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

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• In pairs role-play strategies using: w persuasive language that salespeople use to increase sales. For example, fast food outlets upsizing meals or mobile phone companies offering free text messaging. w persuasive advertising techniques to persuade peers that they "need" a good or service (instead of the item simply being a "want"). • Students then role-play consumers demonstrating ways to protect themselves from persuasive selling language. • Students design two different advertisements for a new product – one that persuades and one that informs. (assessment opportunity) Making Conclusions • In pairs role-play strategies using: w persuasive language that salespeople use to increase sales such as fast food outlets upsizing meals. • Students use the 1,3,6 strategy to respond to what they have discovered about advertising. 1. Ask students to brainstorm a list of 6 words or phrases they think are most important or relevant to advertising. 2. Ask students to get together with a partner, share lists and come up with an agreed common list of the three most important words/phrases about advertising. 3. Each pair shares their list with another and must agree on the most important word/phrase which can come from their lists. 4. Each group shares this word/phrase with the rest of the class. Students reflect on the main words that have been chosen and why. • Record findings in L of the initial KWL chart used in the Tuning in session. • Using a T chart give each group a piece of paper with two columns and ask them to list the advantages and disadvantages of advertising. • Using a variety of mixed media advertisements students complete a question matrix (assessment opportunity) on advertising such as: • Who is the target audience? • How does the advertiser appeal to their target audience? • What brand or logo is used? • What messages are suggested in the advertisement? Advertisement/ Product ______________ ______________ ______________ ______________ Who is the target audience? ______________ ______________ ______________ ______________ What brand logo is used? ______________ ______________ ______________ ______________ How do advertisers appeal to their audience? ______________ ______________ ______________ ______________ What is the ads message? ______________ ______________ ______________ ______________ Is the ad designed to inform or persuade? ______________ ______________ ______________ ______________ • Students complete a reflection strip statement on the learning and new understandings they have gained from this unit. For example: w Next time I see an advertisement on TV I will..................................... w The most valuable knowledge I have gained about advertising is ........................................... CONSUMER AFFAIRS VICTORIA NEED CONSUMER HELP? 1300 55 81 81 www.consumer.vic.gov.au 107
108 Taking Action • Students find a song that encourages people to be individuals and not conform to the ideas of others. Play the song for the class giving a brief presentation on their choice and reason for selection. • In groups or individually design a wallet card/brochure/guide to help inform consumers how they can protect themselves from persuasive advertising and become smart shoppers. (assessment opportunity: use a rubric to set the criteria, content and language features required to be covered) 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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1. What job did you select as No. 1
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Ask the students: • “Why are th
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Consumer Stuff for kids (PDF, 6.2 MB) - Consumer Affairs Victoria

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