Lesson Plan Guide

Teacher Candidate: Ashton Taylor Date: July 26,2019

Grade and Topic: 2nd grade/Social Studies Length of Lesson: 90 minutes
Mentor Teacher: Cornelius School: U of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

● Students go through WebQuest activity to understand the directions for their assignment.
● Students will use technology to create a graphic organizer or slide show to easily distinguish between
the branches of government.
● Students will be able to define the different branches of government.
● Students will be able to identify the people that are involved in each branch.
● Students will be able to describe the functions of each branch

LESSON OBJECTIVE:
● Using a WebQuest and a graphic organizer or slide show, students will compare and contrast the
different branches of government with a 100% accuracy.

STANDARDS ADDRESSED:
● TN Social Studies- 2.25 Create a graphic organizer to explain the three branches of government and the
basic role of each.
● ISTE Standard- 2. Communication and collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.

MATERIALS:
● Computer
● Graphic Organizer
● pencil
● paper
● Text book
● https://www.youtube.com/watch?v=-EISWIY9bG8
● https://www.brainpop.com/games/branchesofgovernmentgame/
● http://zunal.com/webquest.php?w=412273

Technology Integration:
First students will access their instructions for their assignment by using a WebQuest I have created. Students
will use computer software systems such as Microsoft Office Word to design and create a graphic organizer or
slide show with a partner. The graphic organizer/slide show will incorporate the 3 branches of government,
along with the definition of each, the people involved in the different branches, the function of each branch, and
lastly a picture that they feel describes the branch. Students will have to demonstrate they know how to create a
graphic organizer or slide show, insert the correct size font, and lastly demonstrate that they can successful add
images to a Word document from google.
BACKGROUND and RATIONALE:
● Students should have some basic knowledge of how the United States government works.
● Students should know the terms senator, congress, supreme court, president, vice president, and cabinet.
● Students should be able to organize information in a graphic organizer or slide show.
● Students should have the technology skills to create a graphic organizer/slide show on their computers.
● Students should know how to operate a WebQuest.

PROCEDURES AND TIMELINE:

 Introduction:
● To begin the lesson, students will start by answering a few higher order questions. For example “What
are the three branches of Government?” “What is the purpose of the three branches of Government?”
● I do not expect all the students to know the answers to these questions, however at the end of the lesson
we will revisit these questions.
● I will allow students time to make comments and share their thoughts.
● To help students get the basic knowledge of the branches of government I will play the youtube video.
https://www.youtube.com/watch?v=-EISWIY9bG8

 Procedures:
ACTIVITY 1
● (Prior to the Computer)
● After watching the video, as a class we will play a brain-pop game.
https://www.brainpop.com/games/branchesofgovernmentgame/ This will help students get more of an
idea of what each branch does and who makes up each branch.
● Students will then get into groups of two. Here I will ask them, “imagine if their were working in the
White house. What is a law you would want the United States to adopt? What would be the steps you
would need to take to get these laws adopted?”

● (At the Computer)

● Each group will begin working on the WebQuest I have provided.
http://zunal.com/webquest.php?w=412273
● In this WebQuest students are asked to create a slide show describing each branch. Since we have
recently learned how to create graphic organizers and tables on our computers, they will have the option
to chose whether to create a slide show or graphic organizer.
● The WebQuest provides many different links that will help students get the information their need to
complete this assignment.
● They will also be allowed to access information using Google.

● (After the Computer)

● Before allowing students to start creating their graphic organizers or slide shows, they will be instructed
to make an outline.
● This will be their rough draft. It should contain what they want each slide or each row and column in the
table to say.

