SOUTHERN REGIONAL SCHOOL DISTRICT BUSINESS CURRICULUM. Course Title: Entrepreneurship Grade Level: 9-12

Transcription

1 Content Area: Business Department Course Title: Entrepreneurship Grade Level: 9-12 Unit 1 Introduction Five Weeks Unit 2 Self Analysis Five Weeks Unit 3 Trade Area Analysis Five Weeks Unit 4 Competition Five Weeks Unit 5 Location Five Weeks Unit 6 Ownership Five Weeks Unit 7 Promotion Five Weeks Unit 8 Financing Five Week Date Created: May 16, 2012 Board Approved on: August 19, 2015

2 Content Area: ENTREPRENEURSHIP Unit Title: Introduction to Entrepreneurship Unit Overview Target Course/Grade Level: 9-12 Unit Summary Introduction to Entrepreneurship What is a business plan? What information do I need to know before I get started? Why become an entrepreneur? Students will be introduced to the World of Entrepreneurship and the development of a business plan. Topics include a basic description of proposed business, the advantages and disadvantages of being an entrepreneur, and a list of basic questions to ask before you began your entrepreneurial endeavor. Primary interdisciplinary connections to common Core Standards in: Infused within the unit is connection to Mathematics, Language Arts and Technology 21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal communication. Technology Connections: Understand and use technology systems, select and use applications effectively and productively, and exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology. Learning Targets Content Standards A.1 Differentiate among the types of taxes and employee benefits A.3 Analyze the relationship between various careers and personal earning goals B.3 Construct a plan to accumulate emergency rainy day funds C.3 Compute and assess the accumulating effect of interest paid over time when using a variety of sources of credit D.4 Assess factors that influence financial planning Technology Standards A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs.

3 Unit Essential Questions 1. What is a business Plan? 2. What information do you need to get started. 3. What are the advantages and disadvantages of entrepreneurship? Unit Objectives Students will know 1. The purpose of the business plan. 2. What business they would like to start 3. Entrepreneurship is not for everyone. Unit Enduring Understandings Students will understand that The business plan is the blueprint for a business. Entrepreneurship has advantages and disadvantages and working for someone else might the right decision. Decisions made affect the success of the business. Unit Objectives Students will be able to 1. Make basic business decisions about their entrepreneurial choice. 2. Complete Introduction section of their business plan Formative Assessments Class Discussions Research projects Teacher Observation Class Participation Group Work For additional ideas please refer to Summative Assessments Evidence of Learning Unit Test Teacher Created Projects Which Correspond With the Unit Creation of Business Plan Unit-Introduction For additional ideas please refer to Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students) Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Assignments Extended Response Time Written work preceded by oral discussion Selected student seating to minimize distractions Frequent Checks for understanding Close proximity and eye contact Differentiated Instruction Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:

4 Teacher Computer With Internet Connection Computer Projector Student software access to MS Word, Publisher, PowerPoint, and Excel The ability to make handouts for students Entrepreneurial web sites Teacher Notes:

5 Content Area: ENTREPRENEURSHIP Unit Title: Two- Self Analysis Target Course/Grade Level: 9-12 Unit Summary Unit Overview What characteristic traits do successful entrepreneurs have in common? What traits do you already have? How can get the ones you do not have? Students will explore the character traits of successful entrepreneur of their choice. Oral presentations given will make students aware of the traits successful entrepreneurs have in common. Students will create a list of jobs they have and add the traits they needed to complete the job. Based on that list create a list of traits they do not have. Primary interdisciplinary connections to common Core Standards: Infused within the unit is connection to Mathematics, Language Arts and Technology 21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal communication. Technology Connections: Understand and use technology systems, select and use applications effectively and productively, and exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology. Learning Targets Content Standards A.1 Differentiate among the types of taxes and employee benefits A.3 Analyze the relationship between various careers and personal earning goals B.3 Construct a plan to accumulate emergency rainy day funds C.3 Compute and assess the accumulating effect of interest paid over time when using a variety of sources of credit D.4 Assess factors that influence financial planning. Technology Standards A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. Unit Essential Questions 1. What are common characteristics of successful entrepreneurs? 2. What traits did Stephen Jobs and Mary Unit Enduring Understandings Students will understand that Successful Characteristics of an entrepreneur can be learned

