PROVINCE OF THE
EASTERN CAPE
EDUCATION
DIRECTORATE
CURRICULUM FET PROGRAMMES
LESSON PLANS
ECONOMICS
GRADE 10
TERM 2
FOREWORD
The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors during May 2009. Teachers are requested to look at them, modify them where necessary to suit their contexts and resources. It must be remembered that Lesson Plans are working documents, and any comments to improve the lesson plans in this document will be appreciated. Teachers are urged to use this document with the following departmental policy documents: Subject Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy / Guidelines.
Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a group. This interaction not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment Standards (ASs) but also builds up the confidence of the teachers in handling the content using new Teacher strategies.
It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made to standardise lesson plan templates and thus the new template might not resemble the templates used in each subject during the NCS training. However, all the essential elements of a lesson plan have been retained. This change has been made to assist teachers and lighten their administrative load.
Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum Statements and the work schedules and teachers are encouraged to develop their own learner activities to supplement and /or substitute some of the activities given here (depending on the school environment, number and type of Learner in your class, the resources available to your Learner, etc).
Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans.
Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavours to improve Teacher, Learning and Assessment.
SUBJECT: ECONOMICS GRADE: 10 LESSON PLAN :6 TERM 2 TIME: 8 HOURSTOPIC: Production Possibility Curves
CONTENT Rationale, the position of the production possibility curve, maximizing satisfaction from limited resources, effects of efficiencies, reconcile choice and scarcity.
Integration:10.2.3,10.3.2,10.4.3,10.4.4
Learning Outcome 1: Macro-economics.
The learner is able to demonstrate knowledge, critical understanding and application of the principles, processes and practices of the economy / Learning Outcome 2: Micro-economics
The learner is able to demonstrate knowledge, understanding and the appropriate skills in analyzing the dynamics of markets. / Learning Outcome 3:Economic Pursuits:
The learner is able to demonstrate knowledge, understanding and critical awareness of the policies and practices underpinning the improvement of the standard of living. / Learning Outcome 4: Contemporary Economic Issues:
The learner is able to demonstrate knowledge, understanding and critical awareness, and apply a range of skills in dealing with contemporary economic issues.
10.1.1. Analyze Economics, describe its methods and relationships with other sciences, and investigate career opportunities. / 10.2.1. Explain the market as a phenomenon and make use of graphs to illustrate the establishment of prices and quantities. / 10.3.1. Investigate and outline the stages of economic development in broad historical context, and relate them to evidence from Africa, where relevant. / 10.4.1. Investigate and explain unemployment and debate the various approaches to solve it, taking cognizance of the economically marginalized.
10.1.2. Identify and explain the problem that all economies try to solve, and relate it to the basic processes of production, consumption and exchange, highlighting the promotion or violation of human rights and the environment / 10.2.2. Describe production possibility curves (reflecting on efficiencies), and explain how they reconcile choice and scarcity. / X / 10.3.2. Investigate and outline economic development in South Africa in historical context, highlighting indigenous knowledge systems and the impact of colonialism and imperialism. / 10.4.2. Discuss labour relations and dispute resolution mechanisms, including labour rights and conventions, within the context of the South African labour market.
10.1.3. Discuss the participants, markets, and monetary and real flows in an open economy. / 10.2.3. Explain the effects, in terms of prices and quantities, of the public sector’s involvement and intervention in the market with the aid of graphs / 10.3.3. Investigate and outline the history of money and banking in South Africa. / 10.4.3. Investigate and outline the reconstruction of the South African economy after 1994, as an effort to redress the inequalities of the past.
10.1.4. Describe the reasons for business cycles and explain and illustrate their composition, mentioning the impact on the economically vulnerable. / 10.3.4..Describe the composition of the South African population and labour force, and explain the factors, such as HIV/AIDS, that impact on them. / 10.4.4. Identify, engage in and communicate economic issues of the day, quantitative elements of Economics and other essentials
TEACHER ACTIVIES / LEARNER ACTIVITIES / RESOURCES / ASSESSMENT / DATE COMPLETED
· Asks questions on Production and Factors of Production.
· Asks learners to brainstorm about Consumers, Producers, Scarcity, Choice and Opportunity Cost.
· With the aid of a graph the teacher illustrates the different combinations of resources/use of the factors of production showing :-
-potential output
-gain & sacrifice
· Explains the PPC and its position:-
o shift/ movements
o internal factors (e.g. technology, mechanical processes, employee motivation)
o external factors (e.g. education)
· Uses diagrams to explain Relocation of curves (reversal of the shifts).
