Lesson Plan : Instructional Sequence
Teacher Name: | Evelyn Frair |
Grade: | College/University |
Subject: | Vocational Ed. |
Topic: | Microeconomics: Law of supply and introduction to equilibriu |
Content: | |
Goals: | |
Objectives: | �� Given appropriate instruction, the student will define the law of supply with 90% accuracy. �� Utilizing a scenario where price changes, the student will draw a graphical representation of the relationship between price and quantity supplied with 80% accuracy. �� Given appropriate instruction, the student will describe the six general non-price determinants that will cause a change in a firms supply with 80% accuracy. �� Utilizing a factor which will change the supply curve, the student will demonstrate how the supply curve shifts according to the characteristics of the scenario with 80% accuracy. �� Given appropriate instruction, the student will convert a table representation of supply and demand, including its equilibrium to graphical form with 80% accuracy. �� Utilizing a graphical representation of a price change away from equilibrium, the student will identify if the graph represents a shortage or a surplus with 90% accuracy. �� Given a case scenario, the student will distinguish the difference between a price floor and a price ceiling utilizing its elements with 80% accuracy. �� Utilizing the demand and supply equilibrium model, the students will discuss current issues where a firm��s or product��s price and quantity equilibrium can be demonstrated with 80% accuracy. �� During any discussion, the student will comply with the classroom rules of respect for the instructor and his/her peers with 100% accuracy. |
Materials: | Computer access Power Point Student performance objectives Vocabulary Graphical presentations Internet access Chalkboard and chalk or Smart-Board Handouts |
Introduction: | Open discussion regarding the issue with the availability last year of the Wii gaming system. Discuss the increase in demand, the lack of supply and how it affected price |
Development: | Through power point representations we will discuss the theory behind law of supply and how it changes. Utilizing the chalkboard and/or Smart-Board, We will demonstrate how the supply curve moves given the factors that cause an increase or decrease. Continuing with the power point presentation, we will discuss how a market reaches equilibrium and what factors cause a price outside of equilibrium. Utilizing the chalkboard or Smart-Board, we will demonstrate how the market as a whole moves and changes quantity and price. |
Practice: | |
Accommodations: | For those who are blind, due to the nature of visuals of the material, the instruction will be verbally described to the fullest in order to explain exactly what we are looking at and what is being done. Those with physical disabilities will be accommodated according to their limitations such as having someone help draw graphs under the students direction. Those who have learning disabilities will be accommodated with having more time for assessments, given questions first and/or giving more time for replies before calling on students for answers. |
Checking For Understanding: | We will open the class to discussion of products and/or firms that come to mind where we see the model working and why. Questions will be asked during instruction in order to engage the students in the learning and understanding of the material as we go along. Homework and in class review sheets and study sheets will be handed out. All will be reviewed and handed back with feedback. |
Closure: | We will review what has been taught and open the class for discussion. We will go on-line to view OPEC's website to see raw numbers of supply and demand for every quarter and how much the basket price was at that time. We will look at other company's for the same information should time allow. |
Evaluation: | A pre-test and post-test will be given. The pre-test will be given before instruction. A post-test of the same questioning will be given to show improvements and what material needs more work and/or needs to be presented differently. |
Teacher Reflections: |
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