Consumer Stuff For Kids A Teaching and Learning Resource
Consumer Stuff For Kids A Teaching and Learning Resource
Consumer Stuff For Kids A Teaching and Learning Resource
S
upports VELS Level 4
Humanities Economics
consumer.vic.gov.au
Writer
Paul Johnson
Linnet Hunter - Education consultant
Acknowledgements
Consumer Affairs Victoria (CAV) gratefully acknowledges the partnership with
The Office of Gaming and Racing (Victorian Department of Justice) in the development of this resource.
the following teachers for trialling the units of work in their school:
the contribution made by Jennifer Quick, Curriculum Manager, Business Studies, Victorian Curriculum
and Assessment Authority
the contribution made by Mardi Hall, St Marys Primary School, Swan Hill to Unit 8: Is advertising
consuming me?
i
Contents
1 Unit 1 I am a Consumer
1 Activity 1 Am I a Consumer?
4 Activity 2 Needs from Wants
7 Take Home Activity
Inquiry Units
ii
Introduction to Consumer Stuff for Kids
This revised edition of Consumers Stuff for Kids contains a number of exciting new features. The new unit,
Its Your Choice, highlights the need to improve student resilience and feelings of self-worth. Poor decision
making in areas such as consumer purchases and inappropriate social behaviour can be linked to feelings of
low self-esteem and over dependence on peer actions.
The accompanying DVD, Clips for Kids complements the message throughout this publication and especially
in the unit, Its Your Choice! It provides a most engaging format for student learning. Wacky and his friends will
certainly be popular characters upon which to stimulate student discussion and direct student learning.
The Take Home activity added to each unit will foster a genuine partnership between home and school learn-
ing. Parents/carers and their children will be able reinforce school learning with real life consumer related
activities at home.
The red arrow symbol in each activity represents a suggested opportunity for the student to demonstrate their
knowledge and understanding of key concepts. Teachers are encouraged to use these activities to track student
progress towards the VELS Level 4 Humanities Economics and Level 4 Personal Learning Domain standards.
For example:
Students create a checklist of the most effective ways to deal with returning a product.
The list might include:
acting quickly
discussing the problem in person
calmly stating the problem
being aware of your consumer rights
keeping the receipt.
iii
Key Terms
Audit: Audit means checking a budget carefully to make Interest: There are two types of interest.
sure the income, expenditure and balance are calcu- 1. Interest is the money a consumer earns from the bank
lated correctly. for depositing (leaving) their money in the bank.
Barter: Exchanging goods or services for other goods or 2. Interest is the money consumers are charged by
services. the bank for borrowing money from the bank.
Natural Resource: Resources which come from the
Budget: A plan for saving, spending and managing
natural environment like water, gold, land and timber.
money. It has two parts: income and expenditure.
Needs: Goods and services which consumers need to
Capital Resources: Goods made by people which survive. These include fresh water, clothing and food.
are used to make other goods or to provide services.
A hammer is a capital resource. Opportunity Cost: This term describes what happens
when consumers have limited money but unlimited
Cash: Money in the form of notes and coins. choice. When you make a choice you give up an
Consumer: Consumers are users of goods and services. opportunity to buy something else with that money.
Each one of us is a consumer. Personal Identification Number (PIN): A secret (usually
Consumer Affairs Victoria (CAV): Victorias lead 4 digit) code used by consumers when using their card
consumer protection agency. CAV helps Victorians deal at an ATM or EFTPOS facility.
with consumer issues. Visit www.consumer.vic.gov.au or Production: The actual making of goods or providing
call 1300 55 81 81. of services.
Credit Cards: A plastic card issued by banks or other Receipt: A receipt is your proof of purchase and is an
finance companies. Consumers use a credit card to buys important record of where and when you bought some-
things without using cash. At the end of the month the thing. You need a receipt if something goes wrong and
consumer receives a bill to repay the total amount they you want a refund.
have spent. Redress: Redress means the right to be compensated
Demand: How much consumers want a particular good for faulty goods or unsatisfactory services.
or service. Scams: Scams are tricks or cons to take your money
Deposit: When a consumer leaves (or deposits) some and rip you off. Scams are illegal and unethical.
of their money in a bank it is called a deposit. Scarcity: Scarcity is the problem of limited resources
EFTPOS: Electronic Funds Transfer at Point of Sale. available to satisfy unlimited wants.
This means money (funds) from your bank account Services: Services are things done for consumers. This
moves (transfers) to the shopkeepers bank account includes bike repairs, receiving a hair-cut or your house
electronically. being supplied with electricity.
Expenditure: Money going out from your budget. Supply: How available a good or service is for
This is money which is being spent. consumers.
Export: Goods sent from one country to another Sustainable consumption: Consumer decisions made
country. For example, Australia exports wheat to other today have a big impact on the environment now and in
countries. the future. Sustainable consumption means consumers
consider the environment and consume responsibly.
Goods: Items bought by consumers you can actually
touch. Examples of goods include food, toys and Voluntary Work: Work undertaken by people without
clothing. receiving payment.
Wants: Goods or services which consumers can live
Human Resources: The people who do the work, also
without but would like to have.
called labour.
Withdrawal: Taking money from your bank account.
Import: Goods received in one country from another
country. For example, Australia imports computers
from other countries.
Income: Money coming into your budget. This may be
from money earned from working.
iv
Victorian Essential Learning Standards (VELS)
The following units are based on Level 4 Humanities - Economics and Level 4 Personal Learning Domain.
However there are many opportunities to integrate other Domains. Teachers are encouraged to extend the
activities to fully address the needs and abilities of their students and to further integrate relevant Domains.
The material below is an extract from material produced by the Victorian Curriculum and Assessment
Authority, Australia. Students and teachers should consult the Victorian Essential Learning Standards
website for more information. This material is copyright and cannot be reproduced in any form without
the written permission of the VCAA.
For more information visit http://vels.vcaa.vic.edu.au.
Students consider the nature and meaning of work and its relationship to other activities in peoples lives,
including leisure. They examine various types of work and enterprise in a range of settings, including home,
school and the community, and identify the different natures of paid and unpaid work. Students use the inquiry
process to plan investigations about economic issues in the home (for example, which mobile phone or pair
of runners to buy), school (for example, which bus company to hire for an excursion) or local community (for
example, whether a small factory or residential townhouses should be built on a vacant lot next to the school)
and form conclusions supported by evidence.
Students practise contesting ideas, debating and using evidence to form and express opinions on economic
issues that interest and/or have an impact on themselves and on society, particularly their local community.
They expand their economic vocabulary to include such terms as consumption, production, distribution,
enterprise and identify, and learn to collect and process data from a range of sources, including electronic media.
Standards
Economic knowledge and understanding
At Level 4, students describe the nature of the economic problem (scarcity) and explain how selected goods
and services are produced and distributed. Students describe the difference between needs and wants, and
their own roles as producers and consumers of goods and services. They explain the need to be an informed
consumer. They 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. Students demonstrate a basic
understanding of personal money management and the role of banking, budgeting and saving.
At Level 4, students use the inquiry process to plan economics investigations about economic issues in the
home, school or local community and form conclusions supported by evidence.
v
Victorian Essential Learning Standards (VELS)
As students work towards the achievement of Level 4 standards in Personal Learning, they explore individual
strategies and skills that assist in their learning, such as the use of T charts to develop effective listening skills
and concept webs to link ideas. With support, they consider a range of approaches to learning and reflect on
how the approaches they use influence the quality of their learning. They explore learning styles which may
not be their preferred style and consider why such experimentation is an important aspect of their learning.
Students seek and use teacher feedback to develop their content knowledge and understanding and reflect
on how their prior knowledge has changed. They explore how personal values, perspectives and attitudes
contribute to the development of content knowledge and understanding.
In selected reflective activities, students explore the impact of various emotions on their learning and they
learn to maintain a positive attitude. They consider the impact of impulsive behaviour in themselves and
others on their learning and implement strategies for managing their own impulsive behaviour; for example,
ensuring they understand directions fully, and developing a plan or strategy for addressing issues that arise.
They discuss the value of persistence and effort, and reflect on how these qualities affect their learning. As
a class or in groups, students recognise their responsibilities for managing their learning, such as staying
focused and on task.
Through participation in a variety of group and whole-class activities, students begin to articulate the
advantages of learning effectively with, and from, their peers. They seek feedback from peers and consider
the validity of the feedback they receive. They identify the values that underpin the creation of a classroom
environment that will support the learning of all students such as respect, equity and inclusion.
Students develop, justify and monitor their own learning goals. They learn to apply strategies for managing
the completion of both short and extended tasks within timeframes set by the teacher and they reflect on how
effectively they were able to use these strategies. They are provided with opportunities to manage and monitor
progress of some tasks independently, and they compare how they undertake independent tasks and teacher-
directed tasks. They review their work for accuracy before presenting it for assessment.
Standards
The individual learner
At Level 4, students identify, with support, their preferred learning styles and use strategies that promote
learning. They monitor and describe progress in their learning and demonstrate learning habits that address
their individual needs. They seek and respond to teacher feedback to develop their content knowledge and
understanding. They identify and explain how different perspectives and attitudes can affect learning. They
negotiate learning improvement goals and justify the choices they make about their own learning. Students
actively develop, monitor and refine protocols that create a positive learning environment in the classroom.
At Level 4, students develop and implement plans to complete short-term and long-term tasks within
timeframes set by the teacher, utilising appropriate resources. They undertake some set tasks independently,
identifying stages for completion. They describe task progress and achievements, suggesting how outcomes
may have been improved. They persist when experiencing difficulty with learning tasks. They seek and use
learning support when needed from peers, teachers and other adults. They practise positive self talk. They
demonstrate a positive attitude to learning within and outside the classroom.
vi
National Consumer and Financial Literacy Framework
The National Consumer and Financial Literacy Framework (the Framework) was developed in 2005 for the
Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA), by the MCEETYA
Consumer and Financial Literacy Working Party. This multi-disciplinary framework relates to the employability
skills and will assist in achieving national consistency in curriculum and resources to support that curriculum
for teachers of consumer and financial literacy. The VELS Economics Domain has close links to the Framework.
The Framework has four dimensions of consumer and financial literacy. These dimensions are interrelated and
embrace the knowledge, skills, understandings and values related to key concepts.
Below are the Descriptions of Learning for Year 5. Each outcome has been coded (KU 1, KU 2 etc). These
codes are referred to at the beginning of each unit of this resource to show how the student activities link to
the Framework. There are also Description of Learning for year 3, 7 and 9 in the Framework.
Year 5
Students are aware of a range of forms of money and can discuss their rights and responsibilities in everyday
transactions. Students understand that money can also be borrowed through credit and be provided by
government payments.
Students know about the different ways money can be kept and the importance of saving. They recognise that
family income may be limited and begin to understand that matching household expenditure against income
is important when considering family finances. They understand broad issues of quality of life, total family
income, expenditure and savings.
They realise advertising and peer pressure can affect choice and are aware of the social and environmental
consequences of their choices.
Students:
KU 1 Understand that buyers have rights and responsibilities.
For example, understand that people have a right to receive goods that meet health and safety
standards, and that people have a responsibility to pay on time and repay borrowings (credit).
vii
National Consumer and Financial Literacy Framework
Competence
Students:
C 1 Classify and compare goods and services.
For example, classify and compare goods and services by reviewing product labelling, and health
and safety warnings.
C 2 Prepare simple plans and examine financial records.
For example, prepare a simple budget for a fundraising activity, and identify GST on receipts and
sales dockets.
C 3 Accurately complete simple financial forms.
For example, complete forms such as bank deposit slips, registrations for a sport, leisure or
recreational activity.
Enterprise
Students:
E 1 Use initiative and explore opportunities that can or may contribute to income.
For example, develop a simple plan for a class fundraising event or enterprise, and design basic
criteria to evaluate success.
E 2 Initiate support for school fundraiser from community groups and businesses.
For example, initiate support such as sponsorship, inkind support and promotional materials.
Responsibility
Students:
R 1 Value savings.
For example, store and build wealth to meet current and future needs.
R 2 Care about the impact of their consumer and financial decisions on themselves, others, community
and the environment.
For example, identify how responsible attitudes to issues such as recycling and water conservation
can benefit the family, the community and the environment.
R 3 Explore the values associated with participating in an enterprise.
For example, consider issues related to trust and obligation when purchasing and supplying goods
and services.
Unit
1 I am a Consumer
mics Consu
mer and Financial
VELS Humanities - Econo Literacy Framework
The key elements of the Economics knowledge and
understanding standard addressed by this unit are: This unit addresses the
"Students describe the difference between following outcome: C1
needs and wants and their own roles as See page viii for
consumers of goods and services".
more information.
Refer to the Level 4 Humanities - Economics Domain Learning
Focus statement on page vii to provide a context for the standards.
ACTIVITY 1 Am I a Consumer?
Learning Objectives Key Terms
consumers
Students identify themselves as consumers.
goods
Students differentiate between goods and services.
services
Teacher Notes
Consumers are users of goods and services. Each one of us is a consumer. Students may
incorrectly assume that 'to consume' means to eat. It is important for students to broaden their
understanding of 'consuming' to include any goods or services they use in their lives. Consumers
frequently consume electrical goods, transport services, clothing, educational services, food and
drink.
Introduction
Ask the students to use the 3 step definition strategy to define words such as consumer, goods and services.
What I think it What the dictionary How it might be used
Word means says it means in this context
During the Consumer Brainstorm introduce the concept Consumers use either goods or services.
Goods are items you can actually Services include bike repairs, receiving a hair-cut or
touch and include things like clothing, your house being supplied by electricity. These are
food or toys. services provided to consumers by others.
This new information may further extend the potential of the brainstorm.
After the Consumer Brainstorm direct students:
Using your consumer brainstorm, highlight all the GOODS in one colour and the
SERVICES in another colour.
Providers of goods and services in their local community - examples may include stores,
supermarkets, trades people, individuals in private business (dentists, hairdressers, builders), the
government (hospitals, education, transport, social security, welfare agencies).
The proportion of advertisements for goods compared to advertisements for services.
Teacher Notes
Needs - things we cannot live without.
Wants - things that we can live without, but like to have.
What determines our needs and wants?
We have different wants and needs because of factors including age, health, occupation,
environment, location, culture and beliefs. Our needs and wants can change.
For example, our needs and wants will change if we:
get older move to a new country/town/suburb
live with a different group of people go to a different school
get a different job lose our job
get sick
Introduction
1. Students use the 3 step definition strategy to define a need and a want.
Have students share their definitions with peers.
2. Students then have a chance to test their definition of a need and a want. Use an imaginary line in the
class and label one end Strongly Agree and the other end Strongly Disagree. Students respond to each
statement below by positioning themselves along the agree/disagree line. Give students an opportunity
to justify their decision.
Statements:
"Chocolate is a need." "Clothes are a want."
"A new computer is a need." "Clean water is a want."
"Friendship is a need." "A holiday to Fiji is a need."
"Sleep is a need."
After, students review their definitions of needs and wants.
Students should write down their new definition of needs and wants, or justify why their first
definition did not need to be altered.
1 A rock star
2 A baby
3 A person in a wheelchair
4 A computer salesperson
5 A non-English-speaking family arriving in Australia
6 An athlete preparing for the Olympics
7 A parent of an 11 year old
8 A family whose house has been destroyed by fire
9 A computer game designer
10 A person climbing Mount Everest
11 An astronaut
12 A dairy farmer
Conclusion
Using a T Chart small groups use the two columns and list opposing facts and features of needs and wants.
(see page 72 for a sample T Chart)
After a whole class discussion and T chart activity, students individually prepare
answers to the questions discussed above and justify their answers when required.
COFFEE $10.50
MILK $2.00
CEREAL $6.00
N BREAD $2.56
HAM $4.98
N Vegetables $1.99
JUICE $4.47
CHIPS $2.99
W CHOCOLATE $6.99
COOKING OIL $9.00
TOILET PAPER $7.50
W DVD $25.00
BATTERIES $10.00
SHAMPOO $3.50
N TOOTH PASTE $3.20
W BUBBLE BATH $5.95
ACTIVITY 1 Consumer Rights and Wrongs
Learning Objectives Key Terms
Students will be made aware of their responsibilities trader safety refund
rights which are protected by laws. complaints redress quality repair
Students will explain their information receipts redress faults
responsibilities as consumers. rights choice exchange
Lesson Duration Preparation
60 minutes copy and separate the Consumer Match-up Cards
additional time will be required to copy Camp Chaos double-sided activity sheet
complete the optional Consumer Power - copy the optional Consumer Power- Advice line
Advice line assessment task assessment task
Teacher Notes
In 1985, the United Nations General Assembly adopted the UN Guidelines for Consumer
Protection.These guidelines include:
1. the right to be heard, 5. the right to consumer education,
2. the right to satisfy basic needs, 6. the right to choice,
3. the right to safety, 7. the right to information,
4. the right to redress, 8. the right to a healthy environment.
Most countries have consumer protection laws. In Victoria, Consumer Affairs Victoria (CAV) protects and
promotes the interests of consumers. Contact CAV by calling 1300 55 81 81 or visiting www.consumer.vic.gov.au
Do consumers have responsibilities?
Before we buy we should be clear about what we want (eg size, style, colour etc.) and how much
we can afford. We also need to check goods for faults, compare prices and quality, keep receipts
and use goods for the purpose for which they were intended.
When can I get a refund? What if I buy goods that are faulty?
Consumers have a right to a refund, replacement or If you believe the goods you bought are faulty you
repair if, at the time of purchase, the goods were faulty, should stop using them, report the fault and return
not suitable for the purpose intended, or different from them as soon as possible. You may need to convince
the samples shown in the shop. You may be offered a the trader that there is a fault and the goods were not
repair, exchange or credit note rather than a refund. You damaged after you bought them.
need a receipt to show proof of purchase.
Students can demonstrate their understanding of consumer rights and responsibilities by completing a reflection
strip statement to highlight the learning and new understandings they have gained from this activity.
For example:
Next time I buy something that is faulty I will ...............................................................................................................
The most important tips I have learnt about being a smart consumer are .........................................................
1. The jeans are not faulty. Lee has no right to take the goods back. It was Lees responsibility
to see that the jacket and jeans matched. Some stores have a policy of allowing refunds
and exchanges with no questions asked. She will need her receipt.
4. Shane didnt read the label. Bad luck for him. He must take responsibility for his shrunken
jumper. He has no right to redress.
Q A
Good traders try to keep their customers
Will a trader get really happy so they shouldnt get angry with the
consumer. A smart trader will:
angry if a consumer makes use a consumer complaint to improve their
business so the complaint isnt made again
CONSUMER a complaint about CONSUMER show the consumer that they have listened
MATCH UP MATCH UP to their complaint and try to come to an
their business? outcome which the consumer and trader
CARD CARD agree is fair.
CONSUMER
have a Consumer Right CONSUMER
are of decent quality, that is,
to Quality? goods are fit for the purpose
MATCH UP MATCH UP
for which they were made.
CARD CARD
Q A
You may have no right to a refund when:
You cannot provide proof of purchase, such as a receipt.
When am I not entitled The goods are fine, but you changed your mind.
The goods were bought for someone who doesnt
CONSUMER
to a refund? CONSUMER want them.
The goods were damaged after you bought them.
MATCH UP MATCH UP
You knew about the faults when you bought the
CARD CARD goods (for example, if they were seconds).
n Nick invited
Anna couldnt believe her luck whe You couldnt see any houses anywhere, just
. He had this
her and her friends to go camping trees and the noisy creek which was running
a creek behind
special spot all picked out next to fast.
parents said
his Auntie Julies house. When the Hey, theres a tree thats all hollow at the
OK all the kids started planning. bottom, yelled Sam, one of the other kids.
Its like were miles away from civilisation,
Anna.
Itll be excellent, I cant wait, said thought Anna.
Yeah, its a great spot, said Nic k. Soon it started to get dark so they got out
bush and carry
Were going to walk through the the new torch.
and bought a
all our stuff. Anna went shopping We can stay up and tell ghost stories,
new sleeping bag. suggested Sam. He tried to switch the torch
on but it wouldnt stay on.
. She gave the
Nicks Auntie Julie was really nice Ah great! said Nick. Weve got no light.
g whe n they left her
kids a new torch to take alon No way were they going to tell ghost stories
oug h the bush,
place. As they were walking thr now!
era hed just got
Nick brought out the digital cam Suddenly the sky lit up and they heard a
for his birthday. huge crash of thunder. Within minutes a
my new
This is great, said Nick. I can use storm hit and rain started pelting down. It
camera. was chaos! They had to gather up all their
to show
Yeah and we can email the photos stuff so it wouldnt get wet.
everyone else, said Anna. Quick, we can put all the food in that
ered.
Cool idea, the other kids all che hollow tree, yelled Nick. He was still coming
ne agreed it was
When they got there everyo up with great ideas even under pressure.
a great spot to camp. 1
2
What went wrong with the items the children took on the camping trip?
Tent _____________________________________________________________
___________________________________________________________
Camera __________________________________________________________
__________________________________________________________
Torch ___________________________________________________________
___________________________________________________________
m
Make sure tent is packed Super DigiCa
away dry.
Tent is water tight in Handle with care
light showers. Not to be used
Tent may leak if contact is underwater
made with the tents inside Always check
surface during showers. battery levels
1. Lee's parents gave her money to buy a pair of really great coloured
jeans to go with the jacket she got for her birthday.
She didn't take the jacket when she went shopping. Seeing the
jeans with the jacket now, she doesn't think they go together.
The snack makes him very ill and your mother said the snack had
a terrible smell. Your mother tries to find out why he became ill
so she can prevent this happening to any other children.
Can you suggest what she should do? Who might she talk to?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Anna and Phillip got new mountain bikes last week from the
same shop - same brand and everything.
Teacher Notes
Consumer Affairs Victoria (CAV) can help consumers deal with seeking redress from traders.
Contact CAV at www.consumer.vic.gov.au or call 1300 55 81 81.
Introduction
Ask students:
What can a consumer do if there is a problem with goods or services?
Consumers have a right to a refund, replacement or repair if the goods were:
faulty
not suitable for the purpose intended
inaccurately represented or different from the samples shown.
Explain the positive role of consumer feedback to traders. Consumer feedback provides traders with an
opportunity to improve their service and ultimately attract more customers. If a complaint is legitimate,
students should have no hesitation in going back to providers of the goods or services to request that
the problem be fixed.
Where would you go if you couldn't resolve a problem with a trader?
Consumer Affairs Victoria can help resolve problems between you and a trader.
Fish Shop
1. Read the following letter of complaint.
Pete Salmon
21 Fish Pond Lane
PIRAHNA Vic.
Key Facts to help:
The owner of the pet shop is Mrs Emma Ling.
You ordered a rare Patagonian rainbow fish which usually cost $50.
You were sold a common goldfish which usually sells for $2.
You were still charged $50 for the goldfish.
You bought the fish last Saturday.
You know it is your consumer right to ask for a refund, exchange
or credit note.
Teacher Notes
This exercise uses role-plays to simulate consumer scenarios to prepare students to be independent,
assertive consumers. Students apply their prior knowledge of consumer rights to respond appropriately.
What happens when you contact Consumer Affairs Victoria (CAV) with a consumer problem?
1. A CAV Customer Service member will give you advice on how to best resolve the problem.
2. If you and trader are still unable to resolve the problem, the CAV Customer Service member will then
contact the trader and work with them to try to reach an agreement for you.
3. If agreement still cannot be met, the dispute between the trader and the consumer will be resolved at
the Victorian Civil and Administrative Tribunal (VCAT) - see www.vcat.vic.gov.au.
Introduction
Students will role-play being consumers and traders. Remind students that if a consumer cannot resolve a
problem with a trader they can contact Consumer Affairs Victoria (CAV). Thousands of consumers do this
each year because they are unable to resolve the problem with the trader themselves.
Role-plays
Distribute a Role-play Scenario to each small group.
Students have 10 minutes to prepare their role-play.
Conclusions
Discuss issues which arise. Students share what they have discovered about resolving consumer complaints.
Ask the students to draw up a list of the most effective ways of dealing with a product they wish
to return.
acting quickly stating the problem clearly and calmly
remaining polite giving your name and the date of purchase
discussing the problem in person knowing your consumer rights
producing receipts
Alternatively, observe role-plays and assess the students ability to resolve the issue.
A salesperson in a shop convinced you to buy some
software for your computer. When you get home you
Facts:
decide you no longer want it. You return to the shop The consumer has no right
and explain this to the salesperson. What happens? to a refund.
Your bike tyre is flat. You take your bike to the Facts:
shop and you are sold a new tyre which is too The consumer has a right to receive
big. You go back to the store. What happens? the correct tyre. If the correct tyre
is unavailable then the consumer
has a right to a refund.
Your younger sister receives a fishing rod for Facts:
her birthday. When she unwraps the rod, the
Because the product is faulty
fishing reel is cracked and will not wind the
at the time of purchase the
fishing line. You have the receipt and take the consumer is entitled to a refund
rod back to the store. What happens? or a replacement.
You purchase a new watch for a relative. Facts:
When you get home, you notice the watch-band No refund signs are illegal.
is broken. When you return to the store it Because the watch is faulty at the time
displays a no refund sign at the counter. of purchase the consumer is entitled
What happens? to a refund or a replacement.
Your parents buy a new LCD television. Facts:
Four weeks after purchasing the TV is stops The TV was not faulty when it was
working. Dad says Well get a refund and goes purchased so the shop will refer to the
to the store. What happens? manufacturers warranty which states
that the TV will be repaired.
You buy a pack containing six ice-creams. Facts:
When you open the pack it only contains four The consumer has a right to another
ice-creams. You return to the shop where it was two ice-creams or a refund or another
purchased with the receipt. What happens? pack of ice-creams.
Teacher Notes
Scams are tricks or cons to take your money and rip you off. There are many illegal, unethical or
untrustworthy schemes which come in all shapes and sizes but they have a few common characteristics:
They tempt people by promising wealth, good health or weight loss.
