Lesson Planning for Commerce

UNIT:
NAME:
DATE:
TITLE: LESSON PLANNING FOR COMMERCE
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LESSON PLAN 1
Lesson Plan Format
Class: 9 Commerce 1 Date:18th March 2019 Time: Start:
____9:00AM__________________
Finish:
_____9:50AM__________________
Key Learning Area: Consumer Choice Lesson Topic: Commerce and Choice
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Promotion and Selling
Our Economy
Running a business
Syllabus Outcome(s):
One or two only. Please note the
syllabus reference number AND
write out in full.
5.1 applies consumer, financial,
business, legal and
employment concepts and
Indicators of Learning for this lesson:
Behaviors that contribute toward achievement of
outcome(s). Quote syllabus numbers. Must be clear,
specific, observable. Curriculum Content Strands
may be used as headings.
By the end of this lesson, the students will learn about:
- Decisions affecting the quality of people’s lives:
Assessment:
Strategies which will be used to
assess learners’ attainment of
learning outcomes. Should be linked
to each learning indicator.
-Text Book Questions
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terminology in a variety of
contexts
5.4 analyses key factors affecting
commercial and legal decisions
-
-
 Consumer
 Financial
 Business
 Legal
 Employement
 Environment
- Class Discussion
- Quiz
-Monitoring oral contribution about
commerce
-
Any safety issues to be considered:
Setting up: Students moving around
Resources:
List resources you used in the lesson implementation.
Textbook
Execution booklet
Website
Video
Handout
LESSON SEQUENCE
Lesson Content / Indicators of
Learning (What is Taught):
Note key skills, concepts and values
Timing
(mins)
50min
Teaching Strategies / Learning Experiences:
(How it is taught)
Write detailed steps showing what the teacher (T)
Resources and
Organisation:
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addressed in each section. Refer
‘learn to’ outcomes of syllabus. Link
to your Indicators of Learning.
will do and what students (Ss) will do. Briefly outline
pedagogical approach/es employed. Also consider
general capabilities and/or cross-curriculum
priorities.
INTRODUCTION
Explain how decisions affects the
quality of people’s lives
20
Add a more of a theoretical or solving element.
3 T’s : transmission, transaction and transformation
(the way you teach)
(T) Teacher explains to students that in today class
they will engage in group/team investigation to
identify and classify examples of different types of
commercial and legal decisions that people make
daily. The teacher discusses the scope of
commerce and choice and how decisions affect
quality of lives.
(T) Teacher randomly group students in a group of
5 each. The groups’ members have to be less than
5 to ensure all students engage fully.
(S) Students change their sitting arrangement and
face one another for the group discussion. The
students investigate to identify and classify
commercial and legal decisions that people make
on daily basis.
Text Book Reference
PowerPoint presentation
DEVELOPMENT
Recognise the consequences of
commercial and legal decisions on
the quality of our lives and the
environment
20min
The Dominant pedagogical approach will be
transformative orientation that students will be
allowed to critically examine what they know while
the teacher help them in developing a more
knowledge base while appreciating multiple
perspectives (Winchester-Seeto, McLachlan, Rowe,
Solomonides, & Williamson, 2017).
(S) Students note down factors that affect decisions.
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