KinderMBa Teachers
Level 1\2: Economics in Fairy Tales (9-13 lessons)
Lesson 9
Topic 7. "Division of labor"
Lesson objectives
Materials
Lesson objectives
Lesson goal: reveal the essence of the concept of "division of labor" and "specialization".

Tasks:
- help children understand the role of division of labor and specialization in the economic space; - consolidate children's knowledge of the rules of team working

A key point of the lesson:
Division of labor increases economic efficiency

At the end of the lesson, students will:
- be able to distribute work in the team according to the capabilities of each participant;
- be able to give examples of division of labor and specialization;
- be able to estimate efficiency of the division of labor in practice.
Lesson materials
Materials for the teacher:
blackboard, writing supplies for the blackboard, projector, presentation, workbook, handout.

Materials for the student:
workbook, pencils of at least 4 colours, pen, eraser, glue.
BACKGROUND TO THE STORY
Progress of work:
  1. Write down the main questions on the board –
  • What is labor?
  • What is the division of labor?
  • What is specialization?
  • What is a team?
  • How to choose the profession?
  • Do professions change over time or are they always the same?
  1. Tell the children that we are going to watch a video about our characters. The task of children is to find answers to the questions in the video.

  2. After watching, the teacher asks one question and addresses it to a specific child, if he can't answer, then the right to answer goes to the one who raised his hand.
i-Warm-up: "Mirror of the double"
Everybody is in a circle. One child goes to the center – he starts. The other child comes to him in the center, and this second child acts as a character (is laughing loudly, boxing, very confused, dancing, etc.). The task of the first child is to copy as much as possible. Each pair has 10-15 seconds. It is good when a conversation is started or a mini-scene takes place – the teacher should suggest such moves. After that, the first child stands in a circle, the second child remains in the center and the third child comes out to him. The best thing is when each subsequent character is very different from the previous one.
Teacher's Introduction:
Today we will talk about what we can do especially well. Let's think, if you went with your parents on a picnic, is it a joint trip? Will all of you do the same things at the picnic? What will dad be responsible for? What will mum be responsible for? What will you be responsible for? Why did you split the labor? Why is it convenient? Why does dad make fire while mom cuts vegetables? Can they do it best of all?

What are you good at? What could you do best of all? Pass some object round and everyone says what he is good at.

Let's return to class, I can sing and dance, but I don't do it better than others, so I chose the profession that I do better than anything I can. I am a teacher. I like to teach children concepts from the field of economics. This is my specialization. There are people who are very good at drawing pictures, they are called artists, their specialization is drawing. How do you understand what specialization is? Give examples of specialization. When you named different specializations, you named different professions. This means that all people do different jobs, right? This is the division of labor. Let's sum up: Division of labor means the performance by a person or group of people of the part of the overall work. Specialization means the performance by a person of strictly defined work, the one that he does better.
MEMMY
Teacher's Introduction: Guys, let's learn how to distinguish different specializations. Here is a store. Let's sign together, people of what professions are needed there (salesman, cleaner, cashier, director)

And now we need to draw and write, who is needed so that everything works well at school (teacher, director, head teacher, tutor, class teacher, cook, security guard, cleaner, librarian, etc.)

Exercise progress:

  1. Children together with the teacher sign professions for the store
  2. Keep 5 minutes, children draw and sign professions at school.
  3. Children in pairs tell each other what we did for 1 minute
  4. The teacher asks some children on a selective basis and sums up. Say again what specialization is.
STAND
Teacher's Introduction: and what is the division of labor, who will remind me? Let's practice. Here is a family and different household chores. Let's connect with arrows, what everyone has to do so that all of them together sit and watch a movie then. How should they share chores correctly?

1. Children connect a family member and his duties with arrows in their notebook.

2. The teacher asks what chores each family member was assigned to.
APPLE
Exercise progress:

  1. Divide children into teams

  2. Each team gets its own task (plant a tree, build a ship, build an anthill, sew a ball gown)

  3. The task of children is to discuss in teams how they would do this task in a team, who would be responsible for what?

  4. The children present their proposals. The teacher asks the following questions: Why did you outline the roles in this way? And how do we do everything together, but we don't interfere with each other?
PHYSICAL ACTIVITY BREAK
We will go to the garden today; we will find different fruit (children walk on the spot). One, two, three, four, five, We will collect fruit (clap the hands) Pears, apples and plums (they bend fingers on the left hand with index finger of the right hand), Grapes and oranges. We will pluck from the tree (they raise their left and right hands in turns, as if plucking fruit from the tree). To treat all friends (they stretch their hands forward with palms up) Rise on tiptoes (they stand on tiptoes) And reach out to the branch (they lift up their arms), Bend the branch (they lower their hands, stand on a full foot), Pluck ripe apples (they make grasping movements with their hands).
ALIZEE: wrong combination
Exercise 4. Find the wrong combination. Analyze and explain where a person's profession does not fit the situation at all. Help the owner of this enterprise, advise who is to be invited? (Children's responses should also include a profession-specialization, i.e. it is necessary to achieve the enumeration of "staff")

Exercise progress:
  1. The children do the exercise in the notebooks.
  2. Divide the children into pairs and ask them to tell you what they've got.
  3. Sum up.
VALUATO: "Proverbs and sayings"
Exercise 5. Critically evaluate the following statements. Tell us how you understand these phrases and explain them in your own words. Given examples. It is important to allow children to explain how they understand these statements first, and then explain their meaning. After that, children should give their own examples. "No pains, no gains", "As a man sows, so shall he reap", "With time and patience the leaf of the mulberry becomes satin", "Small business is better than big idleness", "He who likes skiing downhill must enjoy climbing uphill".

