Year 7 sample lesson plan

Lesson plan Chapter 16 The world of business Recommended teaching time for Chapter 16 The world of business: • Approximately 5 hours (i.e. 6 x 50 minute lessons) Australian Curriculum links Strand: Knowledge and understanding  The reasons businesses exist and how different types of businesses provide goods and services (AC9HE7K02)  Characteristics of entrepreneurs and how these influence the success of a business (AC9HE7K03)  The rights and responsibilities of individuals and businesses in relation to consumer and financial products and services (AC9HE7K05) Achievement standard: By the end of Year 7, students describe how decisions are made to allocate limited resources to individuals and communities in an economy. They describe the reasons businesses exist and types of businesses, and identify how entrepreneurial characteristics contribute to the success of a business. They describe the reasons individuals choose to work, how they may derive an income and the types of work that exist. Students identify the rights and responsibilities of individuals and businesses in terms of products and services.

Students develop questions to investigate an economic and business issue. They locate, select and organise data and information from sources. They interpret information and data to identify economic and business issues, trends or effects. They develop a response and identify potential costs and benefits. Students use economic and business knowledge, concepts, terms and sources to create descriptions and explanations.

Australian Curriculum links Strand: Skills Questioning and researching © Oxford University Press 2023 Oxford Humanities and Social Sciences 7 Australian Curriculum second edition Teacher obook pro ISBN 9780190331580 Permission has been granted for this page to be photocopied within the purchasing institution only.

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Develop questions to investigate a contemporary economic and business issue (AC9HE7S01) Locate, select and organise information and data from a range of sources (AC9HE7S02) Interpreting and analysing  Interpret information and data to identify economic and business issues, trends and economic cause-and-effect relationships (AC9HE7S03) Evaluating, concluding and decision-making  Develop a response to an economic and business issue, identifying potential costs and benefits (AC9HE7S04) Communicating  Create descriptions and explanations, using economic and business knowledge, concepts and terms, and referencing information and data from sources (AC9HE7S05) Topics in Chapter 16 The world of business Supporting resources (available via obook pro) Topic 16.1 Types of business Student book answers Topic 16.2 Goals of a business Interactive activities and chapter review quizzes Topic 16.3 Entrepreneurship and innovation Differentiation worksheets Topic 16A Skills in Context: Social entrepreneurs: Key skill worksheets and answers Thankyou Student worksheets and answers Topic 16.4 Responsible business Videos and weblinks Topic 16B Skills in Context: Socially responsible Quizlet business: The Body Shop Miscellaneous printable documents, including templates Things to know before teaching Chapter 16 The world of business Navigating the text The content covered in each section of this chapter closely follows the Economics and Business 7–10 curriculum released by the Australian Curriculum, Assessment and Reporting Authority (ACARA) in 2022. By using this chapter as part of your teaching program, you can be assured that you are integrating all of the Economics and Business skills as prescribed by ACARA in the Australian Curriculum.  

Each section of this chapter is organised according to key inquiry questions from the syllabus. By regularly revisiting these questions as you work through the chapter, asking your students to engage with them, and/or encouraging them to generate their own key questions, you will be embedding an inquiry model of learning. Inquiry learning values © Oxford University Press 2023 Oxford Humanities and Social Sciences 7 Australian Curriculum second edition Teacher obook pro ISBN 9780190331580 Permission has been granted for this page to be photocopied within the purchasing institution only.

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process as well as product – moving away from the mere acquisition of facts to the development of deep understandings about concepts and generalisations that are transferable.

Every topic in this chapter is accompanied by a ‘Check your learning’ question box that can be used flexibly in class or for homework. Questions are organised into the following four categories: Retrieve; Comprehend; Analyse; Apply.

Answers are provided in the Teacher obook pro.

Skills in Context activities At the end of each section of the Student Book is a Skills in Context activity. These are designed to allow students to practise the skills and knowledge they have learnt and mastered throughout the preceding section of the Student Book to a new case study. They can be used in a variety of ways including as assessment tasks or extension activities.

