How We Organise Ourselves – Year 5

Business & Market Day Inquiry (Redeveloped Unit)

Skyscraper, Anja BY CC0

This unit builds on the analysed Unit of Inquiry with the same title, aiming to extend opportunities for transformative  learning perspectives outlined in the GeSTE windows by Lupton & Bruce (2010). It is an integrated “connected curriculum”(Nayler, 2014) unit with teaching and learning from multiple subject areas. Based on the recommendations from the analysis, changes include:

  •  removing the ACARA Chemical Science component which was teacher structured and resourced and not authentically linked to the inquiry
  • include a HASS- Civics and Citizenship component which will encourage students to challenge notions of fairness and equity in business and fair trade
  • include questioning frameworks and visible thinking strategies that examine perspectives and encourage students to reflect on their actions as a consumer
  • align ACARA General Capabilities
  • include a design process for creation of the Market day product or service

Redesigned elements in the overview are in bold.

How We Organise Ourselves – Business & Market Day Inquiry

Year Level/Grade: Year 5  (10-11 years)

Duration: 8 Weeks

Integrated Curriculum Learning Areas (ACARA 8.2):

Humanities and Social Sciences (HASS)- Economics & Business, Civics & Citizenship, Mathematics, English and Spanish.

General Capabilities: Critical and Creative Thinking, Personal and Social Capabilities, ICT Capabilities and Intercultural Understanding

Central Idea

Goods and services can be created in response to entrepreneurial thinking, innovation and philanthropy.

Lines of Inquiry

·       Businesses run for different purposes

·       Understanding supply and demand as a function of business.

·       The design and development of goods and services

·       Access to equal opportunities

Key Concepts

·       Function: Understands how businesses change to meet the consumer needs in society

·       Perspective: Understands that businesses around the world are run differently for different purposes

·       Causation: Understands the factors which contribute to supply and demand of goods and services and their impact on the design process

·       Reflection: Reflects on action towards equal opportunities for children globally and the concept of Fair Trade

Essential Questions:

What do we need to understand about supply and demand as a function of business?

 

How does design and development of goods and services impact on a business?

 

What are the different types of business around the world and their purposes?

 

What is the difference between needs and wants?

 

What is supply?

What is demand?

What is the relationship between supply and demand?

 

How does the concept of supply and demand relate to running a business?

What is a business?

How is a business structured?

How does a successful business operate?

What are goods?

What are services?

What is the difference between goods and services?

 

What defines entrepreneurial thinking?

What is innovation?

What are the characteristics of an entrepreneur?

 

What is the process of product design?

 

What is the purpose of business?

Why are there different types of businesses?

What is a philanthropist?

 

What is the relationship between children’s rights and child labour?

How can we apply our knowledge of Fair Trade to our responsibilities as consumers?

 

 

Overview

This unit provides students with the opportunity to understand how businesses begin, function and the influences on their success. With a Humanities and Social Sciences (HASS) focus in Economics & Business, the students will investigate the motivations behind starting a business and the ways in which people develop the skills and ideas necessary to sustain or build a business. The students will use case studies to construct knowledge about entrepreneurial thinking, innovation and action. They will develop a basic understanding of economics as they engage in practical experiences which test the concept of supply and demand.

In this redesigned unit, students will also investigate HASS Civics & Citizenship encouraging students to explore and challenge some global concepts of equity and fairness in business trade and labour, learn about children’s rights and their choices and responsibilities as a consumer.

In small business teams, students will use a design process to create a product or service, collect market research data, plan a budget, promote and advertise their product and run their business during our Year 5 Market Day. Students will gain Intercultural Understandings as they work with students from an International Bilingual School and build international mindedness in their perspectives.  This experience will give the students a real life context in which to develop Mathematics skills, problem solving skills, social and self-management skills and English skills.

