TEACH CHILDREN TO SAVE SOUTH AFRICA (TCTS SA )

Transcription

1 TEACH CHILDREN TO SAVE SOUTH AFRICA (TCTS SA ) Lesson Plan July 2009

2 Teach Children to Save South Africa (TCTS SA ) is a national savings campaign which was first piloted in July After the successful launch and national interest generated, this initiative was adopted as an annual programme of the South African banking industry and broader financial sector, under the auspices of Consumer Education/Financial Education, as an enabler of access, development and transformation. The aim of TCTS SA is to teach children to save, to foster a culture of saving and to promote volunteerism. TCTS SA highlights the important role that volunteer bankers/financial sector professionals can play in educating our nation s youth to become lifelong savers. Copyright The Banking Association South Africa, July 2009 This resource may be adapted and copied for educational purposes provided that acknowledgement is given to The Banking Association South Africa as producers of the original version. The Banking Association South Africa, PO Box 61674, Marshalltown

3 ontents Contents Introduction to the TCTS SA Lesson Plan 2 Checklist for facilitator 3 Activity 1: Identify the difference between 4 the needs and wants Activity 2: Make a savings plan 6 Activity 3: Find out more about managing 9 money Portfolio Story: Zanele s Tips on Saving 13 Portfolio Activities 14 Curriculum links 22 Resources: Flash cards 25 Picture cards 26

4 Introduction to the TCTS SA Lesson Plan TCTS SA Lesson Plan is supported by the Department of Education and is located in the Economic and Management Sciences Learning Area of the school curriculum. The facilitator for the activities in this Lesson Plan will be a volunteer banker/financial sector professional. However, teachers are encouraged to use the material as a supplementary resource for their own teaching. Portfolio Activities (for Grades 4-7) are also provided, which the teacher can use to assess learners progress as they work towards the achievement of specific Learning Outcomes (LOs) and Assessment Standards (ASs). Activities 1-3 are designed to be flexible, so the facilitator can adapt them as needed to suit the abilities of learners in different Grades. The Lesson Plan focuses on the following Learning Outcomes: LO1: The economic cycle The learner will be able to demonstrate knowledge and understanding of the economic cycle within the context of the economic problem LO3: Managerial, consumer, and financial knowledge and skills The learner will be able to demonstrate knowledge and the ability to apply responsibly a range of managerial, consumer and financial skills LO4: Entrepreneurial knowledge and skills The learner will be able to demonstrate entrepreneurial knowledge, skills and attitudes See page 22 Curriculum Links page for links to specific Assessment Standards and suggestions for integration with other Learning Areas. Key outcomes for the session facilitated by the volunteer facilitator At the end of the lesson the learner will be able to: Identify the difference between a need and want (Activity 1) Make a savings plan (Activity 2) Understand how budgeting can help us to spend money wisely (Activity 3) Feedback is welcome! Any comments and suggestions from learners and teachers are encouraged. These will help us to improve these resources in the future. Feedback can be sent to: TCTS SA Programme Coordinator tcts@banking.org.za Fax: /40 2

5 Checklist for facilitator Materials needed: Lesson Plan (including Portfolio Activities) Flash cards (Need/Want) (for Activity 1) Copies of the savings plan page 7 template (for Activity 2) Picture cards (for Activity 3) Evaluation forms Department of Education letter In the classroom: Introduce yourself clearly Hand out the NEED/WANT flash cards Do an icebreaker Relax!!! HAVE FUN 3

6 Theme: Needs and Wants Activity 1: Identify the difference between needs and wants need want Facilitator: One of the most important things to help you learn about money is to know the difference between something that you need and something that you want 1. Find out what learners already understand by the words need and want. For example, ask learners: Can anyone tell me what the difference is between something you need and something you want? Give me an example of something you need/want. Explain that something that you need is something you cannot live without, something you must have. Explain that something that you want is something you would really like to have but can live without. 2. Give each learner a need/want flashcard, and explain the activity. For example: When I call out something, you tell me if it is a need or want and hold up your flashcard to show me the word. (Repeat instructions twice so that learners understand clearly.) 3. Make two columns on the board/flipchart, one headed Needs, the other headed Wants. During the activity, write each item in the relevant column, as learners decide if it is a need or want. If there are different views, or they incorrectly identify something as a want/need, ask questions to clarify their ideas. For example: Could you live without X? Why do you want Y? Make the session as interactive and participatory as possible. Ask learners if there are any other items they would like to classify as a need or want. Examples: We need clothes to keep us warm, but is an expensive fashionable t-shirt a need or want? (WANT). Is a pair of school shoes a need or want? (NEED). Ideas for items that can be discussed: House Camera Sony PlayStation A pet (dog/cat) Food cakes, bread, Water vegetables, Kentucky, Movies fast foods School uniform Soccer boots Music CDs School books Rain coat School fees Swimming pool Cellphone Bus fare Money Toys Chocolate Soap 4

