LESSON PLAN
LESSON PLAN
Name: Nicole Markewich Subject:
Date: Grade:
(approximately day __ of this unit)
|Materials/Aids Required: case studies, poster paper, markers, chalk/chalkboard |
|Unit | |
|Topic |Business Ethics |
|Content |Applying an ethical decision making model |
|Teaching |Case Study |
|Strategy | |
Objectives:
| |Given an ethical issue, all students will be able to apply all six steps of an ethical decision making model to a |
|1 |business case. |
| |Given a business case, all students will work cooperatively in a group(exhibiting the following behaviour: on task, |
|2 |sharing ideas, active listening) to apply all steps of an ethical decision making model to a business case. |
|Pre Requisite Learning: ethical decision making model. |
Presentation:
|Set: (Time: 0-5 minutes). Greet students. Ask students to recall the steps in the ethical decision making model. (1. Problem |
|recognition. 2. Identification of Alternative Courses of Action 3. Evaluation of Alternative Courses of Action 4. Estimation of |
|Probabilities 5. Calculation of Expected Values 6. Justification of the Course of Action Chose). Record the answers on the board. |
|Once the answers are recorded on the board, ask students the significance of each step. Engage in discussion and questioning to |
|ensure student comprehension. |
|Development: |
|1. (Time: 5-10 minutes) Advise students that today they will be applying the ethical decision making model to a business |
|situation. Students are to work in groups and work through the case/situation using each step of the ethical decision making model.|
|Students will be provided with poster paper/markers to record their responses. Provide students with the rubric for this |
|assignment. Review the rubric and explain to students how the assignment will be graded and what the expectations are. Ask for |
|someone to tell you what the assignment is and what the expectations are and write them on the board. Advise students to get into |
|groups of 3-4 (see classroom management) Students will be given thirty-five minutes to complete this task. Hand each group a copy |
|of the case, a summary sheet of the steps (see attached) and poster paper. |
|2. (Time: 10-45 minutes) Students work in groups. As students are working in groups circulate through the groups to ensure that |
|students are on task. At this time also make observations about students’ ability to work in groups (see attached observation |
|sheet). Provide any clarification or assistance that students or the groups require. Provide time prompts (ie. You have been |
|working for 10 minutes; you should be on step 2. You have 8 minutes left, you should be working on your justification etc..). |
|3. (Time: 45-55 minutes) Bring work groups back to the larger group. Ask groups to state what the ethical problem is. Record all |
|answers on the board. Ask students to share their ideas for alternative courses of action. Record all answers on the board. Next, |
|ask students to share their evaluations of these alternatives. Time permitting allow students to share their estimation of |
|probabilities and calculation of expected values. Allow students to also share their justifications of the course of action taken. |
|If there were alternative courses of action taken, ask students if they would be willing to revise their recommendation or take on |
|another groups recommendation. Why or why not? Allow all willing participants to share their responses. |
|Closure: (Time: 55-60 minutes) Exit slip/writing: Students will spend five minutes writing a reflection of on the ethical decision |
|making process. Some questions to consider are: What did I learn? Why is an ethical decision making process important for me? Where|
|else can I use this ethical decision making process in my life? Reflections are to be handed in on the teacher’s desk before |
|students leave the class. Thanks students for their participation and dismiss students. |
Evaluation:
|Obj. #1 |Student posters will be graded using the evaluation provided (see attached) |
|Obj. #2 |While students are working in groups, circulate through the groups and not how students are working. Are the |
| |cooperating, listening, contributing. Although there is not a specific grade for this lesson, these |
| |observations will be used to determine students overall participation and work grades. (see attached) |
|Target for Professional Growth: Preparation and Debriefing. How do I prepare the students for the task? How to I debrief the task? |
|Common Essential Learnings: |
| |
|Critical and Creative Thinking Students will be required to think critically about the information they are provided. They must |
|be able to look critically at an ethical issue and determine alternatives to the problem. |
|Communication Students must have/use communication skills in order to introduce their ideas and opinions to the class. They are |
|also required to listen and respond to others ideas. They will be required to communicate in both large and small groups. |
|Personal and Social Values and Skills Students must be able to demonstrate the social skill of working in groups. They must also |
|understand and apply personal and social values as they apply to an ethical business issue. |
|Independent Learning: Although students have been presented with an ethical decision making model, and with a business case/issue, |
|they must exhibit some independent learning if they choose to create their own case/scenario. |
|Classroom Management: Some classroom management issues that may present themselves in this lesson are and ensuring that all |
|students participate in the discussions and ensuring that all students stay on task throughout the lesson. |
|In addition the formation of groups needs to be considered. If this class is responsible enough, allow them to create their own |
|groups. If there were problems in the past have pre designed groups. |
|Adaptive Dimension: Allow students to create their own ethical business issue/scenario. Once the issue/scenario has been created |
|the students must apply the ethical decision making model. |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- lesson plan themes by month
- water lesson plan for preschoolers
- watershed lesson plan activity
- lesson plan themes for toddlers by month
- preschool lesson plan templates blank pdf printable
- toddler lesson plan template printable
- school age lesson plan ideas
- free preschool lesson plan template printables
- daycare weekly lesson plan template
- school age lesson plan format
- lesson plan themes preschool
- school age lesson plan sample