Grade 9 a

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The document outlines a lesson plan for Grade 9 EMS students at Randfontein High School, focusing on the factors of production in economics. Activities include defining the factors, exploring their importance in personal career choices, and conducting research through interviews and multimedia resources. Homework involves students presenting their findings, utilizing various resources while reflecting on their learnings about entrepreneurs and labor in the economy.

GRADE 9A
EMS
TEACHER MR GUMEDE
RANDFONTEIN HIGH SCHOOL
THE CLASS OF 30 LEARNERS
TOPIC : FACTORS OF PRODUCTION
ECONOMICS MANAGENT
SCIENCES

Definition of 'Factors Of Production'
FIRST PERIOD ON MONDAY THE CLASS ACTIVITY
INDIVIDUAL WORK
LEARNER MUST DEFINE FACTORS OF PRODUCTION
HOW IMPORTANT ARE FACTORS OF PRODUCTIONS IN OUR LIFE.
WHICH ONE YOU LIKE TO PERFORM IN YOUR CAREER CHOICE. EITHER
YOU WANT TO BE A
LABOR OR ENTREPRENEUR
6. Authentic activities provide the opportunity to reflect

Learners are given homework that would be needed on Wednesday.
● Name four factors of production
● Define each factor of productions
● Provide a reward of each factor
● Provide the two examples of each factor
4. Authentic activities provide the opportunity for students to examine the task from different perspectives, using a variety of resources
1. Ask any located business owner what the definition of each
factor
2. Provide a two photos of each factor
3. Provide the source, where did you find the above information,
either dictionary, Google, media, book or person e.g.
shareholder.
2. Authentic activities are ill-defined, requiring students to define the tasks and sub-tasks needed to complete the activity

FACTORS OF PRODUCTION ARE FOUND
MOSTLY IN THE WORKING FORCE.
● Name two entrepreneurs
● Go and ask them that they do make an
economic profit.
● If you were a entrepreneur which strategies
would you use to make economic profit.
● Which labor (workers) do you
know, name them.
● You would like to work with them,
why?
8.Authentic activities are seamlessly integrated with assessment
IT ON FRIDAY THE LEARNERS ARE GIVEN
HOMEWORK
SUBMISSION DATE IS ON MONDAY

CLASSWORK ON THRUSDAY LAST
PERIOD
● If you are a entrepreneur how many workers you
can employ in you society.
● Which qualification are acquired for employment
● As an entrepreneurial many business you can
open in different societies.
7. Authentic activities can be integrated and applied across different subject areas and lead beyond domain-specific outcomes
WHAT IS ENTREPRENEURIAL

Recess of good Friday learners are given project
Required:
write the following as a presentation
last slide must be your references
your topic, grade, subject, surname, name, date
make use of resources, e.g., Google, Dictionary, internet, and media
● Name four factors of production
● Provide a reward of each factor
● Define each factor of productions
● Draw a cycle of factors of production
● Provide the two examples of each factor
● Define which place you can open you own business
2. Authentic activities are ill-defined, requiring students to define the tasks and sub-tasks needed to complete the activity
MAKE A USE OF DIFFERENT SOURCES TO COMPLETE THIS TASK
FACTORS OF PRODUCTION
3. Authentic activities comprise complex tasks to be investigated by students over a sustained period of time

The five days investigation
Learners have to go and investigate, the three different workers and the
different entrepreneur
In different workforce and different persons
Write it as a dialogue
Take video
FACTORS OF PRODUCTION

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Wheat, sorghum, and bajra (pearl millet) are susceptible to various pests that can significantly impact crop yields. Common pests include aphids, stem borers, shoot flies, and armyworms. Aphids feed on plant sap, weakening the plants, while stem borers and shoot flies damage the stems and shoots, leading to dead hearts and reduced growth. Armyworms, on the other hand, are voracious feeders that can cause extensive defoliation and grain damage. Effective management strategies, including resistant varieties, cultural practices, and targeted pesticide applications, are essential to mitigate pest damage and ensure healthy crop production.

How to Manage Inventory Movement in Odoo 18 POSCeline George

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Communicable Diseases and National Health Programs – Unit 9 | B.Sc Nursing 5t...RAKESH SAJJAN

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This PowerPoint presentation covers Unit 9 – Communicable Diseases and National Health Programs, a core part of the 5th Semester B.Sc Nursing (Community Health Nursing – I) syllabus, as outlined by the Indian Nursing Council (INC). This unit enables nursing students to understand the epidemiology, prevention, control, and nursing management of common communicable diseases in India, while also offering a structured overview of the National Health Programs implemented to address them. The content is critical for effective field practice, disease surveillance, early detection, referral, and health education, equipping students to participate in public health interventions and outbreak control at community and national levels. 📘 Key Topics Covered in the PPT: Definition and classification of communicable diseases Modes of transmission and chain of infection Common communicable diseases in India: Malaria Tuberculosis Leprosy Dengue HIV/AIDS Hepatitis COVID-19 (if included in the current curriculum) Diarrheal diseases Acute Respiratory Infections (ARIs) Epidemiological factors, causative agents, symptoms, and incubation periods Prevention and control strategies: primary, secondary, and tertiary levels Nursing responsibilities in patient care, contact tracing, community surveillance, and outbreak control Health education and behavior change communication for community awareness Vaccination schedules and cold chain maintenance National Health Programs related to communicable diseases: National Vector Borne Disease Control Program (NVBDCP) Revised National Tuberculosis Control Program (RNTCP) National Leprosy Eradication Program (NLEP) National AIDS Control Program (NACP) Universal Immunization Program (UIP) IDSP – Integrated Disease Surveillance Program Overview of standard treatment protocols, referral mechanisms, and community nurse’s role in program implementation This presentation is ideal for: Nursing students preparing for university exams, class tests, and field projects Tutors teaching infectious disease nursing and public health interventions Nurses involved in immunization, outbreak investigation, and contact tracing It provides a student-friendly breakdown of concepts, aligned with national priorities, including flowcharts, tables, case examples, and simplified text for field-level application.

ROLE PLAY: FIRST AID -CPR & RECOVERY POSITION.pptxBelicia R.S

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Role play : First Aid- CPR, Recovery position and Hand hygiene. Scene 1: Three friends are shopping in a mall Scene 2: One of the friend becomes victim to electric shock. Scene 3: Arrival of a first aider Steps: Safety First Evaluate the victim‘s condition Call for help Perform CPR- Secure an open airway, Chest compression, Recuse breaths. Put the victim in Recovery position if unconscious and breathing normally.

YSPH VMOC Special Report - Measles Outbreak Southwest US 6-14-2025.pptxYale School of Public Health - The Virtual Medical Operations Center (VMOC)

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BLUF: The Texas outbreak has slowed down, but sporadic cases continue to emerge in Kansas, Oklahoma, and New Mexico. Elsewhere in the US, we continue to see signs of acceleration due to outbreaks outside the Southwest (North Dakota, Montana, and Colorado) and travel-related cases. Measles exposures due to travel are expected to pose a significant challenge throughout the summer. The U.S. is on track to exceed its 30-year high for measles cases (1,274) within the next two weeks. Here is the latest update: CURRENT CASE COUNT: 919 •Texas: 744 (+2) (55% of cases are in Gaines County). •New Mexico: 81 (83% of cases are from Lea County). •Oklahoma: 20 (+2) •Kansas: 74 (+5) (38.89% of the cases are from Gray County). HOSPITALIZATIONS: 104 • Texas: 96 (+2) – This accounts for 13% of all cases in Texas. • New Mexico: 7 – This accounts for 9.47% of all cases in New Mexico. • Kansas: 3 – This accounts for 5.08% of all cases in the state of Kansas. DEATHS: 3 •Texas: 2 – This is 0.27% of all cases in Texas. •New Mexico: 1 – This is 1.23% of all cases in New Mexico. US NATIONAL CASE COUNT: 1,197 INTERNATIONAL SPREAD •Mexico: 2337 (+257), 5 fatalities ‒Chihuahua, Mexico: 2,179 (+239) cases, 4 fatalities, 7 currently hospitalized. •Canada: 3,207 (+208), 1 fatality ‒Ontario Outbreak, Canada: 2,115 (+74) cases, 158 hospitalizations, 1 fatality. ‒Alberta, Canada: 879(+118) cases, 5 currently hospitalized.

Pests of Maize: An comprehensive overview.pptxArshad Shaikh

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Maize is susceptible to various pests that can significantly impact yields. Key pests include the fall armyworm, stem borers, cob earworms, shoot fly. These pests can cause extensive damage, from leaf feeding and stalk tunneling to grain destruction. Effective management strategies, such as integrated pest management (IPM), resistant varieties, biological control, and judicious use of chemicals, are essential to mitigate losses and ensure sustainable maize production.

Health Care Planning and Organization of Health Care at Various Levels – Unit...RAKESH SAJJAN

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This comprehensive PowerPoint presentation is prepared for B.Sc Nursing 5th Semester students and covers Unit 2 of Community Health Nursing – I based on the Indian Nursing Council (INC) syllabus. The unit focuses on the planning, structure, and functioning of health care services at various levels in India. It is especially useful for nursing educators and students preparing for university exams, internal assessments, or professional teaching assignments. The content of this presentation includes: Historical development of health planning in India Detailed study of various health committees: Bhore, Mudaliar, Kartar Singh, Shrivastava Committee, etc. Overview of major health commissions In-depth understanding of Five-Year Plans and their impact on health care Community participation and stakeholder involvement in health care planning Structure of health care delivery system at central, state, district, and peripheral levels Concepts and implementation of Primary Health Care (PHC) and Sustainable Development Goals (SDGs) Introduction to Comprehensive Primary Health Care (CPHC) and Health and Wellness Centers (HWCs) Expanded role of Mid-Level Health Providers (MLHPs) and Community Health Providers (CHPs) Explanation of national health policies: NHP 1983, 2002, and 2017 Key national missions and schemes including: National Health Mission (NHM) National Rural Health Mission (NRHM) National Urban Health Mission (NUHM) Ayushman Bharat – Pradhan Mantri Jan Arogya Yojana (PM-JAY) Universal Health Coverage (UHC) and India’s commitment to equitable health care This presentation is ideal for: Nursing students (B.Sc, GNM, Post Basic) Nursing tutors and faculty Health educators Competitive exam aspirants in nursing and public health It is organized in a clear, point-wise format with relevant terminologies and a focus on applied knowledge. The slides can also be used for community health demonstrations, teaching sessions, and revision guides.

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PEST OF WHEAT SORGHUM BAJRA and MINOR MILLETS.pptxArshad Shaikh

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Communicable Diseases and National Health Programs – Unit 9 | B.Sc Nursing 5t...RAKESH SAJJAN

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ROLE PLAY: FIRST AID -CPR & RECOVERY POSITION.pptxBelicia R.S

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Grade 9 a

1. GRADE 9A EMS TEACHER MR GUMEDE RANDFONTEIN HIGH SCHOOL THE CLASS OF 30 LEARNERS TOPIC : FACTORS OF PRODUCTION ECONOMICS MANAGENT SCIENCES

2. Definition of 'Factors Of Production' FIRST PERIOD ON MONDAY THE CLASS ACTIVITY INDIVIDUAL WORK LEARNER MUST DEFINE FACTORS OF PRODUCTION HOW IMPORTANT ARE FACTORS OF PRODUCTIONS IN OUR LIFE. WHICH ONE YOU LIKE TO PERFORM IN YOUR CAREER CHOICE. EITHER YOU WANT TO BE A LABOR OR ENTREPRENEUR 6. Authentic activities provide the opportunity to reflect

3. Learners are given homework that would be needed on Wednesday. ● Name four factors of production ● Define each factor of productions ● Provide a reward of each factor ● Provide the two examples of each factor 4. Authentic activities provide the opportunity for students to examine the task from different perspectives, using a variety of resources 1. Ask any located business owner what the definition of each factor 2. Provide a two photos of each factor 3. Provide the source, where did you find the above information, either dictionary, Google, media, book or person e.g. shareholder. 2. Authentic activities are ill-defined, requiring students to define the tasks and sub-tasks needed to complete the activity

4. FACTORS OF PRODUCTION ARE FOUND MOSTLY IN THE WORKING FORCE. ● Name two entrepreneurs ● Go and ask them that they do make an economic profit. ● If you were a entrepreneur which strategies would you use to make economic profit. ● Which labor (workers) do you know, name them. ● You would like to work with them, why? 8.Authentic activities are seamlessly integrated with assessment IT ON FRIDAY THE LEARNERS ARE GIVEN HOMEWORK SUBMISSION DATE IS ON MONDAY

5. CLASSWORK ON THRUSDAY LAST PERIOD ● If you are a entrepreneur how many workers you can employ in you society. ● Which qualification are acquired for employment ● As an entrepreneurial many business you can open in different societies. 7. Authentic activities can be integrated and applied across different subject areas and lead beyond domain-specific outcomes WHAT IS ENTREPRENEURIAL

6. Recess of good Friday learners are given project Required: write the following as a presentation last slide must be your references your topic, grade, subject, surname, name, date make use of resources, e.g., Google, Dictionary, internet, and media ● Name four factors of production ● Provide a reward of each factor ● Define each factor of productions ● Draw a cycle of factors of production ● Provide the two examples of each factor ● Define which place you can open you own business 2. Authentic activities are ill-defined, requiring students to define the tasks and sub-tasks needed to complete the activity MAKE A USE OF DIFFERENT SOURCES TO COMPLETE THIS TASK FACTORS OF PRODUCTION 3. Authentic activities comprise complex tasks to be investigated by students over a sustained period of time

7. The five days investigation Learners have to go and investigate, the three different workers and the different entrepreneur In different workforce and different persons Write it as a dialogue Take video FACTORS OF PRODUCTION

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