SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Bridget Keller____________________________________________________________

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 2 / The Three Branches of Government___________________________
LearningGoals/Objectives LearningGoal:
Studentswillbeabletoidentifyanddifferentiatebetweenthethreebranchesof
governmentinFlorida.

LearningObjectives:
1. Thestudentwillbeabletoconnecthowthethreebranchescontributeto
Floridasconstitutionandlawenforcement.
2. Studentswillbeabletodescribehowlawsaremade.
3. Studentswillbeabletoidentifythejobsofboththestateandlocal
government.
4. Thestudentwillbeabletoapplytheirknowledgeofthebranchesanduseitto
makereallifedecisionsthroughthelawmakingprocess.
NCSSThemes NCSStheme(s):
FloridaStandards(FS) Individuals,Groups,andInstitutions
NextGeneration Power,Authority,andGovernment
SunshineStateStandards CivicIdeals,andPractices
FloridaStandard(s):
(NGSSS)
LAFS.4.W.2.5Withguidanceandsupportfrompeersandadults,developand
strengthenwritingasneededbyplanning,revising,andediting.
NextGenerationSunshineStateStandards:
SS.4.C.3.1Identifythethreebranches(Legislative,Judicial,andExecutive)
ofgovernmentinFloridaandthepowersofeach.
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.
1Thestudentdoesnotunderstandthedifferencesbetweenthethreebranchesofgovernment
inFloridaorstateandlocalgovernmentofficials.ThestudentdoesnotknowwhatFloridas
constitutiondoes.
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
Design for Instruction
Student Activities & Procedures
1. Anticipatory set: Students will be welcomed into the class and asked to move to the
groups they were put in yesterday. They will be labeled by the branch they are in and
after 8 minutes they will move on to the next branch. This gives the children a chance
to learn about each branch instead of becoming knowledgeable in only one.
2. Objective and purpose: On this day, the students will be split up into 3 three
groups. Each group will role play as a member of that branch of government.
3. Input: The first center will be the Legislative Branch. At this center the group
will draw three slips of paper that contain a new law for the classroom. They
will choose one law that they want to keep and want to get the law passed for
the classroom.
Next, the law will be passed to the next center which will be the
Judicial Branch. At this center the student will decide if this new law breaks
any of the current classroom rules and if it is a reasonable rule to be enforced.
They will make adjustments and finalize the law if it is a law they think should
be based.
The last group will be the Executive Branch. At this center the students
will enforce the law and make sure that rule is followed for the rest of the
week. They will decide the consequences if the rule is not followed.
The students will then switch to the next group and they will get a
chance to play the role of each branch. Students will work in close groups and
will have everything written down. This will help the students remember and
allow the students to look back. These accommodations will be made so
students who have trouble hearing or seeing will have no trouble participating.
(UDL 6.2, 8.3, 9.3).
4. Modeling: At the end of the day there will be three roles that are now
enforced in the classroom for the rest of that week. A poster will be made with
our new rules and pictures will be added next to the rule so it is easily known
what the rule is. (ESOL) (UDL 1.1)
The executive branch will enforce the rule made when they were at the
center at the time of the law being passed.
5. Checking for understanding: We will review the laws and debrief about
what each branch does and their importance in the government. The laws and
the process will be done out loud so I will be able to watch each students
participation and take note if the students are not understanding the branches
or the process.
6. Guided practice: I will come up with the rules that they draw from so that
they are reasonable and oblige to school policy.
7. Independent practice/ Closure: The students will then go home and come up
with a law that they think they should add to their town. They should briefly
describe their process and why it should be a law, if it follows laws already
made, and how they would enforce it.

Resources/Materials Tables
Notebook
Poster paper
List of classroom rules (classroom constitution)
Bucket
Scissors
Printed pictures of rules

DiscussionNotes:
Alocalgovernorcouldcomeintotheclassroomandsharewhatitislikeworkinginoffice.
Afieldtripcanbetakentothelocalcourthousesothestudentscanseewhatitislikeinthere.Thismayeveninspire
somefuturecareers!