LESSON PLAN

Economic and Management Sciences                                          GRADE 9

LESSON PLAN FOR VIVA EMS                                       TERM 1:  Week 1                                                                                                  (1 hour per week)

Topics:  THE ECONOMY AND                ENTREPRENEURSHIP      Sub-topic:  Unit 1.3 Revision of gr. 8                                   work		Duration:  1 hour   (1 x 1 hour periods)
Prior content knowledge: Prior knowledge of how goods and services are produced and the role of the government.		Link with next lesson: The role of the economic system in the production and consumption of goods and services.
Content: •      The four factors of production •      Remuneration of the four factors of production •      Types of markets •      The role of the government in the regulation of production and consumption •      The different types of taxes		Vocabulary/ Important Words: •     Capital  Labour •     Natural resources •     Entrepreneurship •     Central government •     Provincial government •     Local government •     Direct taxes •     Indirect taxes
Aims and Objectives of the lesson By the end of the lesson learners will be able to: ü  Define all the relevant concepts. ü  Name the four factors of production with their specific remuneration. ü  List the type of markets ü  List the different levels of government and describe the function of each level briefly. ü The different types of taxes.
Teaching Methods: •      Narrative method •      Discussion method •      Question and answer  •      Demonstrations •      Group activities	Differentiation (Enrichment opportunities / addressing barriers): •      Use practical examples to illustrate the four factors of production in the production of a specific product. •      Make instructions simple to address the language barrier. •      Extra enrichment activity: Provide notes on the above gr. 8 topics if learners cannot remember gr. 8 work at all.

 

ASSESSMENT STRATEGY                      Formal                     Informal   Form of Assessment:                                                                          Define all the important vocabulary words Class or homework List the different levels of government Class or homework List the 2 types of taxes and give examples of each type. Enrichment activity: Revision  EVIDENCE OF ASSESSMENT  Teacher:   •      Informal activities are controlled, corrected and dated.  Teacher's comments in t learners‟ exercise books.   Learners:  •      Summary of the definitions in the learners‟ exercise books, the learner and controlled by the teacher.		√
Lesson, Class work and Homework:
TEACHER‟S ACTIVITIES   Period 1:   The four factors of production (20 min) (LB p. 22) •      Ask learners if they can list the four factors of production and give the remuneration for each factor.   The types of markets (20 min) (LB p. 22)  Ask learners to define „a market‟  •      Let them list the types of markets.   The role of government  (20 min)  (LB p. 22+23) •      Ask learners to define „government‟  •      Let them list the 3 levels of government and describe the role of each level of government. •      List the 2 types of taxes and give examples of each type.	LEARNERS‟ ACTIVITIES   Period 1:   The four factors of production (20 min.) (LB p. 22) •      Learners list the four factors of production and give the remuneration for each factor.   The types of markets (20 min) (LB p. 22) •      Ask learners to define „a market‟  •      Let them list the types of markets.   The role of government  (20 min)  (LB p. 22+23) •      Learners try to define „government‟  •      They list the 3 levels of government and describe the role of each level of government. •      Learners list the 2 types of taxes and give examples of each type.
Resources:  •      VIVA EMS Gr. 9 Textbook (LB p. 22+23) and Teacher's Guide (TG p. 7).  Chalkboard and chalk •      Pictures of the four factors of production. •      Mind map of the types of markets from the gr. 8 VIVA EMS textbook. .

Economic and Management Sciences                                          GRADE 9

LESSON PLAN FOR VIVA EMS                                      TERM 1:  Week 2 - 4

                                                                                                     (1 hour per week)

Topic:         FINANCIAL LITERACY Sub-topic:  Unit 1.2                      Trading businesses:                    Concepts and Cash Journals		Duration:  3 hours  (3 x 1 hour periods)
Prior content knowledge: Own general knowledge/experience of trading businesses selling goods.		Link with next lesson: Analysing transactions of a trading business in terms of the Accounting equation.
Content: 1.2.1   New Accounting terminology    (10 minutes)   1.2.2  Calculation of profit and selling price  (20 minutes)   1.2.3  Calculation of cost of sales (30 minutes)   1.2.4  Recording of cash transactions of a trading business           (1 hour 20 minutes)   1.2.5  Effect of transactions on the Accounting equation                 (40 minutes)		Vocabulary/ Important Words: 1.2.1   Profit, cost price, selling price     1.2.2  Profit, cost price, selling price      1.2.3  Profit, cost price, selling price     1.2.4  Notes and coins, electronic transfers, debit card, credit card, cheques               1.2.5  Effect of transactions on the Accounting equation
Aims and Objectives of the lesson By the end of the lesson learners will be able to: ü  Define all the relevant concepts ü  Calculate the profit  ü  Calculate the selling price ü  Calculate the cost of sales ü  Record cash transactions of a trading business in the CRJ and CPJ. ü  Analyse cash transactions of a trading business in terms of the Accounting equation.
Teaching Methods: •      Narrative method •      Discussion method •      Question and answer  •      Demonstrations •      Group activities	Differentiation (Enrichment opportunities / addressing barriers): •      Use the black board to illustrate calculations. •      Learners should do calculations on their own calculators. •      Make instructions simple to address the language barrier.

 

	 Extra enrichment activity: Give learners a class test on the calculation of cost price, selling price and profit, only  if time allows this.
ASSESSMENT STRATEGY                      Formal                     Informal   Form of Assessment:                                                                          Define all the important vocabulary words   Class and homework activities Activity 1.1 (LB p. 12)   Activity 1.2 (LB p. 17)   Activity 1.3 (LB p. 21)     Class test on the calculation of CP, SP and profit. Enrichment activity: Class test    EVIDENCE OF ASSESSMENT  Teacher:   •      Informal activities are controlled, corrected and dated.  Teacher's comments in the learners‟ exercise books. Learners:   •      Written work in the learners‟ exercise books that is corrected by the learner and controlled by the teacher.			√	Assessment Tool:     Memo (TG p. 5) Memo (TG p. 6) Memo (TG p. 6)
			Rubric
Lesson, Class work and Homework:  Activity 1.1 – Activity 1.3:
TEACHER‟S ACTIVITIES   Period 1:   1.2.1   New Accounting terminology    (10 minutes) (LB p. 10) •      Ask learners to define the word “trading business” •      Ask them to give examples of trading businesses from their own community. •      Task learners to summarise the vocabulary words in their workbooks.		LEARNERS‟ ACTIVITIES   Period 1: 1.2.1  The meaning of government                  (30 minutes) (LB p. 3) •      Learners define „a trading business‟ and give examples from their own community. •      They ask clarity seeking questions and respond to the teacher's questions. •      Learners summarise the vocabulary words for this topic in their exercise books, preferably as homework.

