Direct Instruction Lesson Plan Template

Grade Level/Subject: 3rd

Central Focus: Supply and Demand

Essential Standard/Common Core Objective: 3.E.1 Understand how the

location of regions affects activity in a market economy

Date submitted:

Date taught:

Daily Lesson Objective: Students will be able to understand what supply and demand is and be able to apply that to a
worksheet. Students will show mastery if they can answer half of the questions on the paper correctly.
21st Century Skills:

Academic Language Demand (Language Function and Vocabulary):

Prior Knowledge: Students should remember what supply and demand is based upon the story that they read previously.
They should remember the terms supply and demand.
Activity

1. Focus and Review

2. Statement of Objective
for Student

3. Teacher Input

4. Guided Practice

Description of Activities and Setting

Review with the students what supply and demand is. Ask them what supply
is and what demand is. What is a time of year when the demand for
something might be higher? Students may answer that Christmas time is
when the demand is higher. Then ask the students what happened in the
Lemonade Stand story that they were reading in their book. Discuss with
the students what happened when the two boys made a stand right next to the
other lemonade stand.
Today we will play a game of musical chairs to help explain more about
supply and demand. Then we will all gather and talk about what happened
during the game. After that, you will write in your writers notebook what you
learned from the lesson and an example of when supply and demand may
affect one another
Introduce the game musical chairs to the students. Tell them that we are
going to play our own version of the game and then hand out to each student
$200. When you hear the music start, you all will begin walking clockwise
(tell them what that means) When the music stops, the object is to find an
empty seat and sit in it. Whoever does not find a chair will be out and will
have to return to their seat. This person will hand their $200 to the last person
that sat down. Remind the students that if the game gets too crazy and they
cant play fairly, then we will not continue playing the game and everyone
will go back to their seats. This is not a competition and no one will win a
prize, it is simply to explain a little bit more about supply and demand. Also
remind them that they cannot be hovering over the seat and that they must
continue walking. (If the game seems to be lasting too long, remove two
chairs at a time so that the game will not last too entirely long. Once there is
one student left, they are the winner and should end up with all of the money.
Have the student count the money they have left and remind the students that
the money that is left is basically the money that the student is spending on the
chair.
Gather the group together and discuss what happened with them. At the
beginning of the game, was there a high or low supply of chairs? Was there
a high demand for the chairs or a low demand? Was the cost of the chair
higher or lower? Then discuss the price of the chair and the supply and
demand for it when there was only one chair left. Was there a high supply of
the chairs or a low supply? Was the demand high or low? Was the price of
the chair higher or lower? Ask the students if they know of any time that this
might have happened in real life. Do you think more people are going to buy

Time

5 Minutes

2 Minutes

15
Minutes

10
Minutes

it if the price is higher? Why or why not?

7. Closure

Have the students go back to their desks and write in their notebook what it
was that we did today. Give them topics to write about such as, what
happened during the musical chairs game (related to supply and demand)?
15
What does supply and demand mean? How does supply and demand affect
Minutes
one another? Tell the students that they can also write down any questions that
they have about supply and demand.
The teacher should be walking around to see what the students are writing in their writers
notebook to see if they understood what was going on during the lesson. See if there is
anything that the students have grasped or have not grasped. The student will show
mastery if they are able to write down at least two ideas learned from the lesson.
Allow for a few students to share what they wrote in their writers notebook
5 minutes
what they learned from the lesson.

8. Assessment Results of
all objectives/skills:

The students all showed mastery in the lesson. They were all able to write down at least
two ideas from the lesson and back it up with reasoning and evidence.

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

Targeted Students Modifications/Accommodations: I

Student/Small Group Modifications/Accommodations: Make
will go up to the student that speaks very little English
sure students understand what is expected of them. Repeat the
and make sure she understands what is being asked of
rules to the students if they need.
her to write down. I will also re-explain the game of
musical chairs if she does not understand it.
Materials/Technology: Chairs from the classroom, smart board, fake money
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.)

References: http://winthemoneygame.com/wp-content/uploads/extra_activities/PDFS/Supplyanddemand_actitity.pdf
Reflection on lesson: Overall, I believe that this lesson went well. The students seemed to enjoy playing musical chairs
and they listened well when I told them that this was all about learning about supply and demand and that there really was
not winner. The students were very engaged in the lesson. When we went back to the desks, the students really
participated in the conversation and were able to identify how musical chairs related to supply and demand. They also
gave other input about supply and demand. I really wanted the students to realize that as the supply of the chairs went
down, the demand was higher and the prices were raised due to the lower supply and they were able to do so. I think that
as a whole, the students understand the basics about supply and demand, however, before I guided them through the
questions, they had a hard time seeing how supply and demand related to musical chairs. However, the students went back
to their seats to write a response and I allowed for the students to share what they wrote. A lot of the students wanted to
share what they wrote and when they did so, I could tell that the grasped the main idea of the lesson and why we
incorporated musical chairs into the lesson, after we talked about it.. I could also tell that the students understood what
was being asked of them because they were able to incorporate their previous lesson on supply and demand in their
answers when I asked them questions. I would ask them questions such as, How do you know that supply and demand
relates to the Lemonade Stand story you read about the other day? Does that story relate to the activity we did today?
Why or why not? The students responded very well. During the musical chairs activity I was nervous because it is a
game that could become competitive, however, when the students started getting worked up, I paused the game and told
them that we would stop playing if they could not play fair and safe. After that, they completed the game with no problem
or interruption. Overall, I think that the lesson went pretty much how I expected it. I think that if I were to teach this
lesson another time, I would have more questions prepared to ask the students before and after the game. I also think that
I should have explained before the game how supply and demand might be incorporated into the game. I want to improve
on creating a list of questions to ask the students throughout the lesson because thats what will challenge their thinking.
This is something I can improve on by simply being more prepared before my lesson and knowing that I really want to
challenge the students. I also want to work on making sure I fully introduce the lesson before jumping directly into an
activity. This can be fixed by remembering that students are not going to know what is going on unless I introduce it
better to them. Besides a few other minor things, I think that the lesson went well and the students enjoyed working on
and learning more about supply and demand!