Sample Unit Plan

Supply and Demand
UNIT LOGISTICS
Teaching Details
● Grade Level: 11
● Course: Economics
● Unit Duration: 2-3 Weeks
UNIT OVERVIEW
UNIT Overarching Problem UNIT Objective(s) UNIT Summative Assessment(s)
How do market forces affect the SWBAT determine where market Essay
decisions of individuals, equilibrium is using supply and Market Simulation
organizations, and societies? demand.
SWBAT apply knowledge of the

relationship between supply and
demand to effectively set prices in
their own business.
Problem Space Key Substantive Concept(s) Procedural Knowledge Focus
How do consumers make day to day Demand Reflective Writing

decisions? Attributes: elasticity, consumers
Graphing both data and concepts
How are supply and demand related? Supply
Attributes: producers, elasticity, Decision making based on
How do we decide what to produce? incentives, production cost research/observations
Who decides what to produce? Market Equilibrium

Attributes: where supply and demand
How do we find the market meet
equilibrium?
Invisible Hand
What does it mean for a good to be Attributes: self-interest, competition
elastic/inelastic?
Price Ceilings
What is the difference between Attributes: Limiting
demand and quantity demanded?
Price Floors
Why do we see markets returning to Attributes: Minimums
equilibrium?
What causes supply and demand to

shift?
Is a market equilibrium necessary?
UNIT STANDARDS (include full text of standards):
C3 Standards
D2.Eco.2.9-12. Use marginal benefits and marginal costs to construct an argument for or against an approach or
solution to an economic issue.
D2.Eco.4.9-12. Evaluate the extent to which competition among sellers and among buyers exist
D2.Eco.5.9-12. Describe the consequences of competition in specific markets.
Michigan State Standards

1.1.1 Scarcity, Choice, Opportunity Costs, Incentives – using examples, explain how scarcity, choice, opportunity costs,
and incentives affect decisions made by households, businesses, and governments.
1.1.2 Entrepreneurship – analyze the risks and rewards of entrepreneurship and associate the functions of
entrepreneurs with alleviating problems associated with scarcity.
1.1.3 Marginal Analysis – weigh marginal benefits and marginal costs in decision making.
1.2.1 Institutions – describe the roles of various economic institutions and purposes they serve in a market economy.
1.3 Prices, Supply, and Demand

Compare how supply, demand, price, equilibrium, elasticity, and incentives affect the
working in a market.
1.3.1 Supply And Demand – use the laws of supply and demand to explain household and business behavior.
1.3.2 Price, Equilibrium, Elasticity, and Incentives – analyze how prices change
through the interaction of buyers and sellers in a market, including the role of supply, demand, equilibrium, and
elasticity, and explain how incentives (monetary and non-monetary) affect choices of households and economic
organizations.
Common Core
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that
which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage
the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as
well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation provided
(e.g., articulating implications or the significance of the topic)
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
UNIT NARRATIVE:
This unit starts by identifying demand at an individual level. Next, we will move into how demand can affect the
market in terms of goods being produced, purchased, etc. Following this, we will focus on the elasticity of demand
which will explain why demand moves more or less in different situations. Next, we will do the same thing with
supply. Both supply and demand are being covered by themselves to ensure students understand the material. It will
also make it easier to see where students might be making mistakes once we connect them; if it is specifically with
supply or demand or the idea of them coming together. Connecting these two will be the most important part of the
unit to be sure that students are able to shift and read graphs. This will lead to teaching how to find the market
equilibrium. The end goal is for students to understand how markets are regulated by supply and demand; how prices
and production numbers are set in the market.
UNIT PRE-TEST
Students will be asked to write a short summary on how they decide what goods they purchase and how
prices for the goods they purchase are set. I will put a list of vocab words on the board and ask students to use
all of the vocabulary words.
UNIT SUMMATIVE ASSESSMENT

