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 X Pre-test Objective assessment - multiple-choice, true- false, etc. __ Quizzes/Tests __ Unit test X Vocabulary X X Group project Individual project Self-assessment - May include practice quizzes, games, simulations, checklists, etc. X Self-check rubrics X Journal reflections on concepts, personal experiences and impact on ones life __ 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-assessment Peer 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 o Pre-test 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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Risk Management

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? What are all the tools available to businesses to manage 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: Insurance Unit Project 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 the class. 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:

Insurance Unit Project

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

Grading for Insurance Project

Project Requirements The lesson did not include the necessary topics 1 2 3 4 5 6 7 8 Relative to topics covered The lesson did not relate and cover the topic. 4 1 All Group Members Participated 2 3 Most students participated Only 1 or 2 students presented 1 Students were prepared not prepared/lesson was read 2 3 4 5 6 7 8 9 10 5 6 7 Students covered 50% of the topic. 9 10 Students were creative in actively engaging all aspects of the topic. 8 9 10 All students participated Points Earned The lesson included most of the topics The lesson included all the necessary topics

Content

Students were

Students were somewhat prepared

Students were very prepared. They knew the information they were presenting

1 Overall Impression

10

Overall the presentation was poor

Overall the presentation was well prepared/given

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? What are all the tools available to businesses to manage risk? GPS: 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. 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). 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. Unit: Daily Learning Agenda Risk Management 1. Opening Session: What is Risk Management? What is a risk? 2. Work Session: a. Pre-test b. Individual Work: Vocabulary Activity c. 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? What are all the tools available to businesses to manage risk? GPS: 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.
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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. 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. Unit: Daily Learning Agenda Risk Management 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 of War reading and worksheet. 3. Closing Session: Ticket out The DoorName three things that you learned from the reading.

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Day 3 - Extending/refining EQ: What is risk? How can businesses and individuals protect themselves against risk? What are all the tools available to businesses to manage risk? GPS: 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. 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).
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f. Develops recommended insurance coverage for individuals/families for various risks and different income levels.

Unit: Daily Learning Agenda

Risk Management 1. Opening Session: Introduce Lesson on Insurance? Discuss the various types of insurance available. 2. Work Session: a. Book Work: Chapter 33 Pages 586-601 b. 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 need insurance

Day 4 New Activity EQ: What is risk? How can businesses and individuals protect themselves against risk? What are all the tools available to businesses to manage risk?

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GPS:

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. 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.

Unit:

Risk Management

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Daily Learning Agenda

1. Opening Session: Introduce Lesson on Insurance? Discuss the various types of insurance available. 2. Work Session: a. Group Work: Insurance Project 3. Closing Session: Ticket out The DoorWhy do we need insurance?

Day 5 - Extending/refining EQ: What is risk? How can businesses and individuals protect themselves against risk? What are all the tools available to businesses to manage risk? GPS: 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.

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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 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. Unit: Daily Learning Agenda Risk Management 1. Opening Session: Introduce Lesson on Insurance? Discuss the various types of insurance available. 2. Work Session: a. Individual Work: Post-test b. Book Reading and Review questions 3. Closing Session: Ticket out The DoorWhy do we need insurance?

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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. Instructors should 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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