Systems for Producing Goods and Services
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Systems for Producing Goods and Services
Strand- Social Systems and Structures. K-6 HSIE Syllabus Outcome SSS1.7 - Explains how people and technologies in systems link to provide goods and services to satisfy needs and wants. Subject Matter- 'Systems for Producing Goods and Services'
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Community Helpers.wmv

An eBook on community helpers in our town.
Yvette 's insight:

 

This resource is an e-book reading of the story ‘People in Our Town’ by Sarah McGee, which helps students understand the systems in place for producing services in the community. It is a very interactive and engaging story as it provides an opportunity for the students to guess who each community helper is and the services they provide in the community before the answer is shown. The depth of 'Pedagogical Content Knowledge' is the way in which subject matter is altered for teaching, which can be done using this resource as it demonstrates how "the teacher interprets the subject matter and finds different ways to represent it and make it accessible to learners" (Koehler & Mishra, 2006, p.1021). A good lesson idea would be to show the reading and pause the video before each answer is shown so the children are actively participating in the lesson. The teacher should recap on the idea that a community helper is someone who provides a service to help the community. The class could have a discussion and draw a chart on the board to distinguish the community helpers who work to keep us safe, which ones keep community members healthy and those who help us to learn. A lesson activity could involve asking a community helper to come in to the school and the students could undertake a literacy activity by writing down 3 questions they could ask the community helper about their service. This would be a great way of teaching through first-hand stories and an understanding of the system in place for the service to work in the community. An assessment task involving the students creating their own flashcards with an drawn image of a community helper on the front and a description of what and how the service is provided on the back. This form of assessment reduces the negative connotations that are linked with assessment task but instead makes it an enjoyable activity for the students whilst also supporting learning “by clarifying expectations and providing feedback to students on their progress” (Gilbert & Hoepper, 2011, p.124).

 

Reference List:

-Gilbert, R., & Hoepper, B. (2011). Teaching society and environment 4th edition. South Melbourne, Australia: Cengage Learning Australia Pty Limited

- Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Columbia: Teachers College Record, pp. 1017–1054.

 

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Tim Ridgeway's curator insight, April 7, 2014 11:53 PM

This resource is an online e-book reading of the text 'People in our Town' by Sarah McGee. The aim of the text is to help students understand the different types of systems in the community that are used to provide services to people. This resource presents occupations in an inclusive and gender-neutral way (e.g. a firefighter, not a fireman), making it an excellent resource for children to learn from without developing any gender bias.

 

One of the key features of this resource that helps to engage students in meaningful learning is the use of prediction. When introducing each of the community learners, the reader asks a predictive question - who am I? Throughout the playing of the video in class, the teacher can pause before each person is revealed, allowing students to actively predict and ensure all students are paying attention and engaged with the task. After the e-book has been read, the teacher can consolidate knowledge by listing out the list of services provided on the board, and getting students to label them.

 

The students must use their prior knowledge and experiences in order to predict who the community helper will be. The use of predictions encourages engagement between classmates and the teacher, facilitating an active learning environment in the classroom. Furthermore, the way the text links to prior knowledge and experiences promotes a very experiential method of learning, as outlined in Gilbert and Hoepper (2011). They state that a key factor in learning is to "use personal experiences as a context for applying knowledge" (p. 143). Using this method of learning, all students are able to share their own unique experiences to the class, and share these experiences to help solve a problem.

 

To incorporate this video with classroom activities, the teacher can provide cards or colouring-in pictures for the students to label correctly. Furthermore, the teacher could provide images of certain buildings (e.g. a shopping center) and ask students what sorts of people provide services there (e.g. a butcher). Using EN1-2A of the English K-10 Syllabus (2012), students could write a recount of an event in which they were provided a service (e.g. 'I went to the letter-box and a mail carrier gave me a letter). This fulfils outcome EN1-2A by demonstrating that students can compose a simple text on a familiar topic (BOS, 2012).

 

References:

BOS (2012). English K-10 syllabus: volume 1: English K-6. Sydney: Board of Studies

 

Gilbert, R., & Hoepper, B. (Eds). (2011). Teaching Society and Environment.  Australia: Cengage Learning. 