They often offer a free gift and use some key phrases to capture a consumers interest such as Make
money now, No risk, Big profits guaranteed and Send Money NOW, this special offer wont last.
Where can I find a scam?
Scams can arrive in emails, SMS messages, in the post, by the telephone or you may even meet a scammer
who will try to rip you off.
Why do scams succeed?
Scammers know what people want and they often put a lot of effort into making scams appear to be
genuine, believable and exciting.
Introduction
Explain to the class that this advertisement appeared in a newspaper.
Discuss
Ask the class:
"What does it mean to be ripped-off ?"
"What is a scam?"
"What do you think this statement means, If it sounds too good to be true, it probably is?"
Conclusion
Students review the K. W. L chart started at the beginning of this unit and record their findings.
Assess student findings in their K. W. L chart.
Conclusion
Help protect yourself from Scams by visiting www.consumer.vic.gov.au. Consumer Affairs Victoria
wants to help fight scams in Victoria. If you are a victim of a scam contact the Consumer Affairs Helpline
on 1300 55 81 81 or visit www.consumer.vic.gov.au and select Dob-In-A Scam.
Visit www.spendwell.com.au click on Buying then Information then Scams and check out the
email scams. This website is produced by the Office of Consumer and Business Affairs in South Australia.
Visit www.scamwatch.gov.au and test your understanding of the scammers techniques. This website
is produced by the Australian Competition and Consumer Commission (ACCC).
Scams are tricks or cons to take your money and rip you off.
Scams are illegal.
Scammers are only interested in making money.
Scammers make a big effort to make their scam appear to
be believable and exciting.
You receive an email saying you have inherited $1 million. All you
need to do is send $20 and then the $1 million will be sent to you. DESTROY IT!
You get a phone call congratulating you for winning a family holiday.
The caller just needs Mums credit card details and the holiday is yours! DELETE IT!
o n ey N OW
Send m wont last!
this offer
Mail Internet
3. Why did they think that the scam was a real offer?
4. Have you heard of the slogan, If it sounds too good to be true, it probably is?
Introduction
Display a series of controversial work related statements around the classroom.
Statements:
The happiest workers are those who earn lots of money.
Work is boring.
People doing dangerous jobs should get paid more.
Volunteer work is not important work.
Some work is more important than other kinds of work.
Unpaid work is easy work.
Students respond to each statement and share their views by discussing with peers and sharing with the class.
Task
Students have three mad minutes to list as many different jobs as possible.
Remind students that unpaid work can also be included.
Students share some of their responses in small groups.
Small groups then join with another group to further extend their jobs list.
Distribute the Which Industry? activity sheet. Students categorise their list of jobs into the Which Industry?
activity sheet.
Computer or IT Industry Tourism and Hospitality Industry Sport and Entertainment Industry
people who sell or design goods people working in restaurants, people working in theatre, TV,
or services for computers hotels, caravan parks, airlines writing, arts, music, sport
Introduction - PMI
Working in small groups, students apply the thinking operation Plus, Minus, Interesting (PMI) to the question:
"What would happen if tomorrow everyone stopped paid work for a year?"
PMI encourages students to consider the good points (P=Plus), the bad points (M=Minus) and the interesting
points (I=Interesting). The interesting points are those which are neither good nor bad but are worth noting
or the questions that are raised or need to be answered.
Probe students to consider Q: Who would still be working? A: Unpaid workers.
This activity promotes the importance of unpaid/volunteer work.
Pluses Minuses Interesting
There would be no school I wouldnt be able to buy What would happen if my
anything from a shop family wanted to go in the
car or tried to use public
There would be no TV shows transport?
Task - T Chart
In small groups, use a T Chart and answer:
"What is work and what is unpaid work?"
Students compare responses on their T Chart. Similar statements are highlighted and unnecessary statements
are discarded. Sort responses onto a class display. After discussion, each group prepares a final definition for
work and unpaid work. These are compared with dictionary definitions.
School A School B
has a large number of facilities
secondary
provides a range of sporting activities
school
sister attends the school
Vocational Education Program
should I
overcrowded classes attend? bus travel is required
Students then create their own fishbone chart listing the important issues to consider for each job.
JOB A - Baker JOB B - Nurse
Iown
could open my Which
I like helping people
bakery job
Nurses are needed all
I like cooking at home should I over the world
Iupwould
early
need to get choose? Shift work is tiring
Conclusion
In small groups students:
share their fishbones
ask each other questions about the jobs being discussed
explain which job is their preferred option.
Observe the considerations made by the students when selecting their preferred
job and how they justify their decision.
What does the employer (Company) need? We require a Deep Sea Diver to join our Marine Life
Research Company.
What personal qualities are needed? You will need experience in diving to depths of up to
50 metres. You will need an interest in marine life and have
good school marks in Science, especially Biology.
Where is the job? Our company works along the Victorian coast but is based
in Port Melbourne.
How do I find out more? Call Nick to find out more on 323 2634.
5
What job do you wish to have when you are an adult? Why?
ACTIVITY 1 - Have an Interest in Banking
Learning Objectives Key Terms
Students will be introduced to the barter system and identify some barter
features of the monetary system. interest
deposit
Students will identify the two main services banks provide
transaction
consumers. This is to deposit savings and to borrow money.
withdrawal
Students will differentiate between interest from savings and interest bank account
from borrowings. currency
Lesson Duration Preparation
60 minutes draw Figure 1 Saver and Borrower on the board
copy Which Interest is Which? activity sheet
Teacher Notes
Students will have been exposed to many advertisements from banks on TV, newspaper,
internet and radio.
During this unit encourage students to collect advertising material from banks. Discuss with
students why interest rates are used by banks to persuade consumers to use their services.
Samples of early finisher/extension tasks for this unit of work are included on page 31.
Barter: Exchanging goods or services for other goods or services.
Introduction
Students individually brainstorm the topic 'Money' for one minute. Individuals then make pairs and combine
lists without repeating common ideas. Pairs join fours to create larger lists or compile to form a class list.
This list can be added to throughout the Money, Money, Money Unit.
The History of Money
A long time ago, people didnt use money to buy goods and services. They would trade something they
owned for something they needed. If the shoemaker needed some bread, she would give the baker some
shoes, and the baker would give her some bread. This was called bartering.
Ask the students:
"What would a fair exchange be for two kilograms of rice?"
"Are there any problems with bartering?"
cant
Currency like notes and coins need to be hard to forge so consumers
make their own. True or False? True
Australia was one of the first countries in the world to use plastic notes. True or False? True, introduced in 1998.
they
Many years ago, leaves from trees were a good substitute for money because
are scarce (which means hard to find). True or False? False
The English were the first to have paper currency. True or False? False, it was the Chinese.
calledyouinterest.
deposit your money with a bank, you will earn extra money from the bank
True or False? True
pay
When a consumer borrows money from a bank, for example $100, the consumer must
back more than $100 to the bank. True or False? True, you do have to pay
back extra. This
extra payment is
also called interest.
Saver Borrower
ENGLISH
Class debate:
That bartering is the best way to run an economy or
That credit cards should be renamed debt cards.
Write a modern version of Jack and the Beanstalk and change the focus from the exchange of the
cow for the beans to another exchange.
HUMANITIES - HISTORY
Inquire into the earlier forms of money used in Australia. Consider:
Aboriginal trade,
Rum, holey dollars, overseas currency
Pre-decimal money
ICT
Money web search. Investigate:
when the $1 coin replaced the $1 note. [1984]
when the $2 coin was introduced. [1988]
the Australian animals depicted on each Australian coin?
the famous person on each Australian note? What have they achieved?
which Australian note features:
Dame Mary Gilmore?
Mary Reibey?
John Monash?
David Unaipon?
Parliament House in Canberra?
Banks and consumers have 2 different meanings for the word Interest.
I want to buy a
I will put money house and don't have
in the bank. the money. I will
The bank will borrow money from
then give me the bank and repay
extra money the bank their money
called interest. + extra money
called interest.
Saver Borrower
bank will grow.
larger your amount of money in the
the more interest you will earn and the
longer you keep the money deposited,
The more money you deposit and the
doing this called interest.
earn extra money from the bank for
money with them. In return you will
The bank allows you to store your
$
$
$
$
$
$$
from them.
$
$
$
$ $
In a small group or individually, design a way to show the difference between:
$
$ $ the interest you earn from having your savings in a bank and
the interest you pay the bank for borrowing the banks money.
$
$$
You might do this by designing a cartoon, role-play, poster or computer animation.
Early Finishers:
Find bank advertisements in the newspaper or on the internet which advertise an
$
$
interest rate. Read each advertisement and then place it into one of these groups.
$
$
Group 1- Interest the consumer pays the bank for borrowing money or,
Group 2- Interest the bank pays the consumer for saving money.
Teacher Notes
Money
Paying with notes and coins is the fastest way to shop because every shop accepts cash.
EFTPOS
EFTPOS means Electronic Funds Transfer at Point of Sale. This simply means money (funds)
from your bank account moves (transfers) to the shopkeepers bank account automatically
(electronically) while you are still in the shop (at point of sale).
To access your account and your money using EFTPOS, you need a special plastic card and a
Personal Identification Number, or PIN.
Credit Cards
Credit cards are plastic cards issued by a bank or other business. With a credit card you can buy
goods and services without using cash. This is also called buying on credit. This is how it works:
1. A consumer signs up for a credit card.
2. The consumer buys goods and services with the credit card.
3. The credit card company pays the store on behalf of the consumer.
The consumer will get a bill in the mail from their credit card company for the amount they
purchased. The consumer can either:
Pay back the credit card company the full amount of the bill.
or
If the consumer cannot pay back the credit card company in full, they must begin
to pay off the bill in small amounts. But, if they do this the consumer will be charged
an extra amount called interest. This is how the credit card company makes money.
T he characters are shopping together and talking about how they purchase goods.
The role-play outlines the positives and negatives of each method of payment.
Students can act out the role-play in small groups or as a whole class.
Students can make a sign or mask for their character and hold it up each time their character speaks.
After performing the role-play, students then complete the advantages and disadvantages table for each payment method.
This role-play has 3 characters shopping together and talking about how they purchase goods.
The characters are:
1. M - Malik Money = notes and coins
Notes and coins are also called cash.
2. CC - Carrie Credit Card = + signature
Credit cards are plastic cards issued by banks or other finance companies.
With a credit card you can buy goods and services without using cash.
This is how it works:
1. A consumer signs up for a credit card.
2. The consumer buys goods and services with the credit card.
3. The credit card company pays the store on behalf of the consumer.
4. The consumer will get a bill in the mail from their credit card company for the amount
they purchased. The consumer can either:
Pay back the credit card company the full amount of the bill.
or
If the consumer cannot pay back the credit card company in full, they must
begin to pay off the bill in small amounts. If they do this the consumer will
be charged interest.
3. E - Effie EFTPOS = + PIN number
EFTPOS means Electronic Funds Transfer at Point of Sale. This simply means money
(funds) from your bank account moves (transfers) to the shopkeepers bank account
automatically (electronically) while you are still in the shop (at point of sale).
To use EFTPOS, you must have a special plastic card and a Personal Identification Number, or PIN.
Carrie Credit Card, Effie EFTPOS and Malik Money are shopping ...
CC Hey guys, have I told you how good it is to buy stuff with me?
E - Whats so good about a credit card?
CC Well for starters, you can buy anything you want. You just put it on your plastic credit
card. And its easy to buy stuff off the internet too.
M - Yeah but with a credit card you still have to pay for everything you buy. Its not like
some magic wand. The credit card company will just send you a big fat bill at the end
of the month and you have to pay them or else!
CC I know that! My credit card company said it doesnt matter if you cant pay the whole bill
at once, you can just pay a little bit each month until youve paid back the whole amount.
E - Durrr! If you do that youll get charged interest! Thats how credit card companies
make money.
M - How does the credit card company make money?
E - By charging credit card users interest if they dont pay the full amount on time.
Use the advantages from the table for the ladders and the disadvantages for the snakes.
46 47 48 49 50 51 52 53 FINISH
45 44 43 42 41 40 39 38 37
28 29 30 31 32 33 34 35 36
27 26 25 24 23 22 21 20 19
10 11 12 13 14 15 16 17 18
9 8 7 6 5 4 3 2 START
Introduction
Ask the students:
"Stand up if you would like more money to buy anything you like".
"Now sit down if you dont have all the money youd like and you need to choose what to buy when you go shopping".
Discuss
Money is a limited resource. Choices have to be made as to how to best use our limited resources.
For example, if you have $20 dollars you might go shopping and find a $20 DVD but in the same shop you
may also find a T-shirt on special for $20.
When you make a choice you give up an opportunity to buy something else with that money.
Opportunity cost is what happens when you have limited money but unlimited choice.
In the following activity sheet students all start with $100. They then make choices on how to spend their
money. As choices are made, the opportunity to purchase other goods is lost.
Conclusion
After the Opportunity Cost activity sheet, students share their responses.
Students justify why consumers need to carefully manage their limited money.
Students identify how consumers can effectively manage their money.
For example: avoid impulse buying, prioritise needs over wants and shop around for the best price.
Teacher Notes
Budget: a plan for saving, spending and managing money. Basically it has two parts:
1. income (wages, salary, interest from bank accounts etc.)
2. expenditure (mortgage repayments/rent, food, bills, mobile phone costs etc.)
What you are left with is the balance.
Audit: means checking a budget carefully to make sure the income, expenditure
and balance are calculated correctly.
Introduction
Display or make these statements.
"A smart football, hockey or netball coach plans to best use their players."
"A fire-fighter plans to extinguish a fire safely and quickly."
"A smart consumer plans to best use their money."
Ask students:
"What name is given to a plan which shows how money will be best spent?"
Answer: BUDGET
A budget is a plan for saving, spending and managing money. It basically has two parts:
income
expenditure.
Invite the Principal or School Bursar to speak to the students about the school budget.
Students estimate the annual cost of:
capital works (playgrounds, building or renovating)
utilities (electricity expenses or water and sewerage).
Provide the students with a copy of the schools budget and compare their estimate.
Students peer assess the Party Time budgeting activity by conducting an audit.
Conclusion
The budget is a plan for spending and income. Discuss:
What do you think it means Fail to plan, plan to fail?
What would happen if the school/government/sporting club/parents simply spent money and
didnt have a budget plan to know if their spending was in control?
Why is it important to budget? Why should my family budget?
Students respond by explaining why budgeting is important and how budgeting can
help their family or themselves.
48
42 CONSUMER AFFAIRS VICTORIA NEED CONSUMER HELP? 1300 55 81 81 www.consumer.vic.gov.au
Party im e
T NAME . . . . . . . . . . . . . . . . .
You are turning 12 and your Mum has said you can organise your own birthday party. She said,
You can have 9 friends come along so you need to plan for 10 kids. But remember these things:
your friends need an invitation include some decorations for the party
dont forget a cake
buy some food that can be served hot make sure everyone has a drink . . .
. . . and dont spend more than $25.
The last thing she said was Choose very carefully.
Hot Food
Decorations
Buyo str eamers at $3.68 Hotdogs - pack of 12 costs $6.20
N 25Bratand$2 ba lloons pack Mini pizzas - pack of 4 costs $5.55
of .86 Mini pizzas - pack of 12 costs $14.80
Anima l shape balloons Party pies pack of 6 costs $4.80
pack of 8 at $3.95 Party pies - pack of 18 costs $11.95
Recycled decorations. No cos
t. No brand Party pies- pack of 24 costs $5.85
Cakes
Drinks Chocola te cake mix at $6.80
Cans of soft drink at $1.60 each Super-c hoc triple layered cake
2 litre bottle of No Brand withlollies at $12.90
cordial at $1.99
2 bottles of 1.25 litre soft drink Cake decoration
s
at $2.55 each. Pack of 15 candles at $1.60
1 bottle of 2 litre No Brand Pack of 4 cake sparklers at $2.75
orange juice at $2.35
Invitations
Party Food Inv10itatplus
ions cost $2.30 for a pack
50c per stamp for each.
of
Potat o Chips Party Pack
at $5.24 E-inoolvitacom
tions via email on the
(includes 12 mini-packs) sch puter. No cost.
Sarnck ch
o chips at $3.80
Hancost
dwr and deliver invitations.
ite
Co g of miipsxeanddloldipliesatat$5$2.95.20 No .
Ba
My Party Budget
INCOME $ EXPENDITURE $
Party expense budget 25.00
finished
$15 a leather dog leash
You now have $45. $9 a calculator 80c piece of fruit
$6 a frisbee $2.80c fruit smoothie
INSTRUCTIONS Choose 1 item:
$15 new mouse for PC $18 swimming snorkel You now have $11
You have $100 to spend at the and mask
$27 back pack Choose 1 item:
OC (Opportunity Cost) Shopping You now have $2.30
Centre. $34 fishing rod and reel $12 a torch $6.80 sandwich and
Choose 1 item:
1. Use a highlighter to show
$25 gift voucher to milk shake the choices you made.
1. Start at Round 1, make a choice $1.60 frozen fruit
favourite shop $5.35 baked potato Compare your choice with
and calculate your change. ice-cream
$32 piano lessons and water a friend.
2. Draw a line to the choice box in You now have $11 $9.80 enough food
Round 2 which has your change
then choose another item in Choose 1 item: to make lunch
that choice box.
