Business

Index - BUSINESS - Learning Activities
(Accounting, Entrepreneurship, Business Finance, Computer Applications, Family and Consumer Science, and Career and Technology)


LESSON PLANS are full format, formal Lesson Plans.  Others are brief format Learning Activities.

Click here for CURRICULUM STANDARDS to activities listed below.

No
Topic
Main Subject Area
Related Subject Areas
1
Starting a new business in your community
business, entrepreneurship
language arts, writing; social studies, economics
2
Hunting and guiding business
business, entrepreneurship, accounting
science, zoology, biology; social studies, economics
3
Agri-tourism business
business, entrepreneurship, accounting
science, biology; family and consumer science - food science; physical education and health; social studies, economics
4
Small industry or manufacturing
business, entrepreneurship, accounting
social studies, government
5
Invasive species control business
Business, entrepreneurship, accounting
science, biology; economics
6
Retro-fitting older buildings for greater energy-efficiency
Business, entrepreneurship, accounting
Career and technology; social studies, economics
7
Xeriscaping greenhouse and/or landscaping business.

Business, entrepreneurship, accounting
Career, agriculture, horticulture
8
Eco-tourism business
business, entrepreneurship, accounting
science, biology; physical education and health; social studies, economics
9
Using database information technology to share biodiversity
business, computer applications
science, biology; writing

Flint Hills Learning Activities to Integrate Flint Hills Into Existing Curriculum



BUSINESS


(Accounting, Entrepreneurship, Business Finance, Computer Applications, Family and Consumer Science, and Career and Technology)
White Flower

1. Starting a New Business in Your Community


What is involved in starting a new business in your community? What service or manufacturing needs would benefit your community? What is your available labor force? What organizations could help new businesses get started in your area? Do you have a chamber of commerce, economic development group, Main Street association? What data centers could help identify demographic and economic trends in your area (i.e. Flint Hills Frontiers). What Small Business Administration office serves your area? What is a business plan? What is a “business incubator”? Where might you raise the capital needed to start your business? What policies might a municipal government adopt to assist new businesses? What potential spaces are available for new businesses on your Main Street? Is there a retail sector or service that is lacking in your area? Do you think there is adequate market to support a new business in this area? Students will write a letter from a city government official to a young business person making an inquiry about possibly locating a new business in your area, outlining opportunities and available support. (business, entrepreneurship, language arts, writing)

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2. Hunting & Guiding Business


Students will explore options for starting a hunting and / or guiding business. What types of game are available? What seasons would you operate? What knowledge will you/the owner need? How can you contact your market? How will you advertise? What access to land is available - public? Private? Where can your guests obtain lodging? What kind of insurance will you need? What will be your fees? Students will create a mini-business plan for a hunting or guiding activity. (business, entrepreneurship, accounting, science, zoology, biology)

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3. Agri-tourism Business


What is agri-tourism? Students will explore opportunities for starting an agri-tourism-related business: invite guests to visit and possibly stay overnight on a working ranch or farm to enjoy scenery and rural atmosphere, learn about crop production and value-added products, participate in farm/ranch chores - feed livestock, round up cattle, purchase and prepare locally-produced food. What are some business models of successful operators? What knowledge will you/the owner need? What seasons would you operate? How can you contact your market? How will you advertise? What kind of health benefit claims may be associated with the activity? Where can your guests obtain lodging? What kind of insurance will you need? What will be your fees? Students will create a mini-business plan for an agri-tourism activity. (business, entrepreneurship, accounting, science, biology, family and consumer science - food science, physical education and health)

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4. Small Industry or Manufacturing


Students will examine small industry and manufacturing enterprises in their local community. What types of businesses in your community actually produce or fabricate a product? Describe the product line? Where are the products sold? How are they transported and distributed? Who owns the business? Is it a sole proprietorship, partnership, corporation? Is it part of a larger business entity, or a small independent business? How long has it been there? Why was it located there? How many jobs has it created? Does this business receive any support from local government (i.e. tax incentives)? How do these work? Students will prepare a written business profile for a local industry. (business, entrepreneurship, accounting, social studies, economics, government)

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5. Invasive Species Control Business


Students will explore market demand for an invasive species control business. Are invasive species a problem in your area? Which ones? Consider rapidly-growing invasive trees such as Eastern Red Cedars, Thorny Locust, Hedge, Ash and others. Consider plants such as Serecia Lespedeza, Old World Bluestem, Canadian Thistles, etc. What methods are used to control the different species: fire, mechanical (cutting, dragging), chemical, biological pest control (insects), intensive grazing (goats), etc. ? What are the risks in these different methods of control (personal health, liability to others, etc.)? Which methods would you offer? What equipment would be needed? Talk to some landowners as a focus group to determine if there would be a demand for services such as this? Would absentee landowners especially appreciate this service? Why might there be a strong future demand for these services? What insurance would be required? Students will create a mini-business plan for an invasive species control business (business, entrepreneurship, science, biology, economics)

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6. Retro-fitting Older Buildings for Greater Energy Efficiency


Students will explore the potential for business retro-fitting older buildings for greater energy-efficiency. Do you have many older buildings in your community? Research the types of services you could offer to help residential and commercial building owners to improve their building’s insulation, windows, heating and air conditioning. What materials and systems could you offer? Where could you receive training for this activity? What government programs (tax credits, etc.) would help support this activity? Why might there be a strong future in this type of service? Students will create a mini-business plan for an energy-efficiency building-retrofitting business (business, entrepreneurship, career and technology, social studies, economics)

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7. Xeriscaping Greenhouse and/or Landscaping Business


Students will explore the potential for a xeriscaping-based greenhouse and/or landscaping business. What plants, including native tallgrass prairie plants, could you offer customers that would require less maintenance and less watering? Do you think there would be a demand for such plants? With increasing pressure on water resources and climate change, why might there be a strong future in this sort of business? What equipment and training would you need for this business? Where could you get supplies? Students will create a mini-business plan for an invasive species control business (Business, entrepreneurship, accounting, careers, agriculture, horticulture)

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8. Eco-Tourism Business


What is eco-tourism? Students will explore opportunities for starting an eco-tourism-related business: guided photography and nature hikes - wildflower and birding tours, bicycle tours, creek and river floats, etc. What are some business models of successful operators? What knowledge will you/the owner need? What seasons would you operate? How can you contact your market? How will you advertise? What kind of health benefit claims for your customers can you make that would result from your active recreational activity? What access to land is available - public? Private? Where can your guests obtain lodging? What kind of insurance will you need? What will be your fees? Students will create a mini-business plan for an eco-tourism activity. (business, entrepreneurship, accounting; science, biology, physical education and health)

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9. Using Database Information Technology to Share Biodiversity


Students will explore information technology: databases scientists use to share information about biodiversity. How do we classify living organisms - what is taxonomy? How can scientists from all around the world access information about plants and insects that have been collected in Kansas? What types of technology are involved? What databases are used and how do they function? What is a portal? How would you get information from them - what system is set up for this? How can you get them to help you identify a plant? Students will write a report of the process and results of a search for a specimen in either the Herbarium or Entomology database collections. Students will write a summary of the digital technologies involved in the scientific study of biodiversity. (business, computer applications, science, biology, writing)

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