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Lesson economics its main participants. Economy and its main participants. Lesson outline. Resources - reserves, sources of something

Lesson summary
Grade: 7
Subject: social science
Topic: "Economy and its main participants"
Teacher: Korelina S.S.
The purpose of the lesson: to introduce students to the concept of "economics", as well as to develop ideas about its
need.
Tasks:
- to form an idea of the economy as a sphere of society, its main
manifestations and participants;
- reveal the role and importance of the economy in providing the most important needs and
the life of people;
- to identify the specifics and interconnection of the main areas of economic life, the nature
activities of its members;
- help students learn the advantages and disadvantages of various forms of management
(natural and commodity economy).
During the classes.
Organizational moment. Greetings. Good morning, guys. We are starting a new section of the textbook "Man and
economy". And the topic of our today's lesson is "Economy and its main participants." (Slide 1)
Write it down in your notebook. You see the lesson plan on the screen. (Slide 2)
1. What is the economy.
2. Why do we need an economy.

State the purpose of the lesson.
Let's remember:
What motivates a person to act? What are the main needs of people? What role
does labor play in the life of society? What is created by labor?
1. What is the economy
Question to the class: What is economics?
You encounter manifestations of the economy every day: you hear conversations at home and on the street about
prices of goods, find out about the size of the salary of parents, read in the newspaper about taxes, participate in
repairing school furniture, buying food at the grocery store. All these individual manifestations
can be combined under the general concept of "economy".
You already know from the 5th grade course that originally the word "economy" is translated from
Ancient Greek meant "management according to the rules, laws." (Slide 3) Over time, this
the concept has received a broader interpretation. For example, the English writer George Bernard
Shaw (1856-1950) stated: "Economy is the ability to make the best use of life",
and modern scientists have concluded: “The economy is a consciously built and used
people, their life support system.
Getting acquainted with various economic phenomena or studying them in the course of history, geography,
you can see that this concept is considered in two meanings:
economics as an economy and as a field of knowledge. You can suggest your own options
supplement the following definitions: "Economy is knowledge about ...", "Economy is skills ...".
So, the author of the book "Economics" P. Samuelson offers, for example, the following definitions
economics: economics is: 1) activities related to exchange and money transactions
between people; 2) the daily business life activities of people, their extraction of funds for
the existence and use of these funds; 3) establishment and implementation of consumption and
production; 4) wealth. (Slide 4)
It is possible to discuss the following questions: why does the author offer different definitions?
How do these definitions reveal various aspects of the economic life of society? Which of
definitions that you met in the lesson, can be considered the most complete?
We started the conversation with particular manifestations of a person's economic life, but behind them one can
see the most common processes and phenomena.

The main manifestations of the economy are: production, distribution, exchange,
consumption. These processes are interconnected and have a periodically repeating character, they
can proceed not only strictly sequentially, but also simultaneously, in parallel. Consider it
on the example of satisfying one of the most important human needs - the need for
the use of bread. Textbook on pages 89 - 90. A baker, using a certain technology, bakes,
i.e. produces, bread. (Production.) The bakery supplies one part of the products to children's
kindergartens, schools, and the other part - to shops. (Distribution.) The store clerk sells bread, i.e.
exchanges for money, buyers. (Exchange.) Students eat fresh
bread. (Consumption.)
Production
Distribution
Exchange
Consumption
Let's complete the task (Slide 5)
Enter the listed types of economic activity in the appropriate column of the table:
making Christmas decorations, drawing up a plan for family expenses for a month, breakfast at the school
canteen, visits to the hairdresser, family allowance for children, use of lighting in
household, purchase of equipment for a camping trip.
Next, we consider in more detail the characteristics of the main manifestations of economic
life. Here we will try to determine the role of the economy in the life of a person, the whole society.
Fizkultminutka.
2. Why do we need an economy
Remember how diverse human needs are for food, clothing, shelter, communication, protection.
health, etc. Why is it necessary to satisfy these requests and needs? Absolutely obvious
- to ensure his life and activities. The economy takes an active part in
meeting these needs, its goal is the maintenance and continuation of human life. For this
produce a variety of products, goods, and services.
Economic products are created using such forms of organization or management
economy, both natural and commercial.
Question to the class: Do you remember what subsistence farming is?
Subsistence farming is a way of organizing people's lives, in which everything necessary
for life is produced by them and only for their own consumption. (Slide 6).
This is the most ancient form of farming, using mainly primitive tools.
leadership, simple technologies. In a subsistence economy there is no trade, exchange of products and services,
which makes it difficult to improve people's living standards.
Question to the class: What do you think is the disadvantage of this form of management?
The main disadvantage of this form of management is low labor productivity,
allowing to provide only the most minimal conditions for survival. lifestyle based
in subsistence farming, although extremely difficult, is well known to the inhabitants of the Russian village.
Question to the class: Do you remember what a commodity economy is?
A commodity economy is a way of organizing the economic life of a society in which people,
specializing in certain types of activities, produce goods and provide services for
exchange with each other. (Slide 6).
Question to the class: Why is commodity farming better than subsistence farming?
This form of farming is more in line with the goals of the economy - as much as possible
meet people's needs. All produced products become commodities,
intended for exchange. Manufacturers seek to increase labor productivity and
improve the quality of goods for a profitable exchange. People's awareness of the benefits
this way of life led to the fact that the commodity economy, replacing the subsistence, became
prevailing in the economic life of society.
Subsistence farming is a low-efficient form of management and its preservation in
economy, as a rule, is a brake on the socio-economic development of society, a separate
country, a factor in the decline in the standard of living of the population. The development of society has led to the emergence of more

