Towards Independence Mobile Phones Part 2 Syllabus outcomes

Towards Independence: Mobile Phones – Part 2

Syllabus outcomes: 5. 5 evaluates options for solving commercial and legal problems and issues EN 4 -4 B makes effective language choices to creatively shape meaning with accuracy, clarity and coherence.

Indicators of learning: Students access and use a range of sources, including internet sites, that provide information on mobile phones

Assessment: Students participation in class discussion. Students responses on worksheets collected and assessed by teacher

Resources required: Computers with internet access Community educator guide Topic 3 Mobile phone ownership Activity worksheet. Available at: https: //docs. google. com/document/d/11 fnmx 5 e. Xfh. Blbl. G 0 ij. U g. QOig. MSp. Jjy. Mmv 5 sy. Bs-Sc 9 s/edit? usp=sharing 'Mobile phone' convo ASIC's Money. Smart and Money. Smart Teaching websites

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 – Julie’s quick purchase Accessed from - https: //www. moneysmart. gov. au/life-events-andyou/under-25 s/mobile-phone-deals-and-plans/choosing-a-plan

Lesson Content Class Instruction: Case Study – Peter decides on the wrong mobile plan Video Available at: https: //www. youtube. com/watch? v=n-LBS 77 f. Uf 0

Lesson Content Class Instruction: Management Plan: Ask the students What things List the student responses up on should Peter and Julie have considered before they choose their plans? 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.

Lesson Content Class Instruction: Management Plan: Ask the students What things Emphasise Peter's comment that 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 prepaid? he should have considered a prepaid 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.

Lesson Content Class Instruction: Management Plan: Identify your mobile phone needs Emphasise Peter's comment that he should have considered a pre-paid plan. ask students to use Work Sheet 1: Make sure the following points are 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? 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.

Lesson Content Class Instruction: Management Plan: Using computers (or sharing a Walk around classroom to ensure computer), students complete the 'Mobile phone' convo which can be accessed at: http: //teaching. moneysmart. go v. au/resourcecentre/moneysmart-rookie-foreducators. 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. students are on task. Giving

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.

References: Case Study – Julie’s quick purchase - https: //www. moneysmart. gov. au/life-events-and-you/under-25 s/mobilephone-deals-and-plans/choosing-a-plan 'Peter decides on the wrong mobile phoneat: https: //www. youtube. com/watch? v=n-LBS 77 f. Uf 0 Money smart website – https: //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