Curriculum Guide
Business
Secondary Education
San Francisco State University
By Alan Li
SED 720
Literacy Across Content Areas
Dr. Jamal Cooks
1
Table of Contents
page
Article Reviews
Down to Business ………………………………………………….. 3
Introduces students to Business World …………………………….. 4
Technology Day ……………………………………………………. 5
New Computer Literacy Program …………………………………… 6
Taking Care of Business …………………………………………….. 7
Lesson Plan Critiques
M&M Closing Entries ………………………………………………. 8
Falcon’s Fruit Stand ………………………………………………… 9
International Business Travel Project ………………………………. 10
Lemonade Business ………………………………………………… 11
Comparing Prices of Dream Cars ..…………………………………. 12
Original Lesson Plans
Downloading Music ……………………………………………….. 13
Diversity in Marketing …………………………………………….. 15
How Businesses Expand …………………………………………... 17
Focusing on who are your customers ……………………………… 19
Market Research …………………………………………………… 21
Resource Reviews
Kathy Schrock’s Guide for Educators ……………………………… 23
Trackstar …………………………………………………………… 24
Bastrop ISD Business Education Links ……………………………. 25
Tonya Skinner’s Business Education Lesson Plans ………………… 26
YoungBiz – Spotlight on Business …………………………………. 27
2
Article Reviews
1) Down to Business / Students get rare chance to be part of biotech startup.
By Elizabeth Bell
Citation: San Francisco Chronicle April 16, 2001 pA13
Summary
This article highlights the cooperative efforts of a teacher to bring in a real life experience in
business into the classroom. At Miramonte High, in Orinda, Lynn Barr incorporated the startup
Biotech Company she was running with her biotechnology class. The students got the opportunity
to see a company as it got off the ground. They also had the opportunity to participate through an
internship program. The students conducted research, built a database of research trials and created
a website for the startup. Through the partnership with the company, the students at Miramonte
High received a real life experience in business that has opened their eyes to potential future
careers, while still in high school.
Connection to Literacy
The students, while helping the company, conducted research of other competitors. They read and
found information about what other companies are doing in the biotech sector. They compiled data
and presented it to the CEO of the Biotech Company. The students saw how their work was used in
business and how important literacy skills are in the business world.
Significance
The significance of this article is how teachers can incorporate real life experiences into the
classroom. The students could have done research into biotech companies. The students could
have written reports about what medical trials are important. The students could have done reports
on a fictional biotech company but by having a real life company that actually needed this research
done; the students saw how it connected with what they were learning in class. The students saw
the importance of what they were doing for the company. The students realized that instead of
doing something for a grade, in real life you are doing something so that your company can
succeed. The students succeeded in helping shape a startup biotech company and in doing so
learned more through the experience then if they had just taken a regular class. The significance of
this article is how incorporating real life experiences into the classroom can improve learning.
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2) Brockton High School introduces students to Business World
By Jennifer Kovalich
URL: http://enterprise.southofboston.com/articles/2003/11/18/news/news/news17.txt
Summary
This article focuses on the community internship program at Brockton High School. The
internship program was launched in the fall of 2001 through a partnership with the Brockton Area
Private Industry Council, to introduce students to the business world as well as teach them skills
that would make them marketable in the workforce. The students receive a real life experience in a
business setting while learning what it takes to be successful in business. The students acquire
invaluable business skills that they do not learn in the classroom, and put them to immediate use at
their internships. As an additional benefit to the students, they get the opportunity to see a variety
of different careers as they prepare for their future.
Connection to Literacy
The students involved in the community internship program put to use the various skills they have
accumulated in the classroom. By linking what the students are doing in school to what they have
to do in their internships, the students’ gain an appreciation of why they are being educated. The
skills the students acquire through their internships only enhance the curriculum in school by
providing a connection in the students. One student in the internship program pointed out how she
realized that in business, you have to be on point, and that relates back to how in business writings
such as a business letter needs to be written in a concise manner. The students are building a
connection between literacy and what they are finding in the business world through this
innovative community internship program at Brockton High School.