effective and perfect form - a commodity economy, which allows better
meet people's needs.
3. The main participants in the economy.
We read the text of the textbook with the teacher's explanation, p.93.
To consolidate, we complete the tasks: (Slide 7).
1. You are going to have breakfast at a fast food restaurant (for example, McDonald's).
Apply to this situation the concepts of "goods", "producer", "consumer", "exchange".
The conclusion about the relationship and interdependence of goals and results deserves special attention.
economic activity of its main participants. Deeper understanding and assimilation will help
discussion of the following questions: how does the consumption of goods and services affect production? Depends
whether the level of consumption from the level of production?
Homework: § 8,
on “4” and “5” question No. 2, 4 from the heading “in the classroom and at home” on page 96. (Slide 8)
Question to the class: Tell me, please, have you ever bought goods? And did you think
If you have free time:
Why are you making this or that purchase?
We read aloud the rubric: Knowledge for every day, p. 94. (Slide 9).
Task: Recall that you or your family members bought any three items. Using
material of the section "Knowledge for every day", analyze what consumer motives influenced
on the choice of one or another product, and determine how rational the choice was. Think if you need
you need to change something in your buying strategy. If yes, then what?
Product Name
Consumer motives
conclusions
emotional
rational
Thank you for the lesson! Goodbye. (Slide 10)

teacher of history and social studies, MOU gymnasium No. 3

city of Aksay, Rostov region

Economy and its main participants

Lesson summary

In the development of the lesson, the material of the textbook and methodological manual was used to help the school teacher. Social science. Grade 7: lesson lessons

developments in social science to the educational and methodological set, (M. Prosveshchenie) author. -

Moscow. "WAKO". 2009

Lesson topic: Economy and its main participants

Lesson Objectives: to bring students to an understanding of the role of the economy in human life, in the development of society and the state, the role of the main participants in the economy in the creation, distribution and consumption of various economic products; continue the formation of skills to work in groups, analyze additional literature, draw conclusions, work independently on the text of the textbook, state cross-cutting questions of the topic of the lesson; to educate students in the desire to realize their abilities and abilities, the desire to acquire knowledge.

Equipment: task cards with additional material, multimedia projector.

There are 2 lessons on this topic.

Plan 1 lesson:

1. What is the economy?

2. Why do we need an economy?

Task for students: find out what phenomena and processes are economic; what role does the economy play in the life of a person and the whole society; what is subsistence farming.

Course 1 lesson:

In the workbook, students write down a plan for 2 lessons (slide 2.3).

Using the experience of students about the economic processes in which they are participants in life, task No. 1 is proposed in the workbook (p. 52)

(see appendix no. 1)

Students give their own explanation of the concepts of economy, economist, economics and formulate sentences where all three words would be used.

