Resources Comparison

Year 12 CAFS Lesson Plan – Non-human and Human Resources

Duration: 40 minutes
Class Size: 30 students
Subject: Community and Family Studies (CAFS)
Curriculum Alignment: NSW Syllabus for the Australian Curriculum – Community and Family Studies (CAF12-6)
Focus: Understanding Non-human and Human Resources with examples

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Learning Objectives

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

• Identify and differentiate between human and non-human resources in families and communities.
• Provide examples of human and non-human resources relevant to their personal and community contexts.
• Analyse the importance and use of resources in supporting families and individuals.
• Demonstrate understanding aligned with the NSW Community and Family Studies outcomes:
  • CAF12-6 explains the role of resources in families and communities.
  • CAF12-7 analyses the effects of resource management on wellbeing and relationships.

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Curriculum Reference

This lesson addresses Content Focus Areas from the NSW syllabus CAFS, specifically:

• Non-human resources — financial, physical, material, and technological resources.
• Human resources — time, energy, skills, knowledge, and support from others.

Key Competency: Critical and creative thinking about the nature and value of resources in families, an Australian Curriculum Cross-curriculum priority.

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Lesson Breakdown (40 minutes)

1. Introduction & Engagement (5 minutes)

• Briefly introduce the two types of resources: human (personal skills, labour, knowledge, time) and non-human (financial, physical, material resources).
• Use quick examples to spark interest, e.g., “Who here has ever helped a family member with cooking (human resource)? What about using a cleaning machine at home (non-human resource)?”
• Use this to activate prior knowledge and relate directly to students’ life experiences.

2. Collaborative Brainstorm (8 minutes)

• Divide class into 5 groups of 6 each.
• Each group lists as many examples as possible of:
  • Human resources in families and communities
  • Non-human resources in families and communities
• Groups record their lists on provided large sheets or whiteboards.
• Teacher circulates to support and prompt deeper thinking (e.g., “Can using the internet for organising childcare be a non-human resource?”).

3. Worksheet Activity: Differences and Examples (15 minutes)

• Distribute a custom-designed worksheet that requires students to:
  • Define human and non-human resources in their own words.
  • Sort a mixed list of resource examples into the two categories.
  • Provide 3 original examples of human and non-human resources from their own lives or communities.
  • Reflect on how effective use of these resources can improve wellbeing or relationships.

Innovative element: Include a brief scenario describing a family facing resource challenges. Students suggest how human and non-human resources might help solve the problem.

• This worksheet encourages reflection, application, and critical thinking beyond textbook definitions.

4. Class Discussion and Sharing (7 minutes)

• Invite 3-4 groups to share examples and reasoning from worksheet responses.
• Discuss common misconceptions (e.g., some students might confuse tools needing human interaction as non-human resources exclusively).
• Highlight the interconnectedness of resources and their impact on community wellbeing, linking back to syllabus goals.

5. Summary and Exit Ticket (5 minutes)

• Summarise: human resources involve people and their capacities; non-human resources refer to physical/material assets.
• Exit ticket (quick formative assessment): on a sticky note or verbally, each student states one human resource and one non-human resource they think is most important in families and why.

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Assessment and Feedback

• Formative: Worksheet completion and engagement during brainstorming.
• Exit Ticket: Quick verbal or written response for immediate understanding check.
• Teacher provides targeted feedback next lesson based on worksheet insights.

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Resources Required

• Worksheets printed with definitions, examples list, scenario, and reflection prompts.
• Whiteboards or large paper sheets for group brainstorming.
• Pens, markers, and sticky notes for exit tickets.

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Differentiation Strategies

• Provide examples in the worksheet for EAL/D and students requiring support.
• Challenge advanced learners to relate resource management to broader community or government supports.
• Use peer support in groups for students requiring assistance.

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Extension Ideas

• Assign a short homework: Interview a family member identifying human and non-human resources they use at home. Prepare to discuss in next lesson.
• Create a digital presentation or infographic of resources used in a community setting of their choice.

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This lesson plan fits the NSW CAFS syllabus and the learning standard CAF12-6 by facilitating student understanding of resource types through interactive activities and applied examples. The worksheet design encourages active and reflective learning specific to year 12 cognitive and analytical capabilities, thus empowering students to connect theory with practical, real-life family and community contexts.

If you want, I can also generate the worksheet content for you based on this plan!