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Unit Planner
Open-minded
Risk-takers
Communicators
Balanced
Thinkers
Unit Plan
Unit title:
Essential Questions:
Based on 'Understanding by Design' or other ideas. 1) How do we determine the best way to do things? 2) How can we effectively change how we do things when it's necessary at minimal cost? 3) What factors need to be taken into account when making decisions?
Duration / Timing
Weeks 5 wks Periods (double) 20SL+10HL Period (single) Homework Inquirers Number of tasks Approx. hours 6 6
Overview of skills, attitudes, conce 1) describe and compare the featu method. 2) HL analyse the most a most businesses need to use mul implications of changing the prod between costs and revenues. 4) H product firms. 5) Use graphical an break-even quantity, profit and m usefulness and limitations of bre
Reflective
1) Students have already learned some of the concepts fo Students have been developing critical thinking and analyt years.
Assessment Overview
Content / Knowledge
Understanding of key concepts & knowledge 1) production methods used for turning inputs into outputs in the three sectors of the economy, 2) different types of costs and possible sources of revenue, 3) nature of production in multi-product firms, 4) break-even analysis
Caring
Assessed task
The skills described in the assessm this course according to the subje
Summative Assessments
Balanced 'Assessment of learning' 1) Test using previous IB exams Gives grades for PG and reporting
Formative Assessments
'Assessment for learning 1) class discussion questions, 2) g writing, 4) vocabulary quizzes, 5) questions in groups and individua
Balanced
1) class discussion questions, 2) g writing, 4) vocabulary quizzes, 5) questions in groups and individua
Differentiation
Communicators Higher Level Students & Extension HL-only content and skills (as stated in the Learning Objectives above) will be attained during class time devoted to HL students. As a result HL students will have more enrichment activities and more assignments. Differentiation by learning styles I will give a variety of tasks that allow students to use their most preferred learning style. However, since the assessments for this course require students to be proficient in reading and writing in English, these skills will be emphasized Standard Level Students SL students will do the same work as HL students, as appropriate. (HL and SL students have the same objectives in this course, except that HL students have more.) ESL / Language Support Strategies All students in this class are ESL students, however their level of English is quite high and all reading materials used in the course should be accessible to them. To improve their writing, they will analyse the writing in reading materials and practice improving their own.
Knowledgeable
Making Connections
How can this unit support other subject areas?
Risk-takers 1) Practice doing break-even analysis will reinforce students' mathematical analysis skills. 2) Regular practice of reading and writing will help students improve their English skills.
1) In this unit, students will handle the data graphically and analyse g needed in Mathematics, and som Students will improve their perfor English skills.
Open-minded
Businesses make decisions every day that affect stakeholders either for good and bad, and very often for both. Students will question how people and corporations prioritize the interests of various stakeholders in making major decisions.
Students will read publications an as well as foreign, on a regular ba world business events and draw in
Open-minded
Risk-takers
Knowledgeable
Communicators
Balanced
IB Diploma Programme
Unit Planner
Open-minded Risk-takers Knowledgeable End Date: Sep 28 Communicators Balanced
Unit Plan
Thinkers
Unit title:
Make or break
Learning Experiences
Theoretical:
Lectures, readings, watching video clips, group work, case study analysis, and discussions.
Practical / Applied:
research, analysis and evaluation
Reflective
Resources Required
Texts, Worksheets (where can they be found?)
Most reading materials will be accessed online. Printed copies of readings, worksheets and all other materials will be given to students.
Practical Resources
Computers
Inquirers
Assessment Instructions or Ru
Core Considerations
Caring Learner Profile (how will some LP's be addressed in this unit?)
Think broader than 'knowledgable' and 'communicatiors' for the obvious subject areas.
International Mindedness
Caring
I aim to address all of the learner profiles in every unit, to the greatest Students will investigate the reaso extent possible through class assignments. For example, while exploring manufacturing to third world cou production methods, students will research the working conditions in factories that produce components for personal electronic devices, such as the iPad.
