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1 |
Business and Its Environment |
2.1 Business Activities |
- Explain the concept of needs and wants in day-to-day life, using examples from Embu.
- Identify and describe the differences between needs and wants.
- Prepare a scale of preference for needs and wants in a given scenario.
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- Prior Knowledge (5 minutes): Ask learners to share examples of needs and wants from their daily lives in Embu, such as food from the Embu farmers' market or owning a boda boda. Circulate around the room to encourage participation and listen for understanding.
- Explore (15 minutes): Divide learners into pairs and ask them to brainstorm and list needs and wants in their daily lives. They should consider the following questions: What are some essential needs we have in Embu? What are some wants that we may have in Embu? How do our needs and wants differ?
- Explain (10 minutes): Provide a brief definition of needs and wants, and explain the differences between them. Use a simple diagram or chart to illustrate the concept.
- Elaborate (10 minutes): Ask learners to work in pairs to create a scale of preference for needs and wants in a given scenario, such as preparing for a school exam or planning a family trip to the Embu Museum. They should consider the following questions: What are the essential needs for this scenario? What are the wants that we can compromise on?
- Evaluate (10 minutes): Have learners share their scales of preference with the class and discuss the following questions: How did you decide on the essential needs and wants? What compromises did you make? How does this relate to our daily lives in Embu?
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- What are some examples of needs and wants in our daily lives in Embu?
- How do our needs and wants differ in a given scenario?
- What are some essential needs and wants for a specific scenario, and how do we prioritize them?
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<ul><li>Whiteboard or chart paper</li><li>Markers or colored pencils</li><li>Simple diagram or chart illustrating needs and wants</li><li>Scenario cards or handouts (e.g. preparing for a school exam or planning a family trip to the Embu Museum)</li></ul> |
Learners will be assessed on their ability to explain the concept of needs and wants, identify and describe the differences between them, and prepare a scale of preference for needs and wants in a given scenario. The assessment will be competency-based, with specific success criteria including: <ul><li>Clear explanation of needs and wants in day-to-day life</li><li>Accurate identification and description of the differences between needs and wants</li><li>Effective creation of a scale of preference for needs and wants in a given scenario</li></ul> |
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2 |
Business and Its Environment |
2.1 Business Activities |
- Explain the concept of needs as used in day-to-day life, using local Embu examples.
- Explain the concept of wants as used in day-to-day life, using local Embu examples.
- Identify and explain the differences between needs and wants in Embu society.
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- Prior Knowledge (5 minutes): Activate prior knowledge by asking learners to share examples of needs and wants from their daily lives in Embu. This can include food from the Embu farmers' market, owning a boda boda, or visiting the Embu Museum.
- Explore (15 minutes): Divide learners into pairs and ask them to brainstorm and present on the meaning and differences between needs and wants. Encourage them to use local Embu examples and to consider the following questions: What are some basic needs that people in Embu have? What are some wants that people in Embu have? How do these needs and wants differ?
- Explain (10 minutes): After the pairs have presented, ask the class to share their ideas and explain the concept of needs and wants. Use local Embu examples to illustrate the differences between needs and wants.
- Elaborate (10 minutes): Ask learners to work in groups to create a scale of preference, ranking their needs and wants in order of importance. Encourage them to use local Embu examples and to consider the following questions: What are some needs that are more important than others? What are some wants that are more important than others?
- Evaluate (10 minutes): Ask learners to share their scales of preference and discuss the differences between their needs and wants. Encourage them to evaluate their own priorities and consider how they can make decisions that meet their needs and wants.
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- What are some basic needs that people in Embu have?
- How do the needs and wants of people in Embu differ?
- What are some wants that people in Embu have, and how do they prioritize them?