Assessment:

The assessment is built around a problem based task which is engaging for students, incorporating the components of the mandated curriculum whilst evaluating students real life application of concepts, skills and big understandings, as required in a genuine assessment task (Barell, 2008; Crockett, Jukes & Churches, 2012). Students have access to the assessment rubric and opportunities to discuss it with teachers. The rubric draft would be initially teacher created and use a five point scale that the students are familiar with. However, it would then be discussed with students for their input with the success criteria and modified to be a co-constructed rubric. The tasks are open-ended allowing for differentiation in the creation and presentation of the variety of tasks in the assessment scenario.

 Summative Task Scenario:

You are a business team who will be presenting a new product or service to a variety of customers at a Year 5 Market Day on campus. You will need to:

  • Create your own team business with name, logo and product or service to sell with 3-4 members of your class and at least one international student.
  • Follow a design process to research, create and refine a product or service to sell at Market Day
  • Design your own market research questions to investigate with a your team’s target audience. Represent data collected in a method of your choice to best display and analyse the data. Summarise how this information will influence your product design or estimated cost.
  • Create a financial plan or budget with all expenses and costings calculated, presented as a running total with the cost of your product, gross and net profit or loss.
  • Plan and design a marketing campaign to advertise your product or service within the College Primary community. You can choose to use print, video, audio, real life presentations or another method negotiated with your teacher. You will need to advertise Market day and your product.
  • Complete a Business Plan booklet to demonstrate your understanding of Product, Placement, Price and Promotion.
  • Run your business and respond to supply and demand.
  • Take action to promote your understanding of children’s rights in labour globally or the concept of fair trade in some way that informs others on the day.
  • Reflect on the performance and success of your business with a SWOT analysis following Market Day and reflection on the Central Idea and Lines of Inquiry.

Planning and Inquiry Process:

Key Questions Possible Learning Experiences Resources
Tuning In    
·        What do I know, think and feel about this topic?

·        What am I interested in finding out about?

·        What questions do I have about the topic?

·        What is my schema about this topic?

·        What experiences can I share about this topic?

Process questions run throughout the unit that relate directly to the stage of the information seeking process.

Provocation 1: Dragons Den

·       Watch a selection of Dragon’s Den clips

·       Discuss the clips – What have the young people in these clips done? What are they trying to achieve? What questions do you have?

·       Introduce provocation task – Students to design a product or service they would present to the Dragon’s Den.

·       Students share ideas with the class. Class reflect whether they would or would not invest in this product?

Dragons Den Clips:

https://www.youtube.com/watch?v=SXVKm8HApAQ

 

https://www.youtube.com/watch?v=Ix2rPMz-Tz0

 

https://www.youtube.com/watch?v=GQC7BfIEi_4

 

https://www.youtube.com/watch?v=JHrhKFJ6-uM&spfreload=5

What do we know about business?

See, think Wonder

KWHLAQ (Barell, 2008) questioning framework. This provides an opportunity for students to take action later in the process within the transformative window.

What is the purpose of a business?

Brainstorm

Are all businesses run for a profit? Why/ why not?

Critical question to guide evaluation of the sources.

Provocation 2: Exposure to different examples of entrepreneurial thinking.

·       Pose the question: What do we know about business? Brainstorm- concept web

·       KWHLAQ/ Visible Thinking Routine- See, Think, Wonder. Make these questioning frameworks explicit in a class display with anchor charts so students can refer back to them when constructing their own questions.

·       Watch clips involving a variety of businesses for different purposes.

·       Ask: What might we add to what we know about businesses?

·       Pose the question: What are the purposes for running a business?

 

How do we ask good questions? Explore Thick and Thin questions and prepare a question for our guest speaker Taj Pabari.

Caine’s Arcade:

https://www.youtube.com/watch?v=faIFNkdq96U

 

Tom’s Shoes:

http://www.toms.com/what-we-give-shoes

 

Interviews with Taj:

Fiftysix Creations

https://www.youtube.com/watch?v=NcNZS0PkTt4

 

https://www.youtube.com/watch?v=jhP16E8s_4A

 

 

Provocation 3: Taj Pabari- Year 12 / or student entrepreneur

·       Guest Speaker

·       Brainstorm questions with students for Taj:

·       How did you start your business?

