Lesson Planning for Business and Economics Curriculum, Year 7-10

This assignment presents a series of lesson plans designed for a Year 7-10 Business and Economics curriculum, focusing on developing effective teaching strategies and assessment methods. The solution comprises three lesson plans, each approximately 40 minutes long, demonstrating a cohesive sequence of learning. The plans incorporate a variety of lesson types, including practical and ICT components, to ensure continuity of learning. The first lesson explores painter's musical art, using guided questions and activities to assess student understanding and encourage abstract conceptualizations. The second lesson focuses on painter's tape art, teaching students to create designs and understand the significance of negative space. The final lesson delves into abstract and concrete reasoning through a discussion of pets and a debate on animal sales, promoting critical thinking and application of information. The assignment emphasizes lesson planning, classroom assessments, and the importance of activating prior knowledge to facilitate student engagement and achieve specific learning outcomes.

Running head: BUSINESS AND ECONOMIC CURRICULUM
BUSINESS AND ECONOMIC CURRICULUM
Name of Student
Name of University
Author note

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Response to Question 1:
Context and Learning outcomes of lesson planning
Well strategized lesson plans foster a stimulated environment for both the teacher and
the class students. Good organized planning (Şahin-Sak et al. 2018) is required to sequence
lesson plans and it should render an optimized classroom learning (Egeberg, McConney &
Price 2016) while minimizing the disruptive class behaviors (Regina, Joseph and Daniel
2016) Lesson planning also helps reduce a teacher’s angst in running a class and teaching a
lesson to the students.
There are certain significant outcomes of a well-planned lesson delivery – a)
Smoother transitions: Lesson planning assists the teacher in becoming more aware of the
targeted goals of a specific lesson. Resultantly, the sequence in which a study material is
presented decides from the very beginning as to what outcomes it can achieve. If a teacher
could plan the lessons delivery correctly, then he or she can anticipate a probable learning
outcome. This would conversely make the lessons transition very smooth indeed. The
transition would help the learning outcome of students to a greater extent because they would
be synchronizing the mental digestion process with a more streamlined lesson flow.
b) Facilitates scaffolding (Eilam 2017): a clear goal setting and a well sequenced
lessons would permit the teachers to guess more problem zones and would be one step ahead
from any trouble. Additional support like specific activities and classroom exercises can be
also be used to help the students conceive a complex abstract idea or grasp an intricate
implication of a phrase. The teacher will be scaffolding the subject matter, cascading the
complication level with a layered learning while pushing the students upward towards a
convergent conception of a higher notion (Son, Pipeleers and Swevers 2016)

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c) Better organization: The teacher’s role is often very demanding and it requires a set
of great organization skills. A good teacher is the one who streamlines lessons in an ordered
way. This then allows the class teacher to support materials like handouts etc. to organize the
lesion in a profound way. Lesson sequencing also has other benefits like shifting to advanced
learning, if the planned process goes exceedingly well. Any hindrance to the progress would
be dealt by rehearsing the learning repetitively until it pushes through to next level.
d). Future planning: the practice of sequencing lessons also permits the teachers – the
time limit to cover a given lesson and to plan the successive order of lessons. Since the
teachers generally find themselves recycling unit plan repetitively – the lesson planning gets
better with the years.
e) Assessment checks: class assignments are the best way to check a lesson
sequencing progress. Since the lesson plans are prepared prior, the teacher should be able to
comprehend the fine nuisances of subtle learning level by checking the assessments.
A sequenced lesson plan can serve as a road map as to quantify the learning possible
for a group of student in a particular class. Then, the teacher can design the most appropriate
and accurate learning activities for the same. Developing strategies to procure feedback is
very important as well to the whole sequencing. A fastidiously developed lesson plan is
generally of 3-hour each that allows the teacher to run the very classroom with more self -
belief and confidence. The mapping also maximizes the chance of delivering an experiential
learning to the students. A good lesson plan is integrated by key components such as
Learning activities, learning objectives and assessment checking.
Activation of Prior knowledge
The teacher main job is to guide and facilitate every student’s learning nevertheless.
Any continuity in learning process is a multiple of the student’s existent knowledge base or