Note: use proverbs and sayings that your people have related to labor.

Exercise progress:
  1. Give one statement. Ask children how they understand it
  2. Ask children to split into two corners. In one corner are those who agree with this statement, in the other corner are those who disagree.
  3. Divide the children into pairs in the corner and ask them to express their point of view.
  4. On a selective basis ask a few guys what their partners said.
  5. Sum up. Give the next statement.
CREA: "Pizza"
Exercise 6.
Show how you will cook pizza in your team.
Distribute the responsibilities and split the labor.
Prove that the specialization of labor will make the pizza cooking process more efficient.
The teacher divides children into teams of 3-4 people, it is important to explain that each team is responsible for the final result, they must divide the pizza cooking process into stages and distribute the responsibilities within the team. It is important that each team proves that the division of labor has increased performance.
What have you learned? Feedback=)
The main task: to consolidate the material of the lesson.
Procedure: children choose the beginning of a phrase for themselves and continue it logically: they tell about what they found out, understood, and learned during the lesson.
Course of the conversation: "I realized that, I found out that, This task showed me that, I have learned, Now I can, Now I am able to, Now I know"
Example: "I have learned that a need is a human need."
HOMEWORK
"Your invention"
Exercise 1
1.Look around you, at your clothes, at your pencil cases. Where did all these items come from and who made them? Why were these items invented, and how could it be? Are these things convenient for you? What would you like to change in them? Or can you invent something completely new to use every day? Exercise 2. Draw a picture on how you can improve existing items or present your invention.
TESTING: Topic 7. "Division of labor"
Read the question and answer options to children. At this time, they tick the correct answers in their notebooks.
After the entire test is read and everyone has ticked their options, the teacher gives the correct answers, and children check themselves or check the neighbor's notebook (exchange notebooks with a deskmate).
Mark +/- or circle the correct answers with another pen if there is a mistake. It is important to make sure that children have their own answers in their notebooks.
Correction, strikethrough can be considered a mistake. If there is time, the tests can be checked by the teacher, but he ought to give the correct answers to all children and discuss them with them.
1. What will be the product of the baker's labor? o Knowledge; o Spoons; o Buns; o Helicopter.
2. Who do you think deals with the division of labor in the production? Is it one person or several?
3. Grandpa sells nuts in baskets and pots. Tell grandpa how to apply the division of labor to produce more baskets; grandma, granddaughter and grandson are ready to help him. o Grandma, granddaughter, grandson and grandpa must weave baskets, collect nuts, and make pots together; o Each must choose one main business and specialize in it.
MENTAL MAP: Topic 7. "Division of labor"
Children fill in the mental map in their notebooks. In the places marked in red, they write or draw examples that they have memorized from the lesson.
Lesson 10
Topic 8. "Insurance"
Lesson objectives
Lesson objectives
Lesson objective: introduce students to the basic concepts on the topic "Insurance"

Learning objectives:
- get acquainted with the concepts of "risk", "insurance"
- study the types of risks and insurance
- develop students ' understanding of the insurance process

At the end of the lesson, students will:
- be able to see risks and determine their type
- know what types of insurance exist
- analyze risk situations and develop a possible insurance process

Teacher's materials: whiteboard, writing accessories for the board, projector, presentation, workbook, handouts, computer with opened LMS account.

Student's materials: computer with opened LMS account, workbook, colored pencils 4 colors minimum, pen, pencil, eraser, glue.
Introduction
On the ball that caused a great stir the Kind King met with the kings of neighbouring States. For a long time they discussed pressing issues, the current state of the market, the weather for the next weekend, and when they would meet again. They also started talking about the troubles and disorders each of them had in their State. One king had no harvest of purple strawberries, and a lot of people remained hungry; another king had the other problem: fairy-tale foxes ran away from him and nobody sang songs.

"These are all risks", said the king sitting next to him "I, for example, insured my State, and now such troubles can be avoided." The Kind King thought for insuring his State too. He really wants to avoid all the troubles and nasty weather."
i-Warm-up: "Associations"
Everybody is in a circle. The teacher says any word to someone from the circle. The second participant passes the first association that comes to his mind to the third participant and puts his hand on his head – a sign that he (the second participant) has already had a word. And so on until the circle closes on the first one. Now the circle can be repeated by adding clapping or "round dance" to it. The game has a lot of ways to improve. For example, you can remember the first circle of associations, then come up with a second one and run them simultaneously (the sequence of participants must be different in the first and second circles).After each circle of the associations the teacher and the participants make up a story together using those words that were in the circle.
MEMMY: What risk is it?
Today we are going to talk about what we are afraid of and how to protect ourselves.

Tell me, what fear is? What does it mean to be afraid? What are you afraid of? As a rule, if a person is afraid of something, then it can come. This is called risk. Is risk a situation when some unpleasant events can happen? It is important to understand that if there is a risk, something unpleasant may not necessarily happen. Let's now refer to the possibility of occurrence of troubles to the word "risk".

Now we need to transfer your fears to risks. For example, you met a big dog. It can be friendly and well-mannered, or it can be angry and ill-mannered. The risk is that you may encounter an angry dog. First, we talk through all children's fears, thank them for sharing their personal fears, and add some information about entrepreneurs: entrepreneurs also have different fears, for example, that their new project idea will turn out useless for society, or the factory burned down, and customers are waiting for the goods. And this is normal – an entrepreneur is a responsible profession that requires the ability to make decisions in any situation.

And then the teacher must show that there are main types of risks that have stable names: the risk of losing health, the risk of injuries, the risk of damage to property, the risk of monetary fine, the risk of losing part of income, money.

Exercise 1.Part 1.

Exercise progress:
1. The teacher announces the situation (pictures are in the presentation and in the children's workbook)
2. Children in teams have discussion for 1 minute and suggest options of risks
3. Write down or draw risks in a notebook Tell us what risks are encountered in situations in the pictures? Use stable names of risks.
1. Falling from a bicycle (risk of losing health, risk of injuries);
2. Pencil breakage (risk of loss or damage to property);
3. Road traffic accident (risk of losing health, risk of damage to property, risk of monetary fine); 4. Loss of money (risk of losing part of income, money).
Theory for the teacher
Insurance is the process of protecting your risks in the event of a certain unfavorable event. It is important to explain that these are risks that are always insured. And risk is the possibility that an unfavorable event will occur. For example, we bought a car and we have a risk that in the event of a hurricane, a tree may fall on the car. This situation may never happen, but if we live in a city where hurricanes happen frequently, we can insure against this risk. If this event occurs, it is called an insurance event. The one who insures his risks is called the insured. Those who provide services for the protection of risks are called the insurers or the insurance companies. The insured must pay money to the insurance company for the opportunity to insure his risk.

If an unfavorable event occurs, the insurer must pay monetary compensation to the insured. It is called an insurance premium.It is important to understand that insurance can not protect against an unfavorable event, but can help solve its consequences, since money will be paid for their solution.

For example, if a bear bought a Bicycle and insured it against loss. This does not mean that the bear will never lose the bike, it means that in case of loss, it will be able to receive monetary compensation and may decide to buy a new one.Thus, the car owner (the insured) will pay insurance premiums to the insurer, but if an insurance event occurs (a tree falls on the car), the insurer will have to pay the premium to the insured (the car owner).

There are several types of insurance:

· personal insurance (risk of losing health, risk of injuries);
· property insurance (risk of loss or damage to property);
· liability insurance (for example, motor third party insurance);
· insurance of business risks (risk of losing part of income, money (business risks).
STAND: Risks in different situations
Exercise 2.
Exercise progress:


1. The teacher glues cards with three colors in the classroom or makes inscriptions - red, green, yellow. Note: as part of online lessons, you can ask children to use colored pencils to indicate their choice.
2. The teacher announces the situation and children must be divided and go to different sides.

Red - very high risk (a possibility that what we're afraid of will happen is big)
Yellow - average level of risks (a possibility that what we're afraid of will happen is average)
Green - there are almost no risks (a possibility that what we're afraid of will happen is small)

3. Children in pairs or groups talk about their choice (time is limited). The teacher asks children's opinion on a selective basis.
4. Sum up

The teacher considers different situations with children:
- store opening;
- hire of rollers;
- skiing in the mountains;

Now you know what the risk is and the types of risks. But you should know that everyone tries to protect himself from risks. How did you protect yourself from your risks? And you can also insure the bad consequences of risk. Have you ever heard of insurance? In what situations is it used? What type of insurance have you heard about?So, insurance is such a relationship that provides protection to people and their property from all kinds of dangers. In other words, it is a way to get a part of the money when a certain event (insurance event) occurs. Insurance companies are engaged in insurance.

The teacher tells the children about different types of insurance. (life insurance, health insurance, property insurance). Let's think in the event of what risks and in what cases people choose health and property insurance?Let's think how to insure yourself correctly (the teacher directs the children's thoughts to the algorithm):

1. Choose a risk (insurance event), what will we insure against?
2. Come to the insurance company and sign the contract.

3. Make a contribution so that the insurance company will reimburse the expenses incurred in the event of a risk situation. 4. Live on and understand that the risk event may or may not occur.
5. In the event of a risk event - go to the insurance company, tell them what happened and get compensation. It is necessary to explain that money will not be refunded if the insurance is obtained and the insured event does not occur)

Case from the theory for the teacher. Use this example to discuss how to apply the insurance algorithm. Group work: children are divided into 2 groups, one group is given one case and limited time for discussion (3 minutes).
After the time expires, the team presents an insurance plan for the bear cub. Members of the other team can help and remind of important elements of the process. The difference will only be in the type of insurance.

1) For example, the bear cub likes to roller-blade, but it falls very often and is afraid of breaking his leg. Guys, is there a risk that the bear cub will break his leg? This risk can be insured. What type of insurance is this?

2) The bear cub is very absent-minded and often forgets his things, for example, once he left his rollers in the park, and when he returned for them, he did not find them. Do you think we can help the bear cub to insure the risk of losing its rollers? What type of insurance is this?

In the insurance system, there is also the concept of self-insurance – how do you understand it? (self – ourselves) Give examples, how is this possible? The teacher can remind the children's responses about how they protect themselves from risks. This is also self-insurance.

