Lesson Plan

Date: 12/10/2010 Time: 10.00am Room: P36

ST: Alun Bidmead Class/course: 12A Subject:ASBS

Class information: information: 27 Students, boys and girls, mixed ability all 5+ a-c GCSE. Enthusiastic
class, but behaviour has been an issue in preceding lessons. Seating arrangements in groups of six (Six
groups). Lesson 2 of double lesson.
Aims: To give an introduction to demand theory and to introduce the concepts of demand theory. To
illustrate that demand is affected by price, competition, incomes, marketing and seasonal variation. To
give an understanding that different product demand is affected differently by changes in price and to
understand price elasticity and inelasticity
Intended learning outcomes:
By the end of the lesson, my pupils will be able to:

Understand the importance of demand and to demonstrate the things that can affect the demand for a product or
service. Be able to demonstrate understanding of drawing demand curves. To be able to calculate and
identify price elasticity and inelasticity.

Resources: AQA Text book pages 57-73. White Board, projector, PowerPoint presentation, Teacher
prepared worksheets. Text Book exercises’ Page 73. Business Studies 4th Edition (Chambers & Gray) Pages
98-101

Differentiation: Use students who are or were studying Economics and GCSE BS to help in explanation
and examples
Homework: Exercise 1&2 Page 70. To be completed for submission after half term holiday (combined with
lesson 1)

Timing Teacher activity Pupil activity Assessment of learning

10 Minutes Teacher has bottle of coke! Students quote price. Is it Students introduced to
Students surveyed too see expensive, chap etc. Why price and supply and
how much they would pay! would they pay more in demand. Students
class (Scarcity) demonstrate that they
understand concept
Now give scenario of in a through feedback
desert. Set the scene. Very
thirsty. No water ( a pocket Students quote price- What
full of cash). would they pay or give now?

Now how much will you pay?

As a supplier I will give to

highest bidder.

Illicit why different – scarcity

and supply and demand
 Development
5 Minutes Illicit from students: Students
feedback
brainstorm and Stuents
understanding
demonstrate
that
What do businesses scarcity causes demand,
do? and prices are affected by
What do customers level of scarcity. Show
do? understanding of the terms
supply and demand
Business = Supply

Customers = Demand

Why are some products

more expensive i.e
gold

Why are some products

10 Minutes cheap i.e water
Development

Students asked to predicted Students to demonstartye

demand for other prices, thet a change of price will
Board demand showing as price rises see a movement along the
schedule with only demand falls) demand curve.
price and 1st quantity
demanded (Table 1
page 98) Select student to draw
demand curve

Board demand curve Students to demonstrate

for demand schedule Students show that not all that for most products the
curve. demand curves are inverse demand curve is inverse
curves but that there are
exceptions
15 Minutes Board demand curve
for prestige perfume

Board demand curves Students will demonstrate

one at a time. Student from each group to understanding by graphing
board answer after responses. Copy into note
discussion books
What will happen if;

1. Income
increases
( explain that
you live within
your means)
2. Price of rival
goods
changes
Board Coke and Pepsi. Coke
price goes up what happens to
Pepsi?
3. The price of a
‘complimentar
y product
goes down)
4. Changes ion
tastes and
10 Minutes fashion
5. Marketing/pro
motion
6. Population Feedback to group and
7. Goverment Working in pairs students board answers
legislation complete worksheet to
(Drink driving demonstrate understanding
and extended of movements along and
opening) shifts in the demand curve

DEGO Teacher
prepared worksheet
 Conclusion 5 Minutes What have you learnt Students feedback on Student lead feedback
this lesson? acquired knowledge and
understanding

Give out and explain

homework and
deadlines. Word
processed and e-
mailed to ,y e-mail at
HAHC address

Lesson Evaluation
How was learning assessed in this lesson to ensure objectives were met?

What teaching strategies worked well to ensure that learning took place?
What did not work well in the lesson?
If I taught the lesson again, I would…

Targets for next lesson

Develop demand theory and incorporate price, income etc. Edacity and calculations
Evaluation of teaching prompts

Evaluating your teaching is one of the most effective ways to develop as a teacher. It helps
you:
• identify your strengths and weaknesses
• assess pupils’ progress
• assess the effectiveness of the teaching, learning and management
methods you have used with the class
• plan ways forward with all of the above issues.

The lesson plan proforma you are required to use has sections for you to complete so that
there is clear evidence that you are reviewing and evaluating you and your pupils’
progress.

Below are a number of prompts, which may provide a focus to assist your evaluations.
This is not meant to be a ‘catch all’ list; some lessons will require you to evaluate specific
aspects in detail.

Think about and comment on:

• The pace of your lesson

• Q-A: general questions and target questions. Open Qs and closed Qs.

• Pupils’ involvement

• Teaching methods used

• Resources used

• Differentiation: how were the most able stretched and the less able involved
meaningfully?

• Discipline and Behaviour. How well did you manage your class?

• Interaction: did you transmit knowledge or did you facilitate learning?

• Pupils’ learning - did they understand – how do you know?

• Did you set/collect/return homework? When will you mark it and hand it
back?

• What changes and action do you need to take with this class?