·       How did you come up with the idea?

·       How do you run your business?

·       What are you plans for the future of your business?

Provocation 3: Tug of war: Perspectives of running a business for profit, not for profit e.g. Nike vs OxFam

Guest speaker from Oxfam to discuss Fair Trade

Civics & Citizenship:

Why people work in groups to achieve their aims, and how they can express their shared beliefs and values and exercise influence (ACHCK027)

What is the difference between needs and wants?

Generic question

Learning Experience 1: Needs Vs Wants

·    Quick Scenario: If you were stuck on an island and could only take 5 things with you to survive what would you take? Working in small groups students brainstorm and agree on what to take and why? Share and discuss responses as a class.

·    Watch BrainPop Jr Clip

·    Make a t-chart on the board and label one side ‘Needs’ and the other ‘Wants’. Ask volunteers to name human needs and write down their answers on the left side of the chart. Guide children to understand that people need air, food, water, shelter, and clothes to live. Then ask students to name some things they want to have, but don’t need in order to survive, and record their answers on the right side of the chart. As children mention expensive items they want, guide them to understand that families must carefully budget their money to cover needs and pay for wants using only the leftover money.

·    Reflection: Think back to the 5 things your small group choose to take with you to the desert island – Were they needs or wants? Would you change your choices?

Learning Experience 2:

Explore Maslow’s hierarchy of needs

 

BrainPOPJr: https://jr.brainpop.com/socialstudies/economics/needsandwants/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Maslow’s Hierarchy in rectangular grid not in hierarchy order

Maslow’s Hierarchy pyramid

Finding Out  
·        What new information has been presented?

·        Has this altered or confirmed my schema?

·        What skills do I need to inquire further?

·        How am I going to find out the answers to my questions?

·        What resources will I need?

 

What defines entrepreneurial thinking?

What is innovation?

What are the characteristics of an entrepreneur?

 

 

 

 

 

Promote thought about profit vs community action responsibility/ giving back.

 

 

What defines entrepreneurial thinking? What is innovation? What are the characteristics of an entrepreneur?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Needs and rights

How are the needs and rights of these children being met or not met?

How does this compare to your needs and rights?

 

Reading research- use NF books and online sources

Revise using effective search strategies- index, contents, subheadings, skimming and scanning techniques

Focus on summarising information from key points into own sentence.

Transdisciplinary skills: Research skills

 Library lessons run in class or in library as needed through inquiry research process.

Students will access data:

1.      by locating a non-fiction book to suit their purpose

2.      by utilising the library catalogue

3.      by using index, content, headings, captions, skimming and scanning for key words

4.      by utilising the learning centre web site with teacher loaded resources for not for profit organisations that support children’s rights

5.      by identifying key words, synonyms and related words and broad and narrow search terms

6.      by using Boolean operators to make searching more effective

by applying the CARS checklist to check credibility, accuracy, reasonableness and support of sources to provide a critical questioning framework to guide the evaluation of sources.

 Learning Experience 1: Visualise the future

What defines entrepreneurial thinking? What is innovation? What are the characteristics of an entrepreneur?

·   2 minute talks- entrepreneur to research (link to speaking and listening- explain assessment rubric with students)

25 names randomly allocated from a hat e.g. Steve Jobs, Oprah Winfrey, Estee Lauder, Richard Branson

This generic questioning framework 7W;s and H is appropriate for students investigating a mini cycle within the larger inquiry. Model for an entrepreneur and make an anchor chart for students to refer back to.

 

Who are they? What are they famous for and why? Where and when are they important in the world? Did they take risks and face challenges? What makes this person an entrepreneur? How are they significant in our world? Are they a philanthropist?

Learning Experience 2:

 How can entrepreneurs can build on existing ideas? How can they give back to the global community?

