Ghana curriculum lesson note

SHS 3 Economics 2nd Semester Week 4 Lesson Plan

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Weekly Learning Plan
Subject	Economics	Week	4
Duration	60 minutes	Form	SHS 3
Strand	PRICE ANALYSIS AND PREDICTION IN THE MODERN ECONOMY	Sub-Strand	PRICE AND EQUILIBRIUM ANALYSIS
Learning Outcome(s)	3.3.1.LO.1 - Distinguish between minimum (Price Floor) and maximum (Price Ceiling) price controls
Content Standard	3.3.1.CS.1
Learning Indicator(s)	3.3.1.LI.1 - Demonstrate understanding in price control. Explain Minimum (Price Floor) and Maximum (Price Ceiling) price controls. Talk for Learning Approaches (TfL): Develop demonstrative activities leading to quality discussion on the maximum and minimum price control. Pay attention to learners approaching proficiency. Through Talk for learning approaches, learners learn how to respect individuals of different beliefs, religions, and cultures and advocate against injustice in the economy. Give more time to learners approaching proficiency
Lesson Focus	Demonstrate understanding in price control.
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 in price control. 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 in price control. Explain Minimum (Price Floor) and Maximum (Price Ceiling) price controls. Talk for Learning Approaches (TfL): Develop demonstrative activities leading to quality discussion on the maximum and minimum price control. Pay attention to learners approaching proficiency. Through Talk for learning approaches, learners learn how to respect individuals of different beliefs, religions, and cultures and advocate against injustice in the economy. Give more time to learners approaching proficiency? 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 price and equilibrium 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 price and equilibrium 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 price and equilibrium 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 price and equilibrium 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 price and equilibrium analysis and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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More SHS 3 Economics 2nd Semester Lessons

Week 1Sub-strand: MARKET ANALYSIS Week 2Sub-strand: MARKET ANALYSIS Week 3Sub-strand: PRICE AND EQUILIBRIUM ANALYSISWeek 4 (current)Week 5Sub-strand: PRICE AND EQUILIBRIUM ANALYSIS Week 6Sub-strand: PRICE AND EQUILIBRIUM ANALYSIS Week 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 FINANCE Week 12Sub-strand: CONCEPT OF MONEY, FINANCIAL INSTITUTIONS AND PUBLIC FINANCE Week 13Sub-strand: CONCEPT OF MONEY, FINANCIAL INSTITUTIONS AND PUBLIC FINANCE Week 14Sub-strand: CONCEPT OF MONEY, FINANCIAL INSTITUTIONS AND PUBLIC FINANCE Week 15Sub-strand: AGRICULTURE, INDUSTRIALIZATION, AND TRADE Week 16Sub-strand: AGRICULTURE, INDUSTRIALIZATION, AND TRADE