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Unit 6 Overview |
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------ Previous Unit | Next Unit ------
Entire Chapter in ADOBE PDF Goals for this unit:
Suggested Activities:Activity 1—Pre-test Materials needed: Activity 2—Go around the room and ask students, “What was the last thing you purchased?” Inquire about both goods and services - (A good is something people want that can be touched or held. A service is something that someone does for someone else.) Discuss the following exploration questions: Compile a list of vocabulary words as the students discuss their purchases (sale, clearance rack, store-wide, credit/debit card, cash, ads, advertising, shopper, sales clerk, receipt, cheap, expensive, guarantee, etc.). Ask students to bring in receipts from their latest purchases. Look for the sales tax
amount; discuss how much they paid in their local stores compared to the different
percentages from stores in other towns. Discuss: Why is the sales tax different in other
towns? Where does that money go? How much is the tax on food products? Materials needed: Activity 3—Ask students to make a list of all of the goods and services they used and/or
purchased from the time they woke up yesterday until the time they went to sleep last
night. Tell them that spending by households is called consumption or consumer spending
because the products provide direct satisfaction to consumers. (Note: Spending for
consumer goods and services makes up more than two-thirds of all spending.) Materials needed: Activity 4—Go over consumer vocabulary with the students. Discuss the consumer-related
terms, definitions, rights, and agency acronyms together as a class. Ask the students to take
notes and share experiences related to specific instances where they think their rights were
upheld or denied. Materials needed: Activity 5—Play Consumer BINGO. Have students randomly write the consumer terms from
the Worksheet “Consumer Vocabulary” in the squares on their Bingo card. Students cover
the term as they match it with the definitions or examples of scenarios the teacher calls out
(e.g., You can call on this agency when you want to report the defective infant car seat you
purchased.). The first student to cover five terms in a row wins. Discuss the answers as you
check them. Materials needed: Activity 6—Distribute newspapers and magazines to the students. Ask each student to find
and cut out three to five different product or service advertisements. Ask students to
identify and circle the words, phrases, or pictures that convince them to buy the product.
In small groups have students choose one ad, answer the questions on the worksheet, and
create an original ad using what they know about advertising. Remind students to use
some of the key words, phrases, and pictures (known as “gimmicks”) in their ads and
continue to be aware of them in their daily surroundings. Students present ads in class. Materials needed: Activity 7—Go on a shopping spree. Provide each student with the list of items from five
different sections of a store (i.e., sporting goods, clothing, shoe, electronic, home, auto,
etc.). Using store circulars, newspaper coupons, and advertised specials, ask students to
find the best buy on these items. Students add up the purchases and buy products with
imaginary money ($100). For each item, students write down a brief description of the
item, including the name brand, color, size, and price. Discuss payment options (checks,
debit card, credit card, cash, traveler’s checks) they have at the check out. Then, come Materials needed: Activity 8—Go Internet shopping. Ask if anyone has ever ordered anything “on-line.” Materials needed: Activity 9—Present banking vocabulary by discussing the meaning and significance of
banking services. Students can discuss their experiences with and knowledge of banks or
other financial institutions (i.e., co-ops, car loan companies, etc.) in the context of
defining the terms. Materials needed: Activity 10—Introduce copies of banking documents, such as checks and checking account
register, savings account books, account deposit and withdrawal slips, ATM card, etc.
Discuss their functions, and practice various transactions at the bank by role-playing
(opening an account, obtaining a credit card, obtaining a safe deposit box, buying a CD,
withdrawing money from the ATM machine, etc.) Any questions generated in this activity
should be written down and brought along for Activity 11. Materials needed: Activity 11—Take a tour of a bank with a banker who will discuss the functions and
opportunities available to students at a bank, including checking and saving methods and
basic investment options. Students should be prepared to engage in some activity like
opening an account or simply meeting with an associate to gain information about a
particular banking service. Students should ask for brochures describing bank services to
bring back to class. To review banking services, after returning to class students complete “Banking Services Quiz” and discuss the answers in groups. Materials needed: Activity 12—Post-test Materials needed: Connected Activities:GUEST SPEAKER FIELD TRIP Supplemental Resources:English, No Problem 4, Unit 5, pp. 66-78 Summary:CASAS COMPETENCIES 1. Consumer Education VOCABULARY Consumer Terms Common words and phrases used for methods and procedures related to SKILLS Listening Discussions with classmates; guest speaker; answers to questions GRAMMAR Punctuation Commas, semicolons, and colons as used in lists and sentences ENTERTAINMENT Using local resources and information, students develop an awareness of social and cultural activities. Teacher and students work together to incorporate this in the course of study. ASSESSMENT ACTIVITIES
Activity Sheets:
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