Class: IGCSE Topic: The basic economic problem Duration: 240 mints

DAY TIME CONCEPT/ OBJECTIVE TEACHER/STUDENT/ACTIVITY RESOURCES EVALUATION/

/ ACTIVITY DIFFERENTIATION ASSESSMENT
DAT WORKSHEET
E
Day The student will
1 40 mins The basic economic be able to 1. Learners investigate/discuss in groups:  Oil bottle Using classroom
problem understand the how oil is made from trees, how/where it is  Audio assessment
1.1 The nature of nature of the extracted, what it is used for (what can be visual class techniques
the economic economic made from it). room
problem problem by
 Affordable giving some
and Clean group task .
Energy

Day Consumption and The students 2. Show learners data on oil consumption
2 40 mins human population will be able to and human population  Audio Assessing group
understand the visual class work
concepts of room
Consumption  Chart
and human  Black
Population by board
giving class (Diagram)
activity
Day 40 mins Scarcity The students 3. Introduce the basic economic problem
3 will be able to (Infinite needs and finite resources) to Using classroom
understand the learners. Learners explain why the data on  Chocolates assessment
infinite needs oil and human population is an example of  Audi visual techniques
and finite needs the Basic Economic Problem. class room
this concept is

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 made easy by
giving class
activity.
Day 40 mins The students Continued Introduce the basic economic  Video Assessing group
4 Basic economic will be able to problem (Infinite needs and finite work
problem understand the resources) to learners. Learners explain  Black
basic economic why the data on oil and human population
board
is an example of the Basic Economic
problem by
Problem.
giving class  Chart
activity.

Day 40 mins Sustainability The students Display examples of images showing oil
5 Scarcity will be able to pollution  Pictures Using classroom
understand the  Audio assessment
concept of  Learners discuss some of the
visual class techniques
sustainability costs involved in extracting and
shipping oil around the world. room
and scarcity by  Toy (fan)
How might oil use impact on the
giving class climate?
activity  Define the term ‘sustainability.
Learners consider how the use of
wind and wave power might be a
more sustainable energy source
than oil.
Day 40 mins SDG 14 – Life Below The students Give learners a basic definition of
6 Water will be able to  Audio Assessing group
‘economic goods’ and ‘free goods’ (free
differentiate goods can be consumed by one person visual work
between without reducing the amount available for class room

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economic goods others).  Black
and free goods board
by giving some Learners consider fishing by discussing  Sheet of
live examples. questions such as:
paper
 Who owns the fish in the oceans?
 Can we keep on fishing ‘forever’?
 Are fish a ‘free’ economic good?
What about the oceans – are they a free
good?

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