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UNIT: Social Studies DEPARTMENT: HIGH SCHOOL AY: 17 - 18 TERM: 3

LASALLIAN NxGBL LEARNING MODULE

SUBJECT: Introduction to Philippine TEACHERS: Ms. Lita May O. Lubuguin


Economics Mr. Richard Allan B. Borja
UNIT TOPIC: Understanding Macroeconomic Constructs Ms. Emelita C. Baylon
LEVEL: Grade 9 TIMEFRAME: 9 weeks
MODULE TITLE: Understanding Macroeconomic Constructs

CONTENT STANDARDS PERFORMANCE STANDARDS


Students demonstrate understanding of various Students can plan, make, produce and advertise
economic sectors that contribute to the a product that will advocate the immediate need
economic progress so a greater sense of social of a specific economic sector and so that the
responsibility especially making rational Sustainable Development Goals (SDG’s) are
economic decisions can also be developed. achieved.

LASALLIAN GUIDING PRINCIPLES (LGPs): (Check 1 or 2 that apply.)


LGP 1: Challenge learners to realize their full potential.
LGP 2: Bring Christian perspectives to bear on human understanding, skills and values of the learners.
LGP 3: Are dynamic and encourage differentiation, diversity and synergy amongst learners that are friendly, caring and
respectful.
/ LGP 4: Ensure that learners translate knowledge into something useful in actual practice for the betterment of society.
/ LGP 5: Prepare learners to participate responsibly in the world of work, family, community, nation, and church.

STAGE 1: ESTABLISHING DESIRED RESULTS


TRANSFER GOALS:
Students will independently use their learning to
Manifest economic rationality and sensitivity in fulfilling their roles and duties as responsible Filipino
and global citizens.
ENDURING UNDERSTANDING:
Students will understand that economic development of a country depends on the productive
decisions of each sector and the active involvement of the individuals within each sector to promote
sustainability.
ESSENTIAL QUESTIONS:
Students will find the answers to the question
When can we say hat the decision made for our economy is rational and fair?

ACQUISITION GOALS (indicate DepEd code)


KNOWLEDGE:
A.1 Define verbally the concept of economic system.
A.2 Identify verbally and visually the fundamental problems in Economics.
D.1 Explain the concept of development and growth in writing (AP9MSP-Iva1)
E.1 Identify in writing the roles of each economic sector (AP9MSP-IVe10)
PROCESS:

A.3 Elaborate in writing the problems of production and distribution of resources as reasons to
devise an economic system that relates scarcity to the existence of economic systems.
A.4 Differentiate in writing the three (3) general forms of economic systems.
B.1 Explain artistically the circular flow of economic activity (AP9MAKIIIa-1)
D.2 Explain the written computations of the National Income (AP9MAKIIIb-4)
E.2 Analyze in writing the challenge encountered by each economic sector (AP9MSP-IVe9)
E.3 Interpret the causes and effects of sectoral problems to the entire economy (AP9MSP-IVd7)
UNIT: Social Studies DEPARTMENT: HIGH SCHOOL AY: 17 - 18 TERM: 3

STAGE 2: DETERMINING VALID EVIDENCE/ASSESSMENT


PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING AND TRANSFER:
The Nine9osyo was a success because of the active participation of the youth and the education
sector of DLSZ. Seeing that the students have the talent for entrepreneurship to generate income
from certain target audience, Gawad Kalinga, in collaboration with the Philippine Association of
National Advertisers (PANA), is launching an Ad-contest where former Nine9osyo participants can
join and compete the be part of the new product line that Gawad Kalinga will launch next year. This
product line is to be called “Sustaineurship”. Each group will act as a creative team that will
brainstorm and create a one to two-minute advertisement that will endorse a product that promotes
one SDG goal in the most creative and persuasive way possible to their target market of choice.
The advertisement should be short, informative, and persuasive enough to entice target buyers to
purchase their products.
GRASPS NARRATIVE OF TRANSFER TASK:

G – create a 1-2 minute advertisement

R – creative team for Gawad Kalinga

A – members of the city council

S – success of Nine9osyo enhanced their ability to generate income

P – advertisement on a particular product

S – short, informative and persuasive

SCAFFOLD FOR TRANSFER:


LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
Directed Prompt Open Prompt Guided Transfer Independent Transfer

Video, article and Reflective essays Digital posters Active participation


news report analysis

ASSESSMENT TOOLS: (Unit Assessment Map)