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Whiteboard, markers, Embu farmers' market flyers, boda boda advertisements, Embu Museum brochures |
Competency-based assessment strategy: Learners will be assessed on their ability to explain the concept of needs and wants, identify and explain the differences between needs and wants, and create a scale of preference. Success criteria: Learners will be able to explain the concept of needs and wants using local Embu examples, identify and explain the differences between needs and wants, and create a scale of preference that reflects their priorities. |
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3 |
Business and Its Environment |
2.1 Business Activities |
- Define the concept of needs and wants in the context of business activities
- Explain the differences between needs and wants using local Embu examples
- Identify and classify personal needs and wants in relation to business activities
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- Prior Knowledge (5 minutes): Diagnostic discussion to activate prior knowledge on basic needs and wants, using local Embu examples such as food from the Embu farmers' market and owning a boda boda
- Explore (15 minutes): Brainstorming session in pairs to generate a list of needs and wants, followed by a class discussion to clarify the differences between the two concepts
- Explain (10 minutes): Teacher facilitation to explain the concept of needs and wants, using local Embu examples and scenarios to illustrate the differences
- Elaborate (5 minutes): Group presentation to classify and explain personal needs and wants in relation to business activities, using local Embu examples
- Evaluate (5 minutes): Peer feedback and self-assessment to evaluate understanding of the concept of needs and wants
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- What are some examples of needs and wants in Embu county?
- How do businesses in Embu cater to the needs and wants of the local community?
- What are some factors that influence an individual's needs and wants in Embu?
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Low-cost materials such as whiteboard, markers, printed copies of local Embu examples (e.g. Embu farmers' market, boda boda services), and access to internet for research |
Competency-based assessment strategy with specific success criteria: <ul><li>Participation in brainstorming and group presentation (20%)</li><li>Quality of group presentation (30%)</li><li>Peer feedback and self-assessment (20%)</li><li>Class discussion participation (30%)</li></ul> |
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4 |
Business and Its Environment |
2.1 Business Activities |
- Define the concept of needs and wants in day-to-day life
- Explain the differences between needs and wants
- Provide examples of needs and wants relevant to the Embu context
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- Prior Knowledge: Diagnostic discussion (5 minutes) to activate prior knowledge on needs and wants, using local Embu examples such as basic needs like food from the Embu farmers' market and wants like owning a boda boda
- Explore: Brainstorming session (15 minutes) in pairs to generate a list of needs and wants, considering the Embu context, such as accessing healthcare at the Embu County Referral Hospital or wanting to attend a festival at the Embu Stadium
- Explain: Presentation (10 minutes) by each pair on their list, highlighting the differences between needs and wants, and how they impact daily life in Embu
- Elaborate: Class discussion (5 minutes) to elaborate on the presentations, focusing on how needs and wants influence business activities in Embu, such as the demand for agricultural products or the growth of the tourism industry
- Evaluate: Reflective writing (5 minutes) on what was learned about needs and wants, and how this understanding can be applied in real-life situations in Embu
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- What are some examples of needs and wants in Embu, and how do they impact daily life?
- How do needs and wants influence business activities in Embu?
- What are the implications of prioritizing needs over wants, or vice versa, in the Embu context?
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Whiteboard, markers, printed or digital copies of the Embu County map, internet access for research on local businesses and services |
Competency-based assessment will focus on the ability to define and explain the differences between needs and wants, provide relevant examples from the Embu context, and demonstrate an understanding of how needs and wants impact business activities. Success criteria include: clear and concise definitions, relevant and accurate examples, and thoughtful analysis of the implications of needs and wants on business activities |
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5 |
Business and Its Environment |
2.1 Business Activities |
By the end of the lesson, the learner should be able to:
a) examine the micro and macro factors that affect business activities;
b> research one micro and one macro factor using digital media;
c> demonstrate awareness of business environment complexity. |
The learners will be guided to:
i> use digital devices or print media to search for information on micro and macro business environment;
ii> create a cause-effect diagram;
iii> present key factors to class.
Core Competency: Digital literacy
PCI: Internet safety and Security |
What forces shape how businesses operate? |
Digital devices<br>Cause-effect template |
Diagram and presentation rubric |
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