UMF Unit-Wide Lesson Plan Template

Name: Caitlyn Hall Program: Secondary Education Course: EDU460

Social Studies Student teaching
Lesson Topic / Title: Types of Economies/ Effects of Free Choice Small Group Large
Supply and Demand Group
(circle one)
Lesson Date: September 28, Lesson Length: 75 minutes Grade/Age: Grade 10
2023

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning experiences
and performance tasks that support learners in reaching rigorous curriculum goals based on content
standards.
Learning Objective(s) Instructional Decisions / Reasoning
(Write 2 objectives that are clear, attainable, measurable, and (Connect developmental goal with
age/content appropriate. Start with “Children will”) learning objectives)

Children will be able to evaluate how supply and demand I chose this objective because it is
influence the economy important for students to be able to draw
from concepts of economics to answer
supply and demand influences on
Economic systems, like the one in the
U.S., as well as various scenarios given
from real-world examples. Students need
to understand how supply and demand
changes influence the economy and in
turn the consumers and producers.

Children will be able to determine what economic system is I chose this objective because it's
being defined important for students to be able to
identify different economic systems and
what countries have said economic
systems, as well as understand how and
why these economic systems influence
those societies. This will help students
understand the world around them.
Content Standard(s) Instructional Decisions / Reasoning
(Identify MELDS domain, element, and indicators aligned (Clearly explain the relationship between
with objectives) MELDS and learning objectives)

Students draw from concepts and processes in personal

finance to understand issues of money management, saving, This standard was selected because it
investing, credit, and debt; students draw from concepts and aligns with both the learning sequence
processes in economics to understand issues of production, and learning objectives. Students need to
distribution, and consumption in the community, Maine, the be able to identify different economic
United States, and the world. systems from different scenarios and
examples and explain how an economic
system can influence a society. Students
Economics: Students understand the principles and processes need to be proficient in analyzing
of personal economics, the role of markets, the economic different economic systems and
system of the United States, other economic systems in the explaining how these economic systems
world, and how economics serves to inform decisions in the work and affect those under that system.
present and future by

(F2) Identifying and explaining various economic indicators

and how they represent and influence economic activity.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
(How will you assess the children’s progress on your learning (Indicate formative/summative
objectives? How will the assessment results be used?) assessment. How will analysis of this data
inform instruction)

Economic Systems Pop quiz Formative

This assessment will be given at the
Children will be able to determine what economic system is beginning of class, after 2 weeks of
being defined instruction that has covered the different
types of economies (Command, market,
traditional). Students will read 6
scenarios, students will have to pick what
economy is being explained, through
multiple choice answers (between
command, traditional, and market)

Students will have more time than needed

to complete this assignment

Students can be read questions if needed

by the teacher

Data (Potential misunderstanding)

From this quiz, we will be able to gauge
where students are in understanding the
different types of economic systems. If
students have issues with understanding
and determining the types of economies,
we can incorporate a more extensive
review of this topic before the Unit #1
test.
If we see a few students having difficulty
with different parts of the assessment, we
can meet with those students individually
to figure out misunderstandings students
may have.
Supply & Demand worksheet Formative (skill level)
This assessment will be given after the
note section of class. Students will be
Children will be able to evaluate how supply and demand able to use notes to complete this work,
influence the economy along with working in small groups. This
assessment will provide feedback on
student comprehension of notes and will
allow the educator to adjust upcoming
lessons based on student comprehension
of expectations and concepts. Students
will also be assessed on their ability to
work with other students, and efficiency,
with all members working equally.
For students who need help, reading out
the scenarios to students and helping
students comprehend the differences
between the law of supply and the law of
demand.
Data (potential misunderstanding)
In this assignment, students are expected
to know what part of the economy is
being affected by a change, and how.
sharing this information with the whole
class will also allow students to work
together through different scenarios, and
help each other with misunderstandings.
This will also help the teacher answer
questions on misconceptions.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning
(Include a list of all materials, resources, handouts, and (Include sources of information such as
technology needed to implement the activity) websites and books)
Laptop Laptop;
- Needed for the teacher to play
slideshow
- Help to have all
students on the same
information
- builds more
understanding through
embedded imagery
- Needed for the teacher to play
YouTube video
- If a student needs/wants to use
their computer for notes instead
Projector of the printed notes are given
Projector;
- Used for students to see
slideshow
- Used to play the YouTube video
Pop quiz (Handout) Pop Quiz
- Will only have access to paper
copy
- Students will be using as an
assessment of progress and
understanding on types of
economies
- Reviewing the answers with
students will help answer any
questions