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World Vision Australia

World Vision Australia | Systems for Producing Goods and Services | Scoop.it
Yvette 's insight:

World Vision has some wonderful resources for teachers that portray a global perspective on topics such as goods and services within HSIE. These four posters depict the different crops or agriculture four children produce who live in various countries around the world. These countries include Ethiopia, Guatamala, Honduras and Myanmar, which will widen children’s world knowledge. For example, one poster depicts Abdu with his cow, Jewel, with the quote “I am the one who cares for Jewel. My family has 2 cows and 4 oxen.” It would be important for the teacher to first discuss with the class all four posters and explain any words or concepts that the children don’t understand. The teacher should also remind the children that goods are things that are made or grown and that food is a good that is grown but that we usually buy from a supermarket whilst others produce on a farm.  A teaching idea would be to split the class up into 4 groups and have them discuss a given poster and then compare the systems these children use to produce food to the system they use to produce or acquire food. This could link to a literacy task where children could create their own posters with an illustration and a sentence describing themselves and how they provide food in their home. A lead-up task could involve setting up a class supermarket with pretend play food, which the class would organise into two shopping baskets labelled 'bought goods' or 'grown goods'. This could work as a form of assessment as it would show the children that can distinguish between foods that can be grown on farms around the world and those that can only be bought at a supermarket e.g. packaged food. This resource is a fantastic way for children to see a global perspective on different systems of producing food goods compared to their own. The use of this resource in the classroom will allow the children to “understand the disparities that exist in resource allocation and income and wealth distribution globally” (Gilbert & Hoepper, 2011, p.308). It will broaden their perspective on how food goods are grown and the system of producing food in other countries. It has been said "to make real sense of the place we live in, we need to view it in the context of other placed, the characteristics of both and the interactions between them" (Gilbert & Hoepper, 2011, p.246).

 

Reference List:

-Gilbert, R., & Hoepper, B. (2011). Teaching society and environment 4th edition. South Melbourne, Australia: Cengage Learning Australia Pty Limited 

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Goods and services

Goods and services | Systems for Producing Goods and Services | Scoop.it
Yvette 's insight:

This is a fantastic interactive resource for a stage 1 level on goods and services. It comes from the Australian Securities and Investments Commission's Money Smart Teaching program that is intended for the national curriculum. Firstly, it allows students to distinguish between what is a good and what is a service based on simplistic images that relate to their everyday lives. They are learning to categorize at the same time and must work together as a class to go through the different items and place them in either the goods or services category. The resource then has a level 2 which delves further into the idea of a service and uses the example of a girl named Ava to decide whether different chores are services or not. Level 3 incorporates a mathematics link through the students choosing three services Ava can do that will add up to earn her $10.00. This could be followed up with a partner activity using activity cards with different services and their costs on them, which the children must then select different combinations to add up to different overall prices set by the teacher. A teaching idea for this resource could be to use it during a whole class setting on the floor with the interactive whiteboard. The use of the IWB in this instance is supported by the idea that "ICT helps to increase the motivation of certain children to learn" (Passey et al., 2004 as cited in Gilbert & Hoepper, 2011, p.181). This reflects research on 'Technological Pedagogical Content' where "more recently, teacher education has shifted its focus primarily to pedagogy" (Koehler & Mishra, 2006, p.1020) and using resources such as this to engage students. The teacher could then prepare a similar activity work-sheet which would act as an assessment task with three questions, not unlike the three levels in the interactive resource, which would demonstrate the individual children's understanding of the difference between goods and services. Another alternative idea would be an activity, where students undertake their own service at home and share with the class the next day. This links to the pedagogical idea that states that "economics has a vital role to play in equipping students with the knowledge, skills, attributes and values that are key to Australia's economic growth and prosperity"(Gilbert & Hoepper, 2011, p.319). 

 

Reference List:

-Gilbert, R., & Hoepper, B. (2011). Teaching society and environment 4th edition. South Melbourne, Australia: Cengage Learning Australia Pty Limited - Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Columbia: Teachers College Record, pp. 1017–1054.

