Course Profile
Introduction to Business, Grade 9 or 10 open, Public
Unit 4: Conducting Business in a Changing and Competitive Workplace
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity
7
Students should examine current issues affecting Canadian business. The role of marketing, accounting, human resources, and management in business success is highlighted.
Strand(s): Conducting Business in a Changing and Competitive Workplace
CCV.03 - explain how current issues affect Canadian businesses;
CCV.04 - explain the importance and role of human resources and sound management in business;
CCV.05 - explain the role of marketing and accounting in business.
CC2.03 - describe reasons for government policies and actions relating to regulation of markets and business activity (e.g., environmental concerns, the need for product labeling, health and safety concerns, the need for quality control, the need to ensure agricultural supply);
CC3.01 - analyse how technology has influenced the Canadian workplace;
CC3.02 - specify ways in which business activity can help or harm the environment;
CC3.03 - describe the importance of ethics and social responsibility in business.
CC1.03 - identify factors that influence employees’ attitudes and the quality of their work (e.g., factors that affect personal health, safety, work enjoyment);
CC4.01 - describe the function of human resources and effective people management;
CC4.03 - describe a variety of business career paths;
CC4.04 - compare the rights and responsibilities of employees and employers;
CC4.05 - describe the role of management in business;
CC4.06 - describe how different management approaches and styles can influence employee productivity.
CC5.01 - describe the role and effectiveness of advertising, display, distribution, research, packaging, and selling methods in marketing a product;
CC3.02 - specify ways in which business activity can help or harm the environment;
CC5.02 - describe how effective accounting and financial statements contribute to the success of a business.
|
Activity 1 |
Government Regulation of Markets and Business Activities |
140 minutes |
|
Activity 2 |
Business and the Environment |
260 minutes |
|
Activity 3 |
The Effects of Technology |
140 minutes |
|
Activity 4 |
Business Ethics and Social Responsibility |
90 minutes |
|
Activity 5 |
Human Resources |
350 minutes |
|
Activity 6 |
Accounting |
280 minutes |
|
Activity 7 |
Marketing |
420 minutes |
· Obtain a copy of the video LOOK AROUND: You Have Rights and preview to facilitate discussion.
· Prepare a guideline for Note-Making during the video.
· Prepare playing cards for creating groups by extracting number of cards required to create groups (e.g. 24 students would require 8 groups of 3 similar face value cards) from a regular deck of cards.
·
Prepare envelopes with a topic in each envelope.
· Obtain and copy articles that demonstrate conflict.
· Discuss interdisciplinary possibilities with science and geography teachers.
· Select an article about a socially responsible act of business and copy it for the class.
· Invite guest speaker.
· Review field trip safety procedures.
· Review creating a questionnaire from Unit 3.
· Collaborate with guidance and student services to prepare teaching notes.
· Arrange use of Internet access and career search software.
· Copy and distribute Note-Making Guide.
· Book computer lab.
· Copy Appendices A. 4.1, 4.2.
· Prepare transparencies of sample financial statements.
· Advise students to bring calculators.
· Obtain CD Planning for Success, The Spirit of Adventure; install and become familiar with accounting and marketing in Planning section.
· Collaborate with mathematics department on ratios.
· Complete Accounting activity before starting marketing activity.
· Familiarize self with marketing game on CD.
· Book computer lab with access to CD-ROM.
· Copy Appendix B4.1.
· research
·
co-operative learning skills
· familiarity with presentation rubric
· brainstorming
· comparing and contrasting
· use of Internet
· creating a questionnaire
· preparing and conducting a survey
· ratios
· field trip safety
1. Activity Based
· Discuss
· Creating and conducting a survey
· Completing checklist
2. Thinking Skills
· Response journals
· Lineup strategy
· Conflict scrapbook
· Brainstorming
· Comparing and contrasting
· Posing and responding to questions
· Creating an advertisement
3.
Independent Learning
· Note-Making
· Internet search
4.
Direct
Instruction
· Teacher presentation
· Guest speaker
5.
