By the end of the lesson, students should be able to: I] explain the term Economics 2]Relate the definitions of various Economists 3] justify the reasons for studying Economics
1]Students in groups discuss various economic activities around them and share with the class 2] Students in pairs compare the definitions of Economics with one another and share with the class 3] Students in groups, justify reasons for studying Economics
Critical thinking and problem solving -collaboration and communication -leadership and personal development
Audio visual resources Pictures of economic activities Charts Web resources https://study .com www.investopedia.com en.m.wikipedia.org
2
Economics As a Science , Art or Social Science
By the end of the lesson, students should be able to: 1] justify Economics as a social science subject 2]analyse Economics and draw out the career prospects in studying Economics
1]students as a class justify Economics as a social science and share with the class 2] students are guided to mention various professions that studying Economics can lead to 3] For further studies , students should visit the listed sites and links https://study.com www.economicsdiscussion.netwww.economionlin.co.uk
-critical thinking and problem solving Collaboration and communication Leadership and personal development Digital literacy
Audio visual resources Pictures of economic activities Charts Web Resources .
3
Basic concepts of Economics Wants Scarcity Choice Scale of preference Opportunity cost
By the end of the lesson, students should be able to: Explain the term basic concepts term basic concepts of economics Ii] differentiate the basic economic concept of Economics Iii] relate these concepts to individual/government activities
-students as a class deliberate on the meaning of economic concepts -students in pairs identify differences between each of the concepts and share with the whole class -students in small groups justify the importance of these concepts to day-today activities
Collaboration and communication Critical thinking and problem solving Leadership and personal development
Importance of opportunity cost as related to individual firm government
By the end of the lesson, students should be able to: 1] explain the meaning of opportunity cost 2] draw connections of opportunity cost to individuals, firms and government
1] students as a class discuss the meaning of opportunity cost 2]students in small groups, demonstrate the concept cost in class using some items (wants/needs) 3] students in groups, related the concept of opportunity cost to individuals, firm and government and share with the class
-critical thinking and problem solving Collaboration and communication
By the end of the lesson, students should be able to: 1] analyse the basic economic problems 2] proffer possible solutions to the problems 3] Differentiate between the economic systems
1] students as a class brainstorm on the meaning of basic economic problems 2] students in small groups to suggest solutions to the basic economic problems and share with the class 2]students in some groups differentiates the types of economic systems 4] students as a class identify and explain the economic system adopted in Nigeria
Critical thinking and problem solving Collaboration and communication Creativity and imagination Leadership and personal development
Audio-visual resources Chart showing different stages of production Web resources https://www.economicsdiscussion.net www.economichelp.org en.m.wikipedia.org
6
Basic tools of economic analysis Table Graphs Bar charts (simple component and multiple bar chart) Pie chart
By the end of the lesson, students should be able to: 1]interpret the meaning of economic tools 2] construct all charts i.e. pie chart, bar chart, histogram etc 3] apply the uses of the economic tools to real life situations
1] students as a class discuss the meaning and uses of economic tools 2]students in small groups , illustrate on card board and show case in the class while the teacher do corrections 3]students in pairs relate these tools to real life situations and share with others in the class
Digital literacy Critical thinking and problem solving Collaboration and communication Creativity and imagination Leadership and personal development
Data collection and presentation Formation of frequency table (ungrouped data) measures of central tendency mean Median Mode
By the end of the lesson, students should be able to: 1] appraise the meaning of data collection and presentation 2]evaluate the meaning advantages and disadvantages of each of the measures of central tendency 3] analyse and calculate the measure of central tendency (mean, median and mode) of a given data plot the graph and interpret statistical data appropriately
1] students as a class discuss the meaning of data collection representation and measure of central tendency 2] students in groups, represent data on a given chart/graph and present to the class 3]students in pairs calculate and interpret a given measure of central tendency (mean, median, mode etc) and share with the class
Critical thinking and problem solving Communication and collection Leadership and personal development
Theory of production meaning of production Types (primary, secondary and tertiary) Factors of production and their reward
By the end of the lesson, students should be able to: -define production Identify and explain types of production Outline and analyse factors of production and their reward
1]students as a class brainstorm the meaning of production with examples 2]students in pairs differentiate types of production with commodities (e.g. flour and bread) 3]the students in small groups , analyse each factors of production with their reward
