Management and Interpersonal Skills
Practicum in Science, Technology, Engineering, and Mathematics
Lesson Plan
Performance Objective
Upon completion of this lesson, students will be able to defend the purpose of management as
it relates to efficient operation of a business, and discuss the relationship of interpersonal and
team-building skills and how they are used by effective managers – after completing the
Amusement Park Development Project matching the criteria in the Amusement Park
Development Project Rubric.
Specific Objectives
 Identify the three levels of management.
 Theorize how a self-managing team functions.
 Evaluate the five functions of management.
 Discuss the difference between traditional and horizontal organizations.
 Explain how interpersonal and team-building skills are vital to employee, management,
and customer interaction.
 Demonstrate effective interpersonal and team building skills.
Terms
 Vertical integration- top-to-bottom management structure of an organization (consists
of top, middle, and supervisory levels).
 Top management- makes decisions affecting entire company; decisions have broadest
effect on the company.
 Middle management- implements the decisions of top management; plans ways to
implement goals; communicates with supervisory-level management.
 Supervisory level management- supervises the activities of employees; carries out the
instructions of middle and top management; assign tasks and evaluate performance of
employees.
 Empowerment- encourages team members’ contributions and willingness to take
responsibility.
 Controlling- Measuring performance; comparing performance with company objectives
and goals for effective outcome.
Time
This lesson should take 25 class days to complete, including presentation days.
Preparation
TEKS Correlations
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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.
Practicum in Science, Technology, Engineering, and Mathematics
• 130.374 (c)
o (1) The student demonstrates professional standards as required by business
and industry. The student is expected to:
(A) adhere to policies and procedures;
(B) demonstrate positive work behaviors and attitudes, including
punctuality, time management, initiative, and cooperation;
(C) accept constructive criticism;
(D) apply ethical reasoning to a variety of situations in order to make
ethical decisions;
(E) complete tasks with the highest standards to ensure quality products
and services;
(F) model professional appearance, including dress, grooming, and
personal protective equipment as appropriate; and
(G) comply with practicum setting safety rules and regulations to
maintain safe and healthful working conditions and environments.
•
130.374 (c)
o (2) The student applies concepts of critical thinking and problem solving. The
student is expected to:
(A) analyze elements of a problem to develop creative and innovative
solutions;
(B) critically analyze information to determine value to the problemsolving task;
(C) compare and contrast alternatives using a variety of problem-solving
and critical-thinking skills; and
(D) conduct technical research to gather information necessary for
decision making.
•
130.374 (c)
o (3) The student demonstrates leadership and teamwork skills in collaborating
with others to accomplish goals and objectives. The student is expected to:
(A) analyze leadership in relation to trust, positive attitude, integrity, and
willingness to accept key responsibilities in a work situation;
(B) demonstrate teamwork skills through working cooperatively with
others to achieve tasks;
(C) demonstrate teamwork processes that promote team building,
consensus, continuous improvement, respect for the opinions of others,
cooperation, adaptability, and conflict resolution;
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(D) demonstrate responsibility for shared group and individual work
tasks;
(E) establish and maintain effective working relationships in order to
accomplish objectives and tasks;
(F) demonstrate effective working relationships using interpersonal skills;
(G) use positive interpersonal skills to work cooperatively with others;
(H) negotiate effectively to arrive at decisions;
(I) demonstrate respect for individuals, including those from different
cultures, genders, and backgrounds; and
(J) demonstrate sensitivity to and value for diversity.
•
130.374 (c)
o (4) The student demonstrates oral and written communication skills in creating,
expressing, and interpreting information and ideas, including technical
terminology and information. The student is expected to:
(A) demonstrate the use of content, technical concepts, and vocabulary
when analyzing information and following directions;
(B) employ verbal skills when obtaining and conveying information;
(C) use informational texts, Internet websites, and technical materials to
review and apply information sources for occupational tasks;
(D) evaluate the reliability of information from informational texts,
Internet websites, and technical materials and resources;
(E) interpret verbal and nonverbal cues and behaviors to enhance
communication;
(F) apply active listening skills to obtain and clarify information; and
(G) use academic skills to facilitate effective written and oral
communication.
Interdisciplinary Correlations
English Language Arts and Reading, English I,
 110.31 (b)
o (24) Listening and Speaking/Listening. Students will use comprehension skills to
listen attentively to others in formal and informal settings. Students will continue
to apply earlier standards with greater complexity. Students are expected to:
(A) listen responsively to a speaker by taking notes that summarize,
synthesize, or highlight the speaker's ideas for critical reflection and by
asking questions related to the content for clarification and elaboration;
(B) follow and give complex oral instructions to perform specific tasks,
answer questions, solve problems, and complete processes; and
(C) evaluate the effectiveness of a speaker's main and supporting ideas.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
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(A) apply knowledge of speech form to organize and design speeches;
(B) organize speeches effectively for specific topics, purposes, audiences,
and occasions;
(C) choose logical patterns of organization for bodies of speech; and
(D) prepare outlines reflecting logical organization.