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other words – the prior knowledge (Hattan 2015). Social, cultural and academic learning are
three different aspects of a student’s learning but must be delicately though – be correlated to
each other. Observational and vicarious learning plays a huge role in a student’s learning and
the teacher must portray himself or herself as the perfect role model for the class. The teacher
must be able to assess the student’s perception, prior knowledge, and their learning attitude in
order to foster maximal student engagement along with critical thinking.
Assessments, more subjective and objective will be used to check the accuracy of
acquired knowledge of a student. If prior knowledge is inaccurate or insufficient to leave a
mark on answer sheet – the lessons will be taught again and misconceptions will be clarified
on the foremost.
Again, any difficulty or ease presented by a certain task to a specific student will be
addressed and lessons should be planned individualistically. In these special cases, the
inaccurate and insufficient prior knowledge will be conserved as factor of hindrance. The
nature of prior knowledge, the spectrum of it, along with forms of memory consolidation and
the particular interferences should be assessed in individual students and the lesson plan has
to be designed in such a detailed and astounding way that it can fit the brains of all the
students.
Response to Question 2:
Classroom assessments are of the following types:
DIAGNOSTIC –Here the questions are at the lesson’s beginning - allowing the teacher to
analyze the interest and prior knowledge students.
DIAGNOSTIC – Map – question type worksheets permit the teacher to calculate how the
information was received, processed and incorporated by the student.

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FORMATIVE: The worksheets marking trigger a reflection amongst the students about their
own work and then they can probe their thought process.
Lesson plan 1
Subject –ARTS
Length of Time – 40 minutes
Painter’s musical art and abstract
Guided
Questions
Pedagogy Classroom
activities
Resources Assessment Time
(minutes)
How much do
the students
know?
What will need
to
be of particular
focus in this
lesson?
Focus Start by
questioning
students what is
their favorite
song or favorite
genre of music.
Diagnostic 5

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How are the
students
responding to
the material?
Are they asking
questions? Are
they responding
to the teacher’s
questions? Are
they engaged?
Orientation Describing how
music inspires
persons from
different
professions to
focus and work
‘artistically’ in
their profession.
Diagnostic 5
Have the
students
absorb and
apply the
information?
Guided
learning
Offering each
students with a
large sheet of
paper and guide
them fold the
same in squares
(the number of
which will
depend on the
types of genre
shared). The
students are
provided with
rinse cup, paint
brush, a
Paper,
paintbrush,
Rinse cup,
paper towels,
and a selection
of paint colors.
CD or
computer
access to
various types
of music
(country, rap,
classical,
contemporary,
etc.)
Diagnostic,
Formative
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selection of
paint colors and
a paper towel,
Instructing
students to first
listen to a
specific style of
musical for few
minutes before
they start
putting paints
inside a single
square.
Have students
taken initiative
to look into
what they need
to know?
Independent
learning
The students
will be given
the freedom to
paint whatever
they feel the
music might or
can inspire.
This session
would be
irrespective of
right or wrong
Formative 10

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marking but the
students should
be able to
‘reason’ his or
her choice.
The students
shall have about
10 to 15
minutes to
finish each
before they
move to very
next.
Have they
comprehended
the lesson?
Assessment
and
Evaluation
The assessment
will be done on
student’s
perception and
‘explanation’ of
their painting.
Diagnostic 15
Can the student
have a gist of
their learning?
Conclusion The students
will be
permitted to
share one
painting and tell
how they
Diagnostic 5

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connected to a
genre. Then, the
students would
cut the paintings
and differentiate
between the
ideas and
feeling,
projected into it.
Lesson 1 outcome: After the completion of class, the students must be able to independently
reason music with color and work it towards abstract conceptualizations.
Lesson plan 2
Subject – ARTS
Length of time – 40 minutes
Painter’s Tape Art and abstract
Guided Questions Lesson
phase
Classroom
activities
Resources Strategy Time
(minutes)
How much do the
students know?
What will need to
be of particular
Focus Firstly, a short
introduction
about how
paintings can fill
Diagnostic 5