7 Theme: Needs and Wants Facilitator: Now that we know the difference between needs and wants let us talk about how it can help us to make choices about what we buy, and to save money 4. Explain the following scenario/s, and have a discussion about learners answers. R200 R20 R10 R50 Scenario 1: You are given R120 to buy school shoes. You also need school socks but you will be given the money to buy them at the end of next month. When you get to the uniform shop some items are on special. You have three choices, which one will you go for? Give reasons for your choice. a. A fashionable shoe that you have always wanted, but cannot wear to school (R120) b. An ordinary strong, good quality shoe plus a pair of socks (total R120) c. An ordinary pair of shoes and extra money (R100 plus R20) Scenario 2: You have saved R50 for a school bag that you want. When you get to the shop it has gone up and it is now R60. What do you do and why? a. Go home and save another R10 b. Shop around for a cheaper bag in other shops c. Look for another bag that looks strong and costs R50 or less During the discussions, acknowledge that making choices between needs and wants is not always easy. For example, learners may feel that it is important to wear fashionable clothes because it gives them a sense of identity, helps them to fit in with a group, i.e. it helps to meet their need to be accepted by their peers. In this case, ask learners which is a real friend someone who you enjoy being with and is there when you need him/her, or someone who teases you just because you do not wear the right clothes? Acknowledge that choices about what we buy reflect our values the principles that guide us, and things that are most important to us. Remember that advertising also influences people s choices about what to buy. 5

8 Theme: Saving money Activity 2: Make a savings plan Facilitator: What is saving? 1. Ask questions to find out what learners already understand by the word saving. Explain that saving money means putting money away, (in a moneybox or in the bank), so you can use it in the future. Sometimes saving is hard because there are always things that we think we need, or want, and these usually cost more money than we have. But a good way to make sure we can afford to buy some of these things is to save. In order to save, you need to spend less money than you have. For example, if you have R1 try to only spend R80c so you can save 20c. 2. Show learners how a savings plan can help people to save. Make up a story about a fictitious person, see the example about Maria, given below. Ask learners to help you to develop a savings plan for Maria (see the example on page 7). As you do this, write up the plan on the board/flipchart. Example Maria gets R10 a day. She needs to buy lunch every day which costs R6. How much can Maria save each day? (R4) At the end of one week, how much money will Maria save? (R4 x 7days = R28) Maria wants to buy a new dress that costs R56. How long will it take her to save R56? (2 weeks 2 x R28 = R56) Note: you can develop this example, and add more needs/wants for Maria, to suit the level of learners mathematics skills. 3. Give learners the opportunity to develop their own savings plan. Give them a copy of the template (see page 7). If you do not have enough time, learners can make their plans in another lesson, or in their own time. Note: some learners may not get any money. In that case, they can develop a savings plan for Maria, or other fictitious person. Remember: personal income and expenditure is a sensitive issue. Never force learners to share information about their personal circumstances, rather allow them to learn through using fictitious stories or examples. 6

9 Theme: Saving money My savings plan For example, pocket money from your parents, or any money you earn by doing odd jobs Make a list of things that you buy for example, lunch, transport, sweets, and how much they cost. Put a star by the things that you need, and add up those costs Every week I get: R I get this money from: Every week I buy: Every week I spend: R on things that I need. Every week I want to save: R Make a list of the things that you want but do not need to buy every week To do this I will spend less money on: My saving goals If I save R every week: next week I will have R in four weeks (one month) I will have R in two months I will have R I will put my savings in a money box and take it to the bank on the first Saturday of each month. 7

