Secondary Lesson Plan Template Grade level and subject discipline: Length of class: 6th/7th grade social studies

50 minutes LEARNING GOALS to be addressed in this lesson (What standards or umbrella learning goals will I address?): Iowa Core Social Studies

Understand the primary responsibilities of each branch of government in a system of shared powers (legislative, executive, judicial) and ways in which each branch shares the powers and functions of the other branches.

LEARNING OBJECTIVES (in ABCD format using verbs from Blooms Taxonomy):

After reviewing the sounds of the short o and long o, students will apply their knowledge from of these sounds to read and sort words, placing them in categories of short o or long o by the end of the class period.
KNOWLEDGE (What facts, concepts, or SKILLS (What skills will they need to have be vocabulary words will students need to taught in order to accomplish these objectives?) know or be taught in order to accomplish -Students will need to have skills working in groups (assigned by teacher). these objectives?) -Using graphic organizers (Venn Diagram) This simulation will be used to introduce the roles of each branch of government: executive, legislative, judicial. Students will need a definition of healthy and ideas of healthy food items. Teacher will give students examples. RESOURCES/MATERIALS NEEDED (What materials and resources will I use?): Notecards with words that have short and long o ASSESSMENT (How will I know if students achieve the learning goals/objectives?): Students will demonstrate knowledge (learned in simulation) of roles of the 3 branches of government by completing a Venn Diagram identifying roles of government in a real life scenario of passing a bill. LEARNING PLAN (How will you organize student learning? What instructional strategies will you use? How will you scaffold for student learning?) (Write in outline format). 1. Students come to front of class ready to work as a large group in sounding out 2. Question on board for students: If the vowel i was the last vowel we worked on, what is the next vowel in the alphabet that we will work on today? Can you tell me the different sounds it makes? 3. Teacher will announce activity Today we will be creating a new school lunch menu. During this process we will gain knowledge about how the 3 branches of government and their roles in the decision making process 4. Students will sit in 3 groups of 9 at tables that are already set up with name plates and roles (pre-assigned by teacher). Roles and directions will be defined for each round on a worksheet. There will be 1 Lead Chef, 4-5 Menu Writers, and 3-4 Nutrition Inspectors. 5. Each group will go through 5 rounds of decision making. Each student will have roles defined in a packet and rules for creating healthy lunch menu.

Round 1 (Suggest food categories): Lead Chefs (executive branch) will suggest food categories for the new healthy lunch menu. The Lead Chefs will suggest 5 healthy food categories to be used daily (examples of categories will be available for Lead Chefs to choose from). Round 2 (Write the menu): The Menu Writers (legislative branch) will create the exact menu for one days lunch. The Menu Writers must first look at the categories chosen by the Lead Chef. Menu writers will write down two choices of food items for each category chosen by Lead Chef. Round 3 (Approve the menu): If Lead chef approves the menu, the Nutrition Inspectors (Judicial branch) must now decide whether the menu is actually healthy. Skip Round 4 and pass the paper to a Nutrition Inspectors. If the Lead Chef Does not approve the menu, pass the paper back to the Menu Writers and go to Round 4. (Lead Chef will be instructed to NOT APPROVE MENU) Round 4 (Revise or Override): The menu can be revised by Menu Writers or can be overridden by Menu Writers. To Revise: Menu Writers will look menu and make changes to items Lead Chef disapproved. Menu Writers will make changes they think Lead Chef will approve. The menu will be given back to the Lead Chef to approve revisions, then send to Nutrition Inspectors. To Override: Take a vote in your Menu Writers group. You need a 2/3 of your group to vote in favor of keeping the menu in order to override the Lead Chefs. (That means if you have 4 people in your group, you need 3 votes, or if you have 5 people in your group, you need 4 votes). If override succeeds, Nutrition Inspectors will decide if menu is healthy. Round 5 (Evaluate the Menu): The Nutrition Inspectors must decide whether the menu is actually healthy. The Nutrition Inspectors will decide what healthy means and whether the menu meets the definition. If a majority of Nutrition Inspectors voted that the menu is healthy, the menu may be served mark If a majority voted that the menu does not meet the criteria, the menu may not be served. The decision of the Nutrition Inspectors is final.

6. After simulation, Lead Chefs, Menu Writers and Nutrition Inspectors will meet as

separate groups to discuss what they believe their roles are and compare each to Executive, Legislative, and Judicial branch. teacher will use leading questions to discuss roles of each branch of government: What roles did the Lead Chef have (Executive)? What roles did the Menu Writers have (Legislative)? What roles did the Nutrition Inspector have (Judicial)?

Executive

Legislative

Judicial

As students discuss roles, teacher will fill out Venn diagram with roles of different branches. Students will fill out diagram as well. (signs bills into law, writes laws, vetoes bills and returns them to Congress, hears disputes about laws, is part of the United States government, decides whether laws are constitutional, can override a veto with a large vote). Discuss overlapping areas with students.

7. Students will be given a reading about a real life bill becoming a law. Students will identify the different roles in the reading as executive, legislative, or judicial and record in a Venn Diagram. (will complete for homework if time runs out in class). Note, there may be roles in the reading that include 2 branches of government or all 3.
LESSON PLAN CHECKLIST: Did I hook my students by getting them excited about the topic? Did I introduce my learning objectives to the students (even if I just posted them in the room)? Are my learning objectives aligned with my state standards? Did I choose an instructional strategy/activity appropriate to the purpose(s) of the lesson? Did I organize my lesson clearly? Did I account for any downtime and/or transitions? Did I model or provide guided practice (if necessary)? Did I scaffold student learning (if necessary)? Did I assess my students learning (formative or summative)? Did I successfully bring the lesson to a close within the allotted time? Did I provide a bridge to the next lesson in my unit sequence? Did I provide anchor/enrichment activities for students who complete the lesson early (if necessary)? Did I differentiate for my individual students needs?