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BrainPOP Jr. | Social Studies | Learn about Goods and Services

Provides educational movies for K-3 students. Homework Help, leveled quizzes, games and activities for kids. Exceptional resource for teachers and homeschools.
Yvette 's insight:

Video and Activities galore! This resource shows a clear educational video that distinguishes between goods and services, supply and demand and producers and consumers in a logical and sequential order easy for children to understand. It is at an appropriate Stage 1 level as it is cartoon animated and includes characters that are appealing to children. The information is very clear in its presentation with a good pace of speaking as well. There are written notes on the notebook on the side, which allow children to learn through both spoken and written language. As well as this, there are a number of additional activities that could follow on from the video. There are jokes, comics, literacy and art activities as well as a word wall and a discussion activity. The lesson ideas for teachers are also very practical, suitable for the stage and very engaging for stage 1 students. They include class discussions for the children to talk about different items they consume and think about who produced them. Following on from this, a lesson idea could include the students looking at different items in the classroom or at home and finding out where they were produced and then locating these places on a world map to increase their global awareness. According to Gilbert & Hoepper (2011), "a location becomes a place once it is identifies with a certain content of information"(p.241). A literacy activity the students could undertake is writing a descriptive paragraph on their favourite 'good' they have bought. A mathematical activity is listed on the site and involves the students using pretend money to bid on various items the teacher is 'selling' using pretend money. Point out to the students the items that had the higher prices were in high demand whereas those with lower prices were in low demand. Tell the students that supply and demand allows us to determine and control the price of certain goods and services. An assessment task that could be undertaken would be a worksheet that defines all the different terms through a match-up activity to see whether the children understand the key terms in this topic. This topic of goods and service is important to teach as consumerism is known to be rising which means that "almost as soon as one need or want is met, another emerges" (Gilbert & Hoepper, 2011, p.313). As well as this, teachers should teach about buying primarily what you need and sometimes things you want because "from a young age, children act as consumers by influencing their parents' purchase decisions" (Gilbert & Hoepper, 2011, p.313). 

 

Reference List:

-Gilbert, R., & Hoepper, B. (2011). Teaching society and environment 4th edition. South Melbourne, Australia: Cengage Learning Australia Pty Limited 

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Behind the News - 31/08/2010: Aboriginal Art

Behind the News - 31/08/2010: Aboriginal Art | Systems for Producing Goods and Services | Scoop.it
From boomerangs to didgeridoos Aboriginal art is a huge part of Aussie culture Aboriginal paintings and crafts often hang in souvenir shops and art galleries around the country But over the past
Yvette 's insight:

Behind the News is a quality educational resource that reviews news items that are made easier to understand for children. In saying this, this particular video is more suitable for Year 2 children as some concepts may be difficult to understand for younger students, however, the teacher should be able to simply explain afterwards through activities. The video discusses the importance of Aboriginal art as a good bought and sold within Australia and the issue of replicas being made overseas and sold cheaper. An indigenous perspective on the topic of goods and services within HSIE is important as "these perspectives acknowledge the viewpoints of Indigenous people of time place and people within local, regional, national and global contexts"(Gilbert & Hoepper, 2011, p.387). Embedding these perspectives needs to be seen as a way of "respecting and reconciling relationships with Indigenous Australians" (Gilbert & Hoepper, 2011, p.388). The resource is very reliable and has a definite authenticity because it is up-to-date and accurately features the views of Aboriginal and Torres Strait Islander artists who feature in the video and whose traditional works are being manipulated by others overseas. As well as this, the resource has a balanced nature of presentation without any racist or stereotypical views thereby adhering to the 'Indigenous Resources Selection Criteria'. It is significant for students to understand the importance of Indigenous Art being more than a good but a means of telling stories of culture and is traditionally important to the Indigenous people.  A lesson idea for this resource could be a class discussion on the various traditional Aboriginal art goods or souvenirs that were shown in the video and others the children can think of that represent Australia. This could also lead to a discussion or debate regarding the fairness of this issue of overseas replica's and why they think it is important to maintain purely Indigenous Australian artists and their art. The class could also list the ways that we can check whether Indigenous art is made in Australia or overseas, as shown in the video. This could link to literacy in writing a letter to the Australian government about why the students believe it is unjust to import and sell Indigenous themed goods made overseas. Literacy is an important link to HSIE, as in this instance it "develops students' ability to participate in and contribute to their social world" by "empowering them in social relations and in the process of making their world a better place" (Gilbert & Hoepper, 2011, p.159). 

 

Reference List:

-Gilbert, R., & Hoepper, B. (2011). Teaching society and environment 4th edition. South Melbourne, Australia: Cengage Learning Australia Pty Limited 

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