10 Theme: Saving money Facilitator: How do banks help people to save? 4. Have a discussion about bank accounts. Explain why people have them and how they can help people to save. Outline the process of opening a savings account. Explain what the term interest means in a simple way. For example, interest is the benefit you get for keeping your money in the bank. The more money you have in the bank, the more interest you will get and the faster your money will grow. Opening a bank account Before you open a bank account, you will need to find out the answers to questions like these: How much do I need to open a bank account? Where is the bank, can you get there easily? Does the bank have accounts for children? What other services does the bank offer for children? How much will you have to pay the bank for the services that you need? How much will you pay at other banks for the same services? 8

11 Theme: Budgeting It is recommended that this activity is only included in the lesson for Grades 6 and 7 learners, as it may be hard for Grades 4 and 5. Activity 3: Find out more about managing money Facilitator: How can we make sure we spend money wisely? 1. Show children the two pictures and have a discussion about what has happened to this family (see the story below, and sample questions). You can use the story to introduce learners to the concepts of debt, interest and credit, in simple way. Peter s family s experience Peter s family really wanted the TV and sofa that they saw on special in a shop. The shop said that it did not matter if they had not saved up enough money, they could pay for the things by making a small payment each month. For the first few months they paid the instalments. Then one month, someone in the family got sick. They had to use the money to pay the doctor. They could not pay the shop. They did not pay for a few months. The shop came to take the TV and the sofa away. But the family still has to pay the shop some money. FURNITURE DELIVERY REPO VAN NEW Some questions to help guide the discussion: In the second picture, why do you think the parents are unhappy? Do you think they made a good or bad choice to buy the goods before they had saved up more money? What advice can you give to this family to help them save? The purpose of this activity is to teach children to spend money wisely. No matter how little they get they have to learn the culture of saving. 9

12 Theme: Budgeting Facilitator: One thing that can help this family is to budget 2. Explain that a budget is a plan that helps you work out how to save and how to spend. To budget you need to know: How much money you get your income How much money you usually spend every week or month your expenses. A budget will help you to see how much money you can save. If your expenses are more than your income, you need to find out how you can spend less. For example, by looking at each item in the budget and asking questions like: Is this something that I really need to buy this month? How can I save money so that next month I can buy the nice shirt I want? 3. Ask learners to help you develop a budget for Peter s family (see the example below, and the guiding questions). Draw a budget sheet on the board and complete the relevant sections as learners identify the items. Ideas for questions to help guide the discussion: What does this family need to know for their budget? (their needs and wants) What are their needs? (for example, rent, food, clothes, transport) What are their wants? (for example, toys, new furniture, a TV) If their total expenses are less than their income: How much could they afford to save every month? If their total expenses are more than their income: What should they do? (spend less) What items do they really need to buy every month? What items do they not need every month (for example, take away food, visits to cinema, some clothes) Peter s family s budget for one month Sources of Income (for example parents salaries, grants) Amount (R) Total income Expenses (the things we buy every month) Total expenses Balance (income expenses) Money for unexpected things (emergencies or treats) Savings (to put into a moneybox/savings account) 10

13 Theme: Budgeting Facilitator: Keeping track of your expenses can help you to budget 4. Explain that keeping track of how much you spend helps you to see if you are keeping to your plan (your budget). If one month you spend more, think about how you can spend less another month. Emphasise that it is important to make sure that you have some money to save. That is the money you may need when you have unexpected expenses, for example to pay for medicine if you are sick, or to buy a special birthday present. Ask learners for their ideas of how they can keep track of the money they spend every week/ month. Suggest that one way is to keep a notebook in which they regularly write down what they buy. You could draw a table they could use for this, like the one below. Keeping track of what I spend At the beginning of August I had: R40 My goal: to save R5 Date What I bought Amount left 1 August 09 Sweets: R5 R35 3 August 09 Bus fare to visit friend: R6 R29 Note: The issue of personal income and expenses is sensitive. Allow learners to use fictitious expenses that are reasonable for learners their age and context, rather than asking them to reveal details of their own, or their family s, finances. 11

