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WSU Lesson Planning Framework for Effective Instructional Design

Teaching Intern(s): Ryan Hines


School in which the lesson is being taught: Lincoln High School
Grade level of students for whom the lesson was developed: 11th - 12th
Subject/content area(s) for the lesson: Economics
Title of the lesson: Supply and Demand, the Benefits of Free Trade
Time needed for lesson: One Class Period

OUTCOMES & ASSESSMENT

State Standards and Student Outcomes—Learning Goals (


· Standards:
E1.1.1 - Scarcity, Choice, Opportunity Costs
E1.3.1 - Supply and Demand
E3.2.2 - Domestic Activity and World Trade
· Outcomes:
Students will be able to demonstrate an understanding of choice, decision-
making, and opportunity cost in the case of trading of goods.
Students will be able to express how relative supply and demand affects the
value of goods during exchange.
Students will be able to identify the pros and cons of free-trade market
systems versus regulated market systems.

Assessment and Evaluation—Evidence of Student Learning


Assessment: Provide the assessment choices (hands-on activities, group discussion
questions, assignments, student self-assessments, quizzes, tests, project guidelines, etc.)
that will be used to determine if students met each of the outcomes for the lesson.

● Assessment for this lesson will consist of questions asked to the students at the
closing of each “round”. These questions should at a minimum include: What trades
have you made, and why? Did you find it easy to get what you wanted? What would
have made it easier?
● Questions should be directed to both the class, to gauge group learning, as well as
individual students to gauge their own understanding of the topic(s). Grading shall be
based only off participation in the lesson.
·
INSTRUCTIONAL PRACTICE

Introduction—Engaging Students, Activating Prior Knowledge, and Setting


Lesson Goals

As students enter, be sure to keep the brown bags off their desks, so that they don’t
lose attention too quickly. Because we will also be doing the short debriefing, it
allows them to focus on that before the lesson begins in full.
Prior to the beginning of the lesson, it is useful to quickly review the general concept
behind supply and demand, as well as trade. Even mentioning that those are the
topics of the day’s lesson can be enough to ensure that it is on the students’
minds as they go through the activity and synthesize the knowledge. This also
allows them to begin making the connection between their individual decisions
are larger economies through trading, a topic that will be addressed in more
detail in a later lesson.
Student interest in this lesson will already be high, largely because the presence of
actual items or “props” engages their kinesthetic, physical modes of thinking, and
stands out from what is normally present in our classroom.

Instructional Procedure:

1. Brief review of the three types of markets gone over in class


2. Students will each be given a brown lunch bag with two items in them. The items will
be randomly placed in each bag. The bags will also be randomly held out. Students
will rate their satisfaction level based on a score from 1-5, 1 being lowest 5 being
highest. The items in the bag may be very rare to the class and some may be
abundant in the class. Results will be tallied on the board.
3. Students will take part in the “restricted trade” portion of the activity. Students can
only trade with the people in their pod and are not allowed to speak to other pods.
Students do not have to trade if they do not want to.
4. Students will again rate their satisfaction score of their items based on a scale of 1-5.
Results will be tallied on the board.
5. Students will take part in the “free and open trade” portion of the activity. Students will
be able to trade with everyone in the classroom. No one is forced to trade and they
may keep their items if they wish to.
6. Students will again rate their satisfaction score of their items based on a scale of 1-5.
Results will be tallied on the board.
7. Classroom discussion on why satisfaction score trended the way it did as well as how
this relates to markets and supply and demand. Collect all bags and items after
activity.