Supply of Goods and Services · SHS2 Economics

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.1 - Determine the factors that affect supply of a commodity.

By the end of the lesson, learners can:

Define supply and explain the distinction between supply and quantity supplied.
Identify at least six factors that affect the supply of a commodity, giving a Ghanaian example for each.
Explain how changes in production costs, technology, taxes, subsidies, and other factors shift the supply curve.
Predict the likely effect of a given factor (for example, a fuel price increase or a new subsidy) on the supply of a specific commodity.
Collect primary data from sellers in a local market or school canteen, summarise their findings, and present them clearly to the class.

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Curriculum details

Strand: Firms' Innovative Decision Making (Strand 2)
Sub-strand: Supply of Goods and Services (2.2)
Content standard: 2.2.2.CS.1 - Demonstrate knowledge of supply of goods and services. 2.2.2.LO.1 Use the factors of supply to explain the differences between change in quantity supplied and change in supply.
Indicator: 2.2.2.LI.1 - Determine the factors that affect supply of a commodity.
Suggested placement: Semester 1, Week 17 (Week 17 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.72 the document prints the content-standard code as "2.2.2.CS1", with no separator before the final digit
indicator text - p.72 the document prints the learning-indicator code as "2.2.2LI.1", with no separator before the type token
Curriculum reference: NaCCA curriculum document, p. 72

Exemplars (from the NaCCA curriculum)

Experiential Learning: Form a mixed ability and gender groups and visit a local market or school canteen to collect data on the things sellers consider when selling a good. Produce your report in PowerPoint and present to the class.
- Respecting individuals of varying beliefs, religion and cultures as you collect data and write reports
- Being sensitive to the inter-relatedness of the various spheres of life, groups and individuals in groups
Assessment (2.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.
Teaching and Learning Resources:
- Pen
- Exercise books
- Computer
- Projectors
- Markers
- White board
- ICT Lab
- Microsoft PowerPoint