Introduction to the Subject… · SHS1 Economics

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.1 - Use learners’ everyday life experiences in defining Economics and stimulate their interest.

By the end of the lesson, learners can:

Explain Economics in their own words using examples drawn from their home, school, and community experiences.
Identify at least three everyday situations in their lives that involve making choices because resources are limited.
Construct a mind map or web that organises group views about what Economics means.
Distinguish between needs and wants using personal examples from their daily lives.
Demonstrate tolerance, respect, and commitment while working in mixed ability and gender groups to share their understanding of Economics.

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Curriculum 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.1 - Use learners' everyday life experiences in defining Economics and stimulate their interest.
Suggested placement: Semester 1, Week 1 (Week 1 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)

Building on What Others Say: Brainstorm in mixed ability and gender groups using previous knowledge acquired in the home, school and community to explain their understanding of Economics. Use mind maps and webs to organise views. Personal development through individual contributions during group work based on diverse interests and abilities. Learners should be encouraged to exhibit tolerance, commitment, and respect during group work.
Assessment (1.1.1.AS.1). 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.