My Business Rules WebQuest
Lesson Plan Outline
My Business Rules WebQuest by WebQuest Direct 1 of 15
Lesson Plan Outline
This WebQuest was developed for the Aboriginal Employment Strategy (AES) Moree, NSW to encourage Enterprise Education within
the Indigenous Students under their care.
This WebQuest was created and developed by WebQuest Direct (http://www.webquestdirect.com.au) for the AES.
It is a working document and updates will be made regularly when feedback from the AES is given on the progress of the students.
As the development of the Product involves the development of practical skills, this Lesson Plan will need to be adjusted between three
aspects of the WebQuest:
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Research using the WebQuest resources and direction
Practical Skills Development along with Product Creation & Development
Business People within the Township – Expertise and Mentoring
Any queries about the content of this WebQuest needs to be directed to Frances Moore, Educational Consultant and Managing Director
of WebQuest Direct.
Email: info@webquestdirect.com.au
PO Box 5145, Chisholm ACT 2905
1. How to use the WebQuest (WQ)
Things to do before starting WQ:

Computers need to have the following programs installed:
Microsoft XP (Word, PowerPoint, Excel)
Photoshop (on some but not all computers – for the groups doing Video, Storybooks, Jigsaws and Shopping bags).
Access to the Internet – will the students have email accounts set up?
Access to Printer – linked to each computer
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Access to a phone
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Teachers/mentors/aides need to know:

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How to use the Internet, create favourites, search for images,
Excel
Photoshop
How to use the Online Journal
PowerPoint
Digital Camera
Video
Audio
Editing equipment for Media Team
Teachers need to be familiar with the NSW Curriculum Standards and in some cases the National Curriculum Standards so that they
can map the Outcomes.
Teachers need to be able to fill in the Multiple Intelligences used as the Program progresses.
NB. The Lesson Numbers are an indication of the sequence of the Lessons. Some lessons will be divided into two, three or even four
lessons depending on the students, the practical skill session times and the meetings with mentors.
2.
Practical Skills
The AES is working in conjunction with the NSW TAFE and will have the opportunity to use their facilities to create the products for sale.
These practical sessions have not been scheduled into the Lesson Plan.
Teachers will need to judge when they will introduce the Practical Skills into the WebQuest.
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The Practical Sessions can be both in the afternoon and also as a Full Day Session. Eg.
Full Day Practical Session (if possible)
Practical Workshop – Hands on
Introduction to equipment
Safety issues
WQ will link to tutorial.
Teacher to develop a worksheet for
students to complete.
Students to be shown how to work the equipment.
Video group to have more time to learn about production. They will need a special mentor/tutor
3.
Business People’s Contribution to the Students involved in this WebQuest
Teachers need to be aware that there is a parallel program involving the Business Mentors from the Chamber of Commerce throughout
this WebQuest.
Teachers would need to organise the Business Mentors to be involved not only for their inspirational stories but also how well they
relate to the students.
This program is to be organised so that students are given successful business venture stories from successful business people.
It is intended that students would hear from business people every 6 weeks.
Some information has been given in the Meeting Place area of the WebQuest including how to create, develop and conduct a Business
Association Meeting.
NB. Not all the “Meeting Place” activities are noted in the Lesson Plan.
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Lesson Plan Outline
Less
on
Content
Structure/Time
Activity
PreLesson
MI test
MI Test will show the student’s dominant Learning Styles.
Week 2
Term 2
2005
Schools
/
students
to
complet
e
1
Resources
MI/Learning
Styles
Outcomes
Evaluation
NSW Stage 4,
Unit ?,
Outcome ?,
Objective ?
Teacher
Parent
Student
MI Test
Teachers will use the results of this test to allocate students across
groups.
AES computer skills
survey of students
Local Mentors –
Contacted
Welcome/Overview
Let’s Begin –
Teaching Staff welcome all students to ‘My Business Rules’
Cathy Duncan (CEO – AES) provides a brief explanation of the AES
and building and why we are gathering here for our program
Coordinator/Teacher
/Supervisor takes students on tour of building. Outline starting and
finishing time Afternoon tea –
Bus routine and expected Behavioral code.
Teacher (and Co-ordinator and Supervisor) give explanation of the
Project, money and the Prizes.