PERFORMANCE
TYPE KNOWLEDGE PROCESS UNDERSTANDING
(PRODUCT)
PRE-ASSESSMENT
(DIAGNOSTIC) Pre-test

Graphic Organizer Table completion Reflection logs Video analysis


FORMATIVE
Open-ended questions News reflection
Graphic organizer Video analysis
True or False Learning playlist Reflection essays Advertisement
SUMMATIVE
Matching Type Flipped Learning
Multiple Choice Tabular analysis
Diagram-making
Problem sets
Check-list Check-list Check-list Check-list
SELF-
ASSESSMENT
UNIT: Social Studies DEPARTMENT: HIGH SCHOOL AY: 17 - 18 TERM: 3

RELATED FACETS OF UNDERSTANDING:


a. Explain the concept of development and growth in writing
b. Elaborate in writing on the problems of production and distribution of resources as
reasons to devise an economic system. Relates scarcity to the existence of economic
EXPLANATION: systems.
c. Differentiate in writing the 3 general forms of economic systems.
d. Explain artistically the circular flow of economic activity.
e. Explain the computations of the national income.
a. Relate the economic questions associated with the problems of production,
INTERPRETATION: consumption and distribution in writing.
b. Interpret the causes and effects of sectoral problems to the entire economy.
a. Create a digitized 1-2 minute advertisement of a particular product.
APPLICATION:
a. Analyze in writing the challenges encountered by each economic sector.
PERSPECTIVE:
b. Evaluate the proofs of development in the country.
a. Create a commercial that will endorse an economically sustainable product.
EMPATHY:

SELF-KNOWLEDGE:

BLENDED ACTIVITIES/TOOLS:
ENVIRONMENT
FACE-TO-FACE E-LEARNING
ATTRIBUTES
ACTIVE: Teacher-led discussion Graphic organizer using Google Docs

COLLABORATIVE: Think-pair-share activity Cooperative activity

CONSTRUCTIVE: Video presentation Video presentation

AUTHENTIC: Reflection log Digital poster-making

GOAL-DIRECTED: Reflection Essay Product advertisement

STAGE 3: LEARNING PLAN FLOW


LESSON PROPER
I. INTRODUCTION:

Objectives: At the end of the lesson, the students will be able to:

1. Define the concept of economic system


2. Identify the fundamental questions in Economics

Lessons and Activities:

1. Lesson: Understanding Economic Systems


Activity: Define the concept of economic system

 Mechanics:

1. The teacher will present a video on types of economic system.


2. There will be an interactive discussion with the class based on the video presentation
UNIT: Social Studies DEPARTMENT: HIGH SCHOOL AY: 17 - 18 TERM: 3

 Guide questions:

1. Based on the video you watched, what is an economic system?


2. What are the different types of economic systems?
3. How do they differ from each other?

2. Lesson: Understanding Fundamental Questions in Economics


Activity: Identify the fundamental questions in Economics

 Mechanics:

1. The teacher will present a video on types of economies


2. There will be an interactive discussion with the class based on the video presentation

 Guide questions:

1. Based on the video you watched, what are the fundamental questions in Economics?
2. Why are they considered fundamental questions and often times referred to as “Problems
in Economics”?
3. What are the different types of economies?
4. How are they different from each other?
5. How do the different types of economic systems answer the fundamental questions on
production, distribution and consumption?

II. INTERACTION:
Objectives: At the end of the lesson, the students will be able to:

1. Elaborate on the problems of production, distribution and consumptions as reasons to devise an


economic system.
2. Differentiate the three (3) general forms of economic systems
3. Explain the circular flow of economic activity model
4. Explain and interpret the computations of national income

Lessons and Activities:

1. Lesson: Understanding the Fundamental Questions of Economics


Activity: Elaborate on the problems of production, distribution and consumptions as reasons to
devise an economic system.

 Mechanics:

1. The class will have an individual activity on the problems of production, distribution and
consumption.
2. Each student will be asked to write a reflective essay on the topic provided.
3. Sharing with the class shall follow afterwards.

 Guide questions:

1. How do societies address the problem of production, distribution and consumption?


2. What made various societies adapt a particular economic system?
3. How do these economic systems differ from each other?
4. How do the different types of economic systems answer the fundamental questions on
production, distribution and consumption?
UNIT: Social Studies DEPARTMENT: HIGH SCHOOL AY: 17 - 18 TERM: 3

2. Lesson: General Forms of Economic Systems


Activity: Differentiate the three (3) general forms of economic systems

 Mechanics:

1. The class will be divided into 8 groups.


2. Each group will fill out the table about the three general forms of economic systems.
3. Group presentation will follow afterwards.