Help the bear cub.
How was he supposed to insure himself? (We consider the same situations with the bear cub, but only now we talked about what it itself had to do to avoid such consequences. For example, look around when crossing the street, ride a small bike with 4 wheels or ride carefully, carry money in 2 wallets or in a zipped pocket, check whether the gas and electricity are turned off)
APPLE: "Insurance event"
Teacher's Introduction: Guys, and now I suggest that each of you give your own example of an insurance event.
Exercise progress:
1. Children draw an insurance event
2. The teacher hangs drawings on the board or on the walls.
3 Everyone presents his own drawing.
ALIZEE: "Objects and risks"
Exercise progress:
1. Each team receives one object
-banknote;
-ATM;
-cash-in-transit vehicle;
-coin;
-Cash office.
2. Task of the team is to name what risks may be connected with each of the proposed objects. Invent means of protection from these dangers and how they can help you. Children can show a scene or draw an invented means of protection
3. Teams present the risks and means of protection.
    CREA: LETTER TO THE KIND KING: "Risks and insurance"
    Exercise progress: 1.
    Children write a return letter to the Kind KingWrite, if the Kind King should use the insurance?
    What risks would you advise the King to insure in his State?
    What types of insurance should each of these risks be referred to?
    What have you learned? Feedback=)
    Procedure: children choose the beginning of a phrase for themselves and continue it logically: they tell about what they found out, understood, and learned during the lesson. You can display a rainbow of reflection on the screen.

    Course of the conversation:
    now I can… I have learned… it was difficult… I have worked it out… it was interesting… I was surprised… today I have found out…
    What have you learned? Feedback=)
    The main task to consolidate the material of the lesson.

    Exercise progress: children choose the beginning of a phrase for themselves and continue it logically: they tell about what they found out, understood, and learned during the lesson.

    Course of the conversation:
    "I realized that,
    I learned that,
    This task showed me that,
    I have learned
    Now I am able to,
    Now I can, Now I know"

    Example: "I learned that my class is the society, but it is part of the Russian society»
    MENTAL MAP
    Task 9.
    1. Children finish drawing a mental map in a notebook
      TESTING
      1.What is insurance?
      o Insurance is the process of protecting your risks in the event of a certain unfavorable event;
      o Insurance is the possibility that an unfavorable event will occur:
      o Insurance is when a person is very much exposed to his fears.

      2. Arrange the stages of insurance in the appropriate order. o the insured comes to the insurance company; o the insurance company and the insured agree on the terms;
      o the insured pays contributions;
      o if an insurance event occurs, the insurance company pays the indemnity.

      3. What event is called insurance?
      o Very scary;o When something terrible can happen;
      o When the risks are justified and made real;
      o When the risks lived up and turned into reality, but had been insured before.

      4. What should be done to reduce the following risks?
      o Risk of fire in the cottage ________
      o Risk of burning hand ________
      o Risk of losing a key to the house ________
      o Risk of theft of a wallet ________
        HOMEWORK
        Exercise 1.
        Write what you would like to insure and why.
        What type are your risks referred to?
        What will be the procedure for them to be insured?

        Exercise 2.Draw an illustration for the previous task.
          Lesson 11
          Topic 9. "Entrepreneurship"
          Lesson objectives
          Lesson objectives
          Goal: introduce students to the profession of "entrepreneur"; help them see business activity in life

          Tasks:
          - introduce to the definition of a entrepreneur - introduce to the examples of young entrepreneurs - train to see problems and find solutions for them - solidify children's knowledge of risks in business activity - provide insight into the qualities of a entrepreneur

          At the end of the lesson, students will:
          - know the concept of "entrepreneur" and Entrepreneurship
          - be able to give examples of profitable and unprofitable activities
          - work out their own business idea in teams - analyze risks in business activity

          Teacher's materials: whiteboard, writing accessories for the board, projector, presentation, workbook, handouts, computer with opened LMS, cards for a sketch, an excerpt from a cartoon opened on the computer, asterisks for gamification of video viewing.

          Student's materials:
          workbook, colored pencils 4 colors minimum, pen, pencil, eraser, glue, computer with opened LMS.
          INTRODUCTION/CHECKING HOMEWORK
          "Some days ago there was a riot in the Kingdom of the Kind King. Residents demand innovations. They say that in neighboring countries, a flying carpet and a magic table-cloth are already sold, and in the Kind Land everyone still walks and suffers with the table setting. The Kind King noticed that all entrepreneurs had run away from his State. They complain about unfavorable conditions for the development of their business. The king wants to bring entrepreneurs back, but does not know how to create favorable conditions for the development of small business and where to get business ideas so that people like them."

          Theory for the teacher:
          Entrepreneurship is an economic activity aimed at making a profit from the production and/or sale of goods and services.

          Entrepreneur is someone who makes money by starting their own business, especially when this involves seeing a new opportunity and taking risks.

          An innovator, someone who introduces changes and new ideas.

          Business the activity of buying and selling goods and services.
          i-Warm-up: "Bottomless bag"
          Participants in pairs, facing each other.
          There is an imaginary bag between them.
          One of the participants "dips" his hand into it and pulls out something that he will come up with, based on the effort with which he "took out" this object and how wide the fingers had to spread.
          This participant "shows" the object to the partner and "gives" it, saying what it is ("I give you this big lantern!"). The partner continues and talks about how he will use this object ("Oh, thank you! I will hang it in my hut in the forest!").
          Now the other participant gives and they continue this way in turns. The teacher explains that the bag can contain absolutely any objects.
          MEMMY
          Exercise progress:
          So, who is an Entrepreneur?
          What does an Entrepreneur do?
          What for? It is important to emphasize that an Entrepreneur is a special profession, because an Entrepreneur is primarily an innovator, someone who invents new products, opens stores and factories. And he takes a large degree of responsibility, because his company has employees, and he gives jobs to other people.

