Activity Introduction

bbrw-arrow-photoframe-newQuick summary: These assessment tasks have been developed to provide teachers with a method of assessing student learning throughout this unit. This lesson has been designed for students to meet the requirements of the Achievement Standards for their year level.

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 demonstrate an understanding of different ways of thinking about wealth, and that there are more holistic interpretations of wealth, including the concept of ‘Real wealth’.
  • Students demonstrate an understanding about the difference between needs and wants, and recognise that they have to make choices about their needs and wants.
  • Students demonstrate an understanding of how the stuff we own can have environmental, social and economic costs. They understand that this can be referred to as a product’s ‘true cost’.
  • Students demonstrate an understanding of the term ‘Act locally, think globally’.
    Students demonstrate an understanding of the value of investing in local community groups and programs.
  • Students demonstrate an understanding of the term ‘Sustainability’.

General capabilities: Critical and Creative Thinking, Ethical Understanding, Literacy.

Cross-curriculum priority: Sustainability OI.3, OI.5, OI.8.

Australian Curriculum content description:

Year 5 Humanities and Social Sciences

  • The difference between needs and wants and why choices need to be made about how limited resources are used (ACHASSK119)
  • 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)

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)

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)

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)

Topic: Consumption

Unit of lessons: Bendigo Bank Real Wealth

Time required: 60 mins.

Level of teacher scaffolding: Low – oversee lessons and direct students in activities.

Resources required: Student Worksheet – one copy per student OR computers/tablets to access the online worksheet. Device capable of presenting a website to the class.

Digital technology opportunities: Digital sharing capabilities.

Homework and extension opportunities: Includes opportunities for homework and extension.

Keywords: needs and wants, opportunity cost, sustainability, wealth, real wealth, resources, 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

assessment-writing-photoframe-newTeacher preparation

Overarching learning goals: Students demonstrate an understanding of:

  • Different ways of thinking about wealth, and that there are more holistic interpretations of wealth, including the concept of 'Real wealth'.
  • The difference between needs and wants, and recognise that they have to make choices about their needs and wants.
  • How the stuff we own can have environmental, social and economic costs. They understand that this can be referred to as a product's 'true cost'.
  • The term ‘Act locally, think globally’.
  • The value of investing in local community groups and programs.
  • The term 'Sustainability'.

Teacher content information: These assessment tasks have been developed to provide teachers with a method of assessing student learning throughout this unit. This lesson has been designed for students to meet the requirements of the Achievement Standards for their year level.

  • Year 5 - By the end of Year 5, students distinguish between needs and wants an
...
 
- or - to view worksheets

Student Worksheet

Remember

Work independently to answer all these questions:

1. What is wealth?

2. In your own words, describe what you understand by the term ‘Real Wealth’.

3. What is the difference between needs and wants?

Give three examples of each.

NEEDS

WANTS

1.

1.

2.

2.

3.

3.

4. Give three examples of a natural resource, two examples of a human resource and one example of a capital resource.

What are natural resources?

1.

2.

3.

What are human resources?

1.

2.

What is a capital resource?

1.

5. What is opportunity cost?

6. What is sustainability?

Apply and Analyse

Working independently, pick two of the following to complete:

  1. Record a short podcast that describes what real wealth is, including three examples of real wealth and why you think they are important.
  2. Create an infographic (e.g. Piktochart) that explains the differences in ho
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- or - to view worksheets

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