Co-operative
Learning
· Jigsaw
· Home groups
· Formative observation by the teacher of group interaction
· Summative rubric for peer/teacher evaluation of group presentations (see Appendix B 1.3)
· Summative evaluation of the scrapbook based on criteria developed by the class
· Formative assessment of group process
· Diagnostic assessment of survey questions
· Self-evaluation in response journal
· Peer-evaluation of group process
· Observation by the teacher of the posing and responding to questions. Provide feedback to the class based on criteria that measure listening skills and creative and critical thinking
· Summative teacher formulated test of the effect of current issues on Canadian business
· Self-evaluation in response journal
· Formative assessment of debriefing after the speaker’s presentation
· Peer-evaluation of career path searches
· Summative evaluation of written summaries of career path searches
· Self-evaluation in response journal
· Formative assessment of group work, Appendix B 5.1
· Peer-evaluation of sample problems
· Diagnostic assessment of advertisement using rubric, Appendix B 4.1
· Diagnostic assessment of survey
· Formative assessment of survey and report of results
· Summative teacher formulated quiz on financial statements
LOOK AROUND: You Have Rights ROM, from the Workplace Health and Safety Agency
The World of Business
Industry Canada web site
Exploring
Business
Demystifying
Thinking
Newspapers and magazines
The Bagel
Effect
Venn diagram, Appendix A3.1
Conference Board of Canada
Fast Company Magazine
Entrepreneurship:
Creating a Venture
Canadian Business Magazine
www.mazemaster.on.ca
Human Resources Development Canada
Youth Link
Careers in
Culture
Software Human Resource Council
What Color
is Your Parachute
Career
Intelligence
Planning For Success CD
Accounting text
Annual reports
Advertising Age
Marketing Magazine
· Prepare note outlines for students to follow the discussion on the video presentation.
· Provide students with web sites or information on the laws.
· Encourage students to use key visuals in their presentations.
· Assist students with Dictionary of Key Words.
· Give articles to the groups
· Create balanced groups so that students can support one another.
· Provide criteria for evaluation.
· Provide written and oral instructions.
· Show sample of finished product.
· Students can explore what new industry sectors have developed in the 90’s?
· Use key visuals to illustrate work concepts.
· Pair English and non-English speakers.
· Provide students with survey or sample questions.
· Provide written and oral instructions.
· Write questions on paper and show to the circle.
· Review the article with the class to ensure a full understanding before forming the circle.
· Model the activity in the circle.
· Students should report on a chapter or section of one of What Color is Your Parachute or Career Intelligence.
· Group students using Mazemaster based on language and computer skills.
· Provide notes on five types of leadership and the functions of management.
· Provide situations to determine effective form of leadership.
· Students use advertisements and packages from their own cultures.
· Students report on differences in marketing in their native countries.
· Provide a checklist for students to review displays.
· Handout of definitions after discussion.
· Provide copies of new terms in advance.
· Provide copies of overhead transparencies.
· Use financial statements from annual reports.
· Provide formulas.
Time: 140 minutes
Students should describe government policies and acts used to regulate markets and business activities.
Strand(s): Conducting Business in a Competitive
Marketplace and the Changing Workplace
Specific
Expectations:
CC2.03 - describe reasons for government policies and actions relating to regulation of markets and business activity (e.g., environmental concerns, the need for product labeling, health and safety concerns, the need for quality control, the need to ensure agriculture supply).
· Obtain a copy of the video LOOK AROUND: You Have Rights and preview to facilitate discussion.
· Prepare a guideline for Note-Making during the video.
· Prepare playing cards for creating groups by extracting number of cards required to create groups (e.g., 24 students would require 8 groups of 3 similar face value cards) from a regular deck of cards.
·
Prepare envelopes with a topic in each envelope.
· research
·
co-operative learning skills
· familiarity with presentation rubric
1. The teacher may describe the reason why the video LOOK AROUND: You Have Rights was initially developed.
2. Students should view the video and use a Note-Making Guide to make notes on the three segments of the video.
3. The teacher may lead a brief discussion on the incidents depicted on the video and on the rights and responsibilities of workers in Ontario.
4. Students should reflect in their response journals.
5. Shuffle a deck of cards and place a card face down on each student’s desk. When every student has a card, turn them over. Students then locate the students with the same face value cards (2’s together, 3’s together, etc.) and move into groups of four. These groups are the expert groups for a co-operative learning jigsaw.
6. Each group selects an envelope that contains one of the following:
· Hazardous Products Act
· Textile Labelling Act
· The Consumer Packaging & Labeling Act
· The Food and Drugs Act
· Agriculture Canada (including marketing boards)
· Consumer Protection Acts
· Clean Air Act
· Environmental laws
· Tobacco Laws as they pertain to minors.
· Highway Traffic Act
· Income Tax Act.
7. Each expert group prepares a brief overview, including a definition of the term, any symbols associated with the act (e.g., the symbols associated with the Hazardous Products Act) and examples of how the act is implemented. The teacher may then reorganize the groups so that there is a representative from each expert group in the new grouping. (Expert Groups: 8 groups of 4, Sharing groups: 4 groups of 8.)
8. Each group learns from the experts about each topic.
9. Each student adds the definitions of these acts to their Dictionary of Key Words.
· formative observation by the teacher of group interaction (CC2.03)
· summative rubric for peer/teacher evaluation of group presentations (see Appendix B 1.3) (CC2.03)
LOOK AROUND: You Have Rights video, from the Workplace Health and Safety Agency.
The World of
Business
Industry
Canada
· Prepare note outlines for students to follow the discussion on the video presentation.
· Provide students with web sites or information on the law.
· Encourage students to use key visuals in their presentations.
· Assist students with Dictionary of Key Words.
Time: 260 minutes
Students explain how businesses can help or harm the environment.
Strand(s): Conducting Business in a Competitive Marketplace and the Changing
Workplace
Overall Expectations:
CCV.03 - explain how current issues affect Canadian business.
CC3.02 - specify ways in which business activity can help or harm the environment.
· Obtain and copy articles that demonstrate conflict.
· Discuss interdisciplinary possibilities with Science and Geography teachers.
None
10. The teacher may demonstrate examples of conflict in Canadian business using newspaper and magazine articles. These examples could be of a labour relations conflict or conflict between consumers and a business or industry.
11. The teacher may stimulate a discussion of student reaction to the articles. The teacher may use the lineup strategy to allow students to express their points of view. By sharing their values and opinions, students should appreciate that issues can provoke diverse points of view.
12. Students collect articles that demonstrate instances of conflict involving the impact of business on the environment.
13. Divide students into small groups. Each group shares the articles that group members have collected and chooses a theme for a group conflict scrapbook.
14. Each group collects more articles and constructs a scrapbook that illustrates various sides of the conflict.
15. The class brainstorms criteria for evaluation of the scrapbook; for example, articles demonstrate an appropriate conflict, articles are organized into a coherent theme.
16. Students in each group analyse the conflict and suggest possible solutions.
17. Groups share their scrapbooks and suggested solutions with the class.
18. Students update the Dictionary of Key Words.
· Summative evaluation of the scrapbook based on criteria developed by the class. (CC3.02, CCV.03)
· Formative assessment of group process, Appendix B5.1
The World of Business, pages 391-395
Exploring Business, page 22
Demystifying Thinking, pages 48 - 51
Newspapers and magazines
· Give articles to the groups.
· Create balanced groups so that students can support one another.
· Provide criteria for evaluation.
· Provide written and oral instructions.
· Show sample of finished product.
Time: 140
minutes
Students research the impact of technology on the Canadian workplace.
Strand(s): Conducting Business in a Competitive Marketplace and the Changing
Workplace
CCV.03 - explain how current issues affect Canadian business.
CC3.01 - analyse how technology has influenced the Canadian workplace.
· Review field trip safety procedures.