Significance
The community internship program demonstrates how increasing community involvement in the
curriculum can lead to valuable learning opportunities for students to increase their business skills.
Real life experiences are something that students rarely find in school but through this innovative
program students have the opportunity to augment what they are learning in school with a business
experience. The internship program provides a safe experience for the students to be introduced to
the rigors of business life while still in high school. They are exposed to a variety of careers and to
the expectations of working in a business.
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3) Technology Day: Area students converge on MSU for competition
By Andrea Johnson
URL: http://www.minotdailynews.com/daily/
Summary
This article presents the MSU Technology day competition as a creative way to promote business
technology in high schools. The technology day competition is designed to encourage high school
students to demonstrate their business technology skills through a series of business and computer
related events. The students prepare PowerPoint presentations; document production and other
business related material. The students, who are competing as a group representing their respective
high schools, are given the opportunity to put their business and technology skills, which they
acquired, in the classroom into use in a competitive event. The purpose of events such as MSU’s
technology day is to encourage high school students to fully develop their abilities in business and
technology. The students in addition to testing themselves are getting a chance to be creative and
have fun while learning valuable business and technology skills.
Connection to Literacy
The students who are competing are judged on how smoothly they present their material as well as
on their written content, so the connection to literacy is obvious for the students. They have to have
literacy skills included in their presentation, in order to do well in the competition. The literacy
aspect is integral to the use of technology thereby integrating it into the process for the students.
Through the various events, students use literacy in creating eloquent presentations and then
making a public presentation in the competition.
Significance
The main point I took away from this article was how competition can encourage high school
students to learn more about business and technology. By putting business skills into a competition
style environment, students were forced to be creative and demonstrate their business technology
skills in cooperative groups. The students were able to exercise the business skills they had been
learning in a competition against other local high schools, where they got a chance to measure their
abilities. Competitions like MSU’s technology day also gives students a rewarding experience in
achievement.
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4) Garnet Valley First High School in U.S. To Offer New Computer Literacy Program
By Matt Hasson
URL: http://www.zwire.com/site/news.cfm?…D=2255&PAG=461&dept_id=451706&rfi=6
Summary
This article is about a new program designed to enhance computer literacy in high school students,
which is being piloted at Garnet Valley but will be implemented around the country in the future.
The program will offer intensive training in business oriented technology classes, that major
companies have had a hand in designing. The program is anticipating that students will be
prepared to use technology in the workplace because in today’s marketplace most major
corporations to increase productivity and enhance organization use information technology. The
classes, which have been designed by major companies, are based on what is relevant in business
today. The computer literacy program is being backed by a number of major companies as well as
the University of Pennsylvania.
Connection to Literacy
The program is aiming to promote computer literacy in high school as such it will theoretically
improve the literacy skills of the students who participate in the program. The technology is just
the vehicle upon which literacy is being developed in the students. Computer literacy requires
students to read and write in a manner, which another person can comprehend, so it only serves to
build upon the students’ current literacy skills and adapts it to other areas.
Significance
This computer literacy program is a pilot program that may in the future be implemented in other
high schools around the country so having an understanding of how other high schools are going
about building up their business and technology programs is crucial to the development of other
business teachers. The involvement of major companies is also a key point because of the
changing nature of business and technology. The curriculum must reflect what is being used in the
business world for it to have a meaningful purpose for the students who take such classes.
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5) Taking Care of Business (UC Berkeley’s BETA program fulfilling mission at San Francisco
High School)
By Steven Cohen
URL: http://www.ucop.edu/outreach/outlook/OL8/profile.html
Summary
This article is about UC Berkeley’s Business, Economics, Technology Achievement program
witch takes undergraduate mentors and places them at local high schools to teach students business
concepts. The program incorporates business into the English and history classes, as well as
teaches classes in finance and other business disciplines. While the bulk of the program is the
incorporation of business into the curriculum, the keys are the undergraduates who teach the
classes mentor the high school students. They provide a tangible role model for the students to see
how they could succeed. The mentor are typically not much older then the students they are
teaching, so they relate well with the high school students and bring in their own experiences into
the classroom. This article shows how having business in the curriculum can inspire students.
