LESSON PLAN

Subject: Social Studies

Grade: 9
Date: 9, March 2015
Critical Inquiry Question: To what extent do economic systems affect
quality of life?
Lesson: Economic Systems (introduction)
Time: 40
minutes
GLO:
9.2: Students will demonstrate an understanding and appreciation of how
economic decision making in Canada and the United States impacts quality
of life, citizenship and identity.
SLOs: Students will:
9.2.4: compare and contrast the principles and practices of market and
mixed economies by exploring and reflecting upon the following questions
and issues:
What are the principles of a market economy? (ER)
Why do governments intervene in a market economy? (ER, PADM)
Why is Canada viewed as having a mixed economy? (ER, PADM
Instructional Objectives:
- Students will identify the key features present in a market and mixed
economy.
Knowledge:
- Students will understand that the forces of supply and demand and
competition are present in both market and mixed economies
- Students will recognize that government intervention affects
economies, and that both market and mixed economies theoretically
allow for different degrees of government intervention.
Key Questions:
Focus:
To what extent do economic systems affect quality of life?
Related:
What is a market economy?
What is a mixed economy?
How do the forces of supply and demand affect the economy?

Materials:
I will need:
Tablet with My Instant Classroom open
Smartboard
Assorted markers
Pencils
Pens

Blank paper
Coloured Paper
Glitter?
Monopoly money
Students will need:
N/A
Preparation:
Ensure that my instant classroom is minimized on tablet for quick access.
Ensure that desks are arranged in groups of five before class begins
Ensure that the pros and cons sheet for round one and two are minimized on
computer
Ensure Powerpoint is loaded
Adaptations:
o Model the process for students who struggle.
o Ensure that students who do not work well together are switched to
different groups
o Sponge activity: Students who finish early can discuss amongst
themselves what they have noticed about each round of the activity.
Lesson Procedure:
1. Get class attention by playing a brief harmonica riff, and explaining to
them the two ways that you plan on getting class attention.
2. Greet class by reminding them who you are and telling them you are
happy to be back. Remind them that given there is a science fair in the
afternoon, it is important to get started with their social studies unit
right away, but we will be doing an introduction activity in the next day
to become more acquainted. Remind them that the learning is all
about them. Intro comments should not exceed 2 minutes.
3. Bring up Prezi that outlines the mornings activity on the board. Explain
to students that we will be moving onto economic systems, and inform
them that today they will be exposed to aspects of: the market
economy, the mixed economy, supply and demand, and competition.
4. Direct students attention to the pre-assigned groups of 5 that should
be posted on the board using Myinstantclassroom. Explain to students
that there is no need to move desks together. Direct the various groups
to the different areas of the room and have them gather around a
desk.
5. Use the second strategy for getting students attention. 5 minute
point.
6. Explain to students that they are designing a new car for Beckervagen.
They will be given a certain amount of money to buy supplies with. The
best quality designs will be paid more money for their ideas. As you

explain, divide money amongst students: Group 1: $20, group 2: $50,

group 3: $100, group 4: $500, Group 5: $1000. 8 minute point.
7. Point students to the various costs of materials on the prezi and tell
them to come and get their materials quickly.
8. As soon as students have gathered materials, tell them they have 5
minutes to design a car.
9. At the end of the first round, pay small amounts of money to the lower
groups, and larger amounts to the richer groups. 15 minute point.
10.
In the second round, tell students that a new government will not
tax groups making over $500 50% of their income. As they come up to
return their supplies, collect the tax.
11.
Also, inform students that there is a shortage of pencils and
markers and their prices have tripled!
12.
Complete the 5 minute car design. 20 minute point.
13.
Get students attention back and have them designs and return
all money to the monopoly box, and all materials back to the front of
the class.
14.
Have students sit in their desks and ask the how they felt about
the first round.
15.
Ask how they felt about the second round.
16.
Bring up pros and cons chart on computer and discuss pros and
cons of both round one and round 2. 30 minute point.
17.
Pass scrap paper down the rows and bring up 3-2-1 assignment
on board. Tell students to leave them on your desk before they leave.
As students complete, pass out the economics vocabulary sheet.
Thank students for their persistence with a new teacher.
Assessment:
1.Large group discussion: Fill in pros and cons on smartboard and print out
what the class has come up with for each round of the activity.
2.If time, a 3-2-1, hand out flash cards and have students write 3 things they
know about the economy, 2 things they learned, and 1 question they have.
Objectives:
1. Students can identify some key attributes of mixed and market economies
2. Students can identify the forces of supply and demand at work.
3. Students can appreciate how government intervention affects the
economy.

Lesson Reflection: