Lesson Plan 1 What Is Business Activity

Lesson plan 1: What is business activity?
 Alignment with Student Book: Chapter 1 (pages 4–10)

 Resources: Worksheet 1: Business activity; Student Book
Assessment Objective(s)
 AO1 Recall, select and communicate knowledge and understanding of business terms, concepts
and issues
 AO2 Apply knowledge and understanding using appropriate business terms, concepts, theories
and calculations effectively in specific contexts
 AO3 Select, organise and interpret business information from sources to investigate and analyse
issues
Learning objectives
By the end of the lesson, students should:
 Understand the nature of business activity and the reasons why businesses exist
 Understand the role played by different stakeholders
 Understand that businesses operate in a changing business environment
Possible misconceptions and barriers
 Students often know a lot about business, but they have never studied it in a lesson before, this
means the teacher can draw on knowledge students already have, but do not realise they have.
Specification alignment
 –
Starter activity
(Estimated time to complete this activity: 5–10 minutes)
1. Show some images of entrepreneurs and get students to identify the businesses they founded or
run.
Main teaching activities

Activity 1
(Estimated time to complete this activity: 10– 5 minutes)
1. Students should read independently the section on business activity in the Student Book, page 5.
2. They should then complete the case study called The Kandy Cycle Shop.
Activity 2
1. Explain the concept of business. Ask students ‘What is a business?’
2. Draw out some information in a Q&A to find out what your students think business is all about in
this first business lesson.
3. Explain that businesses meet customer needs and wants.
4. Q&A ‘What are needs and what are wants?’ Think Pair share with students (get them to think
about it on their own for 60 seconds, then talk about their thoughts with the person they are
sitting next to, then share their thoughts with the whole class in a discussion)
5. Students to complete the worksheet Section 1 Needs and wants.
© Pearson Education Ltd 2017. Copying permitted for purchasing institution only. This material is not copyright free.
Activity 3
1. Explain that businesses offer goods and services.
2. Ask the students ‘What are goods and what are services?’ Think Pair share with students (get
them to think about it on their own for 60 seconds, then talk about their thoughts with the
person they are sitting next to, then share their thoughts with the whole class in a discussion)
3. Students should complete the worksheet Section 2 Goods and services.
4. Explain there is a difference between consumer goods and producer goods.
Activity 4
1. Explain the role played by different stakeholders. Stakeholders are anyone who has an interest in
a business.
2. The teacher should ask students to mind map who the stakeholders of their school are. Good
student responses should include:
 Students
 Parents
 Teachers
 Other staff in the school
 The local community
 The government
3. Students should complete worksheet Section 3. The teacher should give examples of main
interests/goals to boost students’ confidence.
Differentiation
Opportunity for support: Students could use the advice in the Student Book, page 7-8
Opportunity for challenge: Students who finish quickly could consider the points in the case study on
stakeholders in the Student Book, page 9.
Activity 5
1. Explain the concept that businesses operate in a changing business environment. There should
be a student discussion about this.
2. Teachers should try to pull from students what the changes are in the external environment that
could impact on businesses. Teachers could talk to students about the global recession. This
could include:
 The strength of competition
 The economic climate
 Government legislation
 Population trends
 Demand patterns
 World affairs
 Social factors
Plenary
1. Students should complete worksheet Section 4.
Homework
1. Students should research a business that they are interested in. They should create mini case
study profile of that business, and entrepreneur behind it. Students should be ready to submit at
the beginning next lesson.
Alternatively:
2. If students are completing the business plan project they should think of a business they would
like to set up.
 There are no limits to their choices.
 Easier choices include a shop and more challenging choices include manufacturing business.
 It could be something they are interested in or it could be a hobby they want to turn into a
business.
 Getting this right is important because there will be an opportunity to build on this project
throughout the entire course.
The purpose of this project is to provide a chance for students to test their comprehension of what
they have learned. As well as creating a longer running project that they can take away with them at
the end of the course showing a sample of everything they have learned.
 Task 1 is to explain a little bit about you, who you are and why you have chosen to study
business.
 Task 2 is to explain as much as possible about your business idea
 Task 3 is to show or draw some images that communicate what their business will be like.
Advice for non-specialists

1. Read Chapter 1 of the Student Book.
2. Key words to understand before you teach this include:
 Needs and wants
 Consumer goods and services
 Producer goods and services
 Stakeholders
 The basics about causes of external change
 The strength of competition
 The economic climate
 Government legislation
 Population trends
 Demand patterns
 World affairs
 Social factors
 Business plan

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Lesson plan 1: What is business activity?

 Alignment with Student Book: Chapter 1 (pages 4–10)

Main teaching activities

Advice for non-specialists

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