Lesson Plans - Wamark
LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9Educator name:WEEK:CYCLE:Lesson number: 1LESSON 1GRADE 8 REVISION - FACTORS OF PRODUCTIONCore knowledge: Factors of production i.e. Natural resources, Capital, Labour andEntrepreneurship.Tool (Instrument used for measurement): Rubric/memorandumMethod (Who will assess): Educator/peerTechnique (Learning activity): Class activity page 8, Written (Poster) and oralpresentation pages 9 - 14Prior knowledge: Factors of production pages 7 - 14Resource material: Notes, DVD advertisement, flashcards, transparenciesLearner Support Material: EMS workbook pagesLearner activity for assessment: Arrange the flash cards under theappropriate headings – poster. Explain in writing the factors of productionwith the use of a case study i.e. the Marula tree and then deliveran oral presentation.PowerPoint presentation www.wamark.co.zaFACTORS OF PRODUCTIONDate AssignedDate completed9ADate AssignedDate completedDate startedDate completed9A9C19BASSESSMENT NUMBER9A9BLevel( 1-7)1234I maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryI compared new information with what they already knew.( Previous knowledge)5 I made effective use of teaching aids6 I applied remediation to the learners who needed it7 My assessment tools were effective8 The learners were able to complete the activity9 The learners were able to deliver proof of their learningAreas of improvement:Class activity page 8 FACTORS OF PRODUCTION (NELC)9BASSESSMENT NUMBEREducator reflection9E9F9GWritten Presentation (poster )pages 9 - 14 Marula Factors of Production)9C19D9D9E9F9GOral presentation pages 9 - 14 (Marula – Factors of Production)9C9D9E9F9GHomework:Notes:1
WEEK:LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9CYCLE:Educator name:THE ECONOMY - ECONOMIC SYSTEMSLESSON 2Core knowledge: Market, Planned and Mixed economicsystems. How South Africa’s mixed economic policy addresses the economicproblem of scarcityTool (Instrument used for measurement): RubricMethod (Who will assess): EducatorTechnique (Learning activity): Class work activities, RESEARCHPrior knowledge: Factors of production, goods and services, problem ofscarcity and personal experience.Resource material: Newspaper article and cartoon.Learner Support Material: EMS workbook pages 15 - 20, DVDcomparing South Africa and South Korea’s economic systemsLearner activity for assessment: Research an economic system of any countryand analyse it.PowerPoint Presentation www.wamark.co.zaECONOMIC SYSTEMSEducator reflectionLevel( 1-7)1234I maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryI compared new information with what they already knew.( Previous knowledge)5 I made effective use of teaching aids6 I applied remediation to the learners who needed it7 My assessment tools were effective8 The learners were able to complete the activity9 The learners were able to deliver proof of their learningAreas of improvement:TERM 1 - ASSIGNMENT 40%Class Activity 1 pg 16 (Advantages and disadvantages of a mixed economy) Class activity 2 pg 17 (DVD – Comparison South Korea and South Africa)Date AssignedDate completed9A9B9C9D9E9F9G9A9BClass activity page 18 (South Africa’s mixed economic policy)Date AssignedDate completed9A9B9C9D9E9F9G9A9B9C9D9E9FASSESSMENT NUMBER 2Research pages 19 - 20 (Economic systems)9C9D9E9F9G9GHomework:Notes:2
WEEK:LESSON 3LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9CYCLE:THE ECONOMY - THE CIRCULAR FLOW (CLOSED)Core knowledge: The flow of money, goods and services between consumersand producers; The flow of money between households and businesses; therole of government in the economy; open and closed economies. GDP & GNPTool (Instrument used for measurement): Memorandum, Informal AssessmentEducator name:Educator reflectionLevel( 1-7)1234I maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryI compared new information with what they already knew.( Previous knowledge)5 I made effective use of teaching aids6 I applied remediation to the learners who needed it7 My assessment tools were effective8 The learners were able to complete the activity9 The learners were able to deliver proof of their learningAreas of improvement:Method (Who will assess): EducatorTechnique (Learning activity): Class activity page 17 - 18Prior knowledge: The historical development of money and its role in societiesand their economies, FOP and economic systemsResource material: Notes and class notesLearner Support Material: EMS workbook pages 14 - 18Learner activity for assessment:1) With the use of a flow diagram show the flow of the FOP and goods/services between consumers and producers within a closed economy.Explain the diagram in writing.2) With the use of a flow diagram show the flow of income, FOP, goods/services between households and businesses within a closed economy.Explain the diagram in writing.Class activity page 17 (GDP and GNP)Date AssignedDate completed9A9B9C9D9E9F9GClass activity page 18 (Explain the flow of FOP, goods and services between households and businesses)Date AssignedDate completed9A9B9C9D9E9F9GHomework:Notes:3