6 Kay have? 3. What traits have you developed through your work experience? 4. What traits do you need to develop? Decision-making is an important aspect of entrepreneurship Goal setting is an important step to success Evidence of Learning Formative Assessments Class Discussions Research projects Teacher Observation Class Participation Group Work Summative Assessments Unit Test Teacher Created Projects Which Correspond With the Unit Development of the Business Plan Unit-Self Analysis Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students) Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Assignments Extended Response Time Written work preceded by oral discussion Selected student seating to minimize distractions Frequent Checks for understanding Close proximity and eye contact Differentiated Instruction Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Teacher Computer With Internet Connection Computer Projector Student software access to MS Word, Publisher, PowerPoint, and Excel The ability to make handouts for students Teacher Notes: Content Area: ENTREPRENEURSHIP Unit Overview

7 Unit Title: Three Trade Area Target Course/Grade Level: 9-12 Unit Summary What information do you need about the area before you locate there? How do you get the needed information? How do you use the information to make informed business decisions? Knowing the trade area is vital to the success of the business. Students will familarize themselves with the information available from the US Census and be able to interrupt the data in regard to their business. Other areas of research are: geographics characteristics, and whether the area is growing or shrinking. Primary interdisciplinary connections to common Core Standards: Infused within the unit is connection to Mathematics, Language Arts and Technology 21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal communication. Technology Connections: Understand and use technology systems, select and use applications effectively and productively, and exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology. Learning Targets Content Standards 9.1A, 9.3A, 9.3B, 9.3C, 9.4D Technology Standards A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. Unit Essential Questions 1. What is the importance of the demographics of the trade area? 2. What is the importance of local economic information to the business. 3. How do use the information to make business decisions? 4. What part does the geography of the area play in the success of a business? Unit Enduring Understandings Students will understand that The importance of the US Census information. Business decisions are made based on statically information available. The analysis of the trade area is important to the success of the business.

8 Formative Assessments Class Discussions Research projects Teacher Observation Class Participation Group Work Summative Assessments Evidence of Learning Unit Test Teacher Created Projects Which Correspond With the Unit Development of the Business Plan Unit-Trade Area Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students) Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Assignments Extended Response Time Written work preceded by oral discussion Selected student seating to minimize distractions Frequent Checks for understanding Close proximity and eye contact Differentiated Instruction Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Teacher Computer With Internet Connection Computer Projector Student software access to MS Word, Publisher, PowerPoint, and Excel The ability to make handouts for students Video Shark Tank Episodes Teacher Notes:

9 Content Area: ENTREPRENEURSHIP Unit Title: Competition Target Course/Grade Level: 9-12 Unit Summary Unit Overview Primary interdisciplinary connections to common Core Standards: Infused within the unit is connection to Mathematics, Language Arts and Technology 21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal communication. Technology Connections: Understand and use technology systems, select and use applications effectively and productively, and exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology. Content Standards 9.3A, 9.3B, 9.3C, 9.4D Learning Targets Technology Standards A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs Unit Essential Questions 1. What are the benefits of competition? 2. What laws prevent unfair competition? 3. What is the difference between direct & indirect competition? 4. What is a competitive advantage and how do businesses use them to attract customers? 5. How do you analyze the competition? 6. What is market share? Unit Enduring Understandings Students will understand that Competition and its place in the Free Enterprise System Indirect competition must be taken into account as well as direct competition. The importance of developing a competitive advantage.

