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

More documents

Recommendations

Info

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
Page 1 and 2:
A teaching & learning resource •
Page 3 and 4:
A teaching & learning resource •
Page 5 and 6:
Introduction to Consumer Stuff for
Page 7 and 8:
Victorian Essential Learning Standa
Page 9 and 10:
National Consumer and Financial Lit
Page 11 and 12:
VELS Humanities - Economics The key
Page 13 and 14:
Conclusion Play “The Goods ‘n S
Page 15 and 16:
Group Person (list 3 NEEDS and 3 WA
Page 17 and 18:
Take Home Activity I am a Consumer
Page 19 and 20:
Introduction Create a KWL chart on
Page 21 and 22:
Consumer Match-up Cards Q Do consum
Page 23 and 24:
CAMP CHAOS! Anna couldn’t believe
Page 25 and 26:
Consumer Power - Advice Line 1. Lee
Page 27 and 28:
Fish Shop 1. Read the following let
Page 29 and 30:
Role-play Scenarios A salesperson i
Page 31 and 32:
Scams Task Distribute the Scams act
Page 33 and 34:
Take Home Activity An Informed Cons
Page 35 and 36:
Unit VELS Humanities - Economics Th
Page 37 and 38:
Which Industry? Computer or IT Indu
Page 39 and 40:
Fishbone Chart Model a fishbone cha
Page 41 and 42:
Take Home Activity Let's Work YOUR
Page 43 and 44:
Bartering worked fine for a while..
Page 45 and 46:
Design your own money. You are work
Page 47 and 48:
ACTIVITY 2 - Different Ways to Buy
Page 49 and 50:
The "How to Pay" Role-play NAME . .
Page 51 and 52: 46 45 28 27 10 9 Snakes and Ladders
Page 53 and 54: ACTIVITY 4 - Budgeting Learning Obj
Page 55 and 56: $ in Budget Activity Sheet $ out NA
Page 57 and 58: OPPORTUNITY COST Shoppers make lots
Page 59 and 60: 1. What job did you select as No. 1
Page 61 and 62: Ask the students: • “Why are th
Page 63 and 64: CUT Information Cards for Buyers an
Page 65 and 66: Skeleton Island - Water, Fishing Ro
Page 67 and 68: Resources Activity Sheet There are
Page 69 and 70: Pre-task Discussion Sam's Soccer Ba
Page 71: Sam’s Soccer Ball Factory Look at
Page 74 and 75: Type of Brand Name Neologisms Forei
Page 76 and 77: • "Australians use around 6.4 bil
Page 78 and 79: Help on the Web www.sustainability.
Page 80 and 81: Take Home Activity Consuming Planet
Page 82 and 83: VELS Managing Personal Learning The
Page 84 and 85: Wacky went out to visit the On his
Page 86 and 87: Task - Using the DVD clip The Scree
Page 88 and 89: Your Network of Support YOU CONSUME
Page 90 and 91: Learning Objectives • Students ca
Page 92 and 93: Task - Individual or group goals S
Page 94 and 95: Task - Six Thinking Hats The class
Page 96 and 97: Learning Objectives • Students de
Page 98 and 99: Task - The tower Students work in s
Page 100 and 101: Task - Hands Each student places th
Page 104 and 105: Finding Out Ongoing Assessment and
Page 106 and 107: Going Further Ongoing Assessment an
Page 108 and 109: Take Home Activity How Can We Make
Page 110 and 111: Unit VELS Humanities - Economics Gu
Page 112 and 113: Sorting out • Locate special lang
Page 114 and 115: • In pairs role-play strategies u
Page 116 and 117: Take Home Activity Is Advertising C
Page 118 and 119: CONSUMER AFFAIRS VICTORIA NEED CONS
Page 121: consumer.vic.gov.au/consumerstuff 1
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?