You now have $19 $3 a highlighter pen each day for 2. How many items in total did you choose ? _______
3. Calculate your change from this
Choose 1 item: $6 next years one week 3. How many items could you not purchase because of opportunity
$1 a new ruler calendar $8.70 lunch for a
choice and move onto the next cost? (Count up all the other items available) _______
$6 batteries $9 bike pump friend and you
round of choices until you reach
Round 6. $13 blank discs $7.50 fried rice and 4. List 6 items you would like to have chosen but couldnt.
$8 poster of a juice 1 _______________ 2 _______________ 3 _________________
favourite pop-star
You now have $30 4 _______________ 5 _______________ 6 _________________
Choose 1 item: 5. How are the choices you made in the OC Shopping Centre like
You now have $35 $22 painting kit You now have $2 shopping in a real shopping centre?
Choose 1 item: $19 calligraphy set Choose 1 item:
$28 reading lamp ________________________________________________________
$22 a basketball 80c lollypop
ROUND 1 $17 scarf for sports team $16 haircut ________________________________________________________
$5 sun hat $25 a kite
________________________________________________________
You have $100 $15 alarm clock
Choose 1 item: $29 a leather bag You now have $8 6. Shoppers have limited money but unlimited choice and unlimited wants.
$65 a guitar Choose 1 item: When making choices what would a smart consumer do ?
You now have $13 $6.80 hire DVDs
$81 DVD player ________________________________________________________
$55 new runners You now have $15 Choose 1 item: $3.80 birthday card
$75 tennis racquet Choose 1 item: $11 a cap for a friend ________________________________________________________
$85 membership $2 glue stick $8 a stapler $2.35 toothbrush 7. When making choices what would a silly consumer do?
for football team $4 favourite magazine $2 sticky-note paper $5.70 hair product
________________________________________________________
$70 dance lessons $9 two goldfish $5 mouse mat $4.50 hair clip
________________________________________________________
Take Home
Activity
Money, Money, Money
Earning Pocket Money
Think about all the chores there are to do around your home. Imagine if you were paid for
these chores. From the list below, choose three jobs that you would like to do for money
around your home.
After discussing the chores with a parent/carer or a family member, number them 1 to 3 in
order of preference in the table below.
Some of the chores may not apply to your home situation.
Washing the dog $5.00
Feeding a pet for a week $10.00
Taking the bin/recycling out for a month $5.00
Vacuuming the floor $3.00
Raking leaves $2.00
Washing the dishes for a week $4.00
Washing the car $10.00
Mopping the kitchen or bathroom floor $3.00
Weeding the garden $5.00
Sweeping the backyard $3.00
Making your bed for a week $5.00
Putting the groceries away for a month $10.00
Cleaning up your room for a month $10.00
Collecting the mail for a week $3.00
Reading to your brother or sister for a week $5.00
2. How important was the money value of the chores in your selections?
How many weeks will it take you to save the $100.00? weeks
ACTIVITY 1 - Scarce as Hen's Teeth
Learning Objectives Key Terms
Students experience the nature of the economic problem scarce
(scarcity) and describe how supply and demand of goods can scarcity
demand
affect their price.
supply
Lesson Duration Preparation
45 minutes copy Information Cards for Buyers and Sellers
copy Skeleton Island - $100 for each Buyer
copy Skeleton Island - Water, Fishing Rod and Insect Repellent for Sellers
Note The Skeleton Island game requires Buyers and Sellers at a ratio of 1 seller : 4 buyers.
For example: in a class of 25 students you will have 5 sellers and 20 buyers.
Teacher Notes
Consider any current or topical example of supply and demand which students may personally
relate to. For example:
the price of a particular food can fluctuate if production has been affected by drought, bushfire
or cyclones.
the price of memorabilia autographed by well-known celebrities can increase dramatically
once the celebrity dies because supply of autographed items stops.
Introduction
Play Item and Price Match on the board. Ask students to match each item.
Item Price
Diamond $
Litre of milk $$$$$
Pair of shoes $$$$$$$$$$$$$$$
Trampoline $$
The buyers are each given $100. This is found on Skeleton Island- $100 for each Buyer sheet.
Buyers need to cut up their sheet to separate the dollars.
The objective for buyers is to survive as many days as possible.
Each buyer needs:
1 litre of water each day
1 fishing rod
1 bottle of insect repellent.
The winning buyer will have at the end of the game a fishing rod, insect repellent and the most water.
The game is played over days. A day on Skeleton Island passes every 2 minutes.
At the end of each day, buyers are out of the game if they:
Have not bought a new bottle of water
Have no more money.
The sellers are given 3 products to sell in this desert island survival game:
20 bottles of water
3 fishing rods
1 bottle of insect repellent.
The objective for sellers is to sell all of their stock and make the most money.
Students explain how the supply and demand of goods and services can affect price.
CUT
Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island
Skeleton Island Sleleton
TEN DOLLARS
Island Skeleton Island Sleleton
Island Skeleton Island
TEN DOLLARS Sleleton Island
TEN DOLLARS
Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island
SKELETON ISLAND SKELETON ISLAND SKELETON ISLAND
Skeleton Island Sleleton
TEN DOLLARS
Island Skeleton Island Sleleton
Island Skeleton Island
TEN DOLLARS Sleleton Island
FIVE DOLLARS
$10 $10 $5
Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island
SKELETON ISLAND SKELETON ISLAND SKELETON ISLAND
Skeleton Island Sleleton
FIVE DOLLARS
Island Skeleton Island Sleleton
Island Skeleton Island
FIVE DOLLARS Sleleton Island
FIVE DOLLARS
$5 $5 $5
Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island
SKELETON ISLAND SKELETON ISLAND SKELETON ISLAND
Skeleton Island Sleleton
FIVE DOLLARS
Island Skeleton Island Sleleton
Island Skeleton Island
FIVE DOLLARS Sleleton Island
TWO DOLLARS
$5 $5 $2
Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island
SKELETON ISLAND SKELETON ISLAND SKELETON ISLAND
Skeleton Island Sleleton
TWO DOLLARS
Island Skeleton Island Sleleton
Island Skeleton Island
TWO DOLLARS Sleleton Island
TWO DOLLARS
$2 $2 $2
Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island
SKELETON ISLAND SKELETON ISLAND SKELETON ISLAND
Skeleton Island Sleleton
TWO DOLLARS
Island Skeleton Island Sleleton
Island Skeleton Island
TWO DOLLARS Sleleton Island
ONE DOLLAR
$2 $2 $1
Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island
SKELETON ISLAND SKELETON ISLAND SKELETON ISLAND
Skeleton Island Sleleton
ONE DOLLAR
Island Skeleton Island Sleleton
Island Skeleton Island
ONE DOLLAR Sleleton Island
ONE DOLLAR
$1 $1 $1
Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island Skeleton Island N Sleleton Island
SKELETON ISLAND SKELETON ISLAND SKELETON ISLAND
Skeleton Island Sleleton
ONE DOLLAR
Island Skeleton Island Sleleton
Island Skeleton Island
ONE DOLLAR Sleleton Island
ONE DOLLAR
$1 $1 $1
Skeleton Island Sleleton Island
ONE DOLLAR
$1 SKELETON ISLAND
Introduction
Ask students:
"What does it mean if something is 'scarce'?"
M any resources are scarce. Resources are used to make goods and services. For example, in Australia
(and on Skeleton Island) freshwater is a limited resource. Freshwater can also be used in many ways.
In small groups students have 4 minutes to brainstorm as many uses for freshwater as possible.
For example:
showers and baths water fountains
irrigation on farms to grow fruit and vegetables use on water-slides
flush toilets wash clothes
used by dentists to wash out the patients mouth for drinking
grow rice sell as bottled water
water for dairy farms wash cars
fill spa baths clean windows
freeze for ice to fight fires
After the brainstorm, explain:
"Important decisions are made about how to best use limited resources.
Look at your list and order the top 5 most important ways water should be used."
Groups should be encouraged to debate and contest their list with other groups.
There are three types of resources. These are natural, human and capital.
1. Natural resources are materials from nature like water, land, trees and animals.
2. Human resources, also called labour, includes people who do the work.
3. Capital resources are goods made by people and used to make other goods or
to provide services. A hammer is a capital resource.
To distinguish between each type of resource, ask the students:
What are some of the natural, human or capital resources used in our school?
Our School
Natural Resources Human Resources Capital Resources
Water Cleaning staff Photocopier
There are three types of resources. These are natural, human and capital.
1. Natural resources are materials from nature like water, land, trees and animals.
2. Human resources, also called labour, includes people who do the work.
3. Capital resources are goods made by people and used to make other goods or
to provide services. A hammer is a capital resource.
Resources used to produce goods and services include all the resources used in the production process.
Here are some of the resources used to produce orange juice.
What resources are used to produce a bottle of orange juice?
Natural Resources Human Resources Capital Resources
Once you have completed your resources table, work with a team who selected a different item.
Each group takes turns to say one resource from their list. The other group then chooses whether it
is a natural, human or capital resource.
