Summary of Proposed Lesson:
In an effort to get 9th -11th grade students to understand Principles of Business, Marketing, and Finance concepts, the students will download Lemonade Tycoon 2 available at http://www.wildgames.com/games/lemonade-tycoon-2. (This is a limited free trial per user so I would have to get a site base license for it). Groups will be created by teaming up every third person in the class. It will be interesting to watch them collaborate as each and every decision must be made along the way. This interactive game allows students to set up their lemonade stand business venture and “start building their empire”. As a case study, the learner will test avenues of possible action by synthesizing the important variables to determine and apply the rules that govern the principles identified above. They will make every business decision from the recipe chosen to the materials, location, assets, costs, even the staff. Their decisions will ultimately determine the profit or loss of their venture. Financial reports generated on a daily basis (the number of days in a class period will depend on the number of days the student covers transactions) will allow them to see their progress or lack of. At the end of each business day, the students will compile their own spreadsheets based on reports generated by the program. At the end of the ten class periods, they will be allowed another three days to compile the outcome data accumulated in the spreadsheets. Two more class periods will be allotted to present their data analysis in an oral and visual report using various frequency distributions: i.e., histograms, pies charts, and/or graph trend charts. They will draw conclusions and make sound recommendations based on the outcome. Individuals will also be asked to share their contribution to the venture.
Lemonade -Tycoon 2
High School (9 - 11)
Principles of Business, Marketing, and Finance; Economics; Accounting and Math
[Day 1] Explain the concept of the game, create teams, collaboration commences and business venture begins
[Days 2-10] Run the business incorporating sound business principles incorporating the TEKS
[Days 11-13] Analyze and Compile Data for Oral and Visual Presentations
[Days 14-15] Presentations, individual project contribution and reflections, conclusions and recommendations
Literacy |
Symbolic Competence: The learners will analyze the following symbolic information presented throughout the interactive game: marquee providing headline news in printed form; visual representation of customers' approval or disapproval in gestural format of the price, recipe, temperature of the lemonade, customer service; mathematical symbols embedded in the financial reports; graphical charts that daily track their sales; and background music that along with the above symbols shapes the mood and atmosphere. Discourse Forms: Students will learn to interpret/comprehend in a variety of literacy environments that will relate information through reading, learning, and understanding the challenges of the game. Learners will study maps in this computer simulation to determine their business location..They will print graphs and financial reports studying and looking for trends in order to make relevant decisions involving the product they are selling. Interactivity relies heavily on the visual world where the learners incorporate problem-solving strategies. Cognitive Processes: As the students work to build their empire, collaborators will pool their subjective individual cognitive strategies making business decisions based on personal mindsets and experience . In order to construct knowledge, they must experience a deconstructing process, whereby the process of pulling apart and looking at symbols and discourses from different roles or perspectives provides more insight. They will synthesize ,exploring options and possible outcomes in a nondiscursive way, not a formal or orderly thought process - more of an emotive process employing deductive reasoning. |
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Problem Solving |
Strategies:
Problem-centered Learning - Lemonade Tycoon 2 affords the students the opportunity to gain knowledge and skills in: the private enterprise system, economics, the impact of global business, marketing of goods and services, advertising, and product pricing. They have to analyze the sales process and financial management principles as well. In the end, the decisions made by the learner individually and/or collaboratively will reinforce, apply, and transfer in the form of volumes of knowledge as they pursue entrepreneurship - risk takers.
Authentic Anchored Problem: N-Geners will operate a business as sole proprietors in the Big Apple (New York) via an interactive computerized simulation. Collaboratively, they must build the business from the ground up. They will support each other as real participants do in the real world through conversations, reflections and shared exploration. They will strategize and problem solve throughout continual construction of both knowledge and the business. This realistic role provides learners with opportunities that enhance transferability of knowledge.
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Knowledge |
Disciplinary structures:
Disciplinary processes:
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Information |
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Community |
(B) describe the functions of prices in markets such as supply and demand.