Google Slides Google Slides

- This slide show will guide
students through taking notes on
the Laws of Supply and Demand
- There are pictures embedded
into the slides to help show
students concepts

Outline for notes

Outline for Notes (handout) - On paper
- Students can type in the
notes instead of writing
- Student can access on
paper or on Google
Classroom
- Spanish exchange student
- This will benefit him,
as he won't have to
write as quickly
- Student will know what
information is
important to upcoming
assignment

Graphic Organizer
Paper Graphic organizers (handout) - Paper copy of work to do in
class
- Students will be working in
groups
- Students will be able to
deliberate the scenarios
given and answer
whether supply or
demand is being
affected
- Spanish exchange student
- This student will be
able to work with other
students and converse
about scenarios
 - Students can ask fellow
students questions for
clarity.

Supply and Demand Video Supply and Demand Video

- This video is meant to
summarize the work we did in
class
- Students will be shown
scenarios that talk
about how supply and
demand influence price
- This directly correlated with the
notes we took earlier in the class

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by
using a variety of instructional approaches, strategies, and technologies that make learning accessible to all
learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence 75 minutes Instructional Decisions / Reasoning
(Show the plan and sequence of your lesson that is connected (Include questions you will ask and
to the objectives including; introduction, steps of activity, vocabulary you will introduce)
description of what the children are doing, closure

Attendance
Attendance (1 min.)
- Greeting all students
- Taking attendance after final bell
- Checking in on how they are
- Talk with students briefly about day
feeling to see if I need to make
any modifications to activities
during the class
Intro (Agenda) (5 min.)
Intro
- Go over what we are doing for the day
- Going over the agenda will
- Remind students of what we did previous class
allow students to prepare for
- Go over the 3 types of economies
what's to come in class that day
- Traditional
- Students will know what they
- Command
expected to complete that day
- Market
- 3 types of economies
- Transition students into Pop quiz
- Students have worked
- Phones away
on types of economies
- Something to write with
for multiple classes
- Remind them of expectations
- This is a small review
- Explain students are expected to
before their quiz
work individually.
- Specifically for
students who were
absent the previous
class
- What is a traditional economy?
Traditional: Customs and traditions
- What is a market economy?
Market: Consumers and producers
- What is a command economy?
Command: The government
 - Transitioning students is needed
to give them time to settle and
get out any last questions
- This will also give time to
prompt students to get writing
utensils out, and in many cases,
time for me to get pencils out to
some students

Pop quiz (10 min.) Pop quiz

- Pass out quizzes - Students will answer the 6
- Monitor students multiple choice questions
- Collect quizzes when students finish - Independently completed
- Without resources (notes)
Review pop quiz (2 min) - When students are finished, I
- Go over quiz will collect the quizzes
- Answer questions from students - We will then, as a class,
discuss the questions
and answers
- allowing time to answer
questions

Supply and demand slideshow (15 min) Supply and Demand Slideshow
- Slides 54-69 - Prompt students to new topic
- Handout note outline - Hand out notes to those who
- Prompt students to be engaged listeners want the outline
- Brain move - Brain move (55)
- Students staring out their ideas/answers - Ask students, “why are
- Notes begin smartphones more
- Rules expensive than other
- Law of demand smartphones?”
- Sanario - Allow for multiple
- Laws of supply responses
- Sanario - Learning target (56)
- Tell students to keep notes out for activity - Prompt students to begin taking
notes, emphasizing that what's
underlined is what you will be
writing in the corresponding
blanks in notes
- The laws (57)
- “What do we think the
first law of economics
is?”
- Law of Demand (58-60)
- This is the first law
- “Why do prices go up
when more consumers
demand a product or
service?”
- Scenario #1 (61)
- Answer to Scenario #1 (62)
 - Law of Supply (63-64)
- “Why do prices go up
when there is more
supply?”
- Scenario #2 (66)
- “What are you going to
make more of
tomorrow?”
- Answer to scenario #2 (67)
- Graphic (68)

