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Planning for Business Success (Module 7) was revised in June 2007. If you’re using the © 2007 Teacher and Student Guides, you’re all set. If you’re using older versions of either guide, here are your options:
If you’re using the © 2004 Teacher and Student Guides: |
If you’re using the © 2007 Teacher Guide and the © 2004 Student Guide: |
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* Text highlighted in gray links to pages from the © 2007 Student and Teacher Guides.
For Your Glossary Student Guide page 2
Before You Teach
WEB TIP: Ask your students to click on the Rags to Riches link one at a time, so that it will load faster.
Preview the Rags to Riches computer simulation.
RAGS TO RICHES
The Rags to Riches simulation gives you a chance to experience what it is like to run a business. If you’ve never owned or worked for one, you may not know much about some aspects of business, but you probably know more than you think! In this simulation, you’ll take on the role of a rock band starting out in the music business. You need to make decisions about what the band should do—which city the band will choose to start a 10-week tour in, what kind of venue the band will start in, how much money the band will spend on promoting the tour, and how much to charge for tickets. The goal of this simulation is to make $5,000 over 10 weeks—starting out with just $100!
SESSION 2 My Ice Shavings! Business Plan Student Guide pages 9–15
Building a Business Project Guidelines Student Guide pages 18–19
SESSION 6
Before You Teach
CONDUCTING MARKET RESEARCH
Prepare four pieces of chart paper, each labeled with one of the following: Product, Price, Place, or Promotion.
SESSION 8
Before You Teach
Preview the spreadsheets NoNaymz Survey Data Spreadsheet and Teacher Information—NoNaymz Survey Data Spreadsheet.
ANALYZING AND INTERPRETING RESEARCH
Divide the class into four teams to examine different portions of the NoNaymz Survey Data Spreadsheet. Have teams read Team Instructions Student Guide pages 35–37, which explain what kind of analysis each team should do. Have each team analyze the relevant data and prepare a short presentation to share its findings and recommendations.
Question 2:
Look through the survey questions and data shown in the NoNaymz Survey Data Spreadsheet; decide which parts of the
survey will help you conduct your analysis.
TEACHER INFORMATION-NoNaymz Survey Data Spreadsheet
The equations used to analyze the survey data and the results of the survey are available in the Teacher Information—NoNaymz Survey Data Spreadsheet.
EXTENSION 2.1
Watch the video The Merchants of Cool, an episode from the television series Frontline. View the “Hunting for Cool“ segment of the video and write an essay that responds to the following statement:
In much the same way that the British Empire tried to take over Africa and profit from its wealth, corporations look at teens like this massive empire they are colonizing. And their weapons are films, music, books, CDs, Internet access, clothing, amusement parks, and sports teams.
In much the same way that the British Empire tried to take over Africa and profit from its wealth, corporations look at teens like this massive empire they are colonizing. And their weapons are films, music, books, CDs, Internet access, clothing, amusement parks, and sports teams.
Is “cool hunting“ an ethical or unethical way of conducting research? Do marketers respond to the interests of teenagers or influence them?
For Your Glossary Student Guide page 42
Before You Teach
Preview My Ice Shavings! Errors Spreadsheet, My Ice Shavings! Errors Answers Spreadsheet (teachers only), and Sample Spinning Records Spreadsheet.
FIND THE MISTAKES
Divide the class into Spreadsheet teams of two or three. Have students work in teams at a computer. 
Their challenge is to search the formulas for the results shown in My Ice Shavings! Errors Spreadsheet and to correct the mistakes in those formulas.
Their challenge is to search the formulas for the results shown in My Ice Shavings! Errors Spreadsheet and to correct the mistakes in those formulas.
In this activity, you’ll use spreadsheets to analyze various aspects of business finances. In your Spreadsheet team, look at My Ice Shavings! Errors Spreadsheet. There are several mistakes in the formulas used to calculate the finances for My Ice Shavings! Find and correct the mistakes.
Find the Mistakes Student Guide pages 43–44
SESSION 11
Before You Teach
Preview Fixed and Variable Costs Spreadsheet (teachers only).