 

1.2.2   Calculation of profit and selling price  (20 minutes) (LB p. 12) •        Explain the terms by using the practical example (LB p. 11.) •        Illustrate the example on the black board and add your own example. •        Task learners to calculate the selling price of your own example on their calculators.   1.2.3  Calculation of cost of sales (30 minutes) (LB p. 11)        Explain the term „cost of sales‟ •        Illustrate example 1.3 (LB p. 11) on the black board. •        Add an extra example and task learners to calculate the cost price on their own. •        Task learners to summarise the concepts on p. 11 in their work books, and to complete Activity 1.1 (LB p. 12) at home.   Period 2: 1.2.4  Recording of cash transactions of a trading business (1 hour)     Introduction:  (LB p. 12) (15 min) •        Provide the answers for activity 1.1 and check that learners correct their mistakes. •        Ask learners what an electronic transfer is?  Explain the term by using a practical example. •        Ask learners what a debit and credit card is.  Explain the two terms by using practical examples. •        Ask learners what the difference is between a debit and credit card.

1.2.2   Calculation of profit and selling price  (20 minutes) (LB p. 12) •        Learners work through the practical example (LB p. 11) with the teacher. •        They follow the example and ask clarity seeking questions. •        They calculate the selling price and profit of an extra example on their own.     1.2.3  Calculation of cost of sales (30 minutes) (LB p. 11) •        Learners explain the term „cost of sales‟ in their own words. •        They work through example 1.3 (LB p. 11) with the teacher by using the black board. •        Learners calculate the cost price of a new example on their own. •        They summarise the concepts on p. 11 in their workbooks, and complete Activity 1.1 (LB p. 12) at home.   Period 2: 1.2.4  Recording of cash transactions of a trading business (1 hour)     Introduction:  (LB p. 12) (15 min) •        Learners mark activity 1.1 and correct their mistakes. •        They explain electronic transfers in their own words? •        They explain debit and credit cards in their own words, as well as the difference between the two. •        Learners summarise all new vocabulary words under this topic in their workbooks (see glossary on p. 188)

Recording of transactions: (p. 15) (45 min) •      Work through example 1.4              (LB p. 15+16) with learners. •      Task learners to do Activity 1.2       (LB p. 17) for homework.       Period 3: (1 hour) •      Provide the answers for Activity 1.2 (TG p. 6) and check that learners correct their mistakes.  (15 min)       1.2.5  Effect of transactions on the Accounting equation (45 min) (LB p. 17) •      Explain the analysis of transactions (LB p. 17-20). •      Work through example 1.5  (LB p. 18-20) with learners.  •      Task learners to do Activity 1.3       (LB p.21).

Recording of transactions: (LB p. 15) (45 min)   •      Learners work through example 1.4        (LB p. 15+16) with the teacher. •      They ask clarity seeking questions and respond to the teacher's questions. •      They do Activity 1.2 (LB p. 17) for homework.   Period 3: (1 hour) •      Learners mark Activity 1.2 and correct their mistakes. •      Ask clarity seeking questions and respond to the teacher's questions. (15 min)   1.2.5  Effect of transactions on the Accounting equation (45 minutes)  (LB p. 17) •      Learners listen to the teacher's explanation and ask clarity seeking questions. •      They work through example 1.5  (LB p. 18-20) with the teacher. •      Learners do Activity 1.3 (LB p. 21) for homework.

Resources:  •      VIVA EMS Gr. 9 Textbook (LB p10-21) and Teacher's Guide (TG p.4-6). •      Chalkboard and coloured chalk (green, yellow and orange)  Calculators.

Economic and Management Sciences                                          GRADE 9

LESSON PLAN FOR VIVA EMS                                      TERM 1:  Week 2 - 4

                                                                                                     (1 hour per week)

Topic:  THE ECONOMY Sub-topic:  Unit 1.4   Economic Systems	Duration:  3 hours  (3 x 1 hour periods) Start date: ………….…Completed date:….…...…..
Prior content knowledge: Own general knowledge/experience of communism and capitalism	Link with next lesson: The movement of goods and services, factors of production and money in the circular flow diagram.
Content: 1.4.1   What is an economic system    (15 minutes)     1.4.2  A planned economy  (45 minutes)       1.4.3  A market economy (30 minutes)     1.4.4  A mixed economy           (30 minutes)       1.4.5  The global economy  (1 hour)	Vocabulary/ Important Words: 1.4.1   Economic system, centrally planned economy, free market economic system, mixed economic system   1.4.2  Ownership of the factors of production,  freedom of choice, production targets, mass production, state-owned factories, business fluctuations.   1.4.3  Private ownership, market forces, human initiative, invention, upswings, downswings.     1.4.4  Social welfare states, unfair business practices, economic growth, foreign investments, government regulation, business cycles.           1.4.5  global trade, trade agreements, BRICS trade block, multinational corporations, dumping.
Aims and Objectives of the lesson By the end of the lesson learners will be able to: ü  Define all the relevant concepts ü  List the four problems an economic system tries to solve. ü  Explain the characteristics, advantages and disadvantages of a planned economy. ü  List the five countries with a planned economy.  ü  Explain the characteristics, advantages and disadvantages of a market economy. ü  Explain the characteristics, advantages and disadvantages of a mixed economic system. ü  Understand the advantages of global trade and trade agreements. ü  List the BRICS countries. ü  Understand the advantages of the BRICS trade block to the South African economy. ü  Explain the consequences of global trade.

 

Teaching Methods: •      Narrative method •      Discussion method •      Question and answer  •      Demonstrations •      Group activities	Differentiation (Enrichment opportunities / addressing barriers): •      Use the black board to illustrate main features of all 3 economic systems in a table form. •      Make instructions simple to address the language barrier. •      Extra enrichment activity: Learners can do a research on the economies of communistic countries.
ASSESSMENT STRATEGY                      Formal                      Informal   Form of Assessment:                                                                          Define all the important vocabulary words   Class and homework activities Activity 1.4 (LB p. 27)   Activity 1.5 (LB p. 29)   Activity 1.6 (LB p. 29)   Activity 1.7 (LB p. 34) FORMAL ASSESSMENT: (TG p. 12) Assignment „Globalisation‟ Learners can do a research on one of the communist countries, like China, Cuba, Laos, North Korea or Vietnam. Enrichment activity: Research  EVIDENCE OF ASSESSMENT  Teacher:   •      Informal activities are controlled, corrected and dated.  Teacher's comments in the learners‟ exercise books. •      Instructions, memorandum and recorded marks file. Learners:   •      Written work in the learners‟ exercise books that is corrected by the learner and controlled by the teacher. •      Evidence of marked assignment in the learner's work compulsory).		√	Assessment Tool:     Memo (TG p. 9)  Memo (TG p. 10) Memo (TG p. 11) Memo (TG p. 11) Memo (TG p. 12)   filed in Teacher's EMS subject   portfolio (portfolios not
Lesson, Class work and Homework:  Activity 1.4 – Activity 1.7:

 

TEACHER‟S ACTIVITIES   Period 1:     1.4.1   What is an economic system     (15 minutes) (LB p. 23) •      Ask learners what the economic problem is. •      Explain that each economic system will try to solve the economic problem in a different way. •      Explain how any economic system tries to solve the 4 problems at the bottom of (LB p. 23).     1.4.2  A planned economy  (45 minutes) (LB p. 24) •      Discuss the characteristics of a planned economy.  •      List the 5 countries still classified as communistic countries. •      Explain the advantages of a planned economic system by using examples, where possible. •      Explain the disadvantages of a planned economic system by using examples, where possible.     Period 2: 1.4.3  A market economy (30 minutes) (LB p. 26) •      Discuss the characteristics of a market economy. •      Explain the advantages of a market economy by using examples, where possible. •      Explain the disadvantages of a market economy by using examples, where possible. •      Task learners to do Activity 1.4  (LB p. 27) for homework.

