SHS1 Economics · Semester 1 Week 11: Consumer Behaviour

Lesson notes

Learning Objectives

Indicator: 1.1.3.LI.1 - Apply Utility Concepts to everyday life.

By the end of the lesson, learners can:

Define utility in their own words and distinguish between total utility and marginal utility using everyday examples from their own lives.
Explain the concept of utility using practical demonstrations with food or water, relating satisfaction to consumption.
Apply the concept of utility to explain why people make different choices when faced with the same resource.
Justify, through reasoned discussion, how personal satisfaction influences consumer decisions in their homes and communities.
Identify and describe at least three real-life situations in which utility explains consumer behaviour.

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Curriculum details

Strand: Consumers' Rational Decision Making (Strand 1)
Sub-strand: Consumer Behaviour (1.3)
Content standard: 1.1.3.CS.1 - Employ knowledge of the concept of utility in everyday life as a rational consumer. 1.1.3.LO.1 Use relevant information gathered from home, school and community through observation to carefully explain the concept of utility and the law of diminishing marginal utility.
Indicator: 1.1.3.LI.1 - Apply Utility Concepts to everyday life.
Suggested placement: Semester 1, Week 11 (Week 11 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.31 the document prints the assessment code as "1.1.3AS.1", with no separator before the type token
Curriculum reference: NaCCA curriculum document, p. 31

Exemplars (from the NaCCA curriculum)

Experiential Learning: Use food or water or any available resource to role-play the concept of utility. Pay attention to different abilities and gender and avoid personal biases and stereotypes during role-play. Promote integrity through the role-play of the concept.
Assessment (1.1.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Food/water
- Marker
- White board, any other available resource