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Created byLauren Smith
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Shark Tank Solutions: A Data-Driven Business Pitch

Grade 7English30 days
In this interdisciplinary project, 7th-grade students act as entrepreneurs to develop a data-driven business pitch for a panel of "Shark" investors. Students identify real-world problems and use cause-and-effect reasoning, market research, and mathematical modeling—including the analysis of independent and dependent variables—to prove their solution's viability. The experience culminates in a persuasive multi-modal presentation where students must justify their business logic and refine their ideas through collaborative peer feedback.
EntrepreneurshipData LiteracyPersuasive ArgumentationQuantitative ReasoningStrategic Problem-SolvingPublic Speaking
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as innovative entrepreneurs, use data-driven logic and evidence-based storytelling to convince a panel of investors that our business solution is a risk worth taking?

Essential Questions

Supporting questions that break down major concepts.
  • How can we use data and logic to prove that our business solution actually works?
  • What makes a piece of evidence 'reliable' when trying to convince an investor to take a risk?
  • How does the relationship between different variables (like price, demand, or time) determine if a business succeeds or fails?
  • How can we clearly communicate the 'why' behind our problem-solving strategies so that others trust our process?
  • How do we use critical feedback and the ideas of others to transform a 'good' idea into a 'great' one?
  • In what ways can interpreting charts and tables help us predict the future success of our product?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Construct persuasive arguments by selecting and justifying evidence to support a business solution's market viability for a specific audience.
  • Explain mathematical relationships between business variables (such as price, demand, and profit) by interpreting data from charts and tables.
  • Analyze cause-and-effect relationships within a business model to predict success or failure based on changing market conditions.
  • Engage in collaborative discussions to interpret peer feedback and refine business pitches through iterative communication and critical thinking.
  • Deliver a coherent multi-modal business pitch that uses precise technical language to communicate problem-solving strategies and strategic choices.

WIDA ELD Standards (2020 Edition)

ELD-LA.6-8.Argue
Primary
English language learners communicate information, ideas and concepts necessary for academic success in the area of Language Arts: Construct language arts arguments by developing claims with evidence and using language to connect claims/evidence.Reason: The core of the Shark Tank pitch is a persuasive argument where students must develop a claim about their business and support it with specific evidence for their 'investors.'
ELD-MA.6-8.Explain
Primary
English language learners communicate information, ideas and concepts necessary for academic success in the area of Mathematics: Construct mathematical explanations by describing relationships, using data/visuals, and justifying steps.Reason: Students are required to identify independent and dependent variables and interpret charts or tables to explain the logic behind their business's financial data.
ELD-SS.6-8.Argue
Secondary
English language learners communicate information, ideas and concepts necessary for academic success in the area of Social Studies: Construct social studies arguments by analyzing evidence and identifying causes and effects.Reason: Students must use cause-and-effect reasoning to explain how business decisions impact the market and use data-driven evidence to support their economic logic.
ELD-LA.6-8.Inform.Interpret
Supporting
English language learners communicate information, ideas and concepts necessary for academic success in the area of Language Arts: Interpret language arts informational texts by identifying and summarizing main ideas and details.Reason: Students need to interpret research and existing market data to identify valid and reliable evidence for their claims.
ELD-SI.4-12.Inform
Supporting
English language learners communicate for Social and Instructional purposes within the school setting: Use language to inform, collaborate, and share solutions.Reason: This standard covers the collaborative aspect of the project, including sharing solutions, explaining steps, and using feedback to improve thinking.

Entry Events

Events that will be used to introduce the project to students

The Business Autopsy: Investigating the $1M Failure

Students enter to find a 'crime scene' of a failed business: a desk covered in misleading charts, 'scam' products, and letters from angry investors. Working in 'audit teams,' they must identify the specific math errors and logical fallacies (independent vs. dependent variables) that led to the company’s bankruptcy.

The Influencer Debunk: Hype vs. Reality

A 'local influencer' (guest or recorded video) pitches a product that sounds amazing but uses 'fake news' data and unreliable evidence. Students are challenged to use their laptops to verify the claims, evaluate the influencer's problem-solving, and provide a written 'Burn Report' detailing exactly why the pitch is invalid.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

The Pain Point Prospector

In this introductory activity, students identify a real-world problem (the 'pain point') and analyze the cause-and-effect relationship between the problem and its impact on consumers. They will then propose a business solution and justify why this specific strategy is the most effective way to address the issue.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Observe your daily life, school, or community to identify three specific problems or frustrations.
2. Select one problem and create a 'Cause and Effect' map showing why the problem exists and what the negative consequences are for people.
3. Brainstorm a product or service that solves this problem and write a 'Strategy Statement' explaining why your specific idea is better than existing solutions.

Final Product

What students will submit as the final product of the activityA 'Problem-Solution Blueprint' document featuring a cause-and-effect flow chart and a 1-paragraph justification of the chosen business strategy.

