DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE

Name: Melissa Losito

Lesson #: 1

Lesson Title: Supply and Demand

Grade Level/Subject: 4th Grade/Social Studies

NCES/CCSS Standard and
Objective (1)

Topic: Economy

Standard:
4.E.1 Understand how a market economy impacts life in North Carolina.
Clarifying Objective:
4.E.1.1 Understand the basic concepts of a market economy: price,
supply, demand, scarcity, productivity, and entrepreneurship.

Revised Blooms level of

thinking/type of knowledge
(1)
Behavioral Objective (2)
Objective Rationale (1)
Prerequisite Knowledge and
Skills (1)
Key Terms and Vocabulary
(1)

Level 1: Knowledge- Students will define supply and demand

Level 2: Comprehension/Level 3: Application- Students will explain why
the price is high or low, demonstrating knowledge of supply and demand
with a given scenario
Students will be able to define supply and demand, determine if the
supply or demand is high or low in a given scenario, and explain if the
price will be high or low with 90% accuracy.
Students need to learn about supply and demand to understand the
economy and how consumers affect it. This lesson also demonstrates
cause and effect.
Students will need to know how to count money. Students should know
what an auction is and/or how an auction works. In third grade, students
should have learned standard 3.E.1 Understand how the location of a
region affects activity in a market economy.
Supply, demand, consumer, product
Content and Strategies

Focus/Review (prepares
students for the lesson) (2)

Objective as stated for

students (helps students set
their own goals for the lesson)
(1)
Teacher Input (provides the
content to students in a
teacher-directed manner) (3)

Instructional
Strategies
The teacher will gather students on the carpet and show Work Together/
YouTube video to engage them in the lesson. While
Compare and
students are watching the video, the teacher will pass
Contrastout envelopes of money. They will talk briefly about
students will
the video when it is over. The teacher will then ask if
turn and talk to
anyone knows what an auction is and how it works.
a partner about
Students will turn and talk to a partner for a minute
what they think
about auctions. She will tell them they are going to
an auction is
have an auction today for a special product and they
and how it
are going to place bids on it to see who will get it.
works
Today we will learn about supply and demand and by the end of the
lesson you will be able to explain the concepts of supply and demand in a
given scenario.
Before beginning the auction, the teacher will go over
the rules including 1) raise your hand to place a bid, 2)
only bid the money you have, and 3) no combining
Revised for spring, 2012

Get Movingdoing an
interactive

Guided Practice (scaffolded

practice with the content;
helps students make sense of
the content provided in
Teacher Input) (3)

money with others.

The teacher will say, I am the auctioneer. The product
I am auctioning off today is one free lap at recess! I
will start the bidding at $1. All students will have at
least $1 so they are all able to place a bid. The teacher
will then say, Okay. Would anyone else like to place a
bid higher than $1? Students with $5 will raise their
hand and state they want to place a bid for $5. Okay.
Would anyone like to place a bid higher than $5?
Students with $7 will raise their hand to place a bid.
The teacher will then say, Does anyone want to place
a bid higher than $7? Only one student will have $10
so he/she is the only one who can place a bid at this
point. The teacher will say, Does anyone else want to
place a bid higher than $10? ... Going once, going
twice, sold to the bidder for $10! The student with the
$10 will receive a one free lap at recess slip to hold
on to.
The teacher will then get the students attention by
saying, It looks like I made a mistake! I actually have
this whole baggy full of free lap slips. Since I have so
many of them, I am not going to auction them off, but I
am going to sell them to you. I will sell you one free
lap slip for $1. At this point, if students want to
purchase a free lap, they can pay for it. All students
have at least $1 so all students have the opportunity to
buy a free lap.
The teacher will begin the discussion by introducing
the terms supply and demand. The amount of product,
which in this scenario was free laps, is the supply. The
number of people, consumers, who want the product is
the demand.
The teacher will ask students questions such as
Why was he/she (the student who had $10)
willing to bid so much for the free lap?
o He/she thought it was the only one and
he/she really wanted it so he/she paid
more for it
During the auction, was the supply high or
low? Was the demand high or low?
o The supply was low because there was
only one free lap to begin with, which
meant there was a high demand because
everyone wanted it
When I realized I had enough laps for
everyone, what happened to the supply and the
demand?
o The supply was high because there was
enough for everyone, and the demand
went down because not everyone
Revised for spring, 2012

activity
(auction) gets
the students
engaged and
involved in the
lesson

Work Together/
Share Ideas and
Opinionsstudents will
put their heads
together (work
in small groups)
to answer
questions posed
by the teacher