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focus in this
lesson? What do
they find most
interesting?
the ‘gap’ that
words cannot –
should be
explained to the
students.
How are the
students
responding to the
material?
Are they asking
questions?
Are they
responding to the
teacher’s
questions? Are
they engaged?
Orientation The students
should be
explained how to
create a nice
painting with the
tape first and
then replace it
with a painting.
Diagnostic 5
Have the students
absorbed the
information?
Guided
learning
The students
would be
instructed to use
the painters tape
to form a design
on canvas or
water color paper
Water color
paper or a
canvas and
paints,
painter’s
tape.
Diagnostic
Formative
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(any one would
be used).
Students would
be guided to
choose a design
of their choice
but it should be
detailed.
Tape should then
be placed very
firmly on the
piece of paper,
permitting the
students to put
colors around the
tape.
Have students
taken initiative to
look into what
they need to
know?
Are they engaging
in on-topic
conversations
Independent
learning
The students are
given the space
to be creative, by
mixing different
colors and finally
manifesting a
fabulous array
and design of
Formative 10

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colors.
The paints would
be allowed to dry
totally before
removal of the
tape so that on
finally removing
it, just the design
is left.
Add small details
or contrast
shading to the
final design ( for
a final touch)
Have they
comprehended the
lesson?
Assessment
and
Evaluation
Here, the
students will
forge a
spectacular
picture using
painter’s tape and
water colors. The
picture finally
needs to be neat
and coalesced
Diagnostic 15

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together.
Can the student
have a gist of their
learning?
Conclusion The students will
display various
art pieces. Then,
she should
explain how the
‘non painted’
gaps became the
central piece of
the painting.
Diagnostic 5
Lesson 2 outcome – after completion of the class, the students will be able to form art
designs with application of tapes and they will fluently explain and elaborate the necessity
and vitality of the ‘spaces’ without colors.
Lesson plan 3
Subject – ARTS
Length of time – 40 minutes
Abstract reasoning, concrete reasoning and environment
Guided
Questions
Lesson
phase
Classroom
activities
Resources Strategy Time
(minutes)
What do they Focus Teacher will begin Diagnostic 5

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find most
interesting?
a conversation
regarding pets.
The students would
be asked whether
they like pets and
they have pets or
not. They should
be allowed to
converse with their
partner followed
by a class
discussion.
The students would
be asked then their
pets have taught
them anything.
Give them enough
time to discuss
with partners and
then with the class.
Are they
responding
to the teacher’s
Orientation The students
should be asked if
they wished for an
exotic animal as
Diagnostic 5

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questions?
Are they
engaged?
their pet. Again
time will be given
for a partner and
class discussion.
Have the
students
absorbed the
information?
Can they apply
the information
in another
context?
Guided
learning
Debate worksheet
will be passed out
and each student
would answer the
question “Should
tropical fish sales
be banned” and
give their response
on the same.
Article, “Should
Tropical Fish Sales
Be Banned.” would
be passed out. The
students will self-
read the article in a
very low voice
using the technique
“talking to the
text”.
Talking to the text:
The
worksheet
“Debate
Organizer”
A pencil
Article from
Time For
Kids -
“Should
Tropical Fish
Sales Be
Banned?"
Diagnostic
Formative
10

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the students will
write onto the
given article. They
can write any
questions and also
circle any phrase or
word – they find to
be elusive.
Are they
engaging
in on-topic
conversations?
Are they
interested in the
topic?
Have they
comprehended
the lesson?
Independent
learning
Here, the students
share few
questions with
their partner.
The questions
asked by each
student will be
answered by the
teacher.
In groups or in
partner, students
will complete two
top boxes of
graphic organizer
while citing
particular examples
Formative 10

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from read text or
from discussions
made by the
classmates.
Partner the
students and the
timer should be set
for 3-5 minutes in
order to cross
interview each
other and the
partner’s opinion
will be written in
the 3rd box top
corner of graphic
organizer.
Partner students
again and the
similar procedure
will be followed,
only the opinion
will be written in
3rd box bottom
corner.

