1. Open the 'Consumer stuff for kids' document.
2. Go to Unit 5 Activity 2 ‘What is a resource’ (on pages 66 and 67).
   This activity starts defining ‘scarcity’, then builds student understanding by examining water as a scarce resource. Students can identify and distinguish between 3 types of resources (natural, human, capital) used by a range of workers (rural, urban, past and present generation Aboriginal people) used to satisfy the needs and wants of past, present and future generations.
3. Go to Unit 5 Activity 3 ‘Using resources’ (pages 68 to 74).
   This activity helps to expand student vocabulary (for example, demand, production, distribution, export). Students explore the relationship between producers and consumers, and how they determine which goods and services are produced. Students use one of Tony Ryan’s 'Thinkers Keys' activities. By applying ‘The commonality’ technique, students find the connection between 2 words that have something to do with production. For example, sheep-dog and carpet: a sheep-dog works on a farm with sheep, the wool from sheep is used to produce carpet.
4. These activities have:
   • teacher notes
   • pre-learning, during learning, and post-learning information.

For teachers

• Students can identify real-life examples which show how consumer demand links to supply. For example, if consumers enjoy a particular movie, consumer demand often results in movie sequels being produced. The opposite is also true. If a particular television show no longer interests consumers the show will soon be replaced by something else.
• Students can explore any links with local past and present generation Aboriginal peoples. They can investigate that groups sustainable uses of resources and their spiritual connections to country or place.
• Start with the students prior learning and their present understanding of resources.
• Students may have questions which can be researched using other resources.
• Be clear about assessment support and requirements.