14 Ending the session Show learners Zanele s story and briefly say what it is about. Explain that in another lesson their teacher will read the story with them, and ask them to do a Portfolio Activity based on the story and what they have learned in this lesson. Allow a few minutes at the end of your session to check their understanding of some of the key points and get some feedback from learners. You could use questions such as: Do you think saving a little bit of money each month is a good idea? Why/why not? Who is going to make a savings plan or tell a friend or family member about saving when they get home? What did you enjoy most about this session? Which part did you enjoy least? What do you think I can do to make the activities more interesting/fun when I visit another school? What else would you like to find out if I was invited to come to visit your class again? Thank learners for their participation Remember to leave a copy of the Lesson Plan and any relevant resources with the teacher. Encourage the teacher to stay in touch with the TCTS SA Programme Coordinator and let us know how the Portfolio Activity goes. Contact details: TCTS SA Programme Coordinator tcts@banking.org.za Fax: /40 Thank You Dankie Siyabonga Rea Livhuwa Siyabulela Rea Lebowa Rea Leboha Rea Leboga Hakhensa Siyathokoza Siyabonga 12

15 Zanele s Tips on Saving NEED or WANT? Bottles Paper Zanele is a 10 year old girl. She lives with her loving aunt, uncle and cousins in Mpumalanga. Zanele s aunt, Ntsiki, is a dressmaker. She makes beautiful seshweshwe dresses for the women s social gatherings. She is an entrepreneur because she has her own business from which she makes a living. Every month, Aunty Ntsiki buys food for the family. She buys lots of fresh vegetables and fruits because they are affordable and healthy. She also buys more beans than meat. They are a great source of protein but not as expensive as meat. In the evenings when Zanele s uncle, Zamani, returns from work the whole family sits in the kitchen. They switch off the lights in the other rooms to save electricity. Aunty Ntsiki cooks dinner, while Zanele and her cousins either do their homework or help with the food preparations. As well as saving electricity, Zanele and her family are careful about what they throw away. They sort their waste into separate containers for paper, glass, plastic and cans. Unemployed people in their area collect these materials and make money by selling them to recycling companies. The recycling companies break down the materials so they can be used again to make new things. Recycling saves raw materials. It also reduces the amount of waste that goes to landfill sites (municipal rubbish dumps). Zanele s long-term goal is to go to university. Her shortterm goal is to be able to buy presents for her family on their birthdays and to have money for other things she wants. Every week Zanele saves her coins in a moneybox. At the end of the month, she has R5 that she puts in a bank account to keep it safe and earn interest. For her short-term plans like buying the R20 scarf for her aunt, R10 jigsaw puzzle for her cousin and R25 sewing kit for herself she always thinks of different fun ways of making and saving money. For example, her aunt gives her R8 every weekday for transport and school lunch. Some days she also gets a lunch box. When she gets a lunch box she spends less money at the school tuck shop. If she also spends less on sweets she can save R5 a week. At the moment she has to buy the presents on her list in two weeks time. The holidays are beginning and she has come up with a plan to sell popcorn in the first week of the holidays. To raise more money, she will try to sell 10 packets of popcorn a day for 5 days. She will sell each packet for R1. To make 50 packets of popcorn, she will buy a big bag of popcorn for R10, cooking oil for R5 and a pack of 50 small plastic bags for R5. Zanele s family is very proud of her, for taking the initiative to save. 13

16 Portfolio Activity: Grade 4 LO1: AS2; LO3: AS2, AS3; LO4: AS1, AS2, AS3 Learner s name: School: Moderator: Educator: Date : Total Marks: 20 Read the story Zanele s Tips on Saving. 1. What does Zanele s aunt do to earn money? (1) 2. Use the words in the box to complete these sentences about different types of businesses: (4) makes collection sells business (a) Aunt Ntsiki is an entrepreneur because she has her own (b) A shop is a business that things. (c) Aunt Ntsiki has a business that things. (d) Zanele s family helps people who provide a service for things that can be recycled. 3. At night, why does Zanele s family turn the lights off in most of the rooms? (1) 4. Where does Zanele get her money for transport and school lunch from? (1) 5. Use the words in the box below to complete this savings plan for Zanele. (3) sweets two Zanele s savings plan Every week I get: R40 I spend: R10 on transport I spend: R30 on lunch and sweets Total money spent: R I want to save R5. What can I do? Take a lunch box to school and spend less on My saving goals If I save R5 every week, in weeks I will have enough money to buy a present for my cousin that costs R10. I put my savings in a bank account to keep it safe and to earn interest. 14