ACTIVITY 2
● (Prior to the Computer)
● Before allowing students to start working on their final part of the assignment, as a class we will read of
the rubric and look at the students sample that I have provided.
● Students will then have the opportunity to go back and change things they need to on their rough drafts.
 ● (At the Computer)
● While in these groups, students will begin to create their own graphic organizers or slide show.
● If they chose to do a graphic organizer, I will instruct the students to open their word document and
insert a column for each branch. (Legislative, Judicial, and Executive)
● Insert a row for each definition and function of the branch.
● Insert a row for the people involved in the branch.
● Insert a row and copy and paste an image they feel represents each branch.
● If students chose to do a slide show more in depth instructions are provided on their WebQuest, which
they can revisit.
● This will be students summative assessment.
● Students will correct any grammar errors and save their work.
● Students will be instructed to email me their graphic organizers or slide shows once they are completed
and also print out one copy of their graphic organizers/slide shows.

● (After the Computer)

● Each group will exchange graphic organizers/slide shows with another group. There they will review
each project and make comments.
● As a class discussion, we will talk about the different graphic organizers and slide shows, and students
will present theirs to the class.

● Closure:
● After presenting, we will then go over the higher order questions that I asked at the beginning of this
lesson.
● Students will then have time to reflect on the lesson and talk about what they liked and what they didn’t.
Also they will be able to ask me questions on how to better operate their computers.

ASSESSMENT EVIDENCE:
● Formative Assessment: My main formative assessment will be making observations during class time.
Listening to students make comments about each branch and watching them work with their partners.
Also watching which students are participating in the brain-pop games and answering the higher order
questions, and seeing how they go through the WebQuest.
● Summative Assessment: My summative assessment is students graphic organizers and slide shows they
create with their partner

Grading Rubric
 Criteria 1 2 3 4
Definitions are The definition of each The definition stated The definition The definition
entirely stated along branch is not fully demonstrates a vague demonstrates almost a demonstrates a clear
with showing an stated or is not stated at understanding along clear understanding of understanding of each
understanding of each all. Does not reflect an with not fully each branch along with branch along with a full
branch. understanding of completing the a full definition. and precise definition.
branch of government. definition along with all
of its elements.

Graphic images Very few or none of the Few of the graphic Almost all of the All of the graphic
properly represent graphics chosen images chosen graphic images chosen images chosen fully
each branch of represent each branch. represent each branch represent each branch represent each branch
government of government. of government. of government along
with an understanding
of each.

Functions and who Functions are not fully Functions are vaguely Almost a clear Functions and members
makes up each branch stated. One or none are stated along with only a understanding and of each branch are
are described. stated on who makes up few members that make statement for functions clearly stated, along
each branch of the up each branch. and the members of with a clear
government. each branch are stated. understanding of each.

MODIFICATIONS:
● I am aware that modifications will be made for students
who did not master the objectives and for those
ready for enrichment. However, modifications are not
covered in this course and are not part of this
particular lesson.
Student Sample of Graphic Organizer

Legislative Executive Judicial

Definition/Function The legislative branch is the The executive branch of the The judicial branch is the
part of the United States government is responsible for part of the U.S. government
government that creates laws. carrying out, or executing, the that interprets the law and
Whenever you read about laws. The key member of the administers justice. The
congresspeople in the Senate executive branch of the judicial branch of the U.S.
or House debating a law, United States government is government makes decisions
you're reading about the the President.The executive interpretations of laws.
legislative branch: the branch carries out the laws,
branch of the government which are made by the
that writes, debates, and legislative branch and
passes laws. Making laws can interpreted by the judicial
be called legislating. branch.

People Involved The legislative branch is The President of the United The Supreme Court. The
made up of the two houses of States is the head of the Judicial Branch of the
Congress the Senate and the executive branch. The government is made up of
House of Representatives. President gets help from the judges and courts. Federal
Laws are written, discussed Vice President, department judges are not elected by the
and voted on in Congress. heads (called Cabinet people. They are appointed
There are 100 senators in the members), and heads of by the president and then
Senate, two from each state. independent agencies. confirmed by the Senate.

Image describing
branch
 Works Cited

● tn.gov. Schwinn, P. Social Studies Second Grade.

https://www.tn.gov/education/instruction/academic-
standards/social-studies-standards.html

● Sohail, S. education.com. The Branches of Government.

2015 Sept.19. https://www.education.com/lesson-
plan/the-branches-of-government/