LEARNERS‟ ACTIVITIES   Period 1:   1.4.1   What is an economic system     (15 minutes) (LB p. 23) •      Learners explain the economic problem and how we try to solve it every day. •      They read the questions that each economic system tries to answer.             (bottom of LB p. 23) •      They ask clarity seeking questions and respond to the teacher's questions. •      And summarise the vocabulary words for this topic in their exercise books.   1.4.2  A planned economy  (45 minutes) (LB p. 24) •      Learners listen and write down the key words of the characteristics. •      They write down the 5 communistic countries. •      They write down the key words of the advantages. •      Learners write down key words for the disadvantages. •      They summarise the concepts for this topic in their workbooks.     Period 2: 1.4.3  A market economy (30 minutes) (LB p. 26) •      Learners listen to the teacher's explanation and write down the key words of the characteristics. •      They write down the key words of the advantages. •      Learners write down key words for the disadvantages. •      They summarise the concepts for this topic in their workbooks. •      Learners should do Activity 1.4 (LB p. 27) for homework.

1.4.4  A mixed economy  (period 2)           (30 minutes) (LB p. 27) •      Provide the answers for Activity 1.4 (TG p. 9) and check that learners correct their mistakes. •      Discuss the characteristics of a mixed economic system. •      Explain the advantages of a mixed economic system by using examples, where possible. •      Explain the disadvantages of a mixed economic system by using examples, where possible. •      Task learners to summarise the most important concepts in their work books •      Task learners to do Activity 1.5 and Activity 1.6 (LB p. 29) for homework. •      Make copies of the Assignment (TG p. 12) to issue during period 3.   Period 3: 1.4.5  The global economy   (1 hour) (LB p. 30) •      Provide the correct answers for Activity 1.5 and Activity 1.6  (TG p. 10 +11) •      Ask learners why the trade between countries increased. •      Discuss trade agreements and the advantages/disadvantages thereof. •      Explain the BRICS trade block. •      Refer to multinational corporations and discuss the reasons why these corporations open factories in certain countries, from where they export to the rest of the world. •      Discuss the consequences of global trade, by referring to the newspaper report (LB p. 33). •      Task learners to do Activity 1.7  (LB p. 34) for homework. •      Issue copies of the Assignment and give learners a date for submission.

1.4.4  A mixed economy  (period 2)           (30 minutes) (LB p. 27) •      Learners mark Activity 1.4 and correct their mistakes. •      They ask clarity seeking questions and respond to the teacher's questions.  Learners listen to the teacher's explanation and write down the key words of the characteristics. •      They write down the key words of the advantages. •      Learners write down key words for the disadvantages. •      They summarise the concepts for this topic in their workbooks. •      Learners should do Activity 1.5 and Activity 1.6 (LB p. 29) for homework.         Period 3: 1.4.5  The global economy   (1 hour) (LB p. 30) •      Learners mark Activity 1.5 and Activity 1.6 and correct their mistakes. •      They discuss the reasons why international trade increased in the last 25 years. •      They also discuss trade agreements and the advantages/disadvantages thereof. •      Learners make notes of the BRICS trade block and discuss multinational corporations. •      They discuss the consequences of global trade, after reading the newspaper report (LB p. 33). •      Learners do Activity 1.7  (LB p. 34) for homework. •      Learners receive copies of the Assignment on „Globalisation‟ and ask clarity seeking questions.   •      They make a note of the date for submission in their diaries.

Resources:  •      VIVA EMS Gr. 9 Textbook (LB p. 23-34) and Teacher's Guide (TG p. 7-13).  Chalkboard and coloured chalk (green for advantages and red for disadvantages) •      Internet (for research on communistic countries.

Economic and Management Sciences               GRADE 9 LESSON PLAN FOR VIVA EMS     TERM 1:  Week 5 - 10

                                                                                                     (1 hour per week)

Topic:           Financial Literacy Sub-topic:    Unit 1.5                  General Ledger and Trial                Balance of trading enterprises	Duration:  6 hours  (6 x 1 hour periods) Start date:                           Completed date: ………………..……                ………………………
Prior content knowledge: Own gr. 8 knowledge/experience of posting to the general ledger of a service enterprise.	Link with next lesson: Unit 2.1:   Revision of term 1 work at the beginning                   of term 2.
Content: 1.5.1   Posting from cash journals to the general ledger  (3 hours) •      Example 1.6, p. 34 •      Activity 1.8, p. 37 •      Activity 1.9, p. 37         1.5.2  Open accounts with given balances and Trial balance (2 hours) •      Example 1.7, p. 39 •      Activity 1.10, p.42   Controlled test: (TG p. 29)  (1 hour)	Vocabulary/ Important Words: 1.5.1   Posting from cash journals to the general ledger  (3 hours) •      Details •      Sundry accounts •      Folio numbers •      Balance sheet accounts  •      Nominal accounts •      Balance c/d and b/d   1.5.2  Open accounts with given balances and Trial balance  (2 hours)  Example 1.7, p. 39 •      Activity 1.10, p.42     Controlled test: (TG p. 29)  (1 hour)
Aims and Objectives of the lesson By the end of the lesson learners will be able to: ü  Define all the relevant concepts ü  Post transactions and totals from the CRJ and CPJ to the general ledger. ü  Understand the reasons why a certain account is debited and another account is credited, by referring to the Accounting equation. ü  Understand which dates will be used when posting to the general ledger. ü  Balance the accounts and to draw up a trial balance at the end of the month.

 

Teaching Methods: •      Narrative method •      Discussion method •      Question and answer  •      Demonstrations •      Group activities	Differentiation (Enrichment opportunities / addressing barriers): •      Use different colour chalk to illustrate posting from the journals to the general ledger. •      Keep referring to the Accounting equation. •      Make instructions simple to address the language barrier. •      Extra enrichment activity:   Class test on account debited and account credited.
ASSESSMENT STRATEGY                      Formal                  √    Informal   Form of Assessment:                                                                          Define all the important vocabulary words   Class and homework activities Activity 1.8 (LB p. 37)   Activity 1.9 (LB p. 37)   Activity 1.10 (LB p. 42)   Controlled test Term 1:  (TG p.29) Class test where learners analyse transactions:  Account debited, account credited and amount. Enrichment activity: Class test on Accounting theory EVIDENCE OF ASSESSMENT  Teacher:   •      Informal activities are controlled, corrected and dated.  Teacher's comments in the learners‟ exercise books. •      Mark the FORMAL ASSESSMENT (controlled test) and recording sheet as the 2nd formal assessment for term 1. Learners:   •      Written work in the learners‟ exercise books that is corrected by the learner and controlled by the teacher. •      FORMAL ASSESSMENT (controlled test) marked and pasted or filed in learners‟ portfolios.		√	Assessment Tool:     Memo (TG p. 14)  Memo (TG p. 17) Memo (TG p. 21) Memo (TG p. 38) Teacher's own memorandum record the marks on the into learners‟ workbooks

 

Lesson, Class work and Homework:  Activity 1.8 – Activity 1.10 + Controlled test:

TEACHER‟S ACTIVITIES Period 1:   1.5.1   Posting from cash journals to the general ledger (example 1.6) (1 hour) (LB p. 34)  •      Work through the example on  (LB p. 35 + 36 of the LB.  Let learners make notes of why some accounts are debited and others are credited.  •      Make sure that learners understand that totals are posted on the last day of the month, while entries in the Sundry accounts are posted on the specific date of the transaction. •      Make sure learners take note of the folio numbers.   Period 2: 1.5.1   Posting from cash journals to the general ledger  (Activity 1.8)  (1  hour) (LB p. 37) •      Task learners to do Activity 1.8 (LB p. 37) while illustrating some of the entries in the General Ledger on the black board. •      Use different coloured chalk in the journals and General Ledger accounts, or make use of arrows.   Period 3: 1.5.1   Posting from cash journals to the general ledger  (Activity 1.9)  (1  hour) (LB p. 37) •      Provide the answers for Activity 1.8 (TG p. 14) and check that learners correct their mistakes. •      Answer learners‟ clarity seeking questions. •      Task learners to do Activity 1.9  (LB p. 37 and complete it at home.

LEARNERS‟ ACTIVITIES Period 1: 1.5.1  Posting from cash journals to the general ledger (example 1.6) (1 hour) (LB p. 34)  •      Learners work through the example on (LB p. 35+36) with the teacher.  They make notes of why some accounts are debited and others are credited.  •      Learners follow the teacher's illustration of dates and folio numbers and ask clarity seeking questions.           Period 2: 1.5.1   Posting from cash journals to the general ledger  (Activity 1.8)  (1  hour) (LB p. 37) •      Learners do Activity 1.8 (LB p. 37) while following the teacher's explanation and illustration.  •      Learners can use different coloured highlighters or pens in the journals and in the General Ledger to link the total in the journal with the entry in the account.   Period 3: 1.5.1   Posting from cash journals to the general ledger  (Activity 1.9)  (1  hour) (LB p. 37) •      Learners mark Activity 1.8 and correct their mistakes. •      They ask clarity seeking questions and respond to the teacher's questions. •      Learners do Activity 1.9 (LB p. 37) and complete it at home.

Period 4: 1.5.2   Open accounts with given balances and Trial balance (Example 1.7, p 39) (1 hour) •        Provide the answers for Activity 1.9 (TG p. 17) and check that learners correct their mistakes. •        Work through the example (LB p. 3941) on opening balances. •        Task learners to start with the opening balances of Activity 1.10  (LB p. 42) and illustrate some of the opening balances on the black board. •        Task learner to complete the CRJ and CPJ of Activity 1.10 at home.     Period 5: (Activity 1.10) Mark the CRJ + CPJ and start with posting to the General Ledger  (1 hour) (LB p. 42) •        Provide the solutions for the opening balances and journals of  Activity 1.10 (LB p. 42) and check that learners correct their mistakes. •        Start posting the CRJ and CPJ of Activity 1.10 (LB p. 42) to the General Ledger on the black board and task learners to complete the General Ledger accounts at home. •        Illustrate the balancing of one account on the blackboard.   Period 6: (Activity 1.10)  Mark General Ledger accounts and do the Trial balance  (1 hour) (LB p. 42) •        Provide the solution for the General Ledger accounts of Activity 1.10 and check that learners correct their mistakes. •        Task learners to do the Trial Balance of Activity 1.10 in the classroom.

Period 4: 1.5.2   Open accounts with given balances and Trial balance (Example 1.7, p 39) (1 hour) •        Learners mark Activity 1.9 and correct their mistakes. •        They ask clarity seeking questions and respond to the teacher's questions. •        Learners work through example 1.7     (LB p. 39-41) with the teacher. •        They open the accounts of Activity 1.10  (LB p. 42) in the classroom and enter the opening balances with the teacher's help. •        Learners complete the CRJ and CPJ of Activity 1.10 at home.   Period 5: (Activity 1.10) Mark the CRJ + CPJ and start with posting to the General Ledger (1 hour) (LB p. 42) •        Learners mark the opening balances and journals of Activity 1.10 (LB p. 42) and correct their mistakes. •        They start posting the CRJ and CPJ of Activity 1.10 (LB p. 42) to the General Ledger accounts, while following the teacher's illustrations on the black board. •        They complete the General Ledger accounts of Activity 1.10 at home.       Period 6: (Activity 1.10)  Mark General Ledger accounts and do the Trial balance  (1 hour) (LB p. 42) •        Learners mark the General Ledger accounts of Activity 1.10 and correct their mistakes. •        They do the Trial Balance of Activity 1.10 in the classroom. •        Learners mark the Trial Balance and

•        Provide the solution for the Trial Balance and check that learners correct their mistakes. •        Make copies of the controlled test     (TG p. 29-37)   Controlled test for term 1 •        Have copies ready of the test          (TG p. 29-37) •        Mark tests and record the marks.	correct their mistakes.           Controlled test for term 1 Learners write the controlled test during a test period, or use period 6 (Week 10) of the periods allocated for “The circular flow diagram”.
Resources:  •      VIVA EMS Gr. 9 Textbook (LB p. 34-43) and Teacher‟s Guide (TG p.14-26 and test p.  29-42). •      Chalkboard and coloured chalk or transparencies and coloured transparency pens. •      Calculators •      Coloured pens, or pencils or highlighters.

Economic and Management Sciences                                                 GRADE 9 LESSON PLAN FOR VIVA EMS                                TERM 1:  Week 5 - 10

                                                                                                     (1 hour per week)

Topic:  THE ECONOMY Sub-topic:  The circular flow	Duration:  6 hours  (6 x 1 hour periods) Start date: ………..…..Completed date:……….…..
Prior content knowledge: Own general knowledge/experience of the flow of money and goods and services between participants in the economy.	Link with next lesson: Unit 2.3:  Revision of term 1 work on “The economy” in term 2.