The teacher talks about 2 meanings of the concept of "economy" (slide 3)

(see appendix no. 2)

The guys write down the conclusion in a notebook that the main manifestations of the economy include: production, distribution, exchange, consumption (slide 3)

The teacher talks about the role of the economy in meeting human needs (according to Maslow's theory) and the natural way of housekeeping (slide 4).

Conversation on:

· What human needs are identified by A. Maslow? Give examples of these needs.

Is it possible to fully satisfy human needs?

What are the characteristics of subsistence farming?

· Why is the main disadvantage of the natural form of management low labor productivity?

To study the issue of an economic product, students get acquainted with the text of the textbook “Why do we need an economy”, p. 131, fill out the diagram on the board (slide 5).

To consolidate the concepts of "product" and "service", students complete the task in workbook No. 4.

(see appendix no. 3)

Summing up the results of lesson 1:

· What are the economic phenomena and processes?

· What role does the economy play in the life of a person and the whole society?

Homework §12, pp. 130 - 134, question no. 1, task no. 3 in the workbook.

Plan 2 lessons:

1. Survey of homework.

2. Commodity economy.

3. The main participants in the economy.

Task for students: to find out what is the advantage of commodity economy over natural economy; how the main participants of the economy are interconnected; why economists advise the consumer to rely on rational motives in order to get the maximum benefit.

Move 2 lessons.

Homework survey:

Textbook Conversation – How does the economy serve the people?

Working with tests (slide 9.10).

Working with the concept of "commodity economy". We recall the definition from the history course or work with the textbook on page 133.

We determine the signs of 2 forms of farming - we work in the workbook p. 56.

(see appendix no. 4)

Task: Compare farming methods and fill in the table (slide 11). Make a conclusion why modern society has switched to a commodity form of management?

The teacher talks about the activities of the main participants in the economy. The teacher introduces the concepts - economic resources, profit (slide 12, 13).

Question to the class - What is the relationship between producer and consumer?

Independent work of students with the heading "Learning to make a rational decision", p. 137 in the textbook (slide 14).

Fill in the diagram on the board and answer the question of why it is necessary to rely on rational motives when buying goods.

Complete the task in workbook number 8

(see appendix no. 5)

Consolidation of what was learned in the lesson - solve the problem (slide 15)

Summing up the lesson:

· How are the main participants of the economy interconnected?

Homework: read § 12, pp. 134-136, question 3,4.

ECONOMY AND ITS MAIN PARTICIPANTS

The purpose of the lesson:

To acquaint students with the concept of "economy", as well as to develop ideas about its necessity.

Tasks:

To form an idea of the economy as a sphere of society, its main manifestations and participants;

To reveal the role and importance of the economy in providing the most important needs and life of people;

Reveal the specifics and interrelationships of the main areas of economic O nomic life, the nature of the activities of its participants;

To help students learn the advantages and disadvantages of various forms of management (subsistence and commodity farming).

During the classes.

Organizational moment. Greetings. Good morning, guys. We are starting a new section of the textbook "Man and Economics". And the topic of our today's lessonThe economy and its main participants. (Slide 1) Write it down in your notebook. You see the lesson plan on the screen. (Slide 2)

1. What is the economy.

2. Why do we need an economy.

State the purpose of the lesson.

Let's remember:

What motivates a person to act? What are the V what are the needs of the people? What role does work play in society? What is created by labor?

1. What is the economy

Question to the class: What is economics?

With the manifestations of the economy you meet daily V but: you hear conversations at home and on the street about the prices of goods A ry, you learn about the size of the salary of parents, you read in g A zeta about taxes, you participate in the repair of school furniture, you buy food in the store. All these department b nye manifestations can be united by the general concept of "ek about nomika.

You already know from the 5th grade course that initially O in "economy" in translation from ancient Greek meant "management according to the rules, laws."(Slide 3) Over time, this concept has received a broader interpretation. So, for example And For example, the English writer George Bernard Shaw (1856-1950) argued: "Economy is the ability to make the best use of life", and modern scientists e Lali concluded: "The economy is a system of their life support consciously built and used by people."

Getting acquainted with various economic phenomena or studying them in the course of history, geography, you can e It seems that this concept is considered in two meanings:

economics as an economy and as a field of knowledge. you m O you can offer your own options, how to add sl e following definitions: “Economy is knowledge about...”, “Economy is skills...”.

So, the author of the book "Economics" P. Samuelson suggests, n A example, the following definitions of the economy: the economy is: 1) activities related to exchange and monetary s mi transactions between people; 2) daily business life h the activities of people, their extraction of livelihoods e the existence and use of these funds; 3) establishment and implementation of consumption and production; 4) wealth.(Slide 4)

The following questions may be discussed: why and in torus offers different definitions? As in these definitions e various aspects of economic life are manifested in h no society? Which of the definitions with which you A komilis at the lesson, can be considered the most complete?

We started the conversation with private manifestations of economic e human life, but behind them you can see the most O more general processes and phenomena.

The main features of the economy are: proi s management, distribution, exchange, consumption.These processes are interrelated and have a periodically repeating character; they can proceed not only strictly sequentially, but also simultaneously, in parallel. Consider this on the example of satisfying one of the most important human needs - the need to eat bread.Tutorial on pp. 89 – 90.Baker using a specific technology, bakes, i.e. produces, bread. (Production.) The bakery supplies one part of the products to kindergartens, schools, and the other part to stores. (Distribution.) The store clerk sells bread, i.e., exchanges it for money, purchases A calves. (Exchange.) Students eat during school hours A fresh bread for breakfast. (Consumption.)

Let's complete the task (Slide 5)

Write the listed types of economic activity O sti in the corresponding column of the table: making Christmas tree decorations, drawing up a plan for family expenses for a month, breakfast in the school cafeteria, attending a bet To Makherskoy, payment of allowances to families for children, b lighting in everyday life, purchase of equipment for a camping trip.

Next, we will consider in more detail the characteristics of the main manifestations of economic life. Here p O we are trying to determine the role of the economy in the life of a person, of the whole society.Fizkultminutka.

2. Why do we need an economy

Remember how diverse human needs are in And clothing, housing, communication, health care, etc. Why Who needs to satisfy these requests and needs?Quite obviously - to ensure his life and de I value. The economy takes an active part in V meeting these needs, its goal is the maintenance and continuation of human life. For this, various O figurative products, goods, services are provided.

economic products,created using forms of organization or management such as nat at real and commodity.

Question to the class: Do you remember what subsistence farming is?

Natural economy -it is a way of organizing h nor people, in which everything necessary for life b information is produced by them and only for their own about th consumption. (Slide 6). This is the most ancient form of farming, using mainly primitive tools. h leadership, simple technologies. In a subsistence economy there is no trade, exchange of products and services, which makes it difficult to improve the living standards of people.

Question to the class: What do you think is the disadvantage of this form of management?

The main disadvantage of this form of management is that s kaya labor productivity,allowing to provide only the most minimal conditions for survival. The lifestyle based on subsistence farming, although extremely difficult, is well known to the inhabitants of the Russian e jealous.

Question to the class: Do you remember what a commodity economy is?

Commodity economy -way of organizing economy And cal life of a society in which people specializing And engaged in certain activities, produce goods and provide services for exchange with each other.(Slide 6).

Question to the class: Why is commodity farming better than subsistence farming?

This form of farming is more about T meets the goals of the economy - to satisfy the needs of people as much as possible. All manufactured products O they are commodities intended for exchange. Prod O Parents strive to increase labor productivity and improve the quality of goods in order to make a profitable exchange. People's awareness of the advantages of such a way of life led to the fact that the commodity economy, having replaced the subsistence economy, became predominant in the economic life of society.

Subsistence farming is a low-efficient form of management and its preservation in the economy, how A vilo, is a brake on socio-economic developmentsociety, a separate country, a factor in the decline in living h no population. The development of society has led to the emergence of a more efficient and perfect form - a commodity economy, which allows you to better meet the needs of people.

3. The main participants in the economy.

We read the text of the textbook with the teacher's explanation, p.93.

To consolidate, we complete the tasks: (Slide 7).

1. You are going to have breakfast at a fast food restaurant. at living (for example, at McDonald's). Apply to this situation the concepts of "goods", "producer", "consumer", "exchange".

The conclusion about the interrelation and interdependence of the goals and results of the economic activity of its main participants deserves special attention. Deeper understanding and understanding O It will help to discuss the following questions: what is it in Does the consumption of goods and services affect production? Does the level of consumption depend on the level of production?

Homework: § 8,

on "4" and "5" question number 2, 4 from the rubric “in the classroom and at home” on page 96. (Slide 8)

If you have free time:

Question to the class: Tell me, please, have you ever bought goods? Have you ever wondered why you make a particular purchase?

Exercise: Recall that you or your family members bought any three items. Using the material from the “Knowledge for Every Day” section, analyze what costs e battalion motives influenced the choice of one or another t O vara, and determine how rational the choice was. Think about whether you need to change something in your strat e gie buyer. If yes, then what?

Product Name

Consumer motives

conclusions

emotional

rational

1 . What is the economy. P. Samuelson offers the following definitions of the economy: 1) activities related to the exchange and monetary transactions between people; 2) the daily business activities of people, the extraction of their livelihood and the use of these funds; 3) establishment and implementation of consumption and production; 4) wealth.

1 . What is the economy. Production Distribution Exchange Consumption Making Christmas decorations, planning family expenses for a month, breakfast in the school cafeteria, visiting a hairdresser, paying family allowances for children, using lighting in everyday life, purchasing equipment for a camping trip.

2. Why do we need an economy. Subsistence farming is a way of organizing people's lives, in which everything necessary for life is produced by them themselves and only for their own consumption. A commodity economy is a way of organizing the economic life of a society in which people, specializing in certain types of activities, produce goods and provide services for exchange with each other.

3. The main participants in the economy. You are going to have breakfast at a fast food cafe. Apply to this situation the concepts: "product", "producer", "consumer", "exchange". How does the consumption of goods and services affect production? Does the level of consumption depend on the level of production? A manufacturer is someone who is involved in the creation of goods or the provision of services. A consumer is someone who uses goods and services to satisfy their needs.

Homework: : § 8, on "4" and "5" question No. 2, 4 from the heading "in the classroom and at home" on page 96.

Product name Consumer motives Conclusions emotional rational

Economics is the ability to run a business according to the rules

Economics is a science

The economy is a life support system built by people

Economy (in history) - agriculture, industry, trade

Anticipatory homework: come up with a law to protect the producer and consumer (to use the word: goods, goods)

Public lesson

Goals: Educational

To improve the ability to work with educational and additional literature, laws.

Create conditions for the assimilation of new material in the lesson

Key concepts are economy, resources, needs, producer, consumer.

Comprehension of understanding of the main issues and terms in the field of "economics".

Application of acquired knowledge for everyday life, choice of profession, independent solution of problematic tasks

Educational

Creation of conditions for the formation of a communicative culture

Ability to work in a study group

Ability to listen and respect the opinions of others

Formation of a humanistic worldview and tolerance among students

Educational

Create conditions for the development of logical thinking, the formation of intellectual skills

Formation of the ability to critically analyze the acquired knowledge on the basis of independent study of educational and additional literature, formulate a conclusion and update one's position

Contribute to the further growth of interest in the process of cognition

Equipment -projector, PC, cards, Constitution, Civil Code, Labor Code, plasticine, dictionaries, didactic material - resource table, terms, magnets.

The lesson is the second on the topic "Economy and its participants" A.S. Pushkin:

Branil Homer, Theocritus;
But read Adam Smith
And there was a deep economy,
That is, he was able to judge
How does the state grow rich?
And what lives, and why
He doesn't need gold
When a simple product has.

Board: number, plan, rational (lat.) - reasonable.

During the classes.

1 .Org.moment. Greetings. (I'm very glad to see you!) Targeting active activity in the lesson.

Today we have the second lesson on the topic "Economy and its participants." (Therefore, the topic can not be recorded)

The main participants in the economy.

Producer and consumer.

The state is on the protection of participants in the economic process. Laws.

Economic resources.

The main rule of economics.- at the end of the lesson, we must bring it together, formulate it.

2. Repetition.

1-2 people - individual cards

1 person - at the board. (Distributes correctly - exchange, technology, distribution, production, consumption, goods)

The rest - in groups of 2 people - work with cards, textbooks, dictionaries.

