Stage 2 Teacher Resource Pack

Transcription

1 Stage 2 Teacher Resource Pack

2 Introduction Welcome to the Commonwealth Bank Foundation s StartSmart Primary Teacher Resource Pack (TRP). This pack has been designed to complement the StartSmart Primary workshops. In it, you will find post-workshop activities that build upon and reinforce the key concepts covered by our program. These activities come in a wide variety of formats including worksheets, teacher-led discussions, games and research assignments. The Commonwealth Bank Foundation is dedicated to the development of financial literacy skills in young Australians. A fundamental tenant of the Foundation is to provide educational resources without promoting Commonwealth Bank products. The StartSmart Primary program aims to engage students in an interactive and fun learning environment while equipping them with essential money management skills, primarily through engaging and educational workshops. This pack contains activities tailored to the learning needs of Stage 2 students. Thank you for your participation in the StartSmart program. If you require any further information about our program, please visit Commonwealth Bank Foundation Pty Ltd RESTRICTED WAIVER OF COPYRIGHT The material in this document is subject to restricted waiver of copyright to allow the material contained in the publication for use within a school, subject to the conditions below: 1. All copies of the printed material shall be made without alteration or abridgement and must retain acknowledgement of the copyright. 2. The school or college shall not sell, hire or otherwise derive revenue from copies of the material, nor distribute copies of the material for any other purpose. 3. The restricted waiver of copyright is not transferable and may be withdrawn in the case of breach of any of these conditions. Page 2

3 Contents Contents... 3 Stage 2 Key Learning Outcomes Covered in this Pack... 4 Curriculum Points Covered in this Pack... 4 Activities... 5 Activity 1 Comparative Shopping... 5 Activity 2 Recognising and Calculating Money... 6 Riches Riddle... 7 Money Maze... 7 Cash-tastrophe!... 8 Coinversion... 9 Activity 3 The Island of Wants and Needs Activity 4 A Coach Cash Poster Budget Activity 5 Comparative Shopping (2) The Best Deal Activity 6 Revision of Key Workshop Concepts Word Scramble Speed to your Needs Word Jumble! Answers Glossary of Key Terms Page 3

4 Stage 2 Key Learning Outcomes Covered in this Pack - Revise and reinforce the key concepts introduced in the Stage 2 workshop. - Appreciate that money includes more than notes and coins. - Understand how to prioritise between needs and wants to budget expenditure. - Identify smart spending techniques such as comparative shopping. Curriculum Points Covered in this Pack National Financial Literacy Framework NFLF KU3.2 Understand that money comes from a variety of sources and is limited. NT Curriculum CD KGP 3.2 Data Sort objects into categories and count physical collections in order to determine which category is the largest. NFLF KU3.3 Understand that money is used to exchange goods and services. NFLF KU3.4 Understand that money can be kept to meet wants and needs. NFLF KU3.5 Understand the differences between wants and needs. NFLF C3.1 Use money to buy basic goods and services. NFLF C3.2 Compare the value of similar items. NFLF C3.3 Order spending preferences. NFLF C5.1 Classify and compare goods and services. NFLF C5.2 Prepare simple plans and examine financial records. N KGP 3.1 Numbers and number systems Recognise and name numerals in the range N KGP 3.1 Numbers and number systems Estimate, compare, order and represent the size of collections using small whole numbers. N KGP 3.2 Calculating Add and subtract a small collection of objects. N KGP 3.2 Calculating Compare and describe collections of objects. N KGP 3.2 Calculating Informally record addition, subtraction, grouping and sharing situations using stories, materials and pictures. N 1.1 Numbers and number systems Estimate, compare, order, read and represent numbers to N 1.2 Calculating Use relationships between addition and subtraction to solve problems. L/S KGP 3.1 Texts and Contexts Use spoken language appropriately in a variety of classroom contexts, ask and answer simple questions for information and clarification, contribute relevant ideas during class or group discussions; follow simple instructions; and recall personally significant information from texts heard. Page 4