Content: 1.6.1   Participants in a closed economy (1 hour) (LB p.44 + p. 45)         1.6.2   Flow of goods and services, money and factors of production (1  hour) (LB p. 46+47)           1.6.3   Circular flow diagram  (2  hours) (LB p. 48)   •      Revision to prepare learners for the controlled test. (1 hour)    •      Controlled test  (1 hour) (TG p. 29-42)

Vocabulary/ Important Words: 1.6.1   Participants in a closed economy (1 hour) •    Circular flow •    Closed economy •    Role players in a closed economy •    Households   1.6.2   Flow of goods and services, money and factors of production (1 hour) (LB p. 46+47) •    Factors of production •    Natural resources •    Labour  Capital •    Entrepreneurship   1.6.3   Circular flow diagram  (2 hours) (LB p. 48)

Aims and Objectives of the lesson By the end of the lesson learners will be able to: ü  Define all the relevant concepts ü  Understanding the role of each participant in the diagram (LB p. 45). ü  List the 2 types of markets in the flow diagram (LB p. 48). ü  Understand how tax income is used to fund government expenses like education, welfare, defence, health services, etc. ü  Appreciate the role of the government to render important services to households and businesses. ü  Understand the two types of flow in the circular flow diagram; non-monetary and monetary flow.

 

Teaching Methods: •      Narrative method •      Discussion method •      Question and answer  •      Demonstrations •      Group activities	Differentiation (Enrichment opportunities / addressing barriers): •      Use visual materials to illustrate the diagrams    (LB p. 45 and p. 48). •      Use the poster of the circular flow diagram, where the money flow is indicated in green and the non-monetary flow in red. •      Use practical examples to explain the flow of goods and services. •      Make instructions simple to address the language barrier •      Extra enrichment activity: Revision before controlled test (LB p. 175)
ASSESSMENT STRATEGY                      Formal        √    Informal   Form of Assessment:                                                                             Define all the important vocabulary words   Class and homework activities Activity 1.11 (LB p. 45)   Activity 1.12 (LB p. 49)   Activity 4.15 (LB p. 175) Formal assessment for term 1: TG p. 29-42 Formal assessment: Term 1: Controlled test (100 marks) Revision exercise:  Activity 4.15 p. 175 Enrichment activity: Revision for controlled test. EVIDENCE OF ASSESSMENT  Teacher:   •      Informal activities are controlled, corrected and dated.  Teach learners‟ exercise books. •      Formal assessment (controlled tests) marked and marks recorded. File a copy of the test and memorandum in the subject file under term 1. Learners:   •      Written work in the learners‟ exercise books that is correct controlled by the teacher. •      Controlled test is pasted into learners‟ workbooks or filed in a portfolio and mistakes are corrected in pencil.		√	Assessment Tool:     Memo (TG p. 27)  Memo (TG p. 28) Memo (TG p. 152) Memo (TG p. 38)  Memorandum

 

Lesson, Class work and Homework:  Activity 1.11 – Act. 1.12 + Controlled test (TG p. 29)

TEACHER‟S ACTIVITIES Period 1:   1.6.1   Participants in a closed economy  (1 hour) (LB p. 44) •      Explain the terms (LB p. 44) and task learners to copy the definitions in their workbooks. •      Explain the term „closed economy‟. •      Discuss the role of the households, government and businesses in the economy.   Period 2: 1.6.2   Flow of goods and services + money  (1  hour) (LB p. 45) •      Explain the role of the 3 participants by working through figure 1.4 on p. 45.  Revise the definitions on p. 44. •      Ask learners to list the services rendered by government. •      Ask them where the money come from to render these services. •      Briefly discuss the different taxes. •      Task learners to do Activity 1.11  (LB p. 45) as class- and/or homework.       Period 3: 1.6.3   Circular flow diagram  (1  hour) (LB p. 48) •      Provide the correct answers for Activity 1.11 and check that learners correct their mistakes. •      Explain the circular flow diagram  (LB p. 48) by using the Vivlia poster. •      Emphasise the 2 flows:  monetary flow in green and non-monetary flow in red. •      Give practical examples of money and goods flowing between 2 participants, e.g. no. 9 is an example of teachers (paid by government) rendering a service to the children of households.

LEARNERS‟ ACTIVITIES Period 1: 1.6.1  Participants in a closed economy  (1 hour) (LB p. 44) •      Learners listen to the teacher's explanation, ask clarity seeking questions and respond to the teacher's questions. •      They summarise the vocabulary words for this topic in their workbooks.     Period 2: 1.6.1 Flow of goods and services + money  (1 hour) (LB p. 45) •      Learners work through figure 1.4 on p. 45 with the teacher, ask clarity seeking questions and respond to the teacher‟' questions. •      They revise the definitions on p. 44 and give examples of grants or other government services received by their family members. •      They briefly discuss the different types of taxes (gr. 8 work). •      Learners do activity 1.11 (LB p. 45) in their workbooks as class- and/or homework.   Period 3: 1.6.3   Circular flow diagram  (1 hour) (LB p. 48) •      Learners mark activity 1.11 and correct their mistakes. •      They listen to the explanation of the circular flow diagram (LB p. 48), ask clarity seeking questions and respond to the teacher's questions. •      They give practical examples of each arrow on the circular flow diagram.

 

Period 4: 1.6.3   Circular flow diagram  (1 hour) (LB p. 48) •      Explain the circular flow diagram again and ask learners to give practical examples of each arrow on the diagram. •      Task learners to copy the diagram on p. 48 into their workbooks, with the money flow drawn in green and the nonmonetary flow drawn in red. •      Task learners to do Activity 1.12  (LB p. 49) for homework.   Period 5: •      Revision to prepare learners for the controlled test. (1 hour) •      This period can also be used to revise the Accounting section. •      Or task learners to do Activity 4.15   (LB p. 175 to revise the circular flow diagram. •      Prepare copies of the tests, answer sheets and memorandum of the controlled test (TG p. 29-42).   Period 6: Controlled test (1 hour)(TG p. 29-42) •      File copies of the test and memorandum in the EMS subject file. •      Let learners write the Controlled test in only 1 hour.  (More time will not enable learners to get used to limited time during the exams and will lower the standard of the test)

Period 4: 1.6.3   Circular flow diagram  (1 hour) (LB p. 48) •      Individual learners explain some of the arrows on the diagram, by giving practical examples of transactions between the participants. •      Learners copy the diagram on p. 48 into their workbooks and do Activity 1.12  (LB p. 49) for homework.         Period 5: •      Revision to prepare learners for the controlled test. (1 hour) •      This period can also be used to revise the Accounting section. •      Or learners do Activity 4.15 on p. 175 to revise the circular flow diagram.           Period 6: Controlled test (1 hour)(TG p. 29-42) •      Learners write the test during period 6, or during a test period.

Resources:  •      VIVA EMS Gr. 9 (LB p. 44-50) and Teacher's Guide (TG p.27-42). •      Chalkboard and chalk •      Vivlia poster of the circular flow diagram. •      Internet or library (to make a study of the services rendered by all 3 levels of government).

