ASSUMPTION ILOILO
Iloilo City
S.Y. 2019-2020
Teacher: Mrs. Stephanie Ann M. Remada
Quarter: First
Number of meetings: 4 (June 17-21, 2019)
Unit Title: Basic Concepts in Economics
ESTABLISHED GOALS
CONTENT STANDARD
The learners demonstrate understanding of
the basic concepts of economics as basis
for living successful and productive lives.
PERFORMANCE STANDARD
The learners apply their understanding of
the basic concepts of economics as basis
Learners will explore the answers to:
for living successful and progressive lives.
FORMATION STANDARD
The learners will be responsible in making
intelligent choices in order to live
successfully and productive lives.
Unit Plan: Social Studies IX- Economics
Stage 1: DESIRED RESULTS
TRANSFER GOAL
The learners will be able to independently use their learning and to apply their understanding of the basic concepts of
economics to make intelligent choices and wise decisions to solve the problems they encounter in their lives.
MEANING
Essential Questions Enduring Understanding
Learners will come to understand that…
1. How is economics defined? 1. It originated from the greek word oikonomia
(from the words oikos and nemein), which
2. Why is it important to study economics? means “management of the households.” Or
according to Bernardo M. Villegas, it is a social
3. How can the country address the problem on scarcity? science that studies and seeks to allocate
scarce human and nonhuman resources
among alternative uses in order to satisfy
unlimited human wants and needs.
2. By studying economics, people acquire proper
skills and knowledge on how to deal with
 scarcity. They learn to explore resources and
use them in the most productive way.
3. The country should try to allocate our
resources properly through tradeoffs and
opportunity cost.

ACQUISITION

Knowledge (K) Skills (S)

The learners will know the… Learners will be skilled at…

1. definition of economics 1. applying their knowledge of Economics in their

everyday life as students, and as members of
2. importance and challenges in studying economics
their family and society
3. concept of scarcity and Its relation to everyday Life
2. explaining the importance of economics in
4. fundamental economic problem/s and give solution/s
their daily lives as learners and members of
the family and society.

3. discussing the effects of scarcity on everyday

life
4. explaining the concept/problem of scarcity and
its relationship to personal needs and wants.
5. identifying the causes/ problems of scarcity in
our everyday lives
6. making conclusion that scarcity is a major
social problem
7. recommending solutions to scarcity

Stage 2: ASSESSMENT EVIDENCE

Scenario:

1. You are a candidate for graduation in Senior High school. You have made up your mind to pursue a degree in economics. Apart from the decision that you will
continue to study in college, you have not informed your parents of your chosen course. Armed with what you have learned about economics so far, write a
letter addressed to your parents informing them of your decision. Your letter should cite at least five compelling reasons why economics is a good filed of
specialization and should be at least two pages. You may have your parents sign the letter afterward to validate that they have read it.

2. You are a travel agent. A group of four teenagers comes and enlists your services for a barkada trip. Provide a quote for a sample travel package which includes
flight and hotel accommodations. Include a sample itinerary highlighting the optional activities and the mandatory expenses they will incur. You may choose
either a domestic or international destination but try to be realistic in your quotes by doing a research. Your clients, being learners have a limited budget of
10,000 pesos each to cover individual expenses. You may visit the websites of airlines, hotels, tour operators, or online travel agents for your reference. The
final output should be in a power point presentation.

Evaluative Criteria

CATEGORY 4 3 2 1

Exceeds Expectations Meets expectations Needs Improvement Unacceptable

Organization Academic paper is logically
organized with well-
articulated paragraphs and
subheadings that are easy to
follow and has effective,
smooth and logical
transitions.
Academic paper is reasonably
organized with
understandable paragraphs
that can be easily followed
with basic transitions.
Academic paper is somewhat
reasonably organized but
paragraphs are vague and
difficult to follow due to
ineffective transitions.
Academic paper is illogicall
organized with unclear
paragraphs that are difficult
to follow due to poor
transitions

Quality of Information Information and central ideas Information and central ideas Information and central ideas Information and central
are appropriate and clarity of are somewhat appropriate are limited and sometimes ideas are inappropriate and
purpose is exhibited and often clearly relates to unclear. have little or nothing to do
throughout the paper. the topic. with the topic.

