Lesson 2

Lesson Plan Framework

Teacher candidate: Jesse Skoubo
Grade Level: 12
Course Unit: Economics unit 2: supply & demand
Lesson Title: Price Elasticity of Supply
Length of Lesson: 42 minutes
STANDARDS: Reference State (Social Studies and Science) Common
Core (Math and ELA only)
HS.51. Explain how supply and demand represent economic activity and describe the
factors that cause them to shift. Define economic terms (e.g., elasticity, substitution,
regulation, legislation) and identify examples of them in the current economy.

Central Focus /Big Idea/Learning

Goals: What do you want students to be
able to know as a result of this lesson?
What questions or big ideas drive the
instruction?

Knowledge of factors that affect the

inelasticity/elasticity of a markets ability to
supply a product.

Learning Target/
Objective: What do you
want students to be able to
do as a result of this lesson?
Include academic language
and vocabulary objectives
too. Objectives must be
measureable.

How do time, resources, and complexity of a

product relate to an items elasticity?

Students will be able to define

qualities of Inelastic and
Elastic supply curves
Students will be able to
explain reasons why a
products supply is inelastic or
elastic
Students will be able create a
list of products that are
inelastic/elastic .

Academic Language (discipline specific)

list terms

Academic Vocabulary (lesson

specific)

Language Function: Explain, define, fill out

inelasticity, elasticity, supply,

demand

Language Demand: written response to

assignment
Syntax: list
Discourse: in-class discussion
Language Support: There is no language support beyond aiding in concept definitions.
Note-taking will be encouraged & verbal/visual ques will be provided.

PreAssessment:
How will you

Hook: How will you catch the

attention of your students and
focus their minds on todays

Real World
Connection:
How are learning

Student
Voice: How will
you provide for

determine prior
knowledge?

KWL Chart

learning goals?

goals relevant to
students lives?

student
reflection?

I divide the class into two

groups: one group who
considers themselves
proficient paper airplane
makers, and another that are
less proficient.

As active
consumers,
students should
know why some
products are
more prone to
shortages which
could help them
make better
shopping choices.

Through
sharing, inclass
discussion, &
exit ticket.

ASSESSMENT What evidence will you collect that students have

mastered the learning objectives?
Formative Assessment of Lesson
Objectives: How will you monitor and give
feedback during the lesson? Be specific.

Summative: How will performance

be measured?
What evidence
will you collect?
Check all that
apply

Informal assessment:
KWL chart, In class discussion, & exit ticket
Formal assessment:
n/a

Assessment requires students to:

Use Thinking Skills:
Connect to:
X Recall
learning
Organize
experience
Interpret
texts
X Analyze
Synthesize
X Evaluate information

Project
Essay
Experiment
X Short Answer
Presentation
Visual
Representation
Multiple
Choice
X Other
Check all that apply

How will you

define mastery?
Attach relevant
rubrics and
grading criteria
as needed.

Write:
X Draw Conclusions

Prior

Make Generalizations

X Life

Produce arguments

Other

Academic Feedback:
How will you provide feedback to students based upon the data you collected
in assessments?
Through addressing any comprehension issues that occurred while reading the KWL
charts.

How will you give opportunities for students to apply and discuss the
feedback for their future learning?
At the beginning of the next class we will address any questions or confusion that
werent addressed during the lesson, or that occurred to them following the lesson

Learning Segments and Pacing: What

strategies, procedures, and transitions, will you
use? What essential questions will you address in
each segment?

How do learning
segments align
with
objectives/allow
for higher order
thinking? What
questions do you
ask that promote
higher order
thinking?

Materials
Whiteboard,
writing
materials, a
ream of
recycled paper,
stopwatch

How will you begin?