·       Car parking in rented driveway spaces- Brisbane city

·       Food Vans for Homeless

TOMS shoes Australian equivalent: http://www.dailymail.co.uk/femail/article-2509484/Gandys-flip-flop-brothers-land-Accessorize-deal.html

Biz Kids- Man cans clip- 12 yr old boy who uses food cans to create homemade candles and profits purchase more cans that feed homeless. Business run as a community service not for profit business.

Learning Experience 3:

Explore rights of the child- Universal declaration for the rights of a child.

Explore products that use children to crate their products (Productsofslavery.org)

Go online and explore the websites of different global organisations that advocate children’s rights (UNICEF, World Vision, Save the Children)

Refection: What can we do as consumers to support fair trade? e.g. Chocolate purchasing (Links with Spanish)

Ethical understandings

Questioning framework: Visible Thinking strategies (Church, Pritchhart & Morroson, 2011)

Circle of viewpoints: explore perspectives of child, consumer, child’s family, business owner, UNICEF worker

NF books

Goods and services- Brainpop Jr

https://jr.brainpop.com/socialstudies/economics/goodsandservices/preview.weml

 

CARS www.virtualsalt.com

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2 Minute Talk on Entrepreneur rubric

Entrepreneur names

 

ACARA- English- Literacy

Oral Presentations

Plan, deliver and rehearse presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

 

 

 

 

 

 

 

 

 

 

 

 

 

http://www.productsofslavery.com

 

Function: How does it work?

Causation: Why is it like it is?

Reflection: How do we know?

Perspective: What are the different points of view?

Discuss main concepts that underpin inquiry across all areas.

Unpacking the Central Idea

·       As a class unpack the Central Idea- identify and define key terms and ideas- individual, partner, class share

·       Look at concepts/ related question

Central Idea

Goods and services can be created in response to entrepreneurial thinking, innovation and philanthropy.

 

Sorting Out    
What are goods?

What are services?

What is the difference between goods and services?

Students will explore terms and define in own words. Brainpop Jr- Goods and services

dictionary

 

What is supply?

What is demand?

What is the relationship between supply and demand?

These are discipline questions that target content in Economics and Business curriculum.

 

Definition of terms supply and demand.

Reflection on the task.

Understanding key concept:

Causation: understands the factors which contribute to supply and demand of goods and services

Learning Experience: Cookie Crazy (provocation)

Students allocated a random amount of coloured counters which match money values. They add their values to be able to budget.

Cookie and toppings prices are advertised with each item and associated cost listed on the board.

Students design a cookie based on the budget they can afford.

Cookie Store opens- as demand for toppings increases or decreases, cost of items change. Students will need to problem solve to adjust cookie topping purchasing to what they can afford in the ‘current market’ based on increasing and decreasing prices of goods.

Students will experience direct impact of increased demand impacting on reduced availability of supply and cause/ effect on prices advertised for purchasing goods.

This can be frustrating for students who will need to be reminded of the real world context for supply and demand.

 
What is a financial plan or a budget?

Why do we need one?

Mathematics:

ACARA- Mathematics

Number and Algebra

Money and financial mathematics: Create simple financial plans

 Simple financial plans- Camp budget to teach adding and running total for a simple budget and how to search for specific expenses online.

Scenario: Year 5 Camping Adventure!

Year 5 are going camping this term! You will need some equipment. You have been given a budget of $300 to purchase your goods.   Spend your money wisely, evaluate the best choices and justify the decisions you have made. Set your work out clearly and neatly.

You will need something to:

·        sleep on or in

·        sit on

·        store drinking water in

·        catch food with

·        cook with

·        see in the dark with

Set your information out by using a table showing the income and your expenses. Use a running total. You must also include the reasons why you chose your particular piece of equipment.

