Brick Township Public Schools Entrepreneurship CURRICULUM Grades 9-12 Aligned to the New Jersey Student Learning Standards

Transcription

1 Content Area: Business Entrepreneurship CURRICULUM Course Title: Entrepreneurship Grade Level: 9-12 Who and What Are Entrepreneurs Entrepreneurs in a Market Economy Development of a Business Plan Identifying and Meet a Market Need Market Your Business Need Distribution, Promotion and Sales Types of Ownership Locate and Set Up Your Business Plan and Track Your Business Finances 2 Weeks 2 Weeks 2 Weeks 2 Weeks 2Weeks 2 Weeks 2 Weeks 2 Weeks 2 Weeks Operations Management 2 Weeks

2 Human Resources Management Risk Management 2 Weeks 2 Weeks

3 Date Created: 07/13/17, 7/17/17, 7/18/17 Board Approved on: 9/14/17 Content Area: Business Department Business Department Entrepreneurship Course Unit #1: Who and What Are Entrepreneurs? Unit Title: Who and What Are Entrepreneurs Target Course/Grade Level: Entrepreneurship/9-12 Unit Summary This unit will introduce who and what entrepreneurs are and their characteristics. We go on to discuss why these characteristics would be essential to have if you are going to be a successful entrepreneur. On the flip side, we also look at some characteristics that people have that would make the struggle to become an entrepreneur. We use examples of successful and unsuccessful entrepreneurs and explaining how there is not a concrete plan to become successful. Primary interdisciplinary connections: Social Studies English/Language Arts Mathematics 21 st Century Themes: Critical Thinking/Collaboration/Teamwork/Time Management Technology connections: Computers Printer Interactive Whiteboard Scanners Digital Cameras Websites Overhead Projectors Learning Targets Content Standards: These standards have been chosen from the New Jersey Student Learning Standards Content Standards: CPI # Cumulative Progress Indicator (CPI)

4 Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. 2.2 Critical thinking and problem solving in the 21st century are enhanced by the ability to work in cross-cultural teams in face-to-face and virtual environments. 2.A.3 Assess how a variety of problem-solving strategies are being used to address solutions to global problems by participating in online discussions with peers from other countries. Unit Essential Questions 1. What are some type of entrepreneurial businesses? 2. Who are some famous entrepreneurs? 3. What are some successful and unsuccessful entrepreneurs? 4. What is the problem solving process and how do we use it in our lives? Unit Enduring Understandings Students will understand that After this unit is presented to the students, the student will be able to always remember what characteristics some of the great entrepreneurs have had and how they used them to be successful. Also, they will look at their own characteristics and how they can be used in the entire process. Students will know Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. Critical thinking and problem solving in the 21st century are enhanced by the ability to work in cross-cultural teams in face-to-face and virtual environments. Students will be able to Assess how a variety of problem-solving strategies are being used to address solutions to global problems by participating in online discussions with peers from other countries.

5 Evidence of Learning Formative Assessments Graphic Organizers Warm Up-Do Now Participation/Discussion Grades Teacher Created Projects/Assessments Exit Ticket Check for Understanding Clickers (Poll Anywhere, Socrative, Turning Point) Digital Resources (Google Classroom, Microsoft Office) Heterogeneous and Homogenous Student Grouping Self-Reflection Summative Assessments State Mandated Assessments District Benchmarks End of Unit or Chapter Tests End of Unit or Semester Exams Scores that are used for accountability for students report card Selected Response Items Short Answer Response Extended Written Responses Modifications (ELLs, Special Education, Gifted and Talented) Repeat Directions Give One Direction at a Time Preferential Seating Utilize Buddy System Extend Test Taking Time Allow Open Book/Notebook Modify Number of Assignments/Assessments Study Guide/Outlines for Chapters Utilize Mnemonic Devices Weight Assessments differently to reflect strengths Allow student to demonstrate mastery in alternative form Allow use of word banks Conference with student on a regular basis to provide feedback on organization and progress Highlight key words

6 Utilize Google Translator when appropriate Encourage students demonstrating high levels of competence to continue course sequence to achieve college credit from Georgian Court University. Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Guest Speakers Supplemental: Textbook Business Publications and Websites Academia Websites CNBC Television and Bloomberg Television Georgian Court University Admissions Advisor Brick Township Chamber of Commerce Teacher Created PowerPoints, Assessments and Projects Traditional Resources such as Ocean County Library, Newspaper Sources and etc

