EDSC4011 Curriculum and Instruction in Lower Secondary HASS

Inquiry Based Learning Project

Introduction
This IBL is based on year 8 Economics and Business. This means the
“participation and influences in the marketplace”. The IBL goes for six weeks and
assumes four classes per week, totalling to twenty-four classes in total. The
curriculum outcomes include:

 The way markets operate in Australia and how the interaction between
buyers and sellers influences prices and how markets enable
the allocation (of resources) (how businesses answer the questions of
what to produce, how to produce and for whom to produce) (ACHEK027)

 How the government is involved in the market, such as providing some

types of goods and services that are not being provided for sufficiently by
the market (e.g. healthcare) (ACHEK027)

 The rights and responsibilities of consumers and businesses in Australia

(ACHEK029)

Essentially decision making within the economies markets. General capabilities

include critical and creative thinking, ethical understanding, personal and social
capability, literacy and information and communication technology (ICT).

Students create and build a personal learning journal of their choice of format.
This includes their project in which students create own hypothetical business
and apply knowledge. Students are assessed using short answer test at end of six
weeks.

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Week 1 – Market Systems

Lesson 5 E’s
1 Engage Cut out (Appendix 1) all labels of Five Sector Circular
Flow of Income.
In fours, students organise into circular flow of income.
Pull and build on prior knowledge.
Explore Household and Firm Circular Flow Game (Appendix 2)
Students given ‘Household’ or ‘Firm’ envelopes, one
student plays factory.
Household envelopes include resource cards; land,
labour, capital.
Firm envelopes enclose money.
Number of cards in envelopes is different, representing
real world.
Provide students with instructions to work out game
independently with scaffolding.
Play twice.
Explain Reflection
Students write reflection cards (Appendix 3).
Students write reflection on how game went.
After 10 minutes teacher provide prompt question:
 Some people had more or less resources, what did
you think about that?
2 Explore Five Sector Circular Flow Of Income Game (Appendix 4)
Divide class into six.
Provide students with instructions for five sector circular
flow of income game.
Students read instruction and complete activity as class.
Groups take roles of households, firms, financial sector,
government sector and overseas sector and scribe. Each
group gets a question specifically for that sector. Scribes;
run game and take notes on whiteboard. Each group
reads question and answers, other groups aid and add to
response, after each sector has answered, groups rotate
to next role.
These roles are rotated, at end questions unanswered are
written on board.
Explain Students either pairs or individually organise and copy
down writings on whiteboard.
Questions to be researched and added to findings.
Journal Students given choice of presentation style: online,
hardcopy, PowerPoint presentation, word etc.
Journal will act as performance assessment.
Students start journal with Economic terms page,
findings of Five Sector Circular Flow Of Income Game and
about me page.
3 Engage Alphabet Business Brainstorm
Students write alphabet down left side of page.

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Given 5 minutes to write down as many types of

businesses starting with that letter.
During 5 minutes teacher prompts with “bank” or
“cleaning”.
Explore Chunk
Students organise businesses into groups.
Explain Groups
Discussion of types of groups
Elaborate Similarities and differences
In any form students discuss how businesses are different
or similar
Possible prompts:
Are all businesses the same size? What do you think that
means?
Journal Reflection
3 questions do I have about businesses
4 Students informed will be creating own business
(hypothetical) to start thinking about aspects they’ll need
to consider
Engage Guest Speakers: IGA Owner and Tracey McGrath
Guest speakers discuss different business types, set up,
market, competition etc.
Students ask questions
Explore Business Ownership: Jigsaw
Students are given name tags: Sole Trader, Partnership,
Company and Franchise.
Students move into expert groups to research
Explain Then returning to home groups students create a concept
map of all business types (Appendix 6).
Concept Maps are displayed around classroom.
Groups are given three colours of post-it notes.
Groups decide on which concept map to place their post-
it notes.

Yellow: Concept Map is well presented

Green: Facts on Concept Map are present and relevant
Orange: Concept Map needs work
Elaborate/ Choose your businesses product. What kind of market is
Project it? How will you set your price? Research how prices set
in different market types (Appendix 5)
Week 2
5 Project Design business product.
What do you think you’ll want to know?
6 Explore Clothing Manufacturers
Search the internet for a similar product or products in
the same market. Where are they manufactured?
7 Explain Map
Map out where manufacture is Google maps may be
helpful here.

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Elaborate Reflect in Journal entry

8 Explore/ Start Entrées in learning menu.
explain/
elaborate
Week 3
9 Engage Play https://s3-ap-southeast-2.amazonaws.com/mst-
resources/consumer-rights/index.html
Game on refund on mobile phones.
Explore Refunds and fines for not complying with Australian
standards.
Do you think this is appropriate?
Is the government doing enough?
What flaws would the government have in increasing
accountability?

Using the internet (ACCC, Fair Trading or Consumer

Protection websites) find out when it is necessary to
perform refund and when it is not.
9/10 Project Design a poster to inform your customers of your refund
policy and circumstances
11 Explore Look up Australia consumer law, what do you think you
will need to consider in your business?
12 Explain Explain findings in journal entry
Week 4
13/14 Elaborate Start Mains
15 Engage Demand and Supply Musical Chairs (Appendix 7)
Musical chairs where each students has $100 note
The last one to sit down gets given the $100 of the
student that did not get a chair.
Complete until one student has all money and last chair.
Explore Students discuss, draw diagrams of chairs and prices.
How could this relate to you? What do you think?
Game is finished have students discuss game in groups,
each with own question.
Teacher moves around groups to see how discussions are
going and scaffold
Then discuss as class.
Students asked how this affects project.
16 Elaborate Investigation:
When prices increase or decrease, why does this happen?
For example some fruits over the year?
Engage Lemonade Stand
Have students go to http://www.coolmath-games.com/0-
lemonade-stand
Students play lemonade stand to try reach maximum
income over 30 days

Introduces students to business decisions

Week 5
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16/17 Explain Price

What behaviours did you adopt during the game?
What did you do? What was the intention and effect?
17 Explore What changes to the game could be made to make you
more successful?
What do you think about this?
Prompt Questions:
What companies could you use instead of a lemonade
stand?
What market was the lemonade stand in?
Can you draw the market for me?
Elaborate Think about the market your business is in, what
Project problems and solutions are there?
Journal What have do you know about market share, supply,
demand and what do you want to know?
How will you show this?
18/19/20 Elaborate 10 Businesses
Students all do first learning map sides task.
Continue sides tasks
Product Continue
Week 6
21/22 Evaluate Complete quiz (Appendix 12) and continue work on
project
23 Elaborate Complete dessert questions
24 Evaluate Short Answer Test

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Rubric
Criteria Needs Improvement Satisfactory (2) Good (3) Excellent (4) Points
(1)
Content
Definitions Definitions unclear Definitions getting Most of definitions All definitions
with errors there, need clarity accurate accurate

Relationship between Unclear relationships Relationships Relationships Clear and structured

concepts between concepts between concepts between concepts relationships between
evident. good. concepts
Need work Need some clarity

Cross linkages Few or no cross Some cross linkages Accurate cross Accurate and clear
linkages made made with need of linkages with few cross linkages
clarity errors between topics

Skills
Writing Writing style needs Writing style needs Writing is well Writing is well
work more structure structured with structured with no
minimal errors errors
Critical Thinking Student unclear on Some evidence of Appropriate levels of High levels of critical
critical thinking critical thinking critical thinking thinking
Organisation Answers need more Answers almost Answers structured Answers highly
organisation work organised need more need little work structured
structure

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The Project Assessment Piece

https://iblproject14285985.weebly.com/

Reflection on the Project and Presentation

This project taught me important steps in creating an inquiry based learning
project. I found it difficult writing a project from/for a year 8 student. However
as an inquiry project students would create and move their project forward
themselves. The teacher would steer students towards interest and curriculum. I
believe I had suitable activities however scaffolding could be improved. The
project, creating a business given the learning outcomes, was difficult to imagine
from a year 8 students perspective. Further scaffolding or activities for this
project would be needed, specifically in price setting and supply and demand. I
tried to include the oligopoly price setting in the project, but students would
need further activities to learn bull and bear markets, price setting and drawing
graphs and curves.

