American Government

American Government
Cross-Curricular Unit- 4th Grade

Jessica Engstrom
Unit Contents
Lesson Standard Objective
Lesson 1: Social Studies

Three Branches of Government 4 – C3.0.3 I can identify the three branches of
government.
4 – C3.0.4
I can be able to identify the people
that are involved in each branch.
I can describe the functions of each

branch.
Lesson 2: ELA CCSS.ELA-LITERACY.RI.4.1

The State Government and its CCSS.ELA-LITERACY.RI.4.2 I can determine the main idea of a
Citizen text.
CCSS.ELA-LITERACY.SL.4.1.A
CCSS.ELA-LITERACY.SL.4.1.C
I can review the key ideas expressed
in a text.
I can answer questions about an

informational text by referring to
information in the text.
I can make inferences in order to
answer questions.
I can explain my ideas in a

discussion.
Lesson 3: Physical Education

Speaker of the House Physical Education Standards I can describe the organization
structure of the federal government
(S1.1.4) in the United States with 100%
accuracy.
(S2.2.4)
I can use my body in small-sided
(S3.2.4)
movements.
(S4.1.4)
I can be responsible in independent
(S4.4.4b) group situations.
(S4.5.4)
State of Michigan Social Studies

Standards
4 – C3.0.3
Lesson 4: Math I can solve multi-step words

Multi-step Word Problems CCSS.MATH.CONTENT.4.OA.A.3 problems with mixed operations
using a four-step plan with 80%
accuracy.
Lesson 5: Health- Healthy Foods

Health Standards I can identify the five main food
groups and name a variety of
1.1 nutritious examples of foods in each.
1.3 I can explain how MyPlate serves as

a reminder for how to eat a
healthier meal.
I can create and describe a healthy
meal containing food from each food
group.
I can discuss the importance of

physical activity as part of a healthy
lifestyle
Lesson 6: Science- Renewable

Resources 4-ESS3-1 I can conduct research on the
different types of energy generation
4-PS3-4 devices can do, and the
environmental impacts of those
devices.
I can design water wheels that

generate their own energy.
I can write and draw explanations of

design strategies.
I can recognize the impacts of

certain energy generation
technologies on the environment
and the need for change to minimize
impact.
I can generate new ideas to meet

energy demands that minimize
impacts on the environment
I can discuss environmental impacts

of various types of energy resources.
I can determine fuels that are

sources of energy.
I can explain a way that the

government influences renewable/
nonrenewable resources
Lesson 7: Health- Wash Your Hands
Standard 1: I can explain how to prevent the
spread of germs to keep everyone
Standard 3: Math healthy.
CCSS.MATH.CONTENT.4.MD.B.4 I can make a line plot to display a

set of data.
I can find valid information about

germs to keep everyone safe.
Lesson 8: Science
Weathering and Erosion 4-ESS2-1 I can describe how natural weather
events like wind and rain contribute
ESS2.A to changes in Earth’s surface
through weathering and erosion.
I can investigate and analyze the

different changes in Earth’s surface
and the environment due to
weathering and erosion.
I can use evidence to explain the

process of weathering and erosion.
I can identify the pattern or

sequence of events for weathering,
erosion and deposition.
I can identify if weathering or

erosion caused an observable
change in Earth’s surface and
explain how this change affects the
environment over time.
I can identify the government

agency that helps to prevent
erosion.
Lesson 9: Mathematics- Money
Word Problems CCSS.Math.Content.4.MD.A.2 I can do addition and subtraction to
solve word problems involving
money.
Lesson 10: Physical Education-

Corona Tag S2 4.5 a. I can apply offensive and defensive
strategies in chase and fleeing
S2.5.4b activities.
Lesson 11: ELA CCSS.ELA-LITERACY.W.4.4

CCSS.ELA-LITERACY.L.4.1 I can identify components of friendly
CCSS.ELA-LITERACY.L.4.2 letter
CCSS.ELA-LITERACY.L.4.3
I can work cooperatively in groups
I can write a friendly letter with

appropriate components
Lesson 12: Social Studies- National

Parks 4 – G1.0.1 I can identify and answer questions
that a geographer asks about
4 – G1.0.3 National Parks
4 – G1.0.4 I can describe a national park using

technology and pictures.
CCSS.ELA-Literacy.RI.4.1
I can use a map to describe the
Grade: 04
climate of a National Park.
I can use details and examples from
a text to summarize information
about National Parks.
I can determine the main idea of a
text and support it with key details.
I can explain events that happened

based on information in a text.
Lesson 13- Cumulative:

4 – C3.0.3 I can name and categorize offices in
the state government and identify
CCSS.ELA-LITERACY.RI.4.7 current officeholders.
CCSS.ELA-LITERACY.W.4.6 I can research officials’ positions on

newsworthy issues.
CCSS.ELA-LITERACY.W.4.7
I can write a letter inquiring about a
state officeholder’s position on an
issue.
I can evaluate evidence used to

support decisions.
I can share my thinking with peers.
Assessment Distribution
Formative Summative Observation
Lesson 1: Social Studies x
Lesson 2: ELA x x
Lesson 3: PE x x
Lesson 4: Math x x
Lesson 5: Health x x
Lesson 6: Science x x x
Lesson 7: Health x x
Lesson 8: Science x
Lesson 9: Math x x x
Lesson 10: PE x x
Lesson 11: ELA x
Lesson 12: Social Studies x x x
Lesson 13: Cumulative x x
Outcome:
The outcome of this unit for 4th graders is a greater understanding of how the United States and the State of
Michigan government influences their lives. It is important for students to realize that the government impacts every
part of their lives. This unit touches on guidelines set by the Center of Disease Control and Prevention, the
Environment Protection Agency, the United States Department of Agriculture. It also helps students to grasp how our
government is set up. It connects these departments and their place within our government. My hope is that upon
completion of this unit, students will understand how the government is organized, how the government and its
departments and agencies affect their lives, and the students responsibility and ability to be active citizens within
their government.
Technology
The use of technology in this unit plan is simple, but important. Technology is kept simple so that the students will be
successful at using the tools It includes using the internet and chrome books for research. It includes teacher tools
such as document cameras and videos. All of the lessons would be easily converted to use in a remote setting. All of
the activities would translate well to using google classroom, flipgrid, peardeck, and nearpod.
.
Lesson 1
Ferris State School of Education
Name: Jessica Engstrom Date: 12/2/20
Curriculum/Course: Social Studies Grade level: 4th grade
Time/Period: 40 minutes Materials:
· Poster board
· Class set of the Three Branches of

Government Matchup worksheet
· Class set of the The Three

Branches of Government worksheet
· Class set of the Branches of U.S.