Use the following websites or your own choice of camping goods websites to help you:

BCF- http://www.bcf.com.au/#HomeFeaturedProducts

Kmart- http://www.kmart.com/fitness-sports-camping-hiking/c-20119

Big W- http://www.bigw.com.au/sports-leisure/camping

Anaconda- http://www.anaconda.com.au/

Splash- Creating a budget

Super Cyril’s Circus Supplies by Mixed Up Maths

http://splash.abc.net.au/home#!/media/1566350/super-cyril-s-circus-supplies

 

Guided inquiry financial planning- camp budget with links to camping supplies

How is a business structured?

How does a successful business operate?

 

Learning experience 1: The Lorax- Dr Seuss

After viewing the book or the movie, The Lorax, describe how the Once-ler started his business.

1.        What did the Once-ler need to start his business?

2.        How did his business grow? Did he do anything to help his business grow?

3.        Was the Once-ler’s business successful? What makes you think that?

4.        What were the consequences of his business? Were they positive or negative and why?

Concept web of things needed in successful business

The Lorax Flow Chart- inspiration

Learning experience 2: Biz Kids clips

.    What is a business? Episode 107

.    How to succeed in business? Episode 108

.  Introducing Entrepreneurs – Episode 112

.   Marketing Mix – Episode 211

 

The Lorax book- Dr Suess

Lorax response page

Inspiration- concepts web

How does the concept of supply and demand relate to running a business? Use Inspiration to create a flowchart of Business plan as a team.  
Sorting Out    
·        What information will help me with my questions?

·        How can I present my information?

·        How can I use the skills that I have learnt to assist me?

·        How do these concepts relate to other areas of my life?

·        How do I feel about this part of the inquiry?

What is the process of product design?

Running a Business- Booklet

Determine Product: Plan and create your product or service using the design process.

 

Product Placement and Market Research (Linked with Mathematics): Determine who is your target audience/market and why? How are you going to encourage people to buy your product?

What does the market research tell us? Do we need to change our product or service?

Review data to determine demand for product and changes to product or service design.

 

Evaluative questions guide the critical evaluation of sources, data and information.

 

Price/Budget: Determine how much will it cost to create your product or provide your service? What price will you charge for your product or service? Estimate what you will need to sell to repay costs and make a profit.

 

Design Process- Invite Design teacher or senior students from Visual Arts and Design in Senior school to give students feedback about their design process.

Students create questions to ask the speaker about the design process.

Solution Fluencies (Crockett, Jukes & Churches, 2012)

International student physical integration in unit.

Intercultural perspectives.Personal and social capabilities

Share summative task scenario and      co -construct assessment rubric

Task:

Students will research and create a product or service and run their own group business stall during our Year 5 Market Day. They will create their own financial plan and budget, purchase and cost all expenses and create all advertising and marketing for their product or service.

Assessment:

The assessment is built around a problem based task which is engaging for students, incorporating the components of the mandated curriculum whilst evaluating students real life application of concepts, skills and big understandings, as required in a genuine assessment task (Barell, 2008; Crockett, Jukes & Churches, 2012). Students have access to the assessment rubric and opportunities to discuss it with teachers. The rubric was teacher created and uses a five point scale.

Scenario: Barrell (2008) 

You are a business team who will be presenting a new product or service to customers at a Year 5 Market Day on campus You will need to:

·       Create your own team business with name, logo and product or service to sell with 3-4 members of your class and at least one international student.

·       Follow a design process to research, create and refine a product or service to sell at Market Day

·       Design your own market research questions to investigate with your target audience. Represent data collected in a method of your choice to best display and analyse the data. Summarise how this information will influence your product design or estimated cost.

·       Create a financial plan or budget with all expenses and costings calculated, presented as a running total with the cost of your product, gross and net profit or loss.

·       Plan and design a marketing campaign to advertise your product or service within the College Primary community. You can choose print, video, audio, presentations or another method negotiated with your teacher.

·       Complete a Business Plan booklet to demonstrate your understanding of Product, Placement, Price and Promotion

·       Run your business and respond to supply and demand on the day

·       Take action to promote your understanding of children’s rights in labour globally or of the concept of fair trade in some way that informs others on the day

·       Reflect on the performance and success of your business with a SWOT analysis following Market Day 

Booklet- team use butcher’s paper and write into booklet individually

Brainstorm

Logo- What is a logo? Creating a team logo.