Students will create their own “business” where they will sell goods to different consumers. As factors change,
they will note how prices changed. This will include government influences/interventions from the government
(which is me). They will then be asked to write an essay describing how they decided to set prices, purchase
goods, and what factors led to changes using unit vocabulary. There will be a rubric made for this.
UNIT STRUCTURE
L1 Problem What is the Law of Demand?
Objective SWBAT analyze the contents of Demand Schedules.
Assessment Students will create a demand schedule and graph it.
Primary Creating a demand schedule/curve based on what students in the class are willing to
Instructional pay for a pizza.
Activity
L2 Problem What causes demand to shift?
Objective SWBAT identify factors that cause shifts in demand.
Assessment Change in demand or shift in demand worksheet. Students will read different scenarios
and identify whether or not the quantity demanded changed or if the entire demand
curve would shift. This will be graded on correctness.
Primary Continuation of our activity where we talk about the wants/needs of students and chart
Instructional our demand schedules and see how it adjusts in different situations.
Activity
L3 Problem How does price changes affect demand?
Objective SWBAT identify factors of elasticity.
Assessment Worksheet where students identify the elasticity of real world scenarios. Students will
identify goods that are elastic or inelastic based on their instincts; this will be gone over
as a class.
Primary Powerpoint with guided notes. Discussion about where we see elasticity. Concept
Instructional formation.
Activity
L4 Problem What factors affect the elasticity of demand for a certain good?
Objective SWBAT calculate elasticity.
Assessment Worksheet where students calculate elasticities of goods.
Primary Powerpoint with guided notes. Discussion of real life examples; what are goods where
Instructional people would have to pay no matter the price?
Activity
L5 Problem How are laws of supply the same/different from the laws of demand?
Objective SWBAT identify what factors affect the changes in supply and quantity supply.
Assessment Participation in the activity and discussion.
Primary Discussing and finding the factors of supply and comparing them to demand. Activity
Instructional where there is an abundance of good v scarcity of goods.
Activity
L6 Problem How do producers set prices in the market?
Objective SWBAT identify the different production costs

SWBAT evaluate and calculate marginal returns
Assessment Quiz after to check for understanding.
Primary Market activity where students create and sell books. They have to calculate the cost
Instructional of goods and subtract from their profits. This will teach them about production costs
Activity and marginal returns.
L7 Problem What does supply and demand have to do with prices?
Objective SWBAT correctly chart equilibrium based on changes in supply and/or demand.
SWBAT evaluate the role of prices in the free market.
Assessment Student participation and worksheet that goes with activity
Primary “Pearl Activity” where students will be buying and selling pearls. Factors in the market
Instructional will change the prices; showing the importance of supply and demand interacting.
Activity
L8 Problem How do economists balance supply and demand?

How do businesses use supply and demand to price goods? How do they know when
and what to change prices to?
Objective SWBAT identify the cause of disequilibrium

SWBAT chart supply and demand to identify the equilibrium
Assessment Worksheet where supply and demand are shifting and adjusting.
Primary Students will create their own “business” where they will sell goods to different
Instructional consumers. As factors change, they will note how prices changed. This will include
Activity government influences/interventions from the government.
L9 Problem What is the role of pricing?
Objective SWBAT assess the role of pricing as a form of communication between buyers and
sellers in the market.
Assessment An essay where they analyze the activity that was conducted over the previous 3 days.
Primary Discussion on what we learned from the activity. Teaching what goes into a good,
Instructional thorough essay.
Activity
L10 Problem
Objective
Assessment
Primary
Instructional
Activity
DAILY LESSON PLANS
LESSON 1: 1 Day
LESSON Overarching Problem LESSON Objective LESSON Assessment
How do prices affect how much we SWBAT interpret the contents of Students will create a demand
want a good? Demand Schedules. schedule and graph it; charting
how much people are willing to
pay for pizza at different prices.
LESSON STANDARDS (include full text of standards):
Resources
● Slides 1-5 https://docs.google.com/presentation/d/1ufENqHbX2sdl4K38CcMShjOPNY8_v3BE/edit#slide=id.p5
○ The table on the powerpoint is an example, we would make our own before I show them that.
● https://docs.google.com/document/d/1-xlX6miRHfyROXcp0XnsCkNtaiP3fwJ4ZmDguv_Z4tw/edit
● GIVING EXPLICIT DIRECTIONS:
https://docs.google.com/document/d/1SCiKJYfyUVxaehbLyqFraIVcnoTITIfzSl5AHcy_Z_w/edit
Lesson Sequence (Be sure to include timing)

