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ÌÇÐÄVlog

Last updated

28 March 2026

pdf, 238.62 KB
pdf, 238.62 KB
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pdf, 214.18 KB

This lesson covers price elasticity of supply through a compelling real-world comparison: Kendrick Lamar concert tickets (perfectly inelastic — supply cannot increase once the venue is set) versus Nike Air Max trainers (relatively elastic — production can scale with demand). This contrast immediately surfaces the core insight that a producer’s ability to respond to price signals depends on time, factor mobility, spare capacity, storage capability, and the rate at which costs increase.
The CBCI progression moves from factual skills (PES formula, degrees of PES, constant PES diagrams) through conceptual understanding (the determinants of PES and why they differ across industries) to transferable evaluation. At HL, students examine why the PES for primary commodities is generally lower than for manufactured products.
What is included:
Student resource (.pdf): 80-minute lesson with Kendrick Lamar vs Nike hook, diagram tasks, PES calculations, and Individual Application.
Teacher guide (.pdf): CBCI framework, model responses, common errors, probing questions, ATL, bridge to 2.7a.
Syllabus alignment: 2.6 Elasticity of Supply — AO2, AO4. Covers: PES formula, degrees of PES, determinants, constant PES diagrams. HL: why PES for primary commodities is generally lower than for manufactured products. PES calculation from data.

Get this resource as part of a bundle and save up to 34%

A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

Bundle

IB Economics Unit 2 Complete Lesson Bundle | CBCI

IB Economics Unit 2 Microeconomics — Complete Lesson Bundle | 18 Student Lessons & Teacher Guides (SL & HL) Unit 2: Microeconomics is the largest and most technically demanding unit in the IB DP Economics course. This bundle gives you every lesson, fully built, from 2.1 Demand to 2.12 The Market’s Inability to Achieve Equity — each one structured to the same pedagogical standard, written to IB examiner precision, and ready to teach without adaptation. Each of the 18 lessons includes a Student Lesson Document and a Teacher Guide. Nothing is left for you to fill in. ———————————————————— WHAT EACH LESSON CONTAINS ———————————————————— Student Lesson Document • A real-world hook scenario that makes the economics feel urgent and relevant • Phased collaborative tasks structured for active inquiry • Diagram precision checklists — specific, checkable criteria for every diagram the syllabus requires • Differentiated individual application options (one analytical, one evaluative) • A conceptual takeaway — a paragraph-length statement connecting the lesson to the transferable ideas of the course, with a one-sentence student response prompt Teacher Guide • Full CBCI framework table (factual / conceptual / transfer levels mapped to lesson tasks) • Model responses for every student task — what a top-band answer actually looks like • Teaching notes explaining the purpose of each phase and common student misunderstandings • Probing questions mapped to specific student errors — what to ask when you see the mistake • Common errors section with precise corrections • ATL (Approaches to Teaching and Learning) notes • Bridge from previous lesson and bridge to next lesson — so every lesson connects explicitly to the sequence ———————————————————— SYLLABUS COVERAGE ———————————————————— 2.1 Demand 2.2 Supply 2.3 Competitive Market Equilibrium 2.4 Critique of Maximising Behaviour (HL) 2.5 Elasticity of Demand 2.6 Elasticity of Supply 2.7 Role of Government in Microeconomics 2.8 Market Failure — Externalities & Common Pool Resources 2.9 Market Failure — Public Goods 2.10 Market Failure — Asymmetric Information (HL) 2.11 Market Failure — Market Power (HL) 2.12 The Market’s Inability to Achieve Equity (HL) HL-only content is clearly identified throughout. SL teachers will find every SL lesson complete and usable without modification. ———————————————————— PEDAGOGICAL APPROACH ———————————————————— These lessons are designed for active, discussion-driven classrooms where students engage in structured collaborative tasks and the teacher facilitates rather than delivers. The structure follows Lynn Erickson’s Concept-Based Curriculum and Instruction (CBCI) framework, moving students from factual knowledge through conceptual understanding to genuine transfer. This is not a set of slides for students to copy. It is a pedagogical system for teaching economics with rigour and depth. ———————————————————— PRICING ———————————————————— Individual lessons are available separately at £4 each. This bundle represents a saving of over 30% against buying all 18 lessons individually. Suitable for: IB DP Economics SL and HL — First Assessment 2022 syllabus.

£49.99

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