Sample Lesson Plan For Senior HS

DETAILED LESSON PLAN IN ECONOMICS
Name of SHS Applicant Teacher: ROSALIE P. SAYCON

Date of Demonstration: March 9, 2016
Venue: Lanao Norte Comprehensive High School
I. Learning Objectives: At the end of the lesson, students are able to:
a. categorize needs into the different hierarchy levels;

b. explain and identify the different levels of Maslow's Hierarchy of Needs; and
c. describe self-actualization and the behaviors’ which lead to it.
II- Subject Matter: Maslow’s Hierarchy of Needs

Reference: A. K to 12 Grade 10 Economics Learning Module
Quarter 2, pages 180-186.
B. Clayton, Gary E. "Forms of Business Organization." Economics:
Principles & Practices. New York: McGraw-Hill/Glencoe, 2005.
163-172. Print.
Materials: A box of different products

Laptop
LCD Projector/LED TV
Manila paper and Pentel pen
Values Integration: Cooperation, Self-esteem, Optimism and Appreciation

Subject Integration: Humanistic Psychology,
Skills being developed: Critical thinking, decision making and time managing
III. Procedure:
Teacher’s Activity Student’s Activity

1. Preliminary activities
A. Greetings:
Good Morning/ Afternoon Ma’am!
Good Morning/Afternoon
Everyone!
B. Prayer:
Before we begin the lesson
this morning/afternoon, let
us first ask the guidance of
Almighty God to enlighten
our minds and to
completely understand the
topic this
morning/afternoon.
Would you please lead the

prayer? In the name of the Father, the Son and the Holy
Spirit, Amen.
(The student recites a prayer).
C. Classroom Management:
Class, kindly arrange your (The students will arrange their seats and pick
seats properly and pick up up piece pieces of paper under the chair.
the pieces of paper under
it.
D. Checking of Attendance:
Is there any absent today?

Class monitor, kindly Yes Ma’am!
check the attendance.
Thank you!
E. Motivation:
This Morning/afternoon,
let us have a game. The Yes Ma’am!
title our game is “ Guess
me, Who I am”
Are you ready now?
Now, I have here a box. A Foods.

lot of things can be found
inside, some of it we eat 3
times a day. Anybody can
guess?
Another thing, it serves as Parents.

an inspiration in our Friends.
studies. They were always Love ones.
there to give support to us
in order to become
successful in our studies…
What is it?
Security guards.
And lastly, we need their services Police Officers.
to have peace and so that we feel secure
especially in coming to school every day.
Very Good!
2. Lesson Proper: Our topic for today’s discussion is all about

The Hierarchy of Human Needs.
What do you think our
topic for today’s
discussion?
Very good!
We will dig more about the

hierarchy of human needs.
A. Activity:
Now, I will group you into
five groups. Each group
has a representative to
discuss the answer in front
of the class from the
questions which we have to
draw by lot before the time
start.
Tasks:
1. Categorize needs into the different

hierarchy using the things inside of
the box.
2. Explain why foods (water,
biscuits and clothes ), police
officers and security guards are
needs into our everyday living?
3. Discuss the importance of Family,

friends, Certificate of recognition,
awards and achievement are also
consider as needs
.
4. What characterize of Self-
Actualizing Persons?
5. Why Physiological or basic needs

is the most important level in the
Maslow’s Hierarchy of Needs? (The groups will do the activity in three
minutes).
(The activity is timed for five-5
minutes only) (Each group will present their answers
accordingly).
Group Presentations:
Group 1 you can now start presenting

your answers you’ve constructed. Self-actualization
Self-Esteem
Social Needs
Security Needs
Physiological Needs
Water, air, food, and sleep are categorize as

Physiological needs include the most basic
needs that are vital to survival. While, The
Group 2 will follow. services of Police Officers are categorized as
Security or safety needs.
Family, parents, and friends are categorize

as Social needs or sense of belongingness
because we cannot live alone. While,
Group 3. Recognitions, awards and achievement are
under Self-esteem. We need these things
because we need to be respected by others and
to have more self confident.
One of the characteristics of self- actualizing

person is that they may able to learn from
Group 4. anyone and are friendly with anyone.
They were able to stand and start over again
despite of the failures.
Physiological needs or basic need is the most

important level in the Maslow’s Hierarchy of
Group 5. needs because it is said to motivate people
when they are unmet. Also, the need to fulfill
such needs because it is the foundation or base
level of human needs.
Great job everyone! Thank you Ma’am!
Thank you for the active

participation!
Our lesson for today will dig deeper
on the Maslow’s Hierarchy of Human
Needs.
B. Analysis and Abstraction
Maslow’s Hierarchy of Human

Needs was devised by Abraham Harold
Maslow (1908-1970), an American
psychologist. He believed individuals are
controlled by their values and the choices
they make. He devised a model of true
human needs showing that a well-adjusted
person satisfies the physical needs such as
hunger and thirst on level one before the
other safety needs such as shelter and
clothing of level 2, etc. The last and
highest level is self-actualization.
Maslow’s Hierarchy of Human Needs
1. Physiological Needs. The needs

for oxygen, food, water and a
relatively constant body
temperature. These needs are the
strongest because if deprived, the
person would die.
2. Safety Needs.
In going to school, we need the
services of the traffic enforcers in
order for us to become safe in
crossing along the streets.
3. Social Needs
These includes the need love,
affection and belonging. People
need to escape feelings of
loneliness and alienation and to
give (and receive) love and
affection, and to have a sense of
belonging with high quality
communication (with
understanding and empathy).
4. Esteem Needs
People need to feel good about
themselves, to feel that they have
earned the respect of others, in
order to feel satisfied, self
confident and valuable. If these
needs are not met, the person feels
inferior, weak, helpless and
worthless.
5. Self-Actualization Needs
Maslow describes The self-
actualizing people that Maslow
describes that they are inner-
directed people. They appreciate
the world around them with a
sense of awe and wonder. In love
relationships they respect the
other's individuality and feel joy at
the another's success.
 They are emotionally intelligent

and feel no need for crippling guilt
or shame. They tend to be serene,
characterized by a lack of worry.
They are self starters, are
responsible for themselves, and
own their behavior. Yes Ma’am!
Do you all understand the

Maslow’s Hierarchy of Human Needs?
Theoretically, if these needs were

fulfilled, people can reach their fullest
potential.
A. Application:
Asking Questions: Yes Ma’am!
Have you ever had a hard time paying

attention to what the teacher is saying
when you are hungry?
That’s right!
Being hungry is one of the example

under Physiological needs and it is the
the most basic and instinctive needs in the
hierarchy because all needs become
secondary until these physiological needs
are met.
If two different needs were in conflict, the

So, If the two different needs were in lower need would dominate. Meaning the
conflict the base level, what needs be physiological needs is first to satisfied before
dominate? moving on to the next level.
Nice Answer!
The importance of knowing the hierarchy of
these five groups of needs is that for human
B. Valuing? development. This means that the higher needs
Who could tell me the Importance at the top of the hierarchy were most important
of knowing the Maslow’s for the development of personality; however,
Hierarchy of Human needs? these higher needs could not be satisfied until
the lower needs were satisfied.
That’s Awesome! Very well said.
C. Generalization: In general, the lesson that we discuss now is

all Maslow’s Hierarchy of Human Needs and
Who would like to generalize the these are Physiological and security or safety
lesson for this morning/ afternoon? needs, Social, Self-esteem and Self-
actualization.
That’s right! These five groups of needs should be met

because if it has not ever been satisfied, the
So, why these needs be met? other, higher needs cannot be met since they
are not as essential to sustaining live as hunger
or the other physical needs.
Very Nice!
Our Lesson for this
morning/afternoon ends up here.
Kindly prepare ¼ sheet of paper and
answer the following questions.
IV. EVALUATION.
DIRECTIONS:Choose our best answer

from the following choices give. Write
only a letter in your answer sheet.
1. Physiological
1. In Maslow's hierarchy of needs, food,
water, sleep are considered as
a. Security needs
b. Self-actualization
c. Physiological
d. Social needs
2. In Maslow's hierarchy of 2. Safety or security needs

needs, rules and laws, peace
and order are an example of?
a. Self-esteem
b. Security or Safety
needs
c. Social Needs
d. Self-actualization
3. When security needs are satisfied, 3. Social needs
a person will be motivated by
these needs.
a. Physiological
b. Security needs
c. Social or sense of
belongingness
d. Neurotic
4. Feeling of self- worth, social
recognition, and accomplishment 4. Self -esteem
were considered by Maslow to be
a. Self-esteem
b. Security or Safety needs
c. Social Needs
d. Self-actualization
5. Which of Maslow's needs involves the

desire for self-fulfillment, to become all 5. Self-Actualization
that one is capable of becoming?
a. Security needs
b. self-actualization
c. physiological
d. Self-esteem
V. ASSIGNMENT:
Read in advance the lesson about Motivation. Answer the following questions.
1. Why do we get up and go to work or school?

2. Why do we hang out with our friends?
DETAILED LESSON PLAN IN ECONOMICS
Name of SHS Applicant Teacher: ROSALIE P. SAYCON
Date of Demonstration: March 9, 2016
Venue: Lanao Norte Comprehensive High School
II. Learning Objectives: At the end of the session, students are able to:
d. distinguish and identify characteristics of the four market structures;

e. role play the fundamental concepts relevant to the development of a four market
structures; and
f. appreciate the fundamental concepts relevant four market structures relevant to
the development in a market economy of the Philippines.
II- Subject Matter: The Four Market Structures

163-172. Print.
Materials: Candies( Smarties, tootsie rolls, flavored tootsie rolls, caramels)

T- Chart
Blank Sheet
Laptop
LCD Projector
Values Integration: Wise Consumer

Subject Integration:
VI. Procedure:
Teacher’s Activity Student’s Activity
Content Presentation:
Today we will be going over the four

types of market structures.
-Divide the class into the four types.