Note: identify how you are opening class, transitioning between lesson activities, and closing class
Instructional Teacher will... Students will... Attention to Focal
Activity Students...
(Timing)
2 mins Take attendance. Bellwork Question: What is

demand? What does that
word mean?
Students will write down
answer.
5 mins ● Address and talk about the ● Listen and follow along. Make sure they are
bellwork question. Share their bellwork following along
Introduce the new unit and answers.
overview of the unit for
students. Emphasize the
importance of
understanding and real
world applications of
supply and demand.
18 mins ● Ask students to write how ● Write how much pizza they Directly interact and
many slices of pizza they would buy at various prices ask focal
would buy at various students.
prices.
5 mins ● Quantify/Estimate numbers ● Talk to their neighbors

about what went into their
decision making.
10 mins ● Graph with students and ● Filling out their guided Ask if class is
breakdown what it means notes packet and understanding
and why demand goes answering questions. and ask them for
down. answers to be
sure they are
following (cold
call in a positive
way).
10 mins ● Introduce the law of ● Follow along in their guided Ask them directly
demand and ask what notes packet and ask what they think. Help
other factors might go into engaging questions. Discuss lead them to a
deciding what goods what factors go into correct answer to
people want. demand. boost confidence.
2 mins ● Tell students we will be ● listen listen

going over the factors that
change demand tomorrow.
● ●
*Don’t forget to annotate your lesson plan afterwards!
LESSON 2: 1 Day and Beginning of next class/lesson

What causes demand to shift? SWBAT identify factors that cause Change in demand or shift in demand
shifts in demand. worksheet. Students will read
different scenarios and identify
whether or not the quantity
demanded changed or if the entire
demand curve would shift. This will
be graded on correctness.
Continuation of our activity where we
talk about the wants/needs of
students and chart our demand
schedules and see how it adjusts in
different situations.

Resources
● Pages 2 and 3 of packet AND the Demand Worksheet
https://docs.google.com/document/d/1-xlX6miRHfyROXcp0XnsCkNtaiP3fwJ4ZmDguv_Z4tw/edit

(Timing)
5 ● Recap what we talked ● Answer questions I provide I could provide a

about the day before. on what we talked about focal student with
last class. Others will listen the answer before
intently class or call on them
if I know they have
an answer.
20 ● Walk students through a ● Students will take notes I will ask them to
powerpoint that goes over and follow along in their check in or keep an
the different factors that guided notes packet, asking eye on them to make
change demand and how questions whenever one sure they are
that looks on our demand comes up. following and
charts. understand.
5 ● Walk through one practice ● Students will follow the

problem from the steps I provide and
worksheet. complete the problem with
me. They will ask questions
if they do not understand.
15 ● Walk around the classroom ● Complete the worksheet on I will be sure to check
and help students as their own. in on them multiple
needed. Addressing the times to be sure they
whole class when understand.
necessary.
8 ● Go over any questions ● Ask questions and listen to Check their work
students have before other questions/answers. before they go home,
leaving class and let them Listen and follow along. a quick glance.
know we will go over all the
answers first thing next
class period.
LESSON 3: DATE(S)
SWBAT identify factors of elasticity. Worksheet where students explain

How does price changes affect the Worksheet where students identify why some goods are more elastic
demand of different? the elasticity of real world scenarios. than others.
Students will identify goods that are
elastic or inelastic based on their
instincts; this will be gone over as a
class.
C3 Standards

organizations.
Resources
● Page 4 and the Elasticicity Worksheet
(Timing)
8 ● Go over the practice ● Follow along on their Try to look over their
problems from the day worksheets and then make work before class
before. Answer questions sure they are correcting starts and encourage
that students have. their mistakes. them to get the work
down and follow
along.
20 ● Walk students through a ● Follow and complete page Call on them and use
powerpoint that goes over 4 of their notes packet. examples they will
the different factors that better understand to
affect elasticity of demand. check for
understanding.
12 ● Explain how to complete ● Complete worksheet where Make sure each of

the elasticity worksheet. students must describe the them has at least one
Walk around and check for elasticity of different that is right that they
student understanding. goods. are ready to explain.
8 ● Answer questions that ● Follow along and make Allow them to

students have and discuss sure their rationel makes answer the problems
answers. sense. Ask clarifying that I went over with
questions as we go. them.
6 ● Ask students if it is possible ● Discuss as a class. Think

to quantify elasticity and critically. Leave thinking.
have short discussion
LESSON 4: DATE(S)
What factors affect the elasticity of SWBAT calculate elasticity. Worksheet where students calculate
demand for a certain good? elasticities of goods.
Powerpoint with guided notes.
Discussion of real life examples; what
are goods where people would have
to pay no matter the price?
Resources
● Pages 5 and 6 in the packet