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Authentic
Collaboratively, the entrepreneur/free enterprise/sole proprietor business teams will: A 1: Select the district/location of their business A2: Order stock A3: Set the recipe A4: Set the price A5: Set Marketing Campaigns A6: Decide whether or not to change location based on customers and headlines A7: Buy, move, sell and/or upgrade stands (or not) A8: Decide on upgrades (or not) on personnel A9: Monitor customer feedback and respond- recipe adjustments, service time and price A10: Strategize based on previous day's sales A11: Manage their time A12: Read daily reports -sales, expenses, revenue, cash flow, bank account, bills, etc. A13: Interpret Profit and Loss statements, Balance Sheets and Performance Graphs A14: Compare stands (if acquire more than one through continual construction) |
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Background Building Diverse team equals diverse ideas which creates a rich environment for new forms of knowledge. Individually and collaboratively, the team will: B1, 6a, 7a, 8a, 9a, 11a, 13a, 14a: Experience the free/private enterprise system B2, 3, 4, 7b, 9b: Consider ethical, moral and legal choices relating to the decision making process in business situations B5, 6b, 7c, 8b, 14b: Implement marketing strategies B6c: Adapt to market changes B6d: Explore the affect of the environment on business B6e, 8c, 9c, 11b: Investigate potential causes of economic decisions such as supply and demand or consumer dollar vote B6f, 9d,: Identify factors affecting profits, revenue and expenses B8d, 9e: Dialog the role of laborers: their level of skill, productivity and its impact on customer service B10, 12, 13b: Inspect and interpret financial statements B15: Ascertain the role of the legal system in business
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Constructing The teams will construct a market analysis for an associate interested in investing in and becoming a tycoon in the Lemonade Stand business. Following is a list of possible topics to be examined: C1a, 5, 10, 12a, 13a: Market Growth utilizing historical data accumulated through their financial report C2, 3, 4, 15: Market Profitability based on buyer power, supplier power, barriers to entry (permits), competitors C6a, 14a: Market Saturation C6b, 7a, 8a, 9a, 11: Market Trends with emphasis on service and support C6c,7b, 8b, 14: Demographic Information based on Districts/location C6d,7c, 8c, 9b, 12b, 13b, 14b: Price Pressure caused by competition C7, 8d, 14c: Purchase of Equipment C1-15aa: Overall Key Success Factors
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Sharing S1, 2, 3, 4, 5, 11: Students will present to a member of the business community practicing as a sole proprietor to make comparisons and to validate and/or improve their work. S8: Students will present to a member of the Texas Workforce commission who can provide feedback on minimum wage standards. S10a, 12a, 13a, 14: Utilizing a spreadsheet program, the team will present their data analysis in an oral and visual format using various frequency distributions: i.e., histograms, pies charts, and/or graph trend charts. S10b, 12b, 13b,14: Students will present to a Banker to share in the financial analysis and successes or shortcomings of the venture. S10d, 12c, 13c,14: Students will present to an Accountant who can provide feedback on accurate record keeping. S15a: Students will present to a member of the city Health and Permit department who can provide feedback on the local, state and federal requirements for a sole proprietorship in the food service industry. S1-15aa: Students will present the results of their venture to their peers via the campus newspaper, the Voyager. S1-15bb: Students will share their new knowledge and general understand of the business world at the weekly Business Professionals of America meeting.
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Design Challenge Three
The FACTS Model of Design
Teachers as Designers: A Cinquain Poem
Educator
Believer Constructor
Challenge, Create, Refine
Fulfillment, Gratification
Sculptor
Teachers as Designers: A Diamente Poem
Navigator
Planner, Advisor, Conductor
Knowing, Trusting, Assuring, Measuring
Mentor, Guide, Complacent, Content
Do-nothing, Good-for-nothing
Bystander, Spectator
Follower
The FACTS Model: A Summary
The FACTS model is based on building learning opportunities of shared knowledge, whereby students are active participants and collaborators instead of direction followers providing ownership.
The F is for Foundations
Foundation represents the fundamental principles that establishes the basis where life-long learning originates, challenging students to participate in the community as problem solvers.
The A is for Activity
Interactive learning activities are problem-based or problem-centered as is the real world; thereby connecting the learner into utilizing "usable knowledge" by "doing".
The C is for Content
Standards selected must be insightful, competitive, focused, and directional to ensure a bridge sustaining an effective social learning community.
The T is for Tools
Conduits, such as technology, should be selected and implemented to bridge the gap between potential and the ability to act on and influence the world
The S is for Systems of Assessment
Assessment instruments must be varied, yet must be connected to the objectives and activities implemented; therefore, maintaining student centered learning.
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Design Challenge Two
The Efficiency Model
A Learning Design
Top 10 Principles of the Efficiency Model
10. Standard schedules are the same everywhere – everyone takes a break/siesta at 3 pm
9. Standard conditions are the norm worldwide– stimulus and response are the same in any language
8. Standard instructions - one size fits all
7. Common sense because everyone is born with it
6. Competent advisors beginning with the superintendent, if you can keep one long enough
5. Discipline – whose definition? – Administration’s or the teacher’s
4. High ideals – let’s be realistic here – we’re supposed to chain them together, reinforce, repeat and practice – no child left behind
3. Planning – 45 minutes to plan, grade, copy machine, administrative conferences, and oh, lest we forget -- parent phone calls and conferences
2. Fair dealing – yeah you’re getting a fair distribution of students and competency levels
1. Efficiency Reward – expect a pay raise or a large stipend and a better conference period/schedule the next year
Top 10 Challenges to the Efficiency Model
10. Learning is FUN – allow students to PLAY their way to knowledge
9. Create environments that promote problem solving, cooperation, communication, critical thinking, and learning how to learn – seek and value students’ point of view
8. Connect separate subject areas - why not use the BCIS computer course to teach the English course’s MLA style for a social studies research paper on World War II
7. An education built on multiple intelligences can be more effective than one built on just two-intelligences, it can develop a broader range of talents
6. Along with whole- and small-group instruction, text book activities, and real-life problem situations, utilize software programs such as Integrated Learning Systems which are designed around the identification of a series of identified skills which takes into consideration objectives mastered and new objectives to be learned
5. Implement collaboration - enhancing responsibility, interactivity and connections with others
4. Prepare students for lifelong learning without leaving behind learners who do not have access to technology in their homes
3. Facilitate, don’t transmit– allow students to construct knowledge
2. Shift from teacher centered instruction to student centered instruction
1. Teachers need to learn new tools, approaches and new skills and accept technologies as “engines of change”
Step One: Define a Learn Goal
Learning Goal: Given the student’s prior knowledge of fundamental accounting principles, the learner will be introduced to the basic features in the software Quickbooks.