WEEK:LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9CYCLE:LESSON 4Educator name:THE ECONOMY - THE CIRCULAR FLOW (OPEN)Core knowledge: The role of the foreign sector in the economic cycle. Thedifferences between national and international trade; difficulties when tradinginternationally and solutions to these problems. The importance ofinternational trade.Tool (Instrument used for measurement): MemorandumMethod (Who will assess): Educator/self/peerTechnique (Learning activity): Class activity page 21,RESEARCH pages 23 - 28, TestPrior knowledge: Trade and how it addresses the economic problem of scarcityincluding choice and opportunity cost.Resource material: Notes, class notes, newspaper articles and advertisementsLearner Support Material: EMS workbook pages 27 - 36Learner activity for assessment: CLASS TESEducator reflection1234I maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryI compared new information with what they already knew.( Previous knowledge)5 I made effective use of teaching aids6 I applied remediation to the learners who needed it7 My assessment tools were effective8 The learners were able to complete the activity9 The learners were able to deliver proof of their learningLevel( 1-7)Areas of improvement:Analyse relevant and current articlesregarding trade agreements between South Africa and foreign countries. Explain trade restrictions. Discuss the importance of supporting local industry. Discuss import and export products.Activity on pages 29 - 30 (Importance of Foreign Trade)Date AssignedDate completed9A9B9C9D9E9F9G9A9BASSESSMENT NUMBER 3Research page 31 - 36 (Foreign Trade)9C9D9E9F9GHomework:4
LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9WEEK:LESSON 5CYCLE:Educator name:ECONOMY - SADC COMMUNITYEducator reflectionCore knowledge: SADC CountriesTool (Instrument used for measurement): MemorandumMethod (Who will assess): Self/ peer/educatorTechnique (Learning activity): WORKSHEET pages 39 - 40Prior knowledge: International TradeResource material: Map, articlesLearner Support Material: EMS workbook pages 37 - 40Learner activity for assessment: 1) List the countries that belong to the SADC2) Discuss the objectives of the SADC3) Discuss the FTA4) Critically analyse the successes and shortcomings of the SADCcommunities’ vision.ASSESSMENT NUMBERDate AssignedDate completed9A9BLevel( 1-7)1234I maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryI compared new information with what they already knew.( Previous knowledge)5 I made effective use of teaching aids6 I applied remediation to the learners who needed it7 My assessment tools were effective8 The learners were able to complete the activity9 The learners were able to deliver proof of their learningAreas of improvement:Worksheet pages 40 - 41 (SADC)49C9D9E9F9GHomework:Notes:5
LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9WEEK:CYCLE:Educator name:THE ECONOMY - SARB (FLOW OF MONEY)LESSON 6Educator reflectionLevel( 1-7)1234I maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryI compared new information with what they already knew.( Previous knowledge)Method (Who will assess): Educator5 I made effective use of teaching aidsTechnique (Learning activity): Class activity page 446 I applied remediation to the learners who needed itWRITTEN PRESENTATION pages 47 - 487 My assessment tools were effectivePrior knowledge: The role of banks in investing in the economy. Services offered8 The learners were able to complete the activityby DTI’s. The role of the Reserve Bank and the Repo rate.9 The learners were able to deliver proof of their learningResource material: Revision notes pages Flow Diagram, notesAreas of improvement:Learner Support Material: EMS workbook page 41 - 48Learner activity for assessment: Analyse a flow diagram of the flow of moneybetween the Reserve Bank, DTI’s, households, businesses and the government.Explain the different flows in writing.Class Activity page 44 (SARS/ monetary policy)Core knowledge: The flow of money between the Reserve Bank, DTI’s,households, businesses and the government.Tool (Instrument used for measurement): Memorandum9A9B9C9D9E9F9GDate AssignedDate completedASSESSMENT NUMBER 59A9B59CPresentation page 47 - 48(Flow of money Reserve Bank, DTI’s, households, businesses and the government)9D9E9F9GDate AssignedDate completedHomework:6
