Taxing fat
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Introduction
In this activity, students learn about measures governments can use to discourage the consumption of sugar sweetened beverages (SSBs) because of their effect on health. They predict the views of others in relation to taxing SSBs and conduct a survey to test their predictions. Students use data and collate results to decide whether taxes should be imposed on SSBs.
Achievement standard
By the end of Year 8, students explain how markets operate and recognise why governments may influence the market’s operation. They explain the rights and responsibilities of consumers and businesses in terms of financial and economic decision-making. They explain why different types of businesses exist and describe the different ways businesses can respond to opportunities in the market. Students describe influences on the way people work and factors that may affect work in the future.
When researching, students develop questions and gather relevant data and information from different sources to investigate an economic or business issue. They interpret data to identify trends and relationships. They propose a range of alternative responses to an issue and evaluate the costs and benefits of each alternative. They apply economics and business knowledge, skills and concepts to familiar and unfamiliar problems. Students develop and present evidence-based conclusions using appropriate texts, subject-specific language and concepts. They identify the effects of an economic or business decision and the potential consequences of alternative actions.
Content descriptions
Economics and Business Knowledge and Understanding
The ways markets in Australia operate to enable the distribution of resources, and why they may be influenced by government (ACHEK027).
Economics and Business Skills
Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032).
Gather relevant data and information from a range of digital, online and print sources (ACHES033).
Interpret data and information displayed in different formats to identify relationships and trends (ACHES034).
Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037).
Student learning resources
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Taxing fat
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Suggested activity sequence
This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group.
Part A: Does taxing fat work?
- Recap or introduce how and why the government intervenes in the economy to influence the behaviour of consumers.
Governments can influence the levels of production and consumption of goods that have social costs or benefits. For example, taxes are levied to discourage the consumption or use of certain products such as cigarettes, alcohol or fuel. - Students complete part 1 of the investigation.
Part B: Make predictions and calculate
- Students complete questions 1-2 of part 2 of the investigation.
If necessary, explicitly teach how to calculate percentages. Refer to Calculating percentages and percentage change – How-to-sheet.
- Use a grouping strategy to organise students into groups of 4.
- Groups answer question 3 of the investigation.
- Groups share their decision with the class.
- Record these results on board.
- Students individually answer question 4 using the data on the board.
If necessary, explicitly teach how to calculate the median. Refer to Calculating mean, median and mode – How-to-sheet.
Part C: What do others think?
- As a class, collaboratively develop a simple yes/no style question about taxing sugar-sweetened beverages in Australia.
- Survey the class on their position and record the results on the board under 2 columns – yes and no.
- Students survey 10 members of their family and community (part3 – question 1).
- Students collate the results of the survey into tables and graphs.
Refer students to Building charts and tables – How-to-sheet.
- Students analyse their data, writing short descriptions of what they see.
- Students complete the remaining questions in part 3 of the investigation.