ED 345 Calvin College Lesson Planning Form for

Differentiating Instruction
Teacher:

Heidi Mingle

Subject/ Topic/ Theme: Supply and Demand

I. Objectives
What is the main focus of this lesson?
For students to gain an understanding of how producer supply can change the price for the consumer
demand.
How does this lesson tie in to a unit plan? (If applicable.)
Students are continuing to look deeper into the working economy around us.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
SWBAT
1) Define supply and demand
2) Identify consumer sovereignty within a supply and demand demonstration
3) Distinguish the influences on the supply and demand cycle
4) Participate in supply and demand simulation
Standards
4 E1.0.1 Identify questions economists ask in examining the United States (e.g., What is produced? How
is it produced? How much is produced? Who gets what is produced? What role does the government play
in the economy?).
4 E1.0.2 Describe some characteristics of a market economy (e.g., private property rights, voluntary
exchange, competition, consumer sovereignty, incentives, specialization).
4 E1.0.3 Describe how positive and negative incentives influence behavior in a market economy.
4 E1.0.4 Explain how price affects decisions about purchasing goods and services (substitute goods).
4 E1.0.6 Explain how competition among buyers results in higher prices and competition among sellers
results in lower prices (e.g., supply, demand).
4 E3.0.1 Describe how global competition affects the national economy (e.g., outsourcing of jobs,
increased supply of goods, opening new markets, quality controls).
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)
Identify those students
(individuals or groups) in
your class who will need
special attention and
describe the level of
support you plan on
giving them. Refer back
to the survey you did of
your class.

Students should know that it takes money or a trade to receive a good or

service.
Students will participate in a discussion on the new concepts and practices.

Students will work together within modules to form a new understanding of

economic concepts.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

TCI Textbooks
Economics Packet
Simple Simon Poem
Counters
Items to Auction off (I like Lollipops)
Students will remain at their desks for the lesson and activity.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Today we are going to learn about Supply and Demand and the marketplace!
Take out the TCI Textbook and read page 251
Go into the economics Packet and fill in the definition blanks for Consumers,
Producers, Markey, Voluntary Exchange, Consumer Sovereignty, Supply, and
Demand.
Market: A place where economic activity occurs
Consumer: People who buy and use goods and services
Producer: People who make goods and provide services
Voluntary Exchange: Producers and consumers freely engaging in market
transactions
Consumer Sovereignty: When the wants and needs of consumers control the
output of producers
Supply: Total amount of a specific good or service that is available to consumers
Demand: Insist on having
The school is having a bunch of bake sales this month. This week I made a total of
100 cookies. 50 chocolate chip and 50 oatmeal raisin. By the end of the
bake sale I sold all of my chocolate chip cookies and about 10 of my oatmeal
raisin cookies. Next week there will be another bake sale and I can make
another 100 cookies.
Am I a consumer or am I a producer?
Who are my consumers?
Should I make 50 chocolate chip cookies and 50 oatmeal raisin cookies?
If I decide to make all chocolate chip cookies next time who is going to buy them?
Do you see how the students as my consumers are controlling the types of cookies
that I will make! That is Consumer Sovereignty.

Developm
ent

Read the poem Simple Simon

Simple Simon met a pieman,

Going to the fair;

Says Simple Simon to the pieman,
Let me taste your ware.
Says the pieman to Simple Simon,
Show me first your penny;
Says Simple Simon to the pieman,
Indeed I have not any.
Follow-up Questions:
Who it the Consumer?
Who is the Producer?
What is the good?
Is there a service?
How much would Simon have had to pay for the pie?
Is there a voluntary exchange? Why or why not?
Change Gears!
We are now going to look further in to Supply and Demand
Auction!
Give students counters and tell them the total amount of money that they have (ex.
$50)
Express to students that you only have one item to auction off (e.g. lollipop)
Begin auction. See how high students are willing to spend for the single item. After a
student receives the item and pays for it pull out a whole bunch of lollipops enough
for the whole class. Tell the students that there is enough for everyone and they will
all get one by the end of class time.
Begin another auction. See how high students are now willing to spend on the items.
Closure

Repeat the auction a couple times in order for the students to see the difference
between the amount of bidders for the first item and the multiple items now.

Your reflection on the lesson including ideas for improvement for next time: