Context: Product

Design and Production:
A Nutrition and Exercise Program

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

• use appropriate problem-solving models in the design of products, the provision of services, the development of systems, and the utilization of ideas
• analyse and use appropriate problem-solving strategies and critical thinking when resolving problems in a variety of contexts
• identify and apply appropriate knowledge, skills, and attitudes when making choices and defending decisions
• use appropriate criteria and standards to assess and evaluate products, services, systems, and ideas

It is expected that students will:

• use effective communication skills when gathering and sharing information independently and in groups
• select appropriate information gathering and communication tools when solving problems related to applied skills areas
• use appropriate multimedia and information technology in presentations

It is expected that students will:

• use appropriate technologies in a variety of applied contexts
• maintain an orderly and safe environment when engaged in a variety of activities
• identify and evaluate the impact of technology on the way information is gathered, problems are solved, and work is done

It is expected that students will:

• demonstrate an ability to assess the impact that acquiring applied skills can have on personal and career choices
• demonstrate a positive attitude toward lifelong health and well being
• demonstrate a willingness to participate independently and interdependently in a productive environment

Suggested Instructional Strategies

Students work on a project to develop a personal investment portfolio that they can present and defend to their peers. These activities provide opportunities to plan a financial future, to view and evaluate different investments like GICs, bonds, or mutual funds, and to realize the impact of compound interest over time. Students develop an understanding of the concepts of economics, finance, and entrepreneurship.
Suggested Time Frame: 10 - 20 hours

Strategies
Have students:

• prepare an investment portfolio that will include an investment strategy and rationale
• research, review, compare, and evaluate different tyes of investments
• invite guest speakers from the financial community
• research interest rates and the age at which to begin an investment
• determine fixed-rate level of financial contribution
• determine realistic variable-rate of financial contribution
• utilize compound interest formulas to project yearly gains and gains over time
• use the "Rule of 72" as a measure of doubling investments for developing investment plans
• use a calculator/computer to solve compound interest problems
• compute the difference in yield between fixed contributions begun at different ages and held to retirement age
• compare strategies to acquire one-quarter million dollars by a fixed age (e.g., age 55, 60, 65)
• present and evaluate investment portfolio

• Technology Education: Internet links to financial markets; technology investment funds
• Home Economics: work and careers; family management; cultures/lifestyles (single vs. multiple incomes in family)
• Physical Education: active living; early retirement; personal and social responsibility

Suggested Assessment Strategies

• Checklist for creating a portfolio of investments
• Written sequence of mathematical computations using a calculator
• Presentation to class
  • teacher observation
  • peer assessment
• Investment conference

• Investment portfolio
  • thoroughness/completeness
  • strategies utilized
  • accuracy
  • nature of investments (conservative/risky)
• Presentation to a financial manager
  • articulation
  • knowledge of subject matter
  • appropriate use of media
  • audience rapport or evaluation
  • ability to answer questions
• Use of multimedia and print in presentation
  • number and mix of methods used
  • quality
  • selection and balance of appropriate media
  • impact (visual)
  • did the methods enhance the message or detract from it
• Assess longitudinal measurement of self-esteem
  • benchmarking
  • measuring change
• Investment conference
           An adult investor rates the student's work for:
  • how clearly the strategy is presented
  • the risk factors undertaken
  • completeness
  • balance of approaches
  • potential outcomes

Recommended Learning Resources

Table of Contents Curriculum Branch Ministry of Education

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Maintained by: Applied Skills Coordinator

Revised: January 28, 1999

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