Grade 9 students are exploring their first dedicated economics unit. In grades 7 and 8, economics were integrated with history and geography. So, why are Grade 9 students engaged in a unit focused on economics?
Well, they have had mostly dedicated integrated units with foci on history or geography throughout the previous to grade years. Thus, it is time for a unit focused on economics but it will integrate aspects of history and geography. This prepares our students exceptionally well for e-assessments next year which will have questions focused around these 3 disciplines.
To engage students with the concepts of Circular Flow of Income and the Tragedy of Commons, they were involved in 2 simulations this week. Simulations are a best practice means of learning by doing, which is more powerful than just listening. According to Celemi, interactive tasks, such as simulations, improve factual and skill-based knowledge retention and, hopefully, triggers curiosity and enthusiasm. Group simulations encourage communication, shared decision-making, and collective problem-solving.