In the first three weeks I found difficulty in timing activities, possibly fitting too
much into lessons. Towards the end of the six weeks students would spend more
time working on learning menu, project and inquiry journal. I felt these times
students would be more self-directed. Initial stages seemed to introduce topics
and engage students.

A lot of class discussion, games and group work was used to engage students and
introduce topics, then to explain students made graphic organisers or chunked
information the research and expert groups allowed students to elaborate. The
project attempted to allow students to elaborate by using their knowledge. To
evaluate the rubric assessed the project and the short answer test allowed
students to explain their reasoning in a test environment. Improvements include
further scaffolding of the project. Inquiry based learning

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Reference List

ABC. (2013, May 7). Fashion Factories. BTN. Retrieved from

http://www.abc.net.au/btn/story/s3749317.htm

Asia Education Foundation. (2018). Economics and Business: Where are clothes
manufactured?. Retrieved from
http://www.asiaeducation.edu.au/curriculum/economics-and-
business/details/where-are-clothes-manufactured

Consumer Rights for mobile phones. (2018). Retrieved from

https://s3-ap-southeast-2.amazonnews.com/mst-resouces/consumer-
rights/index.html

Conti, L., Easton, M., Wilson, J., Carrodus, G., Delany, T., & Wilson, A. (2016).
Oxford Big ideas: Humanities and Social Sciences 10. Retrieved from
https://lms.curtin.edu.au/bbcswebdav/pid-5459415-dt-content-rid-
30065915_1/courses/2018_1_EDSC4011_V1_L1_A1_INT_637347/Econo
mics%20and%20Business%20%20Skills%20and%20Concepts%20OUP
%20Big%20Ideas.pdf

Ditchburn, J. (2012). All cartoons. Retrieved from

https://www.inkcinct.com.au/web-pages/cronological/2012-jan-june--
cronological.htm

Economic choices and consequences. (n.d.). Retrieved from

https://www.wiley.com/legacy/Australia/PageProofs/ECODU/1_2/c01I
ntroductionAustraliaAMarketEconomicSystem_WEB.pdf

Lee-Chua, Q. N. (2012, December 10). Economics Game. Inquirer. Retrieved from

http://newsinfo.inquirer.net/321917/economics-game

Refunds & returns. (2018). Retrieved from

https://www.accc.gov.au/publications/refunds-returns

School Curriculum and Standards Authority. (2017). Humanities and Social

Sciences, Year 8, Economics and Business. Retrieved from
http://educationoua.curtin.edu.au/wp-
content/uploads/sites/3/2017/08/Referencing-Education-Curriculum-
documents-2017.pdf

Stanford, J. (2018). Economics for Everyone. Retrieved from

http://www.economicsforeveryone.ca/files/uploads/glossary_0.pdf

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Appendices
Appendix 1 Circular Flow Cut-out
Leakages Labour
Injections
Income
HOUSEHOLDS FIRMS
Investment
Expenditure
Government Goods and
Spending Services
FINANCIAL
Savings
SECTOR
Taxes GOVERNMENT
OVERSEAS
Exports
SECTOR
Imports

Appendix 2: Household and Firm Circular Flow Game

Instructions:
As Households you must sell resources for money, shop around and try to get the
best price.
As Firms you must try to buy up as many resource cards as possible
After 10 minutes firms can swap resource cards with Factory for goods and
services. Then attempt to sell goods for highest price to maximise profits.
Households want to buy as many goods and services as possible for maximum
consumption, therefore they want to buy at the lowest price.
After fifteen minutes count up how many resources were unused and find the
winning Household and Firm.