Paper mill
NATURAL
HUMAN
CAPITAL
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 Ryans 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 Australias 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 - [Australias $1 coin is made by natural resources including copper,
aluminium and nickel which are mined]
Conclusion
Ask students:
Why do producers make goods and services that consumers want?
What would happen to a factory which produces things that consumers dont want?
Students prepare answers to Sams 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 ...
Step Workers in the factory are trained to make the new pencils.
Step 1 The factory finds out the most popular pencil colours so
they know what timber and natural resources are needed.
Step The factory packs pencils into crates so they can be sent to shops.
CUT
Making NAME . . . . . . . . . . . . . . . . .
COLOURED
Pencils
Order each step of production to produce and distribute coloured pencils.
The first step has been done for you.
Step Workers in the factory are trained to make the new pencils.
Step 1 The factory finds out the most popular pencil colours so
they know what timber and natural resources are needed.
Step The factory packs pencils into crates so they can be sent to shops.
Type of
Meaning Examples Your Example
Brand Name
Just Juice
Alliteration Names that are
Just Jeans
and Rhyme fun to say
Krispy Kreme
Disney
Founders Names of real
Hewlett-Packard
Name people are used
Kelloggs
2. You have had a brain wave and have thought of a new product that will
appeal to young people your age.The new product is an online game that
challenges young people to be very smart consumers. You need an effective
brand name for this exciting new product. Put on your advertisers hat and
come up with three possible names.
A:
B:
C:
ACTIVITY 1 - What a Waste!
Learning Objectives Key Terms
Students will be introduced to sustainable consumption and sustainable recycle
identify sustainable and unsustainable consumer behaviours. reduce E-waste
reuse landfill
Students will consider the problems created by excessive
consumer waste and identify potential solutions.
Lesson Duration Preparation
60 minutes copy the Our Consumer Waste Problem sheet
Teacher Notes
Being sustainable means considering the environment in all we do.
The following facts and figures demonstrate why sustainable consumption has become an
important consumer issue.
Australians are per capita the second-biggest consumers of water and energy, and producers
of waste on the planet, just after the USA.
Over-consumption is the root of many environmental problems such as climate change,
biodiversity loss, water and air pollution, deforestation and general land degradation.The
first step in addressing these issues is to make more considered lifestyle choices and to
consume more efficiently.
Each year, 560,000 computers are discarded in Victoria with 182, 875 of these dumped in
landfill. A desktop computer takes 22kg of chemicals, 1500kg of water and 240kg of fossil fuels
to produce.
Many natural resources are used in food production. Over $5.3 billion of food is thrown out in
Australia each year.
Introduction - What am I?
Provide students with the following clues:
"Ive only had a couple of jobs in my life and for the rest of my life Ive drifted from place to place."
"Some people think Im really strong but sometimes I cant hold it all together."
"Other people think I am a noisy nuisance but its not my fault, thats just how I am."
"I sometimes get turned inside out or tied up in knots."
"I have close encounters with dolphins, seals and other marine life."
"I just wish I didnt end up in the waterways."
Being sustainable means considering the environment in all we do. This includes the things we buy, where
and how we shop and what we do with the waste left from using goods. Many of the consumer decisions
made today have a big impact on the future of our environment.
Ask students to respond to the following statements by positioning themselves in the classroom along a
continuum: Strongly agree to Strongly disagree. Each statement begins with Being sustainable is...
Being sustainable is:
"Switching off electrical appliances at the wall."
"Running the dishwasher when it is only half full."
"Always using disposable batteries."
"Recycling your old computer."
"Starting a worm farm to dispose of food scraps."
"Heating the house while windows are open."
"Buying energy efficient appliances."
"Deciding to have a 4 minute shower."
"Buying fruit which was grown in another country then flown to Australia."
Contact the local shire/council by letter, phone or email and ask where the local landfill and recycling facilities
are located. Find out if there are plans to expand the recycling facilities.
5 Whys
Organise a market day for the school where students and teachers can sell or exchange unwanted
DVDs, CDs, books etc. Money raised could go to a charity or environmental organisation.
Make items from recycled materials. Students collect discarded items from home and create a tip
in the classroom. Working in groups, students select a number of items and create new products.
For example wall hangings made out of wire to hold photos, postcards or messages.
Organise a class party with a very limited budget. For example students could design e-card invitations
to save paper, create decorations from recycled paper and make the party food themselves.
Random Letter Collage
Each letter from the alphabet is displayed around the classroom. Students apply the random letter technique
to come up with ways to reduce waste going to landfill. For example:
A B C
Always choose goods with Borrowing things saves Compost reduces landfill and
less packaging. buying and reduces landfill. is great for gardens.
www.futurescapes.com.au - Find out how your lifestyle choices will change the world around you
and make your pledge for a better outcome. The website personalises a forecast for the future based on the
students responses to the lifestyle decisions they will make in the future.
www.visyrecycling.com.au - The VISY Recycling website provides information on the VISY recycling process.
Red Hat for feelings intuition and emotions- What do I feel about this issue?
White Hat for information- The facts, just the facts.
Green Hat for creative thinking- Is there another way?
Yellow Hat for positive thinking- Good news and only good news.
deciding
Blue Hat for thinking about thinking ie working out the order of the Hats and
what other thinking techniques to use. Are we keeping to the point?
1. The council/shire decides to dig 4. Council/shire agrees that advertising
deeper landfills so you can fit more makes people buy stuff they dont
rubbish in the tip. need and this creates more waste.
So a new law is made which bans all
advertisements for goods and
services which are wants.
2. The council/shire pays money to Only advertisements for needs
have the rubbish sent away from are allowed.
your council to another council.
3. The council makes a law that all 6. Council/shire makes an E-waste law
packages and containers from that means consumers must repair
consumer goods must be returned their old electrical appliances
to the shop they were bought from. instead of throwing them out.
For example, a supermarket must E-waste is the name given to TVs,
accept all the empty containers stereos, mobile phones, computers
from grocery items. and other electrical appliances
which are thrown out.
E-waste is a major environmental
problem because electronic
appliances contain hazardous
5. The council/shire works with metals and are dumped in
manufacturers to package goods landfill every year.
with much less packaging.
Eco-Calculator
How much does your home lifestyle
impact on the environment? Go to the following
Australian Conservation Foundation (ACF)
website and complete the Eco-Calculator to
determine how eco-friendly your home is:
http://www.acfonline.org.au/custom_greenhome/
calculator.asp?_id=86artering/swapping etc
Water
(megalitres ML)
Land
(hectares ha)
Greenhouse
Gases
(tonnes t)
Eco-Footprint
(hectares ha)
What are four practical ways your family could adopt to make your home more
sustainable in its energy consumption?
1:
2:
3:
4:
You may wish to now take the GreenHome Challenge at the ACF website.
Good Luck!
ACTIVITY 1 - Learn from Mistakes
Learning Objectives Key Terms
Students can predict consequences consequence action
Students can make informed choices choice result
Students learn the importance of friendship
Lesson Duration Preparation
60 minutes copy the Consequences story sheet for class use
copy the Sample Flow Chart for student use
A3 paper or similar for group flow charts
Teacher Notes
In this section, students are guided in developing strategies to help them think about the
consequences of making choices and taking certain actions.
The focus is on thinking about what might happen before rushing into a decision or action.
Extensions of this activity might be to turn some of the stories generated into short sketches
to perform for the class, or for younger classes.
Task - Consequences
This activity is based on the game of Consequences.
Students need a copy of the Consequences Story Sheet each and to be seated in a circle. Explain to the class
that they are going to write a story about something that happens to Wacky but they will only be able to see
their part of the story.
Explain that they need to be consistent in their stories and not be too far fetched as the stories will be funnier
that way and that all stories will be read aloud.
Everyone completes the first sentence on the page:
Wacky went out to visit the
Everyone folds over the paper so the beginning of the next sentence is visible and what they have just written
is hidden. Each student then passes the paper to their left and completes the next sentence on the paper they
have just been given.
Continue until all sentences are completed. Unfold the papers and read them out. Allow time for laughing.
The stories are a springboard to lead a discussion about choices and to lead into the
Choose your own action task.
They decided to
But then
So they
Get dumped by
big wave
Swim
Go to the beach Have fun
waves are big
Don't swim
Create sand
scultpture
Lesson Duration Preparation
60 minutes a few balls of coloured string, twine or wool
copy the Networks of support diagram for classroom display
copy the You diagram for student use
copy the Supporting a friend sheet for student use
Teacher Notes
In this section, students are guided through several activities to help them see that they are
not alone, and that in some cases they themselves may be a source of help for another class
member or neighbour.The focus is on being part of a community.
This activity is linked to The Screen clip in the accompanying DVD, Clips for Kids.
Extensions of this activity might be to choose one of the problems or issues identified in the
Supporting a friend task and develop it into a role-play, radio script or digital story.
Task - Connections
The group sits in a circle. One person makes a positive statement about the relationship they have with
someone else in the group, and passes a string to them across the circle. For example, I know Emil because he
catches the same bus as I do.
The first student and Emil must keep hold of the string while the game progresses. Emil now holds the ball and
makes a statement about someone else in the group.
Each person in the group must have a turn and the process repeated at least three times. New balls of string can
be introduced at the beginning of each round. At the end, there will be quite a tangle, network and criss cross of
string.
Ask students what they notice about the patterns they have created while they are
still holding the strings.
Friends
YOU
Teachers Other
or other atudents in
trusted class work
adult groups
Sports
team
members
YOU
Teacher Notes
In this section, students are guided in developing strategies to help them set specific,
measurable goals and work towards achieving them.
The focus is on setting a goal that is important to them and to follow up to see how effective it
can be as a strategy.
This activity is linked to The Money Box clip in the accompanying DVD, Clips for Kids. An
extension of this activity might be to create a goal chart for the classroom or students could
be encouraged to use the one that is often included in a student diary.
Task - Using the DVD clip The Money Box as a discussion tool
Introductory focus questions
What did you do if you wanted to buy something that cost more money than you had? (Reflect on
past actions)
What else might you do? (Predict future actions)
What do other people do? (Observe others)
These questions might be used to generate a brainstorm of suggested answers onto the whiteboard or flipchart.
Some answers may relate to using credit cards, borrowing money, saving, asking a relative and so on.
After watching the DVD, circle any answers on the board that might have helped Wacky, or could next time.
These strategies and discussions link into the activities in this section and could be referred to often to
reinforce learning links.
Remember
There is no failure except in not trying. (Elbert Hubbard 1856-1915)
If at first you dont succeed, youre running about average. (Margaret Alderson)
S
Specific Choose something that X I want to be fitter
is special to you and
make your goal really I want to jog one km
clear. Be specific.
M
Measurable How will you know X I will be fitter
when you have
achieved your goal? I will jog one km
What will tell you the without puffing
goal has been reached?
A
Achievable Make it a goal you X I cant get to
can attain. Know your the corner shop
limits and be realistic. without puffing
R
Realistic How will you feel when X I will feel OK
you achieve your goal?
Make sure your goal I will feel energetic
will have a real effect and strong
on you.
T
Timed Make sure you set a X I will achieve this
time frame. (You can goal soon
alter this as you go
along) I will achieve this
goal in 60 days
S
Specific
M
Measurable
A
Achievable
R
Realistic
T
Timed
Teacher Notes
In this section, students are guided in thinking through complex ethical problems and working
through ideas logically.
The focus is on thinking about all sides of a question or situation.
This activity is linked to The Dinosaur clip in the accompanying DVD, Clips for Kids.
Extensions of this activity might be to draw up an agreement with the company mentioned in
the scenario, or create an alternative proposal to support the sports program.
Name:
Recommendation
Teacher Notes
In this section, students are guided through an activity to help identify how they measure
success with the focus on having a go.
This activity is linked to The Cake Contest clip in the accompanying DVD, Clips for Kids.
Extensions of this activity might be to have a cake-baking contest, if the facilities are available.
Task - Using the DVD clip The Cake Contest as a discussion tool
Introductory focus questions
Have you ever taken part in a competition? What do you feel when you remember that occasion? (Reflection)
What is more important to you- whats inside or how it looks? (Values analysis)
What was the last question asking you? (Critical thinking)
Students may want to reference various reality television competitions in their
discussion.The Cake Contest episode provides a useful structure to provide an
alternative viewpoint to some of the outcomes held up as successful by these shows.
Remember
Do not let what you cannot do interfere with what you can do. (John Wooden, American basketball coach)
I think I can, I think I can. . .(The Little Engine That Could)
Victory belongs to the most persevering. (Napoleon)
Feels like:
Debriefing report
Question Group Response
What did you observe
about the way the group
approached the task?
Teacher Notes
In this section, students are guided through several activities to help them see the strengths
and qualities they already possess, and to picture themselves as having personal power and
some control over their lives. The focus is on self-worth.
This activity is linked to The Party clip in the accompanying DVD, Clips for Kids.
Extensions of this activity might be to turn the storyboard into an animation sequence or use
other available digital media to tell the story.
Each person places their hand on a piece of A4 paper and traces around it.
Each takes a turn at asking the others:
Each person writes the answer on one finger of the drawn outline.
Continue until all fingers are completed.
Example:
Kind
Once the task is completed, compare the different qualities that each person has written
on their fingers. Which ones do you have in common? What were others good at that
youd like to be also?
In groups students are allocated a series of Assess students understanding about what
statements to discuss. it means to be a business or a charity.
1. Businesses make money easily.
2. Charities only help the poor. Students will:
3. Profit is important to businesses. explore issues facing businesses and charities
4. Our school would be no different if recognise stereotypes associated with
parents stopped raising money. charities and businesses
5. Everyone working for a charity gets paid. understand businesses and charities need to
6. People feel good working for a charity. generate cash flow to achieve their goals.
7. All businesses make lots of money. explore different and new perceptions about
the importance of charities
Groups report back and make a small
presentation about their statement explaining why
they believe the statement is true or false.
Remind students that successful businesses: Assess students' understanding about how
provide goods or services that consumers businesses and charities make money.
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.
Guiding Question:
How could our class make money?
Ask students to list the ways they have seen other To generate fundraising ideas, visit http://www.
groups raise funds. For example, entry fee for fundraisingideas.com.au/fundraisingideas.htm
colouring competition, sausage sizzle, car wash, Suggestions include a class cookbook design,
cake stall, raffle, guess the number of lollies in silent auction, and the guess the lolly
the jar, coin drive competition between each competitions.
class, silent auction, casual clothes day etc.
To further extend the students fundraising ideas
As a class make a list of the top 5 ideas.
use the Random Letter technique. Randomly
Students can either: select a letter from the alphabet and encourage the
1. In groups apply the Plus Minus Interesting class to think of fundraising ideas which link
(PMI) technique to the top 5 fundraising to that letter. For example, letter D - dancing
ideas. Groups can then share their PMI competition, dog parade, donkey rides etc.
reports.
After staging the fundraising event calculate: Prepare a large graffiti wall with markers nearby
for groups to record responses.
w total expenditure
w total income
w profit
Students make comparisons between their budget Record student responses addressing how expenses
predictions and the actual final balance. could have been reduced.
Organisation A:
Organisation B:
2. Now put on your fundraiser hat! For the same two organisations, write down
two other ways those organisations could raise money.
Organisation A:
Organisation B:
Tuning in
Students create a K.W.L chart on advertising, only completing the K + W columns.
K W L
What I Know about What I Want to find out What I have Learnt about
advertising about advertising 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.
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!
Needs vs Wants
Effective advertisements persuade consumers to think the product is a need when really the
product is a want". Identify advertisements which persuade the consumer that they need
the product.
The Language
What words are used to persuade the consumers to buy the good or service.
Persuasive words might be new, improved, cool, fresh, healthy, natural, bargain, get it now.
Key Message
What is the key message the advertiser wants consumers to remember?
This is often the last words which appear or are spoken in the advertisement.
Sounds
Describe the music or sounds you hear?
What kind of mood or feeling does it create?
The Actors
Describe the types of people or characters used?
What is their gender, age, describe their looks, race?
Target Audience
Look carefully at the advertisement and describe which group of people you think it is
targeting? This could include either: males (tyre ads), females (shampoo), teenagers (soft drink),
young children (The Wiggles), older people (house insurance) and young adults (new car).
Real-life
How is the advertisement similar to real-life or is it totally unrealistic?
Do people really behave that way in real-life?
Do your family or friends talk/look/behave/drive like that?
The Facts
What facts do we find out about the product? For example, in a car advertisement a fact might
be The new model is 4 wheel drive and has four air bags. However, it drives like nothing
you have ever experienced before is not a fact but is an advertising claim.
Advertising
Ads that inform Ads that persuade
Going Further
Role-play interviewing a celebrity to find out why they appeared in an advertisement for
a product.
Cut out pictures of celebrities from newspapers or magazines. Use a PMI chart (Plus, Minus and
Interesting) to illustrate what qualities these people have that others might admire and how might
wanting to look like a celebrity be a negative thing.
w What stereotyping is involved?
w How close to real-life are the pictures?
Discuss how advertising contributes to how we see ourselves? Debate:
w That advertising is responsible for body image problems.
w That advertising is responsible for the large amount of consumer waste that is dumped
in landfill.
Making Conclusions
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/ Who is the
What brand logo
How do advertisers
What is the ads
Is the ad designed
Product target audience? is used? appeal to message? to inform
their audience? 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 ...........................................
2.
3.
4.
5.
March 2011
C-02-1693