(Timing)
4 ● Ask again how it might be ● Discuss as a class. Think

possible to quantify critically.
elasticity and why people in
economics might want to
do so.
10 ● Go through a powerpoint ● Follow in their packet, ask

and show why people in questions when they arise.
the business world need to
calculate elasticity of
demand.
5 ● Walk students through ● Follow in their packet and Make sure to check
elasticity problems. ask questions when in.
needed.
12 ● Walk around and help ● Complete the practice Make sure they have
students. Answer questions problems in their packets. at least a few
as needed. problems that were
correct.
5 ● Go over answers. Answer ● Follow along. Ask

students' questions. questions.
18 ● Review all of the demand ● Write down any missing

material on slides. Inform information in their
them there will be a check demand packets.
in on all demand material
next class
LESSON 5: DATE(S)
How are laws of supply the SWBAT identify what factors affect Participation in the activity and
same/different from the laws of the changes in supply and quantity discussion.
demand? supply. Discussing and finding the factors of
supply and comparing them to
demand. Activity where there is an
abundance of good v scarcity of
goods.


organizations.
Resources
● Slide 38
https://docs.google.com/presentation/d/1ufENqHbX2sdl4K38CcMShjOPNY8_v3BE/edit#slide=id.g814d2f7ab4_0
_0
● Slides 1-9 h ttps://docs.google.com/presentation/d/11zr_He-EJE336MqPSfDDfK2OjBpGWiB-/edit#slide=id.p1

(Timing)
15 ● Demand Check in Slide. ● Completing questions that

Students will be completing are on the slide/quiz.
the quiz.
20 ● Intro powerpoint to supply. ● Students will take notes Frequently stop and
Explaining similarities and and compare to demand. make sure students are
differences between supply taking notes and
and demand. understanding important
material.
13 ● Discuss real world ● Bring up objects or goods Bring up goods that these
examples of elasticity of and how elastic they think students will be more
supply and changes in those goods are. Compare familiar with.
supply. It will be a to how we measured
volleyball discussion. elasticity of demand.
6 ● Recap important ● Ask questions about what

information from class. Ask we learned this class and
if students have any the activity they will be
questions. Explain the doing next class.
activity we will be doing
next class. Answer all
students' questions.
8 ● Explain activity directions. ● Listen and follow Make them shop
There will be 3 different directions. owners so they are
stores; each store will be more involved.
able to sell different
quantities of their goods.
There will be three rounds
where students will buy
goods with different
scenarios. This will
illustrate price change and
how it affects the inverse
relationship of supply and
demand.
35 ● Leading the activity. ● Performing the activity and

keeping track of goods
being sold and prices.
11 ● Lead a short discussion on ● Answer questions, report Prompt them to answer

what students discovered observations from the questions or share
from the activity. What did activity. observations by talking to
they learn about how them during the activity
supply amounts are chosen about what they should
on a surface level? Pose be noticing.
necessary questions for
students to understand.
LESSON 6: DATE(S)
How do producers set prices in the SWBAT identify the different Market activity where students
market? production costs create and sell books. They have to
SWBAT evaluate and calculate calculate the cost of goods and
marginal returns subtract from their profits. This will
teach them about production costs
and marginal returns.
C3 Standards

Resources
● Slides 10-16 https://docs.google.com/presentation/d/11zr_He-EJE336MqPSfDDfK2OjBpGWiB-/edit#slide=id.p16
● https://docs.google.com/presentation/d/1l6wuncLEesHTyYEky_Rmv4E6R91_6xTB/edit#slide=id.p1

(Timing)
5 ● Take attendance. Ask for ● Bellwork: What went into

people to share answers. decision making on how
much to supply in our last
activity? How might this
thinking be similar or
different from the real
world? Sharing some
answers with the class.
18 ● Go through powerpoint ● Take notes and follow Be sure that students are
slides. Answer student along. Ask questions when noting certain
questions as they come up. they do not understand or information so they will
Continually connect supply need clarification. be able to participate in
and demand material to the upcoming
help students make sense
of it.
20 ● Distribute quiz on supply. I ● Quietly take their check in Remind the entire class
will be using the sample quiz. that the questions on the
questions from the slide show will be on a
powerpoint. quiz.
11 ● Go over what we will be ● Listen to instructions.