Perfect competition should have about
15+ students, monopolistic competition
should have about 4 or 5 students,
oligopoly should have 3, and monopoly
will have 1.
Simulation:
State: Today you’re going to be
selling me candy.
-Give each student a specific type of

candy. Tell students “Please don’t eat it!”.
Everyone in perfect competition gets a
smartie (so take one and pass it down).
Everyone in monopolistic competition
gets a flavored tootsie roll. Everyone in
oligopoly gets a regular tootsie roll (all the
same). And the monopoly gets a caramel.
-Take out a blank sheet of paper.
-Explain that you will buy a piece of

candy from one “firm” in each market.
-Inform that I will “pay” somewhere

between 25 cents and 5 cents and I will
allow them, the firm/student, to come up
with the price of your candy. But make
sure you think about it before decide a
price. Choose your price strategically.
-Write down on your piece of paper, nice

and big so I can read it, what your price is,
but don’t let anybody see. Monopolistic
firms cannot talk, oligopoly firms can
talk.
-Alright, now that we’ve got our prices,

look over at each other and scowl. After
all, you are competing against each
other. ;)
-Start with perfect competition. Have

them show their process, choose the
lowest price, thank them for their
business. Then do it again. Have only
perfect competition choose their price
again (make sure other forms do not
change their prices). What happened
second time? More people should have a
lower price. Move on to monopolistic
competition, choose the lowest. Move on
to oligopoly, choose lowest (should all be
around the same price, closer to the 25
cent range). Ask if anyone is surprised.
Then ask the monopoly their price. Should
absolutely be 25 cents, ask if anyone is
surprised.
-Do it again. Have all the forms re-price

their candy. Allow for people to move
from perfect to monopolistic if they so
chose (not too many). If someone suggests
it, they can even talk in monopolistic and
perfect. When you do the prices, you
should still find that someone has written
5 cents in perfect and a really low number
in monopolistic as well. Oligopoly will
stay roughly the same and monopoly has
no reason to move.
-If there is time, you can run the

simulation a third time, just to drive it
home.
Debriefing:
-Okay, let’s get back to our regular seats

and go over what we just did.
-Take out the charts you copied from the

beginning of class.
-Have students explain the characteristics

of the market structures, as per the chart
following the categories, starting with
perfect completion.
- Make sure/remind students to fill in the

chart as we go along.
THE FOUR MARKET

STRUCTURES
Market Control Number Types
Structure Over of Firms of
Price Goods
Perfect None Many All the
-Our chart should now be complete. Competition small same;
firms Identical
(talking in
terms of
thousands
)
Monopolistic Some Many Differe
Competition control small ntiated,
firms slightly
(talking in different,
terms of not
hundreds) identical
Oligopoly A lot Few Same
(talking in (identic
terms of al) or
tens) different,
it
doesn’t
-Any questions? really
matter
Monopoly Total One Unique;
control different
SEMI-DETAILED LESSON PLAN IN MODALS
Name of Teacher: ROSALIE P. SAYCON, Ph.D.

Date of Demonstration: March , 2016
Grade and Sec.: Grade 8 Kalachuchi
I. Learning Objectives: At the end of the session, students are able to:
a. Recognize Modals and their functions;

b. Demonstrate appreciation and understanding of Modals, through a song; and
c. Compose sentences using Modals
II. Subject Matter: MODALS

Focus Skills: Viewing, Listening , Song Appreciation
Materials: Power Point Presentation of Visual Aids, Music Video Clip
Worksheets, Writing Tools
References: K to 12 Grade 8 Learning Module, page
III. Procedure/Strategies:
1. Preliminary Activities:
a. Greetings
b. Prayer
c. Checking of attendance
d. Energizer/ Drill
e. Review
2. Motivation
Have the students view the music video
 Ask: How did the writer of the song define should, would and could?
 Were the instances in your life when you regret your actions done wrong?
 How do you move on after regretting of your action that you made. Relate
them into the class.
d.
e.
f.
g.
h. distinguish and identify characteristics of the four market structures;
g. role play the fundamental concepts relevant to the development of a four market
structures; and
h. appreciate the fundamental concepts relevant four market structures relevant to
the development in a market economy of the Philippines.
II- Subject Matter: The Four Market Structures

163-172. Print.
Materials: Candies( Smarties, tootsie rolls, flavored tootsie rolls, caramels)

T- Chart
Blank Sheet
Laptop
LCD Projector
Values Integration: Wise Consumer

Subject Integration:
Sample Lesson Plan - Economics
JASON GREENBERG
SAMPLE LESSON PLAN
COURSE: ECONOMICS
TOPIC: CHANGES IN SUPPLY AND DEMAND CURVES
CAREER DEVELOPMENT & OCCUPATIONAL STUDIES STANDARDS:

 Integrated Learning
 Universal Foundation Skills
 Career Development
COMMON CORE STATE STANDARDS: This lesson meets Common Core State Standards
criteria through the following reading, speaking and listening, and writing standards:
 Reading Standards
o Craft and Structure
o Integration of Knowledge and Ideas
 Speaking and Listening Standards
o Comprehension and Collaboration
o Presentation of Knowledge and Ideas
 Writing Standards
o Text Types and Purposes
o Production and Distribution of Writing
o Research to Build and Present Knowledge
AIM
"What are supply and demand curves and how do market forces influence movements
along the curves?"
PERFORMANCE OBJECTIVES/GOALS
Students will be able to:
 Identify causes for movements and shifts of the supply and demand curves
 Create a supply-demand chart and evaluate impacts of price and other
factors on market equilibrium
ANTICIPATORY SET - MOTIVATION

(3 Minutes, 30 seconds)
DO NOW: DEMAND FOR MOVIE TICKETS
SAY: Individually, decide upon and write down a unit price in dollars (no cents) that
would be the most you are willing to spend on a movie ticket.
ASK: How many wrote $20? 19? 18? etc...
TEACHER NOTE (DO NOT READ ALOUD): The total number of students who agree
they would pay the highest price = Qty demanded at the highest price.
The number of votes for the next highest price + quantity demanded at highest price
is quantity demanded for next highest price.
WRITE ON THE BOARD:

Price per Ticket Total # of students willing to Quantity Demanded by Our
pay Class
$18 1 1
$17 2 3
$16 5 8
$15 3 11
$14 3 14
SAY: We have just created our class's demand schedule for movie tickets. Everyone in
the class is willing to spend [lowest unit price given ($14)] to buy a movie ticket.
Only [total # of students willing to pay highest price, (1)] of you is willing to spend
[highest unit price given, ($18)] to buy a movie ticket.
ESSENTIAL CONTENT
(20 Minutes)
Materials/Resources:
Overhead projector/computer projector
Blank graphing transparencies/Excel
Colored dry erase markers
Chart Examples handout
Group Assignment handout
Graphing paper for students
Ticket Out of Here handout
How to create a demand curve based on data:

DEMONSTRATE: Using the data on the class's demand for movie tickets, demonstrate
the creation of a demand curve on a graphing transparency. Explain how the prices
are listed along the y-axis of the graph and the quantity demanded are listed along
the x-axis of the graph. Then explain how the data is plotted and the curve is drawn.
SAY: As the price of an item rises, the quantity demanded normally falls. As the price
falls, the quantity demanded normally rises, as long as all other factors remain
constant. This is called MOVEMENT ALONG THE DEMAND CURVE.
Show Chart 1.
ASK: Besides the price of movie tickets, what are some other factors that can have
an impact on how many movie tickets are demanded by consumers?
As you go through the answers with the class, show the SHIFTING OF THE "MOVIE
TICKET" DEMAND CURVE. Show Chart 2.
(If class struggles after a moment, give examples for each factor)
 Consumer incomes - if average consumer income increases, consumers
are likely to demand more of most goods and services. Although, if average
consumer income decreases, consumers are likely to demand less even if
the PRICE of the movie ticket remains the same. Example: What if your
average income decreases? Would you more or less movie tickets?
Increases in consumer incomes shifts the demand curve right, as
decreases in consumer incomes shifts the demand curve left.
 Population sizes - As the population grows, the demand for goods and
services increase. As the population declines, the demand for goods and
services decreases even if the PRICE of the movie ticket remains the same.
Example: What if we had more people in the population? Are we likely
to buy more or less movie tickets? More people in a population shifts
the demand curve right, less people shifts the demand curve left.
 Consumer preferences - If an attractive movie releases, more
consumers may want to catch it. On the other hand, if a movie gets bad
reviews, the demand for a movie ticket may decline even if the PRICE of
the movie ticket remains the same. Example: What if the movie that
comes out isn't something you'd like to see? What if it is something that
you would like to see? Demand will shift based on consumer
preferences.
 Prices and availability of substitute products - As the prices and
availability of alternative sources of entertainment change, the demand
for a movie ticket may also change even if the PRICE of the movie ticket
remains the same. Example: What if you could rent a movie you've been
wanting to see that just came out on DVD? What if you had a coupon to
go bowling for less money than a movie ticket? Prices and availability
of substitute products will shift the demand curve for movie tickets.
How to create a supply curve based on data:

DEMONSTRATE: Invert the quantity demanded for movie tickets to create data on
the quantity supplied for movie tickets, demonstrate the creation of a demand
curve on a graphing transparency. Explain how the prices are listed along the y-axis
of the graph and the quantity demanded are listed along the x-axis of the graph.
Then explain how the data is plotted and the curve is drawn.
Price per Ticket Quantity Supplied by Movie

