Demand for Goods and Services · SHS1 Economics

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.2 - Describe demand for goods and services.

By the end of the lesson, learners can:

Define demand for a good or service in their own words, using the correct elements of desire, ability to pay, and willingness to buy at a given price and time.
Distinguish between demand and mere wants or needs through concrete examples from their own daily experiences.
Describe the essential components of demand (desire, ability to pay, willingness, price, and time) and explain why each one matters.
Dramatise a buying and selling scenario that correctly demonstrates the meaning of demand, showing both verbal and non-verbal communication.
Differentiate between effective demand and latent demand using familiar Ghanaian market situations.

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Curriculum details

Strand: Consumers' Rational Decision Making (Strand 1)
Sub-strand: Demand for Goods and Services (1.2)
Content standard: 1.1.2.CS.1 - Demonstrate knowledge and understanding of concepts of Demand. 1.1.2.LO.1 Use concepts of demand to solve everyday life and societal challenges (rather too broad, isn't it?).
Indicator: 1.1.2.LI.2 - Describe demand for goods and services.
Suggested placement: Semester 1, Week 7 (Week 7 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:

content standard text - p.29 the document prints the content-standard code as "1.1.2.CS1", with no separator before the final digit
Curriculum reference: NaCCA curriculum document, p. 29

Exemplars (from the NaCCA curriculum)

Experiential Learning: Dramatise the meaning of demand by giving equal chance of participation. Encourage learners to show integrity and respect for time during drama. Learners should be gender responsive and have the ability to tackle injustice during the dramatisation.
Assessment (1.1.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Marker
- White board
- Projector
- Computers
- Pen
- Pencil
- Ruler
- Exercise books