doing next class by Follow along on
explaining the activity using powerpoint. Ask questions
slides from the powerpoint. they might have to clarify
Answer clarifying questions what is expected from
students may have. activity.
● ●
5 ● Take attendance. Pass out ● Bellwork: What are the

the chart that students will rules for the activity?
need for activity.
5 ● Go over rules for the ● Students share their Prep these students to
activity once more by bellwork as a class. Answer answer questions during
having students share their questions that I ask. Ask bellwork.
bellwork answers. Show an any last clarifying
example of how to make a questions.
“book” for the activity and
go over how to keep track
on their chart.
35 ● Conduct the activity. Go ● Participate in 3-5 rounds of

around helping make sure producing books. It is their
groups are doing what they goal to produce the most
are supposed to be doing. books as a team. They will
Provide the class with have a few minutes
information they need for between rounds to talk as a
their charts after each team and figure out how to
round. I will be going produce books more
around the room counting efficiently.
different groups books at
the end of each round. The
last round, I will tell all
groups to specialize;
meaning each group
member will have 1 specific
job in completing the
books.
8 ● Go over what we learned. I ● Students will share

will ask questions like, what strategies they came up
strategy did groups use to with and if they were or
improve production? Were were not successful in
there ways to cut costs? increasing production for
Etc. Was it more efficient their book making. They
to make an assembly line will discuss what real world
and specialize? Lead and businesses think when
facilitate ping pong type trying to maximize
discussion. productivity and the history
of specialization, assembly
lines, etc. that they have
learned in previous classes.
LESSON 7: DATE(S)
What does supply and demand have SWBAT correctly chart equilibrium Student participation and worksheet
to do with prices? based on changes in supply and/or that goes with activity.
demand.
SWBAT evaluate the role of prices in “Pearl Activity” where students will
the free market. be buying and selling pearls. Factors
in the market will change the prices;
showing the importance of supply
and demand interacting.
C3 Standards


Resources
● https://docs.google.com/presentation/d/1QLJkAqEpi85cXLlbLvtHN9-B-ebcbm5hR9u6jhzujiU/edit#slide=id.p4
● Pearl Exchange- Demand and Supply Activity
(Timing)
4 ● Take attendance. Pass out ● Bellwork: What is the role

worksheets. of prices in the free
market?
3 ● Use two students to ● Watch the demonstration. Use these students to

demonstrate a seller’s Ask questions after. demonstrate.
minimum price and a
buyers maximum price.
5 ● Explain the activity to ● Listen to directions. Ask

students. And distribute questions when they are
“pearls.” unsure about anything.
32 ● Lead activity. Take breaks ● Participate in activity. Check in on them

between rounds to gather Buyers and sellers will throughout the activity
and show data. Also, switch haggle prices and we will and encourage them to
up buyers and sellers each find an equilibrium in each interact with other
round and create new round. students.
scenarios (as shown in
video).
5 ● Debrief activity. Make sure ● Ask questions. Share Pull up specific examples
all students get the data observations they made. from activity that
they need. involved focal students.
6 ● Answer questions students ● Short Writing: What did

might have. you learn about the
interactions between
supply and demand in this
activity? What role did
prices place in the
relationship?
LESSON 8: DATE(S)
How do economists balance supply SWBAT identify the cause of Worksheet where supply and
and demand? disequilibrium demand are shifting and adjusting.
How do businesses use supply and SWBAT chart supply and demand to Students will create their own
demand to price goods? How do they identify the equilibrium “business” where they will sell goods
know when and what to change to different consumers. As factors
prices to? change, they will note how prices
changed. This will include
government influences/interventions
from the government.
C3 Standards


organizations.
Resources
● Worksheet:
https://docs.google.com/spreadsheets/d/10_PGuP7lmUephCCe3UnQvxes157dt8L45u_9Eih2zi8/edit#gid=0
● Slides 17-22
https://docs.google.com/presentation/d/1QLJkAqEpi85cXLlbLvtHN9-B-ebcbm5hR9u6jhzujiU/edit#slide=id.p4

(Timing)
5 ● Take attendance. ● Bellwork: Like the paperclip Provide ideas or

books we made in class, examples.
what is another product
you could make with
classroom supplies like the
books?
10 ● Lead discussion where ● Share their ideas. Bounce They were prompted
students share answers ideas off one another. during bellwork.
from bellwork. Ask Think critically about goods
students how they plan to that could be produced
construct these goods. Get using classroom materials.
students thinking.
2 ● Ask students to get into ● Students find groups.

