Ghana curriculum lesson note
SHS 2 Economics 2nd Semester Week 1 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Economics | Week | 1 |
| Duration | 60 minutes | Form | SHS 2 |
| Strand | FIRMS’ INNOVATIVE DECISION MAKING | Sub-Strand | MARKET ANALYSIS |
| Learning Outcome(s) | 2.2.3.LO.1 - Analyse the various markets and determine the types of profits | ||
| Content Standard | 2.2.3.CS.1 | ||
| Learning Indicator(s) | 2.2.3.LI.1 - Demonstrate understanding of Market Structures. Explain market structures and the types of market structures. Experiential learning: Learners watch a video to discuss the meaning of market structures. Experiential Learning: Show a video to discuss the different types of market structures and their characteristics. Give equal opportunity to all learners. • Respecting individuals of varying beliefs, religion and cultures • Being sensitive to the inter-relatedness of the various spheres of life, groups and individuals • Being aware of personal biases and stereotypes | ||
| Lesson Focus | Demonstrate understanding of Market Structures. | ||
| 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 Market Structures. 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 Market Structures. Explain market structures and the types of market structures. Experiential learning: Learners watch a video to discuss the meaning of market structures. Experiential Learning: Show a video to discuss the different types of market structures and their characteristics. Give equal opportunity to all learners. • Respecting individuals of varying beliefs, religion and cultures • Being sensitive to the inter-relatedness of the various spheres of life, groups and individuals • Being aware of personal biases and stereotypes? 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 market analysis 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 market analysis 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 market analysis. | 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 market analysis 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 market analysis 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 2nd Semester Lessons
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