Economic and Management Sciences                                          GRADE 9

LESSON PLAN FOR VIVA EMS                                           TERM 2:  Week 1 

                                                                                                    (1 hour per week) 

Topics:  THE ECONOMY    Sub-topic:  Unit 2.3 Revision of term 1                                   work		Duration:  1 hour   (1 x 1 hour periods) Start date: ……...……Completed date: ……………
Prior content knowledge: Prior knowledge of how goods and services are produced by using the factors of production and the impact of the economic system on the economy.		Link with next lesson: Unit 2.4:   How demand and supply (in a free market economy) will determine the price of goods and services.
Content: •      The four factors of production •      Remuneration of the four factors of production •      The role of the government in the regulation of production and consumption •      How each of the 3 economic systems will have an impact on the economy.		Vocabulary/ Important Words: •      Capital •      Labour •      Natural resources •      Entrepreneurship •      A market economy •      A planned economy •      A mixed economic system
Aims and Objectives of the lesson By the end of the lesson learners will be able to: ü  Define all the relevant concepts. ü  Name the four factors of production with their specific remuneration. ü  List the 3 different economic systems. ü  Describe the impact of each economic system on the economy and markets.
Teaching Methods: •      Narrative method •      Discussion method •      Question and answer  •      Demonstrations •      Group activities	Differentiation (Enrichment opportunities / addressing barriers): •      Use practical examples to illustrate the four factors of production in the production of a specific product. •      Make instructions simple to address the language barrier. •      Extra enrichment activity: Refer back to term 1 notes if learners cannot remember the economic systems at all.

 

ASSESSMENT STRATEGY                      Formal                      Informal   Form of Assessment:                                                                          Define all the important vocabulary words Class or homework Describe the 3 economic systems Class or homework   EVIDENCE OF ASSESSMENT  Teacher:   •      Informal activities are controlled, corrected and dated.  Teacher’s comments in the learners’ exercise books.		√
Lesson, Class work and Homework:
TEACHER’S ACTIVITIES   Period 1:   The 3 problems solved by any economic system (10 min) (LB p. 63) •      Ask learners if they can remember which problems an economic system tries to solve. •      Let them list the 3 economic systems and describe the main features of each system.   The 3 economic systems (30 min)        (LB p. 63+64) •      Revise the impact of the government on the economy of a communist country like Cuba. •      Revise the lack of government control in a free market economy. •      Revise the advantages of a mixed economy, where there is just enough government control to protect consumers.	LEARNERS’ ACTIVITIES   Period 1:   The 3 problems solved by any economic system (10 min) (LB p. 63) •      Learners list the problems an economic system tries to solve. •      They also list the 3 economic systems and describe the main features of each system.     The 3 economic systems (30 min)             (LB p. 63+64) •      Learners revise the impact of the government on the economy of a communist country like Cuba. •      They discuss the lack of government control in a free market economy. •      They list the advantages of a mixed economy, where there is just enough government control to protect consumers.
The circular flow diagram (20 min)  (LB p. 64) •      Ask learners to explain the role of households in the circular flow diagram. •      Ask them to describe the role of businesses in the circular flow diagram. •      Discuss the role of the government in the production and consumption of goods and services.	The circular flow diagram (20 min)  (LB p. 64) •      Learners explain the role of households in the circular flow diagram. •      They describe the role of businesses in the circular flow diagram. •      And discuss the role of the government in the production and consumption of goods and services.

 

Economic and Management Sciences                                          GRADE 9

LESSON PLAN FOR VIVA EMS                                      TERM 2:  Week 2 - 7

                                                                                                  (1 hour per week)

Topic:  FINANCIAL LITERACY Sub-topic:  Unit 2.2  Credit transactions- Debtors:	Duration:  6 hours  (6 x 1 hour periods) Start date: ………….…Completed date:….…...…..
Prior content knowledge: Own general knowledge/experience of trading businesses selling goods on credit.	Link with next lesson: Revision of term 2 Accounting in term 3.
Content:   2.2.1   Credit transactions (1 hour)  (LB p. 54)   2.2.2  The National Credit Act   (1 hour) (LB p.56)   2.2.3  Credit sales and the Accounting cycle  (1 hour) (LB p.56)     2.2.4  Debtor’s allowances           (1 hour) (LB p. 58)   2.2.5  Recording of credit transactions •      (1 hour) (Example 2.1 p. 59 and Activity 2.4 p. 62)   •      (1 hour) (Activity 2.4 A) Add transactions on  debtor’s allowances from the VIVLIA website:  www.vivlia.co.za	Vocabulary/ Important Words:   2.2.1  on account, debtors, creditors, creditworthy.     2.2.2  inter alia, credit agreement, over indebtedness, debt review, credit providers.    2.2.3  debtors, credit invoice, Debtor’s Ledger, debtors list, Debtors control account.     2.2.4  Credit note, Debtors’ Allowance Journal, Debtors Ledger, Debtors control account.   2.2.5  Merchandise, settlement of account.
Aims and Objectives of the lesson By the end of the lesson learners will be able to: ü  Define all the relevant concepts ü  Understand why businesses sell on credit.  ü  Understand the National Credit Act and its purpose. ü  Record cash and credit transactions of a trading business in the CRJ and DJ.

 

Teaching Methods: •      Narrative method •      Discussion method •      Question and answer  •      Demonstrations •      Group activities	Differentiation (Enrichment opportunities / addressing barriers): •      Use the black board to illustrate calculations. •      Learners should do calculations on their own calculators. •      Make instructions simple to address the language barrier. •      Extra enrichment activity: Give learners a class test on the calculation of cost price, selling price and profit if time allows this.
ASSESSMENT STRATEGY                      Formal                      Informal   Form of Assessment:                                                                          Define all the important vocabulary words Notes in learners workbooks Class and homework activities Activity 2.2 (LB p. 56)   Activity 2.3 (LB p. 59)   Activity 2.4 (LB p. 62) Draft own class test on the calculation of CP, SP and profit. Enrichment activity: Class test    EVIDENCE OF ASSESSMENT  Teacher:   •      Informal activities are controlled, corrected and dated.  Teacher’s comments in the learners’ exercise books. Learners:   •      Written work in the learners’ exercise books that is corrected by the learner and controlled by the teacher.		√	Assessment Tool:   Glossary at the back of LB Memo (TG p. 45) Memo (TG p. 46) Memo (TG p. 47)

TEACHER’S ACTIVITIES   Period 1:   2.2.1  Credit transactions (1 hour)  (LB p. 54) •      Ask learners what the difference is between a cash and a credit transaction. •      Ask them why businesses sell also on credit. •      Discuss the reasons why businesses buy on credit from their suppliers. •      Explain the term ‘creditworthy’.             Period 2: 2.2.2  The National Credit Act   (1 hour) (LB p.56) •      Discuss the reasons for this law. •      Ask learners what are the advantages of this law for the consumer as well as the credit provider. •      Task learners to summarise the most important vocabulary words in their workbooks and to do Activity 2.2    (LB p. 56).   Period 3: 2.2.3  Credit sales and the Accounting cycle  (1 hour) (LB p.56) •      Provide the answers for Activity 2.2 (TG p. 45) and check that learners correct their mistakes. •      Ask learners to define ‘debtors’ and ‘creditors’. •      Explain the format of the credit invoice on LB p. 57. •      Ask learners the questions on the invoice ( TG p. 45). •      Make sure that learners understand the timeframes of when accounts are sent to debtors.