· Engages the learners through discussion, graphical presentations, illustrations, question and answer on:-
-Maximizing satisfaction from limited resources (e.g. consumption, indifference curve, indifference map, budget line);
-Production (productive, allocative and Pareto efficiency).
· Explains the Effects of inefficiencies
· Gives the learners a short test / · Learners respond to the questions asked as individuals and assisted where there is a need.
· Learners are involved in a brainstorm exercise.
· Pay attention, take notes, even ask questions for clarity and answer questions posed by the teacher.
· They participate actively by listening attentively, draw graphs demonstrating the shifts, answering questions.
· Listen notes, ask and answer questions
· Discuss and answer questions
· Listen, take notes, ask and answer questions
· Write the short test / Duster, chalk board, chalk, chart, textbooks, pictures, Koki pens,
Chart
Graph-books / Baseline assessment
Homework:
Enrichment/Expanded Opportunities:
Teacher Reflections:
SIGNATURES:
______
TEACHER DATE HOD / SMT DATE
SUBJECT: ECONOMICS GRADE: 10 LESSON PLAN :7 TERM 2 TIME: 8HOURSTOPIC: Public sector involvement
CONTENT: Explaining methods of involvement, indirect taxes, welfare, maximum and minimum prices, production and minimum wages with regard to the public sector, methods of involvement.
Integration: 10.2.2,10.4.3,10.4.4:
Learning Outcome 1: Macro-economics.
The learner is able to demonstrate knowledge, critical understanding and application of the principles, processes and practices of the economy / Learning Outcome 2: Micro-economics
The learner is able to demonstrate knowledge, understanding and the appropriate skills in analyzing the dynamics of markets. / Learning Outcome 3:Economic Pursuits:
The learner is able to demonstrate knowledge, understanding and critical awareness of the policies and practices underpinning the improvement of the standard of living. / Learning Outcome 4: Contemporary Economic Issues:
The learner is able to demonstrate knowledge, understanding and critical awareness, and apply a range of skills in dealing with contemporary economic issues.
10.1.1. Analyze Economics, describe its methods and relationships with other sciences, and investigate career opportunities. / 10.2.1. Explain the market as a phenomenon and make use of graphs to illustrate the establishment of prices and quantities. / 10.3.1. Investigate and outline the stages of economic development in broad historical context, and relate them to evidence from Africa, where relevant. / 10.4.1. Investigate and explain unemployment and debate the various approaches to solve it, taking cognizance of the economically marginalized.
10.1.2. Identify and explain the problem that all economies try to solve, and relate it to the basic processes of production, consumption and exchange, highlighting the promotion or violation of human rights and the environment / 10.2.2. Describe production possibility curves (reflecting on efficiencies), and explain how they reconcile choice and scarcity. / 10.3.2. Investigate and outline economic development in South Africa in historical context, highlighting indigenous knowledge systems and the impact of colonialism and imperialism. / 10.4.2. Discuss labour relations and dispute resolution mechanisms, including labour rights and conventions, within the context of the South African labour market.
10.1.3. Discuss the participants, markets, and monetary and real flows in an open economy. / 10.2.3. Explain the effects, in terms of prices and quantities, of the public sector’s involvement and intervention in the market with the aid of graphs / X / 10.3.3. Investigate and outline the history of money and banking in South Africa. / 10.4.3. Investigate and outline the reconstruction of the South African economy after 1994, as an effort to redress the inequalities of the past.
10.1.4. Describe the reasons for business cycles and explain and illustrate their composition, mentioning the impact on the economically vulnerable. / 10.3.4..Describe the composition of the South African population and labour force, and explain the factors, such as HIV/AIDS, that impact on them. / 10.4.4. Identify, engage in and communicate economic issues of the day, quantitative elements of Economics and other essentials
TEACHER ACTIVIES / LEARNER ACTIVITIES / RESOURCES / ASSESSMENT / DATE COMPLETED
· Gives learners a case study on ‘the role of the government’ to read, analyze and answer questions as pairs.
· Explains involvement of the government in markets e.g.: Methods (advice & persuasion, competition policies, information, laws, nationalization, rationalization, social costs and benefits, planning) using graphical presentations.
· With the aid of graphs, government involvement in markets is explained.
Taxes (direct & indirect)
Subsidies (production, exports, employment, income).
· Welfare
· Maximum prices
· Minimum prices
· Production
· The teacher consolidates the social benefits and costs of government intervention. / · Learners read, analyze the case study in pairs and respond to the questions.
· Listen and take notes
· Listen, draw graphs depicting government involvement and analyze graphical presentations
· Listen attentively, take notes and ask questions for clarity / Duster, chalk board, chalk, case-study, Text- books, pens, Koki pens, Graph books, Pictures ,Magazines, Newspapers / Baseline assessment
Teacher assessment
Peer assessment
Short test
Homework:
Enrichment/Expanded Opportunities:
Teacher Reflections:
SIGNATURES:
______
TEACHER DATE HOD / SMT DATE
SUBJECT: ECONOMICS GRADE: 10 LESSON PLAN :8 TERM 2 TIME: 8 HOURSTOPIC: ECONOMIC DEVELOPMENT
CONTENT Investigating and outlining the traditional society ,development, transition, maturity, mass production and consumption(globalization)
Integration: 10.2.2,10.2.3,10.3.2,10.4.3,10.4.4
Learning Outcome 1: Macro-economics.
The learner is able to demonstrate knowledge, critical understanding and application of the principles, processes and practices of the economy / Learning Outcome 2: Micro-economics
The learner is able to demonstrate knowledge, understanding and the appropriate skills in analyzing the dynamics of markets. / Learning Outcome 3:Economic Pursuits:
The learner is able to demonstrate knowledge, understanding and critical awareness of the policies and practices underpinning the improvement of the standard of living. / Learning Outcome 4: Contemporary Economic Issues:
The learner is able to demonstrate knowledge, understanding and critical awareness, and apply a range of skills in dealing with contemporary economic issues.
10.1.1. Analyze Economics, describe its methods and relationships with other sciences, and investigate career opportunities. / 10.2.1. Explain the market as a phenomenon and make use of graphs to illustrate the establishment of prices and quantities. / 10.3.1. Investigate and outline the stages of economic development in broad historical context, and relate them to evidence from Africa, where relevant. / X / 10.4.1. Investigate and explain unemployment and debate the various approaches to solve it, taking cognizance of the economically marginalized.
10.1.2. Identify and explain the problem that all economies try to solve, and relate it to the basic processes of production, consumption and exchange, highlighting the promotion or violation of human rights and the environment / 10.2.2. Describe production possibility curves (reflecting on efficiencies), and explain how they reconcile choice and scarcity. / 10.3.2. Investigate and outline economic development in South Africa in historical context, highlighting indigenous knowledge systems and the impact of colonialism and imperialism. / 10.4.2. Discuss labour relations and dispute resolution mechanisms, including labour rights and conventions, within the context of the South African labour market.
10.1.3. Discuss the participants, markets, and monetary and real flows in an open economy. / 10.2.3. Explain the effects, in terms of prices and quantities, of the public sector’s involvement and intervention in the market with the aid of graphs / 10.3.3. Investigate and outline the history of money and banking in South Africa. / 10.4.3. Investigate and outline the reconstruction of the South African economy after 1994, as an effort to redress the inequalities of the past.
10.1.4. Describe the reasons for business cycles and explain and illustrate their composition, mentioning the impact on the economically vulnerable. / 10.3.4..Describe the composition of the South African population and labour force, and explain the factors, such as HIV/AIDS, that impact on them. / 10.4.4. Identify, engage in and communicate economic issues of the day, quantitative elements of Economics and other essentials
TEACHER ACTIVIES / LEARNER ACTIVITIES / RESOURCES / ASSESSMENT / DATE COMPLETED
· Gives a case study showing how economic activities evolved in certain African tribes. / · Learners analyze and answer questions / Duster, chalk board, chalk, chart, Text-books, an extract, Koki pens,pictures,paintings, English and economics dictionaries, diagram / Class work
Homework
Assignment
· Explains the various stages of economic development namely:-
-Traditional Stage
-Development Stage
Transitional Stage
Maturity
Mass production and Consumption (Globalization)
Gives learners classwork / · Listen attentively, Take notes and answer questions
Homework:
Enrichment/Expanded Opportunities:
Teacher Reflections:
SIGNATURES:
______
TEACHER DATE HOD / SMT DATE
SUBJECT: ECONOMICS GRADE: 10 LESSON PLAN : 9 TERM 2 TIME: 12 HOURSTOPIC: RSA ECONOMY