Smart consumers 4 a smart future: Solar sums

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Year level 9 Sustainability Mathematics English Digital Technologies Economics and business

Launch digital resource

Students are challenged to apply mathematical concepts to find ways to reduce household electricity consumption and improve cost efficiency.

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

Students will compare the overall value of a range of goods and services using IT tools and comparison websites to make informed and effective consumer and financial decisions. The culminating activity asks students to investigate the efficiency of solar panels and produce a multimedia presentation based on their findings.

The resource can be completed as a whole class, in small groups or individually with teacher direction.

Curriculum alignment

Year 9

Learning area: Mathematics

Content descriptions

Strand: Number and Algebra

  • Sub-strand: Real numbers
    • Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate problems (ACMNA208)
  • Sub-strand: Money and financial mathematics
    • Solve problems involving simple interest (ACMNA211)

Strand: Statistics and Probability

  • Sub-strand: Chance
    • Investigate reports of surveys in digital media and elsewhere for information on how data were obtained to estimate population means and medians (ACMSP227)
  • Sub-strand: Data representation and interpretation
    • Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly and from secondary sources (ACMSP228)

Learning area: English

Content descriptions

Strand: Literacy

  • Sub-strand: Interacting with others
    • Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
    • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
  • Sub-strand: Creating texts
    • Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Learning area: Economics and Business

Content descriptions

Strand: Knowledge and Understanding

  • Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040)

Strand: Economics and Business Skills

  • Sub-strand: Questioning and research
    • Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
    • Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
  • Sub-strand: Interpretation and analysis
    • Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
  • 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 (ACHES046)
    • Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
  • 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 (ACHES048)
    • Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)

Learning area: Design and Techonologies

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)

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
    • compose and edit longer and more complex learning area texts
    • 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
    • control a range of simple, compound and complex sentence structures to convey complex ideas, build and support arguments, and change emphasis
    • develop higher order concepts in academic texts through language features that compact and generalise ideas
    • 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
    • design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes
    • select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
  • Creative and Critical Thinking
    • pose questions to critically analyse complex issues and abstract ideas
    • clarify complex information and ideas drawn from a range of sources
    • 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
    • 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
    • propose, implement and monitor strategies to address needs prioritised at local, national, regional and global levels, and communicate these widely
  • 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
  • Intercultural Understanding
    • present a balanced view on issues where conflicting views cannot easily be resolved