21Stcentury Instructional Guide for Career Technical Education

21stCentury Instructional Guide for Career Technical Education

Business Recordkeeping

Business and Marketing Cluster

Title: / Business Recordkeeping (WVEIS 1421)
Standard Number:
BE.S.BRK.1 / Recordkeeping Careers
Students willexplore the various career aspects of recordkeeping.
Essential
Questions: / What is recordkeeping?
Objectives: / Students will / Learning Plan & Notes to Instructor:
BE.O.BRK.1.1 / define the purpose of recordkeeping and the role it plays in our economy. / Student groups will create a survey on bookkeeping careers within the community to be completed by local businesses. Students will compile their results.
Research recordkeeping careers in the Occupational Outlook Handbook (OOH).
BE.O.BRK.1.1 / recognize and use appropriate recordkeeping terminology /

Access the web site (version used in classroom) for crossword puzzle and interactive activities of recordkeeping terminology.

Create a bingo game of frequently used terms in recordkeeping.

Using students will create games utilizing recordkeeping vocabulary.
BE.O.BRK.1.1 / research and outline how recordkeeping is used in various business positions. / Using the Internet, students will conduct a search on the purpose of recordkeeping. Sources of information for the purpose and the role it plays in our economy include: IRS, SBA (Small Business Administration), State Treasurer’s Office, AICPA, CPA’s, Small Business Owners, Business Managers, Local Bank Managers and Accountants.
BE.O.BRK.1.1 / evaluate ethical versus unethical behaviors in business recordkeeping. / Students will role-play ethical and unethical situations.
Students can research and present findings on punishment for unethical business practices in recordkeeping.
Students will create posters showing the various character traits in action.
BE.O.BRK.1.1 / demonstrate ethical character traits, such as honesty, integrity, compassion, respect, responsibility, citizenship, and justice.
Standard Number:
BE.S.BRK.2 / Recordkeeping Practices
Students willdemonstrate recordkeeping practices.
Essential
Question: / What are good recordkeeping procedures?
Objectives: / Students will / Learning Plan & Notes to Instructor:
BE.O.BRK.2.1 / enter, verify, and correct data on manual and computerized business forms. / Complete simulation projects in recordkeeping.
BE.O.BRK.2.2 / setup, control, and retrieve a numeric filing system. / The teacher will assigning numbers to various items in the classroom and students will create a filing system.
Take students on a class field trip to a library to learn the Dewey Decimal System (a numeric filing system).
BE.O.BRK.2.3 / setup, control, and retrieve a alphabetic filing system / Students will create a filing system using the class roster or FBLA Chapter membership list.
BE.O.BRK.2.4 / produce and maintain a business budget. / Students will create a budget for the FBLA chapter members to attend the State Leadership Conference. The budget for the conference currently has a travel and lodging allowance of $1,500.00. The students will need to determine the cost of conference registration, lodging, and transportation. The teacher will supply information regarding number of students attending the conference, registration, lodging, and transportation fee. The budget will determine any necessary fundraisers.
BE.O.BRK.2.5 / obtain and maintain various forms of business credit (credit cards, installment loans, etc.). / Students will review pamphlets from various stores, banks, and other lending institutions to determine the best loan criteria for various situations and present their findings using any appropriate software. This project can be researched using the Internet.
Students will research the Consumer Credit Counseling website at
Standard Number:
BE.S.BRK.3. / Money Management
Students willdemonstrate the handling of business monies.
Essential
Question: / What are business monies?
Objectives: / Students will / Learning Plan & Notes to Instructor:
BE.O.BRK.3.1 / dramatize giving correct change. / The teacher will show examples of denominations of paper money and coins.
Students will role play giving correct change for purchases.
Teacher will have students use responders to indicate the correct denomination for giving correct change.
BE.O.BRK.3.2 / prepare a cash proof. / Teacher will provide a scenario where the beginning amount of money in the money box for an athletic event is $300.00. Twenty-five adult tickets at $5 each, 40 student tickets at $3 each and 12 senior citizen tickets at a $4 each were sold. How much money should be in the money at the end of the event? Students will post their answers to a class blog.
BE.O.BRK.3.3 / formulate banking transactions (endorsing checks, writing checks, preparing deposits, and maintaining a check register). / Teacher will prepare a list of bank deposit slips, bank reconciliation and check registers to demonstrate to students using interactive media.
Generate a bank statement from the daily bank transaction activity and have students reconcile their account.
The teacher will obtain a banking simulation from the local bank or the State Treasurer’s office.
Teacher will prepare a bank statement for students to reconcile. Teacher will prepare a bank statement that has been reconciled, with errors, and have the students to review and correct the statement.
BE.O.BRK.3.4 / generate a bank reconciliation form.
BE.O.BRK.3.5 / prepare, maintain, and replenish a petty cash fund. / Students will role play a petty cashier by using a money box with petty cash slips.
Students will discuss ethical and unethical uses of petty cash.
Standard Number:
BE.S.BRK.4 / Payroll Procedures