 Guide questions:

1. How does each economic system address the problem on production?


2. How does each economic system address the problem on distribution?
3. How does each economic system address the problem on consumption?
4. Why do some use government intervention? Is it effective?
5. Are these three general forms still existent today? Why or why not?

3. Lesson: Circular Flow of Economic Activity Model


Activity: Explain the circular flow of economic activity model

 Mechanics:

1. There will be a flipped classroom activity for this lesson. These are a combination of
created and curated content uploaded as a learning playlist in the Google Classroom.
2. After this activity, the class will be divided into 8 groups.
3. Each group will be tasked to create a diagram that would explain the flow of money goods
and services within the economy.
4. After the allotted time, each group will present their output in class.
5. Class discussion shall follow afterwards.

 Guide questions:

1. What are the major sectors involved in this circular flow model?
2. What are their roles?
3. How do the goods and services flow within the economy?
4. In which kind of market can Firms get their factors of production?
5. Finished products produced by Firms are sold in which kind of market?
6. What do Household do when they do not want to spend the money they earned?
7. Why do firms and household have to pay taxes to the government?

4. Lesson: National Income Accounting


Activity: Explain and interpret the computations of national income

 Mechanics:

1. There will be a flipped classroom activity for this lesson. These are a combination of
created and curated content uploaded as a learning playlist in the Google Classroom.
2. After the activity, there will be problem sets to be given to the class in which they would
have to compute and interpret the results.

 Guide questions:

1. Based on the computations, how do you interpret the income of the government for a
particular fiscal year?
UNIT: Social Studies DEPARTMENT: HIGH SCHOOL AY: 17 - 18 TERM: 3

III. INTEGRATION:
Objectives: At the end of the lesson, the students will be able to:

1. Analyze the challenges encountered by each economic sector.


2. Evaluate the proofs of growth and development in the country

Lessons and Activities:

1. Lesson: Challenges of each Economic Sector


Activity: Analyze the challenges encountered by each economic sector.

a. Mechanics:

1. The class will be asked to write a reflective essay on the challenges of each economic
sector.
2. Class sharing shall follow afterwards.

b. Guide questions:

1. What are the challenges of each sector of the economy?


2. How does each sector address these concerns?
3. What can be the implications of these challenges to each of the sectors of our economy?
4. As a student, how can you help in addressing the challenges of the youth today?

2. Lesson: Economic Growth and Development


Activity: Evaluate the proofs of growth and development in the country

a. Mechanics:

1. The class will be asked to write a reflective essay on the proofs of growth and development
in the economy.
2. Class sharing shall follow afterwards.

b. Guide questions:

1. When do you say that the economy is on the road to economic growth and development?
2. Is the increase in our GNP and GDP enough proof that we are doing well as an economy?
Why or why not? Defend your answer.

~nothing follows~

REFERENCES:
1. Types of Economic Systems

U. (2014, June 13). Retrieved March 25, 2018, from https://www.youtube.com/watch?v=5xgwYRX19VU

2. Types of Economies

(2016, September 13). Retrieved March 25, 2018, from https://www.youtube.com/watch?v=cr3YTGQedxo

3. Economic Systems and Macroeconomics: Crash Course Economics #3

U. (2014, June 13). Retrieved March 25, 2018, from https://www.youtube.com/watch?v=5xgwYRX19VU


UNIT: Social Studies DEPARTMENT: HIGH SCHOOL AY: 17 - 18 TERM: 3

4. Economic Systems Handouts

Baylon, E. C. (n.d.). Economic Systems AY1718 [PDF].


https://drive.google.com/open?id=1u_BUeauyRPyQEzHRjHT0JDHE2Zki865u&authuser=0

5. Market and Market Structures


Baylon, E. C. (n.d.). Market and Market Structure [PPT]. https://dlszobel-
my.sharepoint.com/personal/emelita_baylon_dlszobel_edu_ph/_layouts/15/guestaccess.aspx?docid=152ba
ce1d88b6427ea3ef7720ae22e133&authkey=AT2pEtG6CoZ5aquoHOkUmXU&e=QT4HC9

6. Circular Flow of National Economy


Baylon, E. C. (n.d.). Circular Flow of National Economy [PPT].
https://drive.google.com/open?id=1REjzuBv_2laVKLNc817Iyvkb7eiRmMZO&authuser=0

Written by: Ms. Lita May O. Lubuguin

Submitted by: Ms. Lita May O. Lubuguin

Date Submitted: March 26, 2018