LEARNERS’ ACTIVITIES   Period 1:   2.2.1  Credit transactions (1 hour)  (LB p. 54) •      Learners explain the difference between a cash and a credit transaction. •      Ask clarity seeking questions and respond to the teacher’s questions. •      They discuss the reasons why businesses sell also on credit. •      They try to give reasons why businesses buy their stock from their suppliers on credit. •      Learners explain the term ‘creditworthy’ and summarise the vocabulary words for this topic in their exercise books, preferably as homework.   Period 2: 2.2.2  The National Credit Act   (1  hour) (LB p.56) •      Learners discuss the reasons for this law. •      They discuss the advantages of this law for the consumer as well as the credit provider. •      They summarise the most important vocabulary words in their workbooks. •      Learners do Activity 2.2 (LB p. 56) for classwork and/or homework.   Period 3: 2.2.3  Credit sales and the Accounting cycle  (1  hour) (LB p.56) •      Learners mark Activity 2.2 (LB p. 56) and correct their mistakes. •      Learners study the format of the credit invoice on p. 57 with the teacher and the flow diagram on p. 58. •      They ask clarity seeking questions and respond to the teacher’s questions about the invoice.   •      Learners summarise the most important vocabulary words in their workbooks.

•      Explain the process followed when posting to the General Ledger and the Debtor’s Ledger. •      Illustrate and explain the flow diagram (LB p. 58) on the blackboard.   Period 4: 2.2.4  Debtor’s allowances (1  hour) (LB p. 58) •      Ask learners if they have returned goods to a business. •      Emphasize the importance of keeping cash slips or credit invoices as evidence of purchase. •      Explain the credit note as source document for Debtor’s allowances.  Discuss the reasons for making an entry in the Debtor’s Allowances Journal. •      Explain how these entries will be posted to the General Ledger and the Debtors’ Ledger. •      Task learners to do Activity 2.3       (LB p. 59).   Period 5: 2.2.5  Recording of credit transactions (1  hour) (Example 2.1 p. 59) •      Provide the answers for Activity 2.3 (TG p. 46) and check that learners correct their mistakes. •      Work through example 2.1  (LB p. 59-61) with learners. •      Task learners to do Activity 2.4  (LB p. 62) in the classroom and support individual learners where needed.

Period 4: 2.2.4  Debtor’s allowances           (1 hour) (LB p. 58) •      Learners report on goods returned by them or their family members. •      They make notes of the reasons why entries will be made in the Debtor’s Allowances Journal. •      They ask clarity seeking questions and respond to the teacher’s questions. •      Learners do Activity 2.3 (LB p. 59) for classwork and/or homework.               Period 5: 2.2.5  Recording of credit transactions (1 hour) (Example 2.1 p. 59) •      Learners mark Activity 2.3 (LB p. 59) and correct their mistakes. •      They work through example 2.1           (LB p. 59-61) with the teacher. •      They do Activity 2.4 (LB p. 62) in the classroom with the support of the teacher.

Period 6: 2.2.5  Recording of credit transactions and Debtor’s Allowances (1 hour) (Activity 2.4 A - additional information) •        Print extra information on debtor’s allowances from the VIVLIA website:  www.vivlia.co.za and task learners to paste it into their workbooks. •        Illustrate how debtor’s allowances will be recorded in the Debtor’s Allowances Journal, by working through Example 2.2 (from the Vivlia website). •        Do activity 2.4A with learners on the blackboard (from the Vivlia website). •        Support individual learners where needed. •        Provide the solution for the Debtor’s Allowances Journal (from the Vivlia website) and check that learners correct their work.

Period 6: 2.2.5  Recording of credit transactions and Debtor’s Allowances (1 hour) (Activity 2.4 A - additional information) •      Learners paste extra information on debtor’s allowances into their workbooks. •      They work through Example 2.2 (from the Vivlia website) and complete the Debtor’s Allowances Journal for Activity 2.4 A with the teacher. •      They ask clarity seeking questions and respond to the teacher’s questions.  Learners mark their Debtor’s Allowances Journal at the end of this period and correct their mistakes.

Economic and Management Sciences                                          GRADE 9

LESSON PLAN FOR VIVA EMS                                     TERM 2:  Week 8 + 9

Topic:  Entrepreneurship Sub-topic:  Unit 2.5  Sectors of the economy	Duration:  4 hours  (4 x 1 hour periods) Start date:                     Completed date: …………………               ………………………….
Prior content knowledge: Own gr. 8 knowledge/experience of how raw materials are processed by industries and distributed to wholesalers or retailers.	Link with next lesson: Unit 3.1  Revision of term 2 work in term 3.
Content:   Unit 2.5   Introduction (15 min) (LB p. 81)   2.5.1  The primary sector (45 min)  •      Farming     •      Fishing     •      Mining   •      Forestry   2.5.2  The secondary sector  (20 min) (LB p. 85)   2.5.3  The tertiary sector  (40 min) (LB p. 88)       2.5.4  Interrelationship of three sectors (1 hour) (LB p. 90)   2.5.5  Role of the sectors in the economy (1 hour) (LB p. 92)	Vocabulary/ Important Words:   Unit 2.5:  raw material, processing, wholesalers     2.5.1  The primary sector, extract.  •      Farming:  traditional subsistence farming, emergent farmers, commercial farming    •      Fishing:  trawling, line fishing, surface long lining, dwindling fish resources.   •      Mining:  gold, platinum, coal.   •      Forestry:  plantations, sawn timber.   2.5.2  The secondary sector, transformation,     2.5.3  The tertiary sector, wholesalers, retailers, financial services, transport services, insurance services, communication services, hospitality industry, government services.   2.5.4  Interrelationship, by-products, dependent.     2.5.5  a tertiary driven economy, sustainable, unskilled workers, semi-skilled workers, skilled workers.

 

Aims and Objectives of the lesson By the end of the lesson learners will be able to: ü  Define all the relevant concepts ü  Describe the different types of businesses and activities found in each of the 3 sectors. ü  List the most important minerals produced in South Africa and where it is found. ü  Know where the most important industries are found. ü  Understand the interrelationship between the 3 sectors. ü  Understand the important role the 3 sectors play in the South African economy. ü  Appreciate our scarce natural resources and motivate others to use them in a responsible way, e.g. paper.
Teaching Methods: •      Narrative method •      Discussion method •      Question and answer  •      Demonstrations •      Group activities	Differentiation (Enrichment opportunities / addressing barriers): •      Refer to the pictures on p. 81, 82, 85, 86, 88 and 89 to help learners understand the concepts.  •      Use the diagram on LB p. 91 to illustrate the interrelationship of the three sectors. •      Make instructions simple to address the language barrier. •      Extra enrichment activity:   Revision test on term 1 and term 2 work to prepare learners for the mid-year exam.
ASSESSMENT STRATEGY                      Formal                  √    Informal   Form of Assessment:                                                                          Define all the important vocabulary words   Class and homework activities Activity 2.11 (LB p. 84)   Activity 2.12 (LB p. 86)   Activity 2.13 (LB p. 87)   Activity 2.14 (LB p. 90)   Activity 2.15 (LB p. 92)   Activity 2.16 (LB p. 93)   Mid-year examination Term 2:  (TG p.74) Teacher to set own revision test Enrichment activity: Revision test on term 1+2 work.		√	Assessment Tool:     Memo (TG p. 69) Memo (TG p. 70) Memo (TG p. 71) Memo (TG p. 72) Memo (TG p. 73) Memo (TG p. 73) Memo (TG p. 83) Memorandum

