Section 3. Planning a business
Duration: 45-50 minutes
Type of instruction and main technical tools for delivery, ex hybrid (face-to-face and asynchronous), synchronous, asynchronous, blended (asynchronous and synchronous):
Synchronous, face-to-face
Anticipated Student Misconceptions/ Difficulties: Students may struggle with the structure of a project, in particular with how to fit SMART objectives under each activity and how to plan for each.
| Prerequisites | Teaching modality for prerequisites |
| Participants should have some familiarity with an applicant’s guide and call for projects they will have worked on in previous sections. | Self-study of the problem tree (pg X, Learning Manual) |
| Instructional activitiesThe 5 E plan | Description of the activity | Grouping Strategies | Needed technical tools and materials |
| ENGAGE | Brainstorming on an important ecological or social problem in the community: identifying the root causes for the problem, generating the problem tree | Class discussion | Jamboard or Board and sheets |
| EXPLORE | Describing the process of generating the solution tree starting from the problem tree | Group work Class discussion | Jamboard or board and sheets on problem and solution trees |
| EXPLAIN | Starting from the most efficient solutions identified in the previous activity, students come up with three objectives. Based on a fillable worksheet, students generate SMART goals for each objective and a series of activities to achieve each goal. | Group work | Jamboard or Board with sheets with the difference between objectives, goals and activities in a project, plus examples on how to phrase each. |
| ELABORATE | Breaking down activities, calendar and budget, by filling out logical matrix and the Gantt chart | Group work | Jamboard or Board and sheets |
| EVALUATE | Debriefing session in which everyone shares what they have learned through the use of key words. | Group work | Jamboard or Board with post-it |
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