-critical thinking and problem solving -collaboration and communication Leadership and personal development
Audio-visual Resources Pictures of various types of commodities (primary /secondary) Charts Web resources www.britanical.comwww.intelligentecon omistcomwww.economicsonline.co.uk
10
Land as a factor of production Meaning Characteristic Uses (contributions) law of diminishing returns (illustrate with table and graph
By the end of the lesson, students should be able to: 1] analyse land as a factor of production 2]identify and explain the characteristic of land and natural resources found on it and the uses 3]justify the effects of the law of diminishing returns on land
1] students as a class, discuss land as a factor of production 2]students in pairs identify the characteristics and uses of land as a factor of production and share with the class 3]students in small groups evaluate the effects of the law of diminishing returns on land and state with the class
-critical thinking and problem -collaboration and communication Leadership and personal development
Labour as a factor of production Meaning Types Characteristic Efficiency of labour Importance of labour
By the end of the lesson, students should be able to: 1]distinguish labour from other factors of production 2] identify and explain characteristics and types of labour 3] evaluate the importance value of labour as a factor of production and in the production process
1] students as a whole class identify and distinguish labour from other factors of production 2] students in pairs identify and explain features of each types of labour with examples and share with the class 3]students in group justify the value of labour as factor of production and in the production process
-critical thinking and problem solving -collaboration and communication Leadership and personal development
Students Readiness Assessment Test capital as a factor of production Meaning Types Characteristic Importance of capital entrepreneur as a factor of production meaning and functions
By the end of the lesson, students should be able to: 1] revise the last term’s work and provide answers to the assessment questions given 2] appraise capital and entrepreneur as factors of production 3]distinguish between accountant and economist view of capital 4]identify the types and characteristics of capital and entrepreneur as a factor of production with their functions
1]students as a class brainstorms on the meaning of the capital and entrepreneur as factors of production and discuss with the class 2] students in groups should distinguish between the accountant’s and economist’s view of capital as a factor of production 3]students in pairs identify various capital items used by a business unit in their community and classify them by their types 4]students in small groups, identify the entrepreneur in a business unit and discuss their functions
-critical thinking and problem solving -collaboration and communication Leadership and personal development
By the end of the lesson, students should be able to: 1]analyse the concept of division of labour 2]identify and explain the merits and demerits of division of labour 3] distinguish between division of labour and specialization
1] students in groups brainstorm on the meaning of division of labour and specialization and share with the class 2]students in same groups, demonstrate the concept of division of labour by sweeping the class, arrange the tables and dust the windows within 5 minutes by sharing the works among themselves 3] students in small groups justify the merits and demerits of division of labour and discuss with the class 4]students in pairs differentiate between
-critical thinking and problem solving Collaboration and communication Leadership and personal development Creativity and imagination
Division of labour and specialization with typical examples and present with the class for critiques and remark
3
Scale of production (small, medium and large) Meaning of scale of production characteristic of scale of production (internal and external economics of scale)
By the end of the lesson, students should be able to: 1]analyse scale of production with examples 2] identify the characteristic of scale of production 3] outline and explain the advantages and disadvantages of scales of production
1]students as a class, discuss the meaning of scale of production with examples and share with the class 2]students in pairs identify the characteristics of scale of production and share with others 3]students in small groups, outline and justify the advantages and disadvantages of scale of production and discuss with the class
-critical thinking and problem solving Collaboration and communication Leadership and personal development
Audio-visual Resources Pictures of types of scale of production (small , medium and large) Web Resources https://corporatelina nceinstitute.comhttps://economicsconcepts.com/whatiscale-of-production.him
4
Firm and industry Definition of firm, Plant and industry factors that determine the size of a firm Concept of total product (TP), marginal product (MP) and Average Product (AP)
By the end of the lesson, students should be able to: 1] define a firm, plant and an industry 2]analyse the different and similarities between a firm, plant and an industry 3]calculate the total product , average production and marginal product of a given industry
1]students as a class discuss the meaning of a firm, plant and on industry with examples and share with the class 2]students in a small group, outline and explain the differences and similarities between a firm, plant and an industry, and discuss with the class 3]students individually, calculate the total, Average and marginal product of given industry while the teacher give remarks