What is a WQ?
Aims
Also, the WebQuest and what our aims are for this program.
Discussion –Explain how the groups will be formed and why – based
on the MI test. Explain the test to students.
Questions and answers?
ICEBREAKER
Activity: “Get to know you” – Game
Poll for the product
/grouping
($200 start up monies)
Students to pair up and tell each other about themselves. The partner
of the pair is to share this with the group.
Let’s Choose - Activity
Listening, consensus,
communicating
OH&S Awareness,
application and
methodology
Staff to hand out and administer Poll sheets. Students to complete
Poll
Icebreaking game
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Staff to discuss ‘protocols/rules’ with students around listening –
consensus i.e. how to reach consensus fairly and democratically
OH&S awareness i.e. safety around the building/bus and other areas
we will visiting during “Our Business Rules” activities.
2
Introduction to the WQ
Teacher to announce groups.
Complete some activity that will meld the group into a group.
WQ to have
resources on
consensus, journaling
IT IS ESSENTIAL THAT THE TEACHER INFORMS FRANCES
ABOUT WHO IS IN EACH GROUP.
fcmoore@webquestdirect.com.au so she can put them into the
Journal area.
How to use the Journal
Email etiquette
Privacy issues
Journal:
http://www.webquestdire
ct.com.au/aes/journal
Group formation
(Process – Workshop,
Step 1)
Activity
Teacher to highlight WQ resource on data projector and walk through
issues listed – How to get to WQ and create a Favourite so students
can just click on each time.
Teachers will need to go through Introduction, Task and the first steps
of the Process.
Also, teachers will go through how to use the Journal. Email etiquette
and privacy issues relating to business and use of internet.
Teacher will go through how to vote using the E-Poll.
Teacher will need to
take photos of the
activities until the Media
group is up and running.
Reach consensus
Students are to think about what product they would like to make and
then list them in order of preference.
Groups to work out what product they would like to make. They have
to apply the rules of consensus to this decision. Next time, they will
have to give a presentation – they have to decide who will do it and
what they will do.
Start on making their
presentation about
which product they
would like to produce.
3
Group formation &
Name of groups
Students are to make a persuasive argument about which product
they would like to tackle. They will have to make a presentation about
their second favourite choice too. They will need to nominate their 3,
4, 5th choices too.
Voting on Presentation
The Group’s product is decided after their presentation by the teacher.
NSW Stage 4,
Unit ?,
Outcome ?,
Objective ?
Teacher
Parent
Student
Students will be given a score on their presentation. Each group will
be asked to vote on the other group’s presentations using the E-Poll.
Teachers will record their score.
Teacher will need to
There will ONLY be ONE product – we don’t want groups competing
for a limited market – so NO group will repeat the same product.
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take photos of the
activities until the Media
group is up and running.
Teachers are to announce the groups and their products.
IT IS ESSENTIAL THAT THE TEACHER INFORMS FRANCES
ABOUT WHO IS IN EACH GROUP.
fcmoore@webquestdirect.com.au so she can put them into the
Journal area.
Students to go to WQ and research names of Businesses – where did
they come from?
4.
What’s in a Business
Name?
Once the group has been given their product, they are to decide on
their Business Name! (Product name later!!!)
Have a range of
Business names and
Logos from Magazines –
analyse colour,
simplicity, recognisation,
Family names
Activity: What’s in a Name?
WQ – Names of
Businesses – where
did they come from?
Presentation of
“What’s in a
Name?”
Students to go to the WQ and complete the activity – What’s in a
Name
Create the criteria by which they would judge a name!
Send these criteria to WQD team so they can make a poll.
Ask students to decide by brainstorming what their group name will
be. They are to list as many names as possible!
Reach consensus
Ask students to collect a range of Ads & Logos on TV that are
successful, video clips, newspaper or magazine ads, radio ads for the
next 1- 2 weeks – re: business names.
5.
Journaling: Training on
Journaling.
Activity:
In the journal (in the group area) – students are to select their avatar
image, write and/or draw an evaluation of the days activities, their
hopes and aspirations! What do they think about the voting? From
now on, students are to journal for 10 minutes each session.
6.
What’s in a Name –
Voting
VOTING will take place over the next week – all family and friends can
be involved! (Only restriction will be that only one vote can come from
each computer).