Connection to Literacy
The program in this article incorporated business into other classes, such as English, thereby
connecting business with what the students are learning in their other classes. Literacy is
incorporated through writing, reading and discussing business issues. While the BETA program
supplements the curriculum at these local high schools, it has the perspective of integrating the
other classes the students are taking into the program by connecting it to what they are learning in
history and English. The students use their literacy skills in the business classes and therefore see
how it connects with what they have already learned about literacy.
Significance
The significance of this article is twofold. One is how incorporating business into the curriculum is
important because it applies to the lives of today’s youth. The students can take what they learned
in the business classroom and take it with them into a job or for their future work. The second point
is how having mentors for high school students is important. The mentors highlighted in this
article have become role models for their students, providing them with a guide of how to succeed.
Too often students do not have role models that they can come to for advise but by having college
students come back into the community and mentor young students, it builds support and
encourages high school students to continue on to college.
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Lesson Plan Critiques
1) M&M Closing Entries
URL: http://lessonplans.btskinner.com/acctgmm.html
Summary
This lesson plan’s objective is to teach students the abstract concept of closing entries through an
activity involving M&M candy. Closing entries is an accounting term that closes an accounting
journal. It is an abstract concept that many students have a problem grasping but this lesson plan
uses M&M candy to provide a concrete format in which to learn the concept. The lesson uses
different M&Ms to represent different types of entries and cups to represent debit and credit. The
students transfer M&Ms to debit and credit cups based on what the M&M colors represent.
Positive Aspects
I think the use of a hands on activity to provide a concrete format is very interesting in teaching
closing entries because accounting lessons tend to lean towards the abstract side more often then
not. This lesson would work well for those students who are more of a kinesthetic or visual learner
rather then having to memorize the procedure for closing entries. The procedure of the lesson plan
was also spelled out clearly with a simple step by step manner in which to explain each entry.
Development Areas
This lesson plan is very good in explaining the procedure but it is lacking in terms of assessment.
The students see the demonstration of closing entries using the M&Ms but then there is no tool to
assess whether or not the students have acquired the ability to implement the closing entry
technique in their own journal entries. The lesson also needs to develop greater variety in the types
of closing entries so students can see how to accommodate discrepancies in the accounting journal.
Adapting
I would make this lesson a group project so that students can work through the problem at their
own pace. I think the use of a concrete example in teaching an abstract concept is useful but I
would supplement the activity with a lecture beforehand. I would include a set of problems the
groups would have to complete in class to assess the progress of the students. I would also consider
adapting this lesson for teaching other abstract accounting concepts in a series type style. When the
students repeatedly use the same format, they become more comfortable seeing accounting in a
concrete way.
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2) Falcon’s Fruit Stand (Cost of Merchandise Sold)
URL: http://lessonplans.btskinner.com/acctgcms.html
Summary
This lesson plan uses candy to teach the abstract accounting principle of cost of merchandise sold
in a more concrete format. The students, working in groups of four, take a box of Runts and 3 bags,
which they use to calculate the cost of merchandise sold. The students then proceed to a worksheet
where they write down their answers to the cost of merchandise sold problems. This lesson teaches
students that inventory is more then just an abstract number in a problem, that each number
represents an object that has value. This hands-on lesson transforms cost of merchandise sold from
a formula which students insert numbers in, to a physical, concrete exercise, which the students
will remember.
Positive Aspects
This lesson plan is very organized with objective, materials and a clear procedure. The concept of
making the lesson center around a hands-on activity is an excellent way to involve all the students
and change the pattern of teaching. The use of groups is a great way to include every student in the
process. I like how this lesson takes an abstract concept and teaches it in a concrete format that
students can touch and see and be more involved in the lesson.
Development Areas
This lesson is very well structure on the whole but the objective portion is vague. A more complete
objective would make this lesson plan more focused. The lesson plan is lacking an assessment tool
but I assume that the worksheet included in the lesson plan might be used as an assessment tool. It
should clearly state what the students would be assessed on but it is not included. In a lesson such
as this, with a large portion of the time set aside for the students to work in groups, I feel that
having time limits might be a useful addition to this lesson plan.
Adapting
The basic concept of this lesson is very good but I would include a more to the point objective and
a set assessment for the lesson. I think that this lesson could be adapted for other accounting
lessons such as T-accounts. I would also adapt this lesson to include other merchandise so the
students could see how to account for a business with a diverse inventory while still keeping the
basic concept of the lesson intact.
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3) International Business Travel Project
URL: http://www.geocities.com/collegepark/quad/5687/ib1.html
Summary
This lesson plan is a research project for a business class. The story of this lesson is the students are
employees of a business that is looking to expand so they need to research information on different
countries and put together a presentation for a hypothetical boss. The students are required to find
information on a foreign county, travel expense and then present the information to the rest of the
class. This lesson covers a variety of topics from how to research to preparing a budget for the
hypothetical business trip.
Positive Aspects
This lesson plan has a very organized format that includes very specific objectives. It covers what
is expected of the students in terms of both the research and the presentation portions of the
assignment. There is a lot of room for the students to choose something that interests them in this
assignment that would lead to greater student involvement and interest in the project.
Development Areas
While the procedure for this lesson plan is clear, it is lacking in time constraints. As this project is
probable designed for an end of the year or semester project, sufficient time in class and out of
class needs to be allocated to the research for this assignment. This lesson also relies heavily on
technology to complete the research and presentation. It might be useful to provide alternative
approaches to finding information as some students may not have access to the same technology as
other students.
Adapting
I think that this lesson plan would work well as an end of the semester project in a general
introduction to business class, but could also be adapted to an accounting class by placing a
heavier emphasis upon the expense, cost and logistics of such a trip. I would include information
such as how many members each group can have and how the groups are to be selected in the
lesson plan. I would include resources other then the Internet by taking the class to the school
library to learn about the different ways to research information on a country.
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4) Lemonade Business
URL: http://www.teachers.net/lessons/posts/1542.html
Summary
This lesson plan uses a game called the lemonade stand as background for learning to use
Microsoft excel and PowerPoint. The students use the data from the game to create excel
spreadsheets, charts and graphs for their PowerPoint presentations. Income statements and
expense accounts, accounting material, is required for the project. While the majority of this
project is computer based, the presentation incorporates public speaking skills commonly found in
the business world.
Positive Aspects
This lesson plan is very well developed and comprehensive. There are clear and concise objectives
for the entire lesson. The procedures are in depth, covering what is to be included in each section,
done to the last detail. There is a time estimate, applying to research time as well as time allocated
to presentations. The assessment is well defined with a rubric that clearly states what is required in
each section of the project.
Development Areas
This lesson plan is well organized and covers all the major areas; defined objectives, materials,
clear and in-depth procedures, as well as specific assessments. There are time estimates because
this lesson covers 3-4 weeks. The only area I think needs development is this lesson could be
broken up into a few different lessons that could be a little more in-depth in each section.
Adapting
I would use this type of lesson in a computer concepts class as a culminating activity because this
project covers excel, PowerPoint and presentation skills. If I were teaching a more general
business class, I would include the lemonade game which the data for the presentation is based but
there would not be time in a computer concepts class for that. It was stated in the lesson plan that
this was for a senior level class but I feel it could be adapted for other grade levels, especially if the
students get the opportunity to be exposed to the technology earlier in school.
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5) Comparing Prices of Dream Cars
URL: http://www.successlink.org/great/g766.html
Summary
This lesson plan centers on an Excel spreadsheet project on comparing cars. The general idea is
that students should build a spreadsheet that compares the various options available in the cars of
their choice. The students will include formulas, charts and other excel tools that they have learned
previously. This lesson is designed for high school students in grades 10-12. There is no
presentation component to this lesson but the students are expected to use the Internet to research
the cars.
