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

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Unit VELS Humanities - Economics Guiding Questions • What is advertising and where do we find it? • How do advertisers influence consumers? • How do smart consumers use advertising? Students will understand: Is Advertising Consuming Me? 9 Is Advertising Consuming Me? The key elements of the Economics knowledge and understanding standard addressed by this unit are: • "They (students) explain the need to be an informed consumer" 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. Is advertising consuming me? • There are different forms of advertising • The purpose of advertising • That persuasive advertising techniques aim to influence consumer behavior • That consumers can protect themselves from the advertising Tuning in Assessment This unit provides many opportunities to assess student progress. For example students could: design a consumer information product (wallet card/brochure/guide) which protects them from persuasive advertising and become smart consumers create two advertisements: one that persuades and one that informs analyse different advertisements and complete an advertisement matrix. • Students create a K.W.L chart on advertising, only completing the K + W columns. K W L What I Know about advertising What I Want to find out about advertising Consumer and Financial Literacy Framework This unit addresses the following outcome: KU 1 See page viii for more information. Advertising is very persuasive and occurs almost everywhere. Children are increasingly targeted by advertisers yet are often unaware of the subtle, manipulative pressures and controls exerted on them through the marketplace. This inquiry unit investigates how advertising aims to influence their consumer behaviour. What I have Learnt about advertising • Use questions generated from the W in the K.W.L chart to compile a class list of questions the children would like to investigate and research. • In pairs, students attempt to define advertising. CONSUMER AFFAIRS VICTORIA NEED CONSUMER HELP? 1300 55 81 81 www.consumer.vic.gov.au 103
104 • Students use the 3 step definition strategy to define terms such as informative advertising, persuasive advertising, target audience and product branding. • Students draw a variety of commonly identifiable logos found in the school, local and wider community. • Students compile a list of the 20 most desirable brands according to children their age. • Ask the students to discuss “Is this advertising?” w The company logo on a football/netball. w A brand name in big letters on a T-shirt. w A campaign to wear a hat and sunscreen to avoid sunburn. w A famous actor drinks a can of well known soft drink in a film. w A sports logo on a tennis player’s T-shirt. • Students revise their definition of advertising and make changes based on class discussion. • Students use a Y chart to brainstorm what advertising Looks like, Sounds like and Feels like. • Students use the Think, Pair, Share strategy to compile a list of questions they would like to ask guest speakers involved in the advertising industry. In this strategy ‘think’ time on a given topic or question is allowed. Students then pair and share their response. • Apply the 5 Whys strategy to Why do we have advertising? w “So consumers buy stuff (goods and services)” Why? w “Because shops, retailers need to sell stuff to make money” Why? w “Because shopkeepers and shop-owners need money to pay their workers and buy more goods and services to sell.” Why? w “Because without workers, goods and services shops/retailers would go out of business and be unable to make a living.” Finding out • Invite experts (guest speakers in the field of marketing, graphic design) to discuss their work and answer questions the students have compiled. • View TV advertisements taped during programs targeting children and compare with advertisements aired during other times such as the nightly news or during sports shows. What did you notice about the advertisements during the two shows? • Discuss with students whether they have ever been affected by false advertising? • Explain that manufacturers create jingles or catchy sayings to encourage customers to think of their products. Complete a matching activity where students match the food jingle with the food product. w Aussie kids are ................ (Weetbix) w Oh what a feeling ............. (Toyota) • Listen to taped jingles to find out what they are advertising and ask students to draw the images these jingles create in their minds. • Brainstorm stores and companies that use strategies such as up-selling or encourage consumers to buy the newest or most popular model. • Advertisements also try to positively influence our behaviour and lifestyle. Use the internet to find a variety of these campaigns and organisations ie: The anti cancer council - slip, slop, slap at www.cancer.org.au or www.cancervic.org.au, The Australian Guide to Healthy Eating at www.health.gov.au, Go For Your life at www.goforyourlife.vic.gov.au, Go for 2 and 5 at www.gofor2and5.com.au • Check out www.admongo.gov. It's an interactive online advertising game. Test your advertising sleuth skills! 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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46 45 28 27 10 9 Snakes and Ladders
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ACTIVITY 4 - Budgeting Learning Obj
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$ in Budget Activity Sheet $ out NA
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OPPORTUNITY COST Shoppers make lots
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Consumer Stuff for kids (PDF, 6.2 MB) - Consumer Affairs Victoria

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