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Teaching and Learning Sequence

Lesson Learning Intention Tasks Learning Outcomes Victorian Curriculum link

1 We are learning about Introduction to Economics lesson Students identify the Describe the difference
the difference between difference between a between needs and wants
Tuning in needs and wants and Inquiry Questions need and a want. and explain why choices
how it can affect people What is economics? need to be made
in everyday life Where do we get our money? Students identify reasons (VCEBR001).
Why do people work? why people seek
What are needs and wants? employment. Explore the nature and
How are needs different to wants? meaning of work and why
The task will include a whole class discussion and the Students engage with individuals choose to
teacher demonstrate the use of bubble.us and create a bubble.us, to share ideas participate in work
mind map of the students ideas. and information. (VCEBW007)

Resource www.bubble.us Plan, create and

communicate ideas,
Students will be required to identify a list of their needs information and online
and a list of their wants. collaborative projects,
applying agreed ethical,
Students use bubble.us to create their mind map detailing social and technical
their needs and wants. protocols (VCDTDI029)

2 We are learning about Differences in peoples needs and wants lesson Students identify the Describe the difference
the difference between needs and wants of between needs and wants
Tuning in the needs and wants Inquiry Questions Aboriginal children living and explain why choices
and the needs and What do we know about Aboriginal culture? in the Outback and need to be made
wants of Aboriginal What do we know about Aboriginal people living in the provide explanations as to (VCEBR001).
children living in the outback? why they differ to their
outback What do you think theyre needs and wants might be? own needs and wants. Analyse how aspects of
How might these differ to the needs and wants of the their own and others
students in this class? Students reflect on their lifestyle, behaviour,
beliefs about Aboriginal attitudes and beliefs can
Padlet will be used to encourage students to think about culture, living conditions be culturally influenced
the topics and express their current understandings. The and food production and (VCICCB009)
key question on Padlet will be what do you know about consumption.
Aboriginal food and culture? Plan, create and
Students engage in online communicate ideas,
collaborative environment information and online
Students access the Padlet, at home prior to the lesson to share ideas and collaborative projects,
and discuss and reflect on their own beliefs about information. applying agreed ethical,
Aboriginal people in class. social and technical
protocols (VCDTDI029)
Resource www.Padlet.com

Students will discuss the financial needs and wants of their

own needs and wants compared to Indigenous groups
living in the bush and other cultures they know about.

Students will complete a table contrasting the needs and

wants of both groups and develop two explanations to
support their choice.

3 We are exploring the Introduction to project Students explain the Identify the reasons
effect of our fundraising difference between not- businesses exist and
Finding out on ourselves our family Students are provided with the design brief and explore for-profit and for-profit investigate the different
and on our broader the design process. businesses ways they produce and
community and distribute goods and
selecting a charity to Enquiry questions: services (VCEBB006)
Do you think our financial choices effect other people? Consider the effect that
How might we use our savings to improve society? Students provide the consumer and
How can donations help our community? Society? explanations to justify financial decisions of
What is a charity or fundraiser? moral financial decisions individuals may have on
What is the difference between not-for-profit and for- and describe the impact themselves, their family,
profit businesses? on themselves, their the broader community
How can they benefit society? family, the broader and the natural, economic
How can we get involved? community and the and business environment
How can we find charities in our community? natural, economic and (VCEBC005)
How do I know if they are a real charity? business environment.

Consumer Affairs Victoria -website


Who is responsible for this information?

How can I find out more information about the charity?
Students use the Internet to search for charities and
fundraisers in Victoria.

Students are introduced to authentic sources of

information and required to use the Consumer Affairs
Victoria website to authenticate the charity or fundraiser.

Students explore Introductory activities to introduce the


Students use the iPads to respond to the questions in class

using Padlet exercise (appendix, activity 1) to record their
responses. Students can choose to remain anonymous
4 We are testing ideas for Seeking information Students pose and refine Pose and refine questions
a product appropriate product to collect categorical or
Finding out Students generate 3 product ideas and develop a basic review questions to gain numerical data by
class survey to identify interest in the proposed product information about their observation or survey
ideas. product development. (VCMSP237)

Students can for example select items from the needs and
wants categories:

Needs: Personalised water, healthy snack-packs

Wants: friendship bracelets, bath salts, badges etc.

The provide feedback on the other product designs and

explain the factors that influenced their decision, for
example, price, fashion, taste

To be included in their business plan.

