SCHOOL OF EDUCATION
Problem-Based Inquiry Lesson Plan
Karin Petty, Benjamin
Crisanto, Heath Stevenson
Business Management
Grade Level: 10-12
I.
Utah State Core
Curriculum Standard(s) and Objective(s)
a.
Standard: Students
will analyze and understand the importance of financial information.
b.
Objective: Analyze
and interpret the data that appears on financial statements, for managerial decisions
making. (e.g., ratio and breakeven analysis)
II.
Learning
Objective(s)/Indicator(s)
a.
Students will explain
the unit price needed to be charged in order to breakeven on a product.
III.
Preparation
A. Teacher
a. Bring poster board and markers
b. Bring 30 copies of assignment requirements
c. Bring 30 copies of project requirements
B. Student
a. Know basic principles of determining a unit price
b. Come prepared with homework completed and ready for
discussion.
IV.
Technology Use
a.
None
V.
Instructional
Procedures
1.
Explore the
Problem
a.
Students will
identify the problem of what unit price we need in order to break even. Using
prior knowledge they will need to determine all the information needed to
determine the unit price. (i.e. expenses for material, shipping costs, labor
costs, etc.)
2.
Use an Inquiry
Chart to Map Learning
a.
Students will be
divided into groups of 5 and decide on a product
b.
Student will then
list various expenses on the left side of the poster board
c.
On the right side
of the poster board students will show how they determined what unit price they
needed in order to break even.
3.
Share Different
Solutions
a.
Each group will
present to the class their product, expenses, and how to determine what unit
price was needed.
b.
Other groups will
then ask questions or critique their product expenses to see if something was
missed.
4.
Take Action
a.
For the unit
project students will need to create their own product that includes a logo and
a brand. In addition students will need to show how they determined their
break-even unit price. These will be presented in class and the class will vote
on a product.
VI.
Accommodation(s)
for Diverse Learner(s)/Differentiation
(readiness)
Give students examples of a popular product, for example apple, and how apple
may have determined what they needed to charge in order to break even.
(interest)
As groups students will be able to choose a product that interests them to present
about.
(profile)
Kinesthetic learners will be able to learn using hands on activities. Visual
learners will be able to learn by observing classmates presentations.
(affect)
Be aware that students may not have the resources to create their own product.
Have after school hours and provide material to allow those students to come to
the classroom and use the resources to create their own projects.
VII.
Evaluation/Assessment
of Student Progress
A. Pre-Assessment
a. Before starting class we will go over the previous
lesson that discussed what a unit price is, what a break analysis is and why
they are important to a business.
B. Formative Assessment
a. Students will explain how they determined the
unit price needed in order to break even.
C. Summative Assessment
a. At the end of the unit students will be creating a
product. The final presentation must include how they determined the unit price
needed to break even, their products brand and logo, and their products slogan.
Students will then attempt to “sale” their product to their class mates. The
class will vote who was the best product.
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