Who+will+buy?

Describes how and why people and technologies interact to meet needs and explains the effects of these interactions on people and the environment. ü // identifies the components of a system that provides goods and services and how the components need to interlink // ü // examines a variety of systems that have been designed to meet needs in communities and identifies the advantages and disadvantages of their use, eg sewerage treatment works, postal system, electricity system // ü // examines possible consequences if a system changes in some way, eg if components are missing or break down, if technology improves // ü // explains the changes to a system over time and the advantages and disadvantages of these changes, eg shops, market gardens // ü // examines the goods and services provided within the community and by community organisations to meet needs // ü // makes statements about the social and environmental responsibilities of producers and consumers // ü // describes how changes in technology have affected lifestyles and the environment, eg media technologies // ü // identifies the different technologies involved with monetary exchange. // || ** SSS2.8 ** ü // explains the processes involved in civic action within the community // ü // investigates current community issues // ü // investigates consumer rights and responsibilities. //
 * **//__ Overview: __//** This unit provides opportunities for students to explore the goods and services that provide for needs and wants and the responsibilities of producers and consumers. It explores the changes that have occurred and the influences of technology . ||
 * ==Outcomes and Indicators== ||
 * ** SSS2.7 **
 * Investigates rights, responsibilities and decision-making processes in the school and community and demonstrates how participation can contribute to the quality of their school and community life. **

|| background information sheets, websites, texts and other material to support this unit. Spoken, written and visual texts about shopping and shops. Include examples from other countries in the world as well as different cultural communities in Australia. Resources for a class ‘business’, including plastic money, uniforms and possible ‘goods’. || **__ Links to other KLA’s: __**  **// English //**// : // The structure and language features of the text types students create and interpret (see above).
 * **__ Resources: __** The Board’s website (http://www.boardofstudies.nsw.edu.au) lists current available resources such as some selected
 * // Mathematics //**// : // Notions of profit and loss, prices, change, measurement units used to sell goods, wholesale and retail prices, specials, shopping lists, using calculators, estimating, money, 3D models.
 * // Science and Technology //**// : // Content from the Products and Services strand.
 * // Personal Development, Health and Physical Education //**// : // Positive relationships between consumers and producers. ||

ü Provide opportunities to investigate the students’ basic needs, as well as their wants, for food, clothing and housing. Ask them to complete a retrieval chart that distinguishes between food, clothing and housing needs and wants. ü Have students investigate the possible sources for satisfying needs and wants, eg shops, farms, factories, home produce, community organisations, government organisations, and complete a retrieval chart. ü Discuss the importance of shopping as a means of satisfying needs and wants. Jointly compile a list of a variety of shops, then have students complete a concept map that categorises the list in some way. I ü Organise for students to gather information from newspaper and magazine advertisements about buying and selling and to categorise these according to needs and wants, goods and services. ü Organise for students to interview adults and friends about the importance of shopping in their lives. Jointly formulate questions such as: How often do you visit a local shop? What items do you buy most often? What is bought in different shops? How far would you go to buy something you need? ü Organise for students to interview elders (eg grandparents, senior citizens) about how they used to shop when they were younger, and the changes that have occurred: Which changes are they happy about, and which ones would they rather had not happened? What changes in technology they have observed (eg the growth of shopping centres and malls, the use of bar codes, credit cards, EFTPOS)? ü Jointly construct retrieval charts that categorise the differences between then and now. Discuss the advantages and disadvantages of shopping then and now. Ask students to predict future developments. I ü Jointly complete a concept map that will demonstrate ways of characterising and distinguishing between shops, other businesses associated with goods and services, local council offices and other community organisations, eg the veterinary practice, a factory, the council chambers, the CWA, local Aboriginal organisations. I ü Encourage students to use a variety of sources and resources to write information reports about shopping in other communities/other countries. I ü Ask students to investigate what can be, or is, produced at home and ways of ‘shopping’ that do not involve money, eg subsistence farming, bartering, cooperatives. Investigate bulk buying. ü Ask students to investigate different options that provide for needs (community organisations, government), especially for people who cannot pay for goods or services. ü Pose a moral dilemma about obtaining goods that you might need, such as food or clothing, when you don’t have any money. What options would be available and which options would be fair or unfair? Ask students to form opinions about options for people. || ==== Date ==== || Evaluation  || ü Ask students to investigate and write a description of a local shop, including: why the shop is located where it is; the layout; shop design; location of furniture and equipment; stock available and stock control; packaging, storage and display; methods of delivery; use of technology; repair needs and methods; energy use; people who work there; customers and customer service; typical purchases and methods of payment; wholesale and retail prices of different products. ü Provide opportunities for students to observe the location of shops in the local area, locate them on a directory, map them or make a 3D model. Ask them to label the shops according to type. Ask them to consider the differences, similarities, advantages and disadvantages of shopping locally instead of in a large central shopping centre, and complete a retrieval chart. To gather information, they will need to interview consumers and formulate questions such as: Which shops provide for your preferred method of purchase (eg EFTPOS, credit card, account, cash, cheque)? Which is the most convenient location? Which packaging would you prefer? What customer service provides best for your needs? ü Discuss and jointly design a ‘shop/business’: establish a shop management team; make decisions about what stock to use and where to get it; plan procedures for obtaining stock; decide how to attract customers, store, display and package the stock; decide on the allowable methods of purchase. ü Visit a supermarket, a shopping centre or a market and ask students to observe and pose questions for people who work there about how the system works. Questions they could ask are: Who works here? What are their roles? Where does the produce come from? How is it delivered? What type of produce is there? How does the selling of goods work? Do you advertise? What happens when you have specials or sale periods? How do your customers buy goods? What can go wrong? What happens if the system breaks down in some way? What happens if a delivery doesn’t arrive or ndustrial action taken by your suppliers? What happens if there is a disaster such as a fire or a flood? When do you have to call the police? Ask students to prepare a checklist to record their observations and answers. || =====Date===== || **Evaluation** || ü Organise students to gather and present information to show the production and distribution of food. They will need to formulate and answer questions such as: Where do the goods come from (eg dairy, orchard, factory, home garden, market garden)? Are they natural or processed? How are they prepared for distribution (eg refrigeration, cleaning, packaging)? Where are they processed? Where are they stored before they go to the shop (eg a warehouse)? How are they delivered? ü Have students visit the school canteen and interview the people who work there. They can complete flow charts on how the food/produce gets to the canteen and where it comes from. They should investigate the roles and responsibilities of the canteen staff. They could also investigate how ‘green’ the canteen is, eg reducing waste, conserving energy. || =====Date===== || Evaluation || ü Have students investigate issues that relate to energy use, care of the environment, waste management and the responsibilities of consumers and producers. Ask them to provide alternative plans of action in situations where there is obvious misuse. || =====Date===== || Evaluation || ü Have students form groups and design a product that will be sold at the Grade 4 Market day. Students will have to look at Trademarks, pricing, costing for product making and advertising. ü Business plans are handed in and students to begin working on their products. ü Have students forcollect advertisements and form posters to discuss audience, stereotyping. Advertisements cues used. ||  ||   ||
 * **//Learning Sequence 1: The Need to Shop //**
 * **//Learning Sequence 2: Doing Business – Shops and Services //**
 * **//Learning Sequence 3: Where Do the Goods Come from? //**
 * **//Learning Sequence 4: Responsibilities of Consumers and Producers //**
 * **//Learning Sequence 5: Young Enterprise //**
 * //Learning Sequence 6: Role of Advertising //**