aren't.
    • Small doesn't mean skipping safety or rules.

    Use the “See it” slide (The build-measure-learn loop) to make the idea visual.

  3. 15–20 min

    Worked example

    Walk through “Marcus's first five pairs” on the slides. Pause before the result and ask students to predict it.

  4. 20–32 min

    Paper MVP

    Format: small groups · 12 minutes

    1. Groups take a problem from an earlier lesson and sketch the simplest product that solves it — on paper, in ten minutes.
    2. Groups write one measurable test: what will they count, and what number means success? (e.g., “5 pre-orders from 30 students”).
    3. Groups name the one thing they'll learn if the test fails.

    What to look for: Strong MVPs can be built in days, not months, and have a test with a specific number.

  5. 32–37 min

    Check for understanding

    Use the question slides — or run them as a Four Corners game. Answers:

    1. What's the main purpose of an MVP? — B. To learn from real customers quickly and cheaply
    2. Which is the stronger signal? — B. The two paying customers
    3. An app idea can sometimes be tested without writing any code. — True
  6. 37–42 min

    Discussion

    • What's the smallest possible version of a business idea you have?
    • Why do founders often wait too long to show their product to customers?
  7. 42–45 min

    Exit ticket

    Prompt: Why is money stronger proof than compliments?

    Answer: Anyone can say they like something. Paying shows they value it enough to give something up.

Differentiation

Common misconception

“I need a perfect product before I launch.” Starting small lets you learn what customers actually want.

Support

Give groups a one-page MVP template: problem, simplest solution, test, success number.

Extension

Run your MVP test with at least ten people outside class and report the result.

Homework or make-up work

Students can complete the full interactive lesson — including its knowledge check — at learnwithflc.org/courses/entrepreneurship/creating-a-product. No account needed; progress saves on their device.