Ghana curriculum lesson note
SHS 3 Economics 1st Semester Week 12 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Economics | Week | 12 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | FIRMS’ INNOVATIVE DECISION MAKING | Sub-Strand | PRODUCTION OF GOODS AND SERVICES |
| Learning Outcome(s) | 3.2.1.LO.1 - Describe Economies of scale and Diseconomies of scale 3.2.1.LO.2 - Compare Economies of scale to Diseconomies of scale | ||
| Content Standard | 3.2.1.CS.1 3.2.1.CS.2 | ||
| Learning Indicator(s) | 3.2.1.LI.3 - Identify price discrimination in the market. Talk for Learning Approaches (TfL): Develop activities leading to quality discussions price discrimination. Pay attention to learners approaching proficiency. Learners learn how to respect individuals of different beliefs, religions, and cultures. Learn to tolerate different views and be assertive as class discussion ensues | ||
| Lesson Focus | Identify price discrimination in the market. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Identify price discrimination in the market. Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance. | ||
| Essential Question(s) | What economic concept, relationship or decision is central to Identify price discrimination in the market. Talk for Learning Approaches (TfL): Develop activities leading to quality discussions price discrimination. Pay attention to learners approaching proficiency. Learners learn how to respect individuals of different beliefs, religions, and cultures. Learn to tolerate different views and be assertive as class discussion ensues? How can tables, graphs, calculations, observations or case evidence help explain the economic issue? How can the concept be applied to a new household, firm, market or national-economy situation? | ||
| Pedagogical Strategies | Case-Based Learning Collaborative Learning Role-play/Simulation Graph/Data Analysis Problem-Based Learning Research/Discussion | ||
| Teaching & Learning Resources | Economics textbook/reference materials Whiteboard/markers Learners' notebooks Graph paper Scientific calculators Demand/supply schedules and graph sheets Market scenario cards | ||
| Key Notes on Differentiation | |||
| Content | Provide simplified tables, worked graph examples, vocabulary prompts and stepwise calculations for learners needing support. Extend advanced learners with multi-step data, policy trade-offs, unfamiliar cases or evaluation questions. | ||
| Process | Use mixed-ability groups for role-play, data interpretation and case analysis, while requiring individual reasoning evidence. Use locally familiar household/market/firm examples before moving to abstract models and national data. | ||
| Product | Allow appropriate outputs such as graphs, calculations, case analyses, short policy recommendations, presentations or written explanations. Assess economic accuracy, interpretation, graphical/quantitative reasoning and justification. | ||
| Success Criteria | Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation. | ||
| Homework | Complete a short application task connected to the week's learning indicator. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Present a short case, map, source, statistic or news-style scenario connected to production of goods and services and ask learners what issue it raises. | Share prior knowledge, listen to peers and record the lesson question in their notebooks. | Not provided. |
| Activity 115 minutes | Explain production of goods and services using evidence from the case, map, source, timeline, graph or community example. | Read or observe the source, share initial ideas and record key terms. | Ask learners to identify the issue, evidence, cause, effect or stakeholder. |
| Activity 220 minutes | Guide groups to analyse causes, effects, viewpoints, evidence or solutions related to production of goods and services. | Work in groups to analyse evidence, compare viewpoints and report findings. | Review group responses for accurate facts, evidence and reasoning. |
| Activity 310 minutes | Ask learners to apply production of goods and services to a new civic, historical, economic or geographical case. | Apply the concept to the new case and support the answer with evidence. | Use an exit response that asks learners to make and support a claim. |
| Lesson Closure | Summarise production of goods and services and correct one common misconception using learner examples. State one thing learned and complete the exit response. | ||
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Create Lesson PlanMore SHS 3 Economics 1st Semester Lessons
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