Towards Independence: Mobile Phones – Part 2. Syllabus outcomes: 5.5evaluates options for solving...
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Towards Independence: Mobile Phones – Part 2. Syllabus outcomes: 5.5evaluates options for solving commercial and legal problems and issues EN4-4B makes
Syllabus outcomes: 5.5evaluates options for solving commercial
and legal problems and issues EN4-4B makes effective language
choices to creatively shape meaning with accuracy, clarity and
coherence.
Slide 3
Indicators of learning: Students access and use a range of
sources, including internet sites, that provide information on
mobile phones
Slide 4
Assessment: Students participation in class discussion.
Students responses on worksheets collected and assessed by
teacher
Slide 5
Resources required: Computers with internet access Community
educator guide Topic 3 Mobile phone ownership Activity worksheet.
Available at:
https://docs.google.com/document/d/11fnmx5eXfhBlblG0ijU
gQOigMSpJjyMmv5syBs-Sc9s/edit?usp=sharing
https://docs.google.com/document/d/11fnmx5eXfhBlblG0ijU
gQOigMSpJjyMmv5syBs-Sc9s/edit?usp=sharing 'Mobile phone' convo
ASIC's MoneySmart and MoneySmart Teaching websites
Slide 6
Lesson Content Class Instruction: Students to consider
following two case studies which demonstrate what can happen if
people select a mobile phone plan without researching the options
Case Study Julies quick purchase Accessed from -
https://www.moneysmart.gov.au/life-events-and-
you/under-25s/mobile-phone-deals-and-plans/choosing-a-plan
Slide 7
Lesson Content Class Instruction: Case Study Peter decides on
the wrong mobile plan
Slide 8
Lesson Content Class Instruction: Ask the students What things
should Peter and Julie have considered before they choose their
plans? Management Plan: List the student responses up on the board
and students suggest them. They should include: what networks their
friends are on data allowance costs of different activities such as
social networking network coverage contract length cost of getting
out of contract getting a pre-paid plan instead of a post paid
plan.
Slide 9
Lesson Content Class Instruction: Ask the students What things
should Peter and Julie have considered before they choose their
plans? Ask students Why does Peter comment that he should have
considered a pre-paid plan? What is the benefit of having a
pre-paid plan? Are there any drawbacks to pre-paid? Management
Plan: Emphasise Peter's comment that he should have considered a
pre- paid plan. Make sure the following points are covered: a
pre-paid plan means that you can't get a large bill pre-paid helps
to spread out mobile phone costs with pre-paid you can run out of
credit which means you can't use the phone call rates can be higher
for post-paid plans it can be cheaper to access 'cooler' mobile
phones with a post paid plan.
Slide 10
Lesson Content Class Instruction: Identify your mobile phone
needs ask students to use Work Sheet 1: Identify your mobile phone
needs, to record how they are currently using their mobile phone.
Ask students Why does Peter comment that he should have considered
a pre-paid plan? What is the benefit of having a pre-paid plan? Are
there any drawbacks to pre-paid? Management Plan: Emphasise Peter's
comment that he should have considered a pre-paid plan. Make sure
the following points are covered: a pre-paid plan means that you
can't get a large bill pre-paid helps to spread out mobile phone
costs with pre-paid you can run out of credit which means you can't
use the phone call rates can be higher for post-paid plans it can
be cheaper to access 'cooler' mobile phones with a post paid
plan.
Slide 11
Lesson Content Class Instruction: Using computers (or sharing a
computer), students complete the 'Mobile phone' convo which can be
accessed at: http://teaching.moneysmart.go v.au/resource-
centre/moneysmart-rookie-for- educators. Students work through the
convo which gives them the opportunity to practise what they need
to do and the questions to ask when buying a mobile phone.
Management Plan: Walk around classroom to ensure students are on
task. Giving
Slide 12
Differentiation Ideas: Hearing Impaired Students The use of
technology can improve instruction for many students, including
those technologies designed to assist students with specific
disability conditions. Students with hearing impairment often
benefit from closed captioning, automated speech to text
applications, visual symbols and electronic sign dictionaries.
Closed captioning can also be beneficial for students with reading
disabilities, students with attention deficits and students who
have difficulty filtering out background noise.
Slide 13
References: Case Study Julies quick purchase - -
https://www.moneysmart.gov.au/life-events-and-you/under-25s/mobile-
phone-deals-and-plans/choosing-a-plan
https://www.moneysmart.gov.au/life-events-and-you/under-25s/mobile-
phone-deals-and-plans/choosing-a-plan 'Peter decides on the wrong
mobile phoneat: https://www.youtube.com/watch?v=n-LBS77fUf0 Money
smart website
https://www.moneysmart.gov.auhttps://www.moneysmart.gov.au
Strategies for Diverse Learners Using the UDL Model Focus on
Students with Disabilities -
https://education.ohio.gov/getattachment/Topics/Academic-Content-
Standards/New-Learning-Standards/Strategies-and-Resources-for-
Diverse-Learners-Focus-on-Students-with-Disabilities.pdf.aspx