Chapter review activities At the end of each chapter (excluding the toolkit chapters) is a chapter review spread to consolidate and assess learning. A review activity includes a stimulus source with graded questions, and a chapter checklist provides students with an opportunity to reflect on their learning.

Answers Answers to every Check Your Learning question, Key Skill activity question, Skills in Context activity question and Chapter review question can be found on the Teacher obook pro.

Interactive assessments Individual topics in the Student Books are accompanied by formative interactive assessments, and each chapter ends with a differentiated summative quiz. These interactive assessments are auto-marking, and they provide students with instant feedback. The results of all assessments feed through to two types of reports:  an assessment report, which records the results at chapter level and topic level  a curriculum report, which records results against curriculum outcomes.

Formative assessments can be attempted multiple times, with only the first result captured in the reports. The summative assessments can only be attempted once.

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Worksheets Chapters are supported by a series of worksheets, including key skill worksheets and differentiation worksheets for each section. Worksheet solutions can be found on the Teacher obook pro.

Videos and weblinks Chapters are supported by videos and weblinks.

Quizlet Each chapter is supported by different interactive learning tools and fun games on Quizlet that consolidate students’ understand of key terms and concepts and encourage independent study. Quizlet Live enables students to battle in teams or individually against other class members.

Instructions for teachers launching a game of Quizlet Live:  Log onto Oxford Digital and launch the Quizlet website.  Follow the prompts to set up a game to host for your students, including how you would like them to compete – individually or in teams.  Your game is now set up and ready for students to join. They can join by opening Quizlet on a web browser or the app and either: o scanning the six-digit code that appears on your screen o scanning the QR code that appears on your screen.  Once all students are ready, click the large ‘Create game’ button and a summary of the students playing will appear. Click ‘Start game’.  As the teacher, your screen will display a leaderboard that updates in live time as students answer questions.

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Lesson 16.1: Types of business Pages 442–443 By the end of this lesson, students will be able to:  identify the features of different types of businesses.

Australian Curriculum links Level: 7 Content description: The reasons businesses exist and how different types of businesses provide goods and services (AC9HE7K02)

Things to know before you start teaching this lesson  In this chapter students learn the basics of how businesses operate in Australia and the world. We look at the importance of setting goals and making plans for how to achieve them, and also challenge students to consider the ethical choices that global businesses increasingly have to make in regard to their production and sustainability.

STARTER ACTIVITY 10 mins

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Support/ Extension

Resources

It’s great to start off by showcasing an actual product from a local business. There are likely many small businesses operating in your area that you may have firsthand experience of – it could be as simple as bringing in a coffee from a local cafe.

Bring the product in to show students and explain a little bit more about the business. It might be a product from a craft market you visited on the weekend or just a local store that creates handmade clothes.

Alternatively, you could ask students to bring to class

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some products from a business they know or describe the type of small business they buy products from to prepare them for talking about different types of businesses.

MAIN ACTIVITIES Activity 1: Engage with topic 16.1  Talk through the key content on pages 442–443.

10 mins

25 mins

Support/ Extension Extension  Ask: If you were starting your own business, which business structure would you choose and why?

Resources Student Book  Oxford Humanities and Social Sciences 7 Australian Curriculum, pages 442–443

Activity 2: Name the business structure  Present the following examples of businesses to students and have students identify what type of business structure they use. You could make this activity more physical by associating a part of the room with each business structure and asking students to move to the area representing the business structure they think the scenario represents. o Ananya and Emma set up an accountancy practice.

They draw up an agreement about how the business will be run and what their financial contributions will be. Failure of the business is the responsibility of both. Success means both can share in the profits.

(Partnership) o Luca sets up his online stationery supply business. He © Oxford University Press 2023 Oxford Humanities and Social Sciences 7 Australian Curriculum second edition Teacher obook pro ISBN 9780190331580 Permission has been granted for this page to be photocopied within the purchasing institution only.

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o

o

o

is careful to reduce costs. If the business fails he will have to pay the debts himself. (Sole trader) Omar wants to set up a hamburger restaurant but doesn’t want to start from scratch. He decides to buy a Grill’d store. (Franchise) Jill sets up an online homewares store. The business exists as an entity in its own right. If it fails she will not be required by law to sell her assets to pay for any debt incurred. (Corporation/company) Ilda starts an organic fruit and vegetable store with 10 other members who care about environmentally friendly food. All members have equal say in how the business is run. (Cooperative)

REVIEW AND CONSOLIDATE

5 mins

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Businesses use many different structures. Students should think back to the products brought in during the starter activity and determine the business structure of the business that created it.

TOTAL 50 mins

HOMEWORK 20 mins

Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Quiz me!’ © Oxford University Press 2023 Oxford Humanities and Social Sciences 7 Australian Curriculum second edition Teacher obook pro ISBN 9780190331580 Permission has been granted for this page to be photocopied within the purchasing institution only.

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obook pro  Interactive Page 7

activity. 

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assessment: 16.1 Check your learning Interactive assessment: Quiz me!

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Lesson 16.2: Goals of a business Pages 444–445 By the end of this lesson, students will be able to:  explain how and why businesses set different goals.

Australian Curriculum links Level: 7 Content description: The reasons businesses exist and how different types of businesses provide goods and services (AC9HE7K02)

Things to know before you start teaching this lesson  The following quote from Michaelangelo could be of interest to students: ‘The greater danger for most of us isn’t that our aim is too high and we miss it, but that it is too low and we reach it.’  Setting goals is often something students will do at school as part of their personal development. Goals can be set for individuals and for businesses.

STARTER ACTIVITY  10 mins

Support/ Extension

Student Book  Oxford Humanities and Social Sciences 7 Australian Curriculum, pages 444–445

Write this goal on the board; then, as you are explaining Source 3 in the Student Book, point to each of the SMART features of the goal.

‘My business will sell 10% more products this month than the last month (1100 more sales).’

MAIN ACTIVITIES

Resources

Support/ Extension

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Activity 1: Engage with topic 16.2  Talk through the key content on pages 444–445.

10 mins

25 mins

Student Book  Oxford Humanities and Social Sciences 7 Australian Curriculum, pages 444–445

Activity 2: Spot the errors  Give students some examples of ‘bad’ goals and ask them to identify what is wrong with each goal based on the SMART goal principle. o My business will try to make a profit in the future. (not-time bound) o My business will increase sales from $50 000 to $1 million per year. (not achievable) o My cake business will make people smile as they enter the shop. (arguably not the most relevant to selling cakes) o My business will improve customer service. (not specific, not measurable)

REVIEW AND CONSOLIDATE 5 mins

Extension  Have students complete this statement: ‘Goalsetting is a bit like shooting a bow and arrow because …’

Support/ Extension

Resources

Summary  Businesses set goals to help them achieve success.  A goal-setting technique is the SMART goal principle, which specifies that a goal should be Specific, Measurable, Achievable, Relevant and Time-bound.  Goals can be financial or non-financial, meaning © Oxford University Press 2023 Oxford Humanities and Social Sciences 7 Australian Curriculum second edition Teacher obook pro ISBN 9780190331580 Permission has been granted for this page to be photocopied within the purchasing institution only.

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businesses may set goals relating to increasing profit, or improving some other part of the business.

TOTAL 50 mins

HOMEWORK

Support/ Extension

Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Quiz me!’ activity.

20 mins

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Resources obook pro  Interactive assessment: 16.2 Check your learning  Interactive assessment: Quiz me!

