Indiana Wesleyan University

Elementary Education Lesson Plan

Social Studies--2020
Student: Abigail Stallkamp School: Eastbrook South Elementary School
IWU Supervisor: Dr. Soptelean Co-Op Teacher: Mrs. Holt
Teaching Date: N/A Grade Level: 6th Grade

LESSON RATIONALE
This lesson reviews the three branches of government, introduces checks and balances, and relates segregation to how our
branches of government work together to protect our rights. This helps to integrate the history they have learned and the
actions of our government. It will also be useful background knowledge when they start talking about present issues and how
the government is involved in those topics.

READINESS
I. Goals/Objectives/Standards:
a. Goal:
i. Students will understand how the branches of government work together to help protect the
citizen’s rights.
b. Objective:
i. Using a provided website, students will fill out a graphic organizer of the checks and balances of
the three branches of government
ii. After discussing how the branches worked together to make segregation illegal, the students will
answer a question on a google form.
c. Standards:
i. IAS: 6.2.5: Discuss the impact of major forms of government in Europe and the Americas on civil
and human rights.
ii. NCSS: Power, Authority, and Governance
II. Management Plan:
a. Materials:
i. Chromebooks (they are 1-1)
ii. Checks and Balances Graphic Organizer (See last page)
iii. Three Branches Website Links
1. https://bensguide.gpo.gov/j-check-balance
2. https://bensguide.gpo.gov/images/Branches-of-Government.jpg
iv. Google Form: https://forms.gle/et2BBqSfWfM7F6Ls8
b. Time: 45 minutes
c. Space: During the anticipatory set the students will be moving around the room. The students will be at
their seats throughout the rest of the lesson and may move a little bit to work with their seat partner.
d. Behavior: The students are expected to participate fully throughout the lesson. When they are moving they
need to move quickly and quietly. While they are at their seats they are expected to be paying attention and
participating in discussions and filling out the graphic organizer.
III. Adaption to Individual Differences and Diverse Learners:
a. I know that movement produces dopamine in a person’s brain, so in the anticipatory set I have them get up
and move, so that they will have that dopamine in their system and be ready to learn.
b. I know that sitting in your seat and watching someone discuss something with you can be very draining,
especially if you need extra external regulation, which is why I put a graphic organizer in the middle of the
direct instruction.
c. I know that 15 minutes is a long time for some students to self-regulate, and stay on task, which is why I am
adding a half way, 5 minute, and 1 minute warning prompts. This will help keep the students on track to
finish on time.
d. I also know that not everyone enjoys working with a partner, which is why I made it optional to work with
your seat partner.
PLAN FOR INSTRUCTION
IV. Anticipatory Set:
a. Given the three branches of government, who has the most power in the United States of America and why?
Think about your answer to yourself. Allow students time to think. Okay, there are signs around the room,
so when I say go, you will move quickly and quietly to the corresponding sign. If you think it is the Executive
Branch, or the President, has the most power, you will go to the right side of the room. If you think the
Legislative Branch, or Congress has the most power, you will go to the back wall. Lastly, but certainly not
least if you think the Judicial Branch, or the Supreme Court has the most power, got to the left side of the
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies--2020
room. GO. There will be a sign for the Executive on the right wall, the Legislative on the back wall, and the
Judicial on the left wall. Count the number of students at each sign and tally it in a chart with each branch
labeled. Go over the votes with the students. We will come back to this information later in the lesson.
Please quickly and quietly come back to your seats.
V. Purpose Statement:
a. Today we are going to discuss the three branches of government and how they work together to help
protect our rights.
VI. Lesson Presentation (Input/Output):
a. The three branches of government are the executive, legislative, and judicial. As you know they each have
different jobs in running the government. Does anyone know who makes up the branches at a federal level?
Allow students time to respond. The executive branch is made up by the President, the Vice President, and
the President’s Cabinet. The legislative branch is made up of Congress, which is made up of the House of
Representatives, and the Senate. And the judicial branch is made up of the Supreme Court. As these things
are being stated, either by the teacher, or the students the teacher should write these up on the board in a
chart, three columns, on representing each branch. If the students state the information, then it does not
need to be restated by the teacher, but she should make sure all of the information is present at the end.
Does anyone know what each branch is responsible for? Allow time for students to respond. The executive
branch is responsible for enforcing the laws, the legislative branch is responsible for making the laws, and
the judicial branch is responsible for interpreting the laws. But which branch is the most powerful? Go back
to the tallies from the anticipatory set. It looks like we believe different things. But in all actuality, none of
them are more powerful than the others. The Constitution created a separation of powers, by giving the
different responsibilities to the different branches, and to make sure that one never got too powerful they
Founding Fathers created something called checks and balances. Hand out the checks and balances graphic
organizer. I have just handed out the graphic organizer, and on your google classroom there is a link to a
