Day 4

Spring Arbor University School of Education

Lesson Plan Guide: Direct Instruction
Title: Introduction to Supply
Subject: Economics
Grade Level: 11th Grade

Time Allotted: 50 Minutes

Materials Required: Video, Paper for Notes, Activity 1, Visual 1, Visual 2

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Michigan Curriculum framework: Benchmark and/or GLCE/HSCE/EGLCE (write out)
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)
11.Define Supply and outline what the law of supply says.
12.Explain how to create and interpret supply schedules.
13.Explain how to create and interpret supply curves.
Purpose: The purpose of this lesson is to understand the concepts of supply and put them into action by
making a supply curve and a supply schedule.
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Instructional Procedure: What information do students need to accomplish the objective?
1. Differentiation Considerations:
a. Group students based on learning levels.
2. Instructional Input:

a. Anticipatory Set: Go over Quiz and figure out what we need to recover. Allow 15
Minutes at the beginning of class to do that. Go over elasticity by using white
boards. Then, have a class discussion about elasticity and how it relates to
demand. Then, introduce supply. Today, we will be looking at economics from
another perspective, that of the supplier. This is a little different way of seeing
how the economy works so keep an open mind. We will start by watching this
video that will introduce the concept of supply more.
b. https://www.youtube.com/watch?v=Ng3XHPdexNM Video about Supply and
Demand. We are going to look at selling goods from the side of the store owner
in this case. What did you notice when he was not selling the hula hoops?
What did he have to do because he was not selling the hula hoops? What
happened when the student was seen with the hula hoop? Why did the owner
raise the price? Vendors adjust to demand by changing prices of their goods.
This process is called supply. (5 Minutes)
c. Guided Notes (fun notes sheet) (10 Minutes)

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i. Supply and the Law of Supply
ii. Supply Curves and Market Supply Schedules
d. Read this hypothetical situation to the class. (20 Minutes)
i. The owner of the local fast-food restaurant is having trouble hiring
workers for the closing shift. Although the closers have a few more
responsibilities than other workers, including cleaning, the closing shift
often fits best with students schedules. The owner of the restaurant doesnt
know what to do. He is angry. He says that Young people today are just
plain lazy and maybe spoiled too.
e. Discuss: Is the owner right? What do you think are other explanations of why
students wont work that shift?
f. Write PRODUCER on the board. Talk about the prices that producers are willing
to offer goods and services for.
g. Then have students do Activity 1. Take 4 examples of students answers and
compare them.
i. Ask: What is the pattern that you are observing? What influences your
decision to work or not work? Why does a higher wage usually increase
the number of hours people are willing to work? Do you think that a
group of adults would fill out this questionnaire differently? How so?
h. Hand out Visual 2 to all of the students. We are going to fill this in together using
the samples. Use the graph to then talk about the law of supply. When prices
increase, more people are willing and able to supply goods and services. When the
prices decrease, less people are willing and able to supply goods and services.
3. Closure: Pass out white boards to the students and have them answer the following
questions with an arrow or writing right or left on their board.
1. The supply of cars when open-trade agreements bring in new
producers. (Shift right; increase in producers)
2. The supply of coffee when freezing temperatures hit the major
coffee-producing regions of Brazil and Costa Rica. (Shift left; natural
disaster decreases inputs)
3. The supply of lumber when a new computer assisted saw reduced
the cost of lumber production. (Shift right; new technology
decreases production costs)
4. The supply of gasoline today if there is an expected shortage and
higher prices likely to occur next week. (sellers want higher future
prices, so they will decrease their supply today)
4. Assessment: The assessment for this lesson is looking at their notes sheets
and the white boards at the closure. I am able to see what they know through
those two things.

High Leverage: Providing Oral and Written Feedback to Students

I will return the graded quizzes back to the students and ask for any questions they may have.
This is a way for me to be open to them if they need any help or want to retake the quiz. This
will highlight places that the students need to work on in order to improve for the summative
assessment. This is the most effective because it is close to taking the assessment so the

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information will be fresh and a way to make sure that they understand it without moving onto a
new subject. Some barriers will be me having to grade that quickly but with a short quiz, it will
be essential for me to clear my schedule and make sure those are graded. I will just be intentional
about getting them done for the students.
High Leverage Checking student understanding during and at the conclusion of lessons. In
reviewing elasticity from the day before, I will be able to tell how much more we as a class need
to cover that topic. I will be able to formatively assess whether or not the students understand. I
chose this specific strategy because it is a way for me to check for understanding after the lesson
to see if I was effective in my strategy. I considered using a closure at the end of day 3 but with
the quiz, I did not want to overwhelm the students. Instead, we will do a different closure that is
fun and a way to relax after a tough quiz. I believe this would be the most effective strategy
because it is best for students to revisit the material that they have learned within 24 hours so that
it is stored in their long term memory. The possible barriers to this strategy is the lack of time
that I may have later for other activities. In order to counteract this, I would use less whiteboard
questions at the end, in order to save time.
High Yield Practice: Summarizing and Note Taking
High Yield Practice: Questions, Cues, and Advanced Organizers
The guided notes for this section are a little different in that the students will be creating a visual
study guide to aid them in their learning. They will write the definitions on the front and then flip
it to see the definition with a picture. I selected this strategy because it was a way to change from
the guided notes that we had been doing. I want them to physically write down the words in
order to transport that to memory. It is a way to organize their thinking in order to study later. I
considered another guided notes where they fill in the blank or writing definitions in their
notebooks but I felt that this was a different and more active way of learning. The benefits of this
strategy are student interaction and excitement, student memorization, and a way to draw it out if
they need that. This makes students responsible for their own learning. The barriers to this are a
lack of organization from some students could lead to them not being able to use their notes. I
believe that watching the students closely and using proximity control will push the students to
do their best on it. I enjoyed switching up the daily routine and I believe this is a fun way to do
that.

SOE Faculty, 2/26/10