groups that they will be
working with for the next
few days.
20 ● Tell students that these ● Work with their groups to Help students with ideas.
groups are their businesses create a prototype for a Encourage ideas that
and they need to create a good they will producing they have. Help guide
prototype for their product and selling over the next them if they need it.
by the end of the day using two days. Think about the
classroom materials I best way to produce their
provide. Explain that they good. Think about how
will be opening their own much it cost to produce
store soon but they must their good. Start producing
pay for the materials they goods to be sold in class.
use to produce the goods
using a classroom currency.
Explain it is a combination
of the book and pearl
activity. Go around and
help students reach ideas
and gauge how well
students are participating.
10 ● Lead discussion where ● Students share their Preparer them by giving

students “show off” their products. them confidence to share
product; what it is, how in front of the class. Also,
they will make it, how let them know they will
much it will costs in the be sharing ahead of time.
market, etc.
7 ● Walk around and help ● Write about their product

students answer questions. as a team. All the details
they have come up with
and turn in at the end of
the hour.
● ●
9 ● Split the groups up, half will ● Be split into buyers and
be sellers today and the sellers. Buyers will use this
other half will be buyers. time to set up their
Distribute currency to “shops.” Sellers will be
sellers and buyers. Help given different scenario
each group. cards (who they are, what
they want, etc.). These
cards will be based on the
products students make, so
I cannot provide cards for
this rubric.
35 ● Lead 3 rounds of the ● Buyers will follow their

activity where situations roles and purchase what
change and give groups a they can afford or save it
chance to adjust prices for upcoming rounds
and/or produce more (predicting the market).
goods. Each round there ● Sellers will run their
will be new cards for sellers businesses and be told they
and new scenarios for must make sure they have
businesses to deal with. enough goods and keep
track of what is being
produced and the cost or
they will be punished by
me, the government.
10 ● Debrief how the day went. ● Share how their

What could have gone buying/selling went. How
better. did each businesses do?
Was it difficult to adjust?
What was easy? What was
difficult?
● ●
5 ● Split the groups up, half will ● Be split into buyers and
be sellers today and the sellers. Buyers will use this
other half will be buyers. time to set up their
Distribute currency to “shops.” Sellers will be
sellers and buyers. Help given different scenario
each group. cards (who they are, what
they want, etc.). These
cards will be based on the
products students make, so
I cannot provide cards for
this rubric.
35 ● Lead 3 rounds of the ● Buyers will follow their

activity where situations roles and purchase what
change and give groups a they can afford or save it
chance to adjust prices for upcoming rounds
and/or produce more (predicting the market).
goods. Each round there ● Sellers will run their
will be new cards for sellers businesses and be told they
and new scenarios for must make sure they have
businesses to deal with. enough goods and keep
track of what is being
produced and the cost or
they will be punished by
me, the government.
7 ● Discussion about how ● Share how their

today went versus buying/selling went. How
yesterday. Why did it go did each businesses do?
differently? Was it difficult to adjust?
What was easy? What was
difficult?
7 ● Take attendance. Help ● Write what they learned

students who have from this activity about
questions or need help. market interactions. Write
how they think their
business faired compared
to others. How well did
they react to changes in the
market?
LESSON 9: DATE(S)
What is the role of pricing? SWBAT evaluate the role of pricing as An essay where they analyze the
a form of communication between activity that was conducted over the
buyers and sellers in the market. previous 3 days.
Discussion on what we learned from
the activity. Teaching what goes into
a good, thorough essay.
C3 Standards


organizations.
Common Core
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that
which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage
the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as
well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation provided
(e.g., articulating implications or the significance of the topic)
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
Resources
● Cognitive tool for helping write an essay
https://docs.google.com/presentation/d/1Hstg9a2VFd884frbL2Lf92kDB1MGJC50gzn2qpC_SH0/edit
● Rough Draft of the Rubric
https://docs.google.com/document/d/17ouKFGZZMlxt5EUnWPjoH8e3wdNEPntQrtqX3lJALEg/edit

