Lesson Plan Template: Grade: 12 Subject: Business Management Lesson Focus (Driving Question(s)): What does it mean to be ethical? How do we expect our businesses to demonstrate ethical business practices? Outcomes from Curriculum Documents: Understand and apply ethical principles to the Canadian business environment Apply their understanding and views of business ethics to become ethically and socially responsible consumers Timeframe: _______1.5-2 lessons (days)_______________ ( Define lessons, days, etc.) “I CAN” statements (Indicators): I can define “ethics” I can discuss my personal experiences and relationships with my business brands I can plant seeds for making a connection between business ethics and social responsibility. School Improvement Connection: Literacy: Students will be reading articles and watching videos to formulate their own opinions of ethical business practices Math: Other: Resources: Materials Needed: Internet Access to device: laptop/chromebook/phone/tablet Handouts with definitions for content specific words Handout with suggested list of links and videos to engage with Activity sheet instructions with a completed example Teacher Resources: Computer Speakers Powerpoint Projector Screen Technology:(Hyperlinks, Screencasts, Videos) Video: https://bizkids.com/lesson/lesson-117/ https://www.youtube.com/watch?v=l1HYrGsM6Ho Articles: https://gothamist.com/news/toms-shoes-founder-might-not-be-psyched-about-gay-marriage https://www.today.com/food/chick-fil-ceo-issues-statement-racism-following-social-media-backlasht183300 https://purpose.nike.com/protecting-environment https://www.inc.com/magazine/201511/paul-keegan/does-more-pay-mean-more-growth.html Assessment: Electronic and hardcopies of activity sheet Part 1: 10 - 15 minutes maximum* (Mini- Lesson) Identify which 21C skills are being used in this section: ❏ Create and Publish ❏ Communicate and Collaborate ❏ Evaluate ❏ Find and Validate ❏ Apply and Interconnect ❏ Citizenship ❏ Analyze and Synthesize ❏ Critical thinking Connection to Prior Knowledge Discussion questions: Yesterday we talked about… Do you as consumers pay attention to how ethical your favourite brands are? What do you know about.. If yes, why? If no, why not? And should you? How much research do you do on these brands? Have you ever changed your opinion, either positively or negatively, about a brand based on news stories? How do consumers impact businesses and their commitment to ethical business practices? Explicit Teaching (I do) Teacher models/demonstrates. Use explicit language. Prompts: Watch as I… Work through Powerpoint. Have some key discussion questions and thinking points for after the teaching portion. Ask students for examples of companies they may have heard about in the news. I want you to notice how … This is how we use this strategy to help us…. Take notes on the board about the different ways’ companies can engage in ethical business practices. Ie: green initiatives, employee benefits, community engagements, diversity & inclusion Guided Practice (We do) Students will have time to research some of their own examples of companies practicing ethical or unethical behaviours. How will students participate and practice what they have just Have students pair up or discuss in small groups. learned? Prompts: Students will have time to think about and answer discussion questions before opening up to a class discussion. Turn and talk to your partner about… Go into your notebook and… Work with a partner and… Part 2: Should be the largest portion of the lesson Identify which 21C skills are being used in this section: ❏ Create and Publish ❏ Communicate and Collaborate ❏ Evaluate ❏ Find and Validate ❏ Apply and Interconnect ❏ Citizenship ❏ Analyze and Synthesize ❏ Critical thinking Independent (You do) OR Independent Work in groups (We do) Each student will be given a worksheet (paper or electronic). They will be tasked with: - Identifying 2-3 examples of companies in the news for “ethical” or “unethical” business practices - Decide whether they agree or disagree with the news reports on each company - Explain their reasoning using points from the lecture and class discussion. Students will also be expected to utilize content specific terminology. - Students will finish with a reflection on their views of business ethics and the role consumers can play. Part 3: Time to Share Identify which 21C skills are being used in this section: ❏ Creat e and Publi sh ❏ Evalu ate ❏ Apply and Inter conn ect ❏ Analy ze and Synth esize ❏ Com muni cate and Colla borat e ❏ Find and Valid ate ❏ Citize nship ❏ Critic al thinki ng Time to Share (We share) -a mini-lesson reinforcement? -a problem solving opportunity -an opportunity for descriptive feedback -an opportunity for assessment What will it look like? • • • Whole class Partner Small group Depending on time left each student, or small group, will share one business they chose and explain their reasoning for classifying the business’s practices as either ethical or unethical. Students will reflect on their views of business ethics and the role consumers can play. Students will also take the time to discuss whether their opinion from the first set of discussion questions has changed since the lesson. Students will write an “exit slip” as a review, indicating any questions or points of interest that have arisen from the lesson. Prompts: • • • • Something I noticed today… Today we learned… One thing I’d like you to talk with your partner about while you share… While you are sharing, I will be looking for… Reflection: Was this enough time to cover the topic? Should business ethics be broken down into sections, such as business ethics and technology, business ethics and consumers, etc. DIFFERENTIATION: -Reduce the number of examples they need to classify on the worksheet -Provide examples instead of having students research their own examples Assessment: Activity sheet with examples of ethical and unethical business practices. Students will indicate which examples they believe to be ethical/unethical, with a brief explanation why they made that classification IPPS: Adaptations: Point form is acceptable Behaviour: Move throughout the classroom while students are working on their activity sheet or working in groups. Enrichment: Source: http://msashleygrant.weebly.com/21-century-lessons.html Formative feedback: At the beginning of the next class as a refresher we will work through the activity sheet as a class, noting the various responses. Any questions or issues remaining from the 1st lesson can be addressed.