7 Content Area: Business Business Department Entrepreneurship Course Unit #2: Entrepreneurs in a Market Economy Unit Title: Entrepreneurs in A Market Economy Target Course/Grade Level: Entrepreneurship/9-12 Unit Summary: This unit will look into how the Entrepreneurs fit into the economy and why they help the Economy grow. It will go into the difference between a person's needs and wants and how it relates to Entrepreneurship. It will also include supply and demand and the structures of the market and its pricing. Primary interdisciplinary connections: Social Studies English/Language Arts Mathematics 21 st Century Themes: Critical Thinking/Collaboration/Teamwork/Time Management Technology connections: Computers Printer Interactive Whiteboard Scanners Digital Cameras Websites Overhead Projectors Learning Targets These standards have been chosen from the New Jersey Student Learning Standards Content Standards: CPI # 2.F.1 Cumulative Progress Indicator (CPI) Explain the impact of current and emerging technological advances on the demand for increased and new types of accountability and productivity in the global workplace The ability to prioritize wants and needs assists in making informed investments, purchases and decisions.

8 Unit Essential Questions 1. What are the differences between needs and wants? 2. What are some of the Economic systems in our society? 3. What are the functions of business and how can a new company use them? 4. What is supply and demand? 5. How do companies decide pricing? Students will know Explain the impact of current and emerging technological advances on the demand for increased and new types of accountability and productivity in the global workplace. Unit Enduring Understandings Students will understand that After this unit, students will be able to remember the difference between needs vs. wants. The students will look at the supply demand curve and be able to explain the curve and what the meaning of it is. Students will be able to... The ability to prioritize wants and needs assi purchases, and decisions. Evidence of Learning Formative Assessments Graphic Organizers Warm Up-Do Now Participation/Discussion Grades Teacher Created Projects/Assessments Exit Ticket Check for Understanding Clickers (Poll Anywhere, Socrative, Turning Point) Digital Resources (Google Classroom, Microsoft Office) Heterogeneous and Homogenous Student Grouping Self-Reflection Summative Assessments State Mandated Assessments District Benchmarks End of Unit or Chapter Tests End of Unit or Semester Exams Scores that are used for accountability for students report card Selected Response Items Short Answer Response Extended Written Responses Modifications (ELLs, Special Education, Gifted and Talented)

9 Repeat Directions Give One Direction at a Time Preferential Seating Utilize Buddy System Extend Test Taking Time Allow Open Book/Notebook Modify Number of Assignments/Assessments Study Guide/Outlines for Chapters Utilize Mnemonic Devices Weight Assessments differently to reflect strengths Allow student to demonstrate mastery in alternative form Allow use of word banks Conference with student on a regular basis to provide feedback on organization and progress Highlight key words Utilize Google Translator when appropriate Encourage students demonstrating high levels of competence to continue course sequence to achieve college credit from Georgian Court University. Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Guest Speakers Supplemental: Textbook Business Publications and Websites Academia Websites CNBC Television and Bloomberg Television Georgian Court University Admissions Advisor Brick Township Chamber of Commerce Teacher Created PowerPoints, Assessments and Projects Traditional Resources such as Ocean County Library, Newspaper Sources and etc

10 Content Area: Business Unit Title: Development of a Business Plan Business Department Entrepreneurship Course Unit #3: Development of a Business Plan Target Course/Grade Level: Entrepreneurship Unit Summary: The unit will cover the entire process from beginning to end of developing a business plan. It will cover what the business plan is, what the purpose of it is and what the basic elements are for one. The unit will explain what happens when you complete one and why it is essential to make changes to the plan as time goes by. Primary interdisciplinary connections: Social Studies English/Language Arts Mathematics 21 st Century Themes: Critical Thinking/Collaboration/Teamwork/Time Management Technology connections: Computers Printer Interactive Whiteboard Scanners Digital Cameras Websites Overhead Projectors Learning Targets Content Standards: These standards have been chosen from the New Jersey Student Learning Standards. Link for the Content Standards : CPI # Cumulative Progress Indicator (CPI) The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time 2.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences A.3 Analyze how the economic, social, political conditions of a time period can affect starting a business and can affect a plan for establishing such an enterprise.