· Review creating a questionnaire from Unit 3.
· brainstorming
· comparing and contrasting
· creating a questionnaire
19. Students should brainstorm ways in which technology has affected how and where Canadians work and how these changes have affected Canadian workers.
20. From the ideas created above, the class creates a questionnaire of six to eight questions to be asked of local business owners.
· types of new technology used
· effect on productivity
· health and safety
· quality of work
· level of employment
· workplace flexibility
· demands on time
· labour relations
The students should work in pairs to survey local businesses including professionals and other self-employed persons. If labour unions exist in your community, representatives of the unions should also be surveyed.
The results of the surveys are collated in chart form and the class draws conclusions as to how technology has affected business in their local community.
The class conducts the same survey with workers such as family, friends, etc. collates the results, and draws conclusions as to how technology has affected workers.
Working in small groups, students compare and contrast the results of the two surveys, hypothesize as to the reasons for similarities and differences, and present their hypotheses to the class.
Students write in their response journal predicting how technology may affect their work in the future.
Students update the Dictionary of Key Words.
· Diagnostic assessment of the survey questions (CC3.01)
· Self-evaluation in response journal
· Peer-evaluation of group process
The Bagel Effect
Venn diagram, Appendix 3.1
Conference Board of Canada
Fast Company Magazine
· Students can explore what new industry sectors have developed in the 90’s.
· Use key visuals to illustrate work concepts.
· Pair English and non-English speakers.
· Provide students with survey or sample questions.
Time: 90
minutes
Students examine current issues in business that focus on ethics and social responsibility.
Strand(s): Conducting Business in a Competitive
Marketplace and the Changing Workplace
CCV.03 - explain how current issues affect Canadian business
CC3.03 - determine the importance of ethics and social responsibility in business
· Select an article about a socially responsible act of a business and copy it for the class.
None
21. Students read an article about a socially responsible act of a business.
22. The teacher may organize the class to sit in one large circle.
23. In pairs, within the circle structure, students think about questions they have regarding the article and related issues. The questions are shared between the pair and together they decide on which question to pose to the full class circle.
24. Within the circle, each pair now poses a question and asks for up to three responses from classmates. Classmates are encouraged to offer opinions, thoughts, and clarification. For each question, up to three classmates may respond.
25. One student may act as the expert to respond to the questions or any member of the circle may offer a response to any question.
26. As in brainstorming, no evaluation of the questions and answers takes place and the questioners acknowledge each response with a simple thank you.
27. Questions continue around the circle until each pair has had an opportunity to ask a question.
28. In pairs students talk about questions they still have on the topic. These are written in the response journal to be researched at a later time.
· Observation by the teacher of the posing and responding to questions. Provide feedback to the class based on criteria that measure listening skills and creative and critical thinking.
· Summative test formulated by teacher of the effect of current issues on Canadian business. (CCV.02, CC3.01,02,03)
· Self-evaluation in response journal.
Demystifying Thinking, pages 37 – 42
Exploring Business, page 24
Entrepreneurship, Creating a Venture, pages 429 – 440
Canadian Business Magazine
· Provide written and oral instructions.
· Write questions on paper and show to the circle.
· Review the article with the class to ensure a full understanding before forming the circle.
· Model the activity in the circle.
Time: 350
minutes
Students learn the role of human resources in business and how effective people management can benefit a business. The rights of employees and employers are explored. Students should examine the different management approaches used in a business and learn how different management styles affect workers.
Strand(s): Conducting Business in a
Competitive Marketplace and the Changing Workplace
Overall
Expectations:
CCV.04 - explain the importance and role of human resources and sound management in business.
Specific Expectations:
CC1.03 - identify factors that influence employees’ attitudes and the quality of their work (e.g. factors that affect personal health, safety, work enjoyment);
CC4.01 - describe the function of human resources and effective people management;
CC4.03 - describe a variety of business career paths;
CC4.04 - compare the rights and responsibilities of employees and employers;
CC4.05 - describe the role of management in business;
CC4.06 - describe how different management approaches and styles can influence employee productivity.