What is your Business name? Consider alliteration e.g. Box Buddies, Bracelets & Bands, Target Team

What is your industry category? (games, art, food)

Create your own logo:

1.        Google search logo maker

2.        Choose Free Logo Design & Logo Maker by DesignMantic.com or one of own choice

3.        https://www.designmantic.com/

–           design a logo (right mouse click, save as picture in my pictures)

–           Open Publisher, copy and paste and save for future use

–           Print for your booklet and team journal

Teacher conference with ideas

Running a Business booklet- Guided questions

Market research- collect data/ link to Mathematics

Build on Camp Budget lesson- imaths financial budget template

Add expenses

What is Gross and net profit?

 Product, Placement, Price.

 
Going Further and Digging Deeper    
·        How can I extend my understandings?

·        Where can I find more information if I need it?

·        How can I take my particular interests further?

·        How will I manage my time to work independently on my research?

·        How do you know this will work?

·        When will you know when to do this?

Promotion: What methods to advertise your business will you use? Plan and design your advertising. Justify why is it effective?

 

Have my thoughts, values, feelings, behaviours changed?

 

Promotion: Choose what methods to advertise your business will you use? Plan and design your advertising. Justify why is it effective?

Invite Marketing Manager from School administration to give feedback on marketing/ advertising ideas with teams.

Brainstorm different approaches for possible advertising and investigate effective advertising and the impact on the school e.g cost of printing, placement of posters, interruptions to class lessons and parades to listen to presentations.

 

How will you share your knowledge about Fair Trade and children’s rights?

How can you make your customers aware of our responsibilities as consumers?

 

General capabilities: Critical & creative thinking

 
Making Conclusions/Connections

Reflections

   
·        What are the ‘Big Ideas’?

·        How do I feel about this topic?

·        What do I value?

·        How can I record my reflections about what I have learned?

·        What is the purpose of my research?

·        How has my schema changed since the beginning of the unit?

Student reflection on Central idea, Lines of inquiry, Concepts, Transdisciplinary skills, Learner Profile and Attitudes

Reflect on action taken

·        What can I do to show what I have learned from this unit?

·        How can I link what I have learned with the real world?

·        What links can be made between school, home and the wider community?

Students discuss successes and challenges as a class.

SWOT Analysis – Students reflect on the strengths, weakness, opportunities and threats they faced whilst running their business on Market Day.

·        Students will reflect on their business, pay back any investors by calculating profits and loss and donate any profits to charity. Contact College Chaplain about charities needing school support.

·        Social Skills: Accepting responsibility, Respecting others, Cooperating, Group decision making

.   Students reflect on how well they worked collaboratively with their business groups and visiting Peijia students and how they demonstrated social skills

·        Self-management Skills: Organisation, Time management, Informed choices

.    Students to reflect on how they took responsibility for assigned roles within the group during business development process and the running of the business on Market Day. Students to reflect on how they demonstrated self-management skills.

.    How have students demonstrated the attitudes of Enthusiasm and Cooperation?

.    What action have they taken as a result of this inquiry?

 

 

 

Australian Curriculum licensed CC by 3.0

https://creativecommons.org/licenses/by-nc-sa/3.0/au/

Lupton, Mandy (2012) What is inquiry learning? Inquiry learning & information literacy blog [Web log post] Retrieved from https://inquirylearningblog.wordpress.com/2012/08/22/what-is-inquiry-learning/

Lupton, Mandy and Bruce, Christine. (2010). Chapter 1 : Windows on Information Literacy Worlds : Generic, Situated and Transformative Perspectives in Lloyd, Annemaree and Talja, Sanna, Practising information literacy : bringing theories of learning, practice and information literacy together, Wagga Wagga: Centre for Information Studies, pp.3-27.

 

 

 

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