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

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ACTIVITY 3 - Using Resources Learning Objectives • Students expand their economic vocabulary to include the terms demand, production and distribution. • Students understand the interrelationship between producers and consumers and how they determine which goods and services are produced. Lesson Duration » 60 minutes Teacher Notes Encourage students to identify real-life examples which show how consumer demand links to supply. For example, if consumers enjoy a particular movie, consumer demand often results in movie sequels being produced. The opposite is also true. If a particular television show no longer interests consumers the show will soon be replaced by something else. Introduction Using one of Tony Ryan’s Thinkers Keys activities, apply “The Commonality” technique. Ask students: “Explain a connection between two words. The connection must have something to do with production”. For example: forest and furniture – Trees in forests are used for timber to produce furniture. Possible connections are included. • sheep-dog and carpet - [A sheep-dog works on a farm with sheep. The wool from sheep is used to produce carpet] • leather handbag and fresh grass - [Leather bags are often produced using hide leather from animals which eat fresh grass] • electricity and a large hole in the ground - [Much of Australia’s electricity is produced by extracting coal from the ground] • pizza and wheat farmer - [Dough is a main ingredient of pizza. Dough is produced from wheat which is harvested by a wheat farmer] • vegetables at a market and diesel fuel - [Fresh vegetables are usually picked and transported to shops and supermarkets by trucks fuelled by diesel] • a miner and a $1 coin - [Australia’s $1 coin is made by natural resources including copper, aluminium and nickel which are mined] Distribute the A3 activity sheet Sam’s Soccer Ball Factory to students in groups of 2 or 3. Key Terms • demand • production • producers • distribution • export Preparation » copy A3 activity Sam’s Soccer Ball Factory, one per 2 – 3 students optional assessment activity: » copy Making Coloured Pencils Task - Sam's Soccer Ball Factory CONSUMER AFFAIRS VICTORIA NEED CONSUMER HELP? 1300 55 81 81 www.consumer.vic.gov.au 61
Pre-task Discussion Sam's Soccer Ball Factory activity sheet is an example of an economy. An economy is made up of producers and consumers. Ask students: "What is being produced?" "What does the picture tell you?" "What are the arrows showing?" "Where do the soccer balls go once they leave the factory?" "What do you think export means?" (B 8) "Why do you think Sam would export soccer balls to other countries?" "What is the name of 2 shops which sell Sam’s soccer balls?" "Find Sam at E 9. " » "What do you think demand means?" » "What has happened to Sam’s business in the last 5 years?" "What might happen to Sam’s business if Australia won the next Soccer World Cup?" "What has happened to the consumers at H 9? What does his friend at J 10 suggest?" Questions on the student activity sheet are: Look at the picture carefully and answer these questions in your activity books. 1. What resources are used to make soccer balls at Sam’s factory? 2. What happens at Distribution? (A 6) 3. A factory-worker at E 3 is speaking to one of the shopkeepers who sells soccer balls at I 3. The shopkeeper has some important information for Sam’s factory. What will Sam’s factory need to do to keep consumers happy? 4. What does Sam do with the money he earns at his factory? (G 1) 5. Sam’s factory is making more balls now compared to 5 years ago. To make more balls, what would have changed at the factory with: a. human resources b. natural resources c. capital resources? 6. What could Sam do if volleyball became very popular? 7. List all the different jobs needed before soccer balls can be sold in shops. Conclusion Ask students: “Why do producers make goods and services that consumers want?” “What would happen to a factory which produces things that consumers don’t want?” Î Students prepare answers to Sam’s Soccer Ball Factory activity and justify their answers. Students complete a reflection strip statement: I learnt that when consumers really want something, producers need to ... Early Finisher/Assessment Task Students order each step in the production, manufacture and distribution of coloured pencils to consumers. 62 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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Consumer Stuff for kids (PDF, 6.2 MB) - Consumer Affairs Victoria

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