· Invite guest speaker.
· Collaborate with guidance and student services to prepare teaching notes.
· Arrange use of Internet access and career search software.
· Copy and distribute Note-Making Guide.
· Use of Internet
29. The teacher may lead a discussion to identify factors that influence employees’ attitudes and the quality of their work. This discussion should make reference to the results of the surveys conducted in Activity 3. The class develops a list of questions on this topic to be asked of the guest speaker in step 5 below.
30. The teacher may question the class to develop a definition of human resources and the human resources department in a business.
31. The teacher may provide a list of the broad scope of responsibilities of a human resources department.
32. The teacher reviews the list of responsibilities with the class to determine how each responsibility can contribute to effective people management.
33. The teacher may invite a human resources manager, labour relations lawyer, or union representative (branch president) to describe the rights and responsibilities of employees and employers.
34. Debrief the class using the Note-Making Guide to ensure that all questions have been answered and understood.
35. The teacher may use old business cards or similar sized pieces of paper to create a “Job Jar” by writing a different business career path on each business card. The titles of the career paths are chosen from the labour market information at www.mazemaster.on.ca.
36. Students choose a career path from the “Job Jar” and research the career path using Mazemaster or other career search software.
37. Students prepare written summaries of their career path searches.
38. Students share their career path search findings in home groups and each group presents one career path to the class.
39. Students brainstorm a list of the components of leadership, evaluate the suggestions, and formulate a definition of leadership.
40. The teacher may lead a discussion on the five types of leaders and the functions of management described in Entrepreneurship, Creating a Venture.
41. Each of five small groups examines a different type of leadership and lists situations where that type of leadership would be effective with respect to each of the functions of management.
42. Each group shares its views with the class.
43. Students add to their Dictionary of Key Words.
· Formative assessment on debriefing after the speaker’s presentation (CC4.04)
· Peer-evaluation of career path searches (CC4.03)
· Summative evaluation of written summaries of career path searches (CC4.03)
· Self-evaluation in response journal
· Formative assessment of group process Appendix B 5.1
Entrepreneurship, Creating a Venture, pages 369 – 391
The World of Business, pages 65, 86, 93-95, 116-117
www.mazemaster.on.ca
Human Resources Development Canada
Youth Link
Careers in Culture
Software Human Resource Council
What Color is Your Parachute
Career
Intelligence
· Students report on a chapter or section of one of What Color is Your Parachute or Career Intelligence.
· Group students using Mazemaster based on language and computer skills.
· Provide notes on five types of leadership and the functions of management.
· Provide situations to determine effective form of leadership.
Time: 280 minutes
Students learn how to prepare simple financial statements and learn their importance to a business.
Strand(s): Conducting Business in a Competitive Marketplace and the Changing
Workplace
Overall
Expectations:
CCV.05 - explain the role of marketing and accounting in a business.
CC5.02 - describe how effective accounting and financial statements contribute to the success of a business
· Obtain The Spirit Lives: Planning For Success CD and install.
· Become familiar with CD above. See Appendix A4.1
· Copy Appendix A 4.1
· Book computer lab with CD-ROM drives. If none are available, print hard copy.
· Prepare transparencies of sample financial statements.
· Advise students to bring calculators.
· Collaborate with the Mathematics department on ratios.
· ratios
44. The teacher may introduce the balance sheet with the concept that the purchases of all assets are funded either by personal investment or borrowed funds.
45. The teacher may explain the balance sheet equation and students should complete sample problems.
46. Distribute Appendix A 4.1 and explain the use of the CD Planning for Success.
47. Students should work through the Balance Sheet section on the Planning for Success CD and add balance sheet terminology to their Dictionary of Key Words.
48. The teacher may illustrate a simple balance sheet and students complete sample problems.
49. The teacher may introduce an income statement for a service business and students complete simple income statements.
50. Students work through the Income Statement section on the Planning for Success CD and add income statement terminology to their Dictionary of Key Words.
