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Social Studies Achievement Objectives –
Social Organisation AimsStudents will understand:
People’s organisation in groups
The rights, roles, and responsibilities of people as they interact within groups
Culture and HeritageAimsStudents will understand:
The contribution of culture and heritage to identity
The nature and consequences of cultural interaction
Place and Environment AimsStudents will understand:
People’s interaction with places and the environment
The ways in which people represent and interpret place and environment
Time, Continuity and ChangeAimsStudents will understand:
Relationships between people and events through time
Interpretation of these relationships
ObjectivesStudents will demonstrate knowledge and understandings of:
Level 1 Why people belong in groups The different roles that people fulfil within
groups
Level 2 How and why groups are organised within
communities and societies How participation within groups involves
both responsibilities and rights
ObjectivesStudents will demonstrate knowledge and understandings of:Level 1 Features of the culture and heritage of
their own and other groups Customs and traditions associated with
participation in cultural activities
Level 2 Ways in which communities reflect the
cultures and heritages of their people How people interact within their cultural
groups and with other cultural groups
ObjectivesStudents will demonstrate knowledge and understandings of:Level 1 Why particular places are important to
people How and why people record the important
features of places and environments
Level 2 How people’s activities influence places
and the environment and are influenced by them
How and why people describe places and environments in different ways
ObjectivesStudents will demonstrate knowledge and understandings of:Level 1 Ways in which time and change affect
people Important events in their own lives
Level 2 How past events changes aspects of the
lives of communities How and why the past is important to
people
Level 3 How leadership of groups is required and
exercised How and why people make and
implement rules and laws
Level 4
How people organised themselves in response to challenge and crisis
How and why people exercise their rights and meet their responsibilities
Level 3 How practices of cultural groups vary but
reflect similar purposes Ways in which the movement of people
affects cultural diversity and interaction
Level 4 Why and how individuals and groups pass
on and sustain their culture and heritage The impact of the spread of new
technology and ideas on culture and heritage
Level 3 How different groups view and use places
and the environment How and why people express a sense of
belonging to particular places and environments
Level 4 How places reflect past interactions of
people and the environment Why and how people find out about
places and environments
Level 3 How the ideas and actions of people in
the past changes the lies of others How the past is recorded and
remembered in different ways
Level 4 Causes and effects of events that have
shaped the lives of a group of people How and why people experience events
in different ways
Resources and Economic ActivitiesAimsStudents will understand:
People’s allocation and management of resources
People’s participation in economic activities
MULTI STRANDSocial OrganisationCulture & HeritageResources and Economic ActivitiesTime, Continuity and ChangePlace and Environment
InquiryStudents will demonstrate skills as they:Level 1 and 2Collect, process and communicate information about human society:They could: Use questions Collect and record information Make a generalisation based on findings Communicate findings
Level 3 and 4Frame questions to focus enquiry. They could: Collect and record information from a
range of sources Process information using appropriate
conventions Make a valid generalisation supported by
evidence Communicate findings using conventions
appropriate to the mode of communication
ObjectivesStudents will demonstrate knowledge and understandings of:Level 1 Different resources that people use
Different types of work that people do
Level 2 How and why people work together to
obtain resources How people participate in the production
process
Values ExplorationStudents will demonstrate skills as they:Level 1 and 2Explore and analyse values:They could: Explain their own values position Give reasons why people hold particular
values positions
Level 3 and 4Explore and analyse values. They could: Explain why people hold different values
positions Explain the possible consequences of
some different values positions Explain some ways in which groups
accept or resolve differences related to values positions
Level 3 How and why people manage resources How and why different systems of
exchange operate
Level 4 How and why people view and use
resources differently and the consequences of this
How and why individuals and groups seek to safeguard the rights of consumers