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Lesson 16.3: Entrepreneurship and innovation Pages 446-447 By the end of this lesson, students will be able to:  identify the characteristics of entrepreneurs and innovators

Australian Curriculum links Level: 7 Content description: Characteristics of entrepreneurs and how these influence the success of a business (AC9HE7K03)

Things to know before you start teaching this lesson  The Redesign my Brain television series by Todd Sampson is an excellent resource for the teacher. Episode 2 ‘Make Me Creative’ has a number of games that could be used in the classroom. Some of the games help the player to practise divergent thinking, where they open their minds to more possibilities than ever before. Often, when we hear of a new idea, we think ‘Why didn’t I think of it before?’, so this type of thinking can help us broaden our thinking.  Lace your lessons with plenty of examples. Bring in a Pink Lady or Granny Smith apple – examples of great innovations in apple production. A jar of Vegemite is another example students will identify with. Get a bottle of tea tree oil disinfectant or a pair of Speedos. Pull a polymer banknote out of your wallet and tell students that Australia is the world leader in this technology.

STARTER ACTIVITY 10 mins

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Support/ Extension

Resources

With entrepreneurs getting a lot of media attention currently, it could be a good idea to start this section by asking students what entrepreneurs they know about.

They likely know about people like Mark Zuckerberg

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(Facebook) or Elon Musk (Tesla), but what about Levi Strauss (jeans) or Henry Ford (cars)? Talking about these 19th and 20th century entrepreneurs can get students to consider how the things they own and use once only existed in the mind of an entrepreneur.

You may like to include a few modern Australian entrepreneurs in your discussion, including: o Janine Allis (Boost Juice) o Melanie Perkins and Cliff Obrecht (Canva) o Kayla Itsines (Sweat app) o Nick Molnar (AfterPay)

MAIN ACTIVITIES

Support/ Extension

Activity 1: Engage with topic 16.3  Talk through the key content on pages 446–447.

Student Book  Oxford Humanities and Social Sciences 7 Australian Curriculum, pages 446–447

10 mins

25 mins

Activity 2: Creativity time  Come up with as many different uses for everyday objects, such as shoe, pen, hat, pencil case. This is thought to overcome functional fixedness – something that young children don’t seem to have, but that they develop as they get older. Give students a set amount of time for each one and get them to write down their answers.  For example, the many uses of a shoe might include:

Resources

Extension  Have students look at the skills of an entrepreneur and write a realistic assessment of whether they think they have the prerequisites to

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o pot plant holder o door stopper o hammer o gloves o footprint maker o scooper o storage container o musical instrument.

Some suggestions may seem silly, but it’s this ‘out of the box’ thinking that helps foster innovation.

REVIEW AND CONSOLIDATE 5 mins

become an entrepreneur. For example, if they consistently fail to hand in work on time, perhaps planning is not one of the entrepreneurial skills they possess.

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Have students recall one entreprenuer they have learnt about in this lesson.

TOTAL 50 mins

HOMEWORK 20 mins

Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Quiz me!’ activity.

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obook pro  Interactive assessment: 16.3 Check your learning  Interactive assessment: Quiz Page 14

me!

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Lesson 16A Skills in Context: Social entrepreneurs: Thankyou Pages 448–449

Australian Curriculum links Level: 7 Content descriptions:  Characteristics of entrepreneurs and how these influence the success of a business (AC9HE7K03)  Locate, select and organise information and data from a range of sources (AC9HE7S02) Things to know before you start teaching this lesson  Interviewing can be a challenging task for some students. You can alter this activity so that rather than conducting the interview in person or on the phone, students can send the entrepreneur a list of questions via email.

STARTER ACTIVITY 

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Support/ Extension

Resources

Ask students to consider a cause they are interested in.

This could be something global, like homelessness, or something more local, like pollution in their local waterway or lack of accessible venues.

Now, ask them how they could help this cause with a business. Students may suggest that they could donate some of their profits to this cause, but you should also encourage them to think about how the business can be an advocate for the cause and educate people about the issue.