Students willmanage payroll.
Essential
Question: / Would you prefer to work on an hourly or salary basis?
Objectives: / Students will / Learning Plan & Notes to Instructor:
BE.O.BRK.4.1 / compute gross earnings, deductions, and net pay for an employee. / Students will use the Internet to research the different methods of pay and prepare a short presentation to share with the class.
Invite a payroll clerk or accountant to discuss payroll procedures.
The teacher will provide students with the information to create a spreadsheet to calculate earnings, deductions, and net pay. Based on the information provided by the teacher, the student will create a spreadsheet to calculate payroll registers, individual earning records, and various tax and payroll deduction forms.
BE.O.BRK.4.2 / formulate payroll registers, individual earning records, and various tax and payroll deduction forms.
Standard Number:
BE.S.BRK.5 / Accounting Forms
Students willproduce and utilize various accounting forms.
Essential
Questions: / What are forms used in accounting?
Objectives: / Students will / Learning Plan & Notes to Instructor:
BE.O.BRK.5.1 / generate sales slips. / Use a teacher generated sales slip for students to complete
BE.O.BRK.5.2. / compile account statements and invoices. / Teachers will use a document cam for students to identify invoices, receipts, purchase orders, vouchers, and other payment documents. Students can use responders to answer questions related to the documents.
Teacher will illustrate the terms of payment on documents and explain the difference between a requisition and purchase order.
BE.O.BRK.5.3 / produce purchase requisitions and purchase orders.
BE.O.BRK.5.4. / journalize transactions in special journals (cash payments, cash receipts, purchases, sales, and general).
BE.O.BRK.5.5 / post to accounts receivable and payable ledgers. / The teacher, using interactive media, will provide examples of checks received on account from customers and checks made payable to vendors. The teacher will generate a list of the checks and students will decide, using responders, which ledger should be used for posting.
Standard Number: BE.S.BRK.6 / Participating in the Organization
Students willparticipate in a student organization.
Essential
Question: / What are the benefits of a career, technical student organization?
Objectives: / Students will / Learning Plan & Notes to Instructor:
BE.O.BMH.5.1 / assess the purposes and goals of the local student organization. / Invite students to participate in an FBLA chapter event. Invite State FBLA Officer to present at a chapter meeting or to a class on the activities, purpose and benefits of membership. Show the FBLA promotional video located on web site. Have students to locate and discuss the FBLA-PBL goals, mission statement, and pledge.
BE.O.BMH.5.2 / discover the benefits and responsibilities of participation in student organization as an adult. / Invite FBLA-PBL alumni members to be guest speakers in the classroom and during chapter events. Coordinate a chapter event with another service organization in the community (such as Lion’s Club, Women’s Club, Jaycees, Rotary, etc.).
BE.O.BMH.5.3 / demonstrate leadership skills through participation in student organization activities such as meetings, programs, and projects. / Have the local FBLA officer team to develop a program of work for the school year and form various committees to complete the task using chapter members. Encourage students to actively participate in State, regional, and national conferences and vie for leadership positions.
21st Century Skills / Learning Skills & Technology Tools / Teaching Strategies Culminating Activity / Evidence of Success
Information and Communication Skills: / 21C.O.9-12.1.LS1. / Student recognizes information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media. / Students use information found on the OOH website to research recordkeeping careers.
Students create a presentation using the media software of their choice to present their findings on credit. / Students will present findings to peers graded by checklist.
21C.O.9-12.1.LS.2 / Student analyzes and interprets visuals and recognizes the impact digital media influences (e.g. design, technique, and rate of speed) have on audiences. The student’s visual products reflect a sophisticated understanding of subject, digital media and design techniques.
21C.O.9-12.1.LS3. / Student creates information using advanced skills of analysis, synthesis and evaluation and shares this information through a variety of oral, written and multimedia communications that target academic, professional and technical audiences and purposes.
21C.O.9-12.1.TT2 / Student routinely applies keyboarding skills, keyboard shortcut techniques, and mouse skills with facility, speed and accuracy. / Students will use technology to survey local businesses to gather information regarding record-keeping practices. / Rubric for survey and presentation.
21C.O.9-12.1.TT9 / Student uses advanced telecommunication tools (e.g., email, video conferencing, interactive websites, newsgroups, video phones, chats) to create collaborative projects that are relevant to real world situations and contribute to the communication process among various groups.
Thinking and Reasoning Skills: / 21C.O.9-12.2.LS1 / Student engages in a critical thinking process that supports synthesis and conducts evaluation using complex criteria. / Students critically analyze a bank statement to generate accurate bank reconciliation. / Complete bank reconciliation.