          Business activity is an economic activity aimed at making a profit from the production and/or sale of goods and services. For this purpose, the property, resources, and labor of both the entrepreneur and those attracted from outside are used.

          An Entrepreneur wants to make a profit from the production and/or sale of goods and services. Profit is the money that is left after you have earned and spent money on the resources necessary for the production.

          Part 2. Analysis of the concepts: income, profit and salary
          GAME-SKETCH:
          The teacher should explain to the children what is the difference between income, profit and salary in a specific context. Imagine that you became an entrepreneur and opened a bakery.

          Task:
          You have sold 20 buns, and one bun in your store can be bought for 1 coin. So your income is 20 coins. How can we calculate the profit? To do this, it is necessary to understand what your expenses were. Let's assume that you spent 5 coins on products for making buns, you paid 2 coins to the baker, 2 coins to the salesman, and 2 coins for renting premises. It turns out that your expenses amounted to 11 coins. Then the profit can be calculated as income - expenses = 9 coins.

          Roles:
          One student is a baker, one student is a salesman, one student is a man who leases out premises, and one student is an entrepreneur. The other children are buyers.

          Hand out cards with the names of products and money:

          entrepreneur – 11 coins(cards: 5, 2, 2, 2 coins)

          Baker – a card "products" is needed, 20 cards with buns

          Salesman will receive cards with buns from the baker

          Landlord – card "premises"

          Buyers – distribute 20 coins among the participants (1 coin to each).

          The teacher has a "product" card (it costs 5 coins)

          The course of the game is said aloud by the teacher; children follow the teacher's instructions:

          1. An entrepreneur buys "products" cards from the teacher for 5 rubles, hires specialists (a baker - 2, a salesman - 2, rents premises - 2). Simultaneously count on the board, how much money was spent.

          2. The baker made 20 buns from the products and gave them to the salesman.

          3. The salesman sells buns: the buyers change 1 coin for one bun. They can buy a different number of buns, it's necessary to buy all of them.

          4. The salesman gives money to the entrepreneur, and he counts how much he earned: 20 coins.

          5. Count the profit aloud and show it on the board with a calculative example: the money we spent is expenses, and the money we earned is income. Profit = income - expenses = 20 - 11 = 9coins.

          9 – more than zero, so there is a profit.

          The situation is replayed again, only customers buy 10 buns (for example, they came to the bakery full), then count all the profits.

          Profit = 10 - 11= -1, less than zero. There is no profit. This is a loss. We spent more than we earned.

          So, business activity is aimed at making a profit from the production and/or sale of goods and services. What kind of production can make a profit? Why? What can be sold to make a profit? What service can be provided to make a profit? In order for our factory to work, what do we need to invest in our business activity? To sell goods, what should be invested? What should we have to provide services? Does the sale, for example, of a product always make a profit? Give an example of the situation when selling umbrellas will be profitable, and when not? When will the production of cars be profitable, and when not? In which case will the provision of hairdressing services generate profit, and when not?
          STAND
          Teacher's Introduction:
          Guys, do you think you can become entrepreneurs?
          I will tell you stories about guys who developed an interesting business idea at a young age.

          13-year-old Hayley Scott has a hearing defect from birth, so she constantly had to use a hearing aid: "I wanted my hearing aid to be stylish and fashionable, I wanted to be proud of it."
          Together with her sisters, she developed the design of the accessories, which, with the support of her parents, were made in accordance with her daughter's sketches. And at the family meeting, it was decided that the product idea was good for business.
          Since then, several years have passed, during which it was possible to develop, produce and sell more than one collection of accessories for hearing-impaired children and adults. Haley uses a variety of materials – from metals and plastic for the base to Swarovski crystals as finishing touches; she distributes her products through her company's website and in numerous centers for the deaf and hearing-impaired people.

          Not every 9-year-old boy likes to wear bow ties, so it's likely that Mozaya Bridges has swallowed his share of taunts. But now the ill-wishers are not laughing: with the help of his mother, who helped solve organizational issues and worked at first as a saleswoman, the boy opened an online store of bow ties of his own design. Over the next three years, the company "Mo's Bows" earned 350 thousand dollars, Mozaya became a fashion guru, and his author's bows are sold not only via the Internet, but also from the shelves of stores and boutiques in 6 states of America.

          At the age of 6, Lizzie Marie Lykness really wanted to learn to ride. The desire was so strong that she offered to pay part of the training fee. When her parents asked where she would get the money, the girl replied that she would sell her own baked goods at the farmer's market. The idea occurred due to Lizzie's previous hobby – since the age of 2, she spent a lot of free time in the kitchen, mastering culinary wisdom. The girl's ready-to-eat food was a success, because the young cook adhered to the principles of healthy nutrition and usefulness. This is how the company "Lizzie Marie Cuisine" appeared, which sells healthy products, as well as gives master classes for teaching children the art of cooking in an enjoyable way. 5 years later, the girl was invited to numerous cooking shows across America, as well as various charity events and talk shows. Now Lizzie hosts her own TV show "Cooking healthy food with Lizzie". The girl does not disclose the income of her company, but shares plans that a series of cookery books will be published in the near future, a new show will be released, and ready-packaged products will be marketed under her name.
          APPLE
          Exercise progress:
          1. Children listen to the stories about young entrepreneurs.
          2 They write down a problem and a business idea under each picture in their notebooks. They can draw what they are doing, if they cannot write.
          PHYSICAL ACTIVITY BREAK
          ALIZEE
          Teacher's Introduction: In business activity, it is important not only to come up with a good idea, but also to think through the plan of activities. Let's imagine that we are the creators of an ice cream cafe. Analyze what we should do to open an ice cream cafe. Maybe it will be a special cafe, think about what problem it can solve, for whom exactly will this cafe be? (for example, a cafe where disabled children can come, everything will be equipped in a special way, or a cafe for families with children or a cafe for people with animals, etc.).