Peer evaluation using the developed criteria of the name and the
Voting Poll.
Each group is to present their name and reasons why it is called this
way!!!
The other groups will then use the voting poll – teachers will record the
score for each group – next week.
Ongoing Journal
+ Media Group’s
recording
WQ Journal
NSW Stage 4,
Unit ?,
Outcome ?,
Objective ?
Teacher
Parent
Student
National
Framework for
Values
Education:
Care and
Compassion;
Doing Your
Best; Fair Go;
Ongoing Journal
+ Media Group’s
recording
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Optional: Fun Activity: (This is important for communication
skill development) “Just a minute….”
Journaling – 10 mins
each lesson at the end.
7.
Freedom;
Honesty and
Trustworthine
ss; Integrity;
Respect;
Responsibility;
Understanding
, Tolerance
and Inclusion
Instructions: Each team is to use all the other team’s names to
create a funny story. One team starts off and in a minute the next
team adds on to their story for a minute then the next team starts.
Role selection
Go to WQ to view Roles and then select one role.
Teachers need to
reassure students that
they will be given help
along the way in all their
roles!
Journaling – 10 mins
each lesson at the end.
Set up their Business Areas in their meeting room and produce a
Business Name Board to be placed in their area.
8.
Roles – Information and
clarification about the
Roles
Information Session about the Roles and clarification by the teachers
on what is expected from each of the roles.
Ongoing Journal
+ Media Group’s
recording
9.
(This
can
occur at
anytime
during
the
Progra
m)
First Training Session
in Meeting Room
Financial Managers are all to come together to be trained in Excel.
Ongoing Journal
+ Media Group’s
recording
Teachers will need to
know who they are
going to have come
here to train the
students in these
activities.
Production Manager is to take control of the storeroom and its
resources (not only keeping it clean but to have an inventory of
resources).
WQ: Roles described.
Students are to go to
their product area and
then go to ROLES:
Financial Manager
Creative Manager
Marketing Manager
Production Manager
Ongoing Journal
+ Media Group’s
recording
Creative Managers are to be trained in colours, drawing techniques,
and layout for screen printing, storybooks, cookbooks - photoshop
Marketing Managers are to be trained in the concepts of marketing
and PowerPoint
Production Managers are to be trained in time management, inventory
taking
Video Team are to be trained in the digital camera, or video. Selection
and training of Media group. This group needs to be able to take
photographs from today onwards.
Remind students to bring in their collection of logos for the next
lesson.
Journaling – 10 mins
each lesson at the end.
7
Logo design
Students have collected a range of Ads & Logos on TV that are
successful, video clips, newspaper or magazine ads, radio ads.
Criteria listed:
NSW Stage 4,
Unit ?,
Teacher
Parent
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Survey of business
logos - Internet
Interesting, simple,
colour, and impact
Activity:
As a group discuss and share Logos that are successful i.e. Coca
Cola , NIKE, (Remember to go over the rules of plagiarism).
Ongoing Journal
+ Media Group’s
recording
They are to go to the WQ and look at the Logo designs given there.
They are to look at the criteria listed
In the journal – students
are to write and/or draw
an evaluation of the
days activities
8
Business Survey
Questionnaire
Local Mentors from
community invited in to
classroom to assist
students with completing
Business Survey interviewing & reporting
- Mission Vision
Student
To hand in Logo
Design
Vote on the Logo Design
Journaling – 10 mins
each lesson at the end.
Outcome ?,
Objective ?
Each group is to design their logo and present it to the group at the
end of the session.
Video group is to also undertake this activity.
Vote on the logos – Teachers to record the scores at the end of the
lesson.
Activity:
Students to go to the WQ and follow links to Business Survey
Questionnaire.
This activity to get students to understand a real business and their
Business Plans.
Ongoing Journal
+ Media Group’s
recording
Business Survey
Questionnaire and
Local Business
Mentors
Staff to introduce Local Business Mentors to group. Assign Mentors
to individual groups.
Activity:
Interview and complete Business Survey with Local Business Mentors
Business Survey
Questionnaire
WQ links
Students are to show their mentors their business name, logo and
product as well as their score so far. Ask for help!!!
Journaling – 10 mins
each lesson at the end.