11 A.7 another. Unit Essential Questions 1.. What is a business plan? 2. What is the purpose and importance of the business plan? 3. What are the basic elements of a business plan? 4. How do you change the plan based on past mistakes? Analyze the different forms of currency is used to exchange goods and services and how it can be transferred from one person s business to Unit Enduring Understandings Students will understand that After completing the unit the students will be able comprehend why a business plan is of high importance to a company and the basic elements of that plan. The students will be able to remember why the business plan may change and what kind of scenarios make it change. Students will know Know what a business plan is? What the purpose and importance of a business plan is? Understand the basics of a business plan? How to change a business plan? Students will be able to Know what a business plan is? What the purpose and importance of a business plan is? Understand the basics of a business plan? How to change a business plan? Evidence of Learning Formative Assessments Graphic Organizers Warm Up-Do Now Participation/Discussion Grades Teacher Created Projects/Assessments Exit Ticket Check for Understanding Clickers (Poll Anywhere, Socrative, Turning Point) Digital Resources (Google Classroom, Microsoft Office) Heterogeneous and Homogenous Student Grouping Self-Reflection Summative Assessments State Mandated Assessments District Benchmarks End of Unit or Chapter Tests

12 End of Unit or Semester Exams Scores that are used for accountability for students report card Selected Response Items Short Answer Response Extended Written Response Modifications (ELLs, Special Education, Gifted and Talented) Repeat Directions Give One Direction at a Time Preferential Seating Utilize Buddy System Extend Test Taking Time Allow Open Book/Notebook Modify Number of Assignments/Assessments Study Guide/Outlines for Chapters Utilize Mnemonic Devices Weight Assessments differently to reflect strengths Allow student to demonstrate mastery in alternative form Allow use of word banks Conference with student on a regular basis to provide feedback on organization and progress Highlight key words Utilize Google Translator when appropriate Encourage students demonstrating high levels of competence to continue course sequence to achieve college credit from Georgian Court University. Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Guest Speakers Supplemental: Textbook Business Publications and Websites Academia Websites CNBC Television and Bloomberg Television Georgian Court University Admissions Advisor Brick Township Chamber of Commerce Teacher Created PowerPoints, Assessments and Projects Traditional Resources such as Ocean County Library, Newspaper Sources and etc

13 Content Area: Business Business Department Entrepreneurship Course Unit #4: Identifying and Meeting A Market Need Unit Title: Identifying and Meeting A Market Need Target Course/Grade Level: Entrepreneurship/ Unit Summary This unit will cover how we identify out target market and how we identify them. The unit will go on to cover what a market segment is and how businesses research these markets. It will continue with the impact of competition and what types of indirect and direct competition there is for certain industries. We finish the unit by going over why important customer service and customer loyalty are important Primary interdisciplinary connections: Social Studies English/Language Arts Mathematics Science 21 st Century Themes: Critical Thinking/Collaboration/Teamwork/Time Management Technology connections: Computers Printer Interactive Whiteboard Scanners Digital Cameras Websites Overhead Projectors Learning Targets These standards have been chosen from the New Jersey Student Learning Standards Content Standards: CPI # Cumulative Progress Indicator (CPI) Evaluate business practices and their impact on individuals, families, and societies. 2.E Participate in a structured learning experience that demonstrates interpersonal, communication, team work and leadership skills Decision Making 2 B.4.e

14 Analyze the interrelationships between the economic system and consumer actions chosen in a career cluster E.8 Unit Essential Questions 1. How do we identify a target market? 2. What are market segments and why is knowing them helpful? 3. How and why do we research a market? 4. Why is competition a good thing and what types are there? 5. What are some techniques in which we can maintain customer loyalty? Unit Enduring Understandings Students will understand that After completing the unit the students will be able to remember how to identify a target market and why do do this. They will also be able to discuss the impact of competition and why it is necessary to be successful. We want the student to remember what customer loyalty is and techniques to win these customers over. Students will know 1. How do we identify a target market? 2. What are market segments and why is knowing them helpful? 3. How and why do we research a market? 4. Why competition isa good thing and what types are there 5.Some techniques in which we can maintain customer loyalty? Students will be able to 1. Identify a target market? 2. Analyze Market Segments and Its Helpfulness why do we research a market? 3.Emphasize Competition with its advantages and disadvantages 4.Summarize techniques in which we can maintain customer loyalty. Evidence of Learning Formative Assessments Graphic Organizers Warm Up-Do Now Participation/Discussion Grades Teacher Created Projects/Assessments Exit Ticket Check for Understanding Clickers (Poll Anywhere, Socrative, Turning Point) Digital Resources (Google Classroom, Microsoft Office) Heterogeneous and Homogenous Student Grouping Self-Reflection