WEEK:LESSON 7LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9CYCLE:THE ECONOMY - THE ROLE OF SAVINGS AND INVESTMENTSEducator name:Educator reflectionCore knowledge: The role of savings and investments in the economy.The lack of savings and how it affects an economy i.e. inflation.Government’s monetary policy used to curb inflation.Tool (Instrument used for measurement): Rubric/ memorandumLevel( 1-7)1234I maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryI compared new information with what they already knew.( Previous knowledge)5 I made effective use of teaching aids6 I applied remediation to the learners who needed it7 My assessment tools were effective8 The learners were able to complete the activity9 The learners were able to deliver proof of their learningAreas of improvement:Method (Who will assess): Educator/peerTechnique (Learning activity): Class activity page 51,WRITTEN AND ORAL PRESENTATION page 53Prior knowledge: The importance of saving and investments.Resource material: Notes, class discussion and newspaper article.Learner Support Material: EMS workbook pages 49 - 54Learner activity for assessment: Write and deliver a speechencouraging the learners of the school to save. The speech mustinclude the positive effects of savings and investments on theeconomy.ASSESSMENT NUMBERClass activity page 51 (Saving and inflation)Date AssignedDate completed9A9B9C9D9E6Written and oral presentation page 53 (Positive effects of saving)9F9G9A9B9C9D9E9F9GHomework:Notes:7
LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9WEEK:LESSON 8CYCLE:Educator name:THE ECONOMY - THE ECONOMIC CYCLEEducator reflectionLevel( 1-7)1234I maintained a high level of disciplineI played the role of facilitator during the lessonCore knowledge: The Economic CycleI completed learner intervention forms where necessaryTool (Instrument used for measurement): MemorandumI compared new information with what they already knew.( Previous knowledge)Method (Who will assess): Educator5I made effective use of teaching aidsTechnique (Learning activity): Cartoon analysis – WORKSHEET pages 61 - 656 I applied remediation to the learners who needed itPrior knowledge: Trade, open/closed economies7 My assessment tools were effectiveResource material: Graph, notes, cartoons and newspaper article headlines8 The learners were able to complete the activityLearner Support Material: EMS Workbook pages 55 - 659 The learners were able to deliver proof of their learningLearner activity for assessment:Areasof improvement:1) Explain the four stages of the economic cycle2) Differentiate between a recession and depression3) Discuss the effects of a recession on the economy4) Discuss economic recovery after a recessionASSESSMENT NUMBERDate AssignedDate completed9A9BWorksheet pages 61 - 65 (Analysis of the recession and recovery in South Africa)79C9D9E9F9GHomework:Notes:8
WEEK:LESSON 9LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9CYCLE:Educator name:THE ECONOMY - NATIONAL INCOMEEducator reflectionCore knowledge: National IncomeTool (Instrument used for measurement): MemorandumMethod (Who will assess): SelfTechnique (Learning activity): Crossword Puzzle page 68Prior knowledge: National BudgetResource material: Notes, crossword puzzleLearner Support Material: EMS workbook pagesLearner activity for assessment: 1) Discuss progressive and regressive tax andgive examples of each2) Differentiate between a tax and a subsidy3) Discuss the functions of SARS4) List other sources of income other than taxesLevel( 1-7)1234I maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryI compared new information with what they already knew.( Previous knowledge)5 I made effective use of teaching aids6 I applied remediation to the learners who needed it7 My assessment tools were effective8 The learners were able to complete the activity9 The learners were able to deliver proof of their learningAreas of improvement:Crossword page 68 (National Income)Date AssignedDate completed9A9B9C9D9E9F9GHomework:Notes:9
