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TERM/WEEKS: Term 2 Week YEAR LEVEL: 5 LEARNING AREA/TOPIC: Economics and Business
5 (wants, resources and choices)

AUSTRALIAN CURRICULUM: Humanities and Social Sciences


General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures

Notes about device access in the classroom: Students all have a personal IPad with apps used in the lesson (PicCollage, Popplet and Seesaw) already downloaded.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 5 The difference - Write the definition of needs - Seesaw- Introduction (5 minutes): Intro: YouTube Video
lesson 1 between needs a and wants in their own words students  Teacher introduces lesson and outlines lesson objectives explaining needs and
nd wants, and  Students think, pair, share on what they think the wants:
in the work books upload their
how they may definition of needs and wants are https://youtu.be/QyuU4
differ between - Create a collage based on their PicCollage and wFIz3o
own personal needs and wants Popplet to  Students watch a video on YouTube explaining needs and
individuals
(ACHASSK119) using the PicCollage App Seesaw wants PicCollage App for
- Build a Simple brainstorm on - Teachers, Activity 1
Present findings, Body 1 (5 minutes): Students write the definition of needs and
factors influencing needs and students and wants in their own words (based on what they have learnt in the
conclusions
wants using Popplet app parents can video and prior knowledge
and/or
arguments, see what they Body 2 (15 Minutes): The students make a PicCollage based on
appropriate to have done in their own personal needs and wants
audience and that lesson Body 3 (10 Minutes): The teacher and students have a class
Popplet Lite App for
purpose, in a discussion on what factors might influence people’s needs and
Activity 2
range of wants. Key questions/ prompts by the teacher include:
communication  Why do you think people have different needs
forms (e.g. and wants?
written, oral,  What factors do you think influence people’s
visual, digital, needs and wants?
tabular, graphic,  How might a person who is 40 differ from a year
maps) and using Seesaw: The learning
5 student in terms of needs and wants? Journal App for
subject-specific
terminology and assessment:
Body 4 (20 minutes) Students research the factors that influence https://web.seesaw.me/
concepts
needs and wants (search: factors influencing needs and wants)
(WAHASS61)
and make a brainstorm on Factors influencing needs and wants
using the Popplet App

Conclusion (5 minutes):
 Students upload their PicCollage and to their Seesaw
 Teacher presents a couple of PicCollages to the students
 Teacher reviews lesson objectives with students

FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 Week 5 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Economics and Business (wants,
resources and choices)

AUSTRALIAN CURRICULUM: Humanities and Social Sciences


General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students have their own personal Ipads
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 5 The factors that - List 3 main factors that Observation of Introduction (5minutes):
Lesson 2 influence influenced your last student’s - Teacher reviews last lesson, asks students what needs Seesaw: The learning
purchase personal purchase participation in and wants are and writes the definition on the board Journal App for review of
decisions (e.g. decision in Mentimeter. activity 1 - Teacher presents one of the students completed last lesson and
age, gender, - Plan an advertisement in brainstorm submitted on Seesaw from last lesson and Assessment.
advertising, price) groups of 3 that focuses Overall class goes over the factors that influence people’s needs and https://web.seesaw.me/
and how these on targeting 1 or 2 factors assessment by wants
decisions affect that influence purchasing looking at the - Teacher introduces lesson objectives
resource use decisions, using a planning quality of word
(ACHASSK121) document. cloud.
Body 1 (5-10 minutes): Students think about and write down what
Present findings, The progress of the their last purchase was. Students pair up and interview each other
conclusions students group on why they purchased this item with questions prepared by the
and/or planning document teacher (written on the board for reference) e.g. what was the
arguments, for activity 3 item, why did you purchase it, why was that, why was else?
appropriate to (uploaded onto
Body 2 (10 minutes): Teacher explains a new tool –Mentimeter. Mentimeter – Interactive
audience and Seesaw)
Students enter the website address and the presentation code and presentation app used
purpose, in a
then write down the top 3 factors that influenced their last for activity 2
range of
purchase. The student’s answers will be placed in a word cloud https://www.mentimete
communication
presented on the screen. The teacher then goes over all the r.com/
forms (e.g.
written, oral, factors that are in the word cloud which ones are the biggest
visual, digital, (most frequent answer/factor) etc. The teacher then lists all the
tabular, graphic, factors that influence purchase decisions on the board and asks
maps) and using students what ones are not on the word cloud. Teacher then
subject-specific explains factors that weren’t mentioned so students all share an
terminology and understanding on all factors.
concepts
(WAHASS61) Body 3 (35 minutes) Students are to research more about factors
that influence purchasing and plan an advertisement in groups of Planning Template –
3 - either a poster/ infographic (Canva) or a video (IMovie/Explain made by the teacher
Everything)- that incorporates at least one advertisement strategy Canva App used for the
that is linked to the factors that influence the audience. The Poster option in activity
teacher will give them a planning template that includes questions 3
such as:
- what are you advertising?
- who is your target audience?
- What are the factors that will influence your target IMovie App used for the
audience? video advertisement
- What strategy will you use to target one of those factors? option in activity 3
- Draw a picture of what your poster will look like/ story
board for your video)

Conclusion (5 minutes):
Explain Everything used
- Students take a photo of the planning document (doesn’t
for the other video
have to be completed) and upload it to Seesaw
advertisement option in
- Teacher revises lesson objectives with the students and
activity 3
provides feedback on how the students went with the
activities
- Students write one thing they have learned about
advertising and purchasing on a sticky note as their ‘ticket
out the door’ Sticky Notes for
conclusion
FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 Week YEAR LEVEL: 5 LEARNING AREA/TOPIC: Economics and Business
6 (wants, resources and choices)

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students all have personal IPads with all apps used in the lesson already installed.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 6 The factors that - Create an advertisement The advertisement Introduction (2 minutes): Teacher highlights what needs to be
Lesson 3 influence in groups of 3 (either a submitted to done by the end of the lesson (lesson objectives). Students get Canva App used for the
purchase Seesaw and marked into their groups of 3. Teacher gives a sheet with written feedback Poster option in activity
poster or short video) that
decisions (e.g. by the teacher to each group based on their planning to help them fix anything 1
age, gender, targets a specific factor of using an they might have missed or were struggling with in their planning
advertising, price) purchase using Canva, assessment rubric. document.
and how these iMovie or Explain
decisions affect everything. Body 1 (15 minutes): Students finish planning document with IMovie App used for the
resource use reference to teacher feedback (the teacher is still walking around video advertisement
(ACHASSK121) and helping students). option in activity 1

Present findings, Body 2 (38 minutes): Students use completed their completed
conclusions planning document as a guideline to make the advertisement
and/or (poster/ video). They can use any props brought from home.
Explain Everything used
Students upload their final product to Seesaw.
arguments, for the other video
appropriate to advertisement option in
Conclusion (5 minutes): Teacher presents 3 of the student’s
audience and activity 1
advertisements and gets the class to identify and write down what
purpose, in a the advertisements target audience is and the factor of purchase
range of they are trying to target. Teacher reveals answers at the end.
communication
forms (e.g. Seesaw: The learning
written, oral, Journal App for
visual, digital, Assessment.
tabular, graphic, https://web.seesaw.me/
maps) and using
subject-specific
terminology and
concepts
(WAHASS61)