Social Decision MakingStudents will demonstrate skills as they:Level 1 and 2Make decisions about possible social actions:They could: Identify issues and problems Develop solutions to relevant problems Make a choice about possible action
Level 3 and 4Make decisions about possible social actions They could: Use criteria to evaluate a range of
solutions to relevant problems Make a choice about possible action and
justify this choice
SETTING FOCUS: The Pacific Asia Europe Other Settings Global Settings
Perspectives:Bicultural Multicultural Gender Current Issues Future Issues
Links with other strands:
Social Studies – Being Enterprising – T2, Wks 1 – 5, 2008
Unit Name: Being EnterprisingTeachers: Rooms: 6, 7, 15Duration: Weeks 1 - 9Level: 1 2 3 4 5
Specific Learning Outcomes: - Identify ways people view and use money differently and the consequence of this- Explain ways in which people view and use money differently
By the end of this unit the students will be able to:New Revisited Asses
s1.participate in economic activities – consumption, production and distribution2.understand the rights of producers and consumers3.create a business idea and develop marketing strategies
Group Size Essential Skills Cross Curricular LinksThis unit is planned for: This unit emphasises the following essential skills: This unit has links to:
Whole Class Communication Mathematics TechnologyGroup Work and Study Science The Arts – Visual ArtsAbility Groups Social and Cooperative English The Arts – DanceESOL Information Health The Arts – DramaIEP Self Management Physical Ed MaoriOther Numeracy
Problem Solving
Assessment Resources
Test Assessment Practical Skills AssessmentBook Work DisplaySelf Assessment Teacher ObservationPeer Assessment State Other
This Unit Has…
ICT Component/s Languages Component / MaoriPortfolio Piece Rubric PieceDisplay Piece Unit EvaluationCareers Component
Lesson TitleBeing Enterprising
Learning Experience Resources Notes
Lesson 1: Introductory Activity
1. Definition of Being Enterprising – Class Response on a chart. Dictionary meaning
2. Who is an entrepreneur?3. What does economy and resources mean? Draw up
vocabulary list.4. Fill in survey sheet
ChartsFeltsWhiteboardUnit studies bookSurvey sheet
Homework – interview business people in your familyWhat makes their business successful//
Lesson 2: Goods and Services
1 People spend money on goods and services.2. Explain the difference between goods and services.3. Goods are things we buy and services are things done for us by people4. Classify list words into headings
Worksheet on goods and services
Lesson 3: Needs and wants
1. How would you spend $1000 if you won a competition? Draw up wish list.
2. Discussion points – What factors played a part in your decision?Which things are luxury and which do you regard as essential? Write L for luxury and E for essential.3. Complete survey sheet on how wisely you manage your finances.
Survey sheet
Lesson 4: Crafty consumers
1. What kind of consumer are you?2. Fill in survey sheet.3. Total scores on score sheet
Spending statement worksheet
Lesson 5: Create a business idea. To produce and sell a product
1. Entrepreneurs sell a product or service to other people or businesses. What does it take?
2. Students are grouped into teams.3. Each team is given $10 tp produce and sell a product- Step1: A product that people want to buy. A business only survives if it makes a profit. Carry out some market research to check that it will sell.- Step 2: A great idea can be a success if the price is right- Step 3: A product they know about. A brilliant product needs marketing- Step 4: A product in the right place. People must be able to but it
Groups begin the step by step planning stageUnit studies book
SuggestionsMaking ANZAC BiscuitsDesigning and printing flags for Olympic gamesMaking friendship bands
Lesson 6: Marketing Strategies
1. Begin Advertising2. 2. Students begin marketing their product3. Posters, emails to other classes, assembly announcements,
newsletters, fliers4. ICT –Business cards5. Assign each team member a task
ComputersColoured paperfelts
Lesson 7: Selling the product
1. Date, time, place2. Seek permission from Principal/DP3. Make a list of things you need on that day4. Delegate duties. Be organised5. measure profit/loss
Tables, price list, change etc
Lesson 8: Assessment Activity 1
Lesson 9: Assessment Activity 2
1. Fill in Assessment Activity sheet 12. Extra – Crossword puzzle on Consumers
1. Fill in Assessment Sheet 22. Extra – Crafty Consumers : problem with service providers
Assessment Sheet 1Crossword Puzzle
Assessment Sheet 2
Problem Sheet
Social Studies – Resources and Economic Activities – Being Enterprising AssessmentTerm 2, Weeks 1 – 5, 2008
Assessment Guidelines - A – Advanced P – Proficient B – Basic C – concern Rm: __ Yr:__ Teacher: __________________
CommentsEssential
Skills Assessment
NameIs able to explain how people view resources
Is able to explain how people use resources
Understands consumers and manufactures
Is able to participate in economic activities
Knows the rights of consumers
Explain the difference between goods and services
Explain the difference between needs and wants.
Social Studies – Resources and Economic Activities – Being Enterprising - Term 2, Weeks 1 – 5, 2008
Teacher: R 6, 7, 15 Context: Level:
2/3/4/5Duration: Strand: Oral
Substrand:Social OrganisationCulture and HeritagePlace and EnvironmentTime, Continuity and ChangeResources, and Economic Activities
Evaluation of Social Studies – Resources and Economic Activities – Being Enterprising Unit:
Were the objectives met? Why? Why not? How did the unit assist you in my teaching? Did this unit cater for all your children’s learning styles and abilities? Why? Why not? Social Studies – Resources and Economic Activities – Being Enterprising Activities function well? Why? Why Not?
Process:InquiryValues ExplorationSocial Decision Making
Teaching EvaluationUnit / Resource Evaluation
Students Learning Evaluation Student AchievementAbove At Below
2B2P2A3B3P3A4B4P4A5B5P
Where to Next?:
Teacher Comments: GRADE/MARK:
Advanced
Proficient
BasicConcer
n
I am able to explain how people view resources
I am able to explain how people use resources
I am able to explain understand and able to explain what a consumer is.
I am able to produce a business plan to design, make and sell a product.
I am able to discus the rights of consumers
I am able to explain the difference between goods and servicesI am able to explain the difference between needs and wants.
Portfolio Assessment TaskBeing Enterprising
Name: __________________________ Room: ________ Date: _____________
Specific Learning Outcome:Students should be able to
1.participate in economic activities – consumption, production and distribution2. Understands the rights of producers and consumers3. create a business idea and develop marketing strategies
I am able to speak in a formal situation to communicate ideas with supporting detailsI am able to structure content and use language and level of formality appropriate foraudience and purposeI am able to speak audibly to an audience using some eye contact, variation of voice and body language
Advanced Proficient Basic Concern
Being Enterprising: Goods and ServicesSome of the things that we NEED and WANT we buy from shops.Things that we buy are called GOODS.Other things are done for us and they are called SERVICES. Services are usually provided by PEOPLE.Complete the table by saying which are GOODS and which are SERVICES:
shoestissuesplunketplumbertomato
cabbagechairsporthair dryerair-force
teacherarmycerealclothingdriver
bookpartylawyerwatertelevision
policemusiccarscoachpainter
libraryjeansbakerplanedoctor
GOODS SERVICES
Shoes
Design a collage on A4 paper (or in your Social Studies books) showing the difference between a service and a good.
Being Enterprising: Goods and ServicesSome of the things that we NEED and WANT we buy from shops.Things that we buy are called GOODS.Other things are done for us and they are called SERVICES. Services are usually provided by PEOPLE.Complete the table by saying which are GOODS and which are SERVICES:
shoestissuesplunketplumbertomato
cabbagechairsporthair dryerair-force
teacherarmycerealclothingdriver
bookpartylawyerwatertelevision
policemusiccarscoachpainter
libraryjeansbakerplanedoctor
GOODS SERVICES
Shoes
Design a collage on A4 paper (or in your Social Studies books) showing the difference between a service and a good.
Crafty Consumers: Spending Statements
Read through each of the following statements carefully. Explain what the consequence of each statement is with regards to people's spending habits. The first one has been done for you.
Being Enterprising: Assessment Activity 1How people view and use money and the consequences of this
Scenario How does the person view money?
Why does the person view it like this?
Give a likely consequence of the person's standpoint/attitude
I am a young teenager and I love to spend all my pocket money. I really don't see the need to save any of it because if I need something my parents will pay for it.
I plan very carefully how the household budget will be spent because if I do not keep strict control over the money, my family might have to go without. I have recently started to earn my own salary and still live at home. I make sure that at least half of my salary is saved because I want to go flatting on my own soon.
I am a bargain hunter and take the time to compare prices, and read advertisements before making a purchase because the more I save on a product, the more things I can buy. I want to get the most value for my money.
I am a young qualified professional earning a good salary. I believe in order to enjoy life I need to satisfy all my wants and needs and therefore I enjoy spending all my salary on goods and entertainment.
Use your findings to make a general statement explaining why people view and use resources differently and the consequences of this.
Statement:
Evidence:
Being Enterprising: Assessment Activity 2
How and why individuals and groups seek to safeguard the rights of the consumer
Name of Group or Organisation Explain HOW the group seeks to safeguard the rights of the consumer
Explain WHY the group seeks to safeguard the rights of the consumer
Group 1Ombudsman
Group 2Citizens Advice Bureaux
Group 3 Broadcasting Standards Authority
Group 4Advertising Standard Authority
Group 5NZ Press Council
Name Individual Explain HOW the individual seeks to safeguard the rights of the consumer
Explain WHY the individual seeks to safeguard the rights of the consumer
Myself
Other:
Being Enterprising: 8 Tips
Here are 8 sensible TIPS for consumers to take note of. Read through each statement carefully. Pick out the MAIN point in each statement and use this to create an ACROSTIC with the word CONSUMER.
