| << Chapter < Page | Chapter >> Page > |
Start collecting paper in your class. At the end of each week weigh the paper. Make a graph to see how much you can collect in a month. Make each week’s block a different colour.
Remember: every time you use recycled paper or save paper you are helping your environment in your own small way. Think of some ways you could save paper. Some ideas are practical. Sometimes they are impossible.
It can also be very expensive to make paper like this.
| Type of paper | Use | Price |
| Question | Parents’ answer | Grandparents’ answer |
| What kind of present did you get for Christmas when you were small? | ||
| How was it wrapped? | ||
| What did you get for your birthdays? | ||
| What other occasions did you receive gifts? |
| Questions | Response 1 | 2 | 3 |
| Would you buy wrapping paper designed by me? | |||
| How much do you normally spend on wrapping paper? | |||
| How much would you pay for my unique paper? |
| Learning Outcomes(LO’s) |
| EMSLO 2 |
| THE ECONOMIC CYCLE The learner will be able to demonstrate knowledge and understanding of the economic cycle within the context of ‘the economic problem’. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 1.2 explains that wants can be unlimited , always changing and influenced by friends, the media and the development of new products and services by businesses;1.3 reads and identifies prices from different price tags and labels;1.4 calculates change after buying simple goods and services;1.5 expresses the importance and ways of saving and not wasting money and other resources (e.g. paper). |
| SOCIAL SCIENCESGEOGRAPHYLO 3 |
| EXPLORING ISSUES The learner will be able to make informed decisions about social and environmental issues and problems. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 3.1 identifies and describes environmental issues in the place where the learner lives or goes to school [the issue];3.2 describes the factors leading to the problem or issue [ factors affecting the issue];3.3 identifies the impact of the issue on the place and on people (home, school, local environment) [factors affecting the issue]. |
| HISTORYLO 1 |
| HISTORICAL ENQUIRYThe learner will be able to use enquiry skills to investigate the past and present. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 1.1 obtains information from historical sources provided by the teacher (people, objects photographs, etc.) [works with sources]. |
| TECHNOLOGYLO 1 |
| TECHNOLOGICAL PROCESSES AND SKILLST he learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technologies. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 1.3 ( designs ) – chooses suitable materials or substances to make products, and suggests some ways they can be used to satisfy a problem, need or opportunity;1.4 ( makes ) – expresses how products are going to be made. |
| ARTS AND CULTURELO 1 |
| CREATING, INTERPRETING AND PRESENTING The learner will be able to create, interpret and present work in each of the art forms. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 1.8 ( Visual Arts ) – explores the immediate environment using the elementary functions of line, shape, colour and contrast in two-dimensional and three-dimensional work; |
The children will need to go to the shops to do the exercise in comparing prices.
They should also be able to appreciate that the paper will differ in price because it has a better quality or it is special in some way. If the paper has been used to make something (newspapers or cards, or decorated as wrapping paper), then its value increases. Ask questions to help them realize that price can also depend on demand (EMS LO 1.2, 1.3).
In a Numeracy lesson compare the prices or work out how much change would be given if they had a certain amount of money (EMS LO 1.4 ).
Historical investigation : In researching the idea of gifts (historical enquiry) the children should be able to see that the idea of expensive and wonderfully wrapped gifts was created by the market. It is not an essential need that is being met. While birthdays have usually been acknowledged, the influence of friends and the changing market has led to a far greater experience than a simple gift as in earlier times. The same goes for Christmas where children might have once expected fruit or sweets. The “wants” and expectations have changed due to the commercialisation of such events.
Point out to the learners that materials have different properties, which make them suitable for particular uses. Wood was used almost exclusively for furniture, but now we use plastic, aluminium and sofas made with more fabric than wood. We choose the material for chairs depending on the use of a chair –e.g. plastic garden chairs – the plastic is good because it’s light, easy to carry around and easy to clean, durable in all weather, and so on. Let the children look around their homes and assess the different kinds of chairs or bring pictures of different chairs and assess the different materials they are made of and their different uses (NS 1.2).
If any of the materials are manufactured locally, draw the children’s attention to this (Geography 1.2).
Notification Switch
Would you like to follow the 'Life skills grade 2' conversation and receive update notifications?
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|