          •What problem does it solve?____________________________
          • Where will it be?___________________________________
          • What will it be called?___________________________________
          • What products will it offer?___________________________________
          • Who do we need to work in an ice cream cafe?___________________________________
          • What do we need to open an ice cream cafe?___________________________________
          • When will it work?___________________________________
          • How will we set prices?___________________________________
          • Are we going to grant discounts? To whom? What for?___________________________________
          • How will we advertise our cafe?___________________________________

          Exercise progress:
          1. Divide children into mini-teams
          2. Give children a task 3. Children draw their own versions of ice cream cafes, think in teams how they organize it, who will be responsible for what. 4 Organize a gallery of children's ideas
          VALUATO
          Teacher's Introduction:
          Guys, do you remember we discussed the risks at the previous lesson.
          Let's think about what risks do ice cream cafes have?
          What problems can make a business fall into a decline?
          What risks are there in our project?∙ When will it work?
          What will you do when winter comes?
          How can we minimize these risks?
          CREA
          Draw how you became an entrepreneur.
          Come up with a social or commercial business idea.
          What are you doing?
          What problem are you solving?
          How does your idea help people?
          How will you earn money?
          It is important that children can then present this project in the form of the following dependence: the idea solves the problem - to implement it, you need money, you bought something with it, invested in business, as a result you received the following product or opened the following company, were able to sell products -specify where or to whom, you received money for it - plus. In other words, it is a beneficial/profitable project and helps people.
          What have you learned? Feedback=)
          Procedure: children choose the beginning of a phrase for themselves and continue it logically: they tell about what they found out, understood, and learned during the lesson. You can display a rainbow of reflection on the screen.
          Course of the conversation: "I realized that I found out that This task showed me that I have learned Now I can
          Now I am able to Now I know"
          Example: "I have learned that a need is a human need."
          now I can… I have learned… it was difficult… I have worked it out… it was interesting… I was surprised… today I have found out…
          HOMEWORK: "Dream store"
          1. Write an article for the new business magazine in the Kind Land. To do this: 1. Find the information about an entrepreneur (maybe a group of entrepreneurs) who is engaged in the most interesting, in your opinion, and necessary business. 2. Design and decorate the cover of the magazine. Which headlines will get to the front page?3. Write a brief biography and history of the development of that person's business. How did the idea come up? What did he do to implement it? What difficulties did he encounter on his way? How did he cope with them?4. Glue in a photo of the person your article was about, or draw him. 5. Glue in or draw the logo of his company or the product it produces.

          2. There are online-games for this topic in LMS. You must pass all the games. If a student missed a class, he must pass the game with an asterisk. First, he watches the theory in the video, then plays through the game. If a student has any questions, he can contact the teacher online, or write out the questions and ask them to the teacher before the next class.
          IMPORTANT! All tasks in LMS are evaluated and taken into account when calculating final scores at the end of the semester.
          TESTING
          Read the question and answer options to children.
          At this time, they tick the correct answers in their notebooks.
          After the entire test is read and everyone has ticked their options, the teacher gives the correct answers, and children check themselves or check the neighbor's notebook (exchange notebooks with a deskmate).
          Mark +/- or circle the correct answers with another pen if there is a mistake. It is important to make sure that children have their own answers in their notebooks.
          Correction, strikethrough can be considered a mistake.
          If there is time, the tests can be checked by the teacher, but he ought to give the correct answers to all children and discuss them with them.

          1. Make up an algorithm for starting a business project.
          ♣ Search for a resource;
          ♣ Development of an idea;
          ♣ Sale;
          ♣ Production;
          ♣ Receipt of the final product

          2. What should the business idea be?
          o Aimed at solving people's problems;
          o May not be needed by people;
          o Always brings a lot of money to the entrepreneur.

          3. What should an entrepreneur do if he faces certain risks?
          o Close his business;
          o Insure risks;o Hope for the better;
          o Try to minimize risks.

          4. Indicate a false statement:
          o Business activity requires some efforts and patience;
          o entrepreneur is a person who takes risks;
          o entrepreneur may not take risks, the main thing is a good idea
            MENTAL MAP
            Children fill in the mental map in their notebooks. In the places marked in red, they write or draw examples that they have memorized from the lesson.
            Lesson 12
            Module test No. 2
            Lesson objectives
            Lesson objectives
            Learning objective: reteaching and consolidation of the material, checking the progress of students on the basis of materials of 5, 7- 11 lessons.
            Main message of the lesson
            : summary; what results have been achieved.
            INTRODUCTION
            Finally, we have finished our exciting and rather difficult journey. It's time to sum up and finish our Business course.
            REPETITION
            Learning objective: reteaching of the first four lessons.

            Objective:

            Repeat material on topics:

            • Society
            • Money
            • Production
            • Consumption
            • Trade
            • Welfare
            • Division of labor
            • Insurance
            • Business studies
            • Finance

            Reteaching is carried out through guiding questions and discussion. Children are not required to give exact answers. They should understand and give explanations in their own words without mistakes. During the repetition, it is allowed to occasionally use notebooks and the teacher's help, when no one is able to give the correct answer.

