Provide a brief synopsis of the original lesson in paragraph form.

(What was supposed to happen originally? How did the lesson look
if it was conducted f2f? This way we can see how you adapted it for
the online environment).
This lesson is geared for fourth grade. The purpose is for the students to
create a business plan for a company they would like to start in their state.
The students would be given worksheets to help them with the brainstorming
process.
First: create a list of business ideas, circle the one that they like best.
The next questions would be:
Is this company private or public?
What skills do you need to perform this business?
Will weather conditions affect your business?
How much money would you need to start up the business & how
would you save the money.
Students would conduct research to answer these questions and submit it
to the teacher in several draft forms. Then finally, they would present it
to the class.
Provide your objectives with the lesson. We do not need to see your
expanded details like specific readings and authors, handouts, etc.
Describe and explain of the role of money, banking, and savings in everyday life
Distinguish between private goods and services (for example, the family car or a local
restaurant) and public goods and services (for example, the interstate highway
system or the United States Postal Service)
Describe how personal economic decisions, such as deciding what to buy, what to
recycle, or how much to contribute to people in need, can affect the lives of people
in Wisconsin, the United States, and the world
Derived from: http://standards.dpi.wi.gov/stn_ssintro
Clearly label, color code, or use a table of some sort (format is your
choice), to indicate the old lesson portions from the new.
o This lesson is geared for fourth grade. The purpose is for the students to create
a business plan for a company they would like to start in their state. The
students would be given worksheets to help them with the brainstorming
process. (Items in blue text have been added on for the online feature, the
green text is the connection with EasyR).
1. Define the concepts of:
Consumer
Private Business
Public Business
Provide a list of the resources used and explain why these
definitions were chosen.
This section would be the EVALUATION process.
Students are gathering information to learn the terms
that they will need to use throughout the learning
activity. The last question pushes it beyond just
defining to thinking about why these definitions are
valid.
2. Create a list of business ideas, circle the one that they like best. Have the
students create a list with two columns: Some of their favorite things to do
and then create another list of Wisconsin resources: from natural,
government, educational and above. Have them select one or two items
from each column and come up with a business they would like to create.
It could be something they invent or something as simple as a restaurant
or a hotel.
3. The next questions would be: Students then use the following questions to
help shape their business plan.
1. Is this company private or public?
2. What skills do you need to perform this business?
3. Will weather conditions affect your business?
4. Who will your consumers be?
5. How much money would you need to start up the
business & how would you save the money. Part 1:
Students provide a list of supplies they need and do
research on cost of items. Part 2: Based on the cost of
supplies, students make an estimate of how much they
would charge the consumers for their product.
a. Parts 2 & 3 provide ANALYSIS. Students
understand now what consumers are and what
different business types are. They then provided
their own ideas of types of business alongside their
personal interests and narrowed the list down to
create their own business plan.
4. Submit business plan to teacher for review. Cycle through steps 3 if
necessary. Step 4 provides for REVISION. Students may be on the start of
a plan but they may be missing key information or misunderstanding
information. Providing a stopping point here allows for the students to go
through the revision process with learner-facilitator feedback. If they are
ready to move past step 4 they would continue on to step 5.
5. Create a business plan using one of the choices below. Students come up
with a creative way to present their business. Ideas include:
1. Create a PowerPoint presentation advertising their
business
2. Create an I-movie commercial for their company
3. Create a brochure or a menu that advertises their
product to the consumers
a. Part 4 is definitely SYNTHESIS. Students are
taking what they learned about business ideas as a
concept and have now taken them and found a
creative way to enter their own ideas into the
marketplace of ideas.
6. Then finally, they would present it to the class.
i. This step would both be SYNTHESIS and REVIEW &
REFLECT. Synthesis because they are actually putting feet to
their concept idea. It is review and reflect because by
presenting the idea to their classmates they are able to review
what they learned along the way and reflect on the process that
they went through.


Provide a brief explanation of the changes you made between the
old and the new lesson.
I feel like this lesson really beefed up with the revisions. The greatest
source of the change came from the understanding of EASyR. I feel
like the original lesson was missing the Evaluation part and threw the
students into the process mid-way. Revising the lesson helped me to
see that laying the foundation is an important part of the process. I
also enjoyed adding the list of the variety of creativity that the online
setting allowed my students to engage in to produce their final
product.