Ghana curriculum lesson note

SHS 2 Economics 1st Semester Week 15 Lesson Plan

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Weekly Learning Plan
Subject	Economics	Week	15
Duration	60 minutes	Form	SHS 2
Strand	FIRMS’ INNOVATIVE DECISION MAKING	Sub-Strand	PRODUCTION OF GOODS AND SERVICES
Learning Outcome(s)	2.2.1.LO.1 - Use information gathered from the environment to determine the time periods, TP, AP, MP, labour and capital-intensive methods and the cost of production 2.2.1.LO.2 - Establish the relationships among Total Revenue (TR), Average Revenue (AR), and Marginal Revenue (MR)
Content Standard	2.2.1.CS.1 2.2.1.CS.2
Learning Indicator(s)	2.2.1.LI.4 - Apply the concept of cost to calculate average, total and marginal costs. Experiential Learning: Form a mixed ability and gender groups and interview the school matron on how much it cost to cook breakfast for the entire school (Total Cost [TC]) per student (Average Cost [AC]) and an additional student (Marginal Cost [MC]). Ask her the fixed and variable cost elements. Or visit the school canteen and interview a seller on the above
Lesson Focus	Apply the concept of cost to calculate average, total and marginal costs.
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: Apply the concept of cost to calculate average, total and marginal costs. 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 the concept of cost to calculate average, total and marginal costs. Experiential Learning: Form a mixed ability and gender groups and interview the school matron on how much it cost to cook breakfast for the entire school (Total Cost [TC]) per student (Average Cost [AC]) and an additional student (Marginal Cost [MC]). Ask her the fixed and variable cost elements. Or visit the school canteen and interview a seller on the above? 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 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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