5 Activities Activity 1 Comparative Shopping Learning Outcomes - Understand the value of comparative shopping - Model comparative shopping to find the cheapest price Curriculum Points National Financial Literacy Framework NFLF KU3.3 Understand that money is used to exchange goods and services. NFLF KU3.4 Understand that money can be kept to meet wants and needs. NFLF C3.1 Use money to buy basic goods and services. NFLF C3.2 Compare the value of similar items. NFLF C3.3 Order spending preferences. NT Curriculum CD KGP 3.2 Data Sort objects into categories and count physical collections in order to determine which category is the largest. N KGP 3.1 Numbers and number systems Recognise and name numerals in the range N KGP 3.1 Numbers and number systems Estimate, compare, order and represent the size of collections using small whole numbers. N KGP 3.2 Calculating Compare and describe collections of objects. Materials Required - A number of catalogues/brochures - Scissors - Optional: a number of palm cards with different monetary amounts written on each - Optional: a small prize Running the Activity - Give students a number of brochures and ask them to find and cut out the cheapest and most expensive versions of various items. - Using subtraction and addition get students to calculate how much they would save by shopping around. - Get students to discuss the benefits of comparative shopping. Activity Extension/Alternatives - Divide students into teams. - Place palm cards with different monetary values written on them face down around the classroom. - A representative from each team must race to find the card with the lowest value on it. - Play the game in several rounds, with the winning team receiving a prize. Page 5

6 Activity 2 Recognising and Calculating Money Learning Outcomes - Recognise the value of different notes and coins - Perform calculations using money Curriculum Points National Financial Literacy Framework NFLF C3.1 Use money to buy basic goods and services. NFLF C5.2 Prepare simple plans and examine financial records. NT Curriculum N KGP 3.2 Calculating Informally record addition, subtraction, grouping and sharing situations using stories, materials and pictures. N 1.1 Numbers and number systems Estimate, compare, order, read and represent numbers to N 1.2 Calculating Use relationships between addition and subtraction to solve problems. Materials Required - One copy of the Riches Riddle, Cash-tastrophe! and Coinversion worksheet (provided after this activity) per student - Pencils Running the Activity - Discuss the importance of being able to conduct monetary transactions with the class, and ask students to describe situations where they used, or saw people use money in the past. - Model conducting simple monetary transactions on the board for students, discussing common pitfalls encountered when conducting transactions including: o Confusing dollars and cents o Leaving the dollar or cents sign off answers - Distribute one copy of each worksheet to each student and get them to complete them. - Once students have completed the worksheets get them to swap sheets with the person next to them and go through the answers as a class. Page 6

7 Riches Riddle Help Coach Cash figure out the answer to her question by answering these problems and putting the letter in the box under each correct answer. D = $ $2.25 H = $ $1.85 A = $ O = $ $1.60 S = $ $0.75 P = $ $7.85 U = $ $0.65 R = $4 x 3 N = $ $2.70 What s one great way to save money? $1.40 $9.15 $1.75 $10.85 $10 $12 $1.75 $5.20 $5.55 $3.25 Money Maze Coach Cash got lost on her way to the bank! Help her find the way. Start End Page 7

8 Cash-tastrophe! Oh no! Coach Cash has lost some of her money. Help her figure out which note or coin is missing from each money collection. Collection Old Amount Missing Coin/Note $4.75 $1.30 $8.00 $13.45 $15.25 Page 8

9 Coinversion Coach Cash wants to swap one set of coins for another. Can you help fill in the blanks to help her figure out how many coins she ll need to keep the same amount of money? 4 x = x 10 x = x 3 x = x 10 x = x 1 x = x 6 x = x 3 x = x 8 x = x Page 9

10 Activity 3 The Island of Wants and Needs Learning Outcomes - Distinguish between wants and needs and understand why this is an important distinction - Prioritise spending decisions - Recognise that different families have different needs - Understand that money can buy goods and services - Recognise that families have to budget their expenditure and balance the wants and needs of everyone in the family Curriculum Points National Financial Literacy Framework NFLF KU3.2 Understand that money comes from a variety of sources and is limited. NFLF KU3.3 Understand that money is used to exchange goods and services. NFLF KU3.4 Understand that money can be kept to meet wants and needs. NFLF KU3.5 Understand the differences between wants and needs. NFLF C3.1 Use money to buy basic goods and services. NFLF C3.3 Order spending preferences. NFLF C5.2 Prepare simple plans and examine financial records. NT Curriculum L/S KGP 3.2 Language Structures and Features Listen to and produce brief spoken texts that deal with familiar ideas and information, in informal situations with familiar people. N KGP 3.2 Calculating Add and subtract a small collection of objects. N KGP 3.2 Calculating Compare and describe collections of objects. Materials Required - Three copies of the suitcase template - A number of tokens to be distributed throughout the game - Optional: three cards with baby, cat and cold written on each respectively Running the Activity - Separate students into three family groups. - Specify the characteristics of each family, potentially giving each family a prop or card to help them remember their characteristics: family 1 has a new baby; family 2 has a cat; family 3 has a member with a bad cold. - Explain to the class that each family is going to a deserted island with just one suitcase. The suitcase can carry only 6 items. - Ask each family to decide and write down which 6 items they will take with them on the trip. - The items that the families can choose from are: Page 10

11 A tent Matches A comic book Food Cat food A ball Sunscreen A bottle Fairy floss Cough medicine A scrabble board A stereo - Once the students have chosen their items, the following scenarios are described: 1. There s a huge thunderstorm, and the rain is pouring down. If you packed a tent, you get a token. 2. Once the sun sets, it gets really cold. If you packed matches to make a fire, you get a token. 3. You start to get hungry and thirsty. If you packed food, you get a token. If you packed water, you get a token. Fairy floss does not count as food as it will not fill you up. i. If you had the baby and packed a bottle, you get an additional token. ii. If you had the cat and packed cat food, you get an additional token. 4. The person with the cold starts to cough and feel sick. If you had a sick family member and packed cough medicine, you get a token. 5. The sun comes out and it gets very hot. If you packed sunscreen, you get a token. Note: If you don t want to use tokens, you can simply tally the number of points each team received. - The team with the most tokens at the end of the game wins a prize. Activity Extension/Alternatives - Following the game, discuss with the class the importance of spending on your needs before your wants. - Ask students to consider what would have happened to a family that had not considered their needs when packing. - Students should recognise that different families may have different needs. - Ask students to consider what else they would have packed if they had extra space in their suitcase. Students discuss whether smart spending means never buying things that they want. Page 11

12 Token: Page 12

13 Pack Your Suitcase!

14 Activity 4 A Coach Cash Poster Learning Outcomes - Prioritise spending preferences - Construct a simple budget - Understand the benefits of comparative shopping Curriculum Points National Financial Literacy Framework NFLF KU3.3 Understand that money is used to exchange goods and services. NFLF KU3.4 Understand that money can be kept to meet wants and needs. NFLF KU3.5 Understand the differences between wants and needs. NFLF C3.1 Use money to buy basic goods and services. NFLF C3.2 Compare the value of similar items. NFLF C3.3 Order spending preferences. NFLF C5.1 Classify and compare goods and services. NFLF C5.2 Prepare simple plans and examine financial records. NT Curriculum N KGP 3.2 Calculating Informally record addition, subtraction, grouping and sharing situations using stories, materials and pictures. N 1.1 Numbers and number systems Estimate, compare, order, read and represent numbers to N 1.2 Calculating Use relationships between addition and subtraction to solve problems. SkP 1.1 Play and experiment with basic arts materials, skills, processes and technologies when engaging in and sharing arts experiences. Materials Required - A3 paper - Materials for students to use to create a decorative poster, such as: o Glitter o Coloured paper o Textas o Coloured pencils - Play money - Optional: one copy of the Budget worksheet per student Running the Activity - Break students into groups with the task of designing a Coach Cash Poster to display one of the principles taught in the Stage 2 workshop (for example, comparative shopping, needs and wants, you must work to earn money). - Give each group the same amount of play money. - Explain to students that in order to obtain the materials required to design the poster, they must buy materials from the teacher. - Assign a different price to each poster material (such as cardboard/paper, textas, cut out dollar signs and glitter) with necessary items (like cardboard/paper) cheaper than decorative items. Page 14