Critical thinking and problem solving Leadership and persona development Communication and collaboration
Business organization Meaning and types sole proprietorship and partnership Their meaning Characteristic sources of fund Advantages and disadvantages of contribution to the economy
By the end of the lesson, students should be able to: 1] define business organization with the various types 2]distinguish between the business organizations types with examples 3]analyse the economic advantages and disadvantages of each types of business organizations and their source of function
1]students as a whole brainstorm on the meaning of business organization with the different types and examples and discuss with the class 2]some pictures are displayed before the students in groups, for them to identify sole trader and partnership 3] each group is to identify the characteristics and justify the advantages and disadvantages of sole proprietorship and partnership business and their contributions to the economy of the country and discuss with the class on a play card
-critical thinking and problem solving Collaboration and communication Leadership and personal development Citizenship
Joint stock companies Private and public liability companies Characteristic Advantages and disadvantaged Contribution to the economy Shares bonds Debentures etc
By the end of the lesson, students should be able to: 1] appraise the meaning of joint stock companies (private and public limited companies distinguish between private and public limited liability companies, functions with examples 2] analyse the characteristic , merits and demerits of each types and their contributions to the economy
1]students individually attempt the definition of private /public limited company with the guide of the teacher to the correct meaning 2]students in pairs identify the differences between private and public limited liability companies
-critical thinking and problem solving Collaboration and communication Leadership and personal development Citizenship
Co-operative societies Meaning Features Advantages and disadvantaged Public enterprises Meaning Features Reasons for setting up merits and demerits
By the end of the lesson, students should be able to: 1] describe cooperative society and public enterprise 2] analyse the features of cooperative society and public enterprise 3]justify the reasons for establishing public enterprises and its contributions to the economy
1]students individually define cooperative society and public enterprises while the teacher guide to the correct meaning 2]students in small groups , identify outline and explain the features of cooperative society and public enterprises and discuss with the class 3] students in same small groups assess the reasons for establishing public enterprises and its contributions to the economy of the county
-critical thinking and problem solving Collaboration and communication Leadership and personal development
Population Definition Determinants Of population size population growth (increasing population and ageing) declining population Implication of size and growth of population to the economy of the country
By the end of the lesson, students should be able to: 1]define the term population and population growth 2]analyse the determinants of population size 3] identify and explain the implication of size
1] students as class brainstorm of population and population growth and discuss with the class 2] students in small groups, identify and enumerate the determinants of population size and discuss with other groups 3]students in same groups, spell-out the implication of size and growth of population to the economy of the county
-critical thinking and problem solving Collaboration and communication Leadership and personal development Citizenship
Audio-visual Resources Population census result/report Web Resources https:www.istor.org https:studycomacademy/lesson/population-change aging-death migration.html
10
Population census Definition Types Importance (users) Problems Population Structure or distribution (sex, age, geographical and occupational distribution
By the end of the lesson, students should be able to: 1] define population census and identify the types 2]justify the reasons for conducting population census 3]analyse how population census is conducted 4]interpret population
1]students as a class, discuss the meaning of population census and share with the class 2]students in pairs identify the types of population censes conducted in Nigeria 3] students in small groups account for the reasons for conducting population census in a country and discuss
-critical thinking and problem solving Collaboration and communication Leadership and personal development
Audio-visual Resources Population Result/report Relevant documents from National Population Commission (NPC) Web Resources https://statscecd.org/ glossary/detail.aspID=2082 https://www.legit.ng/
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
Distribution
With other groups 4] students in same small groups, explain the process of population census in Nigeria and interpret the distribution, thereby share with the class on a play card
Theories of population Malthusian theory demographic transition theory population and Economic Development Under population, optimum and over population How to control population growth
By the end of the lesson, students should be able to: 1]define and distinguish between Malthusian and demographic transition theory of population 2]analyse the relationship between population and economic development 3]Outline the measures of controlling population growth