110.57 (b)
o (7) Delivery. The student uses appropriate strategies for rehearsing and
presenting speeches. The student is expected to:
(A) employ techniques and strategies to reduce communication
apprehension, develop self-confidence, and facilitate command of
information and ideas;
(B) rehearse and employ a variety of delivery strategies;
(C) develop verbal, vocal, and physical skills to enhance presentations;
(D) use notes, manuscripts, rostrum, visual aids, and/or electronic
devices; and
(E) interact with audiences appropriately.
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 http://www.cte.unt.edu
Preparation
Review and become familiar with the terminology, website links, and the slide presentation.
Have materials, slide presentation, and websites ready prior to the start of the lesson.
References
Webster’s new compact office dictionary (2003). New York, NY: Houghton Mifflin Harcourt
Publishing Co.
Instructional Aids
 Management: Another Piece of the Puzzle slide presentation and notes
 Interpersonal Skills slide presentation and notes
 Warm-up Activity (Slide 3)
Materials
 Management: Another Piece of the Puzzle Student Notes handout for each student
 Management: Another Piece of the Puzzle Student Notes Answer Key
 A Taste of (Insert your County) handout for each student
 Group Presentation Rubric for each student
 Group Progress Rubric for each student
 Your Personal Brand handout for each student
 Project Rubric for each student
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Copyright © Texas Education Agency, 2015. All rights reserved.






Interpersonal Skills Student Notes handout for each student
Interpersonal Skills Student Notes Answer Key
Personal Bucket List: 50 Things you Want to do Before age 65 handout for each student
Amusement Park Development Project handout for each student
Amusement Park Development Project Rubric for each student
Materials required to complete the activities (see handouts)
Introduction
The main purpose of this lesson is to give students an understanding of the importance of
effective management within an organization and how to identify the characteristics of
effective managers.

Say
o The lack of effective organizational management can contribute to an
organization’s failure.

Ask
o What character traits are common in “good” managers?

Say
o Interpersonal skills are vital in today’s workplace. Managers must have the ability
to encourage employees to work together as a team.

Show
o Photos from the Internet of well-known leaders of organizations.
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Outline
MI
OUTLINE
I. Introduction of Lesson
A. Management: Another Piece of
the Puzzle slide presentation
B. Bell Work Activity
C. Warm-up Activity
II. Management Structures
(presentation)
A. Vertical Organization
B. Horizontal Organization
III. Management Functions
IV. Management Styles
V. Effective Manager Traits
VI. Interpersonal Skills slide presentation
A. Personal traits
B. Personal ethics
C. Creativity, initiative, responsibility
D. Attitude
E. Self-control/orderliness
F. Self-awareness and willingness to
change
G. Self-esteem
H. Empathy
I. Personal skills
J. Goal setting
NOTES TO TEACHER
Begin the Management: Another Piece
of the Puzzle slide presentation. Each
slide is meant to be discussed. Have
some background knowledge, and
challenge the students to make some
contributions to the discussion.
Have students work on the Bell Work
Activity. (Slide 2)
Warm-up Activity
Have students complete Management:
Another Piece of the Puzzle Student
Notes during the presentation. Teacher
will grade using Management: Another
Piece of the Puzzle Student Notes
Answer Key. Students (in pairs) will
teach each other the terms and
definitions. They may do computerbased research to look up the meaning.
(Slide 3)
Have students complete Interpersonal
Skills Student Notes during the slide
presentation. Teacher will grade using
Interpersonal Skills Student Notes
Answer Key.
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MI
OUTLINE
NOTES TO TEACHER
VII. Class activities, projects, and rubrics
A. A Taste of _______County
B. Group Presentation Rubric
C. Group Progress Rubric
D. Your Personal Brand
E. Project Rubric
F. Personal Bucket List: 50 Things you
Want to do Before age 65
G. Amusement Park Development
Project
H. Amusement Park Development
Project Rubric
Assign all projects. It is suggested that
the students present all projects to the
class. Teacher will grade using the
rubrics.
It is up to the teacher’s discretion
whether to assign some of the larger
projects to pairs or small groups
instead of to individual students.
Multiple Intelligence Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the two slide presentations (one each for management and
interpersonal skills) and will have the students take notes during the presentations.
Independent Practice
Students will complete each of the following projects.
 A Taste of _________County
 Your Personal Brand
 Personal Bucket List: 50 Things you Want to do Before age 65
 Amusement Park Development Project
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Summary
Review
 We all possess personal traits that make us unique.
 Everyone has a set of personal ethics; however, the degree to which we use them is an
individual choice.
 Developing and using effective interpersonal skills is necessary for successful managers.
Evaluation
Informal Evaluation
It is up to the teacher’s discretion of how to grade the daily assignments. The teacher will
monitor the students’ work to check for understanding.
Formal Evaluation
Students will complete extensive projects to demonstrate knowledge of material covered in this
unit.
Rubrics have been provided.
Extension
Students will conduct research on the Internet of two popular and financially successful
amusement parks (one from the United States and one from another country) and write a 150word paper.
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Name_____________________________Date_______________________Class____________
Management: Another Piece of the Puzzle
Student Notes
Terminology