Independent Practice
(application activities to help
students use and demonstrate
what they have learned) (2)
Closure (provides a wrap-up
for the lesson) (1)

Evaluation (How will you

assess students learning so
that you can determine if they
met the objective of the
lesson?) (2)

Plans for Individual

Differences (differentiations
needed for students) (1)

wanted one anymore since everyone had

the chance to get one
How come when my supply was so high, my
price was so low?
o Not everyone wanted a free lap
anymore, so the price was lowered to
get more people to buy the product
Collect students money and have them return to their seats. Have the
paper passer hand out the four-question assessment. Students will work
independently to complete the assessment that will be collected for a
grade (assessment is attached).
Students will turn and talk to a partner about the concept of supply and
demand and the scenarios they responded to in independent practice. Pairs
will share out and the teacher will summarize their responses. The teacher
should summarize points such as
When the supply was low, the demand and the price were usually
higher (depending on the consumers and the product)
When the supply was high, the demand and the price were usually
lower (depending on the consumers and the product)
The teacher can refer back to the YouTube video from the beginning of
the lesson. The video we watched at the beginning of this lesson
demonstrated supply and demand. When the store worker had a lot of hula
hoops his supply was ____ (students should say high) and his demand was
____ (students should say low). But then when the little boy started hula
hooping and everyone wanted one, the stores supply was ____ (students
should say low) and the demand was _____ (students should say high),
which made the worker do what to the price? (increase)
Students should hold onto their free laps for the remainder of the day. The
teacher will use these for classroom management and tell students their
lap can be taken away at any point throughout the day.
Formative:
Questions asked throughout the lesson, specifically in guided practice.
Summative
Students will be given a short assessment containing definitions of supply
and demand as well as brief scenarios to determine if the supply and
demand is high or low. Using the supply and demand, students will decide
if they price of the product will be high or low and explain why. Students
will master the lesson objective if they provide correct definitions of
supply and demand, correctly determine if supply and demand is high or
low, and explain why the price is high or low.
Students who have trouble seeing or hearing will be seated closer to the
teacher.
Students with physical disabilities may not be able to sit on the floor, so
room will be made for a wheelchair, etc. on the carpet.
ELL students may work with a partner, preferably a student who can
translate to help the ELL student better understand the content.
Gifted students may extend their learning by writing their own supply and
demand scenarios upon completion of the assessment.
Revised for spring, 2012

Materials used in the lesson;

Resources used in developing
the lesson (1)

Materials:
Something to auction off (one free lap at recess)
Fake money
YouTube video from https://www.youtube.com/watch?
v=Ng3XHPdexNM
Worksheet/assessment
Resources:
PDF from
http://users.manchester.edu/Student/REBrown/ProfWeb/
SS%20Lesson%209%20Supply%20and%20Demand.pdf

21st Century Skills (must be

in three lessons)

Critical Thinking and Problem Solving- During guided and independent

practice, students have to think through scenarios to determine supply,
demand, and price.
Communication- During guided practice, students will communicate
amongst each other to formulate answers to questions. Students will also
talk with a partner at the closing of the lesson to summarize what they
have learned.
Collaboration- During guided practice, students will work together to
answer questions about supply and demand.
Global Awareness (must be in
List aspects of global awareness addressed in the lesson.
two lessons)
Tell where each aspect is addressed in the lesson and give a brief
description.
Culturally Responsive
List aspects of culturally responsive teaching addressed in the
Teaching (must be in three
lesson.
lessons)
Tell where each aspect is addressed in the lesson and give a brief
description.
Overall alignment in the lesson (2):
The behavioral objective must be aligned to the lesson objectives (NCES/CCSS).
The instructional activities must help students meet the behavioral objective and be successful on the
lesson assessment.
The lesson assessment must provide enough reliable and valid data so the teacher can determine if
each student has met the lesson objectives or not.
Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints,
slides from SmartBoard programs, etc.) (2)

Revised for spring, 2012

Revised for spring, 2012