Positive Aspects
This is a well designed lesson plan that could be a culminating activity for a unit on Excel. The
procedures for the lesson are clear and easy to follow as are the assessment of the assignment. It is
specific about what formulas and format the student should be able to use in creating their
spreadsheets. There is also a set time component for this project that is helpful in implementing
this lesson. I also thought that basing the project around cars is a good way to get students
interested because they can relate to what is important when one is looking to purchase a car.
Development Areas
The objectives for this lesson plan is on the vague side, a more specific set of objectives would be
helpful especially considering that the students should have already been exposed to these Excel
tools. The students should be able to demonstrate specific abilities in using Excel. The lesson plan
could also be more flexible in terms of what options the students look for in a car. The students
could come up with their own set of criteria when it comes to selecting and comparing cars; it
would help students relate better with the lesson.
Adapting
I would adapt this lesson for a computer concepts class at the end of an Excel unit. It could be
comprehensive enough for students to demonstrate their capability on using Excel spreadsheets.
However I would have the students set the criteria for comparisons as well as allow students to
choose what they wanted to compare because I feel that it is not what is being compared that is
important but their ability to use Excel spreadsheet in the assignment. I would also change some of
the assessments based on what I feel are the more important aspects of Excel spreadsheets.
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Original Lesson Plans
1) Downloading Music
Objective:
Students will investigate the ethical responsibilities of both consumers and distributors of music
over the internet. Students will summarize the impact of downloading music has had on the music
industry.
Standard:
5.1.4 – Ethical application of E-Commerce
Material:
Computer with internet access
Projector
Selected articles
Whiteboard and markers
Procedure:
1) Have the students answer two questions on the board in their journals. (anticipatory set)
Question 1 – Have you downloaded music over the internet? Question 2 – Why do you believe
it is ethical for you to download music over the internet?
2) Set up the computer and projector to display a variety of websites that allow users to download
music. (Napster, Kazaa and Apple’s music download site)
3) Ask the students what are the differences between the free and paid music download site. Write
student responses on the board.
4) Break the class up into groups of 4 and assign half the groups to brainstorm ideas on why
consumers feel it is ethical to have free music downloads and have the other half of the groups
brainstorm why music distributors feel it is unethical to have free music downloads.
5) Go around the room asking each group what they came up with. Write students responses on
the board.
6) Lead a discussion with the class on the ethics of music downloads.
If music is available over the radio for free why should it not be free over the internet.
If you were an artist how would you feel about having your work copied without your
permission.
How is the distribution of music over the internet different from distribution of CDs or
DVDs.
Do you believe paid music download sites will be successful? Why or why not.
7) Distribute the articles on the ethics of downloading music over the internet to the class.
8) Assign for homework – read the articles and write a one page response focusing on taking a
stand as to why or why not downloading music is ethical. Due the following class period.
Assessment:
Students will be assessed on the satisfactory completion of the homework.
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Literacy:
Students will read articles and write a one page response as well as write in their journals.
Reflection:
An alternate homework assignment could be to have the students research for articles on ethical
use of E-Commerce. In the following lesson, the students could compare and contrast
E-Commerce with other forms of commerce we have discussed over the semester.
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2) Diversity in Marketing
Objective:
Students will examine racial and gender diversity in marketing material. Students will compare
and contrast the differences in marketing material over time.
Standard:
5.1.1 – Cultural diversity in marketing
Material:
Selected magazine and newspaper advertisements from different time periods and different target
markets
Selected magazines and newspapers
Whiteboard and marker
Procedure:
1) Students will answer the following question in their journal. (Anticipatory set) question – Why
do you feel it is important to see members of your ethnicity in advertisements?
2) Ask students to share their responses to the journal prompt. Get 8-10 responses and write it on
the board.
3) Break the class into groups of three and hand out the selected magazine and newspaper ads.
4) Ask the groups to write down a description of who is in each advertisement and what
connotations are associated with the people in the advertisements.
5) Have each group come up to the front of the room and explain their advertisement to the rest of
the class. Make sure that each group member has the opportunity to speak.
