Ghana curriculum lesson note
SHS 3 Economics 2nd Semester Week 12 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Economics | Week | 12 |
| Duration | 60 minutes | Form | SHS 3 |
| Strand | GOVERNMENT ECONOMIC POLICY, MONEY, AGRICULTURE AND TRADE | Sub-Strand | CONCEPT OF MONEY, FINANCIAL INSTITUTIONS AND PUBLIC FINANCE |
| Learning Outcome(s) | 3.4.2.LO.1 - Employ relevant information in the country to examine the national budget and debt | ||
| Content Standard | 3.4.2.CS.1 | ||
| Learning Indicator(s) | 3.4.2.LI.1 - Analyse national budget and national debt. Describe the types of government expenditure and sources of revenue. Collaborative Learning: Work in mixed gender and ability groups to extract sources of revenue and expenditure from Ghana's national budget. Learners with disabilities and those from poor homes should be encouraged during the lessons. Present your result in Microsoft Word | ||
| Lesson Focus | Analyse national budget and national debt. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Analyse national budget and national debt. 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 Analyse national budget and national debt. Describe the types of government expenditure and sources of revenue. Collaborative Learning: Work in mixed gender and ability groups to extract sources of revenue and expenditure from Ghana's national budget. Learners with disabilities and those from poor homes should be encouraged during the lessons. Present your result in Microsoft Word? 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 concept of money, financial institutions and public finance 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 concept of money, financial institutions and public finance 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 concept of money, financial institutions and public finance. | 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 concept of money, financial institutions and public finance 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 concept of money, financial institutions and public finance 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 3 Economics 2nd Semester Lessons
Week 1Sub-strand: MARKET ANALYSISWeek 2Sub-strand: MARKET ANALYSISWeek 3Sub-strand: PRICE AND EQUILIBRIUM ANALYSISWeek 4Sub-strand: PRICE AND EQUILIBRIUM ANALYSISWeek 5Sub-strand: PRICE AND EQUILIBRIUM ANALYSISWeek 6Sub-strand: PRICE AND EQUILIBRIUM ANALYSISWeek 7Sub-strand: MACROECONOMIC VARIABLES (GDP, INFLATION, UNEMPLOYMENT, EXCHANGE RATE)Week 8Sub-strand: MACROECONOMIC VARIABLES (GDP, INFLATION, UNEMPLOYMENT, EXCHANGE RATE)Week 9Sub-strand: MACROECONOMIC VARIABLES (GDP, INFLATION, UNEMPLOYMENT, EXCHANGE RATE)Week 10Sub-strand: MACROECONOMIC VARIABLES (GDP, INFLATION, UNEMPLOYMENT, EXCHANGE RATE)Week 11Sub-strand: CONCEPT OF MONEY, FINANCIAL INSTITUTIONS AND PUBLIC FINANCEWeek 12 (current)Week 13Sub-strand: CONCEPT OF MONEY, FINANCIAL INSTITUTIONS AND PUBLIC FINANCEWeek 14Sub-strand: CONCEPT OF MONEY, FINANCIAL INSTITUTIONS AND PUBLIC FINANCEWeek 15Sub-strand: AGRICULTURE, INDUSTRIALIZATION, AND TRADEWeek 16Sub-strand: AGRICULTURE, INDUSTRIALIZATION, AND TRADE