ST.

LOUIS SCHOOL
OF DON BOSCO, INC.
 
Name of Teacher Mr. Bryan C. Caluyo Grade Level Grade 9
School Year 2019-2020 Time Frame Week

Content Standard The learner demonstrate an understanding of the basic concepts in economics as basis for intelligent and progressive day to day living.
The learners will be able to live out their understanding of the basic concepts in economics as basis for intelligent and progressive day to day
Performance Standard
living.

Competencies
Explain the concept of consumption
Analyze the factors that affect consumption

Subject Matter Lesson Objectives Teaching-learning Process Materials/References Values Infused

a. Exploration Economics Worktext in Self-discipline

Consumption At the end of the Social Studies 9
Behavior lesson, the students Recall your knowledge about allocation and the different types of Industry
will be able to: economic systems. Powerpoint presentation
Diligence
a. Define consumption Activity: Short Advertisement
Vigilance
Divide the class into 3 groups. Ask each group to make an advertisement of
b. Explain the concept any product they can choose from their own belongings. Let them do the
Honesty
of consumption following:

1. Meet with your groups and decide immediately for your short
c. Enumerate the presentation.
factors that affects 2. Choose one product from your belongings and make a short
consumption advertisement about it.
3. Prepare for your 2 minutes presentation in 3 minutes.
d. Give importance to
intelligent After the presentation, ask each group the following questions:
consumption
1. What was your advertisement all about?
2. What is the purpose of the product you advertised?
3. Is the use of that product considered as consumption?

b. Firming Up

Discuss with the students the concept of consumption and the different factors
affecting it. After the discussion, ask them the following questions:

1. Define consumption.

2. Explain the concept of consumption.

3. What is the relationship between consumption and production?

4. What are the different types of consumption?

5. What are the factors affecting consumption?

c. Deepening

d. Transfer
As a student, how can you help yourself to be a responsible consumer?
Content Standard The learner demonstrate an understanding of the basic concepts in economics as basis for intelligent and progressive day to day living.
The learners will be able to live out their understanding of the basic concepts in economics as basis for intelligent and progressive day to day
Performance Standard
living.

Competencies
Show the characteristics of wise consumers by applying the standards in consumption
Discuss how to protect the rights and responsibilities of consumers

Subject Matter Lesson Objectives Teaching-learning Process Materials/References Values Infused

b. Exploration Economics Worktext in Obedience

Consumption At the end of the Social Studies 9
Behavior lesson, the students Recall the concept of consumption and the factors affecting it. Concern for
will be able to: Powerpoint presentation others
Activity: “What if”
e. Identify the
Open
characteristics of a Let the students imagine that they have 1000 pesos inside their wallet. Let
mindedness
wise consumer them choose the things that they are going to buy from the choices you
gave to them. Let them answer the following questions:
Dependability
f. Enumerate the rights
and responsibilities of 1. What are the things that you decided to buy?
Cooperation
consumers
2. What are your basis for choosing those things?

g. Identify the different

government agencies b. Firming Up
protecting the rights of
consumers
Discuss with the students the characteristics of wise consumers and their
h. Internalize the value rights and responsibilities. Ask them the following questions:
of being responsible as
1. Who are considered as consumers?
a consumer
2. What are the characteristics of a wise consumer?

3. What are the rights and responsibilities of consumers?

 c. Deepening

Activity: GRASPS

After the student learned about their rights and responsibilities as

consumers, let them apply what they have learned through GRASPS
(Goal, Role, Audience, Situation and Product) .

Goal - Discuss how to protect the rights and responsibilities of consumers

Role - DTI agent

Audience - locals of your community

Situation - you need to teach the locals of your community about their
responsibilities and their rights as consumers

Product - you need to create a brochure that contains the rights and
responsibilities of consumers

Standards - your brochure should

*contain accurate information

*be easy for the local to understand

*organized

d. Transfer
As a student, how can you observe your responsibilities and rights while
being a wise consumer?
 Brochure Rubrics
Category Excellent (5) Good (4) Almost (3) Not Yet (2)

Attractiveness & The brochure has The brochure has attractive The brochure has well- The brochure’s formatting and
Organization exceptionally attractive formatting and well- organized information. organization of materials is
formatting and well- organized information. confusing to the reader.
organized information.

Content- The brochure has all of the The brochure has most of The brochure has some of The brochure has little of the
Accuracy required information about the required information the required information required information about the
the rights and about the rights and about the rights and rights and responsibilities of
responsibilities of responsibilities of responsibilities of consumers
consumers consumers consumers

Writing- All of the writing is in Most of the writing is in Some of the writing is done Most of the writing is not done in
Mechanics complete sentences. complete sentences. Most in complete sentences. complete sentences. Most of the
Capitalization and of the capitalization and Some of the capitalization capitalization and punctuation are
punctuation are correct punctuation are correct and punctuation are correct not correct throughout the
throughout the brochure. throughout the brochure. throughout the brochure. brochure.

Graphics / The graphics go well with The graphics go well with The graphics go well with The graphics do not go with the
Pictures the text, and there is a good the text, but there are so the text, but there are too accompanying test or appear to be
mix of text and graphics. many that they distract few. chosen randomly.
from the text.