WEEK:LESSON 10LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9CYCLE:Educator name:THE ECONOMY - NATIONAL BUDGETEducator reflectionCore knowledge: The National budget – planning, authorising, implementingand taking responsibility. Evaluation of income tax system against thecriteria of a good tax system. The difference between a tax and subsidy.Tool (Instrument used for measurement): MemorandumMethod (Who will assess): EducatorTechnique (Learning activity): Class activity page 70PROJECT– Pamphlet page 71Prior knowledge: Different economic systems and how they addressthe economic problem. The national budget and how it is used to influencegrowth and redress economic inequalities.Resource material: Notes, articles, graph and cartoonLearner Support Material: EMS workbook pages 69 - 71Budget SpeechLearner activity for assessment: Discuss the effect of the National budget onthe economy.Level( 1-7)1234I maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryI compared new information with what they already knew.( Previous knowledge)5 I made effective use of teaching aids6 I applied remediation to the learners who needed it7 My assessment tools were effective8 The learners were able to complete the activity9 The learners were able to deliver proof of their learningAreas of improvement:Class activity page 70 (SARS and tax collection)Date AssignedDate completed9A9BASSESSMENT NUMBERDate AssignedDate completed9A9B9C89D9E9F9G9E9F9GNational Budget Pamphlet page 719C9DHomework:10
WEEK:LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9CYCLE:LESSON 11Educator name:THE ECONOMY - PRICE THEORYEducator reflectionLevel( 1-7)1234I maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryCore knowledge: Supply and demand curves. Increase/decrease in supply/demandI compared new information with what they already knew.Tool (Instrument used for measurement): Memorandum( Previous knowledge)Method (Who will assess): Educator5 I made effective use of teaching aidsTechnique (Learning activity): Supply demand graphs,6 I applied remediation to the learners who needed itIncrease/decrease in supply and demand7 My assessment tools were effectivePrior knowledge: The influence of supply and demand on market prices8 The learners were able to complete the activityResource material: Notes and example of a supply demand curve graph9 The learners were able to deliver proof of their learningLearner Support Material: EMS workbook pages 73 - 82Areasof improvement:Learner activity for assessment: Illustrate by means of a graph and discusseshow demand and supply influence prices.Increase and decrease in demand and supplyGraphical illustration of the change in demand and supplySupply and demand graph (Biscuits) Page 769A9B9C9D9E9F9GDate AssignedDate completedSupply Demand graph (Nike) page 78Supply demand graph (Vuvuzela) page 77Date AssignedDate completedDate AssignedDate completed9A9A9B9C9D9EIncrease and decrease in demand page 809B9C9D9E9F9G9A9F9G9A9B9C9D9EIncrease and decrease in supply page 829B9C9D9E9F9G9F9GHomework:Notes:11
WEEK:LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9CYCLE:LESSON 12Educator name:THE ECONOMY - TRADE UNIONSEducator reflectionCore knowledge: Trade Unions – their role, rights and responsibilities. LRA andconflict resolution between trade unions and employer organisations. Impact ofconflict on the economy. Contribution of trade unions to sustainable growth anddevelopmentTool (Instrument used for measurement): RubricMethod (Who will assess): EducatorTechnique (Learning activity): Class activities pages 83, 84, 86, 88WORKSHEET pages 89 - 92, Class Activity page 95, ASSIGMENT page 97Prior knowledge: Economic rights and responsibilities between, Consumer/producer, employer/employee and government/businessResource material: Newspaper articlesLearner Support Material: EMS workbook pages 83 - 97Learner activity for assessment: Discuss the role, rights and responsibilities oftrade unions.Class work pages 83, 84, 86 and 88 (Trade Unions)Date AssignedDate completedDate AssignedDate completed8A8B8C8D8E8FClass activity page 95 (Role of woman in Trade Unions)8A8B8C8D8E8FLevel( 1-7)1234I maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryI compared new information with what they already knew.( Previous knowledge)5 I made effective use of teaching aids6 I applied remediation to the learners who needed it7 My assessment tools were effective8 ofThelearners were able to complete the activityAreasimprovement:9 The learners were able to deliver proof of their learningASSESSMENT NUMBER9Worksheet page 89 - 90 (Role, Rights and responsibilities of Trade Unions)8G8A8B8C8D8E8F8G1010ASSESSMENT NUMBERAssignment page 97 (COSATU Trade Unions)8G8A8B8C8D8E8F8GHomework:Notes:12