5 We are working in Select and design the fundraising product Students identify an Make decisions, identify
groups to design a appropriate product appropriate actions by
Sorting out sellable product for our Student follow a design brief and set criteria. design plan to raise funds considering the
fundraising event Students explore the ways they can add a cultural element advantages and
Students identify suppliers in the local community and the disadvantages, and form
cost of the materials conclusions concerning an
1. Students discuss the possible designed solutions and consider the needs economics or business
based on the previous class survey and checklist and wants of consumers issue or event (VCEBE010)
from the teacher.
2. Students gain feedback on their ideas by posting
photos and describing how their product includes Explore needs or
a culturally diverse element and how it differs to opportunities for
existing products. designing, and the
3. Students examine ways in which the product can technologies needed to
be made from everyday items to inconsideration realise designed solutions
of the environment. (VCDSCD018)
4. Students assess their own product against the set
criteria and record judgment about the other Students explore the Visualise, generate, and
groups design ideas in an online collaborative needs of a design at the communicate design ideas
environment. beginning of a design through describing,
5. Students record the procedure and instructions for process drawing and modelling
making a product. (VCDSCD019)
Students provide visual
To be included in their business plan. representations of their Use materials,
ideas to gain ideas and components, tools,
advice equipment and
techniques to produce
designed solutions safely
Students consider local
and recycled sources of Use personal preferences
material to consider safety to evaluate the success of
and the environment design ideas, processes
and solutions including
Students evaluate their their care for environment
own work against the set (VCDSCD021)
Sequence steps for
making designed solutions
Students sequence steps
in a design for instruction
and future reference.

Students work
collaboratively through
the design process and
provide justification for
their choices.

Lesson 6

lesson 5

7 Lesson 7 Creating a budget Students apply clear Create simple financial

simple financial plan plans (VCMNA191)
Sorting out Sorting out Enquiry questions components to create
develop a fund-raising
What is a budget? budget plan that
We are working in Why is it important to budget? accurately represents
groups to create a What might we need to budget for? profit or loss projection. Investigate and calculate
financial budget for our How can a budget help plan our choices? percentage discounts of
fundraising event What things go into a budget? Students use both 10%, 25% and 50% on sale
Can you think of other ways to reduce the cost? freehand calculations and items, with and without
Can you use recycled everyday materials? computerised calculations digital technologies
(Microsoft Excel) to (VCMNA218)
Students are shown how to calculate percentage discounts calculate GST on products.
on items.

Students use freehand calculations to develop their final

budget plan, including the 10% tax deducted from total
profits. They then check their calculations and budget with
the teacher against the set criteria.

Other calculations include:

What is the cost of each unit?
How many units can they produce with $100
Expected total profit, considering the 10% tax
How much profit will I make if I sold 50% of the products
How much profit will I make if I sold 20% of the products
How much profit will I make if 20 staff members bought
my product offering them a 20% discount? Etc.

Students then use Microsoft Excel to develop budget and

the answers to the Ms Hennings financial questions.

To be included in their business plan.

8 We are learning about Seek feedback on our product and cost Students pose and refine Pose and refine questions
the ways we can get appropriate product to collect categorical or
Going further consumer feedback on Enquiry Questions review questions to gain numerical data by
our product design information about their observation or survey
What information do I want to know? product development. (VCMSP237)
What questions can I ask?
What should the responses options be?
What things will affect the reliability of the survey? Students engage with Plan, create and
survey monkey to communicate ideas,
The whole class work with the teacher to design a survey complete online surveys information and online
which will provide them with the information they are to share ideas and collaborative projects,
looking for. information. applying agreed ethical,
The teacher creates a mind map of the ideas and the class social and technical
generate questions to include in the survey. protocols (VCDTDI029)

Resource: www.surveymonkey.com

Students take photos of their work and post to class

Padlet, so that other students can evaluate their work and
the Padlet is shared on the interactive board.

Students will then the complete survey for each of the


Feeback: Students are expected to interact with all groups

design by commenting, liking or offering an area for
To be included in their business plan.
9 We are learning how to Create a graph of the survey data Students make meaning of Construct, interpret and
represent the data from their own graphs compare a range of data
Going further our feedback to make Enquiry questions compared with the graphs displays, including side-by-
changes and meaningful What does the data tell us? of their peers. side column graphs for
financial choices. What generalisations can we make about our data? two categorical
How do my resluts compare with the other groups? variables (VCMSP235)
Do I predict the product will be successful?
Do I need to make further adjustments?

Once everyone has completed the survey, the students

collate the data and make a graphical representation,
using Microsoft Excel to make sense of the data.

Students compare the results of the graph to the results of

their peers and explain what this represents for their

Students have the opportuntiy to make changes to their

product and budget.

