Objectives (5 - 7 minutes)

1. Understand the concept of economic development at a global scale, including the factors that contribute to it and the disparities that exist between different countries and regions.
2. Discuss the significance of economic development in shaping the world's social, political, and environmental landscapes.
3. Develop critical thinking skills to analyze and compare the economic development of different countries, considering factors such as GDP, infrastructure, technology, and human resources.

Secondary Objectives:

1. Improve collaborative learning skills through group discussions and activities.
2. Enhance geographical awareness by studying the economic profiles of different countries.
3. Encourage creativity and problem-solving by finding solutions to economic development challenges.

Introduction (10 - 12 minutes)

1. The teacher begins the lesson by reminding the students of the previous lessons on economic systems and resources distribution. This will serve as a foundation for the new topic of economic development. (2 minutes)

2. The teacher presents two problem situations to the students:

   a. Situation 1: "Imagine you are a citizen of a country with limited resources and technology. How would this affect your country's economic development compared to a country with abundant resources and advanced technology?"

   b. Situation 2: "Suppose you are a government official in a country that is struggling with economic development. What steps would you take to improve the situation?"

   The students are asked to think about these situations and discuss their initial thoughts. (4 minutes)

3. The teacher then contextualizes the importance of economic development in the real world by discussing its role in areas such as poverty reduction, healthcare, education, and environmental sustainability. They can use examples like the United Nations' Sustainable Development Goals to illustrate this point. (3 minutes)

4. To grab the students' attention, the teacher shares two interesting facts:

   a. Fact 1: "Did you know that according to the World Bank, more than 700 million people worldwide still live in extreme poverty, which means they survive on less than $1.90 per day?"

   b. Fact 2: "Can you believe that the richest 1% of the world's population owns almost half of the world's wealth, while the bottom 40% owns less than 1%?"

   The students are encouraged to reflect on these facts and consider how they relate to the concept of economic development. (3 minutes)

Development (20 - 25 minutes)

1. Activity 1 - The Economic Development Game:

   a. The teacher divides the class into groups of five. Each group represents a different country, with each student in the group taking on a specific role (e.g., government official, business owner, laborer, etc.). The countries will vary in terms of resources, technology, and other economic factors, which will be assigned randomly by the teacher. (5 minutes)

   b. The teacher provides each group with a "Country Profile" card that includes the assigned economic factors. The card may also include some challenges (like natural disasters, political instability, etc.) that the country faces. (2 minutes)

   c. The game involves a series of rounds. Each round represents a year, and during each round, the groups have to make economic decisions based on their country's situation. These decisions could include resource allocation, investment in education/technology/infrastructure, trade agreements, etc. (10 minutes)

   d. The teacher acts as the "World Bank" and provides feedback at the end of each round, reflecting the economic development of each country. This feedback could be in the form of a change in GDP, improvement in living standards, environmental impact, etc. (3 minutes)

   e. At the end of the game, the teacher holds a discussion where each group presents on their country's economic development, the challenges they faced, and the decisions they made. (5 minutes)

2. Activity 2 - Economic Development Showcase:

   a. Following the game, the teacher assigns each group a different country to research and prepare a presentation on. The countries should represent a range of economic development levels (e.g., high-income, middle-income, low-income, etc.). (5 minutes)

   b. The presentation should cover the country's economic profile, including its GDP, main industries, major exports/imports, education level, poverty rate, and any unique aspects of their economic development. The groups should use a variety of resources such as textbooks, online databases, and other reliable sources for their research. (10 minutes)

   c. The groups present their findings to the class, focusing on comparing the economic development of the different countries. They also discuss the disparities they observed and the potential reasons behind them. (10 minutes)

3. Activity 3 - Economic Development Dilemma Cards:

   a. Finally, the teacher hands each group a set of "Economic Development Dilemma Cards." These cards present the groups with a variety of real-world economic development challenges such as corruption, brain drain, environmental degradation, etc. (5 minutes)

   b. The groups discuss how they would tackle these challenges based on the economic development strategies they have learned about. This activity encourages critical thinking and problem-solving skills. (10 minutes)

At the end of the development phase, the teacher should have facilitated engaging, hands-on activities that allow students to understand and apply their knowledge about economic development at a global scale. They should have also developed skills in teamwork, research, presentation, problem-solving, and critical thinking.

Feedback (8 - 10 minutes)

1. Group Reflection:

   a. The teacher starts the feedback session by asking each group to share their solutions or conclusions from the activities. Each group is given a maximum of 3 minutes to summarize their findings. This includes the decisions made during the Economic Development Game, the research and comparisons made during the Economic Development Showcase, and the strategies proposed for the Economic Development Dilemma Cards. (6 minutes)

   b. The teacher encourages other students to ask questions or provide feedback on the presented solutions. This promotes a peer-to-peer learning environment and helps to solidify the concepts learned. (4 minutes)

2. Connecting Theory and Practice:

   a. The teacher then facilitates a discussion on how the activities connect to the theoretical aspects of economic development. They highlight how the decisions made in the game reflect the economic strategies used by countries in real life. They also discuss how the country profiles researched by the students reflect the disparities in economic development around the world. (3 minutes)

   b. The teacher asks the students to reflect on the economic development challenges they encountered in the game and the cards. They discuss how these challenges reflect the real-world obstacles that countries face in their economic development journeys. (2 minutes)

3. Individual Reflection:

   a. The teacher then asks the students to take a moment to reflect individually on what they have learned in this lesson. They are given guiding questions to help them with their reflection, such as:

    1. What was the most important concept you learned today? 
    2. What surprised you the most about economic development around the world? 
    3. What questions do you still have about economic development? 
   

   b. The teacher encourages the students to write down their reflections in their notebooks. These reflections can be used as a starting point for the next lesson or for revisiting the topic in future lessons. (3 minutes)

At the end of the feedback phase, the teacher should have a clear understanding of the students' grasp of the topic and any areas that may need further clarification or reinforcement. The students should feel confident in their understanding of economic development and its global implications.

Conclusion (5 - 7 minutes)

1. Recap and Summarize:

   a. The teacher starts by summarizing the main points of the lesson. They remind the students that economic development refers to the improvement of a country's economic, social, and environmental well-being. This improvement is measured through various factors, such as the country's GDP, infrastructure, technology, and human resources. (2 minutes)

   b. The teacher also reiterates the significant disparities that exist in global economic development, as demonstrated by the countries the students researched and the challenges they faced in the activities. They remind the students that these disparities have wide-ranging impacts, affecting everything from individual quality of life to global political and environmental stability. (1 minute)

2. Linking Theory, Practice, and Applications:

   a. The teacher then explains how the lesson connected theory, practice, and real-world applications. They highlight how the hands-on activities, such as the Economic Development Game and the Economic Development Dilemma Cards, allowed students to apply their theoretical understanding of economic development in a practical context. The research and presentations in the Economic Development Showcase helped students to see the real-world implications of economic development and the vast differences between countries. (1 minute)

   b. The teacher also discusses how the lesson's content has real-world applications. They explain that understanding economic development is crucial for many careers, such as economists, policymakers, and business owners. They also emphasize that it's essential for all citizens to understand economic development as it affects our everyday lives and the future of our planet. For example, decisions about resource use, environmental protection, and social welfare are all influenced by a country's level of economic development. (2 minutes)

3. Additional Materials:

   a. To further enrich the students' understanding of economic development, the teacher suggests additional materials. These could include documentaries on global economic development, articles about real-world economic development projects, or online games that simulate economic decision-making. The teacher can provide a list of these resources or share them on the school's online platform for easy access. (1 minute)

4. Importance of the Topic:

   a. Lastly, the teacher emphasizes the importance of economic development as a topic of study. They explain that understanding economic development is not just about numbers and statistics, but it's about understanding the world we live in and the challenges we face. They stress that economic development is not just about making money, but it's about improving people's lives, protecting the environment, and ensuring a sustainable future for all. (1 minute)

By the end of the conclusion, the students should have a clear and comprehensive understanding of the topic of economic development. They should also be aware of its significance in their lives and the world around them.