Step Two: State Objectives
Learning Objective 1. Given a personal computer, QuickBooks program, a teacher produced typed copy with guided print screen instructions and utilizing the EasyStep Interview, (b) the accounting l student will be able to create a company, set up a chart of accounts, and journalize transactions from source documents (c) successfully completing an audit based on their financial reports
Step Three: Sequence Instruction
Sequence Instructions
1. Daily goal and objective is posted on the board. Goals, objective, and procedures will be discussed, as well as expectations, and knowledge and skills to be implemented. Students will be paired in groups of three based on individual strengths
2. The lesson will be applied to accounting in the real world and its use of current technology.
3. Students will be presented with the following materials needed to gain the knowledge and skills: accounting software, teacher produced typed copy with guided print screen instructions, a list of accounts used by the company and transactions for the month.
4. Utilizing the above materials as well as a computer and LCD projector, facilitator will model accessing the software and the process involving the EasyStep Interview to set up the company and create the chart of accounts, as well as how to make general journal entries.
5. Facilitator will check for understanding before proceeding by implementing questioning strategies that will evaluate knowledge and comprehension. Reteach, if necessary, utilizing peer collaboration.
6. Allow the students to demonstrate new learning while using the EasyStep Interview and the print outs provided. Facilitator will observe to determine the level of mastery and provide individual remediation as needed while walking around the room (or use SynchronEyes on teacher desktop) as the teams work independently pooling their knowledge resources.
7. Upon completion, reinforce prior knowledge that the students used to complete their objective and the significance of the decisions they made when setting up their company and necessary government documents: • Tax identification number • Income tax year period • Sources of income • Sources of expense • Company type • The chart of accounts and the basic accounting formula • Analyzing transactions using Debit and Credit
Step Four: Determine Learning Success
Determining Learning Success Upon setting up the company, creating the chart of accounts and journalizing entries, the learner will print out a series of reports. The learner will have been given another step-by-step teacher produced typed copy with guided print screen instructions for printing out the necessary documents – the chart of accounts, trial balance, general journal, and general ledger. In past experience, this educator has noticed that 95%-100% of the students’ reports are 100% accurate. For the few that are inaccurate, generally someone on the team will note minimal errors regarding wrong account numbers or data entered as debit and/or credit. If the error is still not determined, learners will collaborate with another team or ask for my input. At which point, I take them through a sequence of analysis. Beginning with the Trial Balance, do the Debits equal the Credits? Just because they equal does not necessarily mean they are correct. If they are in balance, compare the entries in the general ledger to the source documents. If the error has not yet been found, then the account that is off needs to have each transaction reanalyzed using the six step analysis: 1. Identify the accounts affected 2. What are they classified as 3. Did they increase or decrease 4. Which one did you Debit 5. Which one did you Credit 6. Is the equation still in balance. Upon correcting all reports and determining that they are accurate, the students are administered an Audit Test. The audit test consists of a series of questions regarding the company set-up and the analysis of the transactions based on the printed financial reports. The students are given two grades, one for the actual computer assignment and another for their responses to the Audit Test. Given that success has been determined by having confirmed the reports before the audit, generally student failure to succeed on the audit can usually be attributed to cultural differences in regards to the student’s inability to interpret and analyze the data produced. For example, a standard audit question such as: For the month of June, how much did the Cash in Bank account increase by? If the student entered the bank balance at the end of that month, he/she has not answered the question correctly. What the learner should have done was summed up the debit entries. It is usually these types of errors that determine the unsuccessful completion of the project. For those that did not meet their goal, as a facilitator, students are allowed to work together thereby facilitating learning and problem solving as they communicate ideas of how to correctly audit the data. As an educator, I am always available everyday until 5:30 P.M. for individual tutoring. Knowing that I am there, many of my students come in and collaborate during this time.
A Reflection and Critique of the Design
A Reflection and Critique of the Design Top 10 challenges to the Efficiency model Strengths Fun Environment Utilized Software for life long learning Implemented collaboration Constructed knowledge Facilitator utilized technology as an engine of change Multiple intelligences Limitations Did not connect accounting to economics Students audit capacities are different Design of the Lesson: The design was consistent with the attributes of today’s technology users by collaborating and connecting with each other as well as other teams; they were able to capitalize on the possibility of keeping financial records electronically – quicker than the manual method. My design was like learning outside the school in that students were allowed to collaborate on the project. The teams’ members participated in problem-oriented learning activities. There was authentic activity presented in the environment that encouraged collaboration. Reflects with constructivist learning or theories of multiple intelligences: the students generated information using linguistic intelligence, logical-mathematical intelligence, and interpersonal intelligence in their ability to interact with each other.