To be included in their business plan

10 We are exploring the Strategies to help us create an influential case and letter Students apply Analyse strategies authors
ways we can provide an to Ms Henning. appropriate influential use to influence readers
Making influential case and strategies in application (VCELY345)
conclusions letter to Ms Henning. Students will enagage in a literacy lesson focusing on
for funding.
strategies authors use to influence readers. This will help
the students will apply to Ms. Henning for the $100 grant Plan, draft and publish
to create their product. Students apply an imaginative, informative
understanding of the text and persuasive texts,
Lesson includes scaffolding about: structures and language choosing and
How to sort through facts, graphs and pictures features in their experimenting with text
A model to structure text, graphs, pictures to build an persuasive text. structures, language
How to make ideas interesting
Choice of language, e.g choosing adjectives to make noun

The students work through the following Fuse resource

and practice how to build a script about thunderstorms.

World Wonders TV show.


Build a script about thunderstorms for a television show.

Help a researcher to sort facts and pictures. Use a model
structure, sample text and images to build an explanation.
Include sections on causes, processes and effects. Make
ideas in the script clearer and more interesting by
choosing adjectives to make noun groups such as 'dazzling
flash' and 'loud booming noise'. This learning object is one
in a series of four objects. (Education and Training
Victoria, 2010)

11 We are sending our We are writing to Ms Henning Students apply an Plan, draft and publish
fundraising plan and understanding of the text imaginative, informative
Making persuasive letter to Ms Enquiry questions: structures and language and persuasive texts,
conclusions Henning features in their choosing and
What do we need to include in our report to Ms Henning? persuasive text. experimenting with text
What information does she need to know? structures, language
What evidence do we have of planning? features, images and
How can we justify our product choice? digital resources
How can we justify the suppliers/materials used? appropriate to purpose
What evidence do we have of testing and evaluating our and audience (VCELY358)

The report will outline the following key information:

Selected charity/fundraiser
Cultural element
Local suppliers/materials
Product design and instructions
Consumer reports
Product feedback
Simple budget plan
Key financial information and calculations requested.

12 Students will present to the class a brief overview of their Student identify the Describe the various
design, discuss the cultural element and charity they chose causes of conflict in a causes of conflict and
Taking and why. They will also discuss the unit cost, total cost and group task, by recognising evaluate possible
Action/ estimated profit they expect to donate to charity. the needs and wants of strategies to address
Reflection the individuals conflict (VCPSCSO033)
They will answer reflective questions about the project.
Which parts they enjoyed and which they struggled with. Students identify conflict Identify the characteristics
They will also explain their team management and the resolution strategies and of an effective team and
strategies they used throughout the project to ensure describe their develop descriptions for
effective team work and conflict resolution strategies. effectiveness particular roles including
leadership, and describe
Students demonstrate a both their own and their
well-planned strategy for teams performance when
effective team undertaking various
management roles(VCPSCSO032)

2) Calculate your business profit found at: https://www.onehen.org/calculatingloanandcosts.html.

Sales Steps Examples

1. Determine the product/service you will sell. I will sell lemonade.

2. Determine what materials you will needed to I will need lemonade mix, water, cups, a pitcher, a
produce the product or provide the service. poster board and markers (to make a sign), a table,
and a cash box.

3. Determine the cost of the materials. This is will tell For example:
you how much money you need to borrow through a o 5 containers of lemonade powder mix - $25
loan from a friend, teacher, or family member.
o Water - Free

o Plastic cups - $10

o A pitcher - $7

o A poster board - $1

o Markers - $4

o A table - Free (borrow from my parents)

o A cash box - Free (use an old shoe box)

Cost: $47.00

4. Estimate how many products or services you think o I think I can sell 100 cups of lemonade each
you can sell in a month. week.

o I will sell for 4 weeks.

o 100 cups x 4 weeks = 400 cups

o My sales quantity will be 400 cups.

5. Estimate the price you want to charge for each o Price: I will charge $0.50 per cup
product or service and calculate your revenue.
o Quantity: I will sell 400 cups.

o Price x Quantity = Revenue

o So, $0.50 x 400 = $200

o My revenue will be $200.

6. Determine your revenue, pay back your loan, o Revenue = $200

calculate your profit.
o Cost = $47 loan

o Profit = Revenue Cost

o So, $200 - $47 = $153

o My profit will be $153.

3) Product Ideas Design project https://www.onehen.org/productideas.html

4) Survey monkey product survey
5) Padlet Brainstorming resource - http://fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=f9452196-4d20-4c47-9992-0d5acf11bd05&SearchScope=All
6) Resource: http://splash.abc.net.au/home#!/media/154684/
World Wonders TV show.
Resource http://fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=17aaebe6-4cb4-406c-a2a8-d913873ad517