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0 Pennsylvania, Day 3, Greta Thamm, Grade 4

40-50 minutes
Constitution, Bill of Rights, Freedoms
Matching Skills, Team/Group work, Drawing Skills, Computer Skills
1.1 Integration of Learning Outcomes/Objectives
Students will be able to match the amendment number with the correct
explanation of it.
Students will be able to represent each amendment by drawing it.
1.2 Standards

NCSS.1.6.a ...enable learners to examine the rights and responsibilities of the
individual in relation to his or her family, social groups, community, and nation;

NCSS.1.6.c ...provide opportunities for learners to examine issues involving the
rights, roles, and status of individuals in relation to the general welfare;

NCSS.1.6.g ...challenge learners to apply concepts such as power, role, status, justice,
and influence to the examination of persistent issues and social problems;

8.2.4.B: Locate historical documents, artifacts, and places critical to Pennsylvania

5.1.4.D: Identify key ideas about government found in significant documents:
Declaration of Independence
United States Constitution
Bill of Rights
Pennsylvania Constitution

1.3 Anticipatory Set:
1. Students will sit on the rug in front of the teacher.
2. The teacher will discuss what the students previously learned; the geography
of the mid-atlantic states.
3. Teacher will ask the students how they think the states all work together to
stay unified as a country?
4. The teacher will explain that Philadelphia played a big role in this because it
is where the constitution was signed.
5. The teacher will load the US Constitution from and
explain to the students that the constitution was created to unify the country
as they were breaking away from Britain.
6. The teacher will show the students the Bill of Rights and explain that these
were created to give the people rights.
7. The teacher will introduce and then read the book The Bill of Rights:
Protecting our Freedoms Then and Now by Syl Sobel.
8. Once the book is read the teacher will go over each amendment with the
students by going back to that page in the book and discussing each
amendment by asking students if they can explain that amendment in their
own words.
9. Then the teacher will ask the students if they can think of how their lives
would be different if we did not have these amendments.
10. The teacher will take three answers and then send the students back to their

1.4 Procedures:
1. The teacher will then handout Decoding the Bill of Rights to each group.
2. The teacher will split the students up into groups of 4-6 students.
3. The teacher will go around the room and explain each station.
4. The first station will be the Amendment Cootie Catchers.
5. At this station the students will quiz their partner one each amendment by
playing this game that will be set up. (Students will be able to match the
amendment number with the correct explanation of it.)
6. At the second station the students will pick a piece of paper out of a box, on
that piece of paper there will be an amendment with its explanation on it.
7. The student will then use a piece of paper and a pencil or crayons provided
to draw this amendment and have their partner guess which amendment it
is. (Students will be able to represent each amendment by drawing it.)
8. The third station will be at the computers where students will play an
amendment game called Find the missing amendment in Freeville
9. At the fourth station the students will play amendment bingo.
10. There will be one student that reads the scenarios and the other students will
match the scenario with onto the bingo sheet, which will have amendments
1-10 in the squares. (Students will be able to match the amendment
number with the correct explanation of it.)
11. The final station will be to play an amendment matching game with a
partner. (Students will be able to match the amendment number with
the correct explanation of it.)
12. Each group will spend five minutes at a station.
13. The teacher will send each group to a different station and they will rotate
every five minutes.
14. The teacher will walk around and observe and offer help if the students are

1.5 Differentiation:
1. For an ELL student the teacher could place them in a group that would be rich
with students who would really get into the activities. This would benefit the ELL
student because the activities use visuals and kinesthetic activities, so as long as
their peers are really bringing to life the concept then I think that the ELL student
would understand the concept easily.
2. For a student that is gifted the teacher can challenge them to research other ways
that the amendments are used every day and they can create a poster and present
the information that they found to the class.

1.6 Closure
1. Students will be brought back to their seats.
2. Students will be asked which station they enjoyed the most and why.
3. The teacher will then hand out a piece of paper and ask students to write
which amendment they think is most important to them and why.
4. The teacher will also ask students to pick a different amendment and state
a consequence if this amendment was not in place.
5. After the papers are collected the teacher will explain to the class that
tomorrow they will be learning about how Delaware has contributed to our

1.7 Formative/Summative Assessment of Students
Formative assessments will be continuously conducted throughout the lesson as the
teacher will walk around and observe the students when they are putting together
their scenarios to act out and also when the students are working at the stations
A summative assessment will be used when the students draw an amendment for
their partner to guess because the teacher will see these drawings and be able to see
if the student grasped that amendment. (Students will be able to represent each
amendment by drawing it.) A summative assessment will also be used during the
conclusion when the teacher collects the slips of paper to see if the students could
correctly explain the pros/cons of an amendment (Students will be able to match
the amendment number with the correct explanation of it.)

1.8 Materials
A. Student Materials
1. Book- The Bill of Rights: Protecting our Freedoms Then and Now by Syl
2. US Constitution and Bill of Rights pdf found at
3. Decoding the Bill of Rights worksheet
4. Amendment Cootie Catchers activity
5. Paper, pencil, crayons
6. Amendments listed on pieces of paper in a box
7. Computers
8. Amendment bingo worksheets
9. Bingo place holders
10. Amendment memory game

B. Teacher Materials

Source MI or SI Why Credible? Teacher Access Student Access
MI Very easy May be difficult
for students to
MI Very easy Very easy
SI Website for the
center in
Has a lot of
and resources
to better
explain the
Very easy Would be too
much for
students to
SI Pennsylvania
state education
website. Has a
lot of resources
for teachers.
Very easy Would be too
much for
students to
MI Easy, except
must have
JAVA player
Would be too
much for
students to

1.9 Technology
Technology was used multiple times in this lesson to enhance the material that was
being taught. Technology was used to show students the constitution and the bill of
rights online. This was a good resource because it showed students the actual item
that they would be learning about. Technology was also used when students were at
a station where they were online playing a game. This game asked students to match
the activities going on around the virtual town to an amendment. This was a good
visual representation and showed students virtually how amendments are used in
our everyday lives.

2.1 Reflection
I think that my planning of this lesson went better than I thought it would. I found a
lot of ideas that I wanted to use in this lesson, most of my time was spent going
through these and sorting out ideas that I didnt think would be most useful and
then making these ideas my own. I also spent a lot of time figuring out the best order
for my lesson so that what was previously learned would build off of what was being
taught next. I think that this lesson would be successful because the students are
constantly active and are essentially teaching themselves and their classmates
through the use of visuals and kinesthetic activities. I think that this could have been
a boring topic, but this lesson makes it fun and interactive and I believe that after
this the students would have full understanding of the ten amendments and their
impact on our society. My concern for the lesson implementation is time
management because I think that the first two activities could vary in how much
time they would take up depending on the students in the classroom.