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SoW 9. 10, 11 Economics Normal Track (3 YEARS)

SoW 9. 10, 11 Economics Normal Track (3 YEARS)

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Published by Yenny Tiga

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Published by: Yenny Tiga on Dec 29, 2009
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TIMEFRAMEUNITSUB-TOPICSLEARNING OUTCOMESSUGGESTED TEACHING ACTIVITIESRESOURCESSUGGESTEDTEACHINGSTRATEGY2 weeks1.11.2What is Economics?Basic economic problem of scarcityand exercise of choice.Finite resourcesUnlimited wants.
Explain the definition of economics / Define‘economics’
Explain the basiceconomic problem of scarcity.
Explain that people haveunlimited WANTS.
Explain that people havelimited RESOURCESand explain SCARCITYarises when there is anexcess of human wantsover what can actually be produced.
Explain that because of scarcity, people have tomake a DECISION /CHOICE.
Explain why makingchoices is necessary andhow to go about it.
The basic economic problem such as what to produce, how much to produce, how to produce and for whom to produce which arisefrom limited resources and unlimited wants.
Place the phrase: “I want …..”on the white board. Have the students respondverbally / on paper, listing their wants on thewhiteboard.
Ask students what is thedifferent between WANTS and NEEDS.
Show diagram A tothe students and ask them which of these people have a need and which havewants.
Let the students identify whatare the goods / services they need and want onthe list. If the needed item not in the list, ask the students to list it. Discuss about the human basic needs which are food, shelter andclothing with the students.
Ask: “Would you really like allof these?” (Students will probably answer ‘yes’) Explain that the desires people have for goods and services are almost without limit /unlimited.
Ask: “Can you satisfy all your wants / do you have enough money / resourcesto buy all the goods?” (Usually, students willsay they can’t). Then ask: ‘Why’ (Probably,they might say that they do not have enoughmoney to buy everything they wanted)
Explain that resources are limited in supply.Point out that not being able to haveeverything they want is the problem of SCARCITY due to limited resources.
Ask: “If you couldn’t have all
Anderton, Unit 1, pg6-7.
Andrew Tibbitt, activities1.2, pg 9.
Hashim Ali, chapter 1, pg1-4
Moyniham and Titley,chapter 1, pg 1-7
Paisley and Quillffeldt, part1, unit 1.1, pg 2-9
Class discussion
 Note taking
Answering shortanswer and paragraphquestions.
1.3Human needs andwants
Understand what are thedifferences betweenhuman needs and wants?the goods that you want, what would you do?”
Show diagram (figure 1.1a)from Paisley and Quilldfeldt, unit 1.1, pg 2 tothe students and ask them “What would youdo if you were in this situation?” Explain tothe students that because of scarcity, peoplewill have to make a decision / choice onwhich goods to choose.
Explain to the students, becauseof unlimited wants and limited resources(scarcity), economics societies have to choose between goods in order to satisfy their needsand wants.
Ask the students to collect pictures of goodsand services at home. Ask them to combinewith their partners and draw a table and sortthem into NEEDS and WANTS givingREASONS for their choices.
Get the students to think and talk about whatis meant by a ‘want’ and how it differs from a‘need’. Ask each of them to list three needsand three wants and compare them to see howthey differ.
Anderton (page 6) has some useful photographs to stimulate discussion of needs,wants and the idea of resources being finite
Andrew Tibet – pg15-20.
Anderton, Unit 1, pg6-7.
Moyniham and Titley,chapter 1, pg 4-72 weeks1.41.5Concept of Opportunity costProduction possibilityCurve
State what is meant byopportunity cost.
Explain the opportunitycost to the individual, tothe firms and finally tothe government.
Explain what the production possibilitycost is.
Ask the students to think of a range of examples from their own experience in termsof time or goods they bought beforeillustrating the concept of opportunity cost.For example, staying at home to completetheir homework or going out to the cinema.
A good example can be taken from RobertPaisley & John Quillfeldt page 2, unit 1.1which shows a diagram about the concept of opportunity cost when an individual has madea choice.
Relates the Scarcity, Choice and OpportunityCost to the Basic Economics Problem of :
What to produce?
How much to be produced?
Anderton, Unit 1, pg8-9Andrew Tibbitt – Activities1.3, pg 10
Hashim Ali, chapter 1, pg4-7.
Moyniham and Titley,chapter 1, pg 8-13
Paisley and Quillffeldt, part1, unit 1.1, pg 2-9http://www.bized.co.uk/educators/ opportunity cost.htm
Oral discussion
Multiple choices.
Working in a groupor individually..
How to produce?
For whom to produce?
Anderton (page 8-9) and Moyniham andTitley (page 7-13) have some good examplesof opportunity cost.
Ask the students to imagine that they are producers and they wanted to produce 2 goods(good X and good Y) with a limited amount of capital.
The capital is $1 000 and the cost of  producing 10 units of good X is $20 and thecost of producing 10 units of good Y is also$20.
Ask the students – ‘What would they do?’Remind the students to apply their knowledgeof the basic economic problem. (Students will probably say they have to choose either to produce good X / good Y / both and howmuch to produce)
Ask students to draw a table for each decisionmade then ask them to draw a graph of thetable.
Explain to the students the graph is theProduction Possibility Curve where the pointsalong the curve show how the resources are being effectively utilized to produce 2different goods.
Ask: “What do you think if the point isoutside the curve?”Then ask: “And what if it is inside the curve?”1 week1.6Types of goods
Free goods
Public goods
Economic goods.
Consumer goods
Substitute goods.
Inferior goods
Understand / explainwhat is the difference between capital goodsand consumer goods
Distinguish betweencomplementary goodsand the substitute goods,inferior goods anddurable goods.
Ask the students to lists outsome of the goods they have in their house.Put a heading “Different types of goods”.Head the columns ‘free goods’, ‘publicgoods’, ‘economics goods’, ‘consumer goods’and ‘capital goods’. A good example can befound in Unit 1.1, page 5-8; by Robert Paisley& John Quillfeldt.
Andrew Tibbitt – activities 1.4, page 12.
Paisley and Quillfeldt – Unit 1.1, page 5-8.
Oral discussion
TeachingInterpretation of Pictorial.
Questions andAnswers

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