- Answer any questions from

students, about information
- Slide 69 to transition into next
activity

Supply/Demand worksheet (groups) (30 min) Supply/Demand Worksheet

Activity may take longer than projected, depending on - Slide 69 from slides
attendance and comprehension. The other period of - Explain all parts of the
economics took the remainder of class on this assignment. graphic organizer
- Have students gather in small groups - Shown an example
- Students are expected to have a paper per person - Prepare students, that
- Monitor students periodically they will be sharing out
- Answer questions answers/going over
- repeat instructions work as a whole class
- Check-ins with all students - Students will be prompted to
- Give warning about upcoming transition keep notes out to help answer
- 5 minutes before sharing out questions
- Allowing students to pick groups
Share out work (10 min) (If time) - Go to every group and check in
- Ask student show they did to make sure they are
- Read through scenarios and ask for answers understanding
- Why did you choose that - Periodically checking in with all
- What made you think that groups and progress
- Did we have a different answer - giving a warning of the activity
ending will allow students to
Collect work (1 min.) prepare for sharing out
- Collecting student work to put in for grade
- Participation grade

Video on supply & demand

Video on Supply & Demand (5 minutes) (If time) - This video is meant to
- Prompt students, summarize the classes work and
- This is a summary of what we have gone learning
over today - Goes over supply and demand
- Visual representation of what we were changes due to different
discussing in class scenarios
- Answer any last questions
students may have on this topic
- As students are expected to
continue discussion on the law
 of supply and demand next class
(9/29)

Closure
- Discussing how class went,
Closure specifically the highlights is
- How class went important, to leave the class on a
- What to expect last class positive note, especially if the
- Reminders class had a harder behavioral
- Goodbyes day
- What to expect next class is
important, as we have the class
again the next day, this allows
students to know what is
expected next class
- Will be continuing the
Law of supply and
demand
- Reminders
- Such as missing work
from students
- progress
reports are
coming
- That we will be seeing
them tomorrow
- If we have not finished
assignment, please
come to class with it
completed
- Homework
- At the last 5 minutes of class, I
stand by the door with students
and talk with them about their
days
- Saying goodbye as they exit the
classroom for the day

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations) (Discuss your reasoning for including
(How will you meet the needs of all the students who need specific activities or strategies; special
more or less challenge?) needs, age differences, cultural diversity,
etc.)

Adaptations/Modifications
- Having the agenda written on
- The agenda will be written out on board, I will read
out and explain what I have written the board will allow students to
- All work will be paper, but student will have the prepare for the class for what we
option to use technology will be doing
- Adaptations will be available to
 all students (no matter the
circumstance)

Note outline - Having a note outline, allows for

- This outline was made to increase engagement of the students to be focusing on
students content, rather than writing
- This modification was put in place due to lower down everything on slides
writing skills in this economics class
- This class has struggled with
writing notes, specifically how
long it takes for little
information
- Spanish Exchange student has
difficulty with understanding
large concepts when written

- Work time is for students to

Group Work work with one another on the
- Students will be working in small groups for the graphic organizer and determine
graphic organizer what is happening in
differencing scenarios
- Working in groups allows
students to talk over scenarios
- Students can work together to
figure out appropriate answers
for graphic organizer

Extended time
- If needed, students can take home an assignment to
- One student in this class has a
complete
504
- In many cases, we will begin going over answers,
- Within this students
even if a student has not finished
504 plan, it is stated to
- Will allow the student to follow
allow for extended time
- In some cases, a student can use this time to
to finish assignments
fill in the ones they didn't get to or skipped
- This student will be
due to not understanding scenarios
monitored and checked
in with periodically to
monitor progress

Students missing prior knowledge needed for success in - Notes prior to work will help
this lesson assist them in completing work
- Integrate that knowledge into lesson planning - I have definitions on supply and
- Students will be taking notes, which they demand for students
will use for the activities in class
 - Take the work-time to help the student understand - if students were absent
- Frequently moving between groups and when we took notes on
individuals supply and demand the
class prior, these
students will at least
have the definitions to
assist them in
completing their work

Students who are absent

- Can look at Google Classroom for assignments
- These will be assigned to only those who - Students who are absent will be
are absent with an in depth explanation allowed to complete on their
- Students will be given extended time own time, and will be exempt
- Students will be given opportunities from getting a grade for
(advisory and after school) to complete and perception
get assistance with assignments given in - Student can come in during
class advisory to get notes from me,
- Slideshow
or another student on their own
- Will look at notes of other students
time

Field Course Only – Post lesson

Reflection
(Produce a thoughtful reflection addressing the following: strengths of the lesson and areas for
growth; evidence of student learning and interpretation of assessment results. Consider the
following questions:
● Did the students meet the objective(s)/learning goal(s) of the lesson? How do you know?
● What does your assessment data tell you?
● What went well?
● What would you change?
● What did you learn? How will this impact your next lesson?
How many students met the objective(s)? Partially met? Did not meet? After analyzing the
assessment data what will you do to help ALL students meet the objective(s)?)