PART A: Section 1 – CAPS Table for Time Planning [4]

Column Column Column C

A B
Week Topic Content (Sub-Topics)
Weeks History of Traditional societies; bartering; promissory notes; coins; paper
1–3 money money; electronic banking; the role of money.
Weeks Needs and Basic needs of individuals, families, communities, and countries;
4–5 wants primary and secondary needs; unlimited wants; limited resources to
satisfy needs and wants.
Weeks Goods and Goods and services; examples of goods and services; producers
6–7 Services and consumers; the role of households as producers and
consumers; using goods and services efficiently and effectively; how
to recycle and reuse goods to satisfy needs and wants.
Choose Topic from
Column B (CAPS) Needs and Wants
Number of weeks for
that Topic: 4-5 weeks (2 weeks)
Number of lessons per
Topic 4 lessons per topic.
List the content (sub-  Basic needs of individuals, families, communities, and
topics) from that Topic countries.
(Column C) in bullet  Primary and secondary needs.
form:  Unlimited wants.
 Limited resources to satisfy needs and wants.
Identify the content Basic needs of individual, families, communities, and countries.
sub-topic you are
selecting for this
Lesson Plan

TEMS701 – Assessment 2024-02-02/01 Page 1 of 10

 Identify the content
sub-topics for the Lesson Before: Lesson After:
lesson before / after The role of money. Primary and secondary needs.
this lesson.

PART B: LESSON PLAN [46]

SECTION 2: ROUTINE INFORMATION (3)
Date: January / February 2024
Name of School: Jobrathebe junior secondary
Grade: Grade 7
Subject: Economic and Management Sciences.
Theme: The Economy.
Sub-Topic / Basic needs of individual, families, communities and countries.
content of this
lesson
Sub-Topic / The role of money.
content of the
lesson that came
before
Sub-Topic / Primary and secondary needs.
content of the
lesson that will
follow
CAPS page #: Page 12
Duration of lesson: 1 hour

TEMS701 – Assessment 2024-02-02/01 Page 2 of 10

 SECTION 3: PURPOSE / KEY QUESTIONS OF THE LESSON PLAN (3)
3.1 Lower-Level Thinking Aim
By the end of this lesson I will make sure that learner’s will be able to identity and discuss the
needs of individuals, families, communities and countries.

3.2 Middle Level Thinking Aim

By the end of this lesson I will make sure that learners will be able to differentiate between an
individual’s basic need and basic needs of family, communities and countries.

3.3 Higher Level Thinking Aim

By the end of this lesson I will make sure that learner are able to critique and evaluate the
importance of meeting individual, families, community and countries.

SECTION 4: LESSON OUTCOMES (8)

4.1 Skills (2 marks)
My specific skills I wish to develop in this lesson are problem solving, mind mapping and
research skills.

What must learners be able to do:

Learners will be able to write, take notes while I am teaching them and they will be able to listen.
Learners will have the ability to demonstrate the spatial awareness, being able to do mental
rotations in their head.

4.2 Knowledge / Content (4 marks)

Via Africa learners textbook page 22-23
- Difference between a need and want (Natural needs and wants/ essential needs/ luxury
wants/ need for security, safety and protection/ spiritual needs and wants/ cultural needs.
- Basic needs of individual and families.
- Basic needs of communities.
- Basic needs of countries

4.3 Attitudes (1 mark)

Learners will develop a positive attitude towards self-improvement and continuous learning.
Knowing the importance of individual needs together with families, communities and countries.
My learners will also seek feedback from the teacher.

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 4.4 Values (1 mark)
Learners will recognize the value of self-reflection and self-awareness in achieving personal
goals be able to witness and evaluate their behavioral process.

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 SECTION 5: THE LEARNERS (6)
5.1 Type of School
Jobrathebe junior secondary public school.
There is nothing that will affect how this lesson will be taught because everything is perfectly fine
in that school, they provide you with relevant information you need for the lesson.

5.2 Prior / Previous Knowledge

Learners have a previous experience of how money play a role in the economy, one can say
that in medium of exchange people can use to buy and sell from one another.

For example:
When someone wants food can buy it with money and if someone wants to sell food it can be
done by receiving money. This is the exchange process of money from a buyer and a seller.

5.3 New Subject Vocabulary / Terminology

Writing vocabulary.
Listening vocabulary.
Receptive vocabulary.
Expressive vocabulary.

Different between a need and want.

Basic needs of individual and families.
Basic needs of communities.
Basic need of a countries.

5.4 Bloom's Taxonomy Levels

 Lower Level Thinking:
I will accommodate my leaners by teaching then different things they will be to understand
and remember for example: I will make them recall facts and ideas and to gather information
by making them understand can be a story or pictures.
Students will be able to determine the basic needs and wants of individuals, families,
communities and countries.

 Higher Level Thinking:

I will give my learners the opportunity to develop an opinion and back it up with reasoning
and evidence. I will use the level where my learners will be able to take what they have
learned and make something new from it. Students will be able to determine the important of
TEMS701 – Assessment 2024-02-02/01 Page 5 of 10
 basic needs and wants.

