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.