15 - Have students model aspects of conducting a transaction such as calculating change and adding sums of money while buying their poster materials. - Once the posters are completed, have the class discuss strategies for budgeting and spending prioritisation including: o Spend on your needs before your wants ( Speed to your needs, wait for your wants ) o Plan before you spend o Different groups may have different needs Activity Extension/Alternatives Comparative shopping Budget - Set up two stores on either side of the classroom, each selling the same poster materials for different prices. - Students who visit both stores will be able to buy their products at the lowest possible price, whereas those that visit just one will pay more for some items. - Once the posters are completed, students discuss the benefits and disadvantages of comparative shopping. - Get each group to budget where they will spend their money before they begin making their poster. - Get students to consider: o What items they need and want o Whether it is better to buy one very decorative item if it means they won t be able to afford anything else Page 15

16 Budget Sources of Income Amount Earned Expenses Amount Spent Balance (Hint: Subtract your expenses from your income.) Page 16

17 Activity 5 Comparative Shopping (2) Learning Outcomes - Understand the benefits of comparative shopping Curriculum Points National Financial Literacy Framework NFLF C3.2 Compare the value of similar items. NFLF C5.1 Classify and compare goods and services. Materials Required - One copy of The Best Deal worksheet per student NT Curriculum CD KGP 3.2 Data Sort objects into categories and count physical collections in order to determine which category is the largest. N KGP 3.1 Numbers and number systems Recognise and name numerals in the range N KGP 3.1 Numbers and number systems Estimate, compare, order and represent the size of collections using small whole numbers. N KGP 3.2 Calculating Compare and describe collections of objects. Running the Activity - Remind students that comparative shopping is an effective way to save money when purchasing items. - Discuss common mistakes people make when comparative shopping, including: o Buying more than you need to get a cheaper price per unit o Ignoring hidden costs o Ignoring your individual needs when trying to get the best deal - Have students complete The Best Deal worksheet. - Discuss the answers with the class. Page 17

18 The Best Deal Help Sean to choose the best deals for him! For each item, circle the option that is cheapest. Shopping List 2 cartons of juice 1 pair of shoes 1 carton of milk 6 loaves of bread Page 18

19 Deal 1 Deal 2 How much will Sean Pay? $3 off! Juice $6.50 Juice $3.00 $5 OFF!! Shoes $14.00 Shoes $12.00 Hint: How much does Sean actually need? Can you store extra milk for later? 2 Bottles for $ Bottle for $ loaves for $ loaves for $8.00 $ Page 19

20 Activity 6 Revision of Key Workshop Concepts Learning Outcomes - Revise key concepts covered in the Stage 2 workshop - Explore opportunities to earn money or other rewards - Recognise the difference between needs and wants Curriculum Points National Financial Literacy Framework NFLF KU3.2 Understand that money comes from a variety of sources and is limited. NFLF KU3.5 Understand the differences between wants and needs. NFLF C5.1 Classify and compare goods and services. NT Curriculum W KGP 3.3 Strategies Use knowledge of sound symbol/relationships and conventional symbols to spell words. L/S KGP 3.1 Texts and Contexts Use spoken language appropriately in a variety of classroom contexts, ask and answer simple questions for information and clarification, contribute relevant ideas during class or group discussions; follow simple instructions; and recall personally significant information from texts heard. Materials Required - One copy of the Coach Cash s Find-a-Word, Word Scramble and Word Jumble worksheet per student - Pencils - Optional: whiteboard markers or chalk Running the Activity - Have students complete the Coach Cash s Find-a-Word worksheet. - Go through each of the words hidden in the find-a-word, and with the class, come up with a definition for each word (you can refer to the glossary for definitions of each word). - Optional: write each word and its definition on the board. - Once all the words have been defined, ask the class to finish the following sentences: o A (want) is something that s nice to have. A (need) is something you must have to survive. o A (good) is something you buy that you can touch and feel. A (service) is something that you buy that someone does for you. o A (key card) is a card that lets you spend your own money. A (credit card) is a card where you spend the bank s money and must pay it back. o A (coin) is round, flat piece of metal used as money. A (note) is a piece of paper or plastic that is used as money. - For additional revision, have students complete the Word Scramble and Word Jumble worksheets. Page 20