WEEK:LESSON 13LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9CYCLE:Educator name:ENTREPRENEURSHIP - PRODUCTIVITYEducator reflection1Level( 1-7)I maintained a high level of disciplineCore knowledge: The definition of productivity, procedures identified2 I played the role of facilitator during the lesson3 I completed learner intervention forms where necessaryin productivity. Improving labour productivity,4 I compared new information with what they already knew. ( Previousadvantages/benefits of productivity. The effect of productivity on economicknowledge)prosperity, growth and global competition. The availability of labour,5 I made effective use of teaching aidsemigration/ immigration and the effect of HIV and AIDS on the6 I applied remediation to the learners who needed itworking population.7 My assessment tools were effectiveTool (Instrument used for measurement): Memorandum8 The learners were able to complete the activity9 The learners were able to deliver proof of their learningMethod (Who will assess): Educator/peer/selfAreasof improvement:Technique (Learning activity): Class activities pages 100 and 103Prior knowledge: Definition of productivity, classification of labour,the use of technology to improve productivity.Resource material: Notes, articles, statistics and cartoon,Learner Support Material: EMS workbook pages 99 - 104Learner activities for assessment:Discuss productivity and its effects on economic prosperity, growth and global competition. Research one of the sectors forming the backbone of the NorthWest Province, identify job opportunities for scarce skills and suggest how to implement skills development in this sector, discuss how increased employmentwill contribute to reconstruction and developmentFlow chart - Inputs versus outputs page 100 (Candle making)9A9B9C9D9E9F9GDate AssignedDate completedClass Activity page 103 (Productivity and global competition)9A9B9C9D9E9F9GDate AssignedDate completedHomework and notes:13
WEEK:LESSON 14CYCLE:LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9FINANCIAL LITERACY - NATIONAL CREDIT ACTEducator name:Educator reflectionLevel( 1-7)Core knowledge: Cash and credit purchases, functions of the credit bureau and1 I maintained a high level of disciplineNational Credit ActTool (Instrument used for measurement): Memoranda2 I played the role of facilitator during the lessonMethod (Who will assess): Educator/self/peer3 I completed learner intervention forms where necessaryTechnique (Learning activity): Class activity pages 105, 108, 109, 110,4 I compared new information with what they already knew.Worksheet pages 113 - 114 (NCA & NCR), 115 - 118 (Statements)( Previous knowledge)Prior knowledge: Basic financial literacy5 I made effective use of teaching aidsResource material: Notes, articles, advertisements, statements, deposit6 I applied remediation to the learners who needed itand till slip7 My assessment tools were effectiveLearner Support Material: EMS workbook pages 105 - 1188 The learners were able to complete the activityLearner activities for assessment: Examine the differences between cash9 The learners were able to deliver proof of their learningand credit purchases. Analyse the role of the NCR. ComparingAreas of improvement:statements prior to and after the implementation of the of the NCA.Date AssignedDate completedDate AssignedDate completed9AClass activities pages 105, 108, 109 (Instalment purchases)Class activity page 110 (Credit Bureau)9B9C9D9E9F9G9A9B9C9D9E9F9GASSESSMENT NUMBER 11Worksheet pages 113 114 (NCR)9A9B9C9D9E9F9GASSESSMENT NUMBER 12Worksheet pages 115 - 118 (NCR – statements)9A9B9C9D9E9F9GHomework:Notes:14
WEEK:LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9CYCLE:LESSON 15ENTREPRENEURSHIP - SECTORS OF THE ECONOMYEducator name:Core knowledge: Sectors of the economy, primary, secondary and tertiaryTool (Instrument used for measurement): MemorandaMethod (Who will assess): Educator/self/peerTechnique (Learning activity): Class activities 120, 121 & 123Prior knowledge: Primary, secondary and tertiary industriesResource material: Notes, article, format of a budgetLearner Support Material: EMS workbook pages 119 - 126Learner activities for assessment:The interrelationships between the 3 sectors, sustainable use of resources,the role of each sector in the economy and types of skills required in eachsectorTERM 2 - DATA RESPONSE 40%Educator reflection1234I maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryI compared new information with what they already knew.