FC: The Dog Wash, Inc. Created by: The 6th Grade Class Jackson Elementry School 2009-2010
1: Welcome to my Mixbook technology curriculum project! The following pages are examples of work that students might create and publish following the directions of my Create Your Own Business lesson plan found at the end of this Mixbook. Technology is a powerful motivator for students. They can create projects that are aestecitally pleasing and that can be published to share with other students, friends and family members. In addition to being viewed on the web, a Mixbook creation can be printed out as a hard book that can be housed in the classroom, presented to the school library, or purchased by parents and guardians for a keepsake of their student's work. Mrs. Lennie Jackson
2: Obstacle #1: What business should we start? Chart created by: Anna and Jessica using Microsoft Excel
3: Obstacle #2: What does it take to start a new business? Information Provided by: Rebecca Evans, St. Joseph Area Chamber of Commerce Phone Interview Conducted by: Michael, Susan, James & Elise
4: Obstacle #3: What is our Business Plan? Created by: Amy, Seth, George and Lacey using Microsoft Word
5: Obstacle #4: How will we advertise? Billboard created by: Liam and Kilan using BigHugeLabs Business Card created by: Emily and Seth using Microsoft Word
6: Obstacle #5 Present Our Work! Each small group is responsible for a 5-7 minute presentation on their specific task. The presentation must include why you decided on what you did and how you came to that decision.
7: Obstacle #6 Project Summery After each small group presents their project, each group is responsible for a 1-2 page report on The Dog Wash, Inc. project as a whole.
8: Becuase the students did such a wonderful job on their Create Your Own Business Project... | they had a ribbon cutting ceromony for the new business along with ice cream treats! | Congratulations Sixth Grade Class on a Job Well Done!
9: MixBook Lesson Plan SECTION ONE Author: Lennie Jackson Email Address: email@example.com Semester Created: Summer 2009 LESSON OVERVIEW Title: Create Your Own Business! Brief Description: Students learn to work in cooperative groups to create a class business. ESSENTIAL QUESTIONS/GENERALIZATIONS: The students understand that creating a business is difficult and requires much research before any action can take place. ENGAGING QUESTION/SCENARIO: Ask students to describe their ideal businesses. Next, ask students to list the things they think starting a business requires. SUBJECT AREA(S) (Put an X by all relevant subject areas.) ___ Math X Business ___ Science ___ Reading ___ Writing ___ Social Studies/History ___ Foreign Language ___ Art ___ Music ___ PE ___ Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 ___ Grade 2 ___ Grade 3 ___ Grade 4 ___ Grade 5 X Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION •Explain to students that people need capital (money) to start a business. Also make it clear those specific laws that regulate businesses. •Explain that starting a business requires research on a variety of issues, including how much it will cost to start the business, where to locate the business, and the cost of advertising in newspapers, magazines, etc. Explain that businesses need publicity materials, such as banners to introduce the business to the community; signs; and business cards. •Explain that most businesses in America are small businesses. Make sure that students understand that many small businesses fail but the ones that succeed do so because their owners take the time to carefully plan the business. Activities: •The students will decide as a class what type of business they will operate. Take suggestions from students and have to class vote to decide on the final choice. •Small groups of students will be given tasks to complete for the project. Students may use each other as resources to make decisions. •To make the final presentation, students will publish their group task via the appropriate computer program. SHOW-ME STANDARDS, C. Use Word Processing Applications 1.Demonstrate correct use of word processing terminology. CA1, 1.2, 3. Create and format business documents. CA4, 2.1 STUDENT ASSESSMENT Each student will be responsible for evaluating their peer groups presentations based on the use of the appropriate computer program chose for presentation. This will be achieved through the use of a checklist. Example: Obstacle: _________________________________________________________ Group Members: ___________________________________________________ Computer Program Used: ____________________________________________ Did the computer program fit the obstacle need? Y or N Circle all that were covered in the presentation – The group explained their obstacle Y or N The group choose a computer program to present their obstacle Y or N The presentation was easy to understand and read Y or N PERFORMANCE ASSESSMENT CRITERIA http://lenniejackson06.pbworks.com/Create-Your-Own-Business-Lesson-Plan-Pubric COLLABORATION The librarian may be utilized to help with research and computer access, the lesson plan can also correspond with a Social Studies lesson on marketing or economics. LESSON IMPLEMENTATION Length of Unit: four – six, 40 minute class periods, plus time to research using library and computer lab Prerequisite Skills: use a word processing program, have knowledge of other publishing programs and determine which is best for their project ACCOMMODATION OPTIONS ELL/IEP Students: An interpreter will be utilized if needed. Assistive Technology Needs: If needed, we will use the technology accommodations included in Windows XP. MANAGEMENT/ORGANIZATION TIPS Make sure that the students have enough to do. The small projects will only take two – three class periods to complete. After the small project presentations the remaining time will be devoted to the whole project report. Make sure to emphasis how important it is to take notes during the small project presentations. Without notes the students will not have content for their report. MATERIALS AND RESOURCES REQUIRED FOR UNIT Pen and paper, computer, appropriate computer programs, internet access TECHNOLOGY Microsoft Word, Microsoft Excel, BigHugeLabs.com UNIT PLAN FLOW CHART/TIMELINE Day 1: Lesson Introduction Class discussion about what it takes to start a business, class vote on what type of business to start. Put students in small groups and assign their obstacle. Day 2: Small Group Work, Lab Access Students are expected to overcome their obstacle by doing research and making an educated decision. Each group is responsible for creating a processor based presentation of their obstacle. Students are encouraged to use the other small groups as resources for decision making. Day 3: Small Group Work, Lab Access (continued if necessary) Day 4: Small Group Work, Lab Access (continued if necessary) Day 5: Small Project Presentations Each small group presents their obstacle. Students must take close notes to each presentation as they are responsible for a report on the collaborative project. Day 6: Small Project Presentations (continued if necessary) Day 7: Work on Whole Project Report in Small Groups Each small group works on a collaborative report explaining each obstacle, how it was overcome and how it was presented. Day 8: Work on Whole Project Report in Small Groups (continued if necessary) Day 9: Work on Whole Project Report in Small Groups (continued if necessary) Day 10: Reports Due, Ribbon Cutting Ceremony with Ice Cream Students are rewarded with a ribbon cutting ceremony of the store front videotaped by a third party. Following the recorded ceremony students enjoy ice cream treats for a job well done. SHOW-ME STANDARDS C. Use Word Processing Applications 1. Demonstrate correct use of word processing terminology. CA1, 1.2, 3. Create and format business documents. CA4, 2.1