Alignment

How this activity aligns with the learning objectives & standardsAligns with: 'I can explain cause and effect writing or verbally' and 'I can explain why I chose to solve a problem using a certain strategy.' (ELD-LA.6-8.Argue; ELD-SS.6-8.Argue)
Activity 2

The Reliability Radar

Students transform into researchers to find 'hard proof' that their business idea is viable. They must find data, statistics, or expert testimonials that prove there is a market for their product, while filtering out unreliable or biased information.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Conduct online research to find statistics or facts about the number of people affected by your chosen problem.
2. Evaluate each source using a reliability checklist (checking for bias, date, and author expertise).
3. Write a 'Claim-Evidence-Reasoning' (CER) paragraph linking your market research to your business idea's potential success.

Final Product

What students will submit as the final product of the activityAn 'Evidence Portfolio' containing at least three cited sources, each with a brief annotation explaining why the source is reliable and how it supports their claim.

Alignment

How this activity aligns with the learning objectives & standardsAligns with: 'I can identify valid and reliable evidence that supports a claim' and 'I can use data to solve problems.' (ELD-LA.6-8.Inform.Interpret)
Activity 3

The Variable Venture Lab

Students dive into the 'math of business.' They will define their independent variable (e.g., the price they charge) and their dependent variable (e.g., how many units they might sell or their total profit). They will create a visual representation of this relationship to show investors their financial logic.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Define your Independent Variable (what you control, like Price) and your Dependent Variable (what changes as a result, like Number of Customers).
2. Create a table showing at least five different scenarios (e.g., 'If I charge $10, I sell 50 units; If I charge $20, I sell 20 units').
3. Draw a graph based on your table and write a hypothesis: 'If we [increase/decrease] the [independent variable], then the [dependent variable] will [increase/decrease] because...'

Final Product

What students will submit as the final product of the activityA 'Financial Forecast Table' and a corresponding line graph that predicts profit or demand based on varying price points.

Alignment

How this activity aligns with the learning objectives & standardsAligns with: 'I can identify independent and dependent variables,' 'I can interpret charts or tables,' and 'I can predict (hypothesize) the relationship between variables.' (ELD-MA.6-8.Explain)
Activity 4

The Logic & Language Scriptwriter

Students draft the actual script for their Shark Tank pitch. The focus is on clarity and the precise use of language to explain their business logic and the mathematical operations used to calculate their startup costs or profit margins.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Outline your pitch using a 4-part structure: The Hook, The Problem/Solution, The Data/Math, and The Ask.
2. Identify and underline 'math operation' signal words in your script (e.g., 'sum,' 'per,' 'difference,' 'product,' 'distributed').
3. Write a 'Process Explanation' section where you detail the exact steps you took to calculate your 'Ask' (how much money you want from investors and why).

Final Product

What students will submit as the final product of the activityA 'Pitch Script' draft that highlights technical math terms and provides a step-by-step breakdown of their business's financial logic.

Alignment

How this activity aligns with the learning objectives & standardsAligns with: 'I can identify key terms that tell me what math operation to use' and 'I can explain the steps I used to solve a problem.' (ELD-MA.6-8.Explain)
Activity 5

The Shark Tank Simulator

Before the final pitch, students participate in a 'Peer Review Circle.' They will present their draft to another team, act as 'Sharks' for their peers, and use critical thinking to provide and receive constructive feedback.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Present your pitch draft to a peer group and listen as they evaluate your math logic and evidence.
2. Act as a 'Shark' for another team, using a checklist to determine if their problem-solving is correct and their evidence is valid. Provide one 'Glow' (strength) and one 'Grow' (improvement).
3. Revise your own pitch based on the feedback, specifically explaining in your log *why* you chose to adopt certain peer ideas to improve your own.

Final Product

What students will submit as the final product of the activityA 'Feedback Reflection Log' documenting the advice received and the specific changes made to the final pitch as a result.

Alignment

How this activity aligns with the learning objectives & standardsAligns with: 'I can evaluate someone else’s problem solving,' 'I can explain why someone else’s problem solving is correct or incorrect,' 'I can use feedback to improve my thinking,' and 'I can interpret other people’s ideas to improve my own.' (ELD-SI.4-12.Inform)
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Shark Tank Entrepreneurship: Data-Driven Pitch Rubric

Category 1

Argumentation & Evidence Selection

Focuses on the student's ability to construct persuasive arguments using vetted, data-driven evidence.
Criterion 1

Evidence & Reliability Assessment

Measures the ability to find, evaluate, and use high-quality data and research to support a business claim.

Exemplary
4 Points

Synthesizes evidence from multiple highly reliable, diverse sources. Claim-Evidence-Reasoning (CER) shows a sophisticated link between market data and the business solution, anticipating potential counter-arguments regarding data validity.

Proficient
3 Points

Selects valid and reliable evidence from at least three sources. CER paragraph clearly explains how the data supports the business claim. Source evaluation effectively identifies bias and author expertise.