17 6. What type of business does Zanele plan to start to get more money? (2) 7. Complete this plan to show how Zanele will earn her money. (8) Zanele s business plan To make 50 packets of popcorn I will need: Cost making days selling One bag of popcorn R Cooking oil R Small bags R 5 Total cost: R 20 If I sell 10 packets of popcorn in one day, at R1 a packet, in one day I will get: 10 packets x R1 = R In 5 days I will get: 10 packets x 5 = R My profit will be: R50 from popcorn R20 cost of popcorn = R 15

18 Portfolio Activity: Grade 5 LO1: AS1; LO3: AS3, AS4; LO4: AS3 Learner s name: School: Moderator: Educator: Date : Total Marks: 20 Read the story Zanele s Tips on Saving. 1. What type of food does Zanele s family eat to stay healthy? (3) 2. Do you think healthy food is a need or a want? (1) 3. Write down two types of food that you want, but do not need to stay healthy. (2) 4. What does Aunt Ntsiki do to save money, and make sure her family gets healthy food? (1) 5. Aunt Ntsiki wants to buy a cake, chips and sweets for Zanele s birthday. She also wants to make sure she gives her family enough healthy food to eat. What do you think she decides to do with the money she has for food that week: (a) Spend the money on the party food (b) Spend the money to buy healthy food, and to use some of the money she has saved to buy the party food. (1) 6. At night, Zanele s family uses electricity for lighting. What do they do to save electricity? (1) 7. Zanele puts her coins in her moneybox every week. How much does she put into her bank account every month? (1) 8. Give two reasons why Zanele keeps her savings in a bank account. (2) 9. If you wanted to open an account at your local bank, what two questions would you ask? (2) 10. If Zanele sold popcorn at your school, do you think learners would buy it? Why/why not? (1) 11. Make a list of businesses in your area that sell things to learners. For each business write down what they sell and why you think learners buy those things. Use a table like the one below. (5) Business What it sells Why learners buy the things (wants, needs) 16

19 Portfolio Activity: Grade 6 LO3: AS1, AS4; LO4: AS2, AS3 Learner s name: School: Moderator: Educator: Date : Total Marks: 25 Read the story Zanele s Tips on Saving. 1. What does Zanele s family do with their waste that can be recycled? (1) 2. What type of business does Zanele plan to start? (2) 3.a. Complete these sentences to describe the production process for Zanele s popcorn, use the words in the box to help you. shop sells farm buys oil cooks maize popcorn The maize for the popcorn is grown on a The farmer sells the to a company that makes popcorn. The company sells the to a shop in Zanele s area. Zanele a big bag of popcorn and cooking from the local shop. She the popcorn and puts it in small bags to sell. b. To reduce the waste from her business, what do you think Zanele tells her customers to do with their empty plastic bags? (7) 4. If Zanele sold popcorn at your school, do you think learners would buy it? Why/why not? (1) 5. Complete the table and sentences below to work out how many bags of popcorn Zanele needs to sell to make a profit. Materials needed to make 50 bags Cost of popcorn 1 bag of popcorn R Cooking oil R Small bags R Total cost R Zanele will sell each packet of popcorn for R1. If she sells 20 packets of popcorn she will make R20 income (20 x R1). Profit = income cost of production To make a profit, Zanele must sell at least bags of popcorn. How much profit will Zanele make if she sells 50 bags of popcorn? (6) 6. Help Zanele to sell her popcorn. Plan a campaign to advertise her popcorn. Include: (8) a poster that will encourage people to buy Zanele s popcorn a list of places where the posters will be displayed at least one other way that people can find out about her popcorn 17