Resources Resources Resources

Labour, Capital, Land Labour, Capital, Land Labour, Capital, Land
Goods and Services Goods and Services Goods and Services

$20.00 $20.00 $20.00

Appendix 3: Reflection Cards

Students given A6 card to write reflection on.
In classroom poster on wall prompts students reflective writing.

The most challenging thing was… I wonder…

Today I asked… The most difficult thing was…

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Today I found out… Today I was curious about…

Today was unsuccessful/successful

I would like to find out…
because I…

Appendix 4: Five Sector Circular Flow of Income Game

Instructions:
Split class into six groups
The name plaques should be: Households, Firms, Financial Sector, Government
Sector and Overseas Sector and Scribe.
Organise question cards, shuffled; face down and in separate piles.
Each group takes one name plaque.

How to play:
1. Each group picks up appropriate card and has two minutes to come up
with responses.
2. Household begins by answering question.
3. If unable or stuck groups can help or add to response.
4. If group is unable to answer question put aside for end
5. Scribe notes down important details on whiteboard.
6. Next Firm, then Financial Sector, Government Sector and Overseas Sector.
7. Groups move to next plaque.
8. Repeat until all cards are gone and each member has had a turn as each
role.

Household Questions
1. What is the difference between your needs and wants?
2. When would you choose leisure over work?
3. When would you decide to spend more on imports?
4. The banks raise interest rates, what would you do?
5. Do you want a technology increase? Why?
6. The government decreases minimum wage, how do you feel?
Firm Questions
1. Cost of production is decreasing are you happy about this? Why?
2. Price of wheat goes up are you happy or sad?
3. Government is deciding new policies, what do you think about this?
4. The government decides to decrease taxes on imports, what does this
mean to you?
5. Your product receives bad press, what will happen? What will your next
step be?
6. Interest rates are decreasing, how will this effects you?
Financial Sector Questions
1. How does the government affect you?
2. If all prices of products increased, how do you feel?
3. How do you feel about the overseas market?
4. Interest rates increase or decrease, what’s do you prefer?

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5. What’s your relationship with firms? When are you unhappy?

6. How do you give back to households?
Government Sector Questions
1. What do you give back to the economy for free? Why?
2. How would you control the overseas market?
3. What is your overall motive?
4. The Housing market increased prices, how do you feel?
5. What times do you not provide free goods and services? Why?
6. What’s the difference between government spending and government
investment?
Overseas Sector Questions
1. What factors affect choice in who to trade with?
2. Why do you import instead of produce the good in domestic market?
3. What rules should you abide by?
4. Are the rules different for different countries?
5. Why do some countries import certain things? E.g. technology
6. What is the cost of imports and exports?

Appendix 5: Oligopoly, Monopoly and Competitive Market

Organise the businesses into appropriate columns.

Oligopoly Monopoly Competitive Market

Appendix 6: Business Ownership

List as many characteristics as key words of each business type

Sole Proprietorship Partnership Corporation Franchise

Create Pro and Con list for each business type

Appendix 7: Demand and Supply Musical Chairs

The amount of chairs and money the chairs costed where different in the
beginning to the end of the game, how can you explain this?

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Appendix 8: Government Spending