15 Summative Assessments State Mandated Assessments District Benchmarks End of Unit or Chapter Tests End of Unit or Semester Exams Scores that are used for accountability for students report card Selected Response Items Short Answer Response Extended Written Responses Modifications (ELLs, Special Education, Gifted and Talented) Repeat Directions Give One Direction at a Time Preferential Seating Utilize Buddy System Extend Test Taking Time Allow Open Book/Notebook Modify Number of Assignments/Assessments Study Guide/Outlines for Chapters Utilize Mnemonic Devices Weight Assessments differently to reflect strengths Allow student to demonstrate mastery in alternative form Allow use of word banks Conference with student on a regular basis to provide feedback on organization and progress Highlight key words Utilize Google Translator when appropriate Encourage students demonstrating high levels of competence to continue course sequence to achieve college credit from Georgian Court University. Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Guest Speakers Supplemental: Textbook Business Publications and Websites Academia Websites CNBC Television and Bloomberg Television Georgian Court University Admissions Advisor Brick Township Chamber of Commerce Teacher Created PowerPoints, Assessments and Projects Traditional Resources such as Ocean County Library, Newspaper Sources and etc.

16 Content Area: Business Unit Title: Market Your Business Business Department Entrepreneurship Course Unit #5: Market Your Business Target Course/Grade Level: Entrepreneurship/ Unit Summary: This unit will cover a major section of marketing in Entrepreneurship. The unit focuses on what marketing is and how to develop a marketing plan to help with this. It will go on to explain the marketing concept and why it is so vital is the success of marketing a company. Lastly, the unit covers the marketing mix and explains why companies use this as a tool for success. Primary interdisciplinary connections: Social Studies English/Language Arts Mathematics 21 st Century Themes: Critical Thinking/Collaboration/Teamwork/Time Management Technology connections: Computers Printer Interactive Whiteboard Scanners Digital Cameras Websites Overhead Projectors Learning Targets These standards have been chosen from the New Jersey Student Learning Standards Content Standards: CPI # Cumulative Progress Indicator (CPI) The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Resources Allocation 2 B.4.g

17 Unit Essential Questions 1. What is marketing? 2. What is the process for developing a marketing plan? 3. What is the marketing concept? 4. How do we develop features, branding and positioning within our industry? 5. What is the marketing mix? Unit Enduring Understandings Students will understand that Students will be able to remember what marketing is and how to create a plan to market within their industry. They will also be able to identify what the marketing concept and marketing mix are and why they are important in the marketing of a new business. Students will know Resources Allocation The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Students will be able to Resources Allocation The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Evidence of Learning Formative Assessments Graphic Organizers Warm Up-Do Now Participation/Discussion Grades Teacher Created Projects/Assessments Exit Ticket Check for Understanding Clickers (Poll Anywhere, Socrative, Turning Point) Digital Resources (Google Classroom, Microsoft Office) Heterogeneous and Homogenous Student Grouping Self-Reflection Summative Assessments State Mandated Assessments District Benchmarks End of Unit or Chapter Tests End of Unit or Semester Exams Scores that are used for accountability for students report card Selected Response Items Short Answer Response Extended Written Responses Modifications (ELLs, Special Education, Gifted and Talented)

18 Repeat Directions Give One Direction at a Time Preferential Seating Utilize Buddy System Extend Test Taking Time Allow Open Book/Notebook Modify Number of Assignments/Assessments Study Guide/Outlines for Chapters Utilize Mnemonic Devices Weight Assessments differently to reflect strengths Allow student to demonstrate mastery in alternative form Allow use of word banks Conference with student on a regular basis to provide feedback on organization and progress Highlight key words Utilize Google Translator when appropriate Encourage students demonstrating high levels of competence to continue course sequence to achieve college credit from Georgian Court University. Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Guest Speakers Supplemental: Textbook Business Publications and Websites Academia Websites CNBC Television and Bloomberg Television Georgian Court University Admissions Advisor Brick Township Chamber of Commerce Teacher Created PowerPoints, Assessments and Projects Traditional Resources such as Ocean County Library, Newspaper Sources and etc.

19 Content Area: Business Unit Title: Distribution, Promotion and Sales Business Department Entrepreneurship Course Unit #6: Target Course/Grade Level: Entrepreneurship/ Unit Summary This unit will cover the final parts of the marketing mix and why they are important to the Entrepreneur. The unit will go on to cover exactly why you should target customers needs and wants and why we should use these as assets in our marketing plan Primary interdisciplinary connections: Social Studies English/Language Arts Mathematics Science 21 st Century Themes: Critical Thinking/Collaboration/Teamwork/Time Management Technology connections: Computers Printer Interactive Whiteboard Scanners Digital Cameras Websites Overhead Projectors Learning Targets These standards have been chosen from the New Jersey Student Learning Standards Content Standards: CPI # Cumulative Progress Indicator (CPI) The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. Apply critical thinking and problem-solving strategies during structured learning

20 experiences. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit Essential Questions Unit Enduring Understandings 1. Explain how distribution is important in Students will understand that Marketing. We want students to remember the final parts of 2. How is promotion important in a new the marketing mix and how they fit into the company? marketing process for new companies. We also 3. What are the channels of distribution? want them to remember why the needs and wants 4. How can the Marketing Mix help you to of consumers are important focus points for our increase sales? marketing techniques. Students will know The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. Apply critical thinking and problem-solving strategies during structured learning experiences. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. Students will be able to The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. Apply critical thinking and problem-solving strategies during structured learning experiences. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. Evidence of Learning Formative Assessments Graphic Organizers Warm Up-Do Now Participation/Discussion Grades Teacher Created Projects/Assessments Exit Ticket Check for Understanding

21 Clickers (Poll Anywhere, Socrative, Turning Point) Digital Resources (Google Classroom, Microsoft Office) Heterogeneous and Homogenous Student Grouping Self-Reflection Summative Assessments State Mandated Assessments District Benchmarks End of Unit or Chapter Tests End of Unit or Semester Exams Scores that are used for accountability for students report card Selected Response Items Short Answer Response Extended Written Responses Modifications (ELLs, Special Education, Gifted and Talented) Repeat Directions Give One Direction at a Time Preferential Seating Utilize Buddy System Extend Test Taking Time Allow Open Book/Notebook Modify Number of Assignments/Assessments Study Guide/Outlines for Chapters Utilize Mnemonic Devices Weight Assessments differently to reflect strengths Allow student to demonstrate mastery in alternative form Allow use of word banks Conference with student on a regular basis to provide feedback on organization and progress Highlight key words Utilize Google Translator when appropriate Encourage students demonstrating high levels of competence to continue course sequence to achieve college credit from Georgian Court University. Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Guest Speakers Supplemental: Textbook Business Publications and Websites Academia Websites CNBC Television and Bloomberg Television Georgian Court University Admissions Advisor Brick Township Chamber of Commerce Teacher Created PowerPoints, Assessments and Projects

22 Traditional Resources such as Ocean County Library, Newspaper Sources and etc. Content Area: Business Unit Title: Types of ownership Business Department Entrepreneurship Course Unit #7:Types of Ownership Target Course/Grade Level: Entrepreneurship/ Unit Summary This unit will cover the different types of ownership structures to choose from when you are opening a business. It reflects on if you should start your own business, franchise or even join an existing business. The unit will explain regulations and the legality aspect of running a business. Primary interdisciplinary connections: Social Studies English/Language Arts Mathematics Science 21 st Century Themes: Critical Thinking/Collaboration/Teamwork/Time Management Technology connections: Computers Printer Interactive Whiteboard Scanners Digital Cameras Websites Overhead Projectors Learning Targets These standards have been chosen from the New Jersey Student Learning Standards Content Standards: : CPI # Cumulative Progress Indicator (CPI) The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking.

23 Apply critical thinking and problem-solving strategies during structured learning experiences. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit Essential Questions 1. What is a franchise ownership? 2. What are the positives and negative of running a franchise? 3. What is a sole proprietorship, a partnership and a corporation? 4. What are some legal regulations businesses need to follow? Unit Enduring Understandings Students will understand that 1. What is a franchise ownership? 2. What are the positives and negative of running a franchise? 3. What is a sole proprietorship, a partnership and a corporation? 4. What are some legal regulations businesses need to follow? Students will know Students will know what a sole proprietorship is Students will know the laws and regulations of a business Students will be able to Students will be able to understanding the franchise know the positives and negatives of a family business Evidence of Learning Formative Assessments Graphic Organizers Warm Up-Do Now Participation/Discussion Grades Teacher Created Projects/Assessments Exit Ticket Check for Understanding Clickers (Poll Anywhere, Socrative, Turning Point) Digital Resources (Google Classroom, Microsoft Office) Heterogeneous and Homogenous Student Grouping Self-Reflection Summative Assessments State Mandated Assessments District Benchmarks End of Unit or Chapter Tests

24 End of Unit or Semester Exams Scores that are used for accountability for students report card Selected Response Items Short Answer Response Extended Written Responses Modifications (ELLs, Special Education, Gifted and Talented) Repeat Directions Give One Direction at a Time Preferential Seating Utilize Buddy System Extend Test Taking Time Allow Open Book/Notebook Modify Number of Assignments/Assessments Study Guide/Outlines for Chapters Utilize Mnemonic Devices Weight Assessments differently to reflect strengths Allow student to demonstrate mastery in alternative form Allow use of word banks Conference with student on a regular basis to provide feedback on organization and progress Highlight key words Utilize Google Translator when appropriate Encourage students demonstrating high levels of competence to continue course sequence to achieve college credit from Georgian Court University. Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Guest Speakers Supplemental: Textbook Business Publications and Websites Academia Websites CNBC Television and Bloomberg Television Georgian Court University Admissions Advisor Brick Township Chamber of Commerce Teacher Created PowerPoints, Assessments and Projects Traditional Resources such as Ocean County Library, Newspaper Sources and etc.