(Timing)
15 ● Talk about how the activity ● Participate in the Directly

went from the past few discussion, keep notes. reference
days by facilitating a class something they
discussion. Keeping pros took part in
and cons on the board. during the
activity to get
them involved in
the discussion.
18 ● Explain the project and ● Follow along on rubric. Ask

what students will be questions if they do not
doing, pass out rubric. understand.
10 ● Walk through slides on how ● Follow along. Ask questions

to write an essay. when answers
are on slide to
make sure they
are following
and know
expectations.
11 ● Help students understand ● Fill out their CERCA papers Check in with
how to fill out their CERCA to help organize their students to be
sheets so they know what thoughts. sure they
they will be writing about understand.
and different options that
they have.
● ●
54 ● Walk around and help ● Work in the lab on their Make a time
students while they work in essays. table checklist to
the lab. Point out common make it easier
mistakes, questions, etc. to for them to
the whole class. follow and
complete the
assignment.
54 ● Walk around and help ● Work in the lab on their Frequently check
students while they work in essays. in on them and
the lab. Point out common their checklist.
mistakes, questions, etc. to
the whole class.
54 ● Walk around and help ● Work in the lab on their Frequently check
students while they work in essays. in on them and
the lab. Point out common their checklist.
mistakes, questions, etc. to
the whole class.

Sample Unit Plan

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Supply and Demand

SWBAT apply knowledge of the

Problem Space Key Substantive Concept(s) Procedural Knowledge Focus

How do consumers make day to day Demand Reflective Writing

Who decides what to produce? Market Equilibrium

What causes supply and demand to

Is a market equilibrium necessary?

UNIT STANDARDS (include full text of standards):

D2.Eco.5.9-12. Describe the consequences of competition in specific markets.

Michigan State Standards

1.3 Prices, Supply, and Demand

UNIT SUMMATIVE ASSESSMENT

Objective SWBAT analyze the contents of Demand Schedules.

Assessment Students will create a demand schedule and graph it.

L2 Problem What causes demand to shift?

Objective SWBAT identify factors that cause shifts in demand.

L3 Problem How does price changes affect demand?

Objective SWBAT identify factors of elasticity.

Objective SWBAT calculate elasticity.

Assessment Worksheet where students calculate elasticities of goods.

Assessment Participation in the activity and discussion.

L6 Problem How do producers set prices in the market?

Objective SWBAT identify the different production costs

Assessment Quiz after to check for understanding.

L7 Problem What does supply and demand have to do with prices?

Assessment Student participation and worksheet that goes with activity

L8 Problem How do economists balance supply and demand?

Objective SWBAT identify the cause of disequilibrium

L9 Problem What is the role of pricing?

DAILY LESSON PLANS

LESSON STANDARDS (include full text of standards):

Lesson Sequence (Be sure to include timing)

2 mins Take attendance. Bellwork Question: What is

5 mins ● Quantify/Estimate numbers ● Talk to their neighbors

2 mins ● Tell students we will be ● listen listen

LESSON 2: 1 Day and Beginning of next class/lesson

LESSON STANDARDS (include full text of standards):

1.3 Prices, Supply, and Demand

Lesson Sequence (Be sure to include timing)

5 ● Recap what we talked ● Answer questions I provide I could provide a

5 ● Walk through one practice ● Students will follow the

SWBAT identify factors of elasticity. Worksheet where students explain

LESSON STANDARDS (include full text of standards):

Michigan State Standards

12 ● Explain how to complete ● Complete worksheet where Make sure each of

8 ● Answer questions that ● Follow along and make Allow them to

6 ● Ask students if it is possible ● Discuss as a class. Think

LESSON STANDARDS (include full text of standards):

Lesson Sequence (Be sure to include timing)

4 ● Ask again how it might be ● Discuss as a class. Think

10 ● Go through a powerpoint ● Follow in their packet, ask

5 ● Go over answers. Answer ● Follow along. Ask

18 ● Review all of the demand ● Write down any missing

Michigan State Standards

1.3 Prices, Supply, and Demand

Lesson Sequence (Be sure to include timing)

15 ● Demand Check in Slide. ● Completing questions that

6 ● Recap important ● Ask questions about what

35 ● Leading the activity. ● Performing the activity and

11 ● Lead a short discussion on ● Answer questions, report Prompt them to answer

LESSON STANDARDS (include full text of standards):

D2.Eco.5.9-12. Describe the consequences of competition in specific markets.

Michigan State Standards