A Recipe for Success

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Information:

  Program Name: International Business

  Course Title: International Business Systems

  Course Number: 8216110

  Career Cluster: Business, Management and Administration

  CIP Number: 0552110110

  Course Type: High School Career Prep

  CTE-BUS.912.8216110.5.7 -Evaluate the advantages/disadvantages of entrepreneurship opportunities

• Unit Outline

  
  

  This lesson is designed to be used with case Study, “A Recipe for Success.” See CPALMS Resource ID#219790.

• Career Connection

  
  

  This lesson helps students understand entrepreneurship, market adaptation, and customer engagement in international business. It develops durable skills like critical thinking, analyzing business challenges, creativity, exploring innovative solutions, communication, and debating business strategies. By evaluating real-world problems, students improve skills like problem-solving and adaptability.

• Learning Objectives

  
  

  Students will be able to:

  • Evaluate the advanatage and dis-advantage of different business ideas.
  • Evaluate how industry professionals challenges by applying problem-solving, innovation, and strategic decision-making in business.
  • Present a business pitch to the class.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Concepts such as tourism and types of businesses.
  • The importance of diversifying a business to adapt to changing market conditions.
  • The idea of a business pitch.

• Guiding Questions

  
  

  What skills and knowledge are necessary for international business to adapt and succeed in a changing industry?

• Procedure

  
  

  1. Split the class into groups of three and ask each group to come up with a name for their group that has potential to be global business.

  2. After this, the teacher will give each student a copy of the case study, "A Recipe for Success," (see CPALMS resource ID #219790) Students will continue working in their groups.

  3. Allow students up to 10 minutes to read the case. After this, students will discuss the case study.Teacer can pose the following questions:

  • • What do you think the the main problem is in the case?
    • What are some options that Binita and Bikal have?
    • What response does Bikal give to Binita’s idea?

  4. The teacher will then introduce the concept of business pitching, acting as an “investor” and inviting two students to join as additional investors. The teacher here can play one video to explain how it's done. If possible, find a video online from a popular investing television show to introduce the business pitch idea to students.

  5. Each group will take over the business from the case study. Excplain to students that they are free to explore different options other than what is stated in the case study.

  6. The groups will then prepare a 3-minute pitch, presenting their business idea as if they were pitching ideas to investor. The pitch should explain their business model and how it adapts to changing customer needs or market conditions.

  7. Explain that each member in the group must participate in the presentation, each focusing on different sections. For example, one can introduce new or modify same ideas, second can talk about marketing and third can talk about the profit margin or anything that they feel is important.

  8. Teacher will distribute the attachment (presentation evaluation) to every student to take notes one each group's presentation.

  9. At the end of each presentation, the teacher will ask class to discuss the presentation. The class will discuss what they thought were the advanatges of that business and what were the disadvanatges. Here teacher can ask students to respectfully agree or disagree so there is more depth conversation.

  10. The teacher will then provide feedback, evaluating each group based on how well they understood the dynamics for the international business. While providing feedbacks on student ideas, teacher should ask probing questions that help students dig deeper into the advantages or disadvantages.

  • Some examples include, “What makes that idea a disadvantage?" "Are there any individuals involved that might view that idea differently than you?" "How should an investor weigh that disadvantage against the advantages of the idea?” This feedback will help reinforce key concepts before closing the class.

  11. To close the lesson, students will reflect on the case study and class discussions using the following questions:

  • How can the same idea be an advantage in one part of world and disadvantage in other part of world?
  • How can we pitch our ideas in better ways to impress investors?

• Teacher Notes

  
  

  This lesson can be split into two classes if necessary.