1a]students in groups deliberate and discuss the theory of Malthusian and demographic transition of population and share with the class 1b] students are presented with pictures in the pre-colonial era, colonial and pot colonial era appraise the demographic theory of production 2] students in small groups discuss the relationship between population and economic development in the share with the class 3]students in pairs suggest measures of growth in Nigeria and discuss with the class for critics and acceptance
Citizenship Digital literacy Communication and collaboration
Audio-visual Resources Charts /pictures of pre-colonial and post colonial demographic theory of production Web Resources https://byjuscombus ogymalthsian https://listontap.com effective-ways-control-population
12
Examination
13
Examination
Economics Scheme of Work SSS1 Third Term
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
Students Readiness Assessment test and revision of 2nd term unified examination Distribution trade meaning channel of distribution process of distribution wholesales (functions to producers and retailer ) Retailers (functions to wholesalers and consumers
By the end of the lesson, students should be able to: Revise and provide correct answers to the assessment questions given 2] the meaning channel and process of distribution trade 3] distinguish between wholesales and retails functions of distribution trade 4]describe the agencies of distribution and their contribution to trade and the economy of the country at large
1]students individually provide correct answers to the evaluation questions given on the last term’s topics 2]students as a class, brainstorm on the meaning channel and process of distribution trade and discuss with the class 3]students in small groups , differentiate the functions of wholesaler and retailer in distribution trade and discuss with the class 4]students in same small groups, justify the contributions of the agencies of distributions to the economy of the country
-critical thinking and problem solving Collaboration and communication Leadership and personal development
Audio-Visual Resources Pictures of channel of distribution Charts showing Channel of distribution Web resources https://economictimesidiatimes.com www.economicshelp.orgwww.investopedia.com.
Middlemen argument for or against the elimination of middlemen problems of product distribution in Nigeria ways of improving the system of distribution of consumer goods in Nigeria Roles of government agencies in product distribution
By the end of the lesson, students should be able to: 1] defend the existence and importance of the middlemen in distribution of goods and services 2]identify and proffer solution to the problems of distribution in Nigeria 3]evaluate the roles of government agencies in products distribution in Nigeria
1]students in small groups debates on whether the middle men should be eliminated or not 2] students in pairs identify and suggest solutions to the problems of distribution in Nigeria and share with the class 3]students as a class, justify the roles of government agencies in products distribution in Nigeria
critical thinking and problem solving Collaboration and communication Leadership and personal development Citizenship
Money Definition of money and its origin Trade by barter system and its deficiencies Types of money, including credit card, value card ICT aider payment instruments such as ATM, Quick teller, paga, cashiers letter machine etc) Characteristics of money and functions of money and functions of money
By the end of the lesson, students should be able to: 1]define and analyse barter system with its deficiencies 2]define money and trace the origin of money in relation Nigeria 3]identify various types characteristic and functions of money
1] students as a whole class discuss the meaning and trace the origin of money in Nigeria 2]the students are grouped into two, a group demonstrates exchange of goods with the use of money while the other group demonstrates trade by barter and identify its disadvantages 3] students in groups justify the two systems of exchange and pick the best 4]outline and explain various types of money and their used on a play card and discuss with the class
-critical thinking and problem solving Collaboration and communication Leadership and personal development
Audio-Visual Resource Real objects (different denominations of money Pictures of POS, ATM, ATM, cards sample of cowries, shells, salt. Notes, coins etc Web Resources www.invesopedia.comwww.mint.com en.m.wikipedia.org
4
Financial institutions (a) meaning of financial institutions (b) types (traditional, commercial banks Meaning, functions and creation of credit and its function Central Bank Meaning, functions, weapons of controlling commercial banks and its contribution to economic development
By the end of the lesson, students should be able to: 1]identify and explain financial institutions 2]differentiate between the old system of banking (piggy bank) and the modern banking system 3]compare the functions of commercial bank to central bank 4]justify the weapon/ways of controlling commercial banks by central bank and its contributions to the economic development of Nigeria
1] students as a class, discuss the meaning of financial institutions and identify the types 2a] students in pairs, compare the traditional way of banking to the modern day banking and share with the class 2b] students in small groups, describe the use of piggy bank (kolo) and identify its dangers to man and economic of the state 3]students in small groups compare the functions of commercial banks and central bank and discuss with the class 4]whole class assess the ways and weapons used by the Central Bank in controlling commercial banks