9
First Business
association meeting.
My Business Rules Association. Each 6 – 7 weeks, My Business
Rules Association will conduct a meeting.
Ongoing Journal
+ Media Group’s
recording
Tutor to explain: Executive roles, Rules and procedures for conducting
a meeting.
Ask a Rotary/Apex or
Lions person (Tutor) to
come and give some
ideas about how to
conduct a meeting.
Hold an election and appoint Executive. Ask students who they would
like to hear from at these meetings – give examples. Select the order
of the groups who will look after each business meeting. They will
have help from AES to organise the speakers, introduce them and
conduct the meeting.
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Journaling – 10 mins
each lesson at the end.
In the journal – students
are to write and/or draw
an evaluation of the
days activities
10.
Business Plans
11.
12.
Mentors & Business
Plans
Mission/Vision – create
a M/V Statement
Research Business Plans in WQ.
Ongoing Journal
+ Media Group’s
recording
Students are to explore the Business Plans of their mentors
Ongoing Journal
+ Media Group’s
recording
Research Mission/Vision Statements
Create a Mission/Vision Statement for their team – decide on the
elements that they think their business should aspire to.
WQ will have a link to
a range of
Mission/Vision
Statements
Use Values
Education for
this – look at
integrity and
honesty in
Business.
Teacher
Parent
Student
Mission/Vision
Statement
Ongoing Journal
+ Media Group’s
recording
13.
Create a motto or catch
phrase for use in
marketing
Create a motto and share with larger group after watching “What
Women Want” segment.
Vote on the Mission/Vision Statement and Motto
Will need a Video
recorder and the Video –
What Women Want.
Link to brand name
mottos. Watch “What
Women Want” Video
segment about the
Nike contract.
Motto
Ongoing Journal
+ Media Group’s
recording
Record the score for both M/V and Motto/Slogan
Vote on the
Mission/Vision
Statement and Motto
14.
Meeting Mentors –
Create a business plan
Excursion – Meet the Mentors at Work
Activity:
Students meet with their Local Business Mentors at work
Students question Mentors (go Online at Mentors work or have hard
copy of questions) on developing a business plan
WQ – On Line
Interview
Questions?????
List of Interview
questions on
developing a business
plan etc
NSW Stage 4,
Unit ?,
Outcome ?,
Objective ?
Teacher
Parent
Student
Ongoing Journal
+ Media Group’s
recording
Business Plan
Business meeting
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Journaling – 10 mins
each lesson at the end.
15.
Research how to create
a business plan Internet
In the journal – students are to write and/or draw an evaluation of the
days activities
Students to go to the WQ and research business plans. They will then
make a business plan using Word including a SWOT analysis.
Teams will have to brainstorm to produce their SWOT analysis.
WQ will link to a
range of “how to
create a business
plan” websites.
Ongoing Journal
+ Media Group’s
recording
Voting next session will take place on their Business Plans.
16.
17.
From now on, the
session will be divided
into Practical and Input
times with input time
first. (The exception will
be the Business
Meetings)
Journaling – 10 mins
each lesson at the end.
Presentation of Business Plans
Design a business card
Design a business card. Students are to design a BC with set
dimensions of 8.5 cms x 5.5 cms. (Voting on the Business Card will
take place in three weeks).
Students are allowed to have a double-sided card.
Practical Session on
equipment
Teacher
Parent
Student
Practical Session on equipment.
Business Cards
Ongoing Journal
+ Media Group’s
recording
WQ will have a link to
a range of business
cards.
Ongoing Journal
+ Media Group’s
recording
Practical Session on equipment
Journaling – 10 mins
each lesson at the end.
18
Practical Session – Full
Day (??) Session
Practical Workshop – Hands on
Teacher to develop a
worksheet for
students to complete
about safety issues.
Using equipment
Journaling – 10 mins
each lesson at the end.
19.
Design a business card
(cont)
Practical Session on
equipment
WQ will link to tutorial.
Finish designing business cards for voting next week.
Ongoing Journal
+ Media Group’s
recording
Business Card
Journaling – 10 mins
each lesson at the end.
20
Business Meeting
Inspirational speaker –
High flyer eg.
Ongoing Journal
+ Media Group’s
recording
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21.