( Previous knowledge)5 I made effective use of teaching aids6 I applied remediation to the learners who needed it7 My assessment tools were effective8 The learners were able to complete the activity9 The learners were able to deliver proof of their learningAreas for improvementActivity 1 page 120 (types of industries)Date AssignedDate completed9A9B9C9D9EActivity 2 page 121 (Interrelationships between industries)9F9G9A9GASSESSMENT NUMBER 13Data response - pages 125 - 126(The role of the three industries and skills needed in each)9A9B9C9D9E9FActivity 3 page 121 (Sustainable use of resources)Date AssignedDate completed9A9B9C9D9ELevel( 1-7)9F9B9C9D9E9F9G9GHomework:Notes:15
WEEK:LESSON 16LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9CYCLE:ENTREPRENEURSHIP - THE 9 FUNCTIONS OF BUSINESSEducator name:Educator reflectionCore knowledge: The eight functions of business, characteristicsand importance of each functionTool (Instrument used for measurement): RubricMethod (Who will assess): EducatorTechnique (Learning activity): Assignment page 1.Prior knowledge: Types of industriesResource material: Notes, advertisements, case studyLearner Support Material: EMS workbook pages 127 - 134Learner activities for assessment: Identify the 9 functions ofbusiness and one job opportunity per function (Success on ashoe string)ASSIGNMENTLevel( 1-7)1234I maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryI compared new information with what they already knew.( Previous knowledge)5 I made effective use of teaching aids6 I applied remediation to the learners who needed it7 My assessment tools were effective8 The learners were able to complete the activity9 The learners were able to deliver proof of their learningAreas of improvement:ASSESSMENT NUMBERDate AssignedDate completed9A9B14Assignment pages 131 - 134 (The nine Functions of business - Success on a shoestring)9C9D9E9F9GHomework:Notes:16
LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9WEEK:CYCLE:ENTREPRENEURSHIP - ADVANTAGES & DISADVANTAGESLESSON 17Core knowledge: Advantages and disadvantages of entrepreneurship.The benefits of entrepreneurship to a society and the social responsibilityof businesses.Tool (Instrument used for measurement): MemorandumMethod (Who will assess): Educator/peer/selfTechnique (Learning activity): Class activity page 136 &138WRITTEN PRESENTATION pages 139 - 140Prior knowledge: The role of savings and investments in economicprosperity and growth.Resource material: Notes and articles – case studiesLearner Support Material: EMS workbook pages 135 - 140Learner activity for assessment: Investigates the public relations, socialresponsibility, strategies and actions of different businesses andorganisations.Educator name:Educator reflection1234I maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryI compared new information with what they already knew.( Previous knowledge)5 I made effective use of teaching aids6 I applied remediation to the learners who needed it7 My assessment tools were effective8 The learners were able to complete the activity9 The learners were able to deliver proof of their learningAreasof improvement:Activity 1 page 136 (Social responsibility)Date AssignedDate completed9A9B9C9DASSESSMENT NUMBER9A9B1559E9FLevel( 1-7)9GActivity 2 page 138 (Advantages & disadnatages of entrepreneurship)9A9B9C9D9E9F9GWritten presentation pages 139 - 140 (Informal Businesses i.e. Spaza Shops)9C9D9E9F9GDate AssignedDate completedHomework:Notes:17
WEEK:LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 9CYCLE:Educator name:ENTREPRENEURSHIP - BUSINESS PLANLESSON 18Educator reflectionCore knowledge: A business PlanTool (Instrument used for measurement): RubricMethod (Who will assess): EducatorTechnique (Learning activity): Class activity page 144 and 146Prior knowledge: Business ideas, production costing, forms of ownership,marketing, advertising and sources of capital (Grade 8)Resource material: notes, article, questionnaireLearner Support Material: EMS workbook pages 141 - 146Learner activities for assessment: Draw up a business planLevel( 1-7)1234I maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryI compared new information with what they already knew.( Previous knowledge)5 I made effective use of teaching aids6 I applied remediation to the learners who needed it7 My assessment tools were effective8 The learners were able to complete the activity9 The learners were able to deliver proof of their learningAreas of improvement:Class Activity page 144 (Are you a born Entrepreneur? Questionnaire)Date AssignedDate completed9A9B9C9D9E9F9G9F9GClass activity page 146 (Business plan Mind map/puzzle)Date AssignedDate completed9A9B9C9D9EHomework:Notes:18
