| aidemia--modules-lessonstartideas_type | Give a creative idea how to begin a lesson |
| Which subject | Business |
| What age group | Year or Grade 10 |
| What topic | Business cycle -- How to open the lesson |
| Quantity | 4 |
| Any other preferences | relate it to things students will understand |
Opening Activity:
Begin by dimming the lights and playing a short, upbeat music track that simulates the feeling of being on a rollercoaster. As they listen, ask students to raise their hands when they feel an 'up' or 'down' moment in the music.
Discussion:
Once the music stops, relate the experience to the business cycle, explaining that just like a rollercoaster, the economy goes through thrilling highs and unsettling lows. Ask students to brainstorm what "highs" and "lows" might look like in their lives (like getting a job or losing allowance) to facilitate discussion about economic fluctuations.
Opening Activity:
Hand out bingo cards with terminology related to the business cycle (e.g., expansion, recession, peak, trough) and have students fill in the squares by matching the terms to definitions provided on a separate handout.
Discussion:
Once a few students get bingo, invite them to explain the terms they've matched. This serves as a warm-up and gets them thinking about essential vocabulary while gradually revealing the components of the business cycle in a fun and interactive manner.
Opening Activity:
Show a brief video clip highlighting young entrepreneurs and their startups. Focus particularly on how they faced challenges during their business journey.
Discussion:
Engage students by asking them to relate these challenges to the business cycle. What sort of 'economic environment' could influence their success? Use this to bridge into a discussion about how an understanding of the business cycle can support successful business planning and entrepreneurship in their future careers.
Opening Activity:
Start the lesson by showing a weather forecast video, but twist it to reflect economic conditions instead of meteorological ones (e.g., "Clear skies with a chance of expansion" or "Stormy weather ahead indicating a recession").
Discussion:
Ask students to predict what they think the "economic weather" means for businesses and consumers. Facilitate a conversation about how understanding the business cycle can help businesses prepare for upcoming economic conditions, similar to how people plan for the weather.
Each of these activities aims to connect the concept of the business cycle to everyday experiences and interests, ensuring students are engaged and ready to learn.