Lesson Plan

Class: 10CMRC

Date: 28/04/2015

Time: Start: 8:20

Finish: 9:35

Key Learning Area: Commerce

Lesson Topic: Applying consumer concepts

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

Students have already started to be taught about other concepts and terminologies and the rights and responsibilities in the syllabus outcomes.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.

- 5.1 Applies consumer, financial,

By the end of this lesson, the students will:

business, legal and employment

concepts and terminology in a variety of
contexts

Assessment:
Strategies which will be used to assess learners
attainment of learning outcomes. Should be
linked to each learning indicator.

Ss complete worksheet on consumer

terminology and concepts.

Ss complete worksheet on rights and

responsibilities of individuals in a
consumer context.

Engage in discussion about the

worksheets for Ss to get a wider
understanding.

Able to apply outcomes 5.1, consumer terminology

and concepts correctly in contexts.

Able to identify and use outcome 5.2, the rights and

responsibilities of individuals in a consumer context.

Understand consumer terminology and concepts,

and rights and responsibilities of individuals in
consumer context.

- 5.2 Analyses the rights and

responsibilities of individuals in a range

of consumer, financial, business, legal
and employment contexts.

Any safety issues to be considered:

Resources:

Ss are not using scissors dangerously.

-

Board of studies, teaching and educational standards (2015) Commerce Years 7-10:
Syllabus. Sydney.
Global Economy textbook (2015).

Ensure Ss are being appropriate.

Worksheets (1 per student) of consumer terminology and concepts and rights and
responsibilities of individuals in consumer contexts.
Computer to present information.

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION

Introducing consumer terminologies

and concepts and the rights and
responsibilities of individuals in
consumer context.

Timing
(mins)

10mins

What are consumer terminologies and

concepts?

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

T asks Ss to line up outside and walk in quietly and sit

down in their seats.
T greets Ss and marks the roll.
T explains what the Ss will be learning this lesson and
outcomes required before the lesson finishes.
T engages Ss in discussion about what they think
consumer terminology and concepts are and the rights
and responsibilities of individuals in a consumer context.
T encourages Ss to engage in discussion.
T writes on the whiteboard Ss answers.
T praises Ss engaged in discussion.

What are the rights and responsibilities of

individuals in a consumer context?

Resources and Organisation:

Roll.
Textbooks.
Merit Awards for Ss that
participate.

Whiteboard: Mind map of

Ss answers.

DEVELOPMENT

Implementing these concepts in a

consumer context.
30mins
How many consumer terminologies and
concepts are there?
What are some techniques to implement

T hands out consumer terminology and concepts

worksheet and individual rights and responsibility
worksheet.
T allows time for Ss to attempt the worksheet.
T assist any Ss that need a bit more help.
Ss can use textbooks or other information e.g. internet.
T will encourage discussion among the Ss.

Worksheet on consumer
terminology and concepts.

Textbooks
Laptop/devices to go on the
internet

consumer terminologies and concepts in a

context?

T will ask every Ss to answer one of the questions to gain

Have a detailed worksheet made
understanding.
showing the answers to the
T commends Ss great work.
T asks Ss ways to implement these concepts in consumer worksheet.
context.
Ss ideas written on the
T encourages Ss to input ideas, while T writes on them on
whiteboard.
the whiteboard.

How many rights and responsibilities for

individuals in a consumer context?

What are some techniques to implement

rights and responsibilities of individuals in
a consumer context?

T tells Ss to write down what is on the board for future

revision.

Identifying what these concepts are

and how they are used in consumer
context.

T hands out a worksheet guide on consumer terminology

and concepts and rights and responsibilities of individuals
in a consumer context.
Ss have to match the terminology and concepts with the
correct contexts.
Ss have to give examples for the rights and responsibilities
of individuals in a consumer context.
T monitors Ss at work and assists if needed.
Ss raises hand if more help is needed.

15mins

How are these concept used in consumer

contexts?
What are some examples using these
concepts in consumer context?

What did you match on the terminology

with?

CLOSURE

10mins

T asks Ss what they matched each terminology and

concepts with.
Ss mark their own worksheet.
T asks Ss what examples did they provide for the 2nd
worksheet and to share it with the class
Ss mark their own worksheet.

Worksheets.
Utensils.
Textbooks.
Laptop/devices.

ASSESS

Understanding consumer terminology

and concepts and rights and
10mins
responsibilities of individuals in a
consumer context.

T asks Ss to revise worksheet and notes.

Ss ask T any questions they may have.
Ss write down anything notes they may have missed to
understand the outcomes fully.
T asks questions to review the topic learnt today.

What are consumer the consumer

terminology and concepts?
What are the rights and responsibilities of
9:35am
individuals in a consumer context?

T tell Ss to pack up.

T dismiss the class when the Ss are quiet and the bell has
gone.

ASSESS

Student Teachers Evaluation

Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes?
The students understood what was needed from the learning outcomes. The students seemed to get
what was required and I believe most students was able to achieve the outcomes set from the teacher.
Describe the evidence you have for this.
The students that seemed to understand and achieve the outcomes were the students constantly
asking questions and answering the questions that the teacher would give. Students were able to use
examples of what they have learnt and apply it to a consumer context.

Outline the follow-up to this lesson for the learners.

Go in depth to understand the outcomes fully and to make sure every student is on the same level
when it comes to the outcomes the teachers have provided.