Vertical integration- ___-to- ______ management structure of an organization (consists
of ___, ______, and ___________ levels).
Top management- makes _________ affecting ______ _______; decisions have
________ effect on the company.
Middle management- __________ the _________ of ___ management; plan ways to
implement _____; communicates with ___________-level management.
Supervisory level management- _________ the activities of employees; ________ the
instructions of middle and top management; ______tasks and ________ performance of
employees.
Horizontal organization- ____-________ teams set their own _____ and make their own
_________. Organized by _______ instead of ________.
Empowerment- __________ team members’ _____________ and willingness to take
______________.
Managing___________________________________________________________________.
Organizing- bringing people, activities, and resources together for the _______ of the
company.
Staffing- ________ _______ with the _____ to be done.
Controlling- _________ performance; _________ performance with company
__________ and goals for effective outcome.
Long-range planning- information is ________ and ________, serving goals ranging
from one to five years; or five to 10 years.
Short-term planning- specific objectives are identified for implementation of ___ year
or ____. Usually evaluated on _________ or ____-______ basis.
Management Structures


Vertical organization
o _______performs __________ department function well.
o ___management
o ______ management
o ___________-level
Horizontal organization
o Became _______ due to __________ in the _____ and _____.
o ____-________ _____set own _____ and make own _________.
o ________ oriented
o Adopted by most ___manufacturers
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Management Functions





Planning
o ____-_____
o _____-_____
Organizing
o _______________________________ (hint: phrase)
o ______________ _____ (two words)
Controlling
o Performance is ________ and ________with goals
o _______ standards, areas of improvement
Staffing
o _______ and ____; ________ performance
Leading
o ___________ direction of business; __________; __________; drive
Management Styles

__________
o Makes decisions with virtually no input
o “_____________________” (hint: phrase)
 _______
o Allows employees to make all decisions
o Can be a “circus”
 ____________
o Gets ________ and adjusts when necessary
o Can be slow; ________ _____ can be helpful
 __________
o Allows majority rule; sometimes slow process
o But it is easier to get employee’s approval
 _______-_____
o Manager acts as a mentor; allows employees ____ _______ (two words)
o Focus on results, not how work gets done
 __________
o Makes decision, then takes time to convince employees it was good
o Spends time getting people to “___ __” (two words)
An Effective Manager…



Shows a _____ ____ (two words)
o It is ok to smile! It’s contagious!
Cares about ______
o Encourages and looks for the ____ in others
o Says “_____ ____” (two words)
Is considerate
o Takes ________
o Calls people by their _____
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

o __________ birthdays, anniversaries, etc.
Listens
o ____ questions
o ______ information
Encourages ___________
o Does not ______
o Treats everyone _______
o Is a ____ player
o Is ___________
An Effective Manager also. . .







Is able to give _____ directions
Has skills to _____ employees adequately
Has ______
Is consistent and ____ and ____
Acts as a good _______
Delegates ________________
Fosters __________
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Management: Another Piece of the Puzzle
Student Notes
Answer Key
Terminology












Vertical integration- top-to-bottom management structure of an organization (consists
of top, middle, and supervisory levels).
Top management- makes decisions affecting entire company; decisions have broadest
effect on the company.
Middle management- implements the decisions of top management; plan ways to
implement goals; communicates with supervisory-level management.
Supervisory level management- supervise the activities of employees; carryout the
instructions of middle and top management; assign tasks and evaluate performance of
employees.
Horizontal organization- self-managing teams set their own goals and make their own
decisions. Organized by process instead of function.
Empowerment- encourages team members’ contributions and willingness to take
responsibility.
Managing- completing the work of an organization through its people and resources.
Organizing- bringing people, activities, and resources together for the benefit of the
company.
Staffing- matching workers with the tasks to be done.
Controlling- measuring performance; comparing performance with company objectives
and goals for effective outcome.
Long-range planning- information is gathered and analyzed, serving goals ranging from
one to five years; or five to 10 years.
Short-term planning- specific objectives are identified for implementation of one year
or less. Usually evaluated on quarterly or semi-annual basis.
Management Structures


Vertical organization
o Manager performs particular department function well.
o Top management
o Middle management
o Supervisory-level
Horizontal organization
o Became popular due to downsizing in the 1980s and 1990s.
o Self-managing teams set own goals and make own decisions.
o Customer oriented
o Adopted by most car manufacturers
Management Functions

Planning
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



o Long-range
o Short-range
Organizing
o Arrange staff to accomplish goals (hint: phrase)
o Organizational chart
Controlling
o Performance is measured and compared with goals
o Setting standards, areas of improvement
Staffing
o Recruit and hire; evaluate performance
Leading
o Communicate direction of business; commitment; motivation; drive
Management Styles

Autocratic
o Makes decisions with virtually no input
o “My way or the highway” (hint: phrase)
 Chaotic
o Allows employees to make all decisions
o Can be a “circus”
 Consultative
o Gets feedback and adjusts when necessary
o Can be slow; Advisory Board can be helpful
 Democratic
o Allows majority rule; sometimes slow process
o But it is easier to get employee’s approval
 Laissez-faire
o Manager acts as a mentor; allows employees some control
o Focus on results, not how work gets done
 Persuasive
o Makes decision, then takes time to convince employees it was good
o Spends time getting people to “buy in”
An Effective Manager…




Shows a happy face
o It is ok to smile! It’s contagious!
Cares about others
o Encourages and looks for the good in others
o Says “thank you”
Is considerate
o Takes interest
o Calls people by their names
o Recognizes birthdays, anniversaries, etc.
Listens
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
o Asks questions
o Recalls information
Encourages interaction
o Does not gossip
o Treats everyone equally
o Is a team player
o Is trustworthy
An Effective Manager also. . .







