Taxing fat

NSW Commerce Stage 5 150

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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.

This activity contributes to the following outcomes.

A student:

  • applies consumer, financial, economic, business, legal, political and employment concepts and terminology in a variety of contexts COM5-1
  • works independently and collaboratively to meet individual and collective goals within specified timeframes COM5-9.

Related Stage 4 outcomes: COM4-1, COM4-9

Related Life Skills outcomes: COMLS-11, COMLS-12, COMLS-13

Content descriptions

Core 2: The economic and business environment

The nature of the economy

Students:

  • explain the interdependence between different sectors of the economy, for example the role of the government in protecting consumers.

The nature of markets within the economy

Students:

  • examine the reasons for government intervention in the market, for example energy pricing, prevention of environmental degradation, conservation of natural resources.

Current issues

  • investigate a major economic event or development that has affected Australian consumers and businesses, including causes, impacts and responses

Student learning resources

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Investigation

Taxing fat

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. If you assign this activity to a class, your students will be assigned all student resources on their 'My learning' page. You can also hand-pick the resources students are assigned by selecting individual resources when you add a work item to a class in 'My classes'.

Part A: Does taxing fat work?

  1. 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.
  2. Students complete part 1 of the investigation.

Part B: Make predictions and calculate

  1. 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.

  2. Use a grouping strategy to organise students into groups of 4.
  3. Groups answer question 3 of the investigation.
  4. Groups share their decision with the class.
  5. Record these results on board.
  6. 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?

  1. As a class, collaboratively develop a simple yes/no style question about taxing sugar-sweetened beverages in Australia.
  2. Survey the class on their position and record the results on the board under 2 columns – yes and no.
  3. Students survey 10 members of their family and community (part3 – question 1).
  4. Students collate the results of the survey into tables and graphs.

    Refer students to Building charts and tables – How-to-sheet.

  5. Students analyse their data, writing short descriptions of what they see.
  6. Students complete the remaining questions in part 3 of the investigation.
Taxing fat (PDF, 151.39 KB)