Ghana curriculum lesson note
SHS 2 Economics 1st Semester Week 16 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Economics | Week | 16 |
| 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.2 - Apply the concept of production to calculate Total Product (TP), Marginal Product (MP) and Average Product (AP) Problem Based Learning: Learners form a mixed ability and gender groups to calculate Total Product (AP), Marginal Product (MP) and Average Product (AP) | ||
| Lesson Focus | Apply the concept of production to calculate Total Product (TP), Marginal Product (MP) and Average Product (AP) Problem Based Learning: Learners form a mixed ability and gender groups to calculate Total Product (AP), Marginal Product (MP). | ||
| 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 production to calculate Total Product (TP), Marginal Product (MP) and Average Product (AP) Problem Based Learning: Learners form a mixed ability and gender groups to calculate Total Product (AP), Marginal Product (MP). 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 production to calculate Total Product (TP), Marginal Product (MP) and Average Product (AP) Problem Based Learning: Learners form a mixed ability and gender groups to calculate Total Product (AP), Marginal Product (MP) and Average Product (AP)? 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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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 11Sub-strand: CONSUMER BEHAVIOURWeek 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 16 (current)