            Review questions are written below.
            1. What is society?

            2. How can society unite?

            3. What kind of money is there?

            4. What functions of money do we know?

            5. What is a resource?

            6. What is the production?

            7. What is the consumer?

            8. Who is the buyer?

            9. What is the market?

            10. What is a product?

            11. What does material wealth mean?

            12. What does spiritual wealth mean?

            13. What is the division of labor used for? Give an example.

            14. What is risk?

            15 min
            1. What is insurance?

            2. What is an insured event?

            3. What types of insurance do we know?

            4. What is a businessperson?

            5. What is an innovator?

            6. What is a business plan? What is it like?

            7. What is income?

            8. What are expenses?

            9. What is profit?

            10. What is loss?
            MODULE TEST
            GAME: 'Crocodile'
            Game rules:
            1)The player shows the word using only facial expressions, gestures, movements - Its forbidden to pronounce words.
            (any, even 'yes', 'no', etc.) and sounds, especially those by which it is easy to guess the word (for example, by the sound of 'meow' you can easily guess that a cat is being thought of).

            2)It is forbidden to pronounce words with your lips.


            3)It is forbidden to show the hidden word by letter, i.e. show words, the first letters of which will show the hidden word!

            4)Guessing ones can: ask the player any questions ,ask the player to show synonyms, list any options that any options that appear. Remember that a lot depends on the activity of those who guess, on their ability to ask the most essential questions.

            5)A certain amount of time is allocated to display a word or phrase. If the correct answer is not heard before the end of this period, then the word is considered not guessed.

            6)If one word is guessed, then it should be a noun in the nominative case and the singular (for example, any object or animal).

            Word ideas:
            • society;
            • money;
            • production;
              expenses.
            Lesson 13
            Topic 10. "Finance"
            Lesson objectives
            Lesson objectives
            Learning objective:
            reveal the essence of the concepts "profit", "loss", "bankruptcy"Lesson objectives:- solidify children's knowledge of the mission of a commercial enterprise - gaining of profit;- help children understand the necessity for profitable production;- consider the concepts "profit", "loss", "bankruptcy".

            At the end of the lesson students will:
            - know the basics of commercial activity;
            - be able to recognize situations that can increase the company's profit;
            - be able to develop a plan for making a profit.

            A key point of the lesson: a commercial enterprise cannot exist if it does not pay off, that is, if the company's income does not cover expenses.
            The purpose of a commercial enterprise is making a profit, but the enterprise and the owner must first of all think about their customers (product quality, service quality), the more they have happy customers, the more profit they will be able to gain over the longer term.
            Introduction
            "With your help, things have been going well in the Kind Land since recent times. The Kind King created all necessary conditions for successful business activity, even allocated the startup capital of dobrodels to open own business so that even ordinary residents followed the businesspersons. But the problem is, there are finances, but how to distribute them correctly? One doesn't know where to look first, one wants to buy everything as soon as possible and start taking to own business. So a lot of loss-making companies appeared in the state, they cannot earn dobrodels, and those they had, had been already spent. The Kind King decided to open courses on the proper use of finance, but what to tell there, he does not know."
              Memmy
              Procedure:
              1. Is it easy to open a business school? What do you think is necessary to open it? Let's see how the Kind King will open their business school!

              2. Children draw in their notebooks what the Kind King should consider when opening the school.

              3.Tell me, what expenses the Kind King's company may have? And where will this company get its income from? And in what case can such a company become bankrupt?

              4.What outstanding financial obligations can it have? (salary of employees, rent of premises)

              5. Children pair up, tell about their works6. The teacher sums upIncome - money earned by a person, company, government, etc. over a particular period of time.

              Expenses - an amount of money that a person or business spends in order to do something.

              Profit - money that is earned in trade or business, especially after paying the costs of producing and selling goods and services (Profit = income - expenses).

              Bankruptcy - a situation in which a business or a person becomes unable to pay their debts, and is officially bankrupt:
                Stand
                Procedure:
                1. Listen to the story about the Boy Economic (tell up to "The day was hot and they sold ice cream very quickly")

                2. Guys, what do you think determines the price of the products that the company sells? Why, for example, does the boy's ice cream cost 2 coins? The teacher introduces the concept of production cost. Cost is the amount spent on the production of a product. To bake 10 buns, you need 1 carton of milk, 1 pack of flour, 3 eggs, 1 glass of sugar. 1 carton of milk costs 2 coins,1 pack of flour costs 3 coins, 3 eggs cost 2 coins, 1 glass of sugar costs 3 coins. So, to bake 10 buns, we need 10 coins. Then the cost of one bun will be 1 coin. What will happen if we sell a bun for less than one coin? The teacher explains to the children that the price must be higher than the cost price in order for the company to make a profit. But if it is too high, people will buy this product in another store.

                3. Print out the text according to the number of children. Children join in teams, each receives a text and using a marker/pencil finds a) all expenses of the Economic b) all income c) the amount of ice cream d) profit, e) losses, e) cost

                3. Children together with the teacher count expenses, cost, income, profit

                4. Discussion: what always comes first: income or expenses? Why? How did you find out the cost of ice cream? Is the idea of the Economic to sell ice cream profitable or unprofitable? What helped the boy sell all the ice cream? The boy Economic decided to earn money himself. But to earn money - it is necessary to find a job and do it well.

