Teacher: Katie Hetlage
Room #: F113
Lesson # in unit:
Period (s): 7
Topic: Chapter 7: Market Structures and Competition
Social Studies Lesson Objective and Assessment:
By the end of class the student will be able to: Identify three types of market structure (perfect competition, monopolistic
competition, and oligopoly) and analyze a market. Students will also be able to determine what factors influence consumer
choice and how companies use these factors to compete.
Indiana Academic Standards:
E.3.3 Compare and contrast the basic characteristics of the four market structures: monopoly, oligopoly, monopolistic competition, and
pure competition; explain how various amounts of competition affect price and quantity.
NCSS Thematic Standards
Culture and Cultural Diversity
Power, Authority, and Governance
Time, Continuity, and Change
X Production, Distribution, and Consumption
People, Places, and Environments
Science, Technology, and Society
Individual Development and Identity
Global Connections
X Individuals, Groups, and Institutions
Civic Ideals and Practices
Supporting Diverse Learners
I will use a variety of strategies in order to teach diverse learners. During the lecture I will provide guided notes and a variety of visual
aids so that the students can remain engaged. The students will then participate in activities in both small groups and as a whole class in
order to promote purposeful socialization and allow students to make sense of the material as they talk through it with one another.
Strategies/Activities Selected:
I will use a combination of class discussion, small group work, and lecture.
Methods for Instruction
X Class/Group Discussion
Cooperative Learning
X Small Group
Guided Practice
X Lecture or Direct
Instruction
Bookwork (Reading)
X Question/Answer
Learning Stations
Teacher Modeling/Demo.
Journal writing
Role Play
Hands-on
Inquiry Learning
Game
Simulation/Role Playing
Independent Learning
Other
Use of Materials
Use of Technology
Teacher Manual pg #
Student Text pg #
Picture Books
More Activities That Teach
X Handouts:
Manipulative
Maps
Artifacts
Related Equipment:
Other:
Adapted materials
Cell Phone
PollEverywhere.com
CPS Clickers
Elmo Document Camera
Software
Student Computers
X Teacher Computer w/LCD
Video Clips/DVD
Website
Other
Lesson Agenda
Warm up: How will you support students in accessing prior knowledge, personal, real world and/or cultural connections?
I will begin with a warm up activity about consumer choice and competition. A list of factors that influence consumer choice will
be written on the board. Each student will be given 3 post-it notes, each of a different color. Students will then decide what they
think are the top 3 most important factors from the list and place the corresponding color post-it (ex. green post-it=most
important) by that factor. Then we will discuss the results as a class. Then I will give the students specific scenarios (buying a
car, choosing a restaurant, buying a shirt) and ask which two factors would most influence their choice. We will discuss why
factors might change for different products and how that affects competition.
Transition to Instruction: What support strategies will you use to scaffold students learning so they meet or exceed
targeted?
Once we have reviewed how competition affects consumer choice, I will use the PowerPoint slideshow to go into further detail
about the types of competition. I will ask students for examples of market structures and other concepts from the text so that
they can relate the material to their own knowledge of the business world.
Transition Guided Practice:
After reviewing perfect competition, the students will be split into 6 groups and each given a scenario. Three groups will be given
scenarios and asked to identify whether or not the market described is perfect competition and why or why not. The other three groups
will be given scenarios and asked whether there are too many, too few, or just the right number of producers in order for both the
consumers and suppliers to benefit. Then each group will share their scenario and answer with the class. Then we will continue with the
notes on monopolistic competition and oligopoly.
Transition to Wrap up/Closing: How will you engage students in self-assessment and/or reflection on key concept?
At the end of class, we will have a whole class discussion about analyzing markets. I will ask the students to choose a product and
then we will discuss the company that produces it, how much competition that company faces, how these companies compete
with one another, and what type of market structure describes the industry they’ve chosen.
Daily Assessment How do you know your
students met your lesson objective(s) and to
what degree?
Bloom’s Taxonomy
knowledge
comprehension
application
X analysis
synthesis
evaluation
Formative:
X Class discussion
CPS clickers
Email teacher
Entrance/Exit slip
Teacher Observe
Listened to conversations
Quiz
Thumbs up, neutral, or down
Homework check
Video quiz
Voting
Whiteboard Check
Other
Summative:
Test
Project
Report
Presentation
Final Exam
Other
Additional Teacher Preparation: Before I teach this lesson, I will read the corresponding chapter in the book, prepare the slideshow and guided notes, and
choose and prepare the student activities.
Copy: Make copies of guided notes for students.
Locate: Find student activity hand outs for Chapter 7 Market Structures.
Daily Reflection This would be a section at the end for the teacher to note any strengths or weaknesses of the plan. What are next the
steps for students and how will you get them there? What worked well?