25 Business Department Entrepreneurship Course Unit #8: Locate and Set up Your Business Content Area: Business Unit Title: Locate and Set Up Your Business Target Course/Grade Level: Entrepreneurship/ Unit Summary This unit will look into different types of choice on locations of your business. It will look into how certain locations are better for certain businesses than others. The unit will teach the student how to purchase equipment, supplies and also discusses inventory. Primary interdisciplinary connections: Social Studies English/Language Arts Mathematics Science 21 st Century Themes: Critical Thinking/Collaboration/Teamwork/Time Management Technology connections: Computers Printer Interactive Whiteboard Scanners Digital Cameras Websites Overhead Projectors Learning Targets

26 These standards have been chosen from the New Jersey Student Learning Standards Content Standards: : CPI # Cumulative Progress Indicator (CPI) The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. Apply critical thinking and problem-solving strategies during structured learning experiences. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit Essential Questions 1. What are some good locations for a new business? 2. What is the difference between leasing and buying? 3. How do we obtain space and design out building? 4. What is inventory and what are some ways we can keep up with it? Unit Enduring Understandings Students will understand that The student wants the student to remember why location is important especially for a young company. Students should also remember how to design certain layouts of their businesses floor plan and why we do so. Students will know Why choosing the right location is important How to design the layout of a company How to keep inventory Students will be able to Know the difference between leasing and buying Evidence of Learning Formative Assessments Graphic Organizers Warm Up-Do Now Participation/Discussion Grades Teacher Created Projects/Assessments Exit Ticket Check for Understanding

27 Clickers (Poll Anywhere, Socrative, Turning Point) Digital Resources (Google Classroom, Microsoft Office) Heterogeneous and Homogenous Student Grouping Self-Reflection Summative Assessments State Mandated Assessments District Benchmarks End of Unit or Chapter Tests End of Unit or Semester Exams Scores that are used for accountability for students report card Selected Response Items Short Answer Response Extended Written Responses Modifications (ELLs, Special Education, Gifted and Talented) Repeat Directions Give One Direction at a Time Preferential Seating Utilize Buddy System Extend Test Taking Time Allow Open Book/Notebook Modify Number of Assignments/Assessments Study Guide/Outlines for Chapters Utilize Mnemonic Devices Weight Assessments differently to reflect strengths Allow student to demonstrate mastery in alternative form Allow use of word banks Conference with student on a regular basis to provide feedback on organization and progress Highlight key words Utilize Google Translator when appropriate Encourage students demonstrating high levels of competence to continue course sequence to achieve college credit from Georgian Court University. Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Guest Speakers Supplemental: Textbook Business Publications and Websites Academia Websites CNBC Television and Bloomberg Television Georgian Court University Admissions Advisor Brick Township Chamber of Commerce Teacher Created PowerPoints, Assessments and Projects

28 Traditional Resources such as Ocean County Library, Newspaper Sources and etc. Content Area: Business Unit Title: Plan and Track Your Business Business Department Entrepreneurship Course Unit #9: Plan and Track Your Business Target Course/Grade Level: Entrepreneurship/ Unit Summary This unit will discuss how a business owner's plans and tracks the finances of the business. It will discuss equity and debt, while also discussing capital. The unit will go on to discuss cash flow, income statements and balance sheets. Primary interdisciplinary connections: Social Studies English/Language Arts Mathematics Science 21 st Century Themes: Critical Thinking/Collaboration/Teamwork/Time Management Technology connections: Computers Printer Interactive Whiteboard Scanners Digital Cameras Websites Overhead Projectors Learning Targets These standards have been chosen from the New Jersey Student Learning Standards Content Standards: : CPI # Cumulative Progress Indicator (CPI) The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking.