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Appendix 9: Learning Menu

Entrées (group work)
View the Government Spending
Cartoons (Appendix 8). Discuss what
each cartoon is saying within group. As
group discuss individual cartoon ideas.
Draw a cartoon of your own to
represent an attitude towards
government spending.
Journal: Cartoon.
Find out about a government provided
service. Create a PMI and stage a
debate within your group.
Journal: What do you think about
your discovery?
There are many arguments about
welfare payments in Australia. Find
two news articles and create a poster
stating the disputes and your own
possible solution.
Journal: Poster.
Watch the 'Fashion factories' episode
from ABC Behind the News 07/05/2013.
What questions do you still have?
Choose one and research the answer.
Journal: Reflective response and Individually take 5 minutes to write
own question and answer in any down which the best sector is and why.
form
Sides (group work)
10 Businesses
Students given instruction;
Choose 10 Businesses in Western
Australia.
Create a poster of the product they sell, Test yourself by seeing how quickly
types of businesses ownership, what
kind of market the operate in (financial (Appendix 11).
market and competitive, oligopoly or
monopoly)
Some think oligopoly, monopoly and
competitive markets more effective in
the markets of different goods or
service, what do you think?
Journal: Show findings in any
form
Mains (group work)
Each member chooses a sector in the
five-sector model. Research your own
question about your sector interacts
with another sector. Combine all your
findings in your choice of presentation.
Journal: Create a flowchart of your
thoughts on findings.
Each member chooses a sector in the
five-sector model. Research what
would happen if your sector didn’t
exist, how would things be different?
Conduct a debate within group as to
why your sector should be removed.
Other group members rebut.
Journal: Draw a picture to
represent group findings
Each member chooses a country other
than Australia and labels these on a
map. What would exported and
imported goods be for this country?
What conclusions can be made?
Journal: Reflection on import
and exports
Discuss within your groups.
Journal: Results in any form
Desserts (individual work)
Create a crossword of 15 economic
terms.
Journal: Crossword
you can match up the economic terms
Journal: Reflect on performance
and difficulties.
In a word document write as much as
you can about what you’ve learnt so
far. Go to
http://www.wordle.net/create and
create your own word splash.
Journal: Word splash and reflect

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Research the petrol market, what do on what words appear the

trends in prices say? Discuss in-group most? What words are missing?
if you were to create one law in What does this say?
relation to petrol, what would it be?
Journal: Reflection on task and Draw your own two cartoons or comics
law. describing issues in the Australian
economy.
Depending whether companies are Journal: Cartoon/Comic
producing in a oligopoly, monopoly or
competitive market, what implications
does this have on price setting?
Journal: reflection on findings

Appendix 10: Project Questions

Prompt Questions for project

 What market does your company produce in?

 How does the government affect you?
 What are implications of the type of ownership you’ve chosen?
 What will you do in a low demand market?
o How will demand affect your quantity and price?
 How will companies selling similar products affect you?
 What will your marketing look like?
 What will you have to put on packaging, advertisements and webpage?

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Appendix 11: Economic Terms Matchup Worksheet

Need The willingness and ability to produce and sell products

Injections into the economy such as welfare payments,
Oligopoly
park benches and roads.
Want
The desire to purchase a good and service and ability to
Demand
do so

Market where there are limited competitors some with

Sole trader
larger market share
Scarcity The many businesses in market share equally.
Supply A person or organisation that sells for profit
Competitive
The value of giving up one thing for another
Market
Consumer rights Something that is necessary for survival
The entitlement to be well informed and safe in
Monopoly
purchasing goods and services

Government
The situation in which there are not enough resources
spending
Business Owned and operated by one person
Things that are desired but not necessarily required for
Labour
survival

Market where one organisation sells its product with no

Opportunity Cost
competitors

Competitive
Human time, effort and skill to produce goods
Market

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Appendix 12: Quiz

Name:
Date:

What’s the difference between a need and a want?

Draw and label the five sector circular flow of income:

Provide two examples of resources:

What are the types of business ownership?

What are the three kinds of markets and define them?

What are some examples of government spending?

How would you explain consumer rights?

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Appendix 13: Short Answer Test

1. Choose a sector in the five sector circular flow of income and explain its
importance in the economy.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

2. Explain what market type the following companies are and why.
a. Transperth
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
b. Ford
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
c. Cafes
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
3. When creating an advertisement for a project. What must be considered and
why?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
4. The government decides to raise taxes. Draw a graph and explain the effect
this has on demand and supply.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
5. What happens to the price of chocolate after Easter and why?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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