-critical thinking and problem solving Collaboration and communication Leadership and personal development Creativity and innovations
Audio-visual resources Cards of daily contribution, piggy bank (kolo), pictures of banks Web resources www.cbn.gov.ngwww.myaccountingcourse.com en.m.wikipedia.org
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
And suggest the best ways
5
Concept of demand and supply demand Leaning of demand law of demand schedule and curve types of demand actors affecting demand
By the end of the lesson, students should be able to: 1] define demand and distinguish between demand , wants/needs 2]use demand schedule/curve to explain the laws of demand 3]identify and distinguish between the various types of demand and factors that affect them
1]students as a class brainstorms on the definition of demand as a concept and discuss with the class 2] students in small groups explain the laws of demand and share with the class, with illustration on a play card 3]students in pairs , differentiates various types of demand and explain the factors affecting them
Collaboration and communication Creativity and imagination Critical thinking and problem solving
Supply learning of supply Laws of supply Schedule and curve Types of supply Factors affecting supply
By the end of the lesson, students should be able to: 1] analyse the concept of supply using diagrams, i.e. tables and curves 2] use supply schedule /curve to explain the laws of supply 3]identify and distinguish between the various types of supply and factors affecting them
1]students as a class deliberate on the concept of supply and discuss with the class 2] students in small groups illustrate the law of supply on a chart and discuss with the class
critical thinking and problem solving Collaboration and communication Creativity and imagination Leadership and personal development
Equilibrium price/price determination meaning use of hypothetical schedule and graph to determine equilibrium price calculation from hypothetical table from equations of demand and supply (i.e. od=Os)
By the end of the lesson, students should be able to: -define and appraise equilibrium price/price determination Create equilibrium point on a curve using a given table determine equilibrium price and quantity using
Students as a whole class, discuss the meaning of equilibrium price/price determination -students in small groups determine the equilibrium price and quantity of a given illustration, and share with the class Students in pairs identify products which
critical thinking and problem solving Collaboration and communication Leadership and personal development
Mining Meaning Components of the Nigeria mining industry Minerals (types uses and locations)
By the end of the lesson, students should be able to: Explore the meaning of mining and its components 2]identify mineral resources found in mining , their uses and locations 3]justify the importance of mining industry to Nigeria Economy
1]students as a class acknowledge the meaning of mining and discuss with the class 2]to identify and explain the uses and location of some mineral resources from mining are shown to the students i.e. gold, petrol from crude 3] students in small groups, defend the benefits of mining sector to the Nigeria economy
critical thinking and problem solving Collaboration and communication Creativity and imagination Leadership and personal development
Audio-visual Resources Real objects (gold, tin, kerosene) Pictures showing Miners at work Chart showing the locations of various minerals in Nigeria Web resources https://www.minigafrica.net
Revision/Examination
Examination
Achievement Standards for Economics Students in SS1
At the end of the session, students are able to:
Explain what Economist is, relates the definitions of various Economists and justify the reasons for studying Economics.
Justify and analyse Economics and draw out the prospects in studying Economics.
Appraise and evaluate the meaning of data collection with the advantages and disadvantages.
Define production, identify and explain types of production, outline and analyse factors of production with rewards.
Define business organization with various types, distinguish between types of business organization with examples we be able to analyse the economic advantages and disadvantages of each types of business organization.
Explain the meaning, channel and process of distribution trade; distinguish between retails and wholesale functions of distribution trade and were able to describe the agencies of distribution to trade and Economy of the country at large.
Defend the existence and importance of the middlemen in distribution of goods and services, identify and proffer solution to the problems of distribution in Nigeria.
Define and analyse barter system with its deficiencies, also define money and trace the origin of money in relation to Nigeria, finally identify various types of money, characteristics and functions of money.
To identify and explain what financial institution is, differentiate between the old system of banking (piggy bank) and the modern banking system. How Central Bank Controls Commercial Banks and its contributions to the Economics development in Nigeria.
Describe the nature of Nigeria Economy Analyse the nature and structure of industries in Nigeria, appraise the contributions of primary , secondary and tertiary sectors to the economic activities of the six-geo-political zones.
Describe and identify the main components of Agriculture and its system in Nigeria. Analyse the problems and suggest solutions to agriculture problems in Nigeria. Finally recognize and appraise the prospects of Agriculture in Nigeria.
Students are not to describe what co-operative is and analyse features of co-operative.