Theater
$18 14
$17 11
$16 8
$15 3
$14 1
SAY: As the price of any commodity rises, the quantity supplied normally rises. As the
price falls, the quantities supplied normally falls, as long as all other factors remain
constant. This movement can be shown on a supply curve:
Show Chart 3
ASK: Besides the price of movie tickets, what are some other factors that can have
an impact on how many movie tickets are supplied to consumers?
As you go through the answers with the class, show the SHIFTING OF THE
"MOVIE TICKET" SUPPLY CURVE. Show Chart 4.
(If class struggles after a moment, give examples for each factor)
 Size of the industry - If more movies are made for theaters, the
quantity of movie tickets supplied will increase. If less movies are made
for theaters, the quantity of movie tickets will decrease, even if the
PRICE of the movie ticket remains the same. Example: What if
Hollywood produces more movies for the theaters? What if
Hollywood produces less movies? The quantity of tickets supplied
would change. Increases in the industry size shift the supply curve
right and decreases in industry size shift the supply curve left.
 Technological Progress - If some technological advancement made it
easier for theaters to display movies, the quantity of movie tickets
supplied will increase even if the PRICE of the movie ticket remains the
same. Example: What if the theater invested in equipment that
enabled the showing of a film in multiple theaters from the same
projector? Technological progress that reduces costs shift the supply
curve to the right, increasing quantity supplied.
 Prices of inputs - If the costs of displaying a movie decreased, the
quantity of movie tickets supplied will increase. If the costs of
displaying a movie increased, the quantity of movie tickets supplied will
decrease even if the PRICE of the movie ticket remains the same.
Example: What if it costs less to display a film in a theater? What if
some cost reduction would enable a theater to show twice as many
films? The prices of inputs would shift the supply curve. Decreases
in prices of inputs shift the supply curve to the left, as increases in
prices of inputs shift the supply curve to the right.
Prices of related outputs - If the price of another form of entertainment which the
theater can provide increased, the movie theater may focus more resources on that
entertainment, thereby reducing supply of movie tickets. If the price of another
form of entertainment which the theater can provide decreased, the movie theater
may focus more resources on movies, thereby increasing supply of movie tickets.
Example: What if the theater could sell tickets for live acting on a stage at a
much higher price per ticket? What if they had to decrease the price of live
theater because no one was buying tickets? These related outputs can shift the
supply curve of movie tickets.
SAY: When the quantity supplied and the quantity demanded are the same, we have
market equilibrium. Market equilibrium is a situation where there are no inherent
forces (outside events disturbing the status quo) causing changes in the supply and
demand curves.
ASK: Can anyone tell me what a shortage would be? A shortage is when quantity
demanded is higher than quantity supplied.
ASK: Can anyone tell me what a surplus would be? A surplus is when quantity
demanded is lower than quantity supplied.
SAY: Shortages occur to the left of the equilibrium price and surpluses occur to the
right of the equilibrium price.
ACTIVITY (ASSESSMENT)
(30 Seconds)
Have students get into "home-base" groups.
(15 Minutes)
GROUP ASSIGNMENT (Groups of 3-4) (ONE GROUP COMPLETES ASSIGNMENT ON
BOARD)
SHOW: Supply and demand schedule for hamburgers at the ABC Burger Stop.
Price Quantity Demanded per Quantity Supplied per

Year Year
$2.25 12 30
2.00 16 28
1.75 20 26
1.50 24 24
1.25 28 22
1.00 32 20
SAY: In your groups, do the following:

1) Graph the supply and demand curves. Show the equilibrium price and quantity.
2) Describe the effect of a decrease in the price of beef (hamburger input) on the
equilibrium price and quantity of hamburgers, assuming all other things remain
constant. Explain your answer with the help of a diagram. A decrease in the price of
beef would decrease the price of input, causing the supply curve to shift right,
thus lowering the equilibrium price and increasing the quantity of hamburgers
supplied. See Diagram 4a.
3) What affect would an increase in the price of pizza (a substitute commodity) have
on the equilibrium price and quantity of hamburgers, assuming all other things remain
constant? Explain your answer with the help of a diagram. An increase in the price
of pizza would increase the price of a substitute, causing the supply curve to
shift left, thus raising the equilibrium price and decreasing the quantity of
hamburgers supplied. See Diagram 4b.
SUMMARY
(1 Minute)
TICKET OUT OF HERE:
SAY: On your Ticket Out of Here, explain the difference between a movement along a
curve and a shift of the curve. Give one example of each.
Title of Lesson: Supply and demand
Subject Area: Economics
Grade Level: 4th grade
Objective:
* Students will be able to list as a group economic goods, economic bads, items that
are scarce in our society and factors that affect our economy.
* Students will be able to answer questions on the worksheet dealing with supply and
demand with at least 80% accuracy.
Materials Needed:
Vocabulary words, four pieces of paper taped to different corners of the classroom,
four colored pens, and the worksheet.
Procedures:
1. Students will be introduced to some of the basic vocabulary surrounding supply and
demand.
Market- a place or service that allows buyers and sellers to exchange goods and
services
Demand- the quantity of a good or service that consumers are willing and able to buy
at a given price during a specific period of time
Law of demand- as the price of a good decreases, people buy more
Supply- the quantity of a good or service that producers are willing and able to offer
at each possible price during a specific period of time
Law of supply- as the price of a good increases, producers will offer more
Economic good- an economic good refers to goods and services
Economic bad- any item for which we would pay to have less of
Scarcity- there is not enough of that item to satisfy everyone who wants it
Equilibrium- the point at which the quantity demanded equals the quantity supplied
at a particular price
Surplus- at prices above the equilibrium price the quantity supplied is greater than the
quantity demanded
Shortage- at prices below the equilibrium price the quantity demanded is greater than
the quantity supplied
2. Teacher will discuss with the students what causes prices to change.
Price may change when demand, supply, or both change. An increase in demand
cause prices to increase. An increase in supply cause prices to decrease. If demand
and supply both increase but the demand change is larger, price will increase: it will
act as if the only change had been a change in demand. If demand and supply both
increase but the supply change is larger, price will decrease: it will act as if the only
change had been a change in supply. Ex. Suppose the government allowed a certain
amount of imported steel to enter the economy. This would cut down on supply and
result in a higher steel price. Also, if there was a decrease in potato prices it would
suggest an increase in quantity demanded and a decrease in quantity supplied.
3. Teacher will arrange students into four corners by counting off 1-4. There will be a
piece of paper in each corner and each group will have two-three minutes to list as
many answers as they can in the time allotted. They will rotate clockwise until they
have been to all four corners. Each group will have a different colored pen so it is easy
to see what group wrote down what answers. They must have answers that are
different from the other groups. It might be necessary to increase the time after
rotating a couple of rounds to four-five minutes because it will be harder to come up
with answers.
4. The first corner will be asked to identify economic goods (food, bicycles, haircuts.)
The second corner will identify economic bads (air pollution, garbage, disease.) Third
corner will identify things that are scarce (gold, silver, Elmo doll during Christmas of
1996.) The last corner will list different factors that affect our economy (jobs
available, wages.)
5. After the students have attended the corners then the last group will look at all the
answers and identify the top five responses they like most. They will select a
spokesperson from their group to share and explain their responses to the class. The
teacher will ask questions to get a better idea of their understanding and then tie the
activity together and summarize it. Teacher will ask questions such as: What makes it
an economic good? Why does this particular response affect the changing economy?
How do you tell if it is an economic good or bad?
Then teacher will add any additional comments and ask students if they have
questions or comments to make before moving on to the next activity.
6. The teacher will give the students a worksheet to test their knowledge and
understanding of the material discussed in class.
7. Teacher will give the students enough time to complete worksheet. Then they will
correct their papers and go through the answers as a class to make sure everyone
understands why they are answered in that manner.
8. Teacher will conclude the lesson in reviewing the vocabulary that was introduced at
the beginning of the lesson and ask the students to verbally summarize what supply
and demand is and how it affects the consumer.
Evaluation:
Teacher will observe the answers given by the four groups to make sure their
responses match the question asked. I will have the students grade, then correct their
worksheets and I will require that they receive at least 80%.
Lesson
Lesson Plan 4
Supply and Demand Worksheet

Match each item correctly. Write the letter in the blank.
_____1. Needs (B)
_____2. Wants (E)
_____3. Goods (D)
_____4. Services (A)
_____5. Market (C)
A. Works that are performed for someone.
B. Basic requirements for survival.
C. Location or other mechanism that allows buyers to exchange economic products
D. Means of expressing needs
E. Tangible commodities
6. Which of the following is not an economic good? (A)

A. Weather
B. Car
C. Sandwich
D. Haircut
7. Which of the following is an economic bad? (B)
A. Candy
B. Pollution
C. Television
D. Magazine
8. Which of the following is an example of a service? (C)

