Ghana curriculum lesson note
SHS 3 Economics 2nd Semester Week 13 Lesson Plan
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Create Lesson Plan| Weekly Learning Plan | |||
| Subject | Economics | Week | 13 |
| 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.2 - Analyse the national debt and make meaning out of it. Collaborative Learning: Work in mixed gender and ability groups to extract data from Ghana's national budget on debt over a five-year period. Present your data in Microsoft Excel and analyse the trend over the five-year period. Through | ||
| Lesson Focus | Analyse the national debt and make meaning out of it. | ||
| Previous Knowledge | Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts. | ||
| Lesson Objective(s) | Describe the key idea in: Analyse the national debt and make meaning out of it. 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 the national debt and make meaning out of it. Collaborative Learning: Work in mixed gender and ability groups to extract data from Ghana's national budget on debt over a five-year period. Present your data in Microsoft Excel and analyse the trend over the five-year period. Through? 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 12Sub-strand: CONCEPT OF MONEY, FINANCIAL INSTITUTIONS AND PUBLIC FINANCEWeek 13 (current)Week 14Sub-strand: CONCEPT OF MONEY, FINANCIAL INSTITUTIONS AND PUBLIC FINANCEWeek 15Sub-strand: AGRICULTURE, INDUSTRIALIZATION, AND TRADEWeek 16Sub-strand: AGRICULTURE, INDUSTRIALIZATION, AND TRADE