LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:_______Michael Martinez_________Date:____________10/23/14______________
Unit Essential Question:__How do the forces of supply and demand determine price?
What role does the equilibrium price play in a marketplace?_
Lesson Topic:_____Supply and Demand_____Class:________Business Economics________
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
Enculturation In a Democratic Society Students will participate in a group simulation to show the
importance of working together for a common purpose.

With which part(s) of the Agenda does this lesson connect most clearly? This lesson connects
with the Enculturation part of the agenda. And how? This lesson gives students a basic understanding
of the roles that buyers and sellers play in regards to supply and demand. The lesson shows them how
negotiations between buyers and sellers determine the prices for the products they (students) buy. The
more information students have on this subject, the better prepared they will be to make informed
decisions as a consumer.

STANDARDS (www.cde.state.co)
Content:

Literacy and Numeracy:

MKTC.02.01.e Explain the

principles of supply and demand.

Apply knowledge of
mathematics to problem solve,
analyze issues, and make a
critical decisions that arise in
everyday life.

Democracy and
21st Century Skills:
Work effectively with others.

OBJECTIVES
Content:

Literacy and Numeracy:

SWBAT explain the principles of

supply and demand by
participating in the A Market in
Wheat activity.

SWBAT apply knowledge of

mathematics to problem solve,
analyze issues, and make critical
decisions that arise in everyday
life by completing their supply
and demand graphs for the
activity.

Democracy and
21st Century Skills:
SWBAT work effectively with
others by participating in the A
Market in Wheat activity for the
purpose of demonstrating the
importance of collaboration in
society.

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:

Literacy and Numeracy:

Students will participate in the

A Market in Wheat activity. By
negotiating as buyers and sellers,
students will see how markets
work and how supply and
demand determine price.

Students will participate in the

A Market in Wheat activity. By
buying and selling their wheat
for different prices, students will
use their math skills to make
important decisions.

Democracy and
21st Century Skills:
Students will participate in the
A Market in Wheat activity. By
working effectively with others,
students will experience the
necessary interaction that takes
place in workplaces.

Students will complete a

worksheet in which they
complete supply and demand
schedules, graph supply and
demand curves, and identify
occurrences of surplus or
shortage.

KEY VOCABULARY
Content

Literacy and Numeracy

Supply, demand, price,

equilibrium price, surplus,
shortage, buy, sell

Graph, supply schedule, supply

curve, demand schedule,
demand curve

Democracy and
21st Century Skills
Participate, interact

HIGHER ORDER QUESTIONS for this lesson

Content

Literacy and Numeracy

Why do supply and demand

affect price?

Why do we draw supply and

demand curves?

Do you think business owners

should have a thorough
understanding of supply and
demand? Why or why not?

Democracy and
21st Century Skills
Why are interpersonal
communication skills important
to potential employers?

Why do some companies create

intentional shortages?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Warm-up may include any of the following: hook, pre-assessment, introduction
to topic, motivation, etc.
Warm-up For their warm-up, students will complete a brief worksheet in which they
analyze a scenario and determine whether it would result in a surplus or shortage.

Time

Pre-Assessment
The warm-up will serve as the pre-assessment because surplus and shortage were
covered in earlier lessons. A discussion about the warm-up will give students an
opportunity to express any misunderstandings questions they have.

Time

Building Background
Link to Experience: Ill ask students if they have ever wanted some product (clothes,
technology, etc.) but it wasnt available or in stock. Based on their answers well have a
brief discussion on why they think it wasnt available and what they ended up doing.

Link to Learning: Ill talk to students about the different prices for certain products

Time

they have (food, clothes, technology, etc.). Ill ask them if they know how those prices
are determined.
Activity Name: A Market in Wheat

Anticipatory Set
The Hook Using the discussion from the Building Background section, I will
transition into the activity. By making the material relevant to the students I hope to
engage them. Also, by introducing the title emphasizing the information in
parentheses, I intend to use humor to get their attention.

Time

Instructional Input Includes: input, modeling and checking for understanding

Models of Teaching:
Cooperative Learning In the A Market in Wheat Activity students are split into two
groups, buyers and sellers and must cooperate/negotiate to buy and sell their wheat.
Discussion Following the activity, students will engage in a discussion facilitated by
the instructor.
Simulation The activity serves as a simulation of a market in which buyers and sellers
act rationally.

SIOP Techniques: I do, We do, You do. I will explain the instructions of the
activity. We will read them together and students will complete the activities without
me. Also, I will draw a supply and demand graph on the whiteboard. As a class we will
review, since they have drawn them before. They will then draw their own graphs for
the activity.

Guided Practice: I will circulate the classroom during the activity to ensure the rules
are being followed and answer any questions students have. (Praise, Prompt, and
Leave)

Reading , Writing, Listening, Speaking

Students will read the warm-up and the instructions for the activity. They will keep a
written account of the transactions they complete during the activity. They will listen
as I discuss the rules and instructions for the activity. They will speak during the
activity because they have to negotiate prices.

Checking for Understanding: Ill cold call on students and ask them to explain their
role in the activity. Ill then ask them whether they were responsible for supply or
demand and how.

Questioning Strategies: Utilizing Blooms Taxonomy Questioning will be used

throughout the entire lesson. To begin the lesson, I will ask content specific questions
which are on the knowledge/comprehension level of Blooms taxonomy. Following the
Market in Wheat activity I can ask students how they can apply what they learned in a
real life situation. Throughout the lesson there will be questions to check for
understanding. Also, in the Higher Order Questions section of this lesson plan I have
provided a few examples of content specific, literacy/numeracy, and 21st Century
skills/democracy questions to ask.

Independent Practice: After the Market in Wheat activity students will complete a
worksheet that has scenarios related to supply and demand. On the worksheet they
will fill out supply and demand schedules, graph supply and demand curves, and from
the scenarios determine if there will be a surplus or shortage. The worksheet should
be completed in class, but if they run out of time, it will be homework due at the
beginning of the next class meeting.

Time

Accommodations, Modifications, and Student Adjustments

I will work with any students who are having a hard time with the activity. I will
address each students case individually. Students who understand better by writing
will be given the opportunity to read a secondary source and provide a synopsis of
what the source said. If students find the activity too easy, they will be provided the
writing assignment in addition to the activity. The activity is timed, so there should not
be any problems with students finishing too quickly. If students finish the activity,
writing assignment, and worksheet in class, they will be allowed to work on other
homework or read.

Time

Review and Assessments of All Objectives How will you and how will the
students know they have achieved the objectives of the lesson?
Content: Students will know they have achieved the objectives of the lesson if they
can complete the activity and their worksheet correctly. I will know they achieved the
objectives by grading their worksheets and reading their reflections.

Literacy and Numeracy: Both the students and I will know they achieved the
numeracy objective if they can correctly complete their worksheet and participate in
the activity.

Democracy and 21st Century Skills: Both the students and I will know they achieved
the democracy objective when they complete the activity. In the activity they have to
work collaboratively to achieve the best outcome. If they achieve a good outcome they
will know they were successful.

Time

Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?
After the Market in Wheat activity, there will be a brief discussion in which the students
actually answer the essential questions. Using the experience from the activity, students
will use their own words to express how supply and demand affect price. They will also
explain how the equilibrium price affects the marketplace. If students are having a hard
time bringing everything together, I will provide guidance.

Time

Next Step

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?
2. What changes would you make if you teach the lesson again?

3. What do you envision for the next lesson?

4. To what extent does this lesson achieve the Mission of the Agenda for Education in
a Democracy? To what extent does this lesson achieve the 21st Century Skills?