________________________________________________________________________________

Evaluation of Teaching

Identify the teaching strategies / learning experiences that were most effective. Explain why.
The most effective way that the students learnt was through hands on, discussion. When the teacher
would engage the students in discussion about the topic they were learning, I saw how the students
were aware and involved on what was needed to be learnt.

Identify the teaching strategies / learning experiences that were least effective. Explain why.
The least effective way that the student learnt from was when the teacher gave out worksheets for the
students to work on by themselves. I found that some of the students didnt understand what was
needed from them to complete the worksheet and was asking for help a lot.

How appropriate was the timing throughout the various sections of the lesson? Why?

The teacher allowed the students a lot of time to work on the worksheets and to have class
discussion. I think the timing on how long they should spend at each task was very precise from the
teacher and was more than enough time for the student to understand the topic and discuss any
confusion.

Describe how the selection and use of resources supported learning in the lesson.
The resources the teacher used in each task helped contribute to what she was teaching. The use of
textbooks, electronic devices, whiteboard, worksheets, and utensils all helped the teacher and
students understand the content better and made it easier for the teacher to teach the topic.

Identify what motivated the students. Explain why.

The student seemed motivated the most was when the teacher spent time on engaging the students in
discussion. The students were very interested when it came to talking about the topic and finding out
every students thought and answers of the content that was being taught in the lesson.

Identify the classroom management strategies that were most effective. Explain why.
The teacher was able to manage the students but constantly keeping them busy with activities but
when a student would talk or disrupt the class the teacher would give eye contact to the student and
say there name as a warning. The teacher was able to gain the students attention easily and fulfil
students urge to talk by using it through discussion.

What was most satisfying about the lesson?

How the students were able to understand and communicate effectively with the teacher. The students
were very interested into the lesson and seemed as they didnt find it boring or pointless. Some
student did seem to struggle a bit though with the content but the teacher was able to spend more
time with them and help them with what they did not get.

Based on these reflections, outline the steps you should now take to improve your teaching in
future lessons.

By continuing to be confident and firm at presenting and keep engaging the students in discussion
about the topic I am teaching and strive for the students to participate as much as possible in my
lessons.

___________________________________

Critical Reflection
I have begun my practical experience at Westfield Sports high school in Fairfield West. My supervising
teacher Matthew Bennett is a social science teacher and is taking me for my five day-a-week
experiences at Westfield Sports high school. The first lesson I observed and going to reflect on is my
teachers year 11 economics class. This was my teachers regular class for economics and was very
comfortable teaching them. As I was observing the class and how he taught, I saw that he had
everything organised and was all set for the class to learn what the syllabus outcomes provided. As I
observed the class, the teacher would speak very confidently and with a firm voice, he would get
straight into revision as the class had a test in a weeks time. The teacher would gain the students
attention by getting two students that he have called out and gave them a whiteboard marker to draw
on the board, he would then give the two students a question for them to draw it on the whiteboard for
example, the teacher told the one students to draw a graph on the board showing if demand was to
rise and told the other student to draw the economies of scale graph. This style of teaching was very
interesting to myself and to the students as they were praised for their attempts to answer the
teachers questions, he would than get the students to comment on the graphs the two student drew
was correct and if it wasnt correct to provide answers on what was missing in the graph.
I think that in terms of strengths the teacher was able to provide the students with new ways to learn
and revise for the test that is more interesting and hands on but it did lack getting all the students
involved as some students mainly sitting at the back didnt seem to pay attention much or get involved
in the discussion with the other students and teacher. I believe the students enjoyed the lesson but I
do not think that the lesson was as powerful when it came to revision, because the lesson was not that
theoretical based, and the students did not write down notes on what they were revising about. I
thought that a follow up lesson should consist of written task and notes so that students can memories
and understand information for the test in their own words. Though I saw that the students were able

to understand and achieve the outcomes the teacher provided in the syllabus and went over to the
class what was required for this topic, and believe that the most students achieved the intended
outcomes.
I have learnt a lot through this observation typically because it is the subject area I will be teaching in
the future, I have gained ideas on how to teach to economics to a class in various of ways, how to give
feedback to the students, how to encourage students to engage in discussion with each other and the
teacher and also different ways to get the students interested and involved in economics. The impact
of this observation has been such a good experience on myself as a student teacher, as I enjoyed this
style of teaching and would like to mimic the same style when I a professional teacher.
The areas I would need to develop would be the ability to speak firmly and confidently and try to get
the students to understand the content while getting them to engage in discussion. Mainly involving
students to engage in discussion about the topic will be somewhat difficult and would have to develop
this attribute. To achieve this development will come from practice and teaching classes trying to
integrate discussion, group work and other methods of wider teaching to the class. Other ways to
develop my weaker skills can be by asking my supervising teacher some questions or ways to combat
and strengthen the areas that I am much weaker at to help my teaching career. Other good ways to
develop my weakness to by continuing to observe teachers specifically teachers in my subject area,
teach students and how they are able to gather students to discuss the topic of the lesson.
While observing my supervising teachers class, I have learnt a lot of new ways for the students to
have fun while learning, this also gave me a confidence boost when I have to teach my own class or
when I have to teach a class for my practical experience. This experience has been great for me and
my career as a teacher and have learnt a lot of new things that I will take in account when teaching
becomes my profession.