Developing
2 Points

Identifies some relevant evidence, but sources may have inconsistent reliability. The connection between data and the business claim is present but requires more logical depth or clearer reasoning.

Beginning
1 Points

Includes minimal evidence or relies on unreliable/biased sources. CER structure is incomplete, and the link between data and the business idea is unclear or missing.

Category 2

Quantitative Reasoning

Focuses on the mathematical logic behind the business model, including predictive modeling and data visualization.
Criterion 1

Variable Analysis & Data Interpretation

Evaluates the accuracy and depth of identifying variables and interpreting the mathematical relationships between them in a business context.

Exemplary
4 Points

Flawlessly identifies independent and dependent variables. Hypothesis provides a nuanced prediction of complex relationships. Table and graph demonstrate advanced data visualization with insightful trend analysis.

Proficient
3 Points

Correctly identifies independent and dependent variables. Creates an accurate table and graph. Hypothesis clearly predicts the relationship between variables using logical reasoning.

Developing
2 Points

Identifies variables but may occasionally confuse independent and dependent roles. Table or graph contains minor inaccuracies. Hypothesis provides a basic prediction with limited explanation.

Beginning
1 Points

Struggles to identify variables or create a coherent table/graph. Hypothesis is missing or does not reflect the data presented.

Category 3

Strategic Logic & Problem Solving

Focuses on the logical framework of the business problem and the strategic 'why' behind the solution.
Criterion 1

Cause-Effect & Strategic Justification

Assesses how well students explain the impact of a problem and justify their chosen solution through cause-and-effect reasoning.

Exemplary
4 Points

Provides a multi-layered cause-and-effect map showing systemic impacts. Strategy statement offers a compelling, innovative justification that clearly differentiates the product from all competitors.

Proficient
3 Points

Explains clear cause-and-effect relationships between the problem and its consequences. Strategy statement justifies why the chosen solution is effective and better than basic alternatives.

Developing
2 Points

Identifies basic cause-and-effect relationships. Strategy statement describes the solution but offers limited justification for why it was chosen over other strategies.

Beginning
1 Points

Cause-and-effect map is disorganized or illogical. Strategy statement fails to explain the logic behind the solution or its advantages.

Category 4

Communication & Precision

Focuses on the clarity and professional language used in the written and oral components of the pitch.
Criterion 1

Technical Communication & Math Terminology

Measures the use of precise mathematical and technical language to explain problem-solving steps and financial logic.

Exemplary
4 Points

Uses technical and mathematical signal words with exceptional precision. Script provides a masterfully clear, step-by-step breakdown of financial logic that is easy for any 'investor' to follow.

Proficient
3 Points

Identifies and uses key math operation terms correctly. Script clearly explains the steps taken to solve financial problems and calculate the 'Ask.' Language is professional and persuasive.

Developing
2 Points

Uses some math signal words, but they may be repetitive or slightly misused. Explanation of problem-solving steps is present but lacks clarity or detail in some areas.

Beginning
1 Points

Script lacks technical math language or fails to explain the steps used to calculate costs. Communication is vague and difficult to follow.

Category 5

Collaborative Growth & Metacognition

Focuses on the iterative learning process and the social-instructional aspects of the project.
Criterion 1

Feedback Integration & Peer Evaluation

Evaluates the student's ability to provide constructive feedback and use external input to improve their own work.

Exemplary
4 Points

Provides highly insightful, specific feedback to peers that identifies deep logical strengths/weaknesses. Reflection log demonstrates a transformative use of feedback to significantly enhance the pitch.

Proficient
3 Points

Correctly evaluates peer problem-solving and provides actionable 'Glow/Grow' feedback. Reflection log clearly explains how peer ideas were interpreted and integrated to improve the final product.

Developing
2 Points

Provides general feedback that lacks specific evidence. Reflection log shows some evidence of revision, but the rationale for using (or not using) feedback is thin.

Beginning
1 Points

Feedback provided to peers is non-constructive or inaccurate. Reflection log shows little to no improvement based on peer interaction or feedback.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Think about your Variable Venture Lab. How did identifying your independent and dependent variables help you predict the future success of your business? Explain the relationship you found.

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Question 2

How confident are you in your ability to identify 'reliable' evidence versus 'unreliable' evidence when trying to convince an audience?

Scale
Required
Question 3

In the Shark Tank Simulator, you received feedback from your peers. Describe one specific change you made to your pitch because of another person's idea, and explain why that change made your argument stronger.

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Question 4

Based on what you learned during this project, what is the most important element needed to convince an investor that a business is a 'risk worth taking'?

Multiple choice
Required
Options
Having a catchy product name and 'hype'
Using reliable data and logical cause-and-effect reasoning
Sharing personal opinions without using charts or tables
Focusing only on the independent variable without looking at the outcome
Question 5

Looking back at your 'Problem-Solution Blueprint,' why did you choose your specific business strategy over other possible ideas? Explain the logic you used to decide that your solution was the best one.

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