complete unit plan2

7/31/2019 Complete Unit Plan2

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Risk Management Mrs. Hood Page 1 of 18

Unit Plan

Teacher:Allison Hood

Course Name: Business Essentials

Grade Level: 9-12

Unit Title: Risk Management

Estimated Time to Teach Unit: 5 (90 minute) blocks or 10 regular classes.

FOCUS STANDARDS

GPS Focus Standards:

BCS-BE-34: The student explores and interprets the various risks involved

in operating a business.

a. Describes risks faced by business owners.

b. Explains ways business owners can protect themselves from risks.

c. Identifies types of business insurance.d. Identifies types of insurance needed for a planned business.

e. Explains the principles of a sound risk management program.

f. Evaluates appropriate levels of insurance for a planned business.

g. Discusses the impact of the laws of different countries on insurance.

h. Analyzes the impact of international law on insurance.

BCS-BE-35: The student analyzes choices available to consumers for

protection against risk and financial loss.a. Identifies risks in life and how to gain protection against the consequences

of risk.

b. Explains how all types of insurance are based on the concept of risk

sharing and statistical probability.


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c. Identifies the type of insurance associated with different types of risk (i.e.,

automobile, personal and professional liability, home and apartment, health,

life, long-term care, disability).

d. Explains why insurance needs change throughout the life cycle.

e. Identifies various suppliers of insurance (i.e., public and private).

f. Develops recommended insurance coverage for individuals/families for

various risks and different income levels.


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Clarified Learning Goals

Students will know:

Definition of risk and risk management.

Business owners take risks.

Business owners can protect themselves from risks.

Types of business insurance.

What a sound risk management program is.

Risks in life and how to gain protection against the consequences of risk.

Type of insurance associated with different types of risk (i.e. automobile,

personal and professional liability, home and apartment, health, life,

long-term care, disability).

Various suppliers of insurance (i.e., public and private).

Students will be able to:

Compare and contrast different types of insurance.

Talk specifically about insurance and what it does.

Students will understand THAT:

Insurance needs change throughout the life cycle.

The basic terms of a risk and risk management


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Assessments: (List assessments next to each type of assessment as

appropriate.)

Assessment Method Type:

X Pre-test

X Objective assessment - multiple-choice, true- false, etc.

__ Quizzes/Tests

__ Unit test

X Vocabulary

X Group project

Individual project

X Self-assessment - May include practice quizzes, games, simulations,

checklists, etc.

X Self-check rubrics

XJournal reflections on concepts, personal experiences and impact on oneslife

__ Reflect on evaluations of work from teachers, business partners, and

competition judges

__ Academic prompts

__ Practice quizzes/tests

Subjective assessment/Informal observations

__ Essay tests

Observe students working with partners

Observe students role playing

Peer-assessmentPeer editing & commentary of products/projects/presentations using rubrics

Peer editing and/or critiquing

X Dialogue and Discussion

X Student/teacher conferences

Partner and small group discussions

Whole group discussions

__ Interaction with/feedback from community members/speakers and

business partners

Constructed Responses

__ Chart good reading/writing/listening/speaking habits

Application of skills to real-life situations/scenarios

X Post-test


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Assessment(s) Title:

Formative: Insurance Unit Project

Summative: Hope in the Fields of War

Hope in the fields of War Worksheet

Performance-Based:

Insurance Unit Project

Content Map

Unit Essential Question:

What is risk?

How can businesses and individuals protect themselves against risk?

What are all the tools available to businesses to manage risk?

Unit Title and Concept: Risk Management How are we protected with

insurance?

Topic/Lesson 1: Insurance Terms

o

Pre-testo Vocabulary

Topic/Lesson 2: Risk Insurance

o Hope in the File of War

Topic/Lesson 3: Various types of Insurance

o Critical Thinking

Topic/Lesson 4: How do we protect ourselves

o Insurance Projects

Topic/Lesson 5: Personal Risk

o Post-test


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Key Vocabulary: (Keep to a minimum)

Claim

Controllable Risk

Counterfeiting

Economic Risk Insurance

Insurance Policy

Insured

Insurer

Liability Risks

Personal Risks

Policy Holder

Premium

Property Rights

Property Risks

Pure risk

Risk

Culminating Authentic, Performance-Based Assessment

Unit Essential Question:

What is risk?

How can businesses and individuals protect themselves against risk?


Learning Goals/Critical Thinking Skills:

Students will be introduced to insurance and the reason why we have

it. They will complete real world scenarios and will also complete a

project.


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Summary of Student Task(s

Attachments for Learning Experiences:


CULMINATING PERFORMANCE TASK

Culminating Unit Performance Task Description/Directions/Differentiated

Instruction:

I divided the class up into 4 groups. These groups we chosen based on the

pre-test scores. Each group had a form of insurance: Health Insurance,

Property Insurance, Auto Insurance, or Life Insurance.

They will begin researching the type of insurance and will present to theclass.

The lesson should include (but is not limited to) the following:

Type of insurance?

Who needs this insurance?

Why do we need this type of insurance?

What options do we have when choosing this type of insurance?

What does this insurance cover?

How much could this insurance cost?

Examples/Stories

Extra Information

Attachments for Culminating Performance Task:



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Task Scoring Rubric(s): (Attach actual rubric(s) given to students!!!)

Grading for Insurance Project

Project Requirements Points Earned

ContentThe lesson did

not include the

necessary topics

1 2 3

The lesson included

most of the topics

4 5 6 7

The lesson included

all the necessary

topics

8 9 10

Relative to topics coveredThe lesson did

not relate and

cover the topic.

1 2 3

Students covered

50% of the topic.