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The students
should go back to
their respective
seats and then
complete the
graphic designer’s
4th box.
Have they
comprehended
the lesson?
Assessment
and
Evaluation
The students would
be then asked to
finish a given
worksheet and then
defend the
‘position’ verbally.
A pencil
The
worksheet
“Debate
Organizer”
Diagnostic 15
Can the student
have a gist of
their learning?
Conclusion The students will
be called to discuss
their final opinion.
The students will
be asked about the
sticky point of their
belief. And what
supports and
negates their
opinion.
Diagnostic 5

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Lesson 3 Outcome– After completion of the class, the student will be able logically and
abstractly reason the foundations of sociological and ecological balance system and how we
must save other to co- exist.
Teaching and learning strategies are the critical ingredients of a lesson sequencing and
as mentioned above – it incorporates various timed phases of explanatory, descriptive,
conceptual, abstract, self-paced (Ma 2017) and guided learning(Martínez, Alenya and Torras
2017). These sequences often maintain a smooth class flow from simplistic concrete
conceptualizations to the abstract ones. Prior planning (Davis et al. 2016) and proper
execution of lesson sequences help both the student and the teacher contribute to a
collaborative student- centered learning and is crucial to every educational system existing
globally. The conclusion part of lesson sequence is important as well and holds a significance
as it gives a complete feedback to the teacher as to how much learning has taken place.
Response to Question 3:
Individual differences
Just like teachers uses various teaching styles to teach, the learners learns through
multiple learning styles which is again based on their type of dominant or expressed multiple
intelligence. Personality, behavior and attitude modifies the learning process according to its
own attributes and individual student differences rising from cultural background like
ethnicity, social experience and values can also alter the learning process. Information-
processing abilities and preferences used differently by different learners (as a disposition to

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their multiple intelligences along with a cognitive focus on concrete and abstract
conceptualizations – help to manifest better learning strategies.
An effective teacher is someone who can always employ from her repertoire of
strategies – different variants of instructional, directive methods and collaborative approaches
to facilitate different learning styles of the students. Discussions, Presentations, Problem-
solving, Questioning, Reflection, individual assignments and group projects are the most
used strategies of multiple learning driven learning .While the idea of different learning and
teaching styles is necessary, there continues to exist sociocultural individual differences
which affects learning. The personal background of each student should be certainly known
to the teachers and other facilitators of education flow inside the school so to strategize a
culturally blended learning. Common subjects and ethical values that is universal to almost
all cultures and societies should to be taught more often and coupled with class activities,
group projects, team assignments – it can promote a mutual respect, equity and collaborative
learning amongst the students.
Use of ICT in teaching and learning
Late in the century, due to development and advancement of latest and swifter
broadband services has led to an escalated convergence of global telecommunication and this
has proven beneficial to the educational system as well. Smart classes, audio, video tools are
being incorporated in schools and colleges to complement the traditional form of learning.
Computers led information fed communications is nowadays offering apt amount of
unprecedented opportunities – bettering educational experience on a daily basis. With these
technologies, the education institutes has now acquired the capacities to enhance, interact

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with other learning platforms while transferring logical, analytic and abstract information
over a great distance.
Diversity and the reach of knowledge was vastly expanded and strengthened due to
these globalized technologies connecting a wider range of educational hubs. Flexibility,
convenience and interaction has been be eased by the venture of information technology. ICT
also opens up to opportunities of new learning across multi modal multi- language ethnic
locations and broadways so as to empower the learner- to assess knowledge and information
from any point of place at any point of time. ICT has fostered an environment of
collaborative, creative and analytical learning
Collaborative and Cooperative learning:
ICT has so far encouraged a seamless leisure of global interaction and social
cooperation amongst students and teachers. It also assists the students to interact and
exchange knowledge with students from other cultures. Working, learning and
comprehending complex conjectures and conceptualizations – has led to the grace and
achievement of cooperative learning. Studies have found out that a typical usage of ICT often
and inevitably lead to an extended collaboration between learners beyond and within the
school premises. Other studies have found an interactive relationship developing between
teachers and students as a result of ICT. ICT promotes creative learning by being able to help
the learners synthesize new concepts and ideas from their prior knowledge. ICT enhances
integration learning and teaching approaches by breaking the brick wall often existent
between practical and theoretical frameworks. ICT promotes evaluative learning in a very
student-centered fashion and also helps to provide a useful feedback. ICT help students and
teachers discover new ways of learning and teaching by incorporation of constructivist
theories against rote learning.

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Use of metacognition
Metacognitive Awareness Inventory
The very knowledge of Cognition such as procedural, Conditional and declarative can
enhance metacognition. A conscious awareness of these factors can influence the student’s
self-learning. As for a teacher - choosing the correct strategy for a class specific learning is
vital to a success outcome. The strategies can be regulation of cognition, setting goals,
controlling, observing and reinforcing the learning process.
Evaluating one’s self-regulation which is applicable to both the teacher and an elderly
class student is crucial to the development of a metacognition driven lesson sequencing.
Metacognitive Awareness Inventory (Harrison and Vallin 2018) also known as MAI - is
specifically designed for adult students to bring in an awareness of their metacognitive
knowledge and their metacognitive regulation which is called as knowledge and regulation of
cognitive factor.
The inventory comprises of 52 questions which encompasses both the above
mentioned components. Recent studies have deciphered a significant scientific correlation
between the school grades and MAI. These studies have also inferred that undergraduate and
post graduates students which has a mix of young and older adult has similar aptitudes on the
knowledge of cognition but their scores differed hugely on the regulation of cognition
component. Regulation of self-monitored behavior required a lot of fused intrapersonal skills
at par with intellectual and emotional intelligence. The component ‘Knowledge of Cognition’
is almost innate to one’s own self while the other ‘Regulation of Cognition’ seems to be
acquired with experience. The regulation scores though – as because the studies have to learn
these metacognitive strategies, they must do it both, out of and within the horizon of

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classroom experiences. The students need their very teachers to use these metacognitive
strategies to regulate and enhance the rate of their learning.
Concept Mapping and Visual Study Tools
Concept maps are another form of metacognitive learning that can be used to promote
student learning. Concept map is actually a pictorial or schematic representation of
meaningful relationships existent between images, ideas and words. The concept maps are the
best way to initiate logical thinking while revealing the major connections to complex ideas
using the key words and points. Concept maps assist students in seeing how an individual
idea can relate to the totality of a bigger picture. It initiates big picture thinking. Learning
benefits are creative thinking, imaginative thinking and lots more. It is very effective when
the instructor or teacher demonstrate the correct usage, implementation and planning of a
concept map. Studies have shown that videos, readings and class activities connected have
strengthened and culminated interpersonal empathy and relationships in a classroom,
fostering a cooperative learning.
References
Davis, D., Chen, G., Van der Zee, T., Hauff, C. and Houben, G.J., 2016, September. Retrieval
practice and study planning in moocs: Exploring classroom-based self-regulated learning
strategies at scale. In European conference on technology enhanced learning (pp. 57-71).
Springer, Cham.

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Egeberg, H. M., McConney, A., & Price, A. 2016. Classroom management and national
professional standards for teachers: A review of the literature on theory and
practice. Australian Journal of Teacher Education, 41(7), 1.
Eilam, B., 2017. Probing Teachers' Lesson Planning: Promoting Metacognition. Teachers
College Record, 119(13), p.n13.
Harrison, G.M. and Vallin, L.M., 2018. Evaluating the metacognitive awareness inventory
using empirical factor-structure evidence. Metacognition and Learning, 13(1), pp.15-38.
Hattan, C., Singer, L.M., Loughlin, S. and Alexander, P.A., 2015. Prior Knowledge
Activation in Design and in Practice. Literacy Research: Theory, Method, and
Practice, 64(1), pp.478-497.
Ma, F., Meng, D., Xie, Q., Li, Z., & Dong, X. (2017, August). Self-paced co-training.
In Proceedings of the 34th International Conference on Machine Learning-Volume 70 (pp.
2275-2284). JMLR. org.
Martínez, D., Alenya, G. and Torras, C., 2017. Relational reinforcement learning with guided
demonstrations. Artificial Intelligence, 247, pp.295-312.
Regina, M.O., Joseph, H.W. and Daniel, J.R., 2016. Teacher classroom management
practices: Effects on disruptive or aggressive student behavior.
Şahin-Sak, İ.T., Tantekin-Erden, F. and Pollard-Durodola, S., 2018. Turkish preschool
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classroom management. Education 3-13, 46(1), pp.102-116.
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