Government worksheet
· Index cards
· Projector
· Computers
· Notebook paper
· Three Branches of Government

House School Rock by ABC
Standards:
4 – C3.0.3 Describe the organizational structure of the federal government in the United
States (legislative, executive, and judicial branches).
4 – C3.0.4 Describe how the powers of the federal government are separated among the
branches.
Objectives (I can statements):
· I can identify the three branches of government.
· I can be able to identify the people that are involved in each branch.
· I can describe the functions of each branch.
Assessment (Formative, Summative):
Assessment (10 minutes)
Complete the Branches of Government Match-Up worksheet.
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of

previous day’s lesson, check for understanding of previous knowledge, questions you will ask)
Say: Today we are going to be learning about the three branches of government in the
United States.
· Put up a poster board on the board and divide it into two columns using a permanent
marker.
· Label the first column know and the second column learned.
Say: What do you know about the three branches of government?
Student: Our president is Donald Trump/Joe Biden.
Say: Great, he is a part of our government. I will write him down. He is part of one branch
of our government. We are going to write that on our poster board under what we know.
· Write down the information that your students tell you on the poster.
Say: What else do we know?
Student: (quiet)
Steps in the lesson:

Explicit Instruction/Teacher modeling
Say: We are going to work on this worksheet together.
· Pass out The Three Branches of Government worksheet to your students.
· Go over the worksheet with your students and explain the three branches in detail.
Say: There are three branches in our government. The first branch is Executive. This is the
part of the government that is lead by our President. It also includes many different
agencies and departments that influence how we live our lives. Some of those departments
are the CDC- The center of disease control and prevention, the FDA- which is the Federal
Department of Agriculture, and the EPA- the environment protection agency. We will learn
about those departments and some of the work they do in future lessons. This branch also
carries out laws. It is charge of our national defense. It also runs the government.
Say: The second branch is Legislative. This branch is made of two parts the House and the
Senate. Together they are Congress. They are all elected officials from each state. They
are the ones who create bills and laws. After they pass a bill, and they want it to become a
law it is sent to the President to approve.
Say: The third branch is called the Judicial branch. This branch is made of Judges. They
are called the Supreme Court. They review laws to make sure they are constitutional. They
also decide cases that are state rights.
Say: We are going to watch a fun video to help you remember about the three branches.
· Play the video Three Branches of Government House School Rock by ABC.
Say: You are now going to complete the Branches of the U.S. Government worksheet
using the Three Branches of Government worksheet. You can work on these in small
groups.
· Hand out worksheet.
· Give the students 20 minutes to complete
Say: Let us go over the worksheet. Who did you have under Legislative?
Students: Senators, Congress, Representatives
Say: Awesome, Who did you have under Judicial?
Students: Supreme Court Justices.
Say: You are right! Who did you have under executive?
Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit
restatement of the goals of the lesson.
Review and closing (15 minutes)
Say: Let’s review the poster we made earlier. We need to update the side of things we
learned. What did you learn about the three branches of government?
Students: There are three branches.
Say: Yes, What are they?
Students: Judicial, Executive, Legislative.
Say: What else do you know about them?
Students: Judicial has judges. They both start with a J.
Say: That is how I remember it too. What else do we know?
Students: Executive is the President. And he makes sure the laws get done.
Say: That is right, he executes the law. What do we know about the Legislative branch?
Students: They make the laws. But they don’t get passed unless the president approves
them.
Say: Awesome! Were you surprised about any of the information you learned today?
Which branch of government they believe is the most influential.
Students: Executive because the President can say no to laws.
Extension Activities:
· Ask your students to think about current laws.
· Have them pick a law that they don't like. Instruct them to research the law and to write
the ideas about the law and the consequences for breaking the law in the first paragraph.
· Have them write how they would modify the law to make it more suitable to them in the
second paragraph.
Assessment /Modification:
Specific Student/Group:
Students can work individually instead of in groups.
Differentiation:
What will I differentiate? Environment
Students can work throughout the room. They may work at the small group table, the floor,
the reading area.
How will I differentiate? Learning profiles
Play the video Three Branches of Government House School Rock by ABC. Ask your
students to describe the three branches of the government to you using examples from the
video. Clarify concepts that are still unclear to your students.
Diversity:
Lesson 2
FSU Lesson Plan Format
Lesson Plan: Jessica Engstrom
Lesson Plan Format
Name of Lesson: The State Government Date: 12/2/20

and its Citizens
Course: ELA- Reading Grade level: 4th grade
Time/Period: 40 minutes Materials: Government in Action

workbook.
Standards:
The Common Core State Standards (CCSS),

Specific Standard(s):
CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
CCSS.ELA-LITERACY.SL.4.1.A
Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under
discussion.
CCSS.ELA-LITERACY.SL.4.1.C
Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
Objectives:
I can determine the main idea of a text.
I can review the key ideas expressed in a text.
I can answer questions about an informational text by referring to information in the text.
I can make inferences in order to answer questions.
I can explain my ideas in a discussion.

Formative Assessment:
(Examples: thumbs up/down, exit ticket, one-minute papers, show of hands, etc. a formative
assessment is a quick assessment that happens during the lesson. Attach supportive
material if any)
Resource 1: Resource 2
Ask for thumbs up or down if they found the same key details and main idea.
Summative Assessment:
(Examples: unit exams, portfolios, projects, speeches, - an assessment conducted at the

very end of the lesson to assess students – this should be directly related to the lesson
objectives. Attach or insert supporting documentation)
Review students work of paragraphs 3-9 of their ability to determine a main idea and key
details.
Say: “Today we are going to be looking at a text and finding the main idea. Does anyone
remember what a main idea is?
Students: A main idea is what the story is about.
Say: “You are right, a main idea is what the text is about. It is what the author wants you to
remember about the text. The next thing that we will look for is key details. What is a key
detail?”
Students: A key detail is evidence to support the main idea.
Say: “Bravo! You got it! We are going to look at a new text today and practice these skills
together.”
Steps in the Lesson:
(This should be written to a degree in which a substitute teacher could read and follow the
instructions. Attach or insert supporting documentation. Include critical thinking questions
into the lesson.)
Resources to help design critical thinking questions in lessons: Resource 1: Resource 2
Preview the Text:
Say: “ Please gather your materials for ELA. This will include a pencil and your Government
in Action workbook. Open your Government in Action workbook to page 12. Let’s look at our
I can statements for today.”
Write the following I can statements on the white board.
I can determine the main idea of a text.
I can review the key ideas expressed in a text.
I can answer questions about an informational text by referring to information in the text.
I can make inferences in order to answer questions.
I can explain my ideas in a discussion.

Say: “Today we are going to look at the text “The State Government and its Citizens”. We
are going to practice being skillful readers. Skillful readers preview and ask questions about
a text before they read it. For example, Section Heads can provide clues about a text’s
content and genre.”
Place your copy of the Government in Action workbook on the document camera, so that the
students can follow along with you.
Say: “Let us look at the text together. On page 13, I see the section head (Point it out) The
Three Branches of State Government. This lets me know that one thing I will learn from this
text is how state governments are structured. I wonder, though, how government structures
relate to the Essential Question. I will keep this question in mind as I read. Who remembers
what our Essential Question is? (It is on page 2 of the workbook, it is also posted on the
white board.)
Students: How can government influence the way we live?
Say: “You are correct, that is the question that we need to keep in mind as we look for the
main idea.”
Model:
Say: “I want to see what this informational text is mostly about, or its main idea. We’ve
learned that sometimes the main idea is stated in the text, and the author provides facts and
examples-called key details-to help us better understand it. Other times, we use the key
details to figure out the main idea.
Follow along with me and annotate your text along with me as we read the first paragraph
looking for key details and the overall main idea.
Sample modeling
Say: “sentence 1: This sentence reminds me of “Solving Problems,” which described how the
different levels of government work together to help people. It is the main idea of this
paragraph. But since the title of this article is “The State Government and Its Citizens,” I
know this sentence isn’t the main idea of the whole text.”
Say: “sentence 2: Here’s the definition of a term: federalism. I don’t think the author would
define it if it weren’t important, so I’ll underline the sentence.”
Say: “sentence 3: If federalism is important, and the Tenth Amendment helps define how the
governments share power, then the Tenth Amendment is probably important, too. I’ll
underline ‘Tenth Amendment” and “two governments work together.”
Say: “I didn’t find a stated main idea for “The State Government and Its Citizens” in this
paragraph. Perhaps we’ll find it in another paragraph, or we may need to figure it out
ourselves from the key details we underline as we read.”
Guided Practice:
Say: “Now we are going to work with a partner to identify and underline additional key details
and look for a possible stated main idea in paragraph 2. Remember that, based on the title,
the main idea should focus on state governments and their citizens. Row 1 work with the
person in Row 2 that is directly behind you. Row 3 work with the person in Row 4 that is
directly behind you. If you do not have a partner, please raise your hand and I will find
someone for you to work with.”
As students read and discuss the text with their partners, observe their annotations and
reasons to assess their ability to distinguish between important and unimportant information.
As needed, use text-dependent questions to provide corrective/directive feedback.
After students have a chance to read paragraph 2, discuss and annotated with a partner,
bring them back to a group discussion.
Say: “Let’s review what you have annotated. What did you choose as a main idea? Please
raise your hand and I will call on 2-3 students.”
After the students share their ideas.

Say: “Yes, sentence two did contain the overall main idea. Who else got the same sentence?
Put a thumbs up if you did and a thumbs down if you chose a different sentence. Let’s put a
star next to sentence 2.
Say: “What did you and your partner choose as the key details? Please raise your hand and I
will call on 2-3 students.”
After the students share their ideas
Say: “You, have picked out some key details. Remember that key details can be reasons or
examples. Here are the ones I underlined.
Reasons: “the federal government cannot meet all the needs of all American citizens.” And
“different states have different issues.”
Examples: water conservation, protecting livestock.”
Say: “It is now time for independent practice.”
Closure/Wrap up:
(This may be an explicit restatement of the goals of the lesson, a form of independent
practice, a chance to share and talk about what the students learned.)
Independent Practice:
Say: “You will read paragraphs 3-9. Rephrase the section head (“The Three Branches of
State Government”) as the section’s main idea in the margins of their books, and to underline
key details in paragraphs 3-9 that relate to it. If you do not finish in the time period given, it
will be homework. This is due tomorrow.”
(These are activities that students can be engaged in that could be homework or address a
student(s) that have an extensive interest in the topic. Attach or insert supporting
documentation)
Assessment /Modifications or Alternative Ways to Assess Learning for this Lesson.
(This is different from the summative assessment.)
Student can verbally tell the teacher the key ideas and each section’s main idea.
Differentiation:
How will you differentiate instruction based on the lesson content, processes, product and
environment? Use the resources below to create one way to differentiate instruction based
on the lesson plan.)
Resource 1: Resource 2: Resource 3
Differentiation by Content:
(Develop one way to differentiate the content of the lesson. Use the resources to locate
options.)
For students who are struggling reader who may decode with little comprehension read the
text with the students. Stop after meaningful chunks to ask who , what, when, where, and
how questions. Work with students to define unfamiliar words and paraphrase key ideas.
Differentiation by Process:
(Develop one way to differentiate the process in the lesson. Use the resources to locate
options.)
Students can use a graphic organizer to write key ideas down and where they find them.
Differentiation by Product:
(Develop one way to differentiate the product of the lesson. Use the resources to locate
options.)
Students can work in partners.
Differentiation by Environment:
(Develop one way to differentiate the environment of the lesson. Use the resources to
locate options.)
Students can stand at their desks or work in different area within the room.
Technology:
How do plan to use technology in the lesson?
I will use a workbook underneath a document camera so that students can see the
workbook that I am modeling in.
Reflection/Teacher Notes:
If you conducted the same lesson again – what would you do differently? To be completed
after the lesson is delivered.
Rev. 8/23/2019
Lesson 3
Lesson Plan Format
Curriculum/Course: PE Grade level: 4th grade
Speaker
Device to play music that connects

to speaker
Song: James Brown- living in

America
Blue, Red, and Green Shirts
Large Timer that the students can

see
Dirty Clothes basket
Standards:
State of Michigan Standards
Uses various locomotor skills in a variety of small-sided practice tasks, dance, and
educational gymnastics experiences. (S1.1.4)
Combines movement concepts with skills in small-sided practice tasks, gymnastics, and
dance environments. (S2.2.4)
Actively engages in the activities on physical education class, both teacher-directed and
independent. (S3.2.4)
Exhibits responsible behavior in independent group situations. (S4.1.4)
Accepts players of all levels into the physical activity. (S4.4.4b)

Exhibits etiquette and adherence to rules in a variety of physical activities. (S4.5.4)
State of Michigan Social Studies Standards
I can describe the organization structure of the federal government in the United States
with 100% accuracy.
I can use my body in small-sided movements.
I can be responsible in independent group situations.
Assessment (Formative, Summative): (ie. thumbs up/down, exit ticket, quiz, chapter test,
rubric (attach if appropriate), etc.)
Call and respond

Students will enter the gym at a walk.
Say: Please join me in the middle of the gym. Sit on the floor.
Allow the students time to join you in the middle of the gym.
Say: I know in Social Studies that you are working on understanding the three branches of
our government. Let’s say the three branches out loud together.
All together: Legislative, Judicial, and Executive.
Say: That’s right! Today, we are going to play a game. It is called, “Checks and Balances”.
Let’s warm up our bodies first, so that we did not get injured and then we can go over the
rules.
Say: Everyone Stand up. First, let’s run for one song at a medium pace. You want to get
your heart pumping. You should feel your heart work, but not so hard that you can’t catch
your breath. When you hear the music start, start running. When the song is finished join
me in the middle, make sure to have arm length space from your neighbor.
Start the song: “Living in America” by James Brown
When the song finishes…
Say: Alright everyone, find a space where you can see me, we are going to stretch before
we play our game. First, lets do large arm circles. Everyone Stand with your feet shoulder-
width apart and extend your arms parallel to the floor. Circle your arms forward using small
controlled motions, gradually making the circles bigger until you feel a stretch in your triceps.
Do this for ten seconds. Model the motion with your students.
Say: Switch directions
Model arm circles with your students.
Say: Let’s stretch our arms, lets do an overhead triceps stretch.
1. Lift your shoulders up toward your ears and then draw them down and back.
2. Extend your right arm to the ceiling, then bend at the elbow to bring the right palm
toward the center of your back, resting your middle finger along your spine.
3. Use your left hand to gently push your elbow in toward the center and down.
4. Hold this stretch 30 seconds for on each side.
Model the movement with your students.
Say: Now let’s stretch our legs. We will start with standing toe touches.
1. Stand with your feet shoulder width apart.
2. Lift your hands over your head
3. Slowly bend at the waist and let your hands dangle by your feet.
4. Hold this stretch for 30 seconds.
Model this movement with your students
Say: Let’s do one more leg stretch before we start our game.
1. Stand on your left leg, one knee touching the other. You can hold onto the wall
to keep you steady if needed.
2. Grab your right foot, using your right hand, and pull it towards your butt. ...
3. Hold the position for 20 to 30 seconds, then repeat, switching from your left leg
to your right.
Model this movement with you students
Say: Students, place your used shirts in the dirty basket.
Give the students time to remove shirts and put in basket.
Say: Today we were able to review the different parts of the government. We also were
able to use our bodies to meet the goals of combining movements. Once again, what are
the three branches of government?
Students: Legislative, judicial, executive.
Say: What was your favorite movement from today. Stand up and show me your favorite.
Students: Show their favorite movement.
Say: Your teacher is here to take you back to class. Have a wonderful rest of your day.
Give students activities that they would want to veto. See what activities the students would
replace it with.
Change groups after first round and see if voting groups have different opinions.
Student with a physical disability such as leg braces, walks instead of runs during warmup.
Student is able to make suggestions for a movement that uses the parts of the body that
they have mastery over.
Differentiation:
Explain: The game can be played inside a classroom or outside.
How will I differentiate? Ability level
Explain: Students will work in multi level groups to help promote confidence and learning
from other students. The students will be placed in groups that help reflect their needs.
Diversity: Read a book about the different POC that are involved with government
such as President Obama.
Technology:
The use of music from a speaker and blue tooth device

Lesson 4
Lesson Plan Format
Name: Jessica Engstrom Date: 10-28-2020
Curriculum/Course: Math Grade level: 4th grade
● Class set of Word Problems:

United States
● One copy of First Lady's
Birthday: Word Problems
● Class set of whiteboards
● Document camera or
projector
● Chart paper
● Class set of blank index
cards
● Class set of Summer Word
Problems (optional)
● Class set of Classroom Math:
Division Word Problems
(optional)
Standards:
CCSS.MATH.CONTENT.4.OA.A.3
Solve multistep word problems posed with whole numbers and having whole-
number answers using the four operations, including problems in which
remainders must be interpreted. Represent these problems using equations
with a letter standing for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation strategies including
rounding.
I can solve multi-step words problems with mixed operations using a four-step plan with
80% accuracy.
Assessment (Formative, Summative):\
● Distribute a blank index card to each student to be used as an exit ticket.

● Write the following word problem on the board: "65 persons House of
Representative are to be divided evenly among 13 subcomitees. Each House of
Representative member holds 15 votes. How many votes will each subcomitte
receive?"
● Tell students to rewrite this word problem on their index cards and use the four
steps for solving multistep problems to solve this word problem.
● Collect students' exit tickets.

Say: Please pull out your whiteboards and dry erase markers. I am going to write a word
problem on the board.
Write the following word problem on the board: "Nico baked 118 cupcakes. He kept 22
cupcakes at home to share with his family. He took the remaining cupcakes to school to
share evenly with his 12 friends. How many cupcakes did each friend get?"
Say: Solve this word problem on their whiteboards. When you have completed the
problem, give me a thumbs up.
Give the students 3-5 minutes to complete the problem.
Say: Hold up your white board so I can see your work.
Take note of who did not understand the problem, or did not try the problem. Take note of
who did not get the right answer but did try/ or got partially through the answer. Take note
of who got it right.
Say: Who wants to share their answer and the steps they took to solve this word problem.
Call on a student volunteer. If no one volunteers, call on a student who had the right
answer.
Student: Shares their work. Student says. Nico started with 118 cupcakes. He left 22 at
home, so I subtracted 22 from 118. That gave me 96 cupcakes. Then it said he shared
evenly with 12 friends, so I divided 96 by 12. I know that 12x8 is 96, so each friend got 8.
Say: You are so clever. You recognized that this had multiple steps. You looked for the
important information and used two different strategies.
Say: This is an example of a multi-step word problem, which has more than one step in
order to solve it. We are going to learn how to do these efficiently today.
Explicit Instruction/Teacher modeling:
Say: In order to solve multi-step word problems, you will follow four important steps. We are
going to make an anchor chart together.
● Post a piece of chart paper on the board to be used as a reference throughout

this lesson.
Say: We are going to title this anchor chart "Steps for Solving Multi-Step Problems".
● Write the Title “Steps for Solving Mult-Step Problems.” at the top of the chart
paper.
● Write "Step 1: Read and understand the word problem." on the anchor chart.
Say: It is important to read and re-read the word problem carefully. We will use the word
problem about Nico and his cupcakes to practice. I am going to read the problem aloud,
paying attention to what I think is important.
● Model for students how to read the word problem written on the board about Nico
and his cupcakes
Read aloud: "Nico baked 118 cupcakes. (Oh, I bet that 118 cupcakes is going to be
important. It has a number in it.) He kept 22 cupcakes at home to share with his family. (I
noticed another number. I will need to remember that.)He took the remaining cupcakes to
school to share evenly with his 12 friends. (I think I will need to know how many friends he is
sharing with) How many cupcakes did each friend get?" (I found the question I need to
answer!)
● Write "Step 2: Underline the question and circle the important information." on the
anchor chart.
Say: The next step is to underline the question and circle the important information. What
was the question?
Students: How many cupcakes did each friend get?
Say: You read carefully! That’s right. We are going to underline the question so that we don’t
forget.
● Model for students how to underline the question being asked (e.g., How many
cupcakes did each friend get?)
Say: The next part in step 2 is to circle the important information. What information do we
need to be able to answer the question?
Students: 118 cupcakes, 22 cupcakes, and 12 friends.
Say: Awesome! Let's circle that information so it is easy to find.
● Circle key numbers (e.g., 118 cupcakes, 22 cupcakes, and 12 friends).

● Write "Step 3: Plan a solution and solve." on the anchor chart.
Say: Next, we decide which mathematical operations to use and choose a problem solving
strategy (e.g., draw a diagram).
Say: What is the first mathematical operation that we need to use?

Students: Subtraction!
Say: You are right! The first thing we need to do is find out how many cupcakes he takes to
school. We need to subtract 22 from 118.
● Model for students how to first subtract (mathematical operation) 22 from 118 by
writing a math equation (problem solving strategy)
What do we need to do now? We know that he took 96 cupcakes to school and he wants to
share them evenly with friends? When I read the words “Share them evenly, it makes me
think of dividing” So we are going to take those 96 cupcakes and divide them by 12 (friends).
Everyone gets 8 cupcakes.
● Write "Step 4: Check your answer." on the anchor chart.
Say: We are going to check our answers by doing the opposite operations that we used to
solve the word problem. So first we will multiply 12 x8. What does that equal?
Students: 96.
Say: Yes! Then since we subtracted earlier, we will add. 96+22. What does that equal?
Students: 118!
Say: How many cupcakes did Nico start with?
Students: 118.
Say: You guys did it! We checked our answer. It makes sense!
Guided Practice:
Say: Here is our classwork for today. Show students a copy of The First Lady's Birthday:
Word Problems on the document camera.
Say: This worksheet contains multi-step word problems with mixed operations. We are going
to complete the first word problem together. Look at the anchor chart. What is our first step?
Students: Read the problem carefully.
Say: Yes, I will read the problem out loud. You follow along with me. Pay attention for
important information.
Read aloud, “The President is hanging balloons around the room for decoration. He
has 4 bags of red balloons and 5 bags of blue balloons. If each bag has 10 balloons,
how many balloons does he have total?”
Say: The next step is to underline the question and circle the important information. (Point to
the anchor chart, step 2) What do I need to underline?
Students: How many balloons does he have?
Say: Yes! Let’s underline How many balloons does he have. (Model this step on your
worksheet, that is being projected by the document camera.) We also have to circle the
important information. What should we circle?
Students: 4 bags and 5 bags and 10 bags
Say: Perfect! Now that we have all the information we need, lets look at step three. What
does the anchor chart say step 3 is?
Students: Which mathematical operations we use.
Say: Right, We need to figure out how many balloons he has. If we know that he has 4 bags
or groups of 10 and 5 bags of ten, that reminds me of multiplication. So you would multiply
4x10 which is…..40 and 5x 10 which is…..50. What is the next mathematical step?
Students: Addition!
Say: That’s right! We want to know how many balloons he has ALL together. So 40 +50 is
90! He has 90 balloons. But we are not done with our problem yet. We have one more step.
We need to check our answer. We check our answer by working backwards with the
opposite operation. So first we subtract. I am going to subtract 50 from 90 which is 40. Then
I know that there were 10 balloons per bag, so I will divide the number of balloons by 10 to
find out how many bags. 40 divided by 10 is 4 and 50 divided by 10 is 5. Those are the
numbers I started with. My answer must be correct.
Say: It is now your turn to practice some problems. You are going to work with your math
partner. If you are in row 1, you will work with the person behind you in row 2. If you are in
row 3 you will work with the person behind you in row 4. Remember to follow all 4 steps. I
want to see your work on your worksheet.
● Distribute a copy of the First Lady's Birthday: Word Problems worksheet to each
student.
● Circulate and offer support. Let students work for about 10 minutes.
Say: Students let’s go over the answers. Please face the whiteboard wherever you are.
What did you get for number 2?
Students: 180.
Say: Yes, Does anyone have questions on how to get that answer?
Students: No
Say: What did you get for number 3?
Students: 630
Say: You are correct, What is the answer for number 4?

Students: 8
Say: Yes! You guys have this down!
Independent working time
Say: You will now practice this skill independently. Here is your worksheet. If you do not
finish during class, this will be your homework. If you finish before the end of class, you can
turn it in the orange math turn in bin at the front of class.
● Distribute the Word Problems: United States worksheet.
Say: Make sure to use the Steps for Solving Multi-Step Problems chart paper as a reference
when you are completing this worksheet.
● Circulate and offer support as students are working independently.
Say: It is time to put your worksheets away. Put them in your go home folder to finish for
homework. I am going to pass out a blank index card and write a problem on the board. This
is our exit ticket. Rewrite the word problem on your index card. Use the four steps for solving
the multi-step problems to solace this word problem. When you are finished, please come
hand it to me.
● Distribute a blank index card to each student to be used as an exit ticket.

● Write the following word problem on the board: "65 persons House of
Representative are to be divided evenly among 13 subcomitees. Each House of
Representative member holds 15 votes. How many votes will each subcomitte
receive?"
● Collect students' exit tickets.
Say: We are going to finish this activity by discussing the three W's. Turn to a partner and
reflect upon the following questions: What did we learn today? So what? Why was it
important and/or useful? Now what? How does this fit into what we are learning and what do
you think we will learn next?
● Challenge students by providing them with the Classroom Math: Division Work
Problems worksheet, which challenges students to solve multi-step word problems
with mixed operations including long division and requires them to use outside
knowledge to find the answer (e.g., number of days in two weeks) (see optional
materials).
● Encourage students to create their own word problems worksheet to write multi-
step word problems with mixed operations.
Specific Student/Group: Students that have difficulty with understanding the multi-step
word problems. Students who need additional support with single-step word problems.
Differentiation:
● Allow students to practice with single-step word problems during Independent
Work Time (see optional Summer word Problems).
What will I differentiate? Product
Explain:
● Provide students with a partially completed copy of the Word Problems: United
States worksheet during Independent Work Time.
How will I differentiate? For readiness Ability level
Explain:
● Allow students to use math manipulatives (e.g., counters) during Guided Practice
and Independent Work Time.
● Write out the Steps for Solving Multi-Step Problems four steps on individual
pieces of paper to distribute to students to keep at their desks to use throughout the
lesson.
● Gather students into a teacher-led small group to complete the Word Problems:
Flower Power worksheet with support during Independent Work Time.
Diversity:
The worksheets represent women and men.
Technology:
● Document camera
Lesson 5
Curriculum/Course: Health Grade level: 4th grade
Time/Period:
· 90 minutes Materials:
• Index cards (to make food cards; one

per student)
• Art supplies, tape, and poster boards
• Computer, CD or MP3 player with

speakers
• Original Song & Lyrics: Alive With 5

Food Groups
• Student Reproducible 1: Who Am I?

Clue Card
• Eat Smart To Play Hard With MyPlate

Poster (display in the classroom)
*Adapted from Choosemyplate.gov
Standards:.
1.1: Describe the food groups, including recommended portions to eat from each group.
1.3: Explain why some food groups have a greater number of recommended portions than
other food groups.
• I can identify the five main food groups and name a variety of nutritious examples of
foods in each.
• I can explain how MyPlate serves as a reminder for how to eat a healthier meal.
• I can create and describe a healthy meal containing a food from each food group.
• I can discuss the importance of physical activity as part of a healthy lifestyle
Assessment (Formative, Summative): (ie. thumbs up/down, exit ticket, quiz, chapter test,
rubric (attach if appropriate), etc.)
Students will create a mini-poster

Say: I want you to think about the essential question that we are exploring. The essential
question is “What choices can you make that help you stay healthy?” Think about the word
“health” and what it means to you. Now lets think about the word “choice.” What do you
think it means to make a healthy choice? What do you think a healthy food choice would
be?
· Write the essential question on the white board.
· Write all answers the students give on the white board.
Say: Have heard of, can explain, or can identify any of the food groups?
Students: Yes! Fruit. Meat.
Say: Yes, you are right. There are five food group. (Fruit, Vegetable, Grain, Protein Foods,
Dairy)
· Display the MyPlate poster. Point and say the five food groups. Introduce
students to MyPlate and the five food groups.
Say: What do you observe about the MyPlate icon?

· Point out what the students observe.
Say: Can you identify and give examples of foods you think belong in each of the five food
groups?
Student: Milk is in the dairy
Say: Do you notice any differences in the food groups shown on the MyPlate icon?
Student: Some are bigger than others.
Say: Yes! The portion sizes of each are slightly different because we need different
amounts from each food group. For example, we need more vegetables than fruit. Notice
that our plates should be half fruits and vegetables.
Say: The MyPlate icon serves as a reminder that a person should eat foods from the five
food groups each day. By eating a variety of foods from each food group, we give our
bodies what they need to be and stay healthy. What other behavior can help us stay
healthy? (Being physically active at least 60 minutes a day)

· Play the song Alive With 5 Food Groups for the class — the song introduces the
five food groups and gives examples of foods in each. After students have had a
chance to listen to it once, divide them into groups (ideally of five students).
Say: You are going to work together to create a dance routine to the song. Your challenge
is to represent five foods that come from each food group on MyPlate. For example, you
can act as a chicken for protein, or take the shape of a plant or fruit as a group), and
develop movements that express how healthy choices make you feel. Use the MyPlate
poster as a reference. Use your five senses when thinking about how it feels to be healthy.
You can use all parts of your bodies — legs, arms, fingers, toes, elbows, knees, heads,
even facial expressions! I am going to play the song a couple more times so you can listen
to it while you work in your groups.
· Play the song two more times to let students create and practice their routines.
· Give the students time to work on their dance routine.
Say: It is now time for each group to perform its dance with the song Alive With 5 Food
Groups. Audience members watch carefully at the end of each groups dance we will guess
what foods and healthy feelings were represented in the dance.
· Let each group dance.
· After each group ask:
Say: What foods and healthy feelings did you notice.
Students: Broccoli is gross, Milk makes you feel strong.
Say: I am going to call on a few students to share something new you have learned so far
about MyPlate, the song, and the five food groups.
· Call on students who raise their hands. If no one raises their hands, use the classroom
popsicle sticks and call on a few students.
· List their responses on the board.
DIGGING IN: Explore, Explain Part A: Who Am I?
· To expand on students’ vocabulary and awareness of different foods in each food

group, play the Who Am I? game. In preparation, create enough food cards (using index
cards) to have one per student. Each card should have the name of a specific food from
each of the five food groups. Aim to have the same number of foods from each food group.
· dark-green: broccoli, spinach, romaine lettuce, bok choy, collard greens,
· red, and orange vegetables: acorn or butternut squash, carrots, pumpkin, red peppers,
Say: Let’s do a Think-Pair-Share. Before you meet with your partner think about a healthy
food selection from each food group.
· Give them a couple minutes to think.
Say: Meet with your partner, I am going to give you four or five minutes to create a list of
ways they can “eat smart” incorporating their food group choices. For example, “Snack like
a soccer star. Eat an Orange after practice.” After you have a chance to talk with your
partner, we will be sharing in class.
· Give Students 5 minutes to create a list
Say: Now that you have created a list, I have put some supplies up front. Markers and
construction paper. You are going to create a mini-poster with one of your ideas. These will
be put on the bulletin board in the hallway.
Veggie Variety
· Have students work in teams to sort vegetable food cards (developed for the Who Am
I? activity) into the vegetable subgroups: • Dark-Green (e.g., broccoli, spinach, romaine
lettuce, bok choy, collard greens) • Red and Orange (e.g., acorn or butternut squash,
carrots, pumpkin, red peppers, sweet potatoes, tomatoes) • Beans and Peas (e.g.,
chickpeas/garbanzo beans; lentils; black, kidney, navy, or pinto beans) • Starchy (e.g.,
corn, green peas, green lima beans, plantains, potatoes) • Other (e.g., celery, cucumbers,
green beans, green peppers, iceberg lettuce, zucchini)
· Explain that most people need to eat more vegetables from the Dark-Green, Red and
Orange, and Beans and Peas subgroups. Ask students to name some of their favorites
from these subgroups.
Student can verbally share ways that they can “eat smart”.
Differentiation:
What will I differentiate? Product
Explain: Instead of performing the dance the students could record a video of themselves
doing the dance.
Explain: Students will work in multi-level groups. Students who have difficulty processing
can work in partners during the “guess what I am?” game.
Diversity:
Read the book Everyone cooks rice by Norah Dooley
Technology:
Students can use myplate.gov as a resource

Lesson 6
Lesson Plan:
Lesson Plan Format
Directions: Use the following lesson format to develop a lesson. Use the resource links if
you need assistance.
Name of Lesson: Renewable Date: 12/2/2020

Resources
Course: Science Grade level: 4th grade

Time/Period: 3-50 minute sessions Materials:
Science notebooks
Pencils
T-Chart paper
Document Camera
Video
Class set of Renewable Energy Handout
Class set of Water Wheel Organizer
Class set of Environmental Impact Organizer
Optional Reading Materials:

https://www.generationgenius.com/renewable-
vs-nonrenewable-energy-reading-material/
DIY Water Wheel Materials:
· 1 Large plastic container
· 2 Long rulers
● 2 Paper or foam plates

● 1 Deck of playing cards
● 1 Wood barbecue skewer
● 1 Pair of scissors
● 1 Roll of tape
● 1 Stapler
● 1 Pitcher of water
Other materials as needed or wanted to allow

for modification of the DIY waterwheel design
Standards:
(List the state or national standards that you are using in this lesson, you should only use
one set of standards)
Next Generation Science Standards,

4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from
natural resources and their uses affect the environment.
4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from
one form to another.
Objectives: (“I can” statements):
(Write the objectives in the ABCD format but instead of using the “The student will ….“ use
the “I can….” statement to start your lesson.)
I can conduct research on the different types of energy generation devices can do, and the
environmental impacts of those devices.
I can design water wheels that generate their own energy.
I can write and draw explanations of design strategies.
I can recognize the impacts of certain energy generation technologies on the environment
and the need for change to minimize impact.
I can generate new ideas to meet energy demands that minimize impacts on the
environment
I can discuss environmental impacts of various types of energy resources.
I can determine fuels that are sources of energy.
I can explain a way that the government influences renewable/ nonrenewable resources
material if any)
· Pre and Post questions
· Exit tickets: At the end of the last period, hand out an exit ticket asking students to
define nonrenewable energy and renewable energy in their own words.
· Science notebooks: assess each student’s entries

Posters
Water Wheel devices
Anticipatory Set:
(Describe how you plan to conduct a warm-up, review of previous day’s lesson, check
for understanding of previous knowledge, or questions you will ask. What are you
going to do to get students interested and connected to the lesson?)
Resource 1: Resource 2 Resource 3

Say: How did you arrive to school today? If you road the bus today put your hands on
your head. If you road in a car, put your hands on your belly. If you walked give a
thumbs up, if you road your bike put your hands on the table. If you came in a
different way such as hang-gliding, swimming, in a helicopter, pushed in a wagon or
by teleportation stand up.
Say: So would you say that all those ways of getting to school took energy?
Students: yes
Say: What kinds of energy? Raise your hand and I will call on you for ideas.
Students: Gas for cars, buses, and helicopters; food energy for walking, biking and
swimming; wind energy for hang-gliding; electricity for the teleportation machine; not
much energy for sitting in a wagon
Say: Today we are going to learn about energy, types of fuel, renewable energy, and
non-renewable energy. We will also talk about what are the governing bodies that help
to influence how we regulate energy here in the United States.
Say: Pull out your Science notebooks. I am going to put some questions up on the
document camera for you to answer in your notebook. Please do your best to answer
the questions, it is ok if you do not know the answers.
· Put the Pre-video discussion question on the document camera. Give the students
5 minutes to answer the questions.
(This should be written to a degree in which a substitute teacher could read and
follow the instructions. Attach or insert supporting documentation. Include critical
thinking questions into the lesson.)
Resources to help design critical thinking questions in lessons: Resource 1: Resource

2
Session 1:
Say: We are going to watch a short video about energy. Fill out this organizer for your
science notebook.
· Handout Renewable Resources note taking sheet.
· Play: https://www.generationgenius.com/videolessons/renewable-vs-
nonrenewable-energy-for-kids/
Say: Go ahead and paste this on the next page of your science notebook.
· Give the students 2 minutes to complete this task.
Say: Let’s review renewable and nonrenewable energy. We are going to create a T-
Chart.
· Create a T-chart on Chart paper. Write renewable energy on one side and non-
renewable energy on the other. Label the chart as Types of Energy Sources
Say: What is renewable energy?
Students: Energy Sources of energy that can be replaced.
Say: Yes, It is an energy source that can be more easily replenished. What would be
considered a renewable energy source?
Students: Things like wind, sunlight, waters
Say: Yes, I am going to write those under the renewable energy side. Now what about
non-renewable energy. What is non-renewable energy? You can use your notebook to
help you.
Students: Sources of energy that can't be replaced.
Say: That is right. What would be an example of non-renewable energy?
Students: Fossil fuels.
Say: Yes, Fossil fuels like coal, oil and natural gas.
Say: Let’s re-watch the part of the video that showed how to build the water wheel.
· Watch the video
Say: What did you notice about her waterwheel? How and why does it work?
Students: The water makes it go.
Say: Hydroelectric power is produced from moving water. Hydro means water.
Hydroelectric energy power plants are typically located on or near water. Rivers and
waterfalls are the major sources of hydroelectric power in the world. Hydropower has
been in use for thousands of years. Grain and lumber mills were powered directly with
hydropower. It is one of the oldest sources of energy for producing mechanical and
electrical energy. Why?
Students: Water has power.
Say: Yes, moving water does have power or energy. The energy of the water is
transformed to the device. The energy in the device is called mechanical energy. This
is shown by the wheel spinning on the axle. What can we use the transformed energy
for?
Students: Work
Say: What kind of work can the device do for us?
Students: Power something.
Say: Yes, The spinning axle can be attached to a generator to produce electricity, or
the spinning axle can be attached to a device to lift objects.
Say: We are now going to apply what we have learned. You are going to work in teams
to build their own renewable energy device, using moving water as an energy source.
· Divide students into teams of 2 to 4 people.
Say: I am going to put some supplies out for you to use. You may make a waterwheel
similar to the DIY waterwheel, or you may experiment with the materials and come up
with your own designs. You will need to explain your design strategies: why you made
the changes you did, what type of work the device will do, and how it will do that work.
You will need to have your designs and materials lists approved by me before you
begin construction.
· Separate class into teams.
· Set out materials for students to use on a table.
Say: Get into your groups and come up with a design. You may use any of the
materials on the table. You can create your own design or use the design in the video.
I have also placed directions for the one in the video on the materials table. After you
design your device, come show me for approval before getting started. You have 10
minutes starting now to work on your design.
· Give the students 10 minutes to work on design.
· Approve designs or help students come up with some other ideas during the 10
minutes.
· Ask students while they are working with the design, what the device will do? How
will it do that work? Why did you make those changes?
Say: It has been 10 minutes, if you have not had your designed approved, come see
me. Everyone should be working on building their device. You have 25 minutes to
finish your device. When you are done building it, go ahead and start a test-run.
· Give the students time to work on their devices.
Say: It has been 25 minutes. It is time to clean up. Please put your devices on the back
counter. Tomorrow you will have a few minutes to make changes to your device, test
run your device, or finish you device.
· Give students 5 minutes to clean up.
Session 2
Say: Everyone can get back in their teams and grab their devices off the back counter.
You have 1o minutes to test, make changes, or complete your device. At the end of 10
minutes be ready to present your device.
· Give the students 10 minutes to work on their device. Give the students a warning
at the 5 minute mark.
· When all the teams have completed construction, have a class gallery walk.
Say: We are going to do a gallery walk. Which means your device stays at your work
station and we will come to you. We are going to start with team one. Tell us about
your device. What did you decide to do?
Student: We made ours bigger. We used plastic cups
Say: Tell us why you changed this?
Student: to create more energy.
Say: What would you do differently?
Student: Cut holes in the cup.
Say: Does anyone else have any questions?
· Repeat with each group
Say: Everyone leave your devices at your work stations so that you can refer to them
later today. Come take a seat. We are going to watch the video again today and look at
each energy-generating device.
· Watch Video again stopping at each energy-generating device, discussing how it