website that I want you to use to fill it out. So go ahead and get your Chromebook out. You are allowed to
do this on your own or with your seat partner. I am going to give you 15 minutes to fill this out. If you finish
early the raise your hand so that I can come check your paper. The teacher will walk around the room and
make sure that the students are filling out the graphic organizer correctly. She will also answer any
questions and correct any misconceptions as they arise. Allow the students 15 minutes to complete the
graphic organizer. Teacher will give a half way, 5 minute and 1 minute warning, so that kids do not have to
self-regulate so much. Then have a blank checks and balances sheet that you can fill out on the overhead.
So can anyone tell me how the Executive Branch checks the Legislative Branch? Allow students time to
respond. Go through each branch and how they are able to check/balance the other two branches. Make
sure to clear up any misconceptions as they arise, and that everyone has the correct information on their
graphic organizers. So, because each branch is able to check the other, it creates a balance of powers, which
leads to no one ever having too much power. If one branch got too much power what do you think could
happen? Take a minute to talk about it with your seat partner. Allows students a minute to talk it out. So
does anyone have any ideas why it would be a really bad thing if one branch was able to get more power
than the other two? Allow students to answer, steer the conversation towards the infringement upon
citizen’s rights. One thing that could happen if one branch got too powerful is that they could make,
interpret, or enforce laws the way that the wanted without any repercussions. This could lead to our rights
being taken away, rights like your right to an education, or your right to freedom of religion. When our
country started there were people who were not given their inalienable rights, or their rights that everyone
is entitled to at birth. You have learned about segregation, and how even after slavery had ended, African
American people were not treated with equality and equity. Well after many speeches, demonstrations,
protests, and hardships, the government finally started to listen to the people, and started to work towards
ending segregation. The 14th Amendment states that all citizens have equal protection under the law,
however, this did not stop states from segregating blacks from whites. This led some states to have Jim
Crow laws, that used the “separate but equal” argument. In the court case Brown v. Board of Education, the
Supreme Court ruled that “separate but equal” was in fact not equal and was therefore not constitutional.
Now which branch is the Supreme Court again? Allow time for student response. That’s right the Judicial
Branch, but it didn’t stop there. States in the south did not want to desegregate public schools, and in Little
Rock, Arkansas the President actually had to send in troops to escort 9 African American students into their
neighborhood school, and in the process desegregating that public school. Now which branch is the
President from? Allow time for student response. That’s right, the President is the Executive Branch, and he
used his power to enforce the law. Later, Congress passed a law, specifically the Civil Rights Act of 1964. This
Act outlaws the discrimination based on race, color, religion, sex, or national origin, and it prohibits the
segregation of public schools. And lastly, but certainly not the least, which branch is Congress a part of?
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies--2020
Allow students time to response. Correct, the Legislative Branch. The Act strengthened the ruling of the
Supreme Court and made segregation illegal. The President then had to sign the Act to put it into law.
VII. Check for Understanding:
a. As I am doing direct instruction I will be watching the student’s facial expressions, and make sure that their
body language shows that they are understanding the topic. Then while they are completing the graphic
organizer I will be walking around the classroom and will be answering any questions that arise, and we will
be going over the graphic organizers. I will also be watching their facial expressions, body language and their
vocal inflection as I an engaging them in conversation. I will also be able to address the misconceptions as
they arise throughout the lesson. Lastly, the students will be answering questions in a google form, and I will
be there to clear up any misconceptions as they arise.
VIII. Review Learning Outcomes/Closure:
a. Each branch is able to check the others, and each one works together to protect our rights. Now that we
have discussed how the branches of government can work together to help protect our rights as citizens, I
want you to get back onto your google classroom and there is a google form for you to fill out. You can use
your graphic organizer and any notes that you have taken from today. Thank you for participating so nicely
today? When you are finished with the google form you can start to pack up your things for Prime Time.
Release students to fill out the google form. Then monitor them as they pack up for their next class.
PLAN FOR ASSESSMENT
When I am giving direct instruction and engaging my students in discussion I will be watching my student’s facial expressions,
body language, and vocal inflection. As I see misconceptions or confusion arise I will address it as soon as possible. Then I will be
walking around the classroom as they fill out the graphic organizer. I will make sure to listen to their conversations and address
any issues or questions that arise. During the google form I am going to let them use their notes for the day, as understand that
this is a lot of information for one day. I will have them fill out a two question google form, mostly to see what they gathered
from the lesson for the day, and what I may need to address for a second time.

REFLECTION AND POST-LESSON ANALYSIS:

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. How did the students react to filling out the graphic organizer? Was it helpful for understanding?
8. How did the students react to the anticipatory set in which they had to get up and move?
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies--2020
Student: Abigail Stallkamp School: Eastbrook South Elementary School
IWU Supervisor: Dr. Soptelean Co-Op Teacher: Mrs. Holt
Teaching Date: N/A Grade Level: 6th Grade

OPPORTUNITY FOR Format COMPETENT OUTSTANDING

IMPROVEMENT
Heading Student uses the provided template for
Template Social Studies content.
Audit Trail Student includes all of the information in
the template heading.
Student includes a list of dates and
methods for communicating with
cooperating teacher.
Rationale Statement of rationale for the learning
experience and environment in this
lesson.

Goals The lesson plan contains objectives that

Objectives connect goals and standards with lesson
Standards activities and assessments.
Each objective should include the
following: Conditions; Desired learning;
Observable behavior; and Accuracy (as
necessary)
NCSS:
IAS:
Management Plan A. Materials:
B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)

Anticipatory Set The anticipatory set is clear and direct

and focuses students’ attention on the
lesson.

Purpose The statement of purpose is clearly

connected to the content of the lesson
and is presented in terms that are easily
understood by students.
Plan For Instruction
Adaptation to Instructional opportunities are provided
Individual in this lesson. The opportunities are
Differences and developmentally appropriate and/or are
Diverse Learners adapted to diverse students.
Early Finishers
Reteaching-
ELL –
Exceptional Needs-
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.
Lesson Presentation The candidate’s lesson demonstrates an
understanding of developmentally
appropriate practice.
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies--2020
The candidate’s lesson includes both
modeling and guided practice.
The lesson presentation includes
relevant activities that encourage
student participation and critical
thinking.
Check for The lesson plan includes a plan and the
Understanding means to check for student
[CFU] understanding of the lesson. A provision
is included to reteach all or part of the
lesson to all or part of the class.
Review Learning Lesson closure relates directly to the
Outcomes and/ or lesson purpose and/or objective.
Closure

Plan for
Competent 3
Assessment
Formal and A plan for formal and informal
Informal assessment [ mainly
Assessment formative]throughout the lesson is
included. The assessment strategies are
uniquely designed for the students.
Reflection and The lesson plan includes all required self-
Post-Lesson answer questions.
Analysis
SCORING
A lesson plan with elements that do to meet the A competent lesson plan earns a score of An outstanding lesson plan earns a
competent level will receive a score of 33 /40 or lower 34-37/40. score of 38/40-40/40

Additional Comments:
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies--2020

Checks and
Balances Executive
Branch

Judicial
Branch

In the arrows write how each

branch can check the other, so
that one branch never gets too
Legislative
much power.
Branch