21C.O.9-12.2.LS2 / Student draws conclusions from a variety of data sources to analyze and interpret systems. / Students review pamphlets from various stores, banks, and other lending institutions to draw a conclusion of the best loan criteria for various situations. / Grade written conclusion for content and support of final decision.
21C.O.9-12.2.LS4 / Student visualizes the connection between seemingly unrelated ideas and independently produces solutions that are fresh, unique, original and well developed. Student shows capacity for originality, concentration, commitment to completion, and persistence to develop unique and cogent products. / Students establish a school-based business to help visualize the connection from academic to real-world task. / School-Based Business Rubric
21C.O.9-12.2.TT2 / Student collaborates with peers, experts and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. / Student work in groups to create a survey to be completed by businesses within the community. The results of the survey will be compiled and presented. Invite resource speaker. / Rubric for survey and presentation.
21C.O.9-12.2.TT3 / Student uses multiple electronic sources of information and multiple technology tools and resources tools (e.g., digital cameras, graphing calculators, probes, mp3 players, handheld devices, other emerging technologies, simulations, models, browsers, word processing, authoring tools, spreadsheets, databases) to collaborate with others, to formulate a hypothesis, to solve problems, make decisions, and present and justify the solutions. / Students create an excel spreadsheet to calculate earnings, deductions, and net pay. Students could be given a recession scenario and have to make payroll cuts accordingly. / Grades on formulas and accuracy.
Personal, and Workplace, Skills: / 21C.O.9-12.3.LS4 / Student demonstrates ethical behavior and works responsibly and collaboratively with others in the context of the school and the larger community, and he/she demonstrates civic responsibility through engagement in public discourse and participation in service learning. / Students role-play ethical and unethical situations. Research and present findings on punishment for unethical business practices.
Students make posters showing the various character traits in action. / Class Participation
Poster Checklist
21C.O.9-12.3.LS5 / Student exhibits positive leadership through interpersonal and problem-solving skills that contribute to achieving the goal. He/she helps others stay focused, distributes tasks and responsibilities effectively, and monitors group progress toward the goal without undermining the efforts of others. / Students rotate and share management positions of the school-based business venture. / School-Based Business Rubric
21C.O.9-12.3.TT3 / Student evaluates current trends in information technology, discusses the potential social, ethical, political, and economic impact of these technologies, and analyzes the advantages and disadvantages of widespread use and reliance on technology in the workplace and society. / Research and present findings on punishment for unethical business practices. / Multimedia presentation checklist.
21C.O.9-12.3.TT6 / Student evaluates and applies technology tools for research, information analysis, problem solving, content learning, decision making, and lifelong learning.
Learning Skills & Technology Tools / Teaching Strategies Culminating Activity / Evidence of Success
Entrepreneurship Skills: / B.04 / Demonstrate ethical work habits. / Role-play work place situations for ethical and unethical work habits. / Class Participation/ Rubric
B.08 / Develop team spirit. / School-Based Business / Class Participation/ Rubric
B.09 / Enlist others in working toward a shared vision.
B.10 / Share authority, when appropriate.
B.21 / Demonstrate problem-solving skills.
C.02 / Describe types of business activities.
G.18 / Make deposits to and withdrawals from account. / Daily bank transaction / Correct bank balance
G.20 / Maintain financial records.
Culminating Assessment:
Culminating Assessment: / You are starting your own convenient store business. You are responsible for setting up the cash flow/banking/payroll procedures. Using your knowledge obtained from this class and the expertise of other local business entrepreneurs, develop a plan for handling finance and recordkeeping for your business. Be able to defend your choices of the plan. You will be graded on the data compiled to help make your decision, the rationale for your decision, and the presentation of your plan.
FBLA Competitive Events
Links and Other Resources
Links and Other Resources / Related Websites:
Money Instructor

WV State Auditor’s Office

WV State Treasurer’s Office

Internal Revenue Service

Federal Reserve

Consumer Credit Counseling and Debit Consolidation Services

FDIC (Federal Deposit Insurance Corporation)

National Endowment for Financial Education (Nefe)

The Stock Market Game

We Seed (Virtual Stock Market Game)

Hands On Banking

WV Junior Achievement

Pathways to Success

U.S. Department of Labor in the 21st Century

Advanced Distributed Learning

America's Career InfoNet

America's Job Bank

America's Service Locator

CareerOneStop

Employment & Training Administration

The Job Accommodation Network (JAN)

Monthly Labor Review Online: Labor Force Archives
force
Occupational Information Network

Occupational Outlook Handbook

Office of Disability Employment Policy

Career Voyages

Workforce West Virginia

West Virginia Earn A Degree Graduate Early (EDGE)

West Virginia Career and Technical Education

Contacts:
Contacts: / Business Teachers: Utilize K12 Business Marketing Listserv at
Business Coordinator: Abby Reynolds,
OCTI Assistant Executive Director: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson

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