Consumer Stuff for kids (PDF, 6.2 MB) - Consumer Affairs Victoria

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Unit VELS Humanities - Economics The key elements of the Economics knowledge and understanding standard addressed by this unit are: • “They (students) explain the role of work in society and distinguish between paid and unpaid work. They compare different types of work and enterprise in the local community.” The key elements of the Economics reasoning and interpretation standard addressed by this unit are: • “Students use the inquiry process to plan economics investigations about issues in the home, school or local community and form conclusions supported by evidence.” Refer to the Level 4 Humanities - Economics Domain Learning Focus statement on page vii to provide a context for the standards. Guiding Questions • What is a business and what is a charity? • Where do we find businesses and charities? • What does a business try to do and what does a charity organisation try to do? • How could our class make money? • What will the class raise money for? Students will understand: How Can We Make Money? 8 How Can We Make Money? How can we make money? • That businesses and charities need to generate an income. • Students can raise money by organising a fundraising event. • Successful fundraising involves satisfying the customers whilst minimising costs. • A budget helps to plan income and expenditure. Consumer and Financial Literacy Framework This unit addresses the following outcomes: KU 1 KU 2 See page viii for more information. Schools often raise funds to go towards the cost of a school camp, new sports equipment, a local charity or an international humanitarian crisis. In this unit students first consider how businesses and charity organisations generate funds. Students then plan, deliver and evaluate a fundraising activity. CONSUMER AFFAIRS VICTORIA NEED CONSUMER HELP? 1300 55 81 81 www.consumer.vic.gov.au E 2 C 2 E 1 R 3 Assessment Opportunities to track and assess student progress is included in the column on the right hand side as appears here. Tuning in Ongoing Assessment and Notes to the Teacher Guiding Questions: What is a business and where do we find them? What is a charity and where do we find them? Students brainstorm ideas about what is a business and what a charity is. Think of as many examples of charities and businesses as you can. Assess students’ knowledge of the terms “business” and “charity” and their understanding of how they differ. The website for “Australian Charities” has an extensive list of Australian charities - www.auscharity.org 95
Using a mind map group the charities according to their purpose. For example: environmental, animal welfare, for the poor and show linkages. Group the businesses. Grouping businesses could be done by: location, size, goods or services, industry (sports industry, fashion industry, food industry). In groups students are allocated a series of statements to discuss. 1. Businesses make money easily. 2. Charities only help the poor. 3. Profit is important to businesses. 4. Our school would be no different if parents stopped raising money. 5. Everyone working for a charity gets paid. 6. People feel good working for a charity. 7. All businesses make lots of money. Groups report back and make a small presentation about their statement explaining why they believe the statement is true or false. Following each group’s presentation ask for feedback from the class. Guiding Question: What does a business try to do and what does a charity organisation try to do? Students use a 2 column table and list the purpose of each. What does a businesses try to do? What does a charity try to do? Using a highlighter pen students identify similarities and differences. Remind students that successful businesses: • provide goods or services that consumers want at a price they will pay. The price includes a profit for the company. • Charities or fundraising organisations must maximize income and minimise expenses. This way maximum money will be raised. Students will: • use their existing knowledge to identify what a business and a charity means • provide examples of each. Assess students’ understanding about what it means to be a business or a charity. Students will: • explore issues facing businesses and charities • recognise stereotypes associated with charities and businesses • understand businesses and charities need to generate cash flow to achieve their goals. • explore different and new perceptions about the importance of charities Guide students to consider: • Businesses and charity organisations both need to earn money. • Volunteer work is common in charity organisations. • Charities usually specialise in one area such as the environment (Planet Ark), a school (Parents Association), the poor (World Vision), animal welfare (RSPCA). Assess students' understanding about how businesses and charities make money. 96 CONSUMER AFFAIRS VICTORIA NEED CONSUMER HELP? 1300 55 81 81 www.consumer.vic.gov.au
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A teaching & learning resource •
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A teaching & learning resource •
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Introduction to Consumer Stuff for
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Victorian Essential Learning Standa
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National Consumer and Financial Lit
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VELS Humanities - Economics The key
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Conclusion Play “The Goods ‘n S
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Group Person (list 3 NEEDS and 3 WA
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Take Home Activity I am a Consumer
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Introduction Create a KWL chart on
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Consumer Match-up Cards Q Do consum
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CAMP CHAOS! Anna couldn’t believe
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Consumer Power - Advice Line 1. Lee
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Fish Shop 1. Read the following let
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Role-play Scenarios A salesperson i
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Scams Task Distribute the Scams act
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Take Home Activity An Informed Cons
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Unit VELS Humanities - Economics Th
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Which Industry? Computer or IT Indu
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Fishbone Chart Model a fishbone cha
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Take Home Activity Let's Work YOUR
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Bartering worked fine for a while..
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Design your own money. You are work
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ACTIVITY 2 - Different Ways to Buy
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The "How to Pay" Role-play NAME . .
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Consumer Stuff for kids (PDF, 6.2 MB) - Consumer Affairs Victoria

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