Is able to give clear directions
Has skills to train employees adequately
Has vision
Is consistent and fair and firm
Acts as a good example
Delegates responsibilities
Fosters initiative
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Name_____________________________Date_______________________Class____________
A “(insert your county) County STEM Fair”
Objective
Students will use management decision-making skills to complete all the necessary tasks of
staging a STEM Fair.
Materials
Computers; projector; Internet; paper and printer for print items
Procedure
You are the Chairperson of the “__________ County Robotics Fair” (You supply the name of
your county) Committee. Your goal is to ensure 100% occupancy by STEM vendors located
within your county. You have space for 30 booths. The event will take place on
_______________ (pick a date). Your duties are as follows.
Duties
1.
2.
3.
4.
5.
6.
7.
Determine your target market (who you want to draw to your event).
Select the vendors that will participate.
Decide on admission charges.
Plan the arrangement of the floor plan for the event.
Secure the site (must be in your county). Look up the location on Internet.
Decide how you will promote the event to the public.
What type of entertainment will participate? When? Variety?
Prepare
• One direct mail (postcard or flyer)
• One press release (story that tells who, what, where, when, and why) and you must
include at least two quotes from someone who has participated in the past
• One TV commercial (use multimedia software or a video production software)
• One non-traditional promotion such as an airplane trailer, a “sandwich promo” walker,
skydiver, etc.
Design
Design a layout and floor plan and list the participating vendors in their booth locations. (Use
word processing software.)
Reflect
What considerations did you take in deciding where to locate the participating teams and
vendors within your chosen site?
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Group Presentation Rubric
Presentation Title_____________________________________________________________
Name
Teacher
____________________________________ ______________________________________
Date of Presentation
_________________________
Title of Work
______________________________________
Criteria
Points
1
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
2
3
4
Student presents
Audience cannot
Audience has
Student presents information in
understand
difficulty
information in
logical,
presentation
following
logical sequence
interesting
because there is no
presentation
that audience sequence that
sequence of
because student
can follow.
audience can
information.
jumps around.
follow.
Student is
Student
Student does not
uncomfortable
demonstrates
have grasp of
Student is at
with information
full knowledge
information; student
ease with
and is able to
(more than
cannot answer
content, but fails
answer only
required) with
questions about
to elaborate.
rudimentary
explanations and
subject.
questions.
elaboration.
Student used
Student used
some visuals that Visuals related to
visuals to
Student used no
rarely support
text and
reinforce screen
visuals.
text and
presentation.
text and
presentation.
presentation.
Presentation had
Presentation had
Presentation had
no more than Presentation had
three misspellings
four or more spelling
two misspellings no misspellings
and/or
errors and/or
and/or
or grammatical
grammatical
grammatical errors.
grammatical
errors.
errors.
errors.
Student mumbles,
Student
Student's voice is Student used a
mispronounces
mispronounces
clear. Student clear voice and
terms, and speaks terms. Audience
pronounces
correct, precise
too quietly for
members have
most words pronunciation of
students in the back difficulty hearing
correctly.
terms.
of class to hear.
presentation.
Total---->
____
____
____
____
____
____
Teacher’s Comments
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Group Progress Rubric
Name ___________________________
Teacher__________________________________
Date ____________________________
Skills
Title of Work _____________________
Criteria
Helping
The teacher observed the
students offering assistance
to each other.
Listening
The teacher observed
students working from each
other's ideas.
Participating
The teacher observed each
student contributing to the
project.
Persuading
The teacher observed the
students exchanging,
defending, and rethinking
ideas.
Sharing
The teacher observed the
students offering ideas and
reporting their findings to
each other.
Points
0
10
15
20
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
____
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
____
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
____
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
____
None of the
Time
Some of the
Time
Most of the
Time
All of the
Time
____
Total Points
____
Teacher Comments:
17
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Your Personal Brand
Objective
Now is the time to shine and create something all about you! Your job is to create and market a
CD cover that represents you as you look toward life after high school.
Materials
Computer; Internet; personal pictures; blank CD cases; quality glossy or matte paper; printer
Procedure
1. Select an artist or group name that represents the real you. This should be a made-up band
name, not a real band name.
2. Create a personal logo and include it on your CD cover.
3. Select a title for your CD that represents how others see you.
4. Select at least six song titles. These must be real songs and must include the artist.
a. One song title for the type of friend you are.
b. One song title for the types of friends you have.
c. One song title that describes where you feel most comfortable.
d. One song title that describes what you would like to accomplish.
e. One song title that describes what you do well.
f. One song title that describes what makes you feel good.
5. Choose a producer - your most influential family member.
6. Choose an agent - your most influential teacher or employer.
