Online Shopping Effects

Year Level

Year 1

Duration

60 minutes

Number of Students

25

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Curriculum Context

This lesson aligns with the NSW Digital Technologies Syllabus for Years 1 and 2, focusing on students investigating digital systems and how they meet user needs. Particularly, it addresses:

• Content descriptor: Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001).
• Learning outcome: Students show how simple digital solutions meet a need for known users and describe the role of users in digital systems.
• Achievement standard excerpt: By the end of Year 2, students describe simple digital solutions that meet a user need and use digital systems for a purpose; they understand the role of the user in these systems.

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Learning Intention

Students will understand that digital systems can provide solutions to everyday tasks and that online shopping is an example of a digital system affecting people's lives.

Success Criteria

Students can:

• Describe an online grocery shopping system as a digital system.
• Identify and explain how online shopping affects people’s lives.
• Demonstrate understanding of the user’s role and needs within the online shopping process.
• Compare online shopping to shopping in person.

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Key Vocabulary

• Digital system – a set of components that work together using technology.
• User needs – what the person using the system requires to complete a task.
• Online shopping – buying products or services via the internet.
• Design process – the steps followed to create solutions.

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Materials and Preparation

• Display Resource 3: pictures/models of common kitchen products.
• Access to an online grocery shopping website (real or simulated) displayed via projector or interactive whiteboard.
• Resource 4: PMI Chart template (Pluses, Minuses, Interesting points).
• Simple flow chart visual or whiteboard/chart paper to create flow chart.
• Exit slip worksheet with sentence stem: "Online shopping helps people by..."

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Lesson Sequence

1. Introduction (10 minutes)

• Show Resource 3 (kitchen products).
• Review each product’s purpose with the class.
• Invite discussion on where and how people get these products (shops, markets, online).

2. Core Lesson (40 minutes)

a. Introducing Online Shopping as a Digital System (10 mins)

• Display the online grocery shopping website.
• Explain:
  • This is a website where people can shop using a digital system.
  • A digital system includes hardware and software working together for a purpose.
• Discuss What is online shopping? Invite students to share any experiences they have.

b. Understanding the Online Shopping Process (10 mins)

• Explain the steps in online shopping clearly:
  1. Search for an item.
  2. Add the item to a virtual shopping cart.
  3. Choose quantity.
  4. Go to checkout.
  5. Pay online.
  6. Delivery to a nominated address.
• Ask students: How is this similar or different to shopping in a physical store?

c. Think-Pair-Share Activity (10 mins)

• Students think about, then pair up to discuss, similarities and differences between online and in-person shopping.
• Share ideas with the class.

d. Creating a Flow Chart of Online Shopping Steps (5 mins)

• As a class, create a simple flow chart illustrating the online shopping sequence.
• Emphasise that each step is part of the digital system process.

e. Exploring Impact Using PMI Chart (5 mins)

• Explain PMI: Pluses (benefits), Minuses (challenges), and Interesting points about online shopping.
• Record students’ responses on Resource 4 PMI chart.
• Prompt thinking about user needs and what happens if a step doesn’t work well.

3. Conclusion and Reflection (10 minutes)

• In small groups, students discuss how online shopping affects people’s lives (convenience, delivery, choice, etc.).
• Each group shares one or two thoughts with the class.
• Students complete the exit slip by finishing the sentence stem:
  • "Online shopping helps people by…"

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Assessment Opportunity

• Formative assessment through observation of student participation in discussions and activities.
• Collect exit slips to assess students’ understanding of online shopping’s impact and how it meets user needs—specifically how they describe the role of the digital system and user experience.

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Differentiation and Support

• Support less confident students by pairing with peers for think-pair-share.
• Use visual aids and physical objects to link abstract ideas to concrete examples.
• Challenge more advanced students to consider and discuss possible problems if the digital system fails at any point.

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Teaching Notes to Impress

• Incorporate a real or simulated online shop interface to stimulate curiosity.
• Use engaging visuals and interactive activities (flow chart building) to appeal to young learners.
• Encourage students to think critically about digital systems beyond just usage — i.e., how the system affects people.
• Tie in personal experiences to make the topic relevant and accessible.

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NSW Curriculum Links Summary

• Digital Technologies (Years 1-2): Explore digital systems and user needs (ACTDIK001).
• General Capabilities: Critical and creative thinking; Information and Communication Technology (ICT) capability.
• Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and cultures can be integrated by discussing local businesses or services that use digital systems.

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This detailed plan meets NSW curriculum requirements and incorporates active and reflective learning, fostering understanding of digital systems in an age-appropriate manner. It respects students’ developmental levels by providing clear explanations, hands-on activities, and peer discussions.

Please let me know if you want me to generate templates for Resource 3 or 4 or the Exit Slip text!