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MAIN ACTIVITIES Activity 1: Engage with Skills in Context 16A  Talk through the key content on pages 448–449.  Have students work individually to complete the activities in the ‘Practise the skill’ questions.

Support/ Extension Extension  Students complete the ‘Extend your understanding’ questions.

15 mins

25 mins

Resources Student Book  Oxford Humanities and Social Sciences 7 Australian Curriculum, pages 448–449 obook pro  Differentiation worksheets: 16A What makes a successful business?  Weblink: The Thankyou Group

Activity 2: Research an entrepreneur  Have students choose an entrepreneur they are interested in and conduct some research on the internet covering areas such as: o What area of business are they in? o What education do they have? o What factors have contributed to their success?  When students have finished their research, they can form pairs and conduct a role-play where one student assumes the persona of the entrepreneur they have researched and the other student plays the role of a reporter, interviewing the entrepreneur about their life

Support  Rather than interviewing an actual entrepreneur and completing the ‘Key skill’ activity, students might be more confident completing this activity. Instead of handing in a reflection, they could make a short video of the mock

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and business.

When the interview is over, students switch roles. This gives students some practise in developing questions and interviewing.

REVIEW AND CONSOLIDATE 2 mins

interview.

Extension  Have students research a social entrepreneur.

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Emphasise to students that businesses are often not just about making money – they have the power to make the world a better place.

TOTAL 50 mins

HOMEWORK 10 mins

Students are to complete any work not finished in class, such as the ‘Test me!’ activity.

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obook pro  Interactive assessment: Test me!

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Lesson 16.4: Responsible businesses Pages 450-451 By the end of this lesson, students will be able to:  recognise the legal rights and responsibilities of businesses in Australia

Australian Curriculum links Level: 7 Content description: The rights and responsibilities of individuals and businesses in relation to consumer and financial products and services (AC9HE7K05)

Things to know before you start teaching this lesson  Note that responsible businesses and socially responsible businesses are different things. A business owner has legal rights and responsibilities that they must follow by law, while social responsibility is when businesses act in a way that benefits society (for example by being environmentally friendly).

STARTER ACTIVITY 10 mins

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Support/ Extension

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This lesson will encourage students to think like a business owner, a consumer, and as an employee. It might be helpful to start by clarifying how each of these roles interact in the economy by doing a quick role-play.

Choose on student to be the ‘business owner’, then divide the rest of the class into ‘consumers’ and ‘employees’.

Read the following scenario: A toothbrush manufacturing company has recently received complaints from consumers that their new line

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of toothbrushes break after the first use. The company’s owner has had to organise a product safety recall and has stopped manufacturing the toothbrushes. As a result, they have had to downsize their operations and let go some employees.

Ask each group how this scenario has affects them and what they think they should do next as someone in that role. Student responses will be varied, and students should be encouraged to speculate on the different consequences for they group they represent. What’s important for this activity is having students put themselves in that role and sympathise with the difficult decisions business owners, consumers and employees often have to make.

MAIN ACTIVITIES 10 mins

Activity 1: Engage with topic 16.4  Talk through the key content on pages 450–451.

Support/ Extension Support  Sometimes students are unsure what is being asked in class. When discussing responsibilities of employees and employers, give them a sentence to complete in order to generate the main

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Resources Student Book  Oxford Humanities and Social Sciences 7 Australian Curriculum, pages 450–451 obook pro  Video with worksheet: Ethical cosmetics

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idea first.

Extension  Ask students to examine the reasons why some businesses might be reluctant to implement socially responsible practices.

25 mins

Activity 2: Rights and responsibilities  Have students contribute to a discussion about the rights and responsibilities of both employers and employees. Guide the discussion by asking students to complete the statement: ‘I want my employee to …’.