7. Design the front and back cover of the CD. Make sure to include your artist’s name, CD title,
and logo (size= 4.5”x 4.5”).
Written Report
How would you market your CD? Type a one-page (minimum) summary including the following.
• Product- Why are these songs a real representation of you and why did you select the
songs? Explain your choice of producer and agent.
• Price- How much would you charge (per cd, song, etc.)?
• Place- Where could people get your music?
• Promotion- How will you promote your CD?
• Extra credit- Design the inside of the CD jacket.
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Project Rubric
Name _______________________________
Date_______________________________
Title________________________________________________________________________
Process
Below Average
1. Has clear vision of final product and
1, 2, 3
directions were followed
2. Properly organized to complete
1, 2, 3
project
3. Managed time wisely
1, 2, 3
4. Acquired needed knowledge base
5. Communicated efforts with teacher
Product (Project)
1. Format (required number of slides
present)
2. Mechanics of speaking/writing
3. Organization and structure
4. Creativity
5. Demonstrates knowledge
Satisfactory
Excellent
4, 5, 6
7, 8, 9, 10
4, 5, 6
7, 8, 9, 10
4, 5, 6
7, 8, 9, 10
1, 2, 3
4, 5, 6
7, 8, 9, 10
1, 2, 3
4, 5, 6
7, 8, 9, 10
Below Average
Satisfactory
Excellent
1, 2, 3
4, 5, 6
7, 8, 9, 10
1, 2, 3
4, 5, 6
7, 8, 9, 10
1, 2, 3
4, 5, 6
7, 8, 9, 10
1, 2, 3
4, 5, 6
7, 8, 9, 10
1, 2, 3
4, 5, 6
7, 8, 9, 10
Total Score____________________________
Teacher’s Comments:
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Name_____________________________Date_______________________Class____________
Interpersonal Skills
Student Notes
I. Personal traits
A. Personal ethics
i. ________________
ii. ________________
iii. ________________
B. Creativity, initiative, and responsibility
i. ________________________________________
ii. ________________________________________
iii. ________________________________________
C. Attitude
i. ________________________________________
ii. ________________________________________
iii. ________________________________________
D. Self-control/orderliness
i. ________________________________________
ii. ________________________________________
E. Self-awareness and willingness to change
i. ________________________________________
ii. ________________________________________
iii. ________________________________________
iv. ________________________________________
F. Self-esteem
i. ________________________________________
ii. ________________________________________
iii. ________________________________________
a. ________________________________________
b. ________________________________________
G. Empathy
i. ________________________________________
ii. ________________________________________
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II. Personal Skills
A. Assertiveness
i. ________________________________________
ii. ________________________________________
iii. ________________________________________
B. Time Management
i. ________________________________________
ii. ________________________________________
iii. ________________________________________
C. Goal Setting
i. What do you want out of
a. __________________
b. __________________
c. __________________
ii. Where do you plan to be in ______ years?
iii. Continue to ask yourself this question!
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Interpersonal Skills
Student Notes
Answer Key
I. Personal traits
A. Personal ethics
i. Honesty
ii. Integrity
iii. Play fair
B. Creativity, initiative, and responsibility
i. Find new ways to do your job (cuts boredom)
ii. Do what needs to be done without being told
iii. Be accountable for your actions
C. Attitude
i. Develop a positive attitude
ii. View difficult assignments as a challenge
iii. Positive attitude flows over into other areas
D. Self-control/orderliness
i. Tactfulness…what does it mean?
ii. A must when dealing with difficult customers
E. Self-awareness and willingness to change
i. Make a list of strengths and weaknesses
ii. You may think you know everything!
iii. The first 100 years are the hardest!
iv. Adaptable employees are valuable
F. Self-esteem
i. The way you see yourself (your value)
ii. Demonstrate self-esteem on the job by showing confidence in your work
iii. Build customers’ self-esteem too
a. Call them by name
b. Smile and greet them
G. Empathy
i. Understand another’s situation or frame of mind
ii. Put yourself in another’s place
II. Personal Skills
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A. Assertiveness
i. Stand up for yourself, but do not be pushy
ii. Do not boss others
iii. Make sure you know what you are talking about
B. Time Management
i. Budget your time
ii. Do not over-commit yourself or you will regret it
iii. Sometimes “no” is okay!
C. Goal Setting
i. What do you want out of
d. Life
e. Career
f. Personal relationships
ii. Where do you plan to be in ______ years?
iii. Continue to ask yourself this question!
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Copyright © Texas Education Agency, 2015. All rights reserved.
Name_____________________________Date_______________________Class____________
Personal Bucket List
50 Things You Want to Do Before Age 65
Think about this carefully before you begin. In your 50 things, you will need to use a word
processing program to devise a list of 50 things to do before you reach age 65, and include a
brief (one or two sentences) explanation about why you would do each task/activity. You may
not repeat or combine any!
Your list must include the following.
• One challenging sport (counts as one)
• One regular activity you never tried but would like to
• Two sites in the world you would like to see (each counts as one)
• Two career options (each counts as one )
• Two personal goals (each counts as one)
• Three activities that include your family members
• Two things you would do for someone else (each counts as one)