SLIDE about the rules of independent work:

1. There are no bad ideas.

2. Think creatively.

3. Take risks.

4. Do not criticize.

1 card: fairy tale "Turnip", what is technology?

2 card: verse "We shared an orange", what is the economy?

3 card: verse "Robin Bobin Barabek", what is subsistence farming?

4 card: the verse “A squirrel is sitting on a cart”, what is commodity production?

We check the work at the blackboard.

3 Work with the textbook.

We continue the theme of the last lesson. SLIDE

For the first time they started talking about economics as a science: Xenophon, Aristotle (384–322 BC). It was they who first singled out the two main participants in the economic process: the producer and the consumer.

So, in order to participate in the process of the economy, by and large, two participants are needed: one who produces a product and one who consumes it.

Let's call them producer and consumer. SLIDE

We write in a notebook.

Found concepts in a textbook or dictionary (p. 94) - read aloud.

Is the hero of a fairy tale a consumer?

Fly-sokotuha, when did you go to the market and buy a samovar? (Yes)

The old man in relation to the goldfish. (No, since the old man does not pay the fish for services.)

Robinson Crusoe on the island? (No)

Talking about Andrew

(example, builder Andrey and he is resting in the evening)

Who is the manufacturer in this case? Can there be only 1 person producer, a group of people?

Imagine that Andrei did not create a company with friends, but works at a state-owned factory, so who is the manufacturer? (state)

Let's focus on the state. The state is not only a manufacturer, it performs another function. Do you think the state should protect producers, consumers and other participants in the economy or not? (Yes)

How can the consumer or producer be protected? (create laws)

4. Legislative experiment.

Work on the drafting of the law on the producer, consumer and goods. (given to be completed as an advanced homework for a group of students)

Imagine that you are invited to take part in a competition for the best consumer, producer, and product law. Two groups were given homework. We listen. (at the blackboard.)

What is the main law of the country called? (Constitution)

What are the real laws?

5.Search activity.

Practical work in groups of 2 people with the Constitution. - chapter 2.

We are looking for articles about economics, we write them down in a notebook. (Art. 34, Art. 35, Art. 36, Art. 37) SLIDE

We read aloud. Let's check the slide.

In addition to the Constitution, in the Russian Federation there are many more documents regulating the activities of participants in the economic process. For example, the "Law on the Protection of Consumer Rights", "Civil Code", "Labor Code" and others. Write them down in your notebook . SLIDE

6.Information

Let's return to the concept of the Consumer. Who is this? (p. 94 is someone who uses goods and services to meet their needs)

What human needs can you name? (passed in the 6th grade - biological, social, spiritual - food, water, sleep, communication, listening to music, reading, etc.)

We will talk in more detail about needs, about their types in high school.

Q: Human needs are limited? (No)

Why? (example, food, new CD, etc.)

If Old Man Hottabych, for example, fulfilled all your desires at 12.30, would you be absolutely happy at 13.00? Why?

Man as a biosocial being is in constant development and in the course of communication he forms new desires.

Russian poet of the 18th century Mikhail Matveevich Kheraskov wrote,
We never moderate our desires;
Having something, we wish the best.

So, human needs are unlimited, they must be constantly satisfied. That's what a manufacturer is for. He manufactures goods to meet our needs. But any product is made from raw materials, materials, using resources. Bread is made from wheat that is grown on the ground, paper is made from wood, we need people who will produce all this. Everything that is involved in the production process is the resources - in a notebook . SLIDE

Let's add resources to the economic process.

To the work of the one who answered at the blackboard, we will add resources, class helps - where? (from students)

The manufacturer uses 4 types of resources:-

7. Search and research activities on additional material, dictionaries.

Task: according to additional literature (handouts), dictionaries, choose the name of an economic resource, give an example and prove that it is limited.

SLIDE about the rules of independent work.

1. There are no bad ideas.

2. Think creatively.

3. Take risks.

4. Do not criticize.

We are working. (While they are working, hand out tables)

There is didactic material for each on the table - a table with only headings, the guys enter answers there as they speak. I explain the task on an empty table

(gradually coming out on a SLIDE)

Economic resources

Example

Limitation

Human physical and mental abilities

+ (age, gender, abilities, mortality)

Natural resources of the planet

Means of production: machines, buildings, money

Wear out, spend

Entrepreneurship

Initiative, ability to conduct economic activities

Not all people are capable

So let's fix it. (according to the slide) - ask about Peter 1 - forest - connect with history.

8.Let's conduct a small game-research, where now I will try to prove to you that resources are limited (Game).

Distribute plasticine (to all participants). We sculpt one product of production - a commodity ( one thing) food or industrial. We consider. We break. (if we were producers, our consumers would starve to death). We prove that resources are limited, and food needs must be met more.

(While they are sculpting, music sounds: close the projector)

9. Joint withdrawal.

So, we come to the main question of the economy: You need to satisfy human needs, but how then to use resources? (RATIONAL)

(pay attention to the word "rational" on the blackboard)

The main rule of economics is:

To satisfy human needs, it is necessary to use resources rationally. SLIDE

Remember: what are the needs? What about resources? So, the main rule of economics sounds a little different:

To satisfyunlimited human needs, it is necessary to rationally uselimited resources. SLIDE

Write down in a notebook.

10. Will what we talked about come in handy in life? Where? In what situations? (in everyday life, we live in a market economy, maybe you will become businessmen, laws - to protect yourself from deception, a fashionable profession - a manager - an organizer - to be able to think, to know human needs)

11. Fixing.

1. What laws protect participants in the economic process?

2. What resources of the economy did you learn?

3. What is the main question of the economy?

SLIDE with test questions:

1. Which of the following cannot be characterized as natural resources?

A. oil
B. natural gas
V. coal
G. petrol

1. A person who creates economic products:

buyer

manufacturer

consumer

reseller

3. Insert the missing words in the text of the Law (Article 34 of the Constitution of the Russian Federation)

(law, property, economic)

Art.37 (free, abilities, profession)

12. Homework:

paragraph 8, task number 2, pick up newspaper articles about working people. SLIDE

13.Lesson grades.

14. Reflection - handout on the desks, mark with any sign what you think is necessary.

Thanks everyone!

Sinkwine (if time) - economics, science, system, rational, private, state, manage, produce, trade, (With unlimited needs, etc.)

"Song of the Fair"

Leonid Filatov (with changes)

Whether you're a sheriff or a cowboy, here every product is needed
Or a gold digger, - And it is not difficult to sell him,
Let's go with you, even smoke is sold here
To the fair, mate! From the fire of Giordano Bruno.

Although it happens coins Here you can easily find -
Here is a quick leak, Though this product is expensive!
But there was not and is not in the world Not only bird's milk,
Nicer place. But even bird curd.

It's sold by auction Well, in a word, whoever you are,
Whatever you want - Even if the Creator himself -
For example, Spartak's hat is harmless for you to look
And Nefertiti's shoes. To the fair, mate!

Bring at least a broken chest of drawers,
Even a dead hyena -
There will always be that weirdo
Who will ask the price.

Synopsis of an open social studies lesson in grade 7 A

Subject:Economy and its main participants.

A lesson in discovering new knowledge.

The pedagogical goal of the lesson - to create conditions for the formation of ideas about the concept of "economy", about the participants in the economic process.

Basic concepts and terms - economy, production, distribution, exchange, consumption, subsistence economy, labor productivity.

Forms of organization of educational activities: frontal, individual, group.

Applied technologies: information and communication, problem-dialogical, critical thinking, game

Equipment: multimedia projector, multimedia board, laptop.

Electronic educational resources – presentation "Economy and its main participants"; electronic dictionaries

Planned results

Cognitive competencies:

will learn : determine how the economy serves people, what form of management most successfully solves the goals of the economy; how the interests of producers and consumers are related.

Meta-subject and personal UUD

Cognitive: identify the features and characteristics of objects, give examples as evidence of the put forward provisions

Communicative: interact in the course of group work, conduct a dialogue, participate in discussions, accept a different opinion and position, allow the existence of different points of view.

Regulatory: predict the results of the level of assimilation of the studied material, accept and save the learning task.

Personal: retain motivation for learning activities, show interest in new learning material, express a positive attitude towards the learning process.