A. Blow dryer
B. Scissors
C. T.V. repair person
D. Money
9. When supply is greater than demand than it is called a: (B)

A. Shortage
B. Surplus
C. Variable
D. Balance
10. If the quantity demanded equals the quantity supplied it is called: (D)
A. Economic Approach
B. Law of Demand
C. Law of Supply
D. Equilibrium
The Supply and Demand Game – Carbon Tax & Cap and Trade
Last Updated: September 19, 2013
Download lesson plan [zip]
Background (taken in entirety from Investopedia)
Supply and demand is perhaps one of the most fundamental concepts of economics and it is the
backbone of a market economy. Demand refers to how much (quantity) of a product or service is
desired by buyers. The quantity demanded is the amount of a product people are willing to buy at
a certain price; the relationship between price and quantity demanded is known as the demand
relationship. Supply represents how much the market can offer. The quantity supplied refers to
the amount of a certain good producers are willing to supply when receiving a certain price. The
correlation between price and how much of a good or service is supplied to the market is known
as the supply relationship. Price, therefore, is a reflection of supply and demand.
The relationship between demand and supply underlie the forces behind the allocation of
resources. In market economy theories, demand and supply theory will allocate resources in the
most efficient way possible. How? Let us take a closer look at the law of demand and the law of
supply.
The law of demand states that, if all other factors remain equal, the higher the price of a good,
the less people will demand that good. In other words, the higher the price, the lower the quantity
demanded. This occurs because as the price rises, the opportunity cost, or the value of the best
forgone alternative, is higher. As a result, people will naturally avoid buying a product that will
force them to forgo the consumption of something else they value more. The chart below shows
that the curve is a downward slope.
Like the law of demand, the law of supply demonstrates the quantities that will be sold at a
certain price. But unlike the law of demand, the supply relationship shows an upward slope. This
means that the higher the price, the higher the quantity supplied. Producers supply more at a
higher price because selling a higher quantity at a higher price increases revenue.
When supply and demand are equal (i.e. when the supply function and demand function
intersect) the economy is said to be at equilibrium. At this point, the allocation of goods is at its
most efficient because the amount of goods being supplied is exactly the same as the amount of
goods being demanded. Thus, everyone (individuals, firms, or countries) is satisfied with the
current economic condition. At the given price, suppliers are selling all the goods that they have
produced and consumers are getting all the goods that they are demanding.
In the real market place equilibrium can only ever be reached in theory, so the prices of goods
and services are constantly changing in relation to fluctuations in demand and supply.
Objectives
Students will be able to:
 Describe the general shape of the supply curve and the demand curve.
 Understand that we pay for goods and services, but they occasionally have externalities.
 List mechanisms that limit externalities through a) a carbon tax and b) a cap and trade system
and describe the effects of these mechanisms on trade.
Materials Needed
 Deck of standard 52 cards

 Two types of tokens (poker chips, pieces of candy, board game pieces, etc). One will represent
Pollution Tokens, one will represent Permit Tokens.
 Fake money (e.g., from a board game such as Monopoly or Life)
 Bowl or other container (to symbolize the negative externality, pollution).
 Prizes (optional, but will likely help the experiment turn out correctly.
Safety Concerns
None.
Vocabulary
 Externality: A byproduct (either good or bad) that is not accounted for when doing the
transaction or trade. For example, a negative externality would be pollution, while a positive
externality would be improved public education.
 Carbon tax: A method to reduce greenhouse gases where a tax is placed on carbon dioxide and
other greenhouse gases (thus leading to a fixed price on greenhouse gases). Proposed taxes
include a tax on amount of fossil fuel burned, the amount of greenhouse gases emitted directly,
and the amount of greenhouse gases emitted before product acquisition.
 Cap and trade: A method to reduce greenhouse gases where permits are issued to emit
greenhouse gases (thus leading to a fixed amount of greenhouse gases emitted). Permits can be
purchased, awarded gradually to help traditionally high polluters become accustomed to the
prices, or awarded for good behavior.
 Surplus value: For the buyer, the difference between the transaction price and the maximum bid
price. For the seller, the difference between the transaction price and the minimum bid price.
Experiment
Note, this game was first created by EH Chamberlin at Harvard in the 1940s. Then one of his
students, Vernon Smith, later made some modifications to it, and later Cyril Morong shared “The
Supply and Demand Game” online. This game is an adaptation of Morong's work.
Activity 1: Setup
Time: 10 minutes
Supplies: Deck of standard 52 cards, Pollution Tokens, fake money, bowl, prizes
Description
1. Set aside a large stock of money and Pollution Tokens. These should never run out.
2. Setup cards and Permit Tokens
1. Count the number of students participating in trading. Round up to a multiple of 4 (e.g.,
20, 24, 28, 32. 36). This will be the total number of cards in the experiment.
2. Find the total number of cards on the list below. Use the corresponding numbered
cards in the black (Spades and Clubs) and red (Diamonds and Hearts) suits. Note, there
will be an equal number of cards in each suit.
i. 20 Cards = Black 2-6, Red 6-10

ii. 24 Cards = Black 2-7, Red 5-10
iii. 28 Cards = Black 2-8, Red 4-10
iv. 32 Cards = Black 2-9, Red 3-10
v. 36 Cards = Black 2-10,Red 2-10
3. Designate a banker (likely the teacher). Set the Fake Money and the bowl (symbolizing
pollution) in front of the teacher.
4. Discuss Game Play
1. The object of the game is to have the most money at the end of three rounds. (The
teacher may wish to provide prizes that would incentivize the students to maximize
their earnings, otherwise the experiment will likely not work).
2. Each student will receive $10 only once, at the beginning of the first round.
3. Identity Phase - Each student will receive a new card at the beginning of each round.
Students with red cards are sellers. They are willing to sell their unit of energy for at
least the face value of their card. Students with black cards are buyers. They are willing
to buy their unit of energy for no more than the face value of their card.
4. Insider Trading Phase - Gather sellers on one side of the room and buyers on the other
side of the room. Groups will be given 2 minutes to trade amongst themselves in any
way they wish. This may involve money changing hands, but will not result in additional
money from the bank or Pollution Tokens.
5. Market Phase – Gather sellers and buyers in the middle of the room for 5 minutes.
Students make offers between themselves involving exactly one seller and one buyer.
When a price is agreed upon, the students turn in their cards to the banker. The banker
checks that the deal can be made (the agreed upon price is at least the seller’s minimum
price and no more than the buyer’s maximum price). If the deal can be made, the
banker takes the cards and pays each player his/her surplus value.
6. The teacher records trade values in real time on a supply/demand plot. Each trade will
be a single point with number of transactions (x axis) and average price (y axis).
7. For each successful trade using Diamonds, two Pollution Tokens are placed in the bowl.
For each successful trade using Hearts, one Pollution Token is placed in the bowl.
8. After each game, the teacher will calculate and display the average price and quantity
and graph this point. They will also list the number of Pollution Tokens in the bowl and
then empty the bowl.
9. After three rounds, the game ends. The teacher calculates the overall average price and
average quantity and graphs this point. They will also list the average number of
Pollution Tokens in the bowl per round.
Activity 2: Trading game 1: Supply and Demand
Time: 30 minutes
Supplies: Deck of standard 52 cards, Pollution Tokens, fake money, bowl, prizes
Experiment
First students will play the game with no restrictions such that they can explore the laws of
supply and demand.
1. Repeat 3 times:
1. Give each student a card at random.
2. Allow sellers to trade cards with other sellers if they wish. Allow buyers to trade cards
with other buyers if they wish.
3. Commence trading.
2. Buy prizes, return all game pieces back to bank.
3. Group discussion
1. In general, what was your goal? Students find the object of the game was for buyers to
make a deal for the lowest possible price and for sellers to make a deal for the highest
possible price.
2. Why was this important? Because the average price and quantity came very close to the
equilibrium.
3. Why was the Insider Trading Phase important?
4. Did students care about the Pollution Tokens?
Activity 3: Trading Game 2: Carbon Tax
Time: 30 minutes
Supplies: Deck of standard 52 cards, Pollution tokens, fake money, bowl, prizes
Experiment
Next students will play the game with a carbon tax such that they can explore the laws of supply
and demand.
1. Repeat 3 times:
2. Commence trading as in Trading Game 1 with a new rule: During Market Phase, for each
transaction recall there will be either one or two Pollution Tokens placed in the bowl.
For each transaction, both the buyer and seller must pay $1 to the bank per Pollution
Token placed in the bowl.
3. Group discussion
1. What was the effect of a Pollution Tax? Discuss the carbon tax, and how most European
countries have a carbon tax. The market will find an “equitable price of carbon”, and
the amount of pollution will go down, but it is not limited to a certain amount.
2. What might make the Pollution Tax more fair? On sellers only? On buyers only?
Activity 4: Trading Game 3: Cap and Trade
Time: 30 minutes
Supplies: Deck of standard 52 cards, Pollution Tokens, Permit Tokens, fake money, bowl, prizes
Experiment
Next students will play the game with a carbon tax such that they can explore the laws of supply
and demand.
1. Repeat 3 times:
2. Distribute the following number of Permit Token to sellers. Feel free to experiment with
different distributions. If you would like an equitable distribution, give 2/3 of Permit
Tokens to highest valued Diamonds, and 1/3 of Permit Tokens to the highest calued
Hearts.
i. 20 Cards = 10 PermitTokens
ii. 24 Cards = 12 PermitTokens
iii. 28 Cards = 14 PermitTokens
iv. 32 Cards = 16 PermitTokens
v. 36 Cards = 18 PermitTokens
3. Commence trading as in Trading Game 1 with a new rule: During Market Phase, for each
transaction recall the banker had placed either one (for Hearts) or two (for Diamonds)
Pollution Tokens in the bowl. Now, this is changed. For each transaction, the seller
must place either one (for Hearts) or two (for Diamonds) Permit Tokens in the bowl.
3. Group discussion
1. What was the effect of the permits? Discuss permits trading, such as the SO2 tradable
permits in the 90s . This limits the amount of pollution that can occur
2. What might make the Permit Tokens more fair? On sellers only? On buyers only?
Additional Resources
Reputable
Economics Basics: Supply and Demand | Investopedia. URL [Last accessed: August 25, 2013].
http://www.investopedia.com/university/economics/economics3.asp
Opinion / Newspaper
Economics | Youtube. URL [Last accessed: August 25, 2013].
https://www.youtube.com/playlist?list=PLRd6RHFjV_HJUgoiZxoIbPNLH_ivEg5Ak
Supply and Demand | Wikipedia. URL [Last accessed: August 25, 2013].
http://en.wikipedia.org/wiki/Supply_and_demand
Author(s)
Lesson idea from Christian Blanco, Allison Weis, and Kelly Klima; final product compiled by
Kelly Klima on behalf of the Leonard Gelfand Center for Service Learning and Outreach.
Funding Sources
Portions of this work were supported by a) the Leonard Gelfand Center for Service Learning and
Outreach, and b) the Center for Climate and Energy Decision Making (SES-0949710) through a
cooperative agreement between the National Science Foundation and Carnegie Mellon
University.
Lesson Plan – Law of Demand and Supply
Aim of Lesson:
The aim of this lesson is to introduce the students to the topic of markets and how markets work using
the law of demand and the law of supply.
Objective of Lesson:
 To define markets
 To explain what markets provide
 Examine the way in which markets work
 To define the law of demand
 To define the law of supply
 Identify what happens when demand exceeds supply
 Identify what happens when supply exceeds demand
 Explain how supply and demand affects choices
 To illustrate how markets and the law of demand and supply operate through class activity
Materials Used:
 Whiteboard
 Overheads
 Textbook
 Tokens for bidding
 Chocolate bars
Development 1 (lesson structure and methodology):
 Write the term ‘Markets’ on the whiteboard

