THE DMS ONLINE SCHOOL
CLASS: Form 2 NUMBER OF PUPILS IN CLASS: 70
DATE: 2026-05-11 NAME OF TEACHER: MR MASUMBA
Subject: Civic Education Topic: TRADE Subtopic: Local and International TradeLESSON DURATION: 80 minutes
LESSON GOAL: By the end of this 80-minute lesson, learners will differentiate between local and international trade by classifying at least 10 trade examples into correct local/international and visible/invisible categories with 80% accuracy. BROAD COMPETENCES: Communication, Collaboration, Critical Thinking EXPECTED TARGET COMPETENCE: Differentiate between local and international trade LESSON COMPETENCIES: COMPETENCE 1: Identify and define local trade, international trade, visible trade, and invisible trade. COMPETENCE 2: Compare and contrast characteristics of local and international trade using given examples. COMPETENCE 3: Create a classification chart correctly grouping 10 trade examples into local/international and visible/invisible categories. METHODOLOGIES, STRATEGIES AND APPROACHES: Approach: Learner-Centered Approach Method: • Demonstration Method — Engagement (Introduction) • Discovery Method — Exploration (Development) • Discussion Method — Explanation (Conceptualization), Synthesis (Continuity and Extension) • Question & Answer Method — Evaluation and Reflection Strategy: • Use of Charts/Diagrams — Engagement (Introduction), Exploration (Development) • Group Work — Exploration (Development), Synthesis (Continuity and Extension) • Think-Pair-Share — Explanation (Conceptualization) • Gallery Walk — Synthesis (Continuity and Extension) • Guided Questioning — Evaluation and Reflection ASSESSMENT STRATEGIES: Formative: Observation of group discussions and chart completion during Exploration, checking that learners correctly place items into local/international and visible/invisible categories. Oral questioning during Explanation to assess if learners can justify why a transaction is international invisible trade. Summative: Evaluate the group classification chart created in Synthesis using criteria: at least 8 out of 10 examples correctly classified with logical reasons, and clear use of trade terminology. LEARNING MATERIALS: Drawn / Prepared Aids (Manila Paper / Cardboard): 1. Manila chart: “Types of Trade” tree diagram — two main branches: Local Trade (within a country) and International Trade (between countries); each branch splits into Visible Trade (goods) and Invisible Trade (services). Examples written: Local-visible: buying mealie meal from a neighbour; Local-invisible: haircut at a barber; International-visible: Zambia exporting copper; International-invisible: tourist visiting Victoria Falls. 2. Manila chart: “Trade Classification Table” — three columns: Trade Item, Type (Local/International), Form (Visible/Invisible). Rows filled with 8 items: buying milk from a local farmer, importing cars from Japan, Zambian lawyer hired by a local firm, exporting cotton to China, tourist safari in South Luangwa, selling phone credit at a kiosk, Zambian music streamed overseas, insurance bought from a UK company. Some cells left blank for learners to complete. 3. Cardboard chart: “Invisible Trade Services in Zambia” — drawings representing tourism (Victoria Falls sketch), transport (bus), insurance (shield), banking (bank building), education (foreign students in classroom), telecommunications (phone). Each labelled. Alternative Materials: Whiteboard drawing of the tree diagram; printed handout with the classification table. LEARNING ENVIRONMENT: Artificial Environment: Classroom. Alternative: School hall. PRIOR KNOWLEDGE: • Learners can define goods and services. • Learners have seen local markets and shops in their community. • Learners know Zambia exports copper. • Learners have heard the term “international”. • Learners can give examples of buying and selling. INTERDISCIPLINARY CONNECTIONS: Business Studies: Concepts of domestic and foreign trade. Geography: Movement of goods across borders (exports and imports). Home Economics: Advantages of buying locally produced goods. English: Vocabulary such as export, import, visible, invisible. Mathematics: Computing simple differences in trade values. Phase|Teacher Activity|Learner Activity|Targeted Competency|Assessment Criteria|Duration Engagement (Introduction)|Display Manila chart 1 (Types of Trade tree diagram). Ask: “When you buy tomatoes from a nearby farmer versus purchasing a phone made in China, what is different about these two trades?”|Study Chart 1. Identify that buying tomatoes from a local farmer is local trade because both buyer and seller are in Zambia and it is visible trade (goods). Purchasing a Chinese phone is international trade as it crosses borders and also visible trade. Answer teacher’s question: “The tomato trade stays within Zambia, the phone trade involves another country.”|Communication, Critical Thinking|Learners correctly state that the difference is crossing national borders and give a supporting example.|10 Exploration (Development)|Distribute Manila chart 2 (Trade Classification Table). Instruct: “In groups of 5, use Chart 1 to help you classify each item in the table. Tick whether it is Local or International, and Visible or Invisible. Be ready to explain your choices.” Circulate, ask groups: “What makes ‘importing cars from Japan’ international trade?”|In groups, examine each item and fill in the chart. For example, group decides “importing cars from Japan” is international (goods cross borders) and visible (physical product). Record answers directly on chart 2. Discuss and complete all 8 items, leaving no blanks. Answer teacher’s guiding question: “It involves a good moving from Japan to Zambia, so it is international.”|Collaboration, Analytical Thinking|Groups correctly classify at least 7 out of 8 items with appropriate ticks and can justify one example verbally when asked.|35 Explanation (Conceptualization)|Introduce formal definitions: “Local trade is exchange within one country; international trade is between countries. Visible trade deals with physical goods; invisible trade deals with services.” Ask: “Which item on Chart 2 is both international and invisible? Explain why.”|Think-Pair-Share: first individually recall Chart 2, then in pairs discuss, then share with class. Identify “tourist safari in South Luangwa” as international invisible because it is a service provided to a foreigner, no physical good is exported. State: “A foreign tourist pays for a safari experience in Zambia – that’s an international invisible trade.”|Communication, Critical Thinking|Learners correctly cite the safari example and explain it using the terms “international” and “invisible” with clear reasoning.|15 Synthesis (Continuity and Extension)|Present scenario: “A trade officer receives these transactions: a farmer sells maize to a local miller; a Zambian musician performs in South Africa; a company imports tractors from Germany; a teacher offers online tutoring to UK students; a shop sells soft drinks made in Lusaka.” Ask: “Classify each into local/international and visible/invisible.” Provide manila paper for group charts.|Groups create a 4-column chart on manila paper: Transaction, Local/International, Visible/Invisible, Reason. Complete 5 entries: farmer sells maize – local, visible, both parties in Zambia; musician performs abroad – international, invisible (service); tractors import – international, visible (goods); online tutoring – international, invisible; soft drinks – local, visible. Discuss and write reasons. Post charts for Gallery Walk.|Problem Solving, Analytical Thinking|Group chart correctly classifies all 5 transactions with accurate reasons and uses correct trade terminology; visible during gallery walk that 4/5 are correct.|15 Evaluation and Reflection|Ask: “What is the main difference between local and international trade?” “Give one example of an invisible international trade Zambia engages in.” Homework: “Find and write two examples of local invisible trade and two examples of international visible trade from your community or news. Include reasons.”|Answer Q1: “Local trade stays within one country, international trade crosses borders.” Answer Q2: “Zambia provides tourism services to foreign visitors – that is invisible international trade.” Record homework in notebooks.|Critical Thinking, Communication|Individual responses correctly define the difference and give a valid Zambian example; homework instructions recorded.|5