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# Developmental Lesson Plan

## Common Core/PA Standard(s):

PA Standard 6.2.3.D Markets and Economics Systems- Define price and how prices vary for products.

PA Standard 6.2.9.D Explain the laws of supply and demand and how these affect the prices of goods
and services.

Learning Targets/Objectives:
Third grade students will be able to restate the process of how supply and demand works by
participating in centers and playing a game of musical chairs.

## Assessment Approaches: Evidence:

1. Centers Sheet 1. Observational
2. Exit Slip 2. Scale below

Assessment Scale:
Proficient: 3/3
Basic: 2/3
Below Basic: 1/3 or 0/3

Subject Matter/Content:
Prerequisites:
Key Vocabulary:
Supply – the amount of something that is available
Demand- the numberof people who want or need something
Price- the amount of money an item costs
Increase- go up
Decrease- go down
Content/Facts:

Introduction/Activating/Launch Strategies:
 As the students walk in, have 3 musical chairs set up at the front of the room.
 Explain to the students the rules of musical chairs and remind them to be GOOD SPORTS!
 Pick 4 students from Popsicle sticks (so it is fair) to volunteer to play musical chairs.
 After we have played the game, hold a class discussion of why we just played this game.
5 Mins*

Development/Teaching Approaches
 Ask them what was scarce when playing musical chairs?
 Explain that there was not a big enough supply of chairs, and that the demand for chairs
was higher than the supply, so it caused a problem.
 Give the students another example of how they can relate to the concept of supply and
demand…. Tell them that the demand for iPhones is super high all of the time and the
supply is low, that is why there are long lines outside of the apple store when the new
iPhone comes out.
 Explain to them that if the supply of good decreases, then the prices of the good will
increase.
5-10*

Supply and Demand Centers: split class up into groups of 6 and have them complete a worksheet
of questions while they stop at each center.
1. BLUE CENTER: Read the PA Community Studies Weekly- answer the question on your
worksheet as a group.
2. RED CENTER: Complete the Supply and Demand foldable- cut paste and fold into
their black economics foldable.
3. GREEN CENTER: Read the Supply and Demand page in their Economics packets,
answering the question on the worksheet pertaining to the information on this page.
 Tell students to head back to their seats.
15 Mins* (5 mins at each center)

Closure/Summarizing Strategies:
 As a class, we will review the answers to the Center Sheet, making sure they correct any
wrong answers as we go along.
 Tell the students that there is a book in the text set called Homer Price that is about
supply and demand, so if they would like it take it out, they are more than welcome to.
5 minutes*

 Have students take a short exit slip. Questions (1. The amount of something hat is
available is called the ___________. 2. The number of people who wants or need something
is called ____________. 3. The price of an item will go up or down if they demand of the item
goes up.)
 Allow them to clean up their area as they finish and line up.
5 Mins*

Accommodations/Differentiation:
 For the centers activity, put M. Ja. J. and T. in groups where other students might help
them with the directions of their center.
 Answer any questions they may have along the way, and be available to observe their
work.

Materials/Resources:
 Foldable sheet
 Glue
 PA Community Studies Weekly Newspaper
 Economics Packets
 Homer Price Book
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

My students did pretty well on their exit slips for this lesson. One of my students
scored below basic, but the rest of the scored basic or proficiently on this. The one
question that they messed up on was the last one, which was the price of an item will
go UP or DOWN if the demand of the item goes up. I think this question confused
them because they didn’t stop to think about it. I think they get intimidated by these
questions and didn’t actually think about the response.
I thought I did a good job explaining this lesson. I liked how they were able to
explore the topic using many didn’t resources so to apply to all different learners I
have. I am a visual learner, so the foldable would have benefitted my learning, but
there are other learners that learn through memory and reading while comprehending.
For my students that didn’t get #3, I want to re-explain this tomorrow before we
present our projects. I will use more examples that they can relate to so that they can
understand the concept more.