29 Apply critical thinking and problem-solving strategies during structured learning experiences. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit Essential Questions 1. How do you keep track of the finances in your business? 2. What is equity and why is it important to know? 3. Explain what the cash flow is. 4. What is the income statement? Unit Enduring Understandings Students will understand that The student will be able to remember the necessary steps in the process of keeping track of the finances in your business. Students will also be able to recall what cash flow is and why you need this to have a successfully run company. Students will know how to Finance your business how to Read financial statements ho to understanding how to keep records of finances Students will be able to Understand equity and capital Know cash flow, income statement and balance sheet Evidence of Learning Formative Assessments Graphic Organizers Warm Up-Do Now Participation/Discussion Grades Teacher Created Projects/Assessments Exit Ticket Check for Understanding Clickers (Poll Anywhere, Socrative, Turning Point) Digital Resources (Google Classroom, Microsoft Office) Heterogeneous and Homogenous Student Grouping Self-Reflection Summative Assessments State Mandated Assessments District Benchmarks End of Unit or Chapter Tests End of Unit or Semester Exams Scores that are used for accountability for students report card

30 Selected Response Items Short Answer Response Extended Written Responses Modifications (ELLs, Special Education, Gifted and Talented) Repeat Directions Give One Direction at a Time Preferential Seating Utilize Buddy System Extend Test Taking Time Allow Open Book/Notebook Modify Number of Assignments/Assessments Study Guide/Outlines for Chapters Utilize Mnemonic Devices Weight Assessments differently to reflect strengths Allow student to demonstrate mastery in alternative form Allow use of word banks Conference with student on a regular basis to provide feedback on organization and progress Highlight key words Utilize Google Translator when appropriate Encourage students demonstrating high levels of competence to continue course sequence to achieve college credit from Georgian Court University. Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Guest Speakers Supplemental: Textbook Business Publications and Websites Academia Websites CNBC Television and Bloomberg Television Georgian Court University Admissions Advisor Brick Township Chamber of Commerce Teacher Created PowerPoints, Assessments and Projects Traditional Resources such as Ocean County Library, Newspaper Sources and etc. Content Area: Business Business Department Entrepreneurship Course Unit #10: Operation Management

31 Unit Title: Operations Management Target Course/Grade Level: Entrepreneurship/ Unit Summary This unit will cover a variety of ways to look at the operations system within a business. It will explain the operating procedures within a small business and why they are completed the way they are done. It will move on to the management functions and how management is relied on within the company. It will have a shore section on inventory and how to keep track of a small business's inventory. Primary interdisciplinary connections: Social Studies English/Language Arts Mathematics Science 21 st Century Themes: Critical Thinking/Collaboration/Teamwork/Time Management Technology connections: Computers Printer Interactive Whiteboard Scanners Digital Cameras Websites Overhead Projectors Learning Targets These standards have been chosen from the New Jersey Student Learning Standards Content Standards: CPI # Cumulative Progress Indicator (CPI) The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. Apply critical thinking and problem-solving strategies during structured learning experiences. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives

32 Unit Essential Questions 1. What are the operating procedures of a business and why are they important? 2. What are the managers required to do in a small business? 3. Why is keeping track of inventory so important? 4. How are some ways businesses keep track of their finances? Students will know Explaining management functions Explaining financial management Unit Enduring Understandings Students will understand that We want the students to be able to recall how operating functions of a business are done and why they are done a certain way. They will realize how important keeping track of finances and inventory are to the business and how being on top of these two important segments can help the business thrive. Students will be able to Understand operating procedures Understand inventory management Evidence of Learning Formative Assessments Graphic Organizers Warm Up-Do Now Participation/Discussion Grades Teacher Created Projects/Assessments Exit Ticket Check for Understanding Clickers (Poll Anywhere, Socrative, Turning Point) Digital Resources (Google Classroom, Microsoft Office) Heterogeneous and Homogenous Student Grouping Self-Reflection Summative Assessments State Mandated Assessments District Benchmarks End of Unit or Chapter Tests End of Unit or Semester Exams Scores that are used for accountability for students report card Selected Response Items Short Answer Response Extended Written Responses Modifications (ELLs, Special Education, Gifted and Talented)

33 Repeat Directions Give One Direction at a Time Preferential Seating Utilize Buddy System Extend Test Taking Time Allow Open Book/Notebook Modify Number of Assignments/Assessments Study Guide/Outlines for Chapters Utilize Mnemonic Devices Weight Assessments differently to reflect strengths Allow student to demonstrate mastery in alternative form Allow use of word banks Conference with student on a regular basis to provide feedback on organization and progress Highlight key words Utilize Google Translator when appropriate Encourage students demonstrating high levels of competence to continue course sequence to achieve college credit from Georgian Court University. Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Guest Speakers Supplemental: Textbook Business Publications and Websites Academia Websites CNBC Television and Bloomberg Television Georgian Court University Admissions Advisor Brick Township Chamber of Commerce Teacher Created PowerPoints, Assessments and Projects Traditional Resources such as Ocean County Library, Newspaper Sources and etc.