During the classes.

1. Organizational moment. Motivation of educational activity.

Good afternoon guys. Today we begin the study of a new section "Man and Economy".

“Economy is a horse, politics is a cart. They must be in their proper place - economics must lead politics, not the other way around." Mohammed bin Rashid al-Maktoum

Why this is so, we will be able to say by studying this section.

The topic of our today's lessonThe economy and its main participants. Write it down in your notebook. What do you think the lesson will be about today? Pay attention to the study plan of our topic andState the purpose of the lesson.

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2. Actualization of basic knowledge.

- Do you remember in what history lessons we touched on this topic? What was it about?

- Using historical knowledge, think about what is included in the concept of "Economy"?

- What can be included in the modern concept of economics? What are its main goals and objectives?

- Is the economy capable of meeting human needs?

- Is it possible to live without the economy? Why?

3. Learning new material.

1. What is the economy

WITHThe word "economy" comes from the Greek words "ekos" - "house", "household" and "nomos" - law.For the first time the term "economics" was used by the ancient Greek author Xenophon (5th century BC), who titled his treatise "Oikonomy". Xenophon addressed his teachings not to kings, but to ordinary citizens, whose households were complex and included the management of slaves, various agricultural and handicraft work.

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I propose to sit down in groups and get acquainted with the various definitions of the term "Economy" in electronic dictionaries.

- Which of the definitions can be considered the most complete?

Getting acquainted with various economic phenomena, we are convinced that this concept is considered in two meanings: economics - as an economy, economics - as a field of knowledge.

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Exercise . Complete the following definitions;

Economics is knowledge……….

Economics is skills………..

Let's look at the illustrations on the slide.

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The main features of the economy are:production, distribution, exchange, consumption. These processes are interrelated. Let's look at this with examples.

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Let us formulate definitions.

Production is the process of creating economic goods.

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Distribution - activities related to the promotion of the product.

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Exchange - receiving a product with an offer of something in return.

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Consumption is the use of a product to meet a need.

Let's complete the task on the cards

Production

Distribution

Exchange

Consumption

Write the listed types of economic activity in the appropriate column of the table: making Christmas tree decorations, drawing up a family spending plan for a month, breakfast in the school cafeteria, visiting a hairdresser, paying family allowances for children, using lighting in everyday life, purchasing equipment for a camping trip.

(fill in with your own examples)

2. Why do we need an economy

The purpose of the economy is to maintain and continue the life of society. For this, various benefits are created.

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Economic products are created using such forms of organization or management as subsistence and commodity.

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Work with the textbook p.69 (reception "insert").

Questions session.

Do you remember what subsistence farming is? What do you think is the disadvantage of this form of management?

- Do you remember what a commodity economy is? Why is commercial farming better than natural?

- When did the transition from subsistence to commercial farming take place?

Formulate definitions.

Natural economy - this is a way of organizing people's lives, in which everything necessary for life is produced by them themselves and only for their own consumption. The main disadvantage of this form of management is lowlabor productivity.

Commodity economy - a way of organizing the economic life of a society in which people, specializing in certain types of activities, produce goods and provide services for exchange with each other. This form of farming is more in line with the goals of the economy - to satisfy the needs of people as much as possible.

Draw conclusions based on the table.

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I suggest that the groups make up the syncwine "subsistence economy", "commodity economy".

3. The main participants in the economy.

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The main participants in the economy aremanufacturer (one who participates in the creation of goods and services) andconsumer (one who uses goods and services). Moreover, the manufacturer tries to get more, and spend less resources. The consumer is also interested in satisfying his needs at the lowest cost (i.e., relies onrational choice).

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Exercise.

Having decided to earn money for traveling around the country, Peter and his friends opened the Urgent Photo salon. What is the economic interest of the salon organizers as manufacturers? What economic knowledge will they need to succeed and grow their business?

4. Primary comprehension and consolidation

Competition-game “Russian fairy tale in an economic way”

Remember the Russian folk tale "Turnip".

Retold in an economic way, it could look like this:

In onehousehold Withlimited resources was producedmaterial good called turnip.Process extraction this goodness from the earth turned out to be verylaborious : it was necessary to gradually attract an additional amountlabor resources …