“stick on” Person or
Dog washing – Moree
NADS
Journaling – 10 mins
each lesson at the end
Vote on the Business
Cards
Students are to make a display board with their business cards.
Vote on the Business Cards.
Practical Session
Record the results.
Journaling – 10 mins
each lesson at the end.
NSW Stage 4,
Unit ?,
Outcome ?,
Objective ?
Teacher
Parent
Student
Ongoing Journal
+ Media Group’s
recording
Business Card
22.
Power Point Skills
How to run a meeting –
role play
Tutorial – Power Point Skills
Teachers to give students roles and they are to act out a meeting.
Ongoing Journal
+ Media Group’s
recording
Discussion Example: “How can we participate at Croc Festival?”
Role Play
Ongoing Journal
+ Media Group’s
recording
23.
Practical Session –
further product
development
Practice of making a
PowerPoint
Ongoing Journal
+ Media Group’s
recording
PowerPoint
Practical Session –
further product
development
24.
Students to have a (30min) Business Meeting to discuss and share
NSW Stage 4,
Teacher
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Share and then Vote on
Business Plan
Business Plan.
Unit ?,
Outcome ?,
Objective ?
Practical Session
Parent
Student
Ongoing Journal
+ Media Group’s
recording
Business Plan
Practical Session
25
Business Marketing –
Planning
Market Planning
Practical Session
Option:
Business terms – Make up “How to be a Millionaire” questions on
these terms
WQ – list of terms
linked to
hyperdictionary.
Ongoing Journal
+ Media Group’s
recording
Market Plans
Play game
26
Skill Development
Plus Tutorial
Spreadsheet/ Finance Plan – recording results – cash flow
Tutorial Session on Spreadsheets. Financial Manager in each group is
to become the expert and teach the others in the next tutorial session.
Time for discussion. Each group is to discuss the questions for each
product that are located in the WQ.
Product development – brand name
27
28.
Business Meeting
Inspirational speaker –
High flyer eg.
“stick on” Person or
Dog washing – Moree
NADS
Journaling – 10 mins
each lesson at the end
Business Marketing –
Planning
Questions for each
team to consider will
be located within the
WQ. Eg. What
dreamtime story will
we illustrate on our
jigsaw? What plants
do we need to start
growing? Are there
any plants around
town that we need to
photograph? Is there
any drawings that are
suitable for the
shopping bags? What
colours?
Ongoing Journal
+ Media Group’s
recording
Spreadsheets
Ongoing Journal
+ Media Group’s
recording
Development of Marketing Plan (cont).
Ongoing Journal
+ Media Group’s
recording
Practical Session
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Market Plan
29.
Lease Agreement and
Relationship with AES
Students are to investigate the differences between lease agreements
and rental properties.
Ongoing Journal
+ Media Group’s
recording
Formalise their relationship with AES.
Practical Session
Legal ramifications of leases, rent and buying discussed.
how to negotiate with banks and other businesses and the media
29.
Market Power – Who do
I sell to?
Students to complete the activities and answer the questions in this
section of the WQ
Ongoing Journal
+ Media Group’s
recording
Practical Session
The "30 second"
Elevator
Marketing Pitch
30.
Profit Margin and
Accurate Accounting
System
Students to complete the activities and answer the questions in this
section of the WQ
Ongoing Journal
+ Media Group’s
recording
Students to complete the activities and answer the questions in this
section of the WQ
Ongoing Journal
+ Media Group’s
recording
Students to complete the activities and answer the questions in this
section of the WQ
Ongoing Journal
+ Media Group’s
recording
Practical Session
31.
Protecting your IP
Practical Session
32.
Advertising
Practical Session
Create a 5
minute
PowerPoint
Presentation to
showcase the
product
33
Business Meeting
Inspirational speaker –
High flyer eg.
Ongoing Journal
+ Media Group’s
recording
“stick on” Person or
Dog washing – Moree
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34.
NADS
Journaling – 10 mins
each lesson at the end
Revisiting the Business
Plan to grow the
business
Ongoing Journal
+ Media Group’s
recording
Practical Session
Optional
Croc Festival
Revising the
Business Plan
Excursion
Students to talk with Stall holders about their businesses. Students to
report in the next week.
Ongoing Journal
+ Media Group’s
recording
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