Integration of Knowledge The paper demonstrates that The paper demonstrates that The paper demonstrates that The paper does not
 the writer fully understands
and has applied concepts
learned in the course.
Concepts are integrated into
the writer’s own insights.
The writer provides
concluding remarks that
show analysis and synthesis
of ideas.
the writer, for the most part, the writer, to a certain demonstrate that the writer
understands and has applied extent, understands and has has fully understood and
concepts learned in the applied concepts learned in applied concepts learned in
course. Some of the the course. the course
conclusions, however, are not
supported in the body of the
paper.

Sources All sources are completely All sources are somewhat All sources are less than All sources are incompletely
documented in the proper completely documented, but completely documented, and documented and most are
format. a few are not in the proper many are not in the proper not in the proper format.
format. format.

Mechanics No grammatical, spelling or Almost no grammatical, A few grammatical, spelling Many grammatical, spelling
punctuation errors. spelling or punctuation errors. or punctuation errors. or punctuation errors.

OTHER EVIDENCES
1. Formative and Summative Tests 5. Picture Profile
a. Quizzes 6. Group works
b. Mastery Tests 7. Seatwork
c. Quarter Exams 8. Assignments
2. Class participation 9. Exit Cards
3. Individual projects
4. KAPEHAN

First Quarter
Dates of implementation: June 17-21 Assumption Iloilo
Level: Grade IX SOCIAL STUDIES AREA
Topic: Introduction to Economics SY 2019-2020
No. of meetings: Learning Plan- Stage 3
 Week 1 Day 1
I. OBJECTIVES  define Economics;
At the end of the 50-minute  give situations where
period the learners should be they can apply their
able to: knowledge of
economics in their daily
lives; and
 explain the importance
of economics in their
daily lives by sharing a
significant human
experience as learners
and members of the
family and society
II. SUBJECT MATTER Definition, importance, and
A. Topic challenges in studying
economics
B. Value Focus Accuracy, humility, awareness
C. Materials/References Laptop, projector
Managing Resources, Securing
the Future, Jesus B. Remitter,
Jr.
Day 2 Day 3 Day 4
 know and learn the  identify the causes of  define tradeoffs and
fundamental economic scarcity; opportunity cost;
problem;  discuss the effects of  identify variety of
 work on an output scarcity on everyday uses of different
where they can make life; resources; and
use of the available  appreciate the  evaluate various
resources given to availability of our possible options for
them; and resources and discover senior high programs/
 identity challenges and multiple alternative college application
problems from their uses; and using a set of criteria
group activity and  recommend solutions
share insights on how to scarcity
they can improve the
task
Scarcity Causes of scarcity Tradeoffs and opportunity
cost
Accuracy, patience, Awareness, showing concern Wise decision making,
cooperation and appreciation, contentment evaluating options,
maximizing resources,
contentment
Laptop, projector Laptop, projector Laptop, projector
Managing Resources, Securing Managing Resources, Securing Managing Resources,
the Future, Jesus B. Remitter, the Future, Jesus B. Remitter, Securing the Future, Jesus B.
 Social Studies in perspective 4:
Principles of economics, Jan
Phillip D. Mallari
Economics, David N. Hyman
D. Strategies/ Lecture, discussion, Realia
Methodologies used (IPhone X and Samsung S7),
Concept mapping (economics)
III. Learning Procedure Present the different features
of IPhone X to a new Samsung
A. Motivation model cellphone. Ask the
learners which of the two is
better. Emphasize to them that
economics will help us make
valuable choices in life.
B. Presentation/ Divide the class into five
Discussion groups and ask each group to
define economics. Write down
important terms/ definitions
made by the learners and let
them compare by showing the
learners different definitions of
economics from different
Jr.
Social Studies in perspective 4:
Principles of economics, Jan
Phillip D. Mallari
Economics, David N. Hyman
Scissors, glue, empty boxes,
colored papers, scotch tape
Lecture, discussion, group
activity
Split the class into small
groups. Groups will work on
something (example: a tower,
box, etc.), within specified
time using the materials given
to them. Afterwards, they
present and discuss briefly
their outputs to the class.
Asks the learners to answer
these questions in relation to
the activity just given:
What was the most
challenging aspect of the
activity? Were the materials
and time given enough? Why?
Jr.
Social Studies in perspective 4:
Principles of economics, Jan
Phillip D. Mallari
Economics, David N. Hyman
Lecture, SST (Social Student
Team) discussion, picture
analysis
Show the learners different
pictures and let them construct
one or two questions that can
be related to the picture.
Let the learners share their
questions to the class. And the
teacher will also share some
questions that are related to
the picture.
Remitter, Jr.
Social Studies in perspective
4: Principles of economics,
Jan Phillip D. Mallari
Economics, David N. Hyman
Lecture, discussion, concept
mapping
The learners will define what
resources are through
concept mapping.
Present to them different
countries with their own
resources and ask them what
possible resources are not
available to them.
 authors/economist. Select or How did you manage your
come up with a good definition time and materials? Was it
of economics. easy?