10 Unit Objectives Students will know 1. The importance of competition and the role it plays in our economy. 2. How to analyze their competition. 3. The importance of having a competitive advantage. 4. What their share of the market will be. Unit Objectives Students will be able to 1. Create a list of benefits of competition (notes) 2. Define laws pertaining to unfair trade practices. 3. Define: competition, direct competition, indirect competition, competitive advantage and market share. 4. Have a class discussion on local businesses and their competition. 5. Discuss the correlation of trade area and competition. 6. Discuss, as a class, a given business s market share

11 Formative Assessments Class Discussions Research projects Teacher Observation Class Participation Group Work Summative Assessments Evidence of Learning Unit Test Teacher Created Projects Which Correspond With the Unit Development of the Business Plan Competition section Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students) Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Assignments Extended Response Time Written work preceded by oral discussion Selected student seating to minimize distractions Frequent Checks for understanding Close proximity and eye contact Differentiated Instruction Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Teacher Computer With Internet Connection Computer Projector Money Skill Program Student software access to MS Word, Publisher, PowerPoint, and Excel The ability to make handouts for students Teacher Notes:

12 Content Area: ENTREPRENEURSHIP Unit Title: Location Target Course/Grade Level: 9-12 Unit Summary CURRICULUM Unit Overview What are the three most important decisions a business will make? LOCATION! LOCATION! LOCATION! So what is the BEST location? Factors affecting location will be discussed at length. The class will cover Personal Factors, Geographic restrictions and building considerations. Primary interdisciplinary connections to common Core Standards: Infused within the unit is connection to Mathematics, Language Arts and Technology 21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal communication. Technology Connections: Understand and use technology systems, select and use applications effectively and productively, and exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology. Content Standards 9.3A, 9.3B, 9.3C, 9.4D Learning Targets Technology Standards A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs Unit Essential Questions 1. Why is location the most important business decision. 2. What factors need to be considered when selecting a location. 3. What personal factors should be considered? Unit Enduring Understandings Students will understand that Location is the most important business decision. Location is the most important business decision. Location is definitely the most important business decision.

13 Unit Objectives Students will know Why location decision is the most important they may make. Personal factors involved in the location decision. What criteria to look for when deciding actual site and building. Unit Objectives Students will be able to Analyze a location for their business Make an informed decision on the location of their business. Develop the business plan location section.

14 Formative Assessments Class Discussions Research projects Teacher Observation Class Participation Group Work Summative Assessments Evidence of Learning Unit Test Teacher Created Projects Which Correspond With the Unit Creation of Business Plan Unit-Introduction Development of the business plan Location section Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students) Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Assignments Extended Response Time Written work preceded by oral discussion Selected student seating to minimize distractions Frequent Checks for understanding Close proximity and eye contact Differentiated Instruction Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Teacher Computer With Internet Connection Computer Projector Student software access to MS Word, Publisher, PowerPoint, and Excel The ability to make handouts for students Teacher Notes:

15 Content Area: ENTREPRENEURSHIP Unit Title: Ownership Target Course/Grade Level: 9-12 Unit Summary Unit Overview What types of business ownership exist? Which one is right for you and your business? This unit will answer those questions and more. The advantages and disadvantages of Sole Proprietorship, Partnership and Corporation will be discussed. An important factor to consider is RISK. What do you stand to lose if the business fails. Primary interdisciplinary connections to common Core Standards: Infused within the unit is connection to Mathematics, Language Arts and Technology 21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal communication. Technology Connections: Understand and use technology systems, select and use applications effectively and productively, and exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology. Content Standards 9.1A, 9.3A, 9.3B, 9.3C, 9.4D Learning Targets Technology Standards A A A C D.5 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources. Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs

16 Unit Essential Questions 1. What are the promotional elements. 2. What are the advantages and disadvantages of each type of media? 3. What are the criteria for selecting media? 4. How do create a promotional plan? Unit Objectives Students will know The promotional elements of a promotional mix. The advantages and disadvantages of each type of media. The reason for creating a promotional plan Unit Enduring Understandings Students will understand that The promotional mix is created with the elements that are most likely used by your target market. Each media has advantages and disadvantages. The promotional mix is planned way to get your sales message out to the general public. Unit Objectives Students will be able to Select media based on reaching their target market. Create a promotional mix for their business. Evidence of Learning Formative Assessments Class Discussions Research projects Teacher Observation Class Participation Group Work Summative Assessments Unit Test Teacher Created Projects Which Correspond With the Unit Creation of Business Plan Unit-Ownership Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students) Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Assignments Extended Response Time Written work preceded by oral discussion Selected student seating to minimize distractions Frequent Checks for understanding Close proximity and eye contact Differentiated Instruction Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Teacher Computer With Internet Connection Computer Projector Student software access to MS Word, Publisher, PowerPoint, and Excel The ability to make handouts for students Teacher Notes:

