### Lesson Plan: Economic Dimension of Civic Education
### Grade Level: Primary 3
#### Objective:
By the end of the lesson, students will understand basic economic concepts related to civic education, such as money, needs, wants, goods, services, and the role of community helpers in the economy.
#### Materials:
1. Whiteboard and markers
2. Flashcards with pictures of goods and services
3. Fake money (play money)
4. Paper and crayons/colored pencils
5. Storybook on community helpers (optional)
#### Duration:
1 hour
### Lesson Outline:
#### 1. Introduction (10 minutes)
- **Greeting and Attendance:** Begin by greeting the students and taking attendance.
- **Hook:** Show students a few items (toy, book, fruit) and ask them what these items have in common. Guide them towards recognizing that these items can be bought with money.
- **Objective:** Introduce the lesson objective: “Today, we will learn about the economic part of civic education, which includes understanding money, needs, wants, goods, services, and community helpers.”
#### 2. Direct Instruction (20 minutes)
- **Concept of Money (5 minutes):**
- Explain what money is and show examples of different types of money (coins, bills).
- Explain why money is important in buying things we need and want.
- **Needs and Wants (5 minutes):**
- Define and differentiate between needs (things we must have to live, like food and shelter) and wants (things we would like to have, like toys and sweets).
- Use examples to illustrate the difference.
- **Goods and Services (5 minutes):**
- Define goods (physical items) and services (activities done for us).
- Show flashcards and let students identify whether each one is a good or a service.
- **Community Helpers (5 minutes):**
- Introduce the concept of community helpers (people who provide services to help others, like doctors, firefighters, and teachers).
- Discuss why community helpers are important and how they contribute to the economy.
#### 3. Guided Practice (15 minutes)
- **Activity: Goods and Services Sorting Game (7 minutes)**
- Divide students into small groups.
- Distribute flashcards with pictures of different goods and services.
- Ask each group to sort the flashcards into two categories: goods and services.
- Review the answers with the class.
- **Activity: Role-Playing (8 minutes)**
- Set up a small “market” in the classroom using play money and items (toys, play food, books).
- Assign roles: buyers, sellers, and community helpers.
- Allow students to role-play buying goods, providing services, and helping others in the “market.”
#### 4. Independent Practice (10 minutes)
- **Drawing Activity:**
- Give each student a piece of paper and crayons or colored pencils.
- Ask them to draw one thing they need and one thing they want. They should also draw one community helper and what service they provide.
- Allow students to share their drawings with the class if they feel comfortable.
#### 5. Conclusion (5 minutes)
- **Review:**
- Ask students to recall what they learned about money, needs, wants, goods, services, and community helpers.
- Summarize the key points on the whiteboard.
- **Q&A:**
- Allow students to ask questions or share any thoughts they have about the lesson.
#### 6. Assessment (optional)
- **Oral Quiz:**
- Ask a few quick questions to check for understanding (e.g., “What is something you need?” “Can you name a service and a good?”).
#### 7. Homework (optional)
- **Parent Interview:**
- Assign a small homework task where students interview a family member about their job and how they help the community.
### Notes:
- **Differentiation:**
- Adjust the lesson to accommodate students with different learning styles (visual, auditory, kinesthetic).
- Provide additional support and clarification for students who may need it.
- **Extension:**
- Read a storybook about community helpers to reinforce the lesson’s key concepts.
### Evaluation:
- Observe student participation during activities and discussions.
- Review drawings for understanding of needs, wants, goods, services, and community helpers.
- Consider using an informal oral quiz to assess comprehension.
By the end of the lesson, students should have a basic understanding of economic concepts within civic education and recognize the importance of different roles in their community.