Review to Date
Unit 2 · Lesson 2.7 · Last updated June 2026
A 45-minute review lesson where students solve demand shift scenarios, play an economics vocabulary card game, and model supply and demand shifts using spaghetti or chalk — all to prepare for upcoming assessments.
Overview
In this lesson, students review concepts from Units 1 and 2 (Economic Foundations and Microeconomics) to prepare for the upcoming summative assessment and identify what they still need to study. Note: The activator assumes students participated in Lesson 2.5. Consider changing the activator section if students have not participated in that lesson.
Learning Objective
- Identify and explain key concepts from Units 1 and 2 (Economic Foundations and Microeconomics).
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Materials
- Instruction Slides (display during class period)
- Student Handout pp. 4–5 (1 copy per student)
- Economics Vocabulary Challenge Instructions p. 6 (class set — 1 copy per pair of students)
- Challenge Cards pp. 7–8 (class set — 24 cards cut apart per pair; consider using colored cardstock for longevity and to prevent students from viewing answers on the reverse)
- Scenarios pp. 9–10 (class set — 1 copy per pair; consider storing in a plastic sheet protector for longevity)
- KEY Scenarios pp. 11–12 (1 copy for educator use)
- Uncooked spaghetti noodles (3 pieces per student) OR chalk (1 piece per student)
- Unit 1 Overview: Economic Foundations (previously distributed in Lesson 1.3)
- Unit 2 Overview: Microeconomics (previously distributed in Lesson 2.1)
Lesson Sequence
Slides 2–5
- Display Slide 2. Direct students to follow the instructions that are relevant to them. Note: The activator builds on the previous lesson. See the notes section of Instruction Slides for an alternative if needed. (Additional educator tips and suggested answers are in the notes section throughout Instruction Slides.)
- Display Slide 3 and introduce the learning objective. Remind students that today's lesson will review concepts from Units 1 and 2 to prepare for their upcoming assessment (An Economic Story; Lesson 2.9).
- Display Slide 4. Students either review their scenario and solution on 2.5 Student Handout or create a scenario that illustrates a shift in demand on a blank piece of paper.
- Display Slide 5. Distribute 1 copy of Student Handout to each student and explain the steps for the "Scenario Solving" section.
- Students take 1 minute to find a partner. Partners swap scenarios and take 2 minutes to complete the "Scenario Solving" section of Student Handout, then 2 additional minutes to check answers and discuss discrepancies. Keep Slide 5 displayed while students find partners and complete Steps 2–4. Facilitate partnerships as needed. A three-person swap can be completed if class numbers require it. Provide clarification for partnerships that cannot reach consensus on a solution.
Slides 6–13
- Keep students in previously established pairs or move them to a new partner. Display Slide 6. Tell students that this section of class will focus on economic vocabulary.
- Proceed to Slide 7. Students take 1 minute to complete the "Brain Dump: Economics Vocabulary Challenge" section of Student Handout without input from their partner.
- Display Slide 8. Instruct students to arrange desks so partners are seated side-by-side and clear their desks of all materials.
- Distribute 1 copy of Economics Vocabulary Challenge Instructions to each pair and have 1 student in each pair read the instructions aloud.
- Distribute 1 set of Challenge Cards to each pair (have each set in an envelope or binder clip). Instruct students to lay out Challenge Cards face down in a grid of 8×3 or 6×4.
- Proceed to Slide 9. Pause for any questions that arose regarding game setup.
- Display Slide 10. The game proceeds in a manner similar to a memory card game. Before telling students to begin, consider demonstrating a turn with one pair of students. Stress the need to read card material aloud at least the first time a card appears.
- Allow about 10 minutes for students to play Economics Vocabulary Challenge. Circulate to ensure students are describing images and reading definitions aloud. Some pairs will finish a full game — tell them to start another round.
- Once most pairs have finished at least one game, ask them to gather and shuffle Challenge Cards before returning them. Collect Economics Vocabulary Challenge Instructions and Challenge Cards. Advance to Slide 11. Students complete the "Reflection: Economics Vocabulary Challenge" section of Student Handout without input from their partner.
- Keep students in previously established pairs or move them to a new partner. Display Slide 12. Tell students the next portion of class will focus on shifts in supply and demand curves.
- Proceed to Slide 13. Distribute 1 class copy of Scenarios to each pair and either 3 pieces of dried spaghetti or 1 piece of sidewalk chalk to each student. Note: If your school environment permits, consider using chalk outside. Otherwise, use dried spaghetti on student desks. Students will need to break spaghetti into smaller pieces to create axes and at least 3 curve segments.
- Explain that for each scenario, students make a model reflecting the shifts (using spaghetti or chalk), then respond to the "Determining Shifts" questions on Student Handout verbally or on scrap paper.
- Allow 12 minutes to model as many scenarios as possible. Circulate to answer questions (reference KEY Scenarios as needed).
- Collect all Scenarios and spaghetti or chalk. (If outdoors, return to the classroom.)
Slides 14–15
- Display Slide 14. Tell students that for their summarizer they will need Unit 1 Overview and Unit 2 Overview. If students have misplaced either document, provide a new copy or have them review a classmate's.
- Proceed to Slide 15. Students review all "Learning Objectives" on Unit 1 Overview and up to "Learning Objective 5" on Unit 2 Overview. Direct students to place a star next to the objectives they are least confident about — this flags the concepts they need to review before their assessment.
Aligned Standards
Voluntary National Content Standards in Economics
Standard 4 Markets
What Educators Are Saying
Oh my goodness...this is my first year teaching the course and you guys have saved me so many times.
High School Economics Teacher, Pennsylvania
I thought this lesson would be a great review, which it was! It helped my students reactivate a lot of the concepts from the beginning of the year.
High School Economics Teacher, Virginia
Bell-to-bell students were engaged in all review activities. Several students commented how helpful it was to review material that was difficult to grasp — for example, shifting supply and demand curves.
High School Economics Teacher, Arizona