17 Content Area: ENTREPRENEURSHIP Unit Title: PROMOTION Target Course/Grade Level: 9-12 Unit Summary Unit Overview In his unit students will be learn about the elements of the promotional mix. The elements of promotion and advertising media will be discussed at length. Students will create a promotional mix for their business. Primary interdisciplinary connections to common Core Standards: Infused within the unit is connection to Mathematics, Language Arts and Technology 21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal communication. Technology Connections: Understand and use technology systems, select and use applications effectively and productively, and exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology. Content Standards 9.1A, 9.3A, 9.3B, 9.3C, 9.4D Learning Targets Technology Standards A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs Unit Essential Questions 5. What are the promotional elements. 6. What are the advantages and disadvantages of each type of media? 7. What are the criteria for selecting media? 8. How do create a promotional plan? Unit Enduring Understandings Students will understand that The promotional mix is created with the elements that are most likely used by your target market. Each media has advantages and disadvantages. The promotional mix is planned way to get your sales message out to the general public.

18 Unit Objectives Students will know The promotional elements of a promotional mix. The advantages and disadvantages of each type of media. The reason for creating a promotional plan Unit Objectives Students will be able to Select media based on reaching their target market. Create a promotional mix for their business. Formative Assessments Class Discussions Research projects Teacher Observation Class Participation Group Work Summative Assessments Evidence of Learning Unit Test Teacher Created Projects Which Correspond With the Unit Creation of Business Plan Unit-Introduction Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students) Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Assignments Extended Response Time Written work preceded by oral discussion Selected student seating to minimize distractions Frequent Checks for understanding Close proximity and eye contact Differentiated Instruction Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Teacher Computer With Internet Connection Computer Projector Student software access to MS Word, Publisher, PowerPoint, and Excel The ability to make handouts for students Entrepreneurial web sites Teacher Notes:

19 Content Area: ENTREPRENEURSHIP Unit Title: Creating Financial Statements Target Course/Grade Level: 9-12 Unit Summary Unit Overview Students will learn how to create a sales forecast, calculate business expenses and project profits. Also covered is where entrepreneurs can get startup money. Primary interdisciplinary connections to common Core Standards: Infused within the unit is connection to Mathematics, Language Arts and Technology 21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal communication. Technology Connections: Understand and use technology systems, select and use applications effectively and productively, and exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology. Learning Targets Content Standards 9.1A, 9.3A, 9.3B, 9.3C, 9.4D Technology Standards A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. Unit Essential Questions 1. How do you calculate a sales forecast? 2. What is the purpose an income statement? 3. What is the purpose of a balance sheet? 4. What items are included in start-up costs? 5. How do you create a projected income statement? 6. How do you create a projected balance sheet? 7. How do you calculate projected profit and loss? 8. Where can you find capital (money) to get started? Unit Enduring Understandings Students will understand that The importance of projecting expenses and profit. Financing is hard to get for a start-up business. Proprietorship = Assets - Liabilities A sales forecast is your best guess at expected income.

20 Unit Objectives Students will know How to create a sales forecast How to create profit / Loss statement How to create a balance sheet Where to look for start-up capitial. Unit Objectives Students will be able to Create a sales forecast Create a profit/loss statement Create a balance sheet Find capital sources for their business Formative Assessments Class Discussions Research projects Teacher Observation Class Participation Group Work Summative Assessments Evidence of Learning Unit Test Teacher Created Projects Which Correspond With the Unit Creation of Business Plan Unit-Introduction Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students) Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Assignments Extended Response Time Written work preceded by oral discussion Selected student seating to minimize distractions Frequent Checks for understanding Close proximity and eye contact Differentiated Instruction Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Teacher Computer With Internet Connection Computer Projector Student software access to MS Word, Publisher, PowerPoint, and Excel The ability to make handouts for students Entrepreneurial web sites Teacher Notes: