Name: Alyssa Halpin

Lesson #: 1

Lesson Title: Supply and Demand

Grade Level/Subject: 3rd Grade Social Studies

NCES/CCSS Standard and
Objective (1)

Topic: Supply and Demand

3.E.1: Understand how the location of regions affects activity in a market

economy.
3.E.1.1: Explain how location impacts supply and demand.
3.E.1.2: Explain how locations of regions and natural resources influence
economic development. (industries developed around natural resources,
rivers and coastal towns)

Revised Blooms level of

thinking/type of knowledge
(1)
Behavioral Objective (2)
Objective Rationale (1)
Prerequisite Knowledge and
Skills (1)
Key Terms and Vocabulary
(1)

Focus/Review (prepares
students for the lesson) (2)

Objective as stated for

students (helps students set
their own goals for the lesson)
(1)
Teacher Input (provides the
content to students in a

Comprehension - a type of understanding or apprehension such that the

individual knows what is being communicated and can make use of the
material or idea being communicated without necessarily relating it to
other material or seeing its fullest implications.
After completing our activities and reviewing the PowerPoint students
should be able to complete a worksheet about Supply and Demand with
80% accuracy.
Children need to be aware of how Supply and Demand affects our daily
lives as consumers and producers of things. They will need to be familiar
with this as they continue their education and also in their future careers.
Students should be familiar with some of the vocabulary we will be going
over since they have had an introductory lesson to supply and demand.
Supply
Demand
Goods
Services
Consumer
Producer
Content and Strategies
Remind the students of the last lesson they did about supply and
demand where they read a book about it. To prepare students for the
lesson we will do a quick warm up using some of the vocabulary we
will be discussing throughout this lesson. Each student will receive a
card and be given instructions to listen carefully. The end of one card is
the beginning of another students card. We will go through all of the
cards and then the teacher will ask, Have you ever bought or sold
something? Then you have been a part of supply and demand.
Say: Today we will be learning about supply and demand through a few
different activities. By the end of this lesson you should be more familiar
with how supply and demand works and the terms we use when talking
about Supply and Demand.
Explain to the class that we will be going over some vocabulary and
terms that are related to supply and demand and learning more about
Revised for spring, 2012

teacher-directed manner) (3)

Guided Practice (scaffolded

practice with the content;
helps students make sense of
the content provided in
Teacher Input) (3)

Independent Practice
(application activities to help
students use and demonstrate
what they have learned) (2)
Closure (provides a wrap-up
for the lesson) (1)

Evaluation (How will you

assess students learning so
that you can determine if they

them. With the power point displayed ask the students if they have ever
heard the term goods before. Allow them time to respond to the
question. Then explain to students what goods are in detail and give
examples of some goods that students may be familiar with. Continues
with the next slide. Then ask the students if they have ever heard the
term services before. Allow them time to respond to the question. Then
explain to students what services are in detail and give examples of
some services that students may be familiar with. Continue with the
next slide. Then ask the students if they have ever heard the term
supply before. Allow them time to respond to the question. Then
explain to students what supply is in detail and give examples of
supply that students may be familiar with. Continue with the next slide.
Then ask the students if they have ever heard the term demand before.
Allow them time to respond to the question. Then explain to students
what demands are in detail and give examples of some demands that
students may be familiar with. Continue with the next slide. Then ask
the students if they have ever heard the term consumer before. Allow
them time to respond to the question. Then explain to students what a
consumer is in detail and give examples of some consumers or things
that are consumed that students may be familiar with. Continue with
the next slide. Then ask the students if they have ever heard the term
producer before. Allow them time to respond to the question. Then
explain to students what a producer is in detail and give examples of
types of producers that students may be familiar with. Now that the
power point is done the teacher will ask if there are any remaining
questions about what was learned today and then they will transition
into the next activity.
Students will be working in groups by their table groups. Each table
will be given a candy bar. The students have to come up with five
reasons why their candy bar is the best kind of candy bar. They have to
use these reasons to sell a pitch to the producers, because the producers
only have enough supplies to produce one of the candy bars to be sold
in stores. While the students are discussing their reasons the teacher
will walk around the classroom and answer any questions that the
groups may have and make sure students are staying on task. Once the
students have their pitch ready they will present it in front of the class
and the teacher being the producer will decide which group will get to
have their candy bar produced.
Students will complete a worksheet regarding the information that was
learned in the lesson today. All of the problems are multiple choice or
from a word bank. Students will work independently to complete this
assignment.
Allow students the opportunity to summarize what was learned in the
lesson today. Ask them questions like How does supply and demand
affect the price of products? Can you think of a product that is in high
demand currently? Teacher can then give a brief summary of what was
learned.
The formative assessment will be through asking students questions to
gauge their understanding throughout the lesson. The summative
assessment will be based on the worksheets they completed in the
Revised for spring, 2012

met the objective of the

lesson?) (2)
Plans for Individual
Differences (differentiations
needed for students) (1)
Materials used in the lesson;
Resources used in developing
the lesson (1)

21st Century Skills (must be

in three lessons)

independent practice part of the lesson. An 80% accuracy will show they
have an understanding of the lesson.
Students will be working in groups on assignments and will be groups
with other students of diverse learning levels. Students with IEPs and
ELA students will be checked on more frequently to make sure they
understand the tasks at hand.
PowerPoint Document
Economics Causation Cards
Pencils (for each student)
Lined Paper (for each student)
Candy Bars (6, one for each group)
Worksheet (for each student)
Information and definition sheets (6, one fore each group)
Critical Thinking, Collaboration, Communication.

Revised for spring, 2012