Ghana curriculum lesson note
SHS 1 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 1 |
| Strand | CONSUMERS’ RATIONAL DECISION MAKING | Sub-Strand | CONSUMER BEHAVIOUR |
| Learning Outcome(s) | 1.1.3.LO.1 - Use relevant information gathered from home, school and community through observation to carefully explain the concept of utility and the law of diminishing marginal utility | ||
| Content Standard | 1.1.3.CS.1 | ||
| Learning Indicator(s) | 1.1.3.LI.2 - Use relevant information gathered from home, school and community through observation to carefully explain the concept of utility and the law of diminishing marginal utility | ||
| Lesson Focus | Use relevant information gathered from home, school and community through observation to carefully explain the concept of utility and the law of diminishing marginal utility | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Use relevant information gathered from home, school and community through observation to carefully explain the concept of utility and the law of diminishing marginal utility 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 Use relevant information gathered from home, school and community through observation to carefully explain the concept of utility and the law of diminishing marginal utility? 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 | ||
| 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 consumer behaviour 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 consumer behaviour 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 consumer behaviour. | 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 consumer behaviour 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 consumer behaviour 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 1 Economics 1st Semester Lessons
Week 1Sub-strand: INTRODUCTION TO THE SUBJECT ECONOMICSWeek 2Sub-strand: INTRODUCTION TO THE SUBJECT ECONOMICSWeek 3Sub-strand: INTRODUCTION TO THE SUBJECT ECONOMICSWeek 4Sub-strand: INTRODUCTION TO THE SUBJECT ECONOMICSWeek 5Sub-strand: DEMAND FOR GOODS AND SERVICESWeek 6Sub-strand: DEMAND FOR GOODS AND SERVICESWeek 7Sub-strand: DEMAND FOR GOODS AND SERVICESWeek 8Sub-strand: DEMAND FOR GOODS AND SERVICESWeek 9Sub-strand: DEMAND FOR GOODS AND SERVICESWeek 10Sub-strand: DEMAND FOR GOODS AND SERVICESWeek 11Sub-strand: CONSUMER BEHAVIOURWeek 12 (current)Week 13Sub-strand: PRODUCTION OF GOODS AND SERVICESWeek 14Sub-strand: PRODUCTION OF GOODS AND SERVICESWeek 15Sub-strand: PRODUCTION OF GOODS AND SERVICESWeek 16Sub-strand: PRODUCTION OF GOODS AND SERVICES