Economics Lesson 2
Economics Lesson 2
Economics Lesson 2
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level: 6 Time: 11.05 – 12.05 Date: 25.5.18 Students’ Prior Knowledge:
Learning Area: Humanities & Social Science, Economics Students are able to:
- Identify what a resource is
- Distinguish between a human, capital and
natural resource
Identify the opportunity costs within a scenario
Strand/Topic from the Australian Curriculum
Decisions about the alternative use of resources result in Most students are able too;
the need to consider trade-offs (e.g. using the land to grow
crops or to graze cattle) (ACHASSK149) Define resources and provide four examples.
Examples should demonstrate awareness of
resource type (ie human, capital and natural)
Make decisions considering opportunity costs
and resources to make decisions
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
√ competence
√ √ competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
- Prepare questions to ask the students during the - Extending prompts: have students read an
lesson – e.g questions to begin the lesson: article regarding the Roe 8 project…
What the three main types of resources are?” http://theconversation.com/roe-8-perths-
Follow up question: “Can someone give me an example environmental-flashpoint-in-the-wa-election-
of each type of resource?” 74155
- Make sure the whiteboard is clear of any writing Students must:
- Make sure the whiteboard pen works well and will Identify the problem
not run out during the lesson What caused the problem
- Printing enough worksheets (45) (Australian The cost opportunity
Curriculum Economics and business, pg 14) Who does it affect?
Does anyone benefit from the arrangement?
Brainstorm a list of solutions.
1
palm oil and to discuss with their parents what
they’ve learnt about palm oil in class.
“Today we’re going to be talking about making decisions about the resources
that we choose and the impact that they can have on the environment,
economy and other people”
“An example that you might be familiar with is the Roe 8 freight link project.
Does anyone know anything about this project and want to tell the rest of the
class about it?”
2
The teacher will provide the students with the main points of the project and will
displays an array of photographs, showing the destruction of the environment.
The teacher will then draw 3 columns on the smartboard with the headings
economic, environment, society – with both positive and negative sections
Land clearing (97.8ha Tolls to pay for cost Heavy traffic, esp
of remnant woodland) East/North Fremantle
Tax payer funded ($1.9
Loss of habitat - rich billion for 13km of road) Dangerous roads (Large
biodiverse wetlands trucks carrying large
amounts of goods)
Noise pollution in new
areas
The students will need to move into a value line (cooperative learning). Students
will need to decide whether they strongly disagree to strongly agree.
10min The line should look like:
Opinion cards (Strongly
Strongly disagree Strongly agree agree – Strongly disagree)
to be pinned on the folding
wall
The students will need to justify where they are on the line
- The teacher will then hand out page 14 to the students. The students
are required to lean on a book as they write, some students can sit at a Worksheet
desk close to the carpet. The teacher reads out the first paragraph and
the students are to highlight the key details.
“The teacher stops to ask the students what is palm oil?”
3
Answer: Palm oil is an edible vegetable oil derived from the mesocarp of the
fruit of the oil palms, primarily the African oil palm
15min
“What does the significance of the orangutan on the worksheet have to do with
palm oil?”
Answer: Many trees in Africa are being logged to collect the oil in the fruits.
Therefore, many orangutans and fauna are losing their habitat.”
- Next read the ‘What consumers can do?’ and in note form write the
facts into the what consumers can do section. The teacher reads ‘Use
your voice’ (this goes into the big businesses who use palm oil area of
the worksheet) and ‘Lend a hand’ sections of the text.
- Next read the ‘About us’ section. Students aren’t required to write notes
on this section just listen.
- The teacher now splits the class into two small groups and they must
discuss the palm oil situation and the opportunity costs involved in the
issue.
Have the councillors to collect the worksheets and place them on the teacher’s
desk. Students return to their desk and stand behind their chair for further
instructions.
4
Assessment: (Were the lesson objectives met? How will these be judged?)
JASPER
BEN
JACK
DECLAN
JAMES
JAMIE R
JARRAH
SETH
JAKE S
ELANOR
LACHLAN J
SAM F
NIC C
TIRIK
5
Truck driver Bibra Lake resident
Cyclist Pedestrian
6
Protestor Cockburn Wetlands Centre member
7
Strongly
agree
8
Strongly
disagree