21 Coach Cash s Find-a-Word E F T P O W I T S D R B A N K I N G H E S C O I A T M B O K G O P I G H E U P E O I N E E D F D A Y O N E W A R T G R C D G S A C A P E O A S L K N V W O T U R I Y A T X A S K N D T E T S L L A R D P C U R R E N C Y X R Banking Shop Around Currency Good Key Card ATM Account Withdraw Coin Need EFTPOS Budget Page 21

22 Word Scramble Coach Cash has run out of money for her Money Olympics. Unscramble these words for some ideas about where she could earn some more money. Ekam eth dbe Od het seidhs Wlak the ogd Aregag lesa Lofd het shanigw Efed eth tac Speed to your Needs Coach Cash is worried about spending too much money at the shops. Help her by going through her shopping list and circling items that are needs, and crossing out items that are wants. Bread Skipping rope Dinner ingredients Clothes Coach whistles Water Money Olympics video game Soap Page 22

23 Word Jumble! Coach Cash needs your help! She s forgotten the meaning of these words. Help Coach Cash remember what each word means by linking the word to its meaning. ATM A bank card that lets you spend money that you ve put in the bank. Credit Card A machine that lets you access money in your bank account without going into a bank. It can also be used to check the balance of a bank account. EFTPOS A bank card that lets you borrow money from the bank, which you need to pay back. Key Card A system that allows you to buy things in a shop using a key card to access money that you have in the bank. Page 23

24 Answers The Best Deal Deal 2, $6.00; Deal 1, $9.00; Deal 2, $4.00 (Note: deal 1 is the better price per bottle, but Sean only needs one bottle of milk. If he gets deal 1 he will end up paying more money and probably waste the milk.) Deal 1, $ Total: $37.00 Riches Riddle Shop Around Money Maze Cash-tastrophe! $1, 50c, 50c, 50c, $10 Coinversion 8, 1, 6, 1, 2, 3, 6, 2 Word Scramble Make the bed; do the dishes; walk the dog; garage sale; fold the washing; feed the cat Speed to your needs Bread, dinner ingredients, water, soap, clothes Word Jumble! ATM A machine that lets you access money in your bank account without going into a bank. It can also be used to check the balance of a bank account. Key Card A bank card that lets you spend money that you ve put in the bank. EFTPOS A system that allows you to buy things in a shop using a key card to access money that you have in the bank. Credit Card A bank card that lets you borrow money from the bank, which you need to pay back. Page 24

25 Glossary of Key Terms Advertising ATM Comparative Shopping/Shop Around Credit Card EFTPOS Foreign Currency Key Card Needs Peer Pressure Saving Wants A form of communication that attempts to persuade potential customers to purchase a good or service. Automatic teller machine a computerised device that allows individuals to use a bank card to access money in their bank accounts without going into a bank. It can also be used to check the balance of a bank account. Comparing similar items to determine which product is the best product for you. In its simplest form, it involves comparing product prices, though it can also be used to compare the properties of different products. A bank card that lets you borrow money from the bank, which you need to pay back. Electronic funds transfer at point of sale a system that allows you to directly pay for things that you buy with money that you have in the bank using a key card. It also allows you to withdraw cash at the same time as purchasing a product or service. The currency used in a country that is not Australia. A bank card that lets you spend money that you ve put in the bank. Something that you must have to survive. The influence exerted by a peer group in encouraging a person to change their attitudes, values or behaviour to conform to group norms. Putting money aside, in a bank or piggy bank. Something that you d like to have but that you don t need to survive. Page 25