Grade: 12A / 12B / 12C
Subject: Economics
Teacher : Lamis Al-Shafaey
Semester One
Week (3)
Date: Sep., 30th, 2024.
Lesson: Our Economic Choices – Factors of Production
Duration: 50 mints.
Standards: 12.2.2: Identify the factors of production and why they are necessary for the production and
exchange of goods and services.
Objective(s): By the end of this lesson, learners will be able to:
Identify and explain the four factors of production (land, labor, capital, and entrepreneurship) and provide
examples of how each is used in economic activities.
Mission and Vision:
Develop the cognitive side of the students
Support and encourage the students' social and emotional growth the use of the sentences and examples
Encourage the students and give them positive feedback to nurture their self-images
Conceptual Learning: How to analyze economic problems and think critically about solutions.
Materials:
Book, PPT., white board, markers, and worksheet.
Anticipatory Set:
Begin by asking students, "What do you think is needed to start a business?". Generate a list of student responses
and lead into the four essential factors required for all production in the economy.
Teaching Input:
 Explain that all businesses, large or small, use what economists call factors of production: land, labor,
capital, and entrepreneurship.
 Provide definitions and examples for each.
 Emphasize the significance of each factor in producing goods and services.
Modeling:
Illustrate the role of factors of production using real-world examples.
Checking for understanding:
Ask questions: "Can anyone name an entrepreneur and describe how they used resources to start their business?"
Guided Practice:
In groups, Ss. will be assigned a specific business scenario (e.g., a tech startup or a farm) and must identify which
factors of production are most important for that business and why. Groups will present their findings to the class.
Closure: Review the four factors of production. Ask Ss. to summarize why these factors are important for economic
decisions and how they interact. Preview how these factors relate to production possibilities and opportunity costs in
the next lesson.
We believe that a happy child is a successful one. Dome International School provides a safe, welcoming, and nurturing environment
that promotes cognitive, social, emotional, and physical growth, as well as a positive self-image and a love of learning.
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Grade: 12A / 12B / 12C
Subject: Economics
Teacher : Lamis Al-Shafaey
Semester One
Week (3)
Date: Oct., 2nd, 2024.
Lesson: Production Possibilities and Opportunity Cost
Duration: 50 mints.
Standards: 12.1.1: Understand the concept of opportunity cost and marginal benefit in personal and societal
decision-making.
Objective(s): By the end of this lesson, learners will be able to:
Understand the concept of production possibilities and opportunity cost, applying these principles to real-world
economic decisions.
Mission and Vision:
Develop the cognitive side of the students
Support and encourage the students' social and emotional growth the use of the sentences and examples
Encourage the students and give them positive feedback to nurture their self-images
Conceptual Learning: How to analyze economic problems and think critically about solutions.
Materials:
Book, PPT., white board, markers, and worksheet.
Anticipatory Set:
Present the class with a simple dilemma: "Imagine you have $100 to spend. Would you buy new clothes or a
concert ticket?" Ask students to share their choices and reasons. Use this discussion to introduce the concept of
opportunity cost.
Teaching Input:
 Introduce the Production Possibilities Curve (PPC):
 Define it as a diagram showing the various combinations of goods and services an economy can produce using
all resources efficiently.
 Draw and explain the PPC on the board.
 Explain Opportunity Cost as the next best alternative forgone when making a decision. Use examples like
choosing between studying and playing sports.
Modeling: Use the production possibilities curve to demonstrate a trade-off between producing two goods.
Checking for understanding:
 Ask questions: "What is the opportunity cost of spending two hours watching TV?"
Independent Practice: Distribute decision-making grids to students. Ask them to complete the grid for a personal
decision by listing the alternatives and the opportunity cost of their final choice. Have students share and discuss
their results.
Closure: Recap the key concepts of production possibilities and opportunity cost. Remind students that these ideas
help explain the trade-offs involved in both personal and business decisions.
We believe that a happy child is a successful one. Dome International School provides a safe, welcoming, and nurturing environment
that promotes cognitive, social, emotional, and physical growth, as well as a positive self-image and a love of learning.
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