Advertising detectives

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Year level 4 Shopping English Mathematics Health and Physical Education (HPE) Humanities and Social Sciences (HASS)

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Students become detectives in a bid to help solve an alarming case of large numbers of advertisements, influencing children to buy or want a product.

Note: Some activities in this unit of work are adapted in the following bite-size activities: The power of advertising (Year 4).

Learning outcomes

Students:

Curriculum alignment

Year 4

Learning area: Mathematics

Content descriptions

Strand: Measurement and Geometry

  • Sub-strand: Using units of measurement
    • Use 'am' and 'pm' notation and solve simple time problems (ACMMG086)

Strand: Statistics and Probability

  • Sub-strand: Data representation and interpretation
    • Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)
    • Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096)

Learning area: English

Strand: Language

  • Sub-strand: Language for interaction
    • Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
  • Sub-strand: Text structure and organisation
    • Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
    • Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)
  • Sub-strand: Expressing and developing ideas
    • Incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research (ACELA1498)

Strand: Literacy

  • Sub-strand: Interpreting, analysing, evaluating
    • Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
  • Sub-strand: Creating texts
    • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
    • Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

Learning area: HASS

Strand: Inquiry and skills

  • Sub-strand: Questioning
    • Pose questions to investigate people, events, places and issues (ACHASSI073)
  • Sub-strand: Researching
    • Locate and collect information and data from different sources, including observations (ACHASSI074)
  • Sub-strand: Analysing
    • Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)
  • Sub-strand: Evaluating and reflecting
    • Draw simple conclusions based on analysis of information and data (ACHASSI079)
    • Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)

Learning area: Health and Physical education

Strand: Personal, Social and Community Health

  • Sub-strand: Communication and interacting for health and wellbeing
    • Discuss and interpret health information and messages in the media and internet (ACPPS039)

General capabilities

Level 3: Typically, by the end of Year 4, students:

  • Literacy:
    • navigate, read and view subject-specific texts with some challenging features and a range of graphic representations
    • listen to spoken instructions with some detail for undertaking learning area tasks, listen to identify key information in spoken and multimodal texts and respond to texts read aloud
    • interpret literal information and make inferences to expand topic knowledge using comprehension strategies
    • compose and edit a range of learning area texts
    • use pair, group and class discussions about learning area topics as learning tools to explore and represent ideas and relationships, test possibilities and to prepare for creating texts
    • plan, rehearse and deliver presentations on learning area topics, incorporating some learned content and appropriate visual and multimodal elements
    • use growing knowledge of the structure and features of learning area texts to comprehend and compose an increasing number and range of texts
    • differentiate between the language of opinion and feeling and the language of factual reporting or recording
    • use growing subject-specific vocabulary to read, discuss and write about learning area topic
    • identify the effects of choices in the construction of images, including framing and composition
  • Numeracy
    • estimate a solution to a problem and then check the solution by recalling addition, subtraction, multiplication and division facts
    • identify and describe trends in everyday patterns
    • collect, record and display data as tables, diagrams, picture graphs and column graphs
    • read digital and analogue clocks to the minute, convert between hours and minutes, use 'am' and 'pm', and use calendars to locate and compare time events
  • ICT:
    • locate, retrieve or generate information from a range of digital sources
    • create and modify simple digital solutions, creative outputs or data representation/ transformation for particular purposes
  • Critical and Creative Thinking
    • pose questions to expand their knowledge about the world
    • identify main ideas and select and clarify information from a range of sources
    • collect, compare and categorise facts and opinions found in a widening range of sources
    • transfer and apply information in one setting to enrich another
    • identify and apply appropriate reasoning and thinking strategies for particular outcomes
    • draw on prior knowledge and use evidence when choosing a course of action or drawing a conclusion
    • explain and justify ideas and outcomes
  • Personal and Social Capability
    • reflect on personal strengths and achievements, based on self-assessment strategies and teacher feedback
  • Intercultural Understanding
    • describe different points of view associated with an ethical dilemma and give possible reasons for these differences

Video: Unit of work in action

VIDEO: Advertising detectives get savvy

Watch how Singleton Primary school used this Unit of work to engage their students.