A Sustainable Dilemma

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Business Management & Analysis Career Cluster: Business, Management & Administration Program Name: Business Management & Analysis CIP Number: 0552070110 Course Name: Business & Entrepreneurial Principles Course Number: 8301100 Course Type: CAR-PREP - High School Career Preparatory CTE Standard(s) or benchmarks: CTE-BUS.912.8215120.5.1 -Identify and analyze changing trends in the marketplace.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “A Sustainable Dilemma.” See CPALMS resource ID# 219836.

• Career Connection

  
  

  This lesson will help students with essential career skills by exploring how businesses evolve to meet changing market demands and adapt to industry shifts. Students will learn to evaluate risks and opportunities when making critical business transitions, developing the ability to assess financial, operational, and strategic challenges. Through persuasive discussions and debate, they will practice defending a business position, refining their communication and decision-making skills. Additionally, this lesson provides insight into how professionals navigate industry transformations, helping students understand the complexities of leadership, market adaptation, and strategic planning in real-world business environments.
  
  

  This lesson will focus on the development of critical thinking and adaptability by engaging students in evaluating how industries evolve to address new challenges. Through communication and persuasion, students will practice sharing a business strategy within a real-world business scenario, enhancing their ability to articulate and justify their decisions. The lesson helps to understand collaboration and leadership, as students work together to analyze complex situations, formulate strategic responses, and effectively present their business decisions.

• Learning Objectives

  
  

  Students will be able to:

  • Analyze changing trends in the workplace and their impact on business operations.
  • Evaluate different stakeholder perspectives in a business decision-making process.
  • Debate and justify a stance on adapting a business to new market and environmental trends.

• Prior Knowledge

  
  

  Students should be familar with:

  • a basic understanding of how businesses function and respond to external factors.
  • increasing importance of eco-friendly business models.
  • ability to analyze perspectives and defend a position.

• Guiding Questions

  
  

  How can a business adapt to changing trends?

• Procedure

  
  

  1. Display business logos/images or a list of businesses that have adapted to industry shifts and ask students:

  • What are some reasons that a business might need to change its product or service?
  • What happens if a business fails to adapt?
  • What industries are changing the fastest today?

  2. Have students form groups of 6 people and give students access to the case study, “A Sustainable Dilemma.” See CPALMS resource ID# 219836. To introduce the case study explain that students will step into different roles to debate a business decision.

  3. Give students 10 minutes to read the case study individually. Afterwards, ask the following questions to guide student discussions. These can be displayed in the front of the room:

  • What are the main challenges that Subash’s business is facing?
  • How does consumer behavior influence business changes?
  • What risks does shift to sustainable production bring to the company?
  • How might different team members feel about this change?

  4. Provide each student in the group with the attached handout to plan their arguments and take notes on the debate. Students will role-play key business stakeholders, debating whether Subash’s business should shift to Compressed Stabilized Earth Blocks (CSEB) or not. The individual groups can divide the roles among themselves or teacher can assign individual roles:

  • Subash (Business Owner) who is concerned about investment risk but knows change is needed.
  • Dipak (Trusted Employee & Advocate for Change) who wants to take a competitive advantage by being the first to offer sustainable bricks.
  • Tulsi (Innovator & Expansion Advocate) who believes they can train others and create an additional revenue stream.
  • Kamal (Market Strategist) who wants to sell technology and become a supplier.
  • Financial Advisor who focused on the economic feasibility of the change.
  • Local Consumer Representative who expresses customer concerns about sustainability and fair labor.

  5. Allow students time to disucuss and formulate their argument, and to research or investige red brick versus CSEB manufacturing as needed. Teacher can circulate around the room to redirect students, answer questions and provide guidance.

  6. Each group member from every group prepares a 1-minute (6 minutes per group) argument for or against the business shift.

  7. After each group has presented their argument, the class can vote on the best solution for Subash’s business.
  8. During the presentations, the teacher can take notes of both side of argument and then summarize key takeaways from the debate. An open discussioncan can then be had about how businesses must evolve to stay competitive. To facilitate the discussion the teacher can ask: What other industries are currently adapting to new trends? This will help class to understand the changes in other business in the industry.

  9. To close the lesson teacher can ask following questions of students to allow a connection for their future careers.

  • What skills are needed to adapt to changing workplace trends?
  • How can businesses balance profitability with sustainability?
  • What industries will undergo major transformations in the next decade?
  • How can decision-making and problem-solving skills help in any career?

• Teacher Notes

  
  

  This lesson can be completed over two or more class periods if needed.