6) Ask the class as a whole to compare and contrast the advertisements. Write the responses on
the board with the similarities to the left and the differences to the right side of the board.
7) Have each student find an advertisement with someone of their ethnicity in it from the
magazine and newspapers provided. Make sure the students are on task.
8) Have the students write a short description of how the advertisement depicts members of their
ethnicity.
9) Have each student present their advertisement and description to the class. Making note on the
board how ethnic groups are depicted in advertisements.
10) Assign for homework – write a one page reflection on how different ethnic groups are depicted
and what it means to them personally.
Assessment:
Students will be assessed on participation in the activity and the quality of their homework
assignment.
Literacy:
The students will write in their journals and a reflection for homework.
Reflection:
15
The lesson might have more impact if the magazines and newspapers provided were more
mainstream and it was more difficult for some students to find advertisements representing their
ethnicity. On the other hand I might provide more culturally sensitive material so the students see a
positive reinforcement of cultural diversity in advertisement.
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3) How Businesses Expand
Objective:
Students will explain the positive and negative consequences to the following forms of market
entry; franchising, exporting and licensing. Students will persuade classmate to the benefits of a
market entry style.
Standard:
5.2.6 – Market entry
Material:
Examples of companies that have used the different types of market entry strategies.
Whiteboard and marker
Procedure:
1) Students will answer the following question in their journal. (anticipatory set) Question – Why
is market entry strategy important when a company decides to expand?
2) Lecture on the different types of market entry strategies.
Franchise – example – McDonalds
Exporting – example – Nike
Licensing – example – Microsoft
The differences between retail and service businesses in market entry
The cost/benefit of each type of market entry strategy
The consumer perspective of foreign companies entering the market
The native companies perspective of foreign companies entering the market
3) Break the class into 12 groups of no more then 4 members each.
4) Assign 3 groups to each company example, with each group taking a different market entry
type; franchise, export and licensing.
5) Each group will brainstorm about ideas on why the company they have been assigned should
use the market entry type they have been assigned to. Each group will write down positives and
negatives for their market entry type and responses to possible negatives for their market entry
type.
6) Each group will present their reasons with the rest of the class acting as the board of the
company. After each group presents, the class will vote on which market entry type they would
employ in this situation.
7) Assign the class to read the chapter on market entry strategies in the textbook.
Assessment:
The students will be assessed on their participation and comprehensiveness of their presentation in
the activity.
Literacy:
The students will write in their journals and in their groups for the class activity.
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Reflection:
For an additional follow up activity for either homework or the next class period, the students
could find a company of their choice and write up a synopsis and recommendation for what type of
market entry strategy would be best for the company.
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4) Focusing on who are your customers
Objective:
Students will produce a chart of a market segmentation. Students will summarize the uses of
market segmentation.
Standard:
5.3.3 – Market Segmentation
Material:
Computers with Excel
Projector
Whiteboard and marker
Procedure:
1) Students will answer a question in their journal. (anticipatory set) Question – How would you
categorize yourself in a market segment.
2) Lecture on market segmentation
Why companies segment markets – to focus their marketing efforts to profitable segments
of the market.
Examples of market segmentation – in chart form on the projector. Including the reasoning
behind segmenting the market based upon the criteria for each company.
How to create a market segmentation chart – demonstrate on the computer using the Excel
program.
3) Break the students into groups of two to four based upon the number of computer stations
available to the class.
4) Have each group come up with a fictional company and product that they will be using for the
activity. Make sure that the product relates to the students.
5) Have the students come up with a set of criteria to segment the market by.
6) Have the students create a questionnaire to ask the rest of the class.
7) Have the students answer each other’s questionnaires and return them to the group.
8) The students will take the information and create a chart in excel explaining the market
segmentation for their fictional company and product.
9) The students will then present their charts and explain their reasoning for using the criteria that
they did.
10) Assign the students to answer the worksheet that will be handed out at the end of class for
homework.
Assessment:
The students will be assessed on satisfactory completion of the market segmentation chart and
accompanying presentation. The information presented during the lecture must be included in their
charts.
