Ethical Challenges

Lesson Overview

Unit: Responding to External Factors Lesson: 10 of 13 Duration: 60 minutes Class Size: 25 Year 12 students Subject: Business Studies

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WALT (We Are Learning To)

• Discuss ethical dilemmas faced by agribusiness in New Zealand.
• Develop values-based thinking aligned with the NZ Curriculum vision: confident, connected, and responsible citizens.

Success Criteria

• Identify and analyse at least two ethical issues impacting agribusiness.
• Propose reasoned, values-based responses to these dilemmas.
• Use ethical frameworks and reflect on multiple perspectives.

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Curriculum Alignment

New Zealand Curriculum Refresh (2023/24)

• Vision & Values: Emphasises integrity (honesty, responsibility, ethical action), community participation, and ecological sustainability as key values students explore and embody.
• Key Competencies: Emphasise thinking (critical and reflective), participating and contributing (collaborating with empathy), and managing self (ethical decision-making).
• Learning Areas: Business Studies foregrounds understanding external influences (economic, social, environmental), including ethical implications and sustainability issues.
• Achievement Objectives: Promote critical analysis of values, ethical decision making, and effective communication of reasoned arguments.

This lesson supports the development of students’ ability to critically assess ethical issues in business contexts, especially agribusiness, with real-world NZ application and values exploration as outlined in the refreshed curriculum vision and values statements.

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Lesson Objectives

• Deepen understanding of ethical expectations specific to agribusiness in New Zealand.
• Engage with realistic agribusiness case studies illustrating ethical dilemmas.
• Encourage values-based reasoning linked to sustainability, integrity, and social responsibility.

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Resources

• Agribusiness ethical dilemma case studies (dyslexia-friendly with highlighted keywords and guided questions).
• Debate framework handouts.
• Whiteboard or interactive screen.
• Student notebooks or digital devices for note-taking.
• Rubric for peer and self-assessment.

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Lesson Breakdown

1. Introduction (10 minutes)

• Hook: Present a brief scenario about an agribusiness facing ethical decisions (e.g., pesticide use affecting Māori land, animal welfare concerns, or water use conflicts).
• Recap previous learning about external factors influencing business.
• Present WALT and success criteria on the board.
• Briefly revisit NZ Curriculum values, especially ‘integrity’ and ‘ecological sustainability’.

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2. Case Study Exploration (15 minutes) - Differentiated Activity

• Group Work: Divide class into groups of 4-5.
• Each group receives a different agribusiness ethical dilemma case study with:
• Guided Questions: To scaffold analysis (what is the dilemma? who is affected? what values conflict?).
• Highlighted text: For dyslexia support, key facts and terminology are bolded.
• Students identify ethical issues and discuss possible business responses.

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3. Structured Debate (20 minutes) - Skill Development

• Using the provided debate framework, each group prepares a short argument either defending the agribusiness’s decision or proposing alternatives based on ethics.
• Groups participate in a class debate, encouraging:
• Respectful listening.
• Presenting evidence-based reasoning.
• Considering multiple viewpoints, including cultural and environmental aspects.

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4. Reflection and Values Discussion (10 minutes)

• Whole class discussion reflecting on:
• How business decisions affect wider communities and environment.
• What values should guide agribusinesses in New Zealand.
• Teacher facilitates connecting discussion to NZC’s vision of graduates as responsible citizens.
• Students complete a short written reflection in their notebooks: “What values are most important when making ethical agribusiness decisions and why?”

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5. Extension Task (to assign for homework or next lesson)

• Students create a presentation on an ethical dilemma in agribusiness, proposing a reasoned business response and justifying it with values and principles learned.
• Presentation to be shared with class or submitted online.

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Differentiation Strategies

• For Diverse Learners:
• Case studies designed with clear language, guided questions, and highlight key information for dyslexia support.
• Mix of group, pair, and individual activities to suit learning preferences.
• For Advanced Learners:
• Encourage deeper research into Māori perspectives on land and resource use.
• Challenge in leading debate roles or developing extended arguments.

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Assessment and Feedback

• Formative assessment through observation of group discussions and debate participation.
• Written reflection assessed for understanding of ethical values.
• Peer and self-assessment using a simple rubric focusing on the quality of ethical reasoning and communication.

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Links to NZ Curriculum Refresh Specifics

• Values: Integrity, ecological sustainability, community and participation
• Key Competencies: Thinking, Relating to others, Managing self
• Achievement Objectives: Critically analyse values and their impact on decision-making; make ethical decisions and justify them
• Capability Development: Ethical literacy; discussion and debate skills; understanding complex, real-life business issues aligned with the Curriculum vision of confident, connected, responsible citizens.

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This lesson plan is designed to engage Year 12 students in active learning with authentic New Zealand agribusiness issues, promoting critical thinking and values development as called for in the New Zealand Curriculum Refresh. It respects diverse learners and builds a pathway for deeper enquiry and presentation work that develops academic and life skills simultaneously.