Ghana curriculum lesson note
SHS 2 Economics 1st Semester Week 11 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Economics | Week | 11 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | CONSUMERS’ RATIONAL DECISION MAKING | Sub-Strand | CONSUMER BEHAVIOUR |
| Learning Outcome(s) | 2.1.3.LO.1 - Exhibit rational behaviour in determining the equilibrium in consumption of goods and services through practical experiences | ||
| Content Standard | 2.1.3.CS.1 | ||
| Learning Indicator(s) | 2.1.3.LI.1 - Apply knowledge in utility concept as a rational consumer. Use the concept of utility to determine the equilibrium of a consumer Structuring Talk for Learning: Discuss how equilibrium is attained by equating marginal utility to price. Give more time to learners approaching proficiency. • Tolerance and respect for each other • Confidence and efficacy in their ability to perform | ||
| Lesson Focus | Apply knowledge in utility concept as a rational consumer. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Apply knowledge in utility concept as a rational consumer. 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 Apply knowledge in utility concept as a rational consumer. Use the concept of utility to determine the equilibrium of a consumer Structuring Talk for Learning: Discuss how equilibrium is attained by equating marginal utility to price. Give more time to learners approaching proficiency. • Tolerance and respect for each other • Confidence and efficacy in their ability to perform? 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 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 2 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: INTRODUCTION TO THE SUBJECT ECONOMICSWeek 6Sub-strand: INTRODUCTION TO THE SUBJECT ECONOMICSWeek 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 11 (current)Week 12Sub-strand: CONSUMER BEHAVIOURWeek 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