                "What do you think I can do?" the boy Economic asked his Dachshund dog. "I think you can sell ice cream." the dog replied. "This is interesting," said the boy, "but how do I earn if I buy ice cream for 2 coins and sell it for 2 coins? "And you do it yourself" offered the Dachshund.
                "I'll help you."And they began thinking what ice cream is made of. "I know." said the boy Economic, "My mother made me ice cream for my Birthday!
                She took milk and jam.
                Mixed all this and put it in the refrigerator for three hours." "That's right." confirmed the Dachshund. "But where will I get the products?" the boy Economic asked. "Let's go to the store," suggested the Dachshund, "we will buy everything there and see how much ice cream costs."The boy and the Dachshund went to the store.
                They bought a carton of milk and jam for 10 coins. We went to the frozen goods department and found out the price of one ice cream."So," said the boy Economic. - Let's make ice cream like my mom did.And they prepared as many as 7 servings of ice cream. When the ice cream was ready, boy Economic and the Dachshund went to the yard and began to sell it for 2 coins per serving. It was a hot day and they sold ice cream very quickly.

                "Let's count how much money we have now." asked the Dachshund.And they began to count: 2 coins + 2 coins + 2 coins + 2 coins + 2 coins + 2 coins + 2 coins = 14 coins.
                "This is great!" laughed the boy Economic "I spent 10 coins on products to make ice cream, and received 14 coins. "Yes: confirmed the Dachshund, "so we have an extra 4 coins. 14-10 = 4 coins. "
                That's right, it's profit! the boy's mother, who was walking home from work, praised them.
                "But today was a sunny day, so you sold the ice cream quickly. What if it rained today and it was very cold?" "Then...." the boy Economic was upset.
                "Then we wouldn't be able to sell ice cream."
                "But we would still have spent the money on products." the Dachshund looked worried.
                "You see," said mother, "you can earn money and make a profit, or you can not sell anything, and even spend money." "I see," said the boy Economic.
                "If we have earned extra money, it is a profit. But what is it called when we couldn't sell anything?"
                "It's a loss," mother said," when you spend more money than you earn. And then you must be called bankrupt and close your production."
                  APPLE
                  Part 1.
                  Procedure:
                  1. Now let's imagine ourselves as the owners of a cinema. We need to understand the profit per movie showing.
                  2. Children count with the teacher. The teacher asks children a question.
                  Writes data on the board. Children write in their notebooks.
                  Count the number of cinemagoers in the first row. What is the total number of cinemagoers at this movie showing?What income will a cinema get if each ticket costs 2 coins?
                  And what is the profit if it is known that the cost of the cinema for each seat in the hall is 1 coin per 1 showing?

                  Answer:
                  1) 4 (cinemagoers) – in the first row;
                  2)9 (cinemagoers) – total;
                  3)18 (coins) – income;
                  4) 18 – 9 = 9 (coins) - profit.
                    PHYSICAL ACTIVITY BREAK
                    ALIZEE
                    Procedure:
                    1. Divide children into three teams.

                    2 Each team gets its own situation. In 3 minutes, they must understand how to make a profit, what can prevent us from implementing the following projects:

                    • Tell me, how can we make a profit if we build a castle? And what can prevent us from earning it? What can we get losses from and become bankrupt?
                    • Tell me, how can we make a profit if we grow tomatoes ? And what can prevent us from earning it? What can we get losses from and become bankrupt?
                    • Tell me, how can we make a profit if we cook pies? And what can prevent us from earning it? What can we get losses from and become bankrupt?

                    3. Team presentation of the solution
                      VALUATO
                      Evaluate what (what factors) affect the possible bankruptcy of the enterprise (firm)?The teacher pays attention to the quality of products and services, the concept "happy customer", etc.
                        CREA
                        Procedure:
                        1. Divide children into several teams.
                        2 Each team chooses one service that they can provide now (do hairstyles, draw something, etc.)
                        3. Each team calculates the price of its service, sets a price, chooses one participant from the team who will provide the service, and prepares a poster about its service. Give a budget to the guys. If children need additional resources to perform a service, they must be sold for game money.
                        4 One participant remains to provide the service, the rest go to other teams as. Participants work for 12 minutes
                        5. Based on the results of the work children count their profit
                          FEEDBACK
                          The main task: to consolidate the material of the lesson.
                          Procedure: children choose the beginning of a phrase for themselves and continue it logically: they tell about what they found out, understood, and learned during the lesson.
                          Course of the conversation:
                          "I realized that I found out that This task showed me that
                          I have
                          learned
                          Now I can
                          Now I am able to
                          Now I know"
                          Example: "I have learned that a need is a human need."
                            MENTAL MAP
                            TESTING
                            Check the correct answers. There may be several correct answers to one question.

                            1. Calculate how the profit will be if 7 coins were spent on the creation of 5 postcards, and 10 coins were received from the sale?

                            · 3
                            · 17
                            · 10
                            · 5

                            2. What is income?

                            · Money which earns
                            · Money which spends

                            3. What expenses can a business school have?

                            · Salary for teachers, room rent
                            · Buying a car
                            · Buying sweets
                              Homework
                              Exercise 1. "Courses of business activity"
                              Imagine that you are a teacher at the courses of business activity in the Kind Land.
                              Write a plan of activities and basic information that you would like to share. Use the terms and concepts that you have memorized during all ten lessons of traveling with owls.
                              Don't forget to write the basic idea for each lesson.