Here are some of the comments they might contribute: o I want my employee to complete the required hours of work. o I want my employee to be honest and accurate with money. o I want my employee to keep certain business information confidential. o I want my employee to give the required notice before leaving. o I want my employee to obey workplace rules, such as safety and anti-discrimination rules.  Here are some possible responses about what an © Oxford University Press 2023 Oxford Humanities and Social Sciences 7 Australian Curriculum second edition Teacher obook pro ISBN 9780190331580 Permission has been granted for this page to be photocopied within the purchasing institution only.

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employee expects from an employer: o I want my employer to pay appropriate sick leave. o I want my employer to provide paid holiday leave. o I want my employer to pay superannuation, so that when I finish work I have some savings. o I want my employer to provide sufficient work breaks, such as lunch breaks. o I want my employer to ensure that unlawful workplace discrimination does not occur.

Have students give reasons for their suggestions.

REVIEW AND CONSOLIDATE

5 mins

Support/ Extension

Resources

Support/ Extension

Resources

Summary  Businesses have legal rights and responsibilities to the consumers who buy their product, and to their employees.  In addition to these legal rights, businesses can also be socially responsbile, by considering the impact of their business on the community and the environment.

TOTAL 50 mins

HOMEWORK 20 mins

Students are to complete any work not finished in class, such as ‘Check your learning’ questions or ‘Quiz me!’ © Oxford University Press 2023 Oxford Humanities and Social Sciences 7 Australian Curriculum second edition Teacher obook pro ISBN 9780190331580 Permission has been granted for this page to be photocopied within the purchasing institution only.

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obook pro  Interactive Page 22

activity. 

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assessment: 16.4 Check your learning Interactive assessment: Quiz me!

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Lesson 16B Skills in Context: Socially responsible business: The Body Shop Pages 452–453

Australian Curriculum links Level: 7 Content descriptions:  The rights and responsibilities of individuals and businesses in relation to consumer and financial products and services (AC9HE7K05)  Create descriptions and explanations, using economic and business knowledge, concepts and terms, and referencing information and data from sources (AC9HE7S05) Things to know before you start teaching this lesson 

STARTER ACTIVITY 3 mins

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Support/ Extension

Watch the short video about The Body Shop.

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Resources Video  JeddahBeautyBlog: The Body Shop – Perspective by Founder and Activist, Anita Roddick (2.25 mins)

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15 mins

MAIN ACTIVITIES

Support/ Extension

Activity 1: Engage with Skills in Context 16B  Talk through the key content on pages 452–453.  Have students work individually to complete the activities in the ‘Practise the skill’ questions.

Support  Have students make a list of ways in which the school is socially responsible.

Extension  Students complete the ‘Extend your understanding’ questions.

22 mins

Activity 2: Social responsibility  Have students list at least five ways each of the following businesses could adopt socially responsible practices. The first answer has been completed.

Business

Socially responsible practices

Resources Student Book  Oxford Humanities and Social Sciences 7 Australian Curriculum, pages 452–453 obook pro  Differentiation worksheets: 16B What does it mean to be successful in business?  Weblink: The Body Shop

Support  Extension 

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Coffee shop

1 Give a discount to customers who bring their own reusable cups.

2 Use coffee beans that are certified organic and Fairtrade.

3 Visit a school to talk to business students about their business.

4 Provide seniors with discounted coffee.

5 Ensure that coffee grounds and food scraps are recycled.

Bakery

Hairdresser

Florist

Restaurant

REVIEW AND CONSOLIDATE

5 mins

Support/ Extension

Resources

Summary  Have students comment on the following statement: ‘I’m running a business and the bottom line is that I have to sell products and pay wages to staff. Being socially responsible will end up being economically irresponsible.’

TOTAL 50 © Oxford University Press 2023 Oxford Humanities and Social Sciences 7 Australian Curriculum second edition Teacher obook pro ISBN 9780190331580 Permission has been granted for this page to be photocopied within the purchasing institution only.

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mins

HOMEWORK 10 mins

Support/ Extension

Students are to complete any work not finished in class, such as the ‘Test me!’ activity.

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Resources obook pro  Interactive assessment: Test me!

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