Business Risks Lesson Plan Fashion Marketing Marketing

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Business Risks
Fashion Marketing
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, the student will know that various types of risks impact business activities.
Specific Objectives
• Know that various types of risks impact business activities
• Categorize business risks
• Explain methods a business uses to control risks such as surveillance and safety training.
Terms
•
•
•
•
Risk-the possibility that a loss can occur as the result of a business activity
Risk Management-the strategy to offset business risks
Economic Risks-occur from changes in overall business conditions
Human Risks-caused by human mistakes as well as by the unpredictability of customers, employees, or
the work environment
Natural Risks-result from natural causes such as the weather
•
Time
When taught as written, this lesson should take approximately 2 days to teach.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.343. (c) Knowledge and Skills
(13) The student knows that various types of risks impact business activities.... The student is expected
to:
(a) categorize business risks
(b) explain method a business uses to control risks such as surveillance and safety training
Copyright © Texas Education Agency, 2014. All rights reserved.
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Interdisciplinary Correlations:
English III
• 110.33(1)(a) Reading/Vocabulary Development determine the meaning of grade-level technical
academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts)
derived from Latin, Greek or other linguistic roots and affixes
• 110.33 (1)(b) – Reading/Vocabulary Development analyze textual context (within a sentence and in
larger sections of text) to draw conclusions about the nuance in word meanings
• 110.33 (1)(c) – Reading/Vocabulary Development infer word meaning through the identification and
analysis of analogies and other word relationships
• 110.33(9)(c) – Reading/Comprehension of Informational Text/Expository Text make and defend subtle
inferences and complex conclusions about the ideas in text and their organizational patterns
• 110.33(11)(B) – Reading/Comprehension of Informational Text/Procedural Text translate (from text to
graphic or from graphic to text) complex, factual, quantitative, or technical information presented in
maps, charts, illustrations, graphs, timelines, tables and diagrams
• 110.33(12)(A) – Reading/Media Literacy evaluate how messages presented in media reflect social and
cultural views in ways different from traditional texts
• 110.33(12)(B) – Reading/Media Literacy evaluate the interactions of different techniques (e.g., layout,
pictures, typeface in print media, images, text, and sound in electronic journalism) used in multilayered media
• 110.33(12)(C) – Reading/Media Literacy evaluate the objectivity of coverage of the same event in
various types of media
• 110.33(12)(D) – Reading/Media Literacy evaluate changes in formality and tone across various media
for different audiences and purposes
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Retail Loss Prevention Specialists
O*Net Number: 33-9099.02
Reported Job Titles: retail loss prevention specialist
Tasks
•
•
•
•
Investigate known or suspected internal theft, external theft, or vendor fraud.
Conduct store audits to identify problem areas or procedural deficiencies.
Identify and report merchandise or stock shortages.
Monitor compliance with standard operating procedures for loss prevention, physical security, or risk
management.
Soft Skills: monitoring, time management, instructing, judgment and decision-making
Accommodations for Learning Differences:
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Copyright © Texas Education Agency, 2014. All rights reserved.
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Preparation
• Teacher will review the terms in the outline, slideshow, and handouts to become familiar with lesson.
• Teacher will have assignments and vocabulary words ready to distribute to students.
• Teacher will have websites and pictures ready on projector for visual learning and comparison.
References
• Ekstrom, G., Justiss, M., & Glencoe/McGraw-Hill. (2006). Fashion marketing. New York:
Glencoe/McGraw Hill
• Retailing association and loss prevention websites
Instructional Aids
• Display for slideshow
• Ekstrom, G., Justiss, M., & Glencoe/McGraw-Hill. (2006). Fashion marketing. New York:
Glencoe/McGraw Hill
Materials Needed
• Printer Paper
• Assignments handouts
Equipment Needed
• Computers for teacher/students with slideshow and Internet access
• Projector
Introduction
Learner Preparation
• Ask the students what the word “Risk” means to them. Discuss answers. Then ask “What does the
word “Risk” means to a clothing store?” Discuss answers.
Lesson Introduction
ASK: ask students what the word risk means to them. Then ask what the word risk means to a clothing store.
SAY: Risk is a possibility that a loss can occur. Theft can occur. But consider this: businesses must constantly
respond to consumer demand for change. New products are a risk. Advertising is a risk. Change in itself is a
risk.
ASK: Ask students what the biggest cause of inventory shortages in a store is.
SHOW: Show slideshow slide #3. Go over details of graph.
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Outline
MI
Outline
I.
II.
Existentialist
Interpersonal
Instructor Notes
Fashion Risks
A. Risk Management
1. Off-setting business risks
2. Managing risk exposure
Use slideshow as aid.
After introduction, students will make a list
of ways a store could protect itself from
theft.
Types of Risks
1. Economic Risks
2. Human Risks
3. Natural Risks
Intrapersonal
Kinesthetic/
Bodily
Go over terms and slideshow with class.
Students will research a particular company
and write 1 page report on ways they
prevent shoplifting in their stores.
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Application
Guided Practice
Introduction on Fashion risk and slideshow.
Independent Practice
• Students will independently create a list of ways a store could protect itself from theft.
Summary
Review
Q: What are the 3 types of risks?
A:
Q: What is the number one cause of theft?
A:
Q: What is an example of economic risk?
A:
Q: What is an example of human risk?
A:
Q: What is an example of natural risk?
A:
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Visual/Spatial
Evaluation
Informal Assessment
• Teacher will observe students during assignment. Teacher will move about the classroom,
providing feedback and making sure that students are on task.
Formal Assessment
Students will be evaluated on Theft Prevention Assignment using the assigned rubric.
Enrichment
Extension
• Ask students: “Besides cash and merchandise, what are other items employees may steal from a
business?” Can you steal time? Lead class discussion.
Copyright © Texas Education Agency, 2014. All rights reserved.
5
Business Risks
Fashion Marketing
Marketing
Theft Prevention Assignment
Choose a large company and research their methods of loss prevention. Students will write a one-page
summary describing ways the company prevents shoplifting in their stores and protects itself from employee
theft.
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Business Risks
Theft Prevention Assignment
Rubric
CATEGORY
Organization
Quality of
Information
Quality of Writing
Paragraph
Construction
Amount of
Information
20
Information is very
organized with wellconstructed
paragraphs and
subheadings.
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Complete sentences
with good variety,
proper grammar, and
correct spelling.
All paragraphs include
introductory
sentence,
explanations or
details, and
concluding sentence.
All topics are
addressed and all
questions answered
with at least 2
sentences about
each.
15
10
5 or less
Information is
organized with wellconstructed
paragraphs.
Information is
organized, but
paragraphs are not
well-constructed.
The information
appears to be
disorganized.
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.
Information clearly
relates to the main
topic. No details
and/or examples are
given.
Information has little
or nothing to do with
the main topic.
Complete sentences,
correct spelling and
proper grammar.
Need more variety in
sentence structure.
Most paragraphs
include introductory
sentence,
explanations or
details, and
concluding sentence.
All topics are
addressed and most
questions answered
with at least 2
sentences about
each.
Complete sentences
with some improper
grammar.
Some incomplete
sentences and
fragments, some
misspelled words and
poor grammar.
Paragraphing
structure was not
clear and sentences
were not typically
related within the
paragraphs.
One or more topics
were not addressed.
Paragraphs included
related information
but were typically not
constructed well.
All topics are
addressed, and most
questions answered
with 1 sentence
about each.
Total Score ________
Maximum 100 Points
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7
Business Risks
Fashion Marketing
Marketing
Business Risks Vocabulary
Risk
Risk Management
Economic Risks
Human Risks
Natural Risks
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