Market Stall Intro

Year Level

Year 6

Duration

60 minutes

Subject

Technologies – Design and Technologies

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Unit Overview

This is Lesson 1 of 10 in the unit "Market Stall Mastery". This introductory lesson will explore the concept of market stalls, their purpose, and the variety of products sold. Students will watch a video showcasing different market stalls and engage in a guided class discussion about factors that make a stall successful.

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Australian Curriculum Links

Content Descriptions (Design and Technologies, Years 5 and 6):

• AC9TDE6P01: Investigate how people with design and technology expertise contribute to society, including how products meet community needs.
• AC9TDE6K01: Examine how technologies impact society and environments, and how designed solutions respond to needs and opportunities.
• AC9TDE6P02: Generate and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques.
• AC9TDE6P03: Select and use appropriate materials, components, tools, equipment, and techniques to safely make designed solutions.

These links ensure students understand design’s role in society in practical contexts such as market stalls, focusing on community needs, collaboration, safety, and design literacy.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Define what a market stall is and describe its purpose in a community.
2. Identify various types of products that can be sold at market stalls.
3. Discuss factors that contribute to a market stall's success including design, presentation, product variety, and customer engagement.
4. Reflect on the role of market stalls in supporting local economies and community interactions.

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Resources Needed

• Projector or screen for video presentation
• Video showcasing different market stalls (local and international examples, e.g., food stalls, craft stalls, produce stalls)
• Whiteboard or flip chart and markers
• Printed images/photos of various market stalls (optional)
• Student notebooks or design journals
• Sticky notes for brainstorming activity

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Lesson Structure

1. Introduction (10 minutes)

• Greet students and introduce the unit "Market Stall Mastery."
• Ask students if they have ever visited a market stall or sold anything at one.
• Explain that market stalls are small businesses or setups where people sell products, usually in a market environment.
• Write the term Market Stall on the board and collaboratively define what it means, encouraging students to share their ideas.
• Briefly introduce the lesson's purpose: to learn about market stalls, their products, and what makes them successful.

2. Video Presentation (10 minutes)

• Show the curated video showcasing a variety of market stalls.
  • Include examples of food stalls, handmade craft stalls, produce stalls, and novelty/product stalls.
• Ask students to take notes on the different types of products and features of stalls they observe in the video.
• Prompt students to watch for how stallholders display their products and interact with customers.

3. Guided Class Discussion (15 minutes)

• Lead a discussion to answer:
  • What common features did successful market stalls have?
  • What types of products did you notice? Were some types more popular or interesting?
  • How did stall setup and presentation affect your perception of the stall?
  • Why do people visit markets and buy from stalls instead of shops?
• Use sticky notes for students to write one factor they think makes a stall successful (e.g., price, appearance, friendliness, product variety).
• Categorise these sticky notes on the board under themes like Product, Presentation, Customer Service, and Location.

4. Think-Pair-Share Activity (15 minutes)

• Students individually think about a product they might want to sell if they had a market stall.
• In pairs, students share their product ideas and explain why they think it might be popular.
• Each pair shares one product idea with the class.
• Teacher writes these ideas on the board for future lessons designing and making market stall products.

5. Wrap-Up and Reflection (10 minutes)

• Recap the key points discussed about market stalls and their success factors.
• Ask students to write a short reflection in their notebooks on:
  • What did they find interesting about market stalls?
  • What product would they be excited to sell, and why?
• Explain that in upcoming lessons, students will create their own market stall products and design displays, applying today’s learning.

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Assessment

• Formative assessment through observation during discussion and think-pair-share activities.
• Collect student reflections to assess understanding of market stalls’ purpose and success factors.
• Informal feedback on participation and ideas sharing.

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Classroom Management Tips

• Encourage active listening during video and discussions.
• Use clear visuals and real-world examples to engage Year 6 students.
• Allow movement during the think-pair-share to stimulate collaboration.
• Ensure accessibility by varying types of products shown to connect with diverse student interests.

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Extensions and Differentiation

• For students needing additional challenge: Ask them to research local markets online or in their community and identify their favourite stall and its features.
• For students needing extra support: Provide picture cards of market stalls and products to aid understanding during discussion.
• Incorporate First Nations Australian market traditions and products where possible, fostering cultural awareness.

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Summary

This engaging, curriculum-aligned lesson introduces Year 6 students to market stalls, their purpose, and key success factors, laying the foundation for a practical unit culminating in students designing and running their own stalls. It blends visual, auditory, and kinesthetic learning modes, supports community and cultural connections, and aligns with Australian Curriculum objectives to develop design and technology understanding and capabilities.