 Ask the students if they can define what a market is
 Write their answers on the whiteboard, using a spider diagram
 Using an overhead show them the economic definition as follows:
 ‘A market is a mechanism by which potential buyers of a good or service are
brought into contact with potential sellers of that good or service’.
 Explain simply that markets are where buyers and sellers meet
 Next discuss what economic questions markets provides answers to as follows:
1. What goods should be produced (and in what quantities)?
2. For whom are goods produced?
3. How are the goods to be produced (what combination of the factors of
production should be used)?
4. What rewards should be given to those who supply the factors of production?
 Explain to the students when you look at the above 4 points, it is obvious that a market is a
group of people rather then a particular place
 Continue that while a market can be confined to a particular location e.g. the New York Stock
Exchange and the London Stock Exchange, a market may also be dispersed, as is the market for
foreign currencies which extends worldwide and is know as the Foreign Exchange market
 Ask for further examples of markets based on this example
 Next ask the students if a market can be created?
 Try and elicit ‘yes’ from them and ask for reasons why and how
 Give an examples to them such as if a new vaccine is discovered to cure cancer – a market now
exists for that vaccine
 Another example will be the design of new technology e.g. playstation 3 or The Wii
Sub-Development 1 (lesson structure and methodology)
 Next examine how markets work

 Coordinate a class activity to introduce students to this
 The activity will allow students personal involvement in the concept of supply and demand
which helps the students see how it relates to their everyday life
 Students will be given a box of tokens with two colours in it, and asked to select any number of
them from 1 to a handful
 Place a value on the tokens AFTER the students have already selected their tokens
 Then present a bar of chocolate and let the students know that they will only receive a
homework free lesson if they own this selected item of which the teacher has EXACTLY one of.
 Announce the bidding to be open at 10cents and they may use their tokens to purchase the item
 Continue auction until a student has paid a high price for this item and received it
 Then pull out a class supply of chocolate – the same chocolate as already bid for
 Announce that actually there is more then one item and teacher is now willing to open bids at 1
cent
 Students will have a shocked reaction to this exercise
 Continue to explain that they have just experienced the law of demand and supply and explain
these now in detail
 Explain to the students that every market works through the interaction of supply and demand.
Explain the following points to the students
 When discussing the law of demand for a good we mean the quantity consumers are will to buy
at different prices
 When discussing the law of supply, we mean the quantity that producers would be willing to
make available at different prices
 A market works on the principle that there is some price that satisfies both consumers and
producers. Emphasise to the student that this point is extremely important to know and
understand.
 At this point ask the students if they have any questions and answer any that are posed
 Examine the situation from the view of the consumer and from the view of the producer
 First consider the consumer – the Law of Demand

 Demand can be defined as follows:
 If price rises, quantity demanded falls and if price falls, quantity demanded rises
 Put these statements on the overhead projector so students can read the statements again.
Explain that the Law of Demand is very important to know as it will help us understand how
consumers operate in markets
 Put an overhead on the projector illustrating the market for tea in Ireland – demonstrating the
relationship between price and quantity
 This list will show the quantities that would be demanded at number of different prices. This
table is called a demand schedule
 Examine this table with the class, and highlight to each student that quantity demanded and
sold will increase as price decreases
 Then explain to the students that demand can also be illustrated graphically and this is known as
a demand curve
 Show an overhead of the demand curve for the table previously discussed on the tea market in
Ireland.
 Explain the Demand Curve to the students and instruct them to take it down in their copy books
 Next consider the situation from the point of the producer – Supply
 Supply can be defined as follows:
 If price rises, quantity supplied rises and if price falls, quantity supplied falls
Explain that Supply is very important to know as it will help us understand how producers
operate in markets
 Staying with the examples of the tea market in Ireland, we will look at the supply schedule of
tea and look at the relationship between price and quantity
 Then present this information on a supply curve – the economic method in which we view
supply
 As a class discuss the differences between demand and supply
 Continue with explaining the term excess supply
 Excess supply exists when quantity supplied is greater then quantity demanded
 Producers have no option but to lower the prices
 S > D = P decreases
 Continue with explaining the term excess demand
 Excess demand exists when quantity demanded is greater then quantity supplied
 In this case consumers would compete against each other for the available supply and price
would be forced to increase
 D > S = P increases
 Next explain the term Equilibrium Price
 This is where supply = demand. By equilibrium we mean a situation from which there is no
tendency to change
 If the price on the market e.g. tea is above the equilibrium price, there will be a downward
pressure on price. Quantity supplied will exceed quantity demanded and producers will lower
their price to get rid of surplus stock
 If the price on the market e.g. tea is below the equilibrium price, there will be an upward
pressure on price. Quantity demanded will exceed quantity supplied and consumers will be
competing for a limited supply of the good. Scarcity would exist and price would increase
 If no interference in the market occurs (by government of other agency), price will eventually
settle at a level where quantity demanded equals quantity supplied. This position is called the
market equilibrium
 Having defined demand and supply ask the student that bought the overpriced bar of chocolate
to define what these terms mean to him in light of the experience he just had, explain why he
was motivated to pay such a high price for it, and let us know if he would have paid so much if
he had know there were enough chocolate bars to go around.
Lesson Plan on the topic of ‘Supply’
Aim of Lesson:
The aim of this lesson is to incorporate the information students have learned from the topic ‘supply’,
into workbook, exam and life related questions. Students should confidently and competently recognise
and understand the factors that affect the supply of a good and relate it to life examples.
 Recap and discuss supply curves which are exceptions to the rule of supply
 Recap and discuss the 5 factors affecting the supply of a good
 Comprehension of the details involved in each factor
 Understanding of the shifts in supply curve – both in the negative effect and positive effect
 Efficiently answer questions on supply that are workbook related, exam related and related to
their daily lives
 Encourage an appreciation of economics throughout the class
Materials Used:
 Whiteboard
 Overheads
 Textbook
 PowerPoint presentation
 Products: salt + pepper, potatoes + pasta, beans + peas, coffee + hot chocolate
 Homework sheet
 Ask the students to explain the basic law of supply that relates to most products, eliciting the
following: as price increases, supply increases (P increases = S increases). If price decreases,
supply also decrease (P decreases = S decreases).
 Question from homework should illustrate how the law of demand operates. Correct this
question according to the law of supply.
 Next examine the 3 exceptions to the rule of Supply. These exceptions are put into practice with
homework questions
 Ask the students to explain the first exception to the law Supply. That exception is as follows:
 Exception 1 = Perfect Inelastic Supply
o If the quantity supplied is fixed, so that an increase in price will not bring forth further
suppliers and a fall in price will not result in less being supplied e.g. fresh fruit,
vegetables, open-air markets
 Next complete homework question in class so that this issue can be illustrated in economic
terms on a graph.
 The students will be asked to explain the shape of the graph and a student will draw this on the
whiteboard
 Students will then explain the answer to the questions with reference to Exception 1
 Next ask the students to explain the second exception to the law of supply. This exception is as
follows:
 Exception 2 = a minimum price is established below which supply will be zero
o Suppliers are able to impose a minimum price (P1). At prices below P1 nothing will be
supplied. At prices above P1 the curve will revert back to its normal upward slope as
increase in prices = increase in supply
o E.g. trade union where there is a minimum wage
terms on a graph.
 The students will be asked to explain to me the shape of the graph and a student will draw this
on the whiteboard
 Next ask the students to explain the final exception to the law of supply. This exception is as
follows:
 Exception 3 = the firm reaches its maximum output
o Depicts a situation where the firm increases output as price increases, up to its
maximum level of output Q1. Any increase in price above P1 will have no effect on
quantity supplied because the firm is operating at full capacity
 Complete homework question in class so that this issue can be illustrated in economic terms on
a graph.
 The students will be asked to explain to me the shape of the graph and another student will
draw this on the whiteboard
 Draw the diagrams again on the whiteboard as per their explanations
 As the class are completing the questions ask the students to give further examples to support
these exceptions

 The next section of the lesson will recap the factors that affect the supply of a good. There are 5
overall factors to consider.
 Ask the students to list these 5 factors
 Ask the students to briefly explain each of the 5 factors clearly and with good explanation and
ask for examples to support their explanations.
 The factors that affect the supply of goods are as follows:
 Supply of a good depends on its own price

o Goods which obey the law of supply
o If price rise, quantity supplied rises
o If price falls, quantity supplied falls
 Supply of a good depends on the prices of related goods

o If price of a related good rises, while the price of the good the firm is making now
remains the same or falls, it becomes attractive for the firm to supply the good that has
increased in price
o An increase in price or a related good will cause a fall in the supply of Good Y
o Consequently it will switch resources to the production of the relatively more high
priced good
o A fall in the price of a related goodwill cause an increase in the supply of Good Y
 Supply of a good depends on the cost of production

o If there is an increase in the cost of production of Good Y, there will be a reduction in
supply. This will cause the supply curve to shift to the left
o Possible causes for an increase in the cost of production are as follows:
 A rise in labour costs
 A rise in the cost of raw materials
 An increase in tax
 A reduction in subsidies
o Similarly a fall in the cost of production will cause an increase in the supply of Good Y
and will cause the supply curve to shift to the right
o Possible causes for a decrease in the cost of production are as follows:
 A fall in labour costs
 A fall in the cost of raw materials
 A reduction in tax
 An increase in subsidies
 Supply of a good depends on the state of technology

o The methods of production available to the firm. As technology advances it improves
the productivity of the firm and therefore increases supply
o The supply curve will shift to the right
o It is important to note that we do not discuss a ‘fall’ in the state of technology. This is
because we assume that any method of production available to the firm now will always
remain an option to the firm
 Supply of a good depends on the factors outside the control of the firm
o Factors that are not planned in advance by the producer
o Favourable unplanned factors
 E.g. favourable weather conditions
 Causes a shift in the supply curve to the right = increase in supply
o Unfavourable unplanned factors
 E.g. a strike
 Causes a shift in the supply curve to the left = decrease in supply
 When students have completed listing and explaining the 5 factors affecting supply the teacher
will write the supply function on the whiteboard as follows:
Sy = f(Py, Pr, C, T, U)
 Continue with the homework.

