SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Allie Johnson____________________________________________________________

Thematic Unit Theme: Civics and Government________________________________________________
Title/Grade Level: The Tree Branches: the roots to our government / 4th Grade_______________________
Weebly Address: https://ucfgr4thethreebranchesofgovernmentf17.weebly.com/_______________________
Daily Lesson Plan Day/Title: Day 4 / State and Local Government Officials in Florida_________________
LearningGoals/Objectives LearningGoal:
Studentswillbeabletoidentifyanddifferentiatebetweenthethreebranchesof
governmentinFlorida.

LearningObjectives:
1. Thestudentwillbeabletoconnecthowthethreebranchescontributeto
Floridasconstitution.
2. StudentswillbeabletodescribehowFloridasconstitutionisenforced.
3. Studentswillbeabletoidentifythepowersofboththestateandlocal
government.
4. Thestudentwillbeabletocreateagraphicorganizerdistinguishingthe
differencesbetweenstateandlocalgovernment.
NCSSThemes NCSStheme(s):
FloridaStandards(FS) Individuals,Groups,andInstitutions
NextGeneration Power,Authority,andGovernment
SunshineStateStandards CivicIdeals,andPractices
FloridaStandard(s):
(NGSSS)
LAFS.4.RI.3.9Integrateinformationfromtwotextsonthesametopicin
ordertowriteorspeakaboutthesubjectknowledgeably.
NextGenerationSunshineStateStandards:
SS.4.C.3.1Identifythethreebranches(Legislative,Judicial,Executive)of
governmentinFloridaandthepowersofeach.
SS.4.C.3.2Distinguishbetweenstate(governor,staterepresentative,or
senator)andlocalgovernment(mayor,citycommissioner).
SS.4.C.11DescribehowFloridasconstitutionprotectstherightsofcitizens
andprovidesforstructure,function,andpurposesofstategovernment.
Assessment UnitPreAssessment:
Thestudentswillbegivenapreassessmentthatincludesmultiplechoice,matching,true/false,
shortresponse,andlongresponsequestions.Thequestionswillcoverthethreebranchesof
governmentinFlorida,stateandlocalgovernmentofficialsinFlorida,andFloridas
constitution.
UnitPostAssessment:
Thestudentswillbegivenapostassessmentthatincludesmultiplechoice,matching,
true/false,shortresponse,andlongresponsequestions.Thequestionswillcoverthethree
branchesofgovernmentinFlorida,stateandlocalgovernmentofficialsinFlorida,and
Floridasconstitution.
OngoingFormative(progressmonitoring/daily)Assessment:
Scale(4321):
4ThestudentcanteachtheclassallaboutthethreebranchesofgovernmentinFlorida,
Floridasconstitution,andstateandlocalgovernmentofficialsinFlorida.
3ThestudentscandifferentiatebetweenthethreebranchesofgovernmentinFlorida,andthe
stateandlocalgovernmentofficials.ThestudentcanexplainwhatFloridasconstitutiondoes.
2Thestudentunderstandsthedifferencesbetweenthethreebranchesofgovernment,andthe
stateandlocalgovernment.ThestudentunderstandsthepurposeofFloridasconstitution.
1Thestudentdoesnotknowthedifferencesbetweenthethreebranchesofgovernmentin
Floridaorstateandlocalgovernmentofficials.ThestudentdoesnotknowwhatFloridas
constitutiondoes.
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
Design for Instruction 1. Anticipatory set: The teacher will get the students attention by asking them if
Student Activities & Procedures they have ever wanted to be the president. The teacher will briefly describe the
power that the president has, or someone in a high-power position.
2. Objective and purpose:
3. Input: 1. The teacher will begin the lesson with a summarization of what was
learned the day before, and introduction the legislative branch.
- What is the legislative branch and what jobs are included?
- House of Representatives and Senate: how many members are in each, and
how that is determined. The jobs of each group is defined.
2. Students will be asked where the of Florida capital is. Has anyone ever been
there? Tell students this is where it is if they do not know; make it clear that
this is where laws are passed in Florida. Connect the lesson to the students and
explain that the state government has power over public schools, and they
decide if the students will have a shorter recess or a longer school day.
*ESOL and ESE accommodation: provide pictures of the house of
representatives and the senate for visual aids. Also have a scale and a gavel for
the students to see, and make it clear that these are items associated with the
judicial branch.
4. Modeling: Students will go on a capital tour on the website Florida Historic
Capital Museum. This website will go though the different aspects of the
capital.
5. Checking for understanding: The teacher will have students show with their
fingers how comfortable they feel with the material, following the 1-4 scale
above.
6. Guided practice: The teacher will then create a compare and contrast graphic
organizer for the children to complete as a class, to determine the similarities
that Floridas government has to the national government.
https://i.pinimg.com/564x/fd/b2/a4/fdb2a494c4fc41ea7d5ac00251ceac85.jpg
7. Independent practice: *Home work will be to play the Branches of Power
game on the Icivics website. Students will write one paragraph describing their
experience playing the game, and how it related to the lesson we learned in
class.
8. Closure: Teacher will review with the students what was taught about the
legislative branch and its powers and have students write a letter to a friend or
parent about what they learned during the lesson.
Resources/Materials Florida Historic Capital Museum:
http://www.flhistoriccapitol.gov/Pages/VirtualTours/VideoTour.aspx

Icivics Website:
https://www.icivics.org/games/branches-power

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.