34 Content Area: Business Unit Title: Human Resource Management Business Department Entrepreneurship Course Unit #11: Human Resource Management Target Course/Grade Level: Entrepreneurship/ Unit Summary This unit will focus on the human resource section of a business. The unit will cover how to figure out staffing needs. It will explain why it is critical to have a staffing and hiring process instituted in your company. The unit will go over why human resources needs to do an excellent job and why it is crucial in the success of a business. Primary interdisciplinary connections: Social Studies English/Language Arts Mathematics Science 21 st Century Themes: Critical Thinking/Collaboration/Teamwork/Time Management Technology connections: Computers Printer Interactive Whiteboard Scanners Digital Cameras Websites Overhead Projectors Learning Targets These standards have been chosen from the New Jersey Student Learning Standards Content Standards: CPI # Cumulative Progress Indicator (CPI)

35 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. Apply critical thinking and problem-solving strategies during structured learning experiences. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit Essential Questions 1. How can you identify your staffing needs for your company? 2. Why is a hiring process important, especially in a new company? 3. How can you direct and control human resources? 4. What is a staffing plan? Unit Enduring Understandings Students will understand that The student should be able to recall how to create a hiring process and explain why this is a necessary step in creating a business. The students will be able to understand what human resources is and how it is an integral part of the business and its success. Students will know how understanding the hiring process how learning how to direct and control the human resource segment Students will be able to Identify staffing/recruiting needs Understand a staffing plan Evidence of Learning Formative Assessments Graphic Organizers Warm Up-Do Now Participation/Discussion Grades Teacher Created Projects/Assessments Exit Ticket Check for Understanding Clickers (Poll Anywhere, Socrative, Turning Point) Digital Resources (Google Classroom, Microsoft Office) Heterogeneous and Homogenous Student Grouping Self-Reflection

36 Summative Assessments State Mandated Assessments District Benchmarks End of Unit or Chapter Tests End of Unit or Semester Exams Scores that are used for accountability for students report card Selected Response Items Short Answer Response Extended Written Responses Modifications (ELLs, Special Education, Gifted and Talented) Repeat Directions Give One Direction at a Time Preferential Seating Utilize Buddy System Extend Test Taking Time Allow Open Book/Notebook Modify Number of Assignments/Assessments Study Guide/Outlines for Chapters Utilize Mnemonic Devices Weight Assessments differently to reflect strengths Allow student to demonstrate mastery in alternative form Allow use of word banks Conference with student on a regular basis to provide feedback on organization and progress Highlight key words Utilize Google Translator when appropriate Encourage students demonstrating high levels of competence to continue course sequence to achieve college credit from Georgian Court University. Curriculum Development Resources/Instructional Materials/Equipment Needed/Teacher Resources: Guest Speakers Supplemental: Textbook Business Publications and Websites Academia Websites CNBC Television and Bloomberg Television Georgian Court University Admissions Advisor Brick Township Chamber of Commerce Teacher Created PowerPoints, Assessments and Projects Traditional Resources such as Ocean County Library, Newspaper Sources and etc.

37 Content Area: Business Unit Title: Risk Management Business Department Entrepreneurship Course Unit #12: Risk Management Target Course/Grade Level: Entrepreneurship/ Unit Summary This unit will go over the many risks of running a business. It will discuss theft; ways to control and prevent theft. The unit will continue with discussing the classification of risks and where certain risks are classified. It will discuss ways to prevent risk and how to cover your risk by insuring your company. It discusses why it is important to have a safe and friendly working environment and why this lowers risk. Primary interdisciplinary connections: Social Studies English/Language Arts Mathematics Science 21 st Century Themes: Critical Thinking/Collaboration/Teamwork/Time Management

38 Technology connections: Computers Printer Interactive Whiteboard Scanners Digital Cameras Websites Overhead Projectors Learning Targets These standards have been chosen from the New Jersey Student Learning Standards Content Standards: CPI # Cumulative Progress Indicator (CPI) The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. Apply critical thinking and problem-solving strategies during structured learning experiences. Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives Unit Essential Questions 1. What are some risks in a business? 2. How can risk be prevented in a business? 3. How costly can risk be? 4. What are examples of controllable and uncontrollable risk? Students will know how identifying what risks are controllable is important how identifying what risks are uncontrollable is important Unit Enduring Understandings Students will understand that Students will be able to recall what risk is. They will be able to identify what category certain risks fit into. They will understand how to attain insurance to cover yourself and the company from these risks. Students will be able to Understand the definition of risk Understand the importance of insurance