FIXED AND VARIABLE COSTS
Use the Fixed and Variable Costs Spreadsheet to check students’ Spinning Records spreadsheets. If students are having difficulty, give them the Sample Spinning Records Spreadsheet to use for the next session.
SESSION 12
MAKE A PROFIT
TEACHER INFORMATION: CREATING A SPREADSHEET FOR SPINNING RECORDS
Use the Sample Spinning Records Spreadsheet to check students’ spreadsheets or to help students determine the correct formulas to use.
SESSION 13
Before You Teach
A SUPPLY AND DEMAND DRAMA
- Prepare the materials as described in Teacher Information: Outside the Concert Hall on page T 52.
- Look over each Outside the Concert Hall Role Play to see what students will be doing. Note that in the second role play, two fans wish to purchase only one ticket each, while the third fan wants two tickets.
Extension 3.1 Student Guide page 56
SESSION 15
Before You Teach
COMPILING YOUR DATA
Make sure that students know to bring their survey results to class.
Compiling Your Data Student Guide page 58
No student resources for this activity. Module Quiz 2
SESSION 20
Before You Teach
THE 4TH P: PROMOTION
- You will need examples of advertising or publicity. Assign students to bring in ads or publicity pieces and then choose the most appropriate examples, or gather the promotional pieces yourself. (See resources below.) Choose 5–10 examples representing a variety of media and types of products, and place them at different stations throughout the classroom.
- The promotional pieces should include the following:
- A mix of types of media: for example, a TV commercial, radio jingle, logo, poster, print ad, or Web page
- A variety of persuasive techniques
- A focus on one of the other 3 Ps. If possible, use promotional pieces that focus on either the quality of the product, the price, or the place of sale
You will need examples of advertising or publicity. Assign students to bring in ads or publicity pieces and then choose the most appropriate examples, or gather the promotional pieces yourself. See resources below.
Choose 5–10 examples representing a variety of media and types of products, and place them at different stations throughout the classroom. The promotional pieces should include the following:
- A mix of types of media: for example, a TV commercial, radio jingle, logo, poster, print ad, or Web page
- A variety of persuasive techniques
- A focus on one of the other 3 Ps. If possible, use promotional pieces that focus on either the quality of the product, the price, or the place of sale
Advertising or publicity resources
Screening Room: Best U.S. TV Ads
Retromedia.tv
Adcritic
Also, many companies put their own television commercials online. Two examples of this are:
SESSION 22
THE EFFECT OF TECHNOLOGY ON INDUSTRY
THE EFFECT OF TECHNOLOGY ON INDUSTRY
TIP: Additional information about the Napster debate, the legal issues involved, and different teams’ positions on the issue are below. If time permits, you may want students to conduct this additional research, either in class or for homework, in an effort to make the debate more substantive.
The following resources will help you during your Napster Debate:
"Napster Shutdown Robs the Masses"
Recording Industry Association of America
Newshour Extra: The Napster Debate
SESSION 24
Before You Teach
PRESENTATION OF PROMOTIONAL PIECE
- Find out whether any of the Business teams will require any technology, such as the Internet or a monitor and VCR, for their presentations.
- Set up your classroom as it was in Session 20, with each Business team’s promotional piece placed at a different station throughout the room.
SESSION 25
Before You Teach
BUSINESS GROWTH AND LIMITATIONS
On chart paper, draw the figure Factors Supporting and Limiting Growth on page T 72 to be displayed at the appropriate time.
SESSION 26
Before You Teach
BUSINESS PLAN AND PRESENTATION
- Review the Building a Business Project Guidelines on pages 18–19 in the Student Guide.
- Confirm visits from business and higher education representatives, who will act as potential investors during the student presentations. (Each invitee will attend at least one of the two presentation sessions.)
SESSION 28 AND 29
Before You Teach
BUILDING A BUSINESS PRESENTATIONS
Check with teams about technology they will need for their presentations. (If anyone needs a computer with a specific application, make sure that it will be available before students begin their presentation planning.
No student resources for this activity. Building a Business Presentations Student Guide page 91
Statistics Review Appendix Student Guide page 92–96
Module Test
Advanced Excel Functions (Activity 4)
Persuasive Techniques (Activity 5)
Presentation Format and Style (Activity 6)
Using Excel (Activity 3)
