Smart consumers 4 a smart future: Decisions by the stars

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Year level 10 Sustainability English Science Geography Digital Technologies Economics and business

Launch digital resource

Students learn about the energy efficiency of appliances and explore how star ratings are used.

This sustainability focused resource teaches students about being responsible consumers while exploring a range of real-life issues.

Students also learn about the carbon cycle and complete quizzes to clarify and explain the science behind the carbon cycle and the star rating scheme. They elaborate by making decisions based on choosing between three fridges and three television sets. They evaluate the use of star ratings in making their decision.

The resource can be completed as a whole class, in small groups or individually with teacher direction, and as an independent assessment task. A suggested marking rubric is provided in the resource.

Curriculum alignment

Year 10

Learning area: Science

Content descriptions

Strand: Science Understanding

  • Sub-strand: Earth and space sciences
    • Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)

Strand: Science as a Human Endeavour

  • Sub-strand: Nature and development of science
    • Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE192)
  • Sub-strand: Use and influence of science
    • People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people‚Äôs lives, including generating new career opportunities (ACSHE194)

Strand: Science Inquiry Skills

  • Sub-strand: Processing and analysing data and information
    • Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)
  • Sub-strand: Evaluating
    • Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS206)

Learning area: English

Content descriptions

Strand: Literacy

  • Sub-strand: Interacting with others
    • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Money and financial mathematics
    • Connect the compound interest formula to repeated applications of simple interest using appropriate digital technologies (ACMNA229)

Strand: Statistics and Probability

  • Sub-strand: Data representation and interpretation
    • Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data (ACMSP253)

Learning area: Economics and Business

Content descriptions

Strand: Knowledge and Understanding

  • Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)

Strand: Economics and Business Skills

  • Sub-strand: Interpretation and analysis
    • Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
  • Sub-strand: Economic reasoning, decision-making and application
    • Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
    • Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
  • Sub-strand: Communication and reflection
    • Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
    • Reflect on the intended and unintended consequences of economic and business decisions (ACHES061)

Learning area: Geography

Content descriptions

Strand: Knowledge and Understanding

  • Unit 1: Environmental change and management
    • Human-induced environmental changes that challenge sustainability (ACHGK070)
    • The application of systems thinking to understanding the causes and likely consequences of the environmental change being investigated (ACHGK073)

Learning area: Design and Technologies

Content descriptions

Strand: Knowledge and Understanding

  • Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)

Strand: Processes and Production Skills

  • Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)

General capabilities

Level 6: Typically, by the end of Year 10, students:

  • Literacy:
    • navigate, read and view a wide range of more demanding subject- specific texts with an extensive range of graphic representations
    • listen to a range of extended spoken and audio texts and respond to, interpret and evaluate ideas, information and opinions
    • interpret and evaluate information within and between texts, comparing and contrasting information using comprehension strategies
    • use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
    • plan, research, rehearse and deliver presentations on more complex issues and learning area topics, combining visual and multimodal elements creatively to present ideas and information and support opinions and engage and persuade an audience
    • use comprehensive knowledge of the structure and features of learning area texts to comprehend and compose complex texts in innovative ways, using conventions for citing others
    • use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning
  • Numeracy
    • solve and model problems involving complex data by estimating and calculating using a variety of efficient mental, written and digital strategies
    • evaluate financial plans to support specific financial goals
    • evaluate media statistics and trends by linking claims to data displays, statistics and representative data
  • ICT
    • select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation
    • use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings
    • select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
    • select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
  • Critical and Creative Thinking
    • pose questions to critically analyse complex issues and abstract ideas
    • clarify complex information and ideas drawn from a range of sources
    • critically analyse independently sourced information to determine bias and reliability
    • give reasons to support their thinking, and address opposing viewpoints and possible weaknesses in their own positions
    • balance rational and irrational components of a complex or ambiguous problem to evaluate evidence
    • identify, plan and justify transference of knowledge to new contexts
    • analyse reasoning used in finding and applying solutions, and in choice of resources
    • use logical and abstract thinking to analyse and synthesise complex information to inform a course of action
    • evaluate the effectiveness of ideas, products and performances and implement courses of action to achieve desired outcomes against criteria they have identified
  • Personal and Social Capability
    • establish personal priorities, manage resources effectively and demonstrate initiative to achieve personal goals and learning outcomes
    • develop and apply criteria to evaluate the outcomes of individual and group decisions and analyse the consequences of their decision making
    • plan, implement and evaluate ways of contributing to civil society at local, national regional and global levels
  • Ethical Understanding
    • distinguish between the ethical and non-ethical dimensions of complex issues
    • investigate reasons for clashes of beliefs in issues of personal, social and global importance
    • analyse the objectivity or subjectivity behind decision making where there are many possible consequences
    • use reasoning skills to prioritise the relative merits of points of view about complex ethical dilemmas