 

EVIDENCE OF ASSESSMENT  Teacher:   •      Informal activities are controlled, corrected and dated.  Teacher’s comments in the learners’ exercise books. •      Mark the FORMAL ASSESSMENT (Mid-year exam) and record the marks on the recording sheet as the 2nd formal assessment for term 2. Learners:   •      Written work in the learners’ exercise books that is corrected by the learner and controlled by the teacher.   •      Mid-year exam (Question papers and answer sheets) pasted into learners’ workbooks or filed in learners’ portfolios, with corrections done in pencil.
Lesson, Class work and Homework:  Activity 1.8 – Activity 1.10 + Controlled test:
TEACHER’S ACTIVITIES   Period 1: Unit 2.5   Introduction (15 min) (LB p. 81) •     Bring a tin of fish to the classroom and ask learners to list the raw material of the contents of the tin. •     Discuss how the fresh fish is processed in a factory. •     Explain how the finished product is transported to the wholesalers and retailers. •     Show this process by drawing a flow diagram on the black board.   2.5.1  The primary sector  (45 min) (LB p. 82) •     Ask learners to name different raw materials found in nature. •     Name the four main primary industries and write each of the raw materials named by learners under one of the four headings. •     Discuss the 3 different types of farming. •     Explain the different types of fishing methods. •     Discuss the importance of fishing quotas to protect our dwindling fish resources.	LEARNERS’ ACTIVITIES   Period 1: Unit 2.5   Introduction (15 min) (LB p. 81) •      Learners list the raw material of the contents of a tin of fish. •      They discuss how the fresh fish is processed in a factory. •      They listen to the explanation of the teacher, ask clarity seeking questions and respond to the teacher’s questions. •      Learners summarise the vocabulary words for this topic in their exercise books.   2.5.1  The primary sector  (45 min) (LB p. 82) •      Learners name the main industries extracting raw materials from the earth. •      They discuss the 3 different types of farming. •      They listen to the teacher’s explanation of the different types of fishing methods. •      They discuss the importance of fishing quotas to protect our dwindling fish resources. •      Learners list the main mineral resources and where it is found in South Africa.

 

•    Discuss the main mineral resources and where it is found in South Africa. •    Show learners pictures of forests and discuss the importance of forestry for the South African economy. •    Task learners to do Activity 2.11        (LB p. 84).   Period 2: 2.5.2  The secondary sector  (20 min) (LB p. 85) •    Provide the correct answers for Activity 2.11 (TG p. 69). •    Explain the role of the secondary sector in transforming the raw materials into goods that can satisfy the needs and wants of consumers. •    Explain semi-final products by using practical examples. •    List the 4 main types of industries found in the secondary sector. •    Discuss the importance of the South African car industry for our economy. •    Task learners to do Activity 2.12 and Act. 2.13 (LB p. 86+87) for homework.   2.5.3  The tertiary sector  (40 min) (LB p. 88) •    Provide the correct answers for   Activity 2.12 + Act. 2.13 (TG p. 70- 71) Check that learners correct mistakes. •    Ask learners to define the tertiary sector. •    Discuss wholesalers and retailers as middle men. •    Explain which financial services and insurance services can be rendered by businesses in the tertiary sector. •    Discuss the different types of communication services rendered by businesses in the tertiary sector. •    Give examples of services rendered by the hospitality industry. •    Discuss the services rendered by the government. •    Task learners to do Activity 2.14 for homework.

•    They discuss the importance of forestry for the SA economy. •    They do Activity 2.11 (LB p. 84) in their workbooks for homework.     Period 2: 2.5.2  The secondary sector  (20 min) (LB p. 85) •    Learners mark Activity 2.11. •    They listen to the explanation of the teacher, ask clarity seeking questions and respond to the teacher’s questions. •    Learners give examples of semi-final products. •    They make notes of the 4 main types of industries found in the secondary sector. •    They discuss the importance of the South African car industry for our economy. •    Learners do Activity 2.12 and 2.13 (LB p. 86+87) for homework.   2.5.3  The tertiary sector  (40 min) (LB p. 88) •    Learners mark Activity 2.12 and    Activity 2.13 and correct their mistakes. •    They define the tertiary sector and discuss wholesalers and retailers as middle men. •    They listen to the explanation of financial services rendered by businesses in the tertiary sector. •    They discuss insurance services and the different types of communication services rendered by businesses in the tertiary sector. •    Learners give examples of services rendered by the hospitality industry. •    They discuss the services rendered by the government. •    Learners do Activity 2.14 for homework.

Period 3: 2.5.4  Interrelationship of three sectors (1 hour) (LB p. 90) •      Provide the correct answers for   Activity 2.14 (TG p. 72) and check that learners correct their mistakes. •      Explain how the primary sector links with the secondary sector by using practical examples. •      Explain how the primary sector links with the tertiary sector by using practical examples. •      Work through the flow diagram           (LB p. 91) with learners. •      Explain how a business can be involved in more than one stage of production. •      Task learners to copy the diagram on (LB p. 91) into their workbooks.      Period 4:                          2.5.5  Role of the sectors in the economy (1 hour) (LB p. 92) •      Explain how the South African economy changed from an economy mainly driven by the primary sector to an economy now mainly driven by the tertiary sector. •      Explain the meaning of GDP and the contribution of each sector to the GDP by referring to the table on p. 92. •      Discuss why each sector should use our resources in a responsible way, because depletion of our resources will affect other sectors as well. •      Discuss the skills required in the primary, secondary and tertiary sectors. •      Task learners to do Activity 2.16          (LB p. 93).

Period 3: 2.5.4  Interrelationship of three sectors (1 hour) (LB p. 90) •      Learners mark Activity 2.14 (LB p. 90) and correct their mistakes. •      They listen to the explanation of the teacher, ask clarity seeking questions and respond to the teacher’s questions.  They work through the flow diagram    (LB p. 91) with the teacher and copy it into their workbooks at home.                    Period 4:                          2.5.5  Role of the sectors in the economy (1 hour) (LB p. 92) •      Learners listen to the explanation of the teacher, ask clarity seeking questions and respond to the teacher’s questions. •      They explain the meaning of GDP and the contribution of each sector to the GDP by referring to the table on p. 92. •      They discuss why each sector should use our resources in a responsible way. •      Learners list skills required in the primary, secondary and tertiary sectors. •      They do Activity 2.16 (LB p. 93) and complete it at home.

 

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