Subject: Business Studies No. of Students: Date: 1.

  

Lesson Plan Number: 1
Topic: Household Accounts Time:

Year Group: Length of Lesson: 40 minutes

KEY CONCEPT(S): What Key Concept(s) (ideas) will I teach in this lesson? The main purposes of a household account How to differentiate between ‘debit’ and ‘credit’ How to record income and expenditure

(The number of appropriate Key Concepts will vary depending on the lesson you intend on teaching)

______________________________________________________________________________________________ 2. LESSON AIM(S): What am I going to teach?  To investigate the importance and purpose of a household account  To Explore how and when to record income and expenditure by preparing household accounts.  To examine the significance of differentiating a credit transaction and a debit transaction.

3.   

LEARNING OUTCOMES: At the end of this lesson, students should be able to…. Classify the purpose of a household account. Demonstrate an understanding of income and expenditure Identify the vital distinction between a debit and a credit transaction.

_____________________________________________________________________________________________ 4. ASSESSMENT/EVIDENCE OF STUDENT LEARNING: How will I know that the learning outcomes are being achieved? 1. Key concept one will be assessed by: Class brainstorming session 2. Key concept two will be assessed by: Group work (reader, recorder, time keeper, speaker) 3. Key concept three will be assessed by: Class ‘debit’/’credit’ games

______________________________________________________________________________________________ 5. PRIOR KNOWLEDGE: What prior knowledge do students have about this topic? Academic: Students will have limited prior knowledge on household accounts, although they should have some prior knowledge from previous chapters where the students learned how important it is to budget. Home/ life experiences: Students may have some prior knowledge of household accounts from their parents as they may have witnessed their parents adding up their expenditure and income of the month. If the students parents are accountants or own their own business, the role of continuously checking accounts and recording income and

expenditure may be more prominent; therefore the student will hold a vague understanding of the importance and role of household accounts.

TEACHER ACTIVITIES: What activities will I use to facilitate the teaching of EACH Key Concept? How much time for each activity? 6. STUDENT ACTIVITIES: What activities will the students be engaged in to understand EACH Key Concept? How much time for each activity? QUESTIONS: Please list lower and higher order questions that are linked to each Key Concepts. (A minimum of six questions specifically related to the key concepts, identifying higher/lower order with HO/LO) 6. Teacher Activity  7. Student Activity 8. Questions Lower Order: 1. What is a household account? 2. Why do people do household accounts? 3. How are household accounts so important? Higher order: 1. Examine 3 reasons why a household account is so important? 2. Outline the purpose of household accounts and how it is relevant to you?

7.

1. Key Concept(s) Teaching Key Concept 1: The main purposes of a household account Brainstorm

Provide input to the  Listening to other students brainstorm ideas  Listen to the students  Contributing to the ideas brainstorm  Writing up the  Getting actively engaged in students opinions, the brainstorming process views and prior  Giving their own personal knowledge on the views and ideas board  Encourage the students After the students have listened to the importance and purpose of After the brainstorm, I will household accounts they will then explain the importance and have a better understanding and purpose of a household have built upon their prior account knowledge.

(Time)12 minutes

Teaching Key Concept 2: How to differentiate between ‘debit’ and ‘credit’ Group Work

 

 

 

Introduce the students to the words ‘debit’ and ‘credit’ explain what is put on the ‘credit side’ and what is put on the ‘debt side’ Encourage participation from the students Introduce the group work activity and classroom rules of group work Divide the class into small groups of 4 and explain the task Observe and provide help if needed

     

Listening Participating Get into groups Thinking and analysing Interaction with other students in group work. Sharing ideas and thoughts.

Lower order: 1. What is meant by the word ‘debit’? 2. What is meant by the word ‘credit’? 3. What is the difference between debit and credit?

Higher order: 1. Explain why it is important to differentiate between debit and credit 2. If we did not keep household accounts, what difference would it make to our lives?

(Time)15 minutes

__ Key concepts Teaching Key concept 3: How to record income and expenditure Class ‘debit’ and ‘credit’ games 6. Teacher Activity  Explain and demonstrate how to record income and expenditure Explain class activity Clarify the nature and objectives of the class activity Set rules of class activity Co-ordinate the activity of the whole class and maintain concentration of topic Question the students and provide statements for the students to analyse Listening Record feedback at the end of activity to encourage and motivate students 7. Student Activity   Listening Each students must personally analyse each statement I make Engage in class activity Abide by class rules Give opinions, ideas and thoughts Thinking and analysing Higher order: 8. Questions Lower order: 1. What is income? 2. What is expenditure? 3. Does household expenditure go on the: a) Debit side? b) Credit side?

   

   

 

1. Explain the importance of recording income and expenditure? 2. How does recording income and expenditure benefit us? 3. Demonstrate how to record the receiving of wages of 80 euro on 10/1/13

(Time) 13 minutes

____________________________________________________________________________________________ 8. DIFFERENTIATION: How will I differentiate the content knowledge of this lesson so as to include all learners in a mixed ability class?  Students must know about household accounts and how to record income (Debit) and expenditure (Credit)  Students should know about the reasoning behind recording household accounts  Students could know about totalling all debit transactions and credit transactions ____________________________________________________________________________________________ 9. RESOURCES: What materials/resources will I need/use?  Whiteboard  Whiteboard markers  Paper  Pens  Text book  Stop watch  Posters

______________________________________________________________________________________________ 10. LITERACY & NUMERACY: What are the essential aspects of literacy/numeracy in this lesson? Literacy:  New terminology: The students will learn new terms in this class such as debit, credit, expenditure, income, household accounts, analysed cash book.  Reading: The students will read from their text book  Writing: during group work, answering questions and demonstrating their new understanding of recording transactions in the analysed cash book Numeracy:  Keeping time limits during group activities  Using numbers  Calculating received money and paid money

______________________________________________________________________________________________ 11. SELF EVALUATION: Were the Learning Outcomes achieved? Why /why not? How do I know they were/were not achieved? What have I learned about my own practice from this lesson?

What will I do differently in my next class?