 Question 4 incorporates all of the factors discussed above.
 Put up an overhead of a supply curve and for each point on question 4 the students will inform
the teacher what happens to the supply curve and teacher will amend it with a whiteboard
marker as required.
 Briefly recap the concept of supply using a PowerPoint presentation which will illustrate the
shifts in the supply curves from a negative and a positive perspective.
 The final part of the lesson will involve group work and a group exercise.
 Students will be split into groups of 5 (4 groups all together)
 A team leader will be designated to keep the worksheet safe and complete the analysis in
writing on behalf of the team
 Give each group 2 related products.
 The products are as follows:
 Salt + pepper
 Pasta + Potatoes
 Beans + Peas
 Coffee + hot chocolate
 With these products give them a worksheet with a certain amount of information (see attached)
 The group will be required to discuss the products and information supplied and plot their
analysis on a supply curve
 As the students are undertaking this exercise, the teacher will walk around the classroom
 This is to ensure teacher is available for questioning by the students and also to ensure
management of the group work and maintain discipline
 If time allows discuss the analysis from each team. Otherwise begin the next lesson with their
analysis and suggestions
Lesson Plan - Markets
Aim of Lesson:
The aim of this lesson is to continue the topic of with the topic of markets, explaining how the laws of
demand and the law of supply apply to the various markets.
 To recap on the definition of markets
 To discuss what markets provide
 To discuss the types of markets
 To examine markets in operation
 To recap on the definition and explanation of the law of demand
 To recap on the definition and explanation of the law of supply
 Examine what happens when demand exceeds supply
 Examine what happens when supply exceeds demand
 Define and discuss excess supply and excess demand
 Define and discuss equilibrium price
 Discuss shifts in the supply and demand curves
Materials Used:
 Whiteboard
 Overheads
 Textbook
 Newspaper clipping handout
 Index price cards
Introduction:
 Ask the students to take out the newspaper clipping from the previous lesson.
 This clipping was on the product Playstation 3 which was not available in Europe until March
2007.
 A British man paid over €11,000 for an advance copy of the product. This is a great example of
demand and supply that the students can relate to.

 Students were asked in the workbooks to define a market, so a good definition is expected
 Randomly choose a student to answer this question
 Using an overhead support this answer using the economic definition as follows:
 Ask the students to explain simply what are markets, eliciting the point that markets are where
buyers and sellers meet
 Next recap on what economic questions do markets provides answers to. Ask students randomly
to elicit the following points:
 Next ask students where one would find a market – eliciting as many examples as possible
including the following:
1. A market can be confined to a particular location e.g. the New York Stock
Exchange and the London Stock Exchange
2. A market may also be dispersed, as is the market for foreign currencies which
extends worldwide and is know as the Foreign Exchange market
 Next ask students for examples of markets that can be created and list these on the whiteboard
using a spider diagram
 Ask students to close their workbooks and test books for the time being so that the class may
examine markets in greater detail
 Explain to the students that there are 3 categories of market in our economies. These are as
follows:
1. Factor Markets
2. Intermediate Markets / Producer Markets
3. Final Markets / Goods Markets
 Examine each of these markets in detail individually
 Factor Markets:
 A factor market is a market where a factor of production is bought and sold
 The buyer is the entrepreneur who wants to use the factor in the production of
goods and services
 The seller is the owner of the factor of production in question
 Price is determined in the same way – this represents income to the owner of
the factor of production
 Rent = income to the owner of the land
 Wages = the reward to the supplier of labour
 Interest = the return to the owner of capital
 Intermediate Markets / Producer Markets
 An intermediate market is one where output (i.e. raw material) is sold to be
used as input in the production of another good
 Example: the output of the steel industry is bought by car manufacturing firms
in the making of cars
 Final Markets / Goods Markets
 Final markets are markets that deal in goods and services that give consumers
utility and for which they are therefore prepared to pay a price
 Examples: food, drink, clothing, furniture, household appliances
 For each market, elicit as many examples as possible of each market and draw these on the
whiteboard

 Re-explain to the students that every market works through the interaction of supply and
demand.
 Ask the students what we mean when discussing the law of demand for a good eliciting the
following: ‘we mean the quantity consumers are willing to buy at different prices’
 Next ask the students what we mean when discussing the law of supply, eliciting the following:
‘we mean the quantity that producers would be willing to make available at different prices’
understand.
 Examine the situation from the view of the consumer and from the view of the producer using
different examples
 First consider the consumer and recap the Law of Demand

 Ask the students to define demand. Demand can be defined as follows:
 Put this statement on the overhead projector so students can read the statements again. Again
explain to the students that the Law of Demand is very important to know as it will help us
understand how consumers operate in markets
 Next consider the situation from the point of the producer and recap on the Law of Supply
 Ask the students to define supply. Supply can be defined as follows:
 Put this statement on the overhead projector so students can read the statements again. Explain
that Supply is very important to know as it will help us understand how producers operate in
markets
 Next recap on the Demand Schedule and Demand Curve. The teacher wants to ensure that
students understand this extremely well as it is vital for many areas of economics
 This list will show the quantities that would be demanded at number of different prices. Ask the
students what this table is called eliciting the following: a demand schedule
 Examine this table as a class, and highlight to each student that quantity demanded and sold
will increase as price decreases
 Then explain to the students that demand can also be illustrated graphically. Ask the students
what this graph is called, eliciting that this is known as a demand curve
 Then show an overhead of the demand curve for the table previously discussed on the tea
market in Ireland.
 Staying with the examples of the tea market in Ireland, look at the supply schedule of tea and
look at the relationship between price and quantity
 Then present this information on a supply curve
 Discuss as a class the differences between demand and supply
 Next explain the term excess demand
tendency to change
market equilibrium
 Having defined demand and supply hand the students a copy of an old newspaper article
advertising Playstation 3. The product has not yet launched on the European market and a
customer paid over €11,000 for an advance version of the product. Discuss the laws of demand
and supply in relation to this particular product
 Next present the students with a PowerPoint presentation

 This presentation will illustrate how the laws of demand and supply apply to factor markets and
to goods markets
 This presentation will demand and supply in terms of equations and how they are represented
on supply and demand curves
 It will also take into consideration what happens if there is a shortage in either of these markets
 Discuss the shifts in the demand curve and the shifts in the supply curve
 The final part of the presentation will take into account the equilibrium price
 As a product use the example of potatoes
 The PowerPoint presentation will illustrate effectively the demand / supply schedules on
demand / supply curves
 It will also hold the students interest as it is creative and technologically orientated which
students understand and have an interest in.
 For the final part of class, carry out a class activity as follows:
 Students will be asked to think of three items on their desks and to secretly set a price for each
one of them on the index card that will be handed out the each one.
 They will then fold their index cards so it can stand upright on their desks
 Students will then be instructed to place their items by their price list
 Students will then be invited to go ‘shopping’ and check out all the prices in the ‘shop’
 Lead the students into discussion asking questions such as the following:
 Now that you can see how other merchants priced their items, how will it effect
your pricing of the same item
 Were there some items that would be in high demand because of their low
supply?
 How might that effect pricing?
 Students may want to stock their ‘shelves’ differently after doing some comparison-shopping
and seeing the availability of certain items.
 Give the students the opportunity to price another 3 items of their choice and discuss their
changes and why they were made.
Lesson Plan – Law of Demand and Supply
Aim of Lesson:
The aim of this lesson is to introduce the students to the topic of markets and how markets work using
the law of demand and the law of supply.
 To define markets
 To explain what markets provide
 To define the law of demand
 To define the law of supply
 Identify what happens when demand exceeds supply
 Identify what happens when supply exceeds demand
Materials Used:
 Whiteboard
 Overheads
 Textbook
 Tokens for bidding
 Chocolate bars

 Ask the students if they can define what a market is
 Write their answers on the whiteboard, using a spider diagram
 Using an overhead show them the economic definition as follows:
 Explain simply that markets are where buyers and sellers meet
 Next discuss what economic questions markets provides answers to as follows:
 Explain to the students when you look at the above 4 points, it is obvious that a market is a
group of people rather then a particular place
 Continue that while a market can be confined to a particular location e.g. the New York Stock
Exchange and the London Stock Exchange, a market may also be dispersed, as is the market for
foreign currencies which extends worldwide and is know as the Foreign Exchange market
 Next ask the students if a market can be created?
 Try and elicit ‘yes’ from them and ask for reasons why and how
 Give an examples to them such as if a new vaccine is discovered to cure cancer – a market now
exists for that vaccine
 Another example will be the design of new technology e.g. playstation 3 or The Wii
 Next examine how markets work