4 5 6 7

Students were

creative in actively

engaging all aspects

of the topic.

8 9 10

All Group Members

Participated

Only 1 or 2

students

presented

1 2 3

Most students

participated

4 5 6 7

All students

participated

8 9 10

Students were preparedStudents were

not

prepared/lesson

was read

1 2 3

Students were

somewhat

prepared

4 5 6 7

Students were very

prepared. They

knew the

information they

were presenting

8 9 10

Overall ImpressionOverall the

presentation was

poor

1 2 3

Overall the

presentation was

well

prepared/given

4 5 6 7

Overall impression

was excellent.

Lesson was very

well prepared and

given

8 9 10


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Launch Activity

What activity will you use (prior to teaching the first lesson) to HOOK the

students into the unit of study?

How does this activity LINK to prior learning/knowledge/experiences?

This was a great unit to hook the students. As the students entered the

classroom, I was cleaning out my wallet. When the bell sounded, I asked

them, Why does anyone need SO many insurance cards? I read all of the

cards that I had. There were health insurance cards, automobile insurance

cards, dental insurance cards, and I added humor by showing other cards

that I had. (Pizza Hut deal, Hobby Lobby Gift card, etc).

I explained to them that the card was not of value. The card represented or

gave proof that I had insurance. I them started the lesson by asking them

why kinds of insurance they had.

I also had an activity where I asked all of the students to put down on a

piece of paper something that they could not live without. I then divided the

class up into 2 groups. I told them that 1 group would put all of the pieces

of paper in a pile and it would belong to the group. The other group would

each individually hold their paper.

I then acted like a tornado was coming into town and I walked around and

grabbed the paper from the students who were holding it individually. I then

told them that they were out of luck because they did not contribute to the

group. In other words, they did not have insurance. Then I walked over to

the group that had the pile. I took several pieces of paper from their pile,

but they still had some left. I explained that this is what happens when you

contribute to insurance. If something bad happens, you can go back to the

pile and get what you need.


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Lesson Plan Template

LEARNING EXPERIENCE

Sequence of Instruction:

Day 1 - New Learning

EQ: What is risk?

How can businesses and individuals protect themselves against

risk?


GPS: GPS Focus Standards:

BCS-BE-34: The student explores and interprets the various risks

involved in operating a business.


b. Explains ways business owners can protect themselves from

risks.

c. Identifies types of business insurance.

d. Identifies types of insurance needed for a planned business.



g. Discusses the impact of the laws of different countries on

insurance.


BCS-BE-35: The student analyzes choices available to consumers

for protection against risk and financial loss.

a. Identifies risks in life and how to gain protection against the

consequences of risk.

b. Explains how all types of insurance are based on the concept of

risk sharing and statistical probability.

c. Identifies the type of insurance associated with different types of


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risk (i.e., automobile, personal and professional liability, home and

apartment, health, life, long-term care, disability).



f. Develops recommended insurance coverage for

individuals/families for various risks and different

income levels.

Unit: Risk Management

Daily

Learning

Agenda

1. Opening Session: What is Risk Management? What is a risk?2. Work Session:

a. Pre-test

b. Individual Work: Vocabulary Activityc. Student reflection on personal risk.

3. Closing Session: What is risk tolerance?

Day 2 - Extending/refining

EQ: What is risk?How can businesses and individuals protect themselves against

risk?







risks.




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insurance.















income levels.


Daily

Learning

Agenda

1. Opening Session: Introduce Lesson on Insurance? Discuss the

various types of insurance available.

2. Work Session:

a. Teacher Guided Instruction:

b. Student Independent Work: Hope in the Field ofWar reading and worksheet.

3. Closing Session: Ticket out The DoorName three things

that you learned from the reading.


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EQ: What is risk?


risk?







risks.






insurance.














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income levels.


Daily

Learning

Agenda

1. Opening Session: Introduce Lesson on Insurance? Discuss the

various types of insurance available.

2. Work Session:

a. Book Work: Chapter 33 Pages 586-601b. Complete the handouts on the chapter.

c. Choice Board: Choose 1 Critical Thinking Question

on page 599 to complete.

d. Choice Board: Choose 1 Write About it Question on

page 599 to complete. Save BOTH choice boards to

user data. Turn in worksheets for daily grade credit.

4. Closing Session: Ticket out The DoorWhy do we needinsurance

Day 4 New Activity

EQ: What is risk?


risk?



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a. Describes risks faced by business owners.b. Explains ways business owners can protect themselves from

risks.






insurance.h. Analyzes the impact of international law on insurance.














income levels.



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Daily

Learning

Agenda

1. Opening Session: Introduce Lesson on Insurance? Discuss thevarious types of insurance available.

2. Work Session:a. Group Work: Insurance Project

3. Closing Session: Ticket out The DoorWhy do we needinsurance?


EQ: What is risk?


risk?







risks.



e. Explains the principles of a sound risk management program.f. Evaluates appropriate levels of insurance for a planned business.


insurance.



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income levels.


Daily

Learning

Agenda

1. Opening Session: Introduce Lesson on Insurance? Discuss thevarious types of insurance available.

2. Work Session:a. Individual Work: Post-testb. Book Reading and Review questions

3. Closing Session: Ticket out The DoorWhy do we needinsurance?


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Students with Disabilities:

For students with disabilities, the instructor should refer to the student's IEP

to be sure that the accommodations specified are being provided. Instructorsshould also familiarize themselves with the provisions of Behavior

Intervention Plans that may be part of a student's IEP. Frequent

consultation with a student's special education instructor will be beneficial in

providing appropriate differentiation.

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