Time
Lead students in a quick review of
5-10 minutes
elasticity of demand.
What will students do?
Have students fill out a brief KWL
Divide into two groups based on their
chart regarding elasticity of supply.
enthusiasm for paper airplanes
Have students divide into two

Review the previous lesson

groups, those who are enthusiastic about

Fill out a KWL chart

making paper airplanes, and those who
are less excited.
Transition? Dividing students into two classroom groups
What will you do during the lesson?
Time
Before the start of the activity,
20-30 minutes
have students get out notes and
Students will be encouraged to take
introduce them to the concepts of Price
notes
Elasticity of Supply. Write the definition,
Students will create & throw paper
and note the similarities between supply
airplanes at a target across the room
and demand. Write chart of factors
Upon a successful hit a team will
determining elasticity of supply & note
produce 10 of the successful model,
differences with demand. Do a quick
before beginning all over with a new
formative assessment & take questions.
model
Give a quick safety briefing (only
One student from each team will keep
fly airplanes while standing on mark,
track of time and resources.
toward the target, and with permission)
and designate one member of each team
as resource manager, whose job it is to
keep track of how long it takes their team
to hit the target, and how many sheets of
paper it takes.
Start teams building paper
airplanes with the goal of hitting a target
drawn on the whiteboard. The elite
team throws planes from a mark 16 from
the target, while the casual team uses
the 8 mark. Once a team hits the mark
they enter a production phase where
they must create 10 identical models,
then start over again attempting to
create a new prototype.

Stop activity with 10 minutes

remaining in class. Note to students

that each team represents a different

level of elasticity. The elite team
(inelastic) had a harder task, more
specialized engineers, and required more
time and resources to create a functional
model, while the casual group (elastic)
was (likely) able to hit the target faster,
with fewer resources & less proficient
staff. The simpler the product is to make
the faster it is able to produce & respond
to market forces.
Transition? Have students open worksheet
How will you close the lesson?
Have students go back to their
seats, and draw three examples of
various elasticities of supply curves on a
sheet of notebook paper. Have students
trade sheets with a partner, and the
partner must identify whether the curve
is elastic or inelastic, as well as label the
graph with a product that fits the level of
elasticity.

packet to page 30.

Time
5-10 minutes
Students will draw three examples of
elastic/inelastic supply models
Students will evaluate partners supply
model, determine level of elasticity,
and identify a product that could fit
that level of elasticity

Technology Integration

Teacher Strategies Best

Practices

Check all that apply:

Word Processing
PowerPoint
Internet Resources
X Graphics/Charts
Internet Research
Web 2.0 Tool(s)
Interactive whiteboard
Other (please explain):

Check all that apply:

Student choice
Modeling
X Cooperative learning
X Independent learning
X Implementing pre, post, and during
lesson activities
Teaching metacognitive strategies
X Hands-on learning/manipulatives
Total Physical Response
Higher-order thinking skills
X Real-world connections
Criteria charts created (studentdriven;
supports learning by defining &
clarifying a task )
Rubrics created (student-centered)
Mentor texts
Anchor charts (a reference tool
that
anchors new and ongoing
learning to
key concepts previously
introduced)
Research/research materials
Evidence of assessment for
learning
(teacher modifies instruction
based on
students understanding)
X Academic language used in context

 Conferencing

Grouping Options:

How will your groups be

organized? What roles will students fulfill?
Check all that apply.

Differentiation:

X Individual
X Pairs
Buddies (i.e., Paired with students from
another grade)
X Cooperative
X Expert
X Whole

Using a variety of learning

techniques, such as flexible
grouping to divide students into
expert groups.

Intervention:

Special Situations in the

Classroom? Are there any

How will you use the results of

the assessment(s) to inform future instruction?

How will you

differentiate instruction to
accommodate individual students
anticipated learning needs, interests,
and/or cultural heritage?

management and/or safety issues

that need to be considered?

Assessments will be used to determine class

level of comfort with the material covered, as
well as any topics they are having a difficult time
comprehending.
As the unit goes along, and topics begin to build
off prior knowledge there will be an emphasis on
revisiting content that proved difficult.

The class activity involves students

throwing airplanes from various
marks. Students must be given
specific instruction on permissible
flying locations, targets, and
permissions in order to prevent
students losing focus, or creating a
less than safe environment.