Wwu-Instructional Plan

WWU-INSTRUCTIONAL PLAN

Teacher: Mr LeCompte Grade: 6th Cohort: 22 Date: 11/15/10 Subject/Lesson Title: Supply and Demand Lesson Time: 60 min. # Students: 25-30 Instructional Model: Direct Instruction Instructional Level: I– D -M

Curriculum Context: The forces of supply and demand (S+D) have played an influential role in the shaping of world history. Students will be introduced to the concept of S+D and experience it firsthand. Students will have the opportunity to witness how S+D affects price, products and career choices. When students demonstrate proficiency in S+D, it’s affects on international trade can be explored.

EALRs/GLEs: EALR 2: The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments and societies.

Component 2.2: Understands how economic systems function.

GLE 2.2.2: Understands how the forces of S+D have affected international trade in the past or present.

Short Term Learning Targets/Objective(s) for This Lesson: Students will be able to define the terms S+D. Students will be able to describe what happens when supply exceeds demand and demand exceeds supply. Students will be able to describe how S+D affects the types of products made and the types of careers available.

Assessment Plan: Pre-Assessment: Students have shown limited knowledge of S+D. It would benefit students to review the terms S+D before main activity.

Formative Assessment: The teacher will define and model S+D and will use further personalized modeling for students having difficulty. The teacher will move around the room checking for understanding during the student store activity.

Summative Assessment: The teacher will administer a short quiz on S+D and its effects after activity. The quiz will ask students to: Define S+D; Describe what will happen to the price of a Snickers Bar when: a) Supply increases/decreases, b) Demand increases/decreases; Will the price of chocolate be lower the day before Halloween or the day after Halloween? Why?

Western Washington University Instructional Plan – Seattle Education Center 8/20/10 Time: INSTRUCTIONAL SEQUENCE Opening/hook: -The teacher will distribute two types of tokens to students allowing them to choose any number between 1 and a handful. After all students have tokens, the teacher will place a value on both types of tokens. The teacher will pull out a desirable object and will tell students that ownership of this item will secure them an ‘A’ grade for the assignment. Make it clear that you only have one. The teacher will then auction the item to the highest bidder at a starting price of 10. -After auction, the teacher will pull out a large supply of the same object and say you are willing to auction just a few more off starting at 5 tokens.

Activating Prior Knowledge: -Write supply and demand on the board and ask the class what the terms mean to them in light of the auction experience. Ask the student who purchased the overpriced item if he would have paid such a high price if he knew there was more than one. -Ask students to pretend that the tokens were real money and it was all they had for two whole months. Ask, “How would that have affected your bidding in the auction?”

Communicating Learning Targets: Today we learn how the supply of items and the demand for items influences our everyday lives. When the supply of an item increases, the price of that item decreases. If the demand of an item increases, then the price of that item increases. Ask the class to think of the price of an item is related to the value an individual holds for that item, relative to the supply of that item.

Instructional Materials, Resources, and Technology: Two types of tokens, pencils and index cards. Learning Experiences Teacher Tasks Student Tasks Management, -Ask students to choose -Find three items, attach a Modifications, three things of value price and display on their Differentiated from their desk and desk for others to see. Instruction secretly write a price on -Record the prices of -Teacher will roam around the index cards for each objects similar to objects store and guide students item. of their own. who are having difficulty pricing their items and -Allow the students to -Re-price objects in light give examples to deepen roam around the ‘student of others pricing understanding. store’ and check out the Western Washington University Instructional Plan – Seattle Education Center 8/20/10 prices of others. -Ask students to re-price their items in light of what others have priced similar items and repeat activity.

Closure -Ask students if there were some items of high demand because of their low supply and how would that affect pricing? -Ask a student who has a common object on sale how he would get his object sold before others sold theirs. -Ask students why they changed their prices of some items. Was it because of supply, demand, or both.

Management/Logistical Issues (state specific behavioral expectations):

Accommodations/Modifications [list individuals on learning plans (IEP, 504, Behavior Plans, etc.) and specify learning tasks that match those plans as it relates to your learning targets]:

Differentiated Instruction [How did you differentiate instruction in your lesson (be specific)? Explain in what way(s) it was differentiated (content, process, product).]:

Family Interactions: Have students take home a short quiz and answer sheet that they can administer to parents or guardian. If the parents have trouble, students can use the answer sheet to teach their parents what they learned.

Self-Reflection of Teaching:

Thinking About This Lesson:

Thinking Ahead:

What did you learn about yourself as a teacher?

Western Washington University Instructional Plan – Seattle Education Center 8/20/10