What did you learn from the

activity?

Make the learners realize that

in life people always deal with
scarcity and choices; and that
success comes with wise
decisions made. Also, explain
that economics teaches people
how to make the best use of
limited resources.

Explain to them the

fundamental economic
problem is, and why this
problem always arises. Ask for
solutions to what people must
do to avoid this problem.
Explain also to them that
economizing is not necessary if
resources are always
abundant.
Enlighten them that in reality
resources are limited and
human wants are unlimited,
but people who economize
rarely experience scarcity and
economic problems.

C. Application Ask the learners about an Show a short video clip Show the learners different Construct a sample criterion
 instance wherein they had to
make a very difficult decision.
They will write about their final
decision, the reasons for
choosing it and the possible
consequences.
D. Synthesis Define economics in your own
words.
What concepts should be
remembered to understand
why economics as a field of
study exists? (2-3 concepts)
E. Valuing Why is it important to study
economic?
IV. Evaluation Exit card
showing how man’s decision
affects the usage of our
resources.
Emphasize to the class that
although a resource is scarce,
it could have multiple uses.
Picking the best alternative use
gets easier when one limits
his/her choices to the best
two. Tell the class that
opportunity cost is the second
best alternative use of a
resource foregone. A resource
is best allocated if it incurs the
least opportunity cost.
When can you say that a
resource has been properly
allocated?
Let the learners identify if the
scenarios projected on the
screen show proper allocation
of resources. Ask one
volunteer to justify his or her
answer.
items and let them give
alternative usage of these
materials. And ask for
recommendations in order to
preserve these resources.
The learners will be able to
share ways or practices to
show appreciation to the
different resources available on
the planet.
How can you help maximize
the use of your resources at
home?
reference chart for decision
making. Explain to the class
how it is done and how it
helps make a wise decision.
Show them how the theory of
opportunity cost applies in
real life situation.
As a learner of Assumption
Iloilo how will you help the
school to preserve and
maximize our school supplies
and resources?
Ask the learners to construct
their own criterion reference
chart that will help them
decide which track they will
pursue in the senior high
school or which course they

V. Assignment Interview:
Ask the learners to sit down
with their parents and ask
them to give one challenging
task or decision they made and
what are the opportunities and
consequences they received.
will take up in college.
NONE Ask the learners to make a NONE
research about materials that
can be used to replace plastic
in order to help minimize
plastic consumption.