Literacy:
19
The students will write in their journals and create a questionnaire for the activity.
Reflection:
The activity could be adapted to be used as a homework assignment with the market expanding
from just the class to as many people as they could get to answer their questionnaire. This lesson is
somewhat limited by the availability of computers but the students could create a chart by hand but
it would be more time consuming and difficult.
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5) Market Research
Objective:
The students will design and implement a market research problem. The students will interpret
their finding into a clear and concise report.
Standard:
5.3.5 – Marketing Research
Material:
Computers
Whiteboard and marker
Procedure:
1) Students will answer two questions in their journal. (anticipatory set) Question 1 – How does
market research affect the direction of a business? Question 2 – How do you think market
research effects your own life as a consumer?
2) Lecture on market research
The different types of market research
Surveys – the costs and benefits of this approach
Focus groups – the costs and benefits of this approach
Why companies use one type over the other
How survey work – the questionnaire and the statistical computations involved
How focus groups work – how participants are chosen and information is extrapolated
from a focus group
3) Break the class up in to groups of about 5.
4) Assign half the groups to work on a survey and the other half to work on a focus group.
5) Each group will come up with a fictional company with a specific problem that needs research.
6) The survey groups will design a questionnaire meeting the needs of their fictional company.
7) The focus groups will design a set of questions for their focus group.
8) Both groups will collect their data out of class for homework, a few days may be necessary.
9) All the groups will interpret their finding into a clear and concise report.
10) Each group will present their findings to the class.
Assessment:
The students will be assessed on the completion of their research, a clear and concise report that
includes the material discussed in class and a well prepared presentation.
Literacy:
The students will write in their journals and write a clear and concise report of their project.
Reflection:
This lesson is designed as a culminating activity that brings together all the material they have
done over the semester, so this will extend over a longer period of time. I would estimate that the
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initial lesson will be conducted in class but the subsequent work will be done outside of class,
except for the presentations.
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Resource Reviews
1) Kathy Schrock’s Guide for Educators – General Business
URL: http://school.discovery.com/schrockguide/business/genbus.html
Summary
This website has a plethora of links to information for business teachers. It is divided into various
sections based on different areas of business, accounting, marketing and computer technology.
This is basically a links page but there is a vast amount of material in the general section of Kathy
Schrock’s guide with lesson plans, clip art and ideas for teachers. There is also a section on things
to help a teacher that includes assessments and rubrics, readability graphs and articles. This is just
a helpful resource for all teachers.
Positive Aspects
The variety of material at this website is great. There are links and pages of material on just about
everything a beginning teacher needs to have. There are creative and interesting articles that I
found helpful. There is a newsletter that you can sign up for that highlights new information and
special teacher promotions. But the best part is that this website is constantly being updated and
new material posted. There is always something new to find at this site.
Development Areas
Due to the vast size of this website, it is sometimes difficult to find what you are looking for. It
could be organized better in terms of the site index, but overall the quality of this website is very
good.
Adapting
I would use this website to find new ideas for lessons and to find resources for my students. This
website would be a good starting point in any search for business related material for a teacher
with the numerous links to different sources. I think that this website is an excellent resource for
not just business teachers but all teachers because it has sections on everything from English to
social studies. There is a plethora of material and ideas for teachers at this website.
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2) Trackstar
URL: http://trackstar.hprtec.org/main/display.php3?trackid=395
Summary
Trackstar is a compilation of different teaching sites that provides some very helpful information.
The particular section I have linked to is specifically for business teachers but there are sections for
different content areas. This website has a number of links to lesson plan ideas for teachers.
Positive Aspects
This website is easy to use with a simple format that makes it convenient to navigate. The material
available is targeted specifically to the content area, so it is easy to find information. Other
resources have superfluous material but this site just offers straight lesson plan material. Trackstar
is very good in doing what it was designed to do, offer material for teachers in a straightforward
and simple manner.
Development Areas
While this website is very specific in its intent, there are limitations to its uses. There are no
material for assessments and rubrics, and other material I have found at other resources. There is a
specific section for business but it does not go further to separate it into different categories, like
accounting, marketing and business technology. While it is easy to navigate to a general area,
finding specific things is sometimes difficult.
Adapting
I would use Trackstar to supplement my preparation for designing lesson plans but it would not be
of use in any other area. It is an excellent resource for its specific purpose and I would use it as
such. This resource has a limited usefulness but I think it would be an excellent addition for
preparing to teach business.
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3) Bastrop ISD Business Education Links
URL: http://www.bastrop.isd.tenet.edu/CIbusiness.htm
Summary
This resource is a website from a school district for its business teachers. It offers links to
educational websites in the area of business. There are numerous links to a variety of business
education resources in different specialties. As this website is designed for the business teachers at
this particular school district it focuses on the curriculum areas covered by its district. There is a
section on business ethics that most schools do not cover but Bastrop does cover it.
Positive Aspects
This resource covers business material not commonly found at other websites. The links offer a
number of excellent resources for the business teacher. The material is relevant and current to
today’s business world. I think that this resource is an excellent tool to learn more about areas in
business and could be helpful to expose students to such resources.
Development Areas
There was not a lot of material on business technology at this website. There is growing emphasis
on including business technology in the curriculum so to omit it is an area that could be developed
more. While the areas of business that are covered are done so quite well, it could expand to
include other business areas that could be taught in the curriculum.
Adapting
I would look at this resource when searching for specific topics in business ethics and research as it
covers those areas in depth. I would also use this website as a general resource to see what other
school districts are doing with their business curriculum. I think it is always important to know
what other school districts are teaching and find ways to incorporate what works elsewhere into
my business classes.
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4) Tonya Skinner’s Business Education Lesson Plans and Resources
URL: http://lessonplans.btskinner.com/
Summary
This resource offers a plethora of lesson plans and lesson plan ideas. In addition, it also provides a
number of other resources from bulletin board ideas to professional organizations, all specifically
for the business teacher. The lesson plans are divided into different sections and cover all the major
topics in a business class.
Positive Aspects
This resource is very well organized, with lesson plans and other ideas for lessons divided into
specific areas of business. It is simple and easy to navigate the website and find the material you
are looking for. The sheer plethora of lesson plans available for teachers is astounding. Teachers
can submit lesson plans and add comments to existing lesson plans so you know what works well
and how to adapt certain lesson plans for your own use. The other resources at this website are also
quite helpful for professional growth as a business teacher.
Development Areas
This resource is excellent for a business teacher to use. It is simple and easy to find information. I
thought the material was relevant to business teachers and focused on lesson plans. However some
links were not updated and current. Keeping the links and material up to date could develop it
further.
Adapting
I would use this resource to find ideas for different ways to teach business. The lesson plans are
excellent resources for teachers to peruse and find new and innovative ideas to teach business. The
other resources are good but I do not know how useful that information is. I would explore this
resource further in an attempt to increase my knowledge as a business teacher.
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5) YoungBiz – Spotlight on Business
URL: http://youngbiz.com/
Summary
This resource is more student oriented then teacher oriented then the other resources. This website
offers news about youth involved in business as well as ideas for students to become involved in
business. There is a section about exploring careers for students to look at. There is a message
board for students to communicate with each other, to discuss youth in business issues. This
website is designed more to encourage youth to become involved in business then as a classroom
centered tool.
Positive Aspects
This resource is designed for students so the language is at the proper level for high school
students. There is a wide variety of information for students to browse through that includes
investing and career information. The message board is an excellent tool for students to use in a
business class.
Development Areas
This resource is more for the students then the teacher. There is information for teachers included
in the website but it could be developed more. It also learns strongly towards promoting young
entrepreneurs, so the information on the website focuses on that. It could offer more information
on other avenues for students to become involved in business.
Adapting
I would show this website to my students to encourage their interest in business and for research
purposes but I feel that this resource has limited usefulness. This resource is for students to explore
and be exposed to the many ways they could become involved in business at a young age. I might
take some of the material available to create a project assignment for a general business class.
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