Day 5

Spring Arbor University School of Education

Lesson Plan Guide: Direct Instruction
Title: Costs of Production
Subject: Economics
Grade Level: 11th Grade

Time Allotted: 50 Minutes

Materials Required: Textbook, Guided Notes

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Michigan Curriculum framework: Benchmark and/or GLCE/HSCE/EGLCE (write out)
1.2.2 Prices in the Market Analyze how prices send signals and provide incentives to buyers and
sellers in a competitive market.
1.3.1 Law of Supply Explain the law of supply and analyze the likely change in supply when there are
changes in prices of the productive resources (e.g., land, labor, capital including technology), or the profit
opportunities available to producers by selling other goods or services, or the number of sellers in a
market.
Objective(s): A portion of a GLCE or HSCE stated in terms of Blooms taxonomy (level/verb)
1. Understand how to determine a change in supply.
2. Identify the factors that can cause a change in supply.
Purpose: The purpose of this lesson is to analyze costs of production and what causes a change in supply.
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Instructional Procedure: What information do students need to accomplish the objective?
1. Differentiation Considerations:
a. I will print off a PowerPoint so they are able to follow along.
2. Instructional Input:
a. Compare and Contrast Supply and Demand. The students will complete a venn diagram
with supply on one side and demand on the other. The students will need to fill in at least
3 statements in each section.

b. Anticipatory Set: Ask students to help me to sort pencils in one pile. Ask 2 to start
and then add 2 more. Then add 2 more. Add 2 more. How was it when there
were only 2 people trying to sort the pencils? When I was adding people, what
did you notice? Why was it so difficult to work with that many people? This
is a concept that shows up in economics also and is called diminishing returns.
This along with other concepts are going to be what we are learning about today.
(5 Minutes)
c. Guided Notes- Costs of Production (20 Minutes)
d. Talk about changes in supply. Have students assigned to a factor that causes a
change in supply according to the chart on page 151. They need to write a

SOE Faculty, 2/26/10

Day 5
scenario describing one of those factors that would make the supply of a product
either increase or decrease. (10 Minutes)
e. Pair Up and talk about what you wrote. If extra time, make a new scenario
together using one of your factors of supply. (5 Minutes)
3. Closure:

a. Play this video at the end to lead us into the next day. (4 Minutes)
http://www.compassclassroom.com/how-apples-teach-supply-and-demand/
4. Assessment: The assessment is seeing how they connect to the factors that change supply
through their scenarios.

High Yield Practice: Identifying Similarities and Differences

I inserted this strategy after seeing the performance level on the data. Students performed poorly
on the matching question where I asked them to identify the difference between supply and
demand. I believe they understood the concept but not fully enough to explain the difference. I
also considered just having a group discussion but I feel like doing this as a warm up will take
little time and it is a good way for me to see where the students thinking is. Some barriers to this
is the lack of time, and the fact that I will not collect these. I want it to be more discussion based
so I will draw name sticks to make sure that each student is participating in the discussion.

SOE Faculty, 2/26/10