Through regular practice of resea business issues from different cul individual and organizational beha significance of change in local, reg regular practice connecting the di information to make business dec
Teaching / Learning Students were required to work in pairs to 'teach' one subunit to the rest of the class, ensuring that each student in the class achieved the learning objectives.
Assessment of Skills / Knowledge
Open-minded
Making Connections The break-even analysis includes mathematical calculations. Also, much of business activity today uses IT and most students are interested in new technology, allowing for natural connections to ITGS. Core Considerations Students were able to assess their own learning experiences to better understand their own learning styles Further Notes / Reflection N/A
Open-minded
Risk-takers
Knowledgeable
Communicators
Balanced
Caring
Inquirers
Reflective Grade: 12
Thinkers
Principled Open-minded
Overview of skills, attitudes, concepts, knowledge 1) describe and compare the features and applications of each production method. 2) HL analyse the most appropriate method of production, how most businesses need to use multiple production methods, and the implications of changing the production system. 3) Analyse the relationship between costs and revenues. 4) HL Analyse the nature of production in multiproduct firms. 5) Use graphical and quantitative methods to calculate the break-even quantity, profit and margin of safety. 6) HL investigate the usefulness and limitations of break-even analysis.
Risk-takers Knowledgeable
y learned some of the concepts for this unit at a basic level in year 10. 2) veloping critical thinking and analytical business skills for at least the last two
Communicators
nt Overview
Skills / Internal Assessment
Testing skills / Preparation for IA
Assessed task
The skills described in the assessment objectives for this course according to the subject guide
Criteria
The teacher will apply the IBO's criteria
Formative Assessments
'Assessment for learning Supports learning and reflection 1) class discussion questions, 2) group discussion tasks, 3) individual reflection writing, 4) vocabulary quizzes, 5) research tasks, and 6) answering past exam questions in groups and individually
Balanced
1) class discussion questions, 2) group discussion tasks, 3) individual reflection writing, 4) vocabulary quizzes, 5) research tasks, and 6) answering past exam questions in groups and individually
Caring
entiation
Non-IB Students (if applicable) Inquirers
evel Students same work as HL students, d SL students have the course, except that HL
Support Strategies are ESL students, nglish is quite high and all in the course should be improve their writing, they in reading materials and r own.
onnections
How can this unit be supported by other subject areas?
1) In this unit, students will handle numerical data, make calculations, display the data graphically and analyse graphic displays of data. These are skills needed in Mathematics, and sometimes in subjects in the natural sciences. 2) Students will improve their performance in this course as they improve their English skills. Thinkers
Caring
Inquirers
Reflective
Thinkers
Principled
Caring
Inquirers
Reflective Grade: 12
Thinkers
Principled
Make or break
Open-minded
Experiences
Practical / Applied:
research, analysis and evaluation work.
Risk-takers
es Required
Practical Resources
Computers
Communicators
siderations
International Mindedness
(where do opportunities arise to explore this dimension?)
Caring
Caring
Students will investigate the reasons for and implications of shifting manufacturing to third world countries.
Aims of the Subject (which aims, found in the subject guide, will be addressed?
How?)
Through regular practice of research and discussion, students will explore business issues from different cultural perspectives, think critically about individual and organizational behavior, and appreciate the nature and significance of change in local, regional and global contexts. Also, students get regular practice connecting the different past of business activity and using information to make business decisions.
Inquirers
experiences
pairs to 'teach' one subSome students did not take the task seriously. The g that each student in the challenge then is to get students to enjoy this task. es. Again, many students did not take the task seriously and got very low marks on their assignments. Students have very little knowledge of business activity around them. Perhaps they need further reading assignments. Most students need better self-discipline.
exam questions
Principled
N/A
Caring
Inquirers
Reflective
Thinkers
Principled