20 Portfolio Activity: Grade 7 LO1: AS1; LO3: AS3; LO4: AS2 Learner s name: School: Moderator: Educator: Date : Total Marks: 35 Read the story Zanele s Tips on Saving. 1. What type of business does Zanele plan to start? (2) 2. Give two reasons why it is important for Zanele to keep track of her business expenses and income. (4) 3. Describe a system, or draw a table, that would help Zanele to manage her business accounts. Your system needs to help Zanele plan, or keep track of, her income and expenditure and be clear and easy to use. (6) 4. Zanele s family sorts their waste into things that can be recycled. Collecting the sorted materials provides jobs for local people. Give two other benefits of recycling. (4) 5. Materials that can be recycled, like glass and paper, are called recyclable materials. Do some research to find out more about recycling. You will need to: identify at least three different types of recyclable materials identify the raw materials that are saved by recycling those materials find out how much the recycling companies pay for the recyclable materials (9) 6. What happens to the waste in your community? How could it be used as a source of raw materials for local businesses? Use a mind-map to record your ideas. (10) 18 18

21 An example of a mind-map plastic crafts cans candle holders Waste A mind-map is a diagram that helps you to group similar ideas together. To make a mind-map: Draw a circle to show your main topic: for example, Waste Then draw main lines (or branches) from the circle for ideas of different types of businesses that could use raw materials from waste. Add other lines from the main branches to show the type of things that the businesses could make and sell. You could also include your ideas for who would buy the products

22 Answers for the Portfolio Activities Grade 4 LO1: AS2; LO3: AS2, AS3; LO4: AS1, AS2, AS3 Total marks: Dressmaking 1 Mark 2. (a) Business (1) (b) Sells (1) (c) Makes (1) (d) Collection (1) Total marks 4 3. To save electricity 1 4. Her aunt 1 5. Total money spent: R40 (1) What can I do? Spend less on sweets (1) in two weeks (1) Total marks 3 6. Zanele plans to start a business making and selling popcorn Learners should cover both the production and trading elements of Zanele s business 2 Grade 5 LO1: AS1; LO3: AS3, AS4; LO4: AS3 Total marks: fruit (1), vegetables (1), beans and/or some meat (1) Total marks 3 2. Need 1 3. Allow any reasonable answer, such as sweets, chips, Kentucky 2 4. Buys more beans than meat 1 5. b They all sit in the kitchen and turn the lights off in the other rooms 1 7. R5 in the bank every month 1 8. To keep it safe, to get interest 2 9. Allow any reasonable answers, see page 8 of the Lesson Plan Allow any reasonable answer. For example, Yes, children like popcorn/it is affordable or No, popcorn is not healthy food/it is too expensive Allow any reasonable answer Cost of popcorn: R10 Cost of oil: R5 In one day Zanele will get R10 In five days she will get R50 Her profit will be: R50 from selling popcorn R20 cost of making popcorn = R30 Total marks 8 20

23 Answers for the Portfolio Activities Grade 6 LO3: AS1, AS4; LO4: AS2, AS3 Total marks: They sort it for people who collect it for recycling Cooking and selling popcorn 2 3.a. The maize for the popcorn is grown on a farm The farmer sells the maize to a company that makes popcorn. The company sells the popcorn to a shop in Zanele s area. Zanele buys a big bag of popcorn and cooking oil from the local shop. She cooks the popcorn and puts it in small bags to sell. 3 b. Allow any reasonable answer for example: To reduce the waste from her business, Zanele tells her customers to: give the plastic bags to the local people who collect things for recycling companies; or wash the bags and reuse them 7 4. Allow any reasonable answer. For example, Yes, children like popcorn/it is affordable or No, popcorn is not healthy food/it is too expensive bag of popcorn: R10 Cooking oil: R5 Small bags: R5 Total cost: R20 To make a profit, Zanele must sell at least 21 bags of popcorn. R30 profit from 50 bags 6 6. Learner s advertising plan should include: a poster that will encourage people to buy Zanele s popcorn a list of places where the posters will be displayed at least one other way that people can find out about her popcorn (for example announcement at school assembly, advert on local radio or in newspaper) 8 Grade 7 LO1: AS1; LO3: AS3; LO4: AS2 Total marks: Cooking/making popcorn and selling it 2 2. Allow any reasonable answers, for example: to make sure she does not spend more on producing popcorn than she earns through sales, so she can see if the cost of popcorn goes up it means that she will have to sell more packets or get less profit Allow any reasonable suggestions that relate to income (2) and expenditure (2), for example a budget sheet, a table in which she records the date and cost of buying materials, a system for filing receipts. Allow a couple of marks for clarity and ease of use 6 4. Allow 2 marks for each correct benefit. For example: saves raw materials, reduces the amount of waste that goes to landfill sites (rubbish dumps), selling the materials to recycling companies and selling recycled products can generate income 4 5. From their research learners should identify: at least three different types of materials that are recycled (such as glass, plastic, paper, tin, alumininium, cardboard) the raw materials that are saved when they are recycled (for example recycling glass saves sand, soda ash, and limestone and making glass bottles from recycled glass saves energy) how much the recycling companies pay for the materials 9 6. Check to see that learner s mind map includes: some information about what happens to the waste in your community ideas for how the waste could be used as a source of raw materials for local businesses 10 21