51. The teacher may show sample balance sheets and income statements using an overhead projector. The teacher may ask a series of ‘What If’ questions regarding changing the balances of various accounts to determine how the financial statements impact the business and the business decisions.
· Peer-evaluation of sample problems
· Summative quiz on financial statements formulated by teacher (CC5.02)
Exploring Business, pages 366-397
The World of Business, pages 466-479
Planning for Success (The Spirit Lives) CD
Accounting text
Annual reports
· Provide copies of new terms in advance.
· Provide copies of overhead transparencies.
· Use financial statements from annual reports.
· Provide formulas.
Time: 420
minutes
Students describe how various elements contribute to the marketing of a product.
Strand(s): Conducting Business in a
Competitive Marketplace and the Changing Workplace
CCV.05 - explain the role of marketing and accounting in a business.
CC5.01 - describe the role and effectiveness of advertising, display, distribution, research, packaging, and selling methods in marketing a product.
CC3.02 - specify ways in which business activity can help or harm the environment.
· Complete accounting activity before starting marketing activity.
· Obtain Planning for Success, The Spirit Lives CD and install it.
· Become familiar with The Marketing Game on CD
· Book computer lab (Internet access and PCs with CD-ROM drives).
· Copy Appendix A 4.1, 4.2 B4.1
· preparing and conducting a survey
· field trip safety procedures
52. In pairs or small groups, students review and make notes on the following three topics found in the Library of Marketing on the Planning for Success CD – Overview and History of Marketing, Place Distribution and Marketing Research. The teacher may distribute Appendix A 4.1.
53. The teacher may debrief with the class to determine findings.
54. The students complete Appendix A 4.2, a chart that lists various media used for advertising and the advantages and disadvantages of each medium.
55. Students examine a variety of print advertisements and identify the four components of a print advertisement: headline, illustration, copy, and signature.
56. Students create a print advertisement for a household product and in an accompanying report describe how the advertisement is effective in meeting the three objectives of advertising: to inform, to persuade, and to remind.
57. The class creates a checklist of the effectiveness of display. Suggested criteria to include in the checklist are:
· drawing interest to a focal point
· being simple and uncluttered
· drawing attention to the focal point by a line or shape ( e.g. a row of trees, ribbon),
· colour
· lighting–projected on the focal point, subdued for background and flooring background–texture and depth
The class walks to a local shopping mall and completes the checklists for various window displays.
58. In small groups, the class evaluates the effectiveness of their checklists and compares their findings.
59. Groups bring any questions that they have about displays to the whole class.
60. Each group selects a product used by students to conduct primary research by preparing a survey that determines the reasons for consumer preferences of one brand over another. The group surveys a total of fifty students. The group organizes the results of the survey in a chart and writes a brief report that summarizes its findings.
61. The class brainstorms a list of different methods for selling CDs (e.g., CD clubs, infomercials, retail stores, concerts, the Internet).
62. In pairs, students find an e-commerce site; identify the site, and the needs and wants it meets; describe the product(s) sold, the advantages and disadvantages of selling the product(s) by this method, and the effectiveness of the site.
63. Students add definitions to Dictionary of Key Words.
64. As a culminating activity, in groups, students play the Marketing Game in Planning for Success, The Spirit Lives. Refer to Appendix 4.1 for directions.
65. Debrief the class as to how playing the game has helped them to understand the marketing mix and the effect of marketing decisions on financial statements.
· Diagnostic assessment of advertisement using rubric B4. 2 (CC5.01)
· Diagnostic assessment of survey
· Formative assessment of survey and report on results (CC5.01)
Entrepreneurship, Creating a Venture, pages 183 - 219
Exploring Business, pages 322-62
The World of Business, pages 495-507, 532-547
Planning for Success, The Spirit Lives CD
Advertising Age
Marketing Magazine
Fast Company
· Students use advertisements from their own cultures.
· Students report on differences in marketing in their native countries.
· Provide a checklist for students to review displays.
· Provide a handout of definitions after discussion.
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