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Title of Unit: Planning, Manufacturing, Marketing Year Level: 4th year

Curriculum Area: Computer Technology Time Frame: 6 Sessions / 45 min. each

STAGE 1: DESIRED OUTCOME


Content Standard: Transfer Goal:

The students demonstrate understanding and competence in planning and I want my students to learn Planning, Manufacturing and Marketing so that in
creating business plan using computer software such as Microsoft and Adobe the long run they will…
Programs. − be able to use it to create a business plan
− become successful in marketing goods and services

Essential Understanding: The students will understand that.. Essential Questions:

1. A computer becomes a valuable and efficient tool with the right program • Why use computers in a business?
or software that a user can use. • How will you make a good business plan to achieve your business goals?
2. A good business plan is like a roadmap where you will be able to see the • How will you promote the company’s products to develop the interest of
best path to achieve your business goals. the people?
3. Marketing is the strategic process of getting people to develop interest in • How does manufacturing affect a business?
the company’s products.
4. Manufacturing is the process of assembling and transforming raw
materials into a new product with the use of workers, machine, tools and
electricity or power.

Knowledge: The students will know... Skills: The students will be able to...

• The Application software and their function • Identify the different application software that can be used in business
• The ways on how to create a business plan • Classify the different kinds of businesses and give examples of each
• The importance of marketing • Create their own business plan
• Promotion and advertising through internet and other media • Name different media that can be used in promotion and advertising
• The basics of manufacturing and its stages • Explain the cut cost of raw materials, labor and machine
STAGE 2: ASSESSMENT EVIDENCE

Performance Task Description #1 (page 25-28) Other Evidence:

Goal – Create an advertisement in Facebook, Google, and Yahoo! • Student Word Samples
− Activity sheets
Role – Marketing Assistant − Hands-on drills
− Learning logs and journals
Audience – Customers • Recitation
• Participation in group work
Situation – They should come up with an advertisement for their business plan.
Criteria / Assessment tools
Product – Advertisement
• Rubric
Standards – Your advertisement must meet the standards set in the rubrics
score sheet. See attachment for the rubric score sheet.

Performance Task Description #2 (page 28)

Goal – Create a brochure using MS Publisher

Role – Businessman/woman

Audience – Customers

Situation – They should come up with a brochure promoting their business

Product – Brochure

Standards – Your brochure must meet the standards set in the rubrics score
sheet. See attachment for the rubric score sheet.
STAGE 3: LEARNING PLAN
Resources /
Sessions / Lessons Essential Questions Teaching / Learning Sequence
Materials

SESSION 1 I. INTRODUCTION OF ESSENTIAL QUESTION Entrepreneurial


The teacher will post the essential questions on the board and remind the students to be guided by
• Why use computers in these questions.
and Career
Lesson 1: a business? II. MOTIVATION Development
Applying Software in • How will you make a SENTENCE COMPLETION: Jemma, Inc.
Business good business plan to The students will be asked to complete the following statements on their notebook.
• I watch movies or listen to music using my/the ...
achieve your business
Time Frame: 45 min. • I write letters using my/the ...
goals? • I do my research using my/the ...
• How will you promote III. PROCESSING
OBJECTIVES: the company’s The student volunteers will be asked to share what they have written and write several answers on the
In this session the products to develop board. The rest of the class with the same answers will be tallied. The following questions will be
students are expected the interest of the asked:
to: • What single tool do you think can be used that will let you do all these?
people? • Do you think that if there is a tool that can do all this stuff, it would help you better? Why?
1. Learn about • How does • How will you maximize the use of computer in your life?
applications manufacturing affect a IV. CHECKING OF PRIOR KNOWLEDGE
software and their business? The students will be asked about their knowledge on the following terms. After the lesson discussion,
examples they will be asked again to complete the activity.
My Own Definition The Standard Definition
A software is..
Application Software is ..
Business Planning is..
Marketing is..
Manufacturing is..
V. ENGAGING
PICTURE ANALYSIS
The students will analyze the application software shown in the picture and explain its uses and
functions. Discussion follows.
• What application software are you familiar of?
• What are the functions of application software?
VI. FIRMING-UP STUDENT’S KNOWLEDGE
The students will complete the activity for prior knowledge.
VII. FIRMING-UP STUDENTS SKILLS
BOOK ACTIVITY
The students will answer Activity 1-5 on page 9-11. Discussion follows.
VIII. VALUING AND CRITICAL THINKING
The students will answer the following questions:
• What is the difference between Operating System Software and Application Software?
• How can we use this application software in a business?
SESSION 2 I. INTRODUCTION OF ESSENTIAL QUESTION Entrepreneurial
• Why use computers in The teacher will post the essential questions on the board and remind the students to and Career
Lesson 2 a business? be guided by these questions. Development,
Planning Your • How will you make a Jemma, Inc.
Business good business plan to II. MOTIVATION
achieve your business COMPLETE THE STATEMENTS:
Time Frame: 45 min. goals? • I learned that _____________________.
• How will you promote • I can maximize the use of computers by _______________.
OBJECTIVES: the company’s • A computer helps us to ______________________.
In this session the products to develop
students are expected the interest of the III. ENGAGING
to: people? DRAW – PAIR – SHARE
1. Learn about • How does The students will draw a picture of a business that they dreamt of. Afterwards, they will
planning, setting manufacturing affect a have a pair and share it with one another.
up and running a business? • If you were a businessman/woman what kind of business would that be? Why?
business • What would be the goal that your business wants to achieve?
2. Identify the • Who would be your target customers?
different kind of • How will you produce or buy the goods or services in an efficient way?
business and give
• Where do you want to go with your business in the future?
examples of each
3. Learn the types of
IV. FIRMING-UP STUDENT’S KNOWLEDGE
sales,
LESSON DISCUSSION
disbursements,
The students will listen as the teacher explains what a business plan is, its importance
receipts and
and kinds of businesses.
controls needed for
• What is a business plan?
the business
• How does it help a business to succeed?
• What are the factors that you need to know in putting up a business?
• How will you profit from your business?