WEEK:LESSON PLANECONOMIC AND MANAGEMENT SCIENCES GRADE 8CYCLE:LESSON 19Educator reflectionCore knowledge: Forms of ownership i.e. Sole traders, partnership,private and public companies, Closed corporations and the franchiseThe new Companies Act 71 of 2008Tool (Instrument used for measurement): Memorandum1166ASSESSMENT NUMBER 16Crossword pages 151 - 152 ( New Companies Act)8A8B8C8D8ELevel( 1-7)1234Method (Who will assess): Educator/ Peer/ SelfTechnique (Learning activity): Crossword Puzzles pages 151, 153,Class Activity page 158Resource material: notes, articleLearner Support Material: EMS workbook pages 147 - 158Learner activity for assessment: Differentiate between the forms ofownership.Date AssignedDate completedEducator name:ENTREPRENEURSHIP - FORMS OF OWNERSHIP8FI maintained a high level of disciplineI played the role of facilitator during the lessonI completed learner intervention forms where necessaryI compared new information with what they already knew.( Previous knowledge)5 I made effective use of teaching aids6 I applied remediation to the learners who needed it7 My assessment tools were effective8 The learners were able to complete the activity9 The learners were able to deliver proof of their learningAreas of improvement:ASSESSMENT NUMBER 17Crossword pages 153 - 154 (Fo
LESSON PLAN ECONOMIC AND MANAGEMENT SCIENCES GRADE 9 . WEEK: Lesson number: 1 LESSON 1 presentation pages 9 - 14 PowerPoint presentation www.wamark.co.za . Prior knowledge: Factors of production pages 7 - 14 Resource material: Notes, DVD advertisement, flashcards, transparencies Learner Support Material: EMS workbook pages
4 Step Phonics Quiz Scores Step 1 Step 2 Step 3 Step 4 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 . Zoo zoo Zoo zoo Yoyo yoyo Yoyo yoyo You you You you
Participant's Workbook Financial Management for Managers Institute of Child Nutrition iii Table of Contents Introduction Intro—1 Lesson 1: Financial Management Lesson 1—1 Lesson 2: Production Records Lesson 2—1 Lesson 3: Forecasting Lesson 3—1 Lesson 4: Menu Item Costs Lesson 4—1 Lesson 5: Product Screening Lesson 5—1 Lesson 6: Inventory Control Lesson 6—1
Sample lesson plans This document is a compilation of ten sample lesson plans for English from class VI to class X. You can use these lesson plans as they are written in your classes as you would any other lesson plan. When you use the lesson plans, reflect on how: they place the student at the centre of learning
Lesson Plan). The lesson plan (sometimes also called lesson note) is included both Type A and Type B. The format of the lesson plan is the same as the standard lesson plan that Ghana Education Service (GES) provides. The sample lesson plans of Type A also contain “lesson plan with teaching hints” on the next page of the standard lesson plan.
Lesson 41 Day 1 - Draft LESSON 42 - DESCRIPTIVE PARAGRAPH Lesson 42 Day 1 - Revise Lesson 42 Day 1 - Final Draft Lesson 42 - Extra Practice LESSON 43 - EXPOSITORY PARAGRAPH Lesson 43 Day 1 - Brainstorm Lesson 43 Day 1 - Organize Lesson 43 Day 1 - Draft LESSON 44 - EXPOSITORY PARAGRAPH Lesson 44 Day 1 - Revise
share the lesson plan. When someone shares lesson plans with you Step 1: Go to the planner Step 2: Click on lesson plans Step 3: Accept the lesson plans and click on the class you wish to export the plans too. * Once the plans are complete on the calendar you can click on the plans (the blue circle with the
4 Lesson Plans Lesson Plans versus Maneuver Briefings This book presents lesson plans for flight instructors in the form of sce - nario-based "maneuver briefings." A lesson plan is an organized outline for a single instructional period. It tells the instructor which teaching method is to be used for the lesson,
-Animal Nutrition Report Categories: CSSF Activity Report Approved By: James Johnson, Agricultural Affairs Officer Prepared By: Swe Mon Aung, Agricultural Specialist Report Highlights: In July 2019, FAS sent five Myanmar private feed millers and importers to the United States on a Cochran Fellowship Program to learn more about feed and feed ingredients available in the United States poultry .