• Two activities you would do for your community
The rest are up to you!
Date due___________________________________
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Copyright © Texas Education Agency, 2015. All rights reserved.
Amusement Park Development Project
Objective
Students will use management and leadership skills learned in order to successfully complete all
assigned tasks in this amusement park project.
Materials
Computers; Internet; projector for presentations; printer and paper for proposal and brochure
Overview
Amusement parks have become an integral part of America. In this project, your team, as part
of the Department for Product Design and Development for AlphaGenX Amusement Park, is
vying to be the new park in your area. First rule of thumb, be sure to read through the whole
project before beginning.
I. Part 1 - Group Formation and Preparation
A. Decide on a team leader and divide up all tasks.
B. Create a survey to be given to students in your math or English class. The survey is to
find out what your peers would like in an amusement park. The survey must include at
least 10 quality questions. Type the questions and turn them in (include the number of
copies you will need).
C. After your surveys have been completed, you are to write a final analysis of a new
amusement park for your generation, based on personal ideas and survey results.
II. Part 2 - Research and Development
A. Research two different amusement parks that are similar to yours. (They can be from
any location.) For each of the two parks you will need to find the following information.
i. Name of the park
ii. Location of the park
iii. Number of roller coasters
iv. Names of roller coasters
v. Names of park areas/sections
vi. 10 other rides (type and name)
vii. Water rides information
viii. Available food and beverages
ix.
Entertainment offered
x.
Services Offered
xi.
Location of park
xii. Surrounding cities
xiii. Any other pertinent information you discover
III. Part 3 - Your Proposed Amusement Park Outline
A. This is the section where your design of the amusement park comes to life. You cannot
have the same exact ideas, features, or themes as another park!
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i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
Overall park theme
Principal sponsor
Location of park
Size of the park in acres
Number of rides
Kinds of rides
Number of concession stands/restaurants
What food/drink is available for sale
Other park attractions/activities
Layout of the park
How many parking spaces for cars/busses/vans/motorhomes/RVs
Number of souvenir stands/stores
IV. Considerations
A. Define your target market, its location, and the population of the area.
i. Be prepared to defend your reasoning.
B. What is the name, the type of park it will be, and he overall theme?
Include a logo design.
C. Who is your park's sponsor and are there any others?
D. What types of sections/areas/divisions will your park have and what will you name
these areas?
E. What kind of rides will be in each section?
F. How many roller coasters will you have? What will their names be?
G. What other rides will you have and what are their names?
H. What types of entertainment will you have?
i. Where will it be located in the park?
ii. Will the venues have names?
I. What are the general rules and guidelines you will have for the park?
J. What are your days and hours of operation?
K. Will there be any special characters in the park?
L. What accommodations will you make for guests with disabilities?
M. Describe your parking facilities.
N. Will you have a shuttle service?
O. Describe number and location of restroom facilities and concession stands.
V. You must include the following
A. A typed proposal for the park (limited to seven pages)
B. A brochure for the park
C. A detailed map of the park and surrounding area
D. The project needs to be neat and look professional.
E. All written information must be typed.
VI. Prepare multimedia presentation or video to use as you present your project to the Board
of Directors.
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Amusement Park Development Project Rubric
Presentation title______________________________________________________________
Name____________________________ Teacher_____________________________________
Date of presentation
_________________________
Title of work
___________________________________
Criteria
Points
1
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
2
3
Audience cannot
Audience has
Student presents
understand
difficulty following information in
presentation because
presentation
logical sequence
there is no sequence of because student that audience can
information.
jumps around.
follow.
4
Student presents
information in
logical, interesting
sequence that
audience can
follow.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Student used
visuals to reinforce
screen text and
presentation.
Student is
Student does not have
uncomfortable with
grasp of information;
Student is at ease
information and is
student cannot answer
with content, but
able to answer only
questions about
fails to elaborate.
rudimentary
subject.
questions.
Student used some
Visuals related to
Student used no
visuals that rarely
text and
visuals.
support text and
presentation.
presentation.
Presentation had
Presentation had four Presentation had no more than two Presentation had
or more spelling errors three misspellings
misspellings
no misspellings or
and/or grammatical and/or grammatical
and/or
grammatical
errors.
errors.
grammatical
errors.
errors.
Student
Student mumbles,
Student used a
mispronounces
Student's voice is
mispronounces terms,
clear voice and
terms. Audience
clear. Student
and speaks too quietly
correct, precise
members have
pronounces most
for students in the back
pronunciation of
difficulty hearing words correctly.
of class to hear.
terms.
presentation.
Total---->
____
____
____
____
____
____
Teacher’s Comments:
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