Ghana curriculum lesson note
SHS 1 Economics 2nd Semester Week 15 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Economics | Week | 15 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | GOVERNMENT ECONOMIC POLICY, MONEY, AGRICULTURE AND TRADE | Sub-Strand | AGRICULTURE, INDUSTRIALIZATION, AND TRADE |
| Learning Outcome(s) | 1.4.3.LO.1 - Employ relevant information in the environment to examine the agricultural activities and their importance 1.4.3.LO.2 - Use relevant information in the environment to discuss domestic trade | ||
| Content Standard | 1.4.3.CS.1 1.4.3.CS.2 | ||
| Learning Indicator(s) | 1.4.3.LI.1 - Demonstrate understanding of the role of agriculture and industry Describe the importance of agriculture to the Ghanaian economy. Project-Based Learning: Visit the school farm or watch a video on agriculture or a nearby poultry farm to discuss agriculture. Give more time to learners approaching proficiency. Encourage learners to tolerate one another during and after the lesson | ||
| Lesson Focus | Demonstrate understanding of the role of agriculture and industry Describe the importance of agriculture to the Ghanaian economy. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Demonstrate understanding of the role of agriculture and industry Describe the importance of agriculture to the Ghanaian economy. 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 Demonstrate understanding of the role of agriculture and industry Describe the importance of agriculture to the Ghanaian economy. Project-Based Learning: Visit the school farm or watch a video on agriculture or a nearby poultry farm to discuss agriculture. Give more time to learners approaching proficiency. Encourage learners to tolerate one another during and after the lesson? 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 Images/samples of financial instruments/documents Budget/tax scenario sheets Trade/production case studies Maps/charts or current-looking sample data from source if available | ||
| 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 agriculture, industrialization, and trade 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 agriculture, industrialization, and trade 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 agriculture, industrialization, and trade. | 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 agriculture, industrialization, and trade 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 agriculture, industrialization, and trade 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 2nd Semester Lessons
Week 1Sub-strand: SUPPLY OF GOODS AND SERVICESWeek 2Sub-strand: SUPPLY OF GOODS AND SERVICESWeek 3Sub-strand: SUPPLY OF GOODS AND SERVICESWeek 4Sub-strand: SUPPLY OF GOODS AND SERVICESWeek 5Sub-strand: MARKET ANALYSISWeek 6Sub-strand: MARKET ANALYSISWeek 7Sub-strand: PRICE AND EQUILIBRIUM ANALYSISWeek 8Sub-strand: PRICE AND EQUILIBRIUM ANALYSISWeek 9Sub-strand: MACROECONOMIC VARIABLES (GDP, INFLATION, UNEMPLOYMENT, EXCHANGE RATE)Week 10Sub-strand: MACROECONOMIC VARIABLES (GDP, INFLATION, UNEMPLOYMENT, EXCHANGE RATE)Week 11Sub-strand: MACROECONOMIC VARIABLES (GDP, INFLATION, UNEMPLOYMENT, EXCHANGE RATE)Week 12Sub-strand: MACROECONOMIC VARIABLES (GDP, INFLATION, UNEMPLOYMENT, EXCHANGE RATE)Week 13Sub-strand: CONCEPT OF MONEY, FINANCIAL INSTITUTIONS AND PUBLIC FINANCEWeek 14Sub-strand: CONCEPT OF MONEY, FINANCIAL INSTITUTIONS AND PUBLIC FINANCEWeek 15 (current)Week 16Sub-strand: AGRICULTURE, INDUSTRIALIZATION, AND TRADE