LESSON PLAN

Subject: Social Studies

Grade:
9A
Date: April 13th 2016
Critical Inquiry Question:
How do economies impact quality of life?
Lesson:
3
Time: 90min
SLOs: From the Program of Studies
9.2.5 assess, critically, the relationship between consumerism and quality of life in
Canada and the United States.

Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of

lesson procedure, but an indication of what students will know or be able to do by the
end of the lesson).
Knowledge:
Understand what the indicators of quality of life are.
Develop an understanding of the term quality of life
Skill:
Apply criteria to make a judgment on someones quality of life.

Key Questions:
What is the focus question for this lesson? What are some related questions?
What is Quality of life?
What indicates the quality of a persons life?
Materials:
Power point handouts
List of quality of life indicators for reference

Preparation:
PPT Handouts (50)

Adaptations:
Combining talking about and doing to have the idea of quality of life sink in.

Lesson Procedure:
(Use numbered or bulleted steps. Indicate lesson introduction, development and
conclusion to clarify the flow of the lesson. Write it with enough detail that a substitute
teacher could teach the lesson.)
Intro

Agenda:
o
Current events
o
Part 1 What is an economy?
Ensure that Economy lecture is complete.
(Just unsure if the lecture will be done by now, but make sure you can complete it
as much as possible.)
Part 2 What is Quality of Life
Quality of Life lecture
o Encourage students to write down what gives them a high quality or low
quality life.
o Get them to focus in on things like food, water, housing etc.
Judging Quality of Life
o After students have engaged in discussing their own quality of life, set out
a list of indicators that will be used as criteria.
o Students will be given a sheet describing two people and their lives.
Students will decide the level of quality of life these people have.
Pairs or independent? (Ask TA for advice here)
o Put a spectrum on the board of Low, Med, High. As a group decide where
to place the two people on the line. (After they have decided)
Conclusion
Have students refer back to their glossary of terms, fill in their own definition of
quality of life in a meaningful way to them.
Do the same with Economy in their glossary of terms.

Assessment:
How will you know if students met your lesson objectives? What assessment tool or
strategy are you using? What are you looking for in this formative assessment?
Written Assessment Students will determine quality of life of two people on a sheet
either alone or in partners.
Conversational assessment during the discussion about the quality of life of the two
people, I will clarify and sculpt their understanding of the term.

Lesson Reflection:
This is a space for notes after youve taught the lesson.