SECTION 6: TEACHING AND LEARNING (T&L) RESOURCES & ACTIVITIES (6)

6.1 Resources
- Textbook
Via Africa Grade 7 learners book, Kleyn M, Bean P, De bond S, Houghton B, Kotze T,
Llewellyn E, Marx A, Mbotho N, Ndlovu B, Trollip S. Chapter 2 page 22-23.
- Blackboard.
- Lectures.
- Performance and presentation.
- Laptop.

6.2 Activities
Physical learning
- PowerPoints: a great way to help teach learners important information and worksheet are
brilliant for putting their new knowledge to test and working out if they need any more
help.
- Assessments.
- Interactive activities.

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 SECTION 7: T&L STRATEGIES & T&L SKILLS/TECHNIQUES
Note: Teaching and Learning are indicated as T&L for ease of use. (8)
Refer to Criterion 7 on the rubric.
7.1 T&L Strategies
- Formative assessment: I will use this strategy to identify how well my learners understand
a particular topic in the lesson.
- Work as a team: I will split the class into different groups to complete an assignment it will
help my class to succeed.
- Encourage learning from experience: I will make an opportunity for my learners to
experience the real world about needs and wants.
- Let student teach: I will give the opportunity to the learners by letting them to lead the
class in teaching and it will make students to display the knowledge they have and share
with their classmates.

7.2 T&L Skills

- Communication: I will use the verbal and written to communicate with my learners to
maintain ideas.
- Critical thinking: I will analyze, evaluate, and make informed decision to consider the best
interest in my students.
- Leadership: I will use this skills to lead a classroom and inspire confidence in their
students.
- Time management: through my teaching I will use this skill to have a good lesson, to work
from home after school and to plan my next lesson in the evenings.

SECTION 8: LESSON PHASES (8)

8.1 Orientation Phase
Time:15 minutes

Aim of phase:
To help learner so that they can understand what the topic of the lesson or course is, prepare
them their mind in receiving and processing new information.

Ice breaker / fun introduction / starter activity:

Needs is what the individual, a group or entire community feels about it can be the need of food
and water.

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 Description:
 Identify which T&L Strategies and/or Skills were used in this phase:
- T&L Strategies
Enquiry based teaching, apply their knowledge during question to encourage learners to
ask questions.

- T&L Skills
Creativity, will teach my learners to develop creative skills that will allow then to have an
expression to opinions and ideas.

 Links to SKAVs / Resources / Activities used in this phase:

- SKAVs: skills.

- Resources: Via Africa textbook, pictures.

- Activities: research on needs and wants.

8.2 Exposition Phase

Time: 15 minutes

Aim of phase: to builds on the introduction, consist of a number of logical steps, integration of
topics, linked directly with the content, sufficient teaching and learning should take place, active
learning.

Ice breaker / fun introduction / starter activity:

Create groups in learners so they can discuss the basic needs of individuals.

Description:
 Identify which T&L Strategies and/or Skills were used in this phase:
- T&L Strategies
Teamwork, I will use this strategy by dividing learners into groups to complete a task
and to encourage them to work with one another.

- T&L Skills
Creative thinking skills, to make informed decision.

TEMS701 – Assessment 2024-02-02/01 Page 8 of 10

  Links to SKAVs / Resources / Activities used in this phase:
- SKAVs: knowledge

- Resources: textbook.

- Activities: learners must read Via Africa textbook.

8.3 Internalisation Phase

Time: 15 minutes

Aim of phase:
Requires the teacher to assist learners to make new skavs their own.

Ice breaker / fun introduction / starter activity:

Learner will make posters of their own needs and wants.

Description:
 Identify which T&L Strategies and/or Skills were used in this phase:
- T&L Strategies: research by learners

- T&L Skills: communication

 Links to SKAVs / Resources / Activities used in this phase:

- SKAVs: value

- Resources: textbook, chalkboard.

- Activities: ask questions to me after lesson.

Learners summarizes the vocabulary words for the topic in their exercise books.

8.4 Application Phase

Time: 15 minutes

Aim of phase: learners must get opportunity that they gained new knowledge, skills and values.
This is to show that the learning has been meaningful experience.

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 Ice breaker / fun introduction / starter activity:
Learners will present their work in class.

Description:
 Identify which T&L Strategies and/or Skills were used in this phase:
- T&L Strategies: visual strategy, where learners learn and retain the knowledge better
when presented in diagrams, pictures.

- T&L Skills: creativity, will teach learner to have creativity and problem solving skills.

 Links to SKAVs / Resources / Activities used in this phase:

- SKAVs: ability

- Resources: internet, textbook, chalkboard

- Activities:
Learners will visit their own needs and wants in a triangle format by doing activity.

HARVARD-STYLE REFERENCE LIST

(3)
Refer to Criterion 9 on the rubric.
Bean, P. De bond, S. Houghton, B.D. Kleyn, M. Kotze, T. Llewellyn, E.L. Marx, A. Mbotho,
J.N.T.
Ndlovu, B. Trollip, C.S.F. 2013. The economy: Needs and wants. Cape Town. Via Africa.
https://prezi.com/i/s2aas3t-16wk/grade-7-ems-needs-and-wants/ [accessed: 2019]
https://pediaa.com/difference-between-needs-and-wants/ [accessed: 2016]

(1)

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