24 Curriculum links Learning Area: Economic and Management Sciences Note to facilitator: You can adapt the activities and discussions as needed to help learners work towards the following Learning Outcomes (LO) and Assessment Standards (AS). Economic and Management Sciences: Grade 4 Learning Outcomes and Assessment Standards LO1: The economic cycle AS2: Explains the effects on the community of both responsible and irresponsible use of resources and services LO3: Managerial, consumer and financial knowledge and skills AS2: Distinguishes three different types of local businesses: trading; manufacturing; servicing. AS3: Identifies different sources of personal income, and plans spending and saving by drawing up a basic personal budget AS4: Investigates the use and purpose of a savings account LO4: Entrepreneurial knowledge and skills AS1: Identifies different characteristics (abilities and talents) of entrepreneurs AS2: Explains how entrepreneurs combine labour (work), capital (money, machinery, tools), and natural resources (raw materials) to gain profit AS3: Differentiates between the entrepreneurial actions of buying, selling and producing Lesson Plan Activity Activity 2 4, 5, 6 Activity 2 Questions or tasks in Portfolio Activity that work towards the AS 3 2 1,

25 Economic and Management Sciences: Grade 5 Learning Outcomes and Assessment Standards LO1: The economic cycle AS1: Differentiates between the different levels of needs that people have, and explains how these might be satisfied LO3: Managerial, consumer and financial knowledge and skills AS3: Finds out and discusses how a savings account is opened at a bank, and completes deposit and withdrawal slips AS4: Discusses the value of savings and thrift, and people s difficulty in saving if basic needs are not met LO4: Entrepreneurial knowledge and skills AS3: Identifies enterprises and events in own community (e.g. sporting events, craft work) where specific goods and services are being sold to satisfy consumers needs and generate profit Lesson Plan Activity Activity Activity 2 9 Activity 2, 3 7, 8 Questions or tasks in Portfolio Activity that work towards the AS Economic and Management Sciences: Grade 6 Learning Outcomes and Assessment Standards LO3: Managerial, consumer and financial knowledge and skills AS1: Understands and participates in the production process, from raw materials to final products, including waste products AS3: Explains the concept of debt and compares the banking and savings facilities offered by different banks LO4: Entrepreneurial knowledge and skills AS2: Identifies a variety of possible business opportunities in the community AS3: Designs an advertising campaign to promote a product that will generate a profit Lesson Plan Activity Activities 2, 3 Questions or tasks in Portfolio Activity that work towards the AS , 6 23

26 Economic and Management Sciences: Grade 7 Learning Outcomes and Assessment Standards LO1: The economic cycle AS1: Explains needs and wants and how the differences between them impact on communities and the environment LO3: Managerial, consumer and financial knowledge and skills AS3: Describes the importance of administration in managing a business (record keeping, storing documentation) LO4: Entrepreneurial knowledge and skills AS2: Uses idea generation techniques to make recommendations on using community resources to generate income in a responsible way. Lesson Plan Activity Activity 1 Activity Questions or tasks in Portfolio Activity that work towards the AS 4, 5, 6 Opportunities for integration with other Learning Areas Languages: English First Additional Language LO1: Listening; LO3: Reading and viewing Activity: Reading and/or listening to Zanele s story in preparation for the Portfolio Activity tasks Technology LO1: Technological processes and skills Activity: Using waste materials to make a moneybox; Making other products to sell. 24

27 NEED WANT

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30 28 Contact details: TCTS SA Programme Coordinator Fax: /40