 Coordinate a class activity to introduce students to this
 The activity will allow students personal involvement in the concept of supply and demand
which helps the students see how it relates to their everyday life
 Students will be given a box of tokens with two colours in it, and asked to select any number of
them from 1 to a handful
 Place a value on the tokens AFTER the students have already selected their tokens
 Then present a bar of chocolate and let the students know that they will only receive a
homework free lesson if they own this selected item of which the teacher has EXACTLY one of.
 Announce the bidding to be open at 10cents and they may use their tokens to purchase the item
 Continue auction until a student has paid a high price for this item and received it
 Then pull out a class supply of chocolate – the same chocolate as already bid for
 Announce that actually there is more then one item and teacher is now willing to open bids at 1
cent
 Students will have a shocked reaction to this exercise
 Continue to explain that they have just experienced the law of demand and supply and explain
these now in detail
 Explain to the students that every market works through the interaction of supply and demand.
Explain the following points to the students
 When discussing the law of demand for a good we mean the quantity consumers are will to buy
at different prices
 When discussing the law of supply, we mean the quantity that producers would be willing to
make available at different prices
understand.
 Examine the situation from the view of the consumer and from the view of the producer
 First consider the consumer – the Law of Demand

 Demand can be defined as follows:
Explain that the Law of Demand is very important to know as it will help us understand how
consumers operate in markets
 This list will show the quantities that would be demanded at number of different prices. This
table is called a demand schedule
 Examine this table with the class, and highlight to each student that quantity demanded and
sold will increase as price decreases
 Then explain to the students that demand can also be illustrated graphically and this is known as
a demand curve
 Show an overhead of the demand curve for the table previously discussed on the tea market in
Ireland.
 Next consider the situation from the point of the producer – Supply
 Supply can be defined as follows:
Explain that Supply is very important to know as it will help us understand how producers
operate in markets
 Staying with the examples of the tea market in Ireland, we will look at the supply schedule of
tea and look at the relationship between price and quantity
 Then present this information on a supply curve – the economic method in which we view
supply
 As a class discuss the differences between demand and supply
 Continue with explaining the term excess demand
tendency to change
market equilibrium
 Having defined demand and supply ask the student that bought the overpriced bar of chocolate
to define what these terms mean to him in light of the experience he just had, explain why he
was motivated to pay such a high price for it, and let us know if he would have paid so much if
he had know there were enough chocolate bars to go around.
Lesson Plan on the topic of ‘Supply’
Aim of Lesson:
The aim of this lesson is to incorporate the information students have learned from the topic ‘supply’,
into workbook, exam and life related questions. Students should confidently and competently recognise
and understand the factors that affect the supply of a good and relate it to life examples.
 Recap and discuss supply curves which are exceptions to the rule of supply
 Recap and discuss the 5 factors affecting the supply of a good
 Comprehension of the details involved in each factor
 Understanding of the shifts in supply curve – both in the negative effect and positive effect
 Efficiently answer questions on supply that are workbook related, exam related and related to
their daily lives
 Encourage an appreciation of economics throughout the class
Materials Used:
 Whiteboard
 Overheads
 Textbook
 Products: salt + pepper, potatoes + pasta, beans + peas, coffee + hot chocolate
 Homework sheet
 Ask the students to explain the basic law of supply that relates to most products, eliciting the
following: as price increases, supply increases (P increases = S increases). If price decreases,
supply also decrease (P decreases = S decreases).
 Question from homework should illustrate how the law of demand operates. Correct this
question according to the law of supply.
 Next examine the 3 exceptions to the rule of Supply. These exceptions are put into practice with
homework questions
 Ask the students to explain the first exception to the law Supply. That exception is as follows:
 Exception 1 = Perfect Inelastic Supply
o If the quantity supplied is fixed, so that an increase in price will not bring forth further
suppliers and a fall in price will not result in less being supplied e.g. fresh fruit,
vegetables, open-air markets
terms on a graph.
 The students will be asked to explain the shape of the graph and a student will draw this on the
whiteboard
 Next ask the students to explain the second exception to the law of supply. This exception is as
follows:
 Exception 2 = a minimum price is established below which supply will be zero
o Suppliers are able to impose a minimum price (P1). At prices below P1 nothing will be
supplied. At prices above P1 the curve will revert back to its normal upward slope as
increase in prices = increase in supply
o E.g. trade union where there is a minimum wage
terms on a graph.
 The students will be asked to explain to me the shape of the graph and a student will draw this
on the whiteboard
 Next ask the students to explain the final exception to the law of supply. This exception is as
follows:
 Exception 3 = the firm reaches its maximum output
o Depicts a situation where the firm increases output as price increases, up to its
maximum level of output Q1. Any increase in price above P1 will have no effect on
quantity supplied because the firm is operating at full capacity
 Complete homework question in class so that this issue can be illustrated in economic terms on
a graph.
 The students will be asked to explain to me the shape of the graph and another student will
draw this on the whiteboard
 Draw the diagrams again on the whiteboard as per their explanations
 As the class are completing the questions ask the students to give further examples to support
these exceptions
 The next section of the lesson will recap the factors that affect the supply of a good. There are 5
overall factors to consider.
 Ask the students to list these 5 factors
 Ask the students to briefly explain each of the 5 factors clearly and with good explanation and
ask for examples to support their explanations.
 The factors that affect the supply of goods are as follows:
 Supply of a good depends on its own price

o Goods which obey the law of supply
o If price rise, quantity supplied rises
o If price falls, quantity supplied falls
 Supply of a good depends on the prices of related goods

o If price of a related good rises, while the price of the good the firm is making now
remains the same or falls, it becomes attractive for the firm to supply the good that has
increased in price
o An increase in price or a related good will cause a fall in the supply of Good Y
o Consequently it will switch resources to the production of the relatively more high
priced good
o A fall in the price of a related goodwill cause an increase in the supply of Good Y
 Supply of a good depends on the cost of production

o If there is an increase in the cost of production of Good Y, there will be a reduction in
supply. This will cause the supply curve to shift to the left
o Possible causes for an increase in the cost of production are as follows:
 A rise in labour costs
 A rise in the cost of raw materials
 An increase in tax
 A reduction in subsidies
o Similarly a fall in the cost of production will cause an increase in the supply of Good Y
and will cause the supply curve to shift to the right
o Possible causes for a decrease in the cost of production are as follows:
 A fall in labour costs
 A fall in the cost of raw materials
 A reduction in tax
 An increase in subsidies
 Supply of a good depends on the state of technology

o The methods of production available to the firm. As technology advances it improves
the productivity of the firm and therefore increases supply
o The supply curve will shift to the right
o It is important to note that we do not discuss a ‘fall’ in the state of technology. This is
because we assume that any method of production available to the firm now will always
remain an option to the firm
 Supply of a good depends on the factors outside the control of the firm
o Factors that are not planned in advance by the producer
o Favourable unplanned factors
 E.g. favourable weather conditions
 Causes a shift in the supply curve to the right = increase in supply
o Unfavourable unplanned factors
 E.g. a strike
 Causes a shift in the supply curve to the left = decrease in supply
 When students have completed listing and explaining the 5 factors affecting supply the teacher
will write the supply function on the whiteboard as follows:
Sy = f(Py, Pr, C, T, U)
 Continue with the homework.

 Question 4 incorporates all of the factors discussed above.
 Put up an overhead of a supply curve and for each point on question 4 the students will inform
the teacher what happens to the supply curve and teacher will amend it with a whiteboard
marker as required.
 Briefly recap the concept of supply using a PowerPoint presentation which will illustrate the
shifts in the supply curves from a negative and a positive perspective.
 The final part of the lesson will involve group work and a group exercise.
 Students will be split into groups of 5 (4 groups all together)
 A team leader will be designated to keep the worksheet safe and complete the analysis in
writing on behalf of the team
 Give each group 2 related products.
 The products are as follows:
 Salt + pepper
 Pasta + Potatoes
 Beans + Peas
 Coffee + hot chocolate
 With these products give them a worksheet with a certain amount of information (see attached)
 The group will be required to discuss the products and information supplied and plot their
analysis on a supply curve
 As the students are undertaking this exercise, the teacher will walk around the classroom
 This is to ensure teacher is available for questioning by the students and also to ensure
management of the group work and maintain discipline
 If time allows discuss the analysis from each team. Otherwise begin the next lesson with their
analysis and suggestions
Lesson Plan - Markets
Aim of Lesson:
The aim of this lesson is to continue the topic of with the topic of markets, explaining how the laws of
demand and the law of supply apply to the various markets.
 To recap on the definition of markets

 To discuss what markets provide
 To discuss the types of markets
 To examine markets in operation
 To recap on the definition and explanation of the law of demand
 To recap on the definition and explanation of the law of supply
 Examine what happens when demand exceeds supply
 Examine what happens when supply exceeds demand
 Define and discuss excess supply and excess demand
 Define and discuss equilibrium price
 Discuss shifts in the supply and demand curves
Materials Used:
 Whiteboard
 Overheads
 Textbook
 Newspaper clipping handout
 Index price cards
Introduction:
 Ask the students to take out the newspaper clipping from the previous lesson.
 This clipping was on the product Playstation 3 which was not available in Europe until March
2007.
 A British man paid over €11,000 for an advance copy of the product. This is a great example of
demand and supply that the students can relate to.