Being Enterprising: SurveyComplete the following survey to see how wisely you manage your finances. 1. Do you get a regular allowance? Yes/No
2. How often do you get this? (Circle) daily, weekly bi-weekly, monthly, regularly 3. Do you pay for your own things? Mark what you do pay for.
Movies / Clothes / Pets / Music / Sports equipment / Toys and games (including computer games) / Candy / Presents / Other such as _______________
4. Do you save any of your money? Yes / No / Sometimes 5. Do you have any of the following accounts?
savings account / piggy bank / regular bank account / EFTPOS / Other 6. If you needed something or wanted something how do you go about getting it?
7. How do you decide what to buy? Tick those which are appropriate to you. From a magazine _____ From TV advertisements _____ A friend has it and I like it _____ I just see it and I want it. ____
8. Where do you go to buy your things? Tick those that apply to you MOST of the time. one of the big department stores _____discount stores ($2 shops, The BinInn) _____
specialty shops (a camera shop, a clothes boutique) _____
outlets (Farmers, Deka, etc) _____
warehouse stores (Warehouse) _____
catalogues _____
mail orders _____
on-line shopping (computer) _____
flea markets or garage sales _____
9. Do you pay attention to advertisements for products? _____ 10. What do you notice when you are watching certain advertisements? (Tick the ones you notice)
Colorfulness _____ Musical jingles, slogan, or rhyme ____
Famous people suggesting it to you (like Michael Jordan) _____
Other (Explain) _________________________________________
11. Do you know what interest rates are? Yes / Some idea / No 12. Do you buy before, during or after special events? Before / After / During
13. Why can buying after special holidays or special occasions (such as after Christmas, Easter, etc) be wise?
14. Do you know any ways people can trick you into buying? Please explain.
Complete the following to see how you rate as a consumer. (At the end of the survey, your teacher will allocate a score to each answer. Your score will determine the type of consumer you are)
Rate yourself using the following scale: Yes / Sometimes / No
1. I keep strict control over my money. __________ 2. I buy on first impulse. __________ 3. I shop around before buying. __________ 4. I like to spend my money wisely. __________ 5. I look out for bargains. 6. I love spending my money. __________ 7. I compare prices before making a purchase on expensive items. ______ 8. I like going on buying sprees. __________ 9. I look at brochures, catalogues or ads before buying something. __________ 10. I buy only what I've planned to buy. __________ 11. I save part of my money regularly. __________ 12. I blow my earnings all at once. __________ 13. I don't worry too much about the service of a shop. __________ 14. The price of goods is very important to me. __________ 15. I only buy "famous Label" goods. __________ 16. I keep a budget. __________ 17. I am a Shop-a-holic. __________
My Score = _____. I am a ________________ consumer.
Here are 5 things that a WISE consumer does:
1. 2. 3. 4. 5.
Being Enterprising: Comparing Products
Practical Task: Compare 2 SIMILAR products manufactured by DIFFERENT companies. Use the information and comment on which product offers the consumer best value for money. Product A Product B
Name of Product
Brand name
Price
Weight of product(note: both must be roughly the same weight or size)
Product's appearance -comment on how attractive the packaging of the product is.
Product Information -list the ingredients of the product.
Guarantee details -what can the consumer do if unhappy with the product?
Manufacturer's details
Other information included
Product _____ is the best value for money because:
Comparing products is wise because:
The Fair Trading Act 1986 is one of the cornerstones of our consumer protection law. It protects you against being misled or treated unfairly by traders or shops by prohibiting what is called "misleading or deceptive conduct, false representations and unfair practices".
The Commerce Commission enforces legislation that promotes competition in New Zealand markets and prohibits misleading and deceptive conduct by traders. The Commission also enforces a number of pieces of legislation specific to the telecommunications, dairy and electricity industries.
In ensuring compliance with the legislation it enforces, the Commission undertakes investigation and where appropriate takes court action; considers applications for authorisation in relation to anti-competitive behaviour and mergers; and makes regulatory decisions relating to access to telecommunications networks and assessing compliance with performance thresholds by electricity lines businesses.
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