SHS1 Economics · Semester 1, Week 4
Introduction to the Subject Economics
Lesson notes
Learning Objectives
Indicator: 1.1.1.LI.4 - Relate the fundamental concepts of Economics to everyday life and societal challenges.
By the end of the lesson, learners can:
- define the fundamental economic concepts of want, scarcity, choice, scale of preference and opportunity cost using examples from their own lives.
- explain how scarcity forces individuals, families and the nation to make choices.
- construct a personal scale of preference and identify the opportunity cost of a choice they have made.
- apply the concepts of scarcity, choice and opportunity cost to analyse a societal problem in Ghana and propose how limited resources could be allocated to address it.
- demonstrate, through role-play or discussion, how economic decisions made at home, school or in the community reflect the fundamental concepts of Economics.
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Sign in with phone numberCurriculum details
- Strand
- Consumers' Rational Decision Making (Strand 1)
- Sub-strand
- Introduction to the Subject Economics (1.1)
- Content standard
- 1.1.1.CS.1 - Demonstrate knowledge and understanding of fundamental concepts and tools used in Economics. 1.1.1.LO.1 Use relevant information gathered from learners' home, school and community through observation to carefully define economics and stimulate their interest in the subject. 1.1.1.LO.2 Use relevant information from learners' environment to relate fundamental Economics concepts and tools to everyday life.
- Indicator
- 1.1.1.LI.4 - Relate the fundamental concepts of Economics to everyday life and societal challenges.
- Suggested placement
-
Semester 1, Week 4
(Week 4 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
- Curriculum reference
- NaCCA curriculum document, p. 25
Exemplars (from the NaCCA curriculum)
Experiential Learning: Role-play or dramatize the concepts of want, scarcity, choice, scale of preference and opportunity cost. Collaborative Learning: Work in smaller groups to identify and arrange societal problems in order of importance and allocate limited resources to solve them. Give more time to learners approaching proficiency. Personal development through individual work based on diverse interest and ability. Encourage learners to show respect for one another. Assessment (1.1.1.AS.4). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning. Teaching and Learning Resources: - Marker - White board - Projector - Computers - Pen - Pencil - Ruler - Exercise books - Graph books. - Any other available resource deemed useful for the effective delivery of the lesson.