 Students were asked in the workbooks to define a market, so a good definition is expected
 Randomly choose a student to answer this question
 Using an overhead support this answer using the economic definition as follows:
 Ask the students to explain simply what are markets, eliciting the point that markets are where
buyers and sellers meet
 Next recap on what economic questions do markets provides answers to. Ask students randomly
to elicit the following points:
 Next ask students where one would find a market – eliciting as many examples as possible
including the following:
3. A market can be confined to a particular location e.g. the New York Stock
Exchange and the London Stock Exchange
4. A market may also be dispersed, as is the market for foreign currencies which
extends worldwide and is know as the Foreign Exchange market
 Next ask students for examples of markets that can be created and list these on the whiteboard
using a spider diagram

 Ask students to close their workbooks and test books for the time being so that the class may
examine markets in greater detail
 Explain to the students that there are 3 categories of market in our economies. These are as
follows:
4. Factor Markets
5. Intermediate Markets / Producer Markets
6. Final Markets / Goods Markets
 Examine each of these markets in detail individually
 Factor Markets:
 A factor market is a market where a factor of production is bought and sold
 The buyer is the entrepreneur who wants to use the factor in the production of
goods and services
 The seller is the owner of the factor of production in question
 Price is determined in the same way – this represents income to the owner of
the factor of production
 Rent = income to the owner of the land
 Wages = the reward to the supplier of labour
 Interest = the return to the owner of capital
 Intermediate Markets / Producer Markets
 An intermediate market is one where output (i.e. raw material) is sold to be
used as input in the production of another good
 Example: the output of the steel industry is bought by car manufacturing firms
in the making of cars
 Final Markets / Goods Markets
 Final markets are markets that deal in goods and services that give consumers
utility and for which they are therefore prepared to pay a price
 Examples: food, drink, clothing, furniture, household appliances
 For each market, elicit as many examples as possible of each market and draw these on the
whiteboard
 Re-explain to the students that every market works through the interaction of supply and
demand.
 Ask the students what we mean when discussing the law of demand for a good eliciting the
following: ‘we mean the quantity consumers are willing to buy at different prices’
 Next ask the students what we mean when discussing the law of supply, eliciting the following:
‘we mean the quantity that producers would be willing to make available at different prices’
understand.
 Examine the situation from the view of the consumer and from the view of the producer using
different examples
 First consider the consumer and recap the Law of Demand

 Ask the students to define demand. Demand can be defined as follows:
 Put this statement on the overhead projector so students can read the statements again. Again
explain to the students that the Law of Demand is very important to know as it will help us
understand how consumers operate in markets
 Next consider the situation from the point of the producer and recap on the Law of Supply
 Ask the students to define supply. Supply can be defined as follows:
 Put this statement on the overhead projector so students can read the statements again. Explain
that Supply is very important to know as it will help us understand how producers operate in
markets
 Next recap on the Demand Schedule and Demand Curve. The teacher wants to ensure that
students understand this extremely well as it is vital for many areas of economics
 This list will show the quantities that would be demanded at number of different prices. Ask the
students what this table is called eliciting the following: a demand schedule
 Examine this table as a class, and highlight to each student that quantity demanded and sold
will increase as price decreases
 Then explain to the students that demand can also be illustrated graphically. Ask the students
what this graph is called, eliciting that this is known as a demand curve
 Then show an overhead of the demand curve for the table previously discussed on the tea
market in Ireland.
 Staying with the examples of the tea market in Ireland, look at the supply schedule of tea and
look at the relationship between price and quantity
 Then present this information on a supply curve
 Discuss as a class the differences between demand and supply
 Next explain the term excess demand
tendency to change
market equilibrium
 Having defined demand and supply hand the students a copy of an old newspaper article
advertising Playstation 3. The product has not yet launched on the European market and a
customer paid over €11,000 for an advance version of the product. Discuss the laws of demand
and supply in relation to this particular product
 Next present the students with a PowerPoint presentation

 This presentation will illustrate how the laws of demand and supply apply to factor markets and
to goods markets
 This presentation will demand and supply in terms of equations and how they are represented
on supply and demand curves
 It will also take into consideration what happens if there is a shortage in either of these markets
 Discuss the shifts in the demand curve and the shifts in the supply curve
 The final part of the presentation will take into account the equilibrium price
 As a product use the example of potatoes
 The PowerPoint presentation will illustrate effectively the demand / supply schedules on
demand / supply curves
 It will also hold the students interest as it is creative and technologically orientated which
students understand and have an interest in.
 For the final part of class, carry out a class activity as follows:
 Students will be asked to think of three items on their desks and to secretly set a price for each
one of them on the index card that will be handed out the each one.
 They will then fold their index cards so it can stand upright on their desks
 Students will then be instructed to place their items by their price list
 Students will then be invited to go ‘shopping’ and check out all the prices in the ‘shop’
 Lead the students into discussion asking questions such as the following:
 Now that you can see how other merchants priced their items, how will it effect
your pricing of the same item
 Were there some items that would be in high demand because of their low
supply?
 How might that effect pricing?
 Students may want to stock their ‘shelves’ differently after doing some comparison-shopping
and seeing the availability of certain items.
 Give the students the opportunity to price another 3 items of their choice and discuss their
changes and why they were made.
Problem
-
Based Lear
ning
Stratification
Chris.Livesey:
www.sociology.org.uk
Page
1
Social Class Stereotypes.
50
-
60 minutes with an optional 30 minutes for
discussion / explanation
It would be useful to prepare some material on theories
of
class (especially class identification, fragmentation,
underclass and so forth) as the ba
sis for further
explanation / discussion.
Some large sheets of paper and
marker pens would be useful, but not strictly necessary.
White board / flip chart.
For this exercise students need only a basic knowledge
of
class categories (upper, middle, working for example).
The exercise is designed to make students think about
how and why people are categorised in terms of social
class. Since this involves thinking about the indicators
we
can use to define class and categorise people in terms
of
class the exerc
ise can also be used to show how the
concept of class can be operationalised, both
objectively
and subjectively.
It can lead to wide
-
ranging discussion about theories of
class (Marxist, Weberian, etc.) or it can be focused on
particular themes such as class cohesion and
fragmentation, the New Right’s use of the underclass
concept and so forth.
1. Begin by asking your students to individually decide
what class / group they believe they belong to. Ask
them
to also consider how they decided this (what indic
ators
did they use
-
the area in which they live, parent’s jobs,
accent, the way they dress and so forth). Spend 10
minutes on this and then write their suggestions on the
board / flip chart.
2. Divide class into groups of 3 or 4 and ask them to
decide and write down:
a. What are the upper classes like? For example,
where
do they go? (e.g. opera, ballet), what do they do (work,
leisure etc.). You may have to initially prompt some
ideas.
b. Do the same for the middle classes and working
classes.
Allow 5
or 10 minutes for each class.
Title
Preparation
Time
Objective
The Exercise
Prior Knowledge
Problem
-
Based Lear
ning
Stratification
Chris.Livesey:
www.sociology.org.uk
Page
2
3. When they have all finished, invite each group’s
suggestions in turn about the characteristics of each
class
and write them separately on the board. (10 minutes).
4. Compare the initial decision they made about their
social class with the definitions they produced in their
groups. This can lead to a number of possible
discussion
points. For example:
a. If some claim to define themselves as working class,
but this does not match their suggestions about “what
the
working cla
sses are like” you could lead into a discussion
of class fragmentation (are there different types of
working class?).
b. The characteristics used to define social class will
probably involve both objective and subjective
indicators.
Which are most important (and why)? A discussion of
the
relative merits of Marxist and Weberian class scales
could also be introduced here.
This type of format can easily be adapted and applied
to concepts such as
gender, age and ethnicity.

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DETAILED LESSON PLAN IN ECONOMICS

Name of SHS Applicant Teacher: ROSALIE P. SAYCON

a. categorize needs into the different hierarchy levels;

II- Subject Matter: Maslow’s Hierarchy of Needs

Materials: A box of different products

Values Integration: Cooperation, Self-esteem, Optimism and Appreciation

Teacher’s Activity Student’s Activity

Would you please lead the

(The student recites a prayer).

Is there any absent today?

Now, I have here a box. A Foods.

Another thing, it serves as Parents.

2. Lesson Proper: Our topic for today’s discussion is all about

We will dig more about the

1. Categorize needs into the different

3. Discuss the importance of Family,

5. Why Physiological or basic needs

Group 1 you can now start presenting

Water, air, food, and sleep are categorize as

Family, parents, and friends are categorize

One of the characteristics of self- actualizing

Physiological needs or basic need is the most

Great job everyone! Thank you Ma’am!

Thank you for the active

B. Analysis and Abstraction

Maslow’s Hierarchy of Human

Maslow’s Hierarchy of Human Needs

1. Physiological Needs. The needs

 They are emotionally intelligent

Do you all understand the

Theoretically, if these needs were

Asking Questions: Yes Ma’am!

Have you ever had a hard time paying

Being hungry is one of the example

If two different needs were in conflict, the

That’s Awesome! Very well said.

C. Generalization: In general, the lesson that we discuss now is

That’s right! These five groups of needs should be met

DIRECTIONS:Choose our best answer

2. In Maslow's hierarchy of 2. Safety or security needs

5. Which of Maslow's needs involves the

1. Why do we get up and go to work or school?

d. distinguish and identify characteristics of the four market structures;

II- Subject Matter: The Four Market Structures

Reference: A. K to 12 Grade 10 Economics Learning Module

Materials: Candies( Smarties, tootsie rolls, flavored tootsie rolls, caramels)

Values Integration: Wise Consumer

Teacher’s Activity Student’s Activity

Today we will be going over the four

-Divide the class into the four types.

-Give each student a specific type of

-Take out a blank sheet of paper.

-Explain that you will buy a piece of

-Inform that I will “pay” somewhere

-Write down on your piece of paper, nice

-Alright, now that we’ve got our prices,

-Start with perfect competition. Have