Activity Introduction

bbrw-happy-photoframe-newQuick summary: Students investigate a community group or program in their local area. They begin by analysing the term ‘Act locally, think globally’. They then assess the program or group based on a series of questions provided, and then redesign the website of this group or program to incorporate their answers to these questions.

BB logo coolest partnerBendigo Bank is passionate about connecting with and enriching communities across Australia. Cool Australia and Bendigo Bank share the common goal of bringing communities together through educational programs that help to build sustainable communities for the future. This lesson supports students to inquire into the big idea of ‘real wealth’. Students develop an understanding of shared values, and build their sustainable and ethical financial knowledge, equipping them with the skills to make sound financial decisions based on social, environmental and economical merit.

Learning goals:

  • Students understand the term ‘Act locally, think globally’.
  • Students understand the value of investing in community groups and programs.
  • Students identify community groups and programs in their area and recognise the value these groups or programs contribute to their area.

General capabilities: Critical and Creative Thinking, ICT.

Cross-curriculum priority: Sustainability OI.6.

Australian Curriculum content description:

Year 5 Humanities and Social Sciences

  • Types of resources (natural, human, capital) and the ways societies use them to satisfy the needs and wants of present and future generations (ACHASSK120)
  • Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)
  • Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Year 5 English

  • Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
  • Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

Year 6 Humanities and Social Sciences

  • How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs (ACHASSK149)
  • The effect that consumer and financial decisions can have on the individual, the broader community and the environment (ACHASSK150)
  • The reasons businesses exist and the different ways they provide goods and services (ACHASSK151)
  • Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)

Year 6 English

  • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
  • Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

Syllabus Outcomes: EN3-2AHT3-5

Topic: Consumption

Unit of lessons: Bendigo Bank Real Wealth

Time required: 60+ mins.

Level of teacher scaffolding: High – facilitate discussion and assist students in research and in designing webpage.

Resources required: Internet access, Student Worksheet – one copy per student OR computers/tablets to access the online worksheet, Website Assessment Rubric, Real Wealth Cheat Sheet, Glossary – Years 5 & 6.

Digital technology opportunities: Webpage creation e.g. Edublogs (optional). Digital sharing capabilities.

Homework and extension opportunities: This lesson may be completed as homework.

Keywords: community, investment, local, global, Bendigo Bank. 

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

bbrw-people-photoframe-newTeacher preparation

Overarching learning goal: By participating in this lesson students will understand the term ‘Act locally, think globally’ and will recognise the value of investing in community groups and programs. Students will identify community groups and programs in their area and recognise the value (both financial and non-financial) these groups or programs contribute to their area.

Teacher content information: Investing in your community means spending time or money on things that exist in your community.

Individuals can do this by shopping for goods and services locally (including goods that are produced locally and stores or markets run by local people). Shopping locally means that local money stays in local communities, supporting local jobs and creating more sustainable communities.

Individuals can also participate in community programs and projects (such as projects for the environment, the elderly, the disabled or homeless). For example, more members of the communi

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Student Worksheet

Thought starter: How do you 'act locally'?

Part 1. What do you think Fry is trying to say here?

Fry

Part 2. ‘Acting local’ community groups or programs.

Being a part of a community group is one way to think and act locally. You will now be working in groups of four or five to investigate a group or program in your community.

There are three ways to pick a community group or program to investigate:

  1. Are you aware of any groups or programs in your local community? Tip: perhaps family or friends are involved in some. Find a community group or program webpage.
  2. Look at the website of your local council. There are often listings of local groups and programs on council websites.
  3. Use the list of local groups and programs the teacher has identified.

What community group or program are you investigating?

 

As a group, answer the following questions about the community group or program you are investigating:

1. What does this group or program do?

2. Who is this group or program for?

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