V. TRANSFER OF SKILLS
BOOK ACTIVITY
The students will answer Activities 1-5 on page 20-22. Discussion follows
SESSION 3 I. INTRODUCTION OF ESSENTIAL QUESTION Entrepreneurial
• Why use computers in The teacher will post the essential questions on the board and remind the students to and Career
Lesson 3 a business? be guided by these questions. Development,
Marketing, Advertising • How will you promote II. MOTIVATION Jemma, Inc.
and Sales the company’s The students will watch an advertisement. Afterwards, they will discuss how
products to develop advertisements affect the people/consumers.
Time Frame: 45 min. the interest of the III. ENGAGING
people? The students will do HANDS-ON activities on page 47.
OBJECTIVES: − Advertising in Facebook, Google, and Yahoo!
In this session the − Creating Brochure & Flyer using MS Publisher
students are expected − Creating Presentation using WordArt and graphics
to: IV. FIRMING-UP STUDENTS SKILLS
1. Learn about BUSINESS PLAN MAKING
planning and The students will be divided into groups. Each group will brainstorm and create a
running a business business plan.
2. Identify the V. VALUING AND CRITICAL THINKING
different kind of the teacher will ask the following questions:
business and give • What are the important things to remember in marketing?
examples of each • In choosing the goods, what are the things that you need to remember?
• To find out the best channel for your goods, what are the things that you need to
consider?
VI. SYNTHESIS
GROUP ACTIVITY:
The students will go to their respective group assignment and choose 2-3 ways on how
to promote and advertise their product. Afterwards, they will demonstrate it on class.
VII. TRANSFER OF SKILLS
COMPUTER HANDS-ON
The students will do Performance Task #1 on page 25-28 (See Stage 2 of UbD)
The students will do Performance Task #2 on page 28 (See Stage 2 of UbD)
VIII. REFLECTION LOG
THREE-MINUTE-PAUSE
The students will write the following:
3 – Concepts, Skills, and Values Learned____________________.
2 – Additional Insights _____________________.
1 – Question so far ______________________.
SESSION 4 I. INTRODUCTION OF ESSENTIAL QUESTION Entrepreneurial
• Why use computers in The teacher will post the essential questions on the board and remind the students to and Career
Lesson 4 a business? be guided by these questions. Development,
Manufacturing & • How will you make a II. MOTIVATION Jemma, Inc.
Service Operation good business plan to The students will complete the phrase that the teacher posted.
achieve your business “Today, I want to learn _____________ that I can use in _________
Time Frame: 45 min. goals? ____________________. Therefore I should _________________.”
• How does III. ENGAGING
OBJECTIVES: manufacturing affect a “SOMETHING OUT OF NOTHING”
In this session the business? The students will be divided into 5 groups. Given the materials, the students will come
students are expected up with a good and unique output that can be used in a business.
to: • How did you find the activity?
1. Learn about the • How did you come up with that output?
basics and stages • What are the things that you have to remember when doing an activity?
of manufacturing IV. FIRMING-UP STUDENT’S KNOWLEDGE
and service The teacher will ask the following questions:
operations • How will you know your customers wants?
2. Learn how to cut • In what ways can you satisfy your customers?
cost of raw • How will you produce and manufacture your products?
materials, labor V. FIRMING-UP STUDENTS SKILLS
and machine TRUE OR FALSE
The students will listen to some statements. If the statement is true they will clap once,
if false they will stamp their feet. (See Activity 2 on page 51 for the statements)
VI. VALUING AND CRITICAL THINKING
The students will answer the following questions:
• What is manufacturing?
• What are the basic components of manufacturing?
• What are the stages of manufacturing and how are they done?
• Why is cutting cost of raw materials, labor and machine important?
VII. TRANSFER OF SKILLS
BOOK ACTIVITY
The students will answer Activities 1-5 on page 50-52. Discussion follows.
RUBRIC FOR HANDS-ON
Does not
Exceeds Meets
Criteria meet Score
Expectations Expectations
expectations
Points Earned 3 2 1
Creatively
Balanced,
Layout enhances Not balanced
uncluttered,
information
Varied
Limited use of Graphics are
Graphics/Photos graphics are
graphics. not utilized.
utilized
All text are Most text are Some text are
Text Size clear and clear and clear and
readable readable readable
Product
Product Product is
description is
description is Not clear,
Quality of mostly clear,
clear, incomplete,
Information could be a
complete, and and Not
little more
concise concise
concise.
Many
No grammar One-few
Grammar and grammar and
or spelling grammar of
Spelling spelling
errors spelling error
errors

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