functions and what kind of work it does (what it is used for)
Say: Where does the device get its initial energy from?
Students: types of fuel, wind, water, sun, biomass
Say: What kind of energy is the device transforming the initial energy into?
Students: electricity, movement (vehicles), mechanical energy to lift something, heat)
Say: How does the device transform the energy?
Students: generators; simple machines like gears, levers, and pulleys; turbines;
photovoltaic cells
Say: How do the devices in the video compare to the waterwheels you just built?
What is similar and what is different about each one?
Students: They all create energy. They use different types of energy sources.
Say: Does this device use a renewable energy source? Why did you choose your
answer?
Students: (Depends on which device)
Say: You are now going to use your chrome books to research waterwheels and what
work from a waterwheel can be used for. After you have done some research, create a
drawing to describe how you would modify or change your design to allow your
device to do that type of work. You can use this graphic organizer to keep track of
your notes.
· Give the students 30 minutes to do research. Pass out a graphic organizer to help
students take notes of their research.
Say: Now that you have a chance to research how water wheels can create a power
and do some work, each group will share a type of work that a water wheel can do.
Students: We found that it can be used to grind flour.
Say: Where in the world do they use water wheels for that type of work?
Students: Nepal and India
Say: Yes, these two countries do use water wheels to grind corn for flour.
· Repeat with each group, until each group has had a chance to share what they
would use their water wheel for.
Session 3
Say: The last couple of sessions we have talked about renewable and nonrenewable
energies. We have not talked about the impact made to the environment by each type
of fuel and every-producing device. We also have not talked about how the
government impacts what is done with renewable energies. First, let’s make a list of
the different types of fuel and energy-producing device. If you have an idea, raise your
hand and I will call on you to come to the board and write your fuel or energy-
producing device.
Students: Raise hands
· Call on students to come forward and write their ideas in a list format on the board.
1. Natural Gas
2. Coal
3. Gas
4. Water Wheel
5. Ethanol
6. Solar
7. Wind turbines
8. Bio-mass (algae)
9. wood
Say: You have come up with some wonderful ideas. We are going to do some research
individually. Pull out your chrome books and do some research about what the
environment impact is for your energy source. I also want you to see if the
government is offering incentives or ways to prevent your resource from being used.
You can use the provided organizer for this research. You will have 30 minutes to
complete your research.
· Assign students a number that correlates to their energy source.
· Give the students 30 minutes to work. Give students a 15 minute and a 5 minute
warning.
Say: You spent some time learning about a specific resource and if the government is
supporting this resource or if they are trying to limit how it is used. Stand up and find
the students that had the same energy source and come up with one way it is
impacting the environment and one way the government influences this resource.
Create a poster that shows your energy source, one way it is impacting the
environment and one way the government influences this
· Give the students 15 minutes to discuss and create a poster.
Say: Each group is going to share their poster, sharing their source, one way it
impacts the environment and one way the government influences this. Group 1, can
go first.
Student: We had natural gas. Burning natural gas releases chemicals into the air and
water. Governments give money to scientists to find nonpolluting sources of energy.
Say: That is right, the government provides funds or grants to scientist to research
better fuel sources. This is because natural gas is a non-renewable resource. At some
point in the future there will not be any more natural gas.
· Repeat with the following energy sources until all groups have shared.
Say: Do you see any advantages to renewable energy over non-renewable energy?
Why or Why not? Write your answer in your science notebook.
Closure/Wrap up:
Students will complete an exit ticket.
Say: Please pull out a piece a paper. Explain what a renewable resource is and a
nonrenewable resource.
Name one way that the United States government is protecting non-renewable
resources or encouraging the use of renewable resources.
(These are activities that students can be engaged in that could be homework or
address a student(s) that have an extensive interest in the topic. Attach or insert
supporting documentation)
Students can research specific renewable energy devices, record their technologies
and environmental impacts, and present their findings to the class.
Students can research and propose renewable energy options for their school, such
as solar heating or photovoltaic cells, or a wind turbine.
Student can record a video sharing their research.
Differentiation:
How will you differentiate instruction based on the lesson content, processes, product
and environment? Use the resources below to create one way to differentiate
instruction based on the lesson plan.)
(Develop one way to differentiate the content of the lesson. Use the resources to
locate options.)
Students can use handouts (see materials) to do research instead of in the internet.
(Develop one way to differentiate the process in the lesson. Use the resources to
locate options.)
Instead of creating a T-chart, You could use flashcards that have pictures of the
different types of energy and have the student sort them into two groups of renewable
or nonrenewable.
(Develop one way to differentiate the product of the lesson. Use the resources to
locate options.)
Students can create a brochure instead of a poster.
locate options.)
Students could take a field trip to visit a wind turbine, water wheel, or solar energy
plant.
Technology:
Document Camera
Chrome books and internet
Video
If you conducted the same lesson again – what would you do differently? To be
completed after the lesson is delivered.
Rev. 8/23/2019
Before Video
Do we all use energy? In what ways?
What types of energy can you think of?
Look around the room – where is energy being used right now?
Where does most energy ultimately come from?
Do you think energy is used the same way all over the world?
Do you think energy comes from the same places all over the world, or do other parts
of the world use different kinds of energy?
Water Wheel DIY
Make your own water wheel to better understand renewable energy!
Material List
● 1 Large plastic container

● 2 Long rulers
● 2 Paper or foam plates
● 1 Deck of playing cards
● 1 Wood barbecue skewer
● 1 Pair of scissors
● 1 Roll of tape
● 1 Stapler
● 1 Pitcher of water
Instructions
● Poke a hole in the center of each plate.

● Fold 8 playing cards in thirds with the help of a ruler.
● Staple the playing cards evenly around one plate, then staple them to the other.
● Insert the skewer through the two holes in the plates.
● Place two rulers on top of the large plastic container.
● Place the water wheel on the rulers and tape down the skewer.
● Pour water onto the wheel and observe the results!
●
● Quick tip: A foam egg carton can be cut apart and used in place of playing cards.
Lesson 7
Lesson Plan Format
Name of Lesson: Wash Your Hands! Date: 12/2/2020
Course: Health Grade level: 4th grade
Ø Powder or gel that simulates the presence

of germs on students’ hands.
These products are commercially available:

· Glo Germ (http://www.glogerm.com/ )
· Germ Juice
(http://www.germjuice.com/ )
· GlitterBug (Brevis)
(http://www.brevis.com/ )
Ø Black light or ultraviolet light

Ø Sink
Ø Pen/crayons
Ø Towels
Ø Document Camera
Ø Internet- visit
Healthy Habits to Help Prevent Flu | CDC
Ø Class set of directions
Ø Class set of data table
Ø Class set of Plot line
Ø Class set of Hand Cleanliness
Chart
Standards:
National Health Standards
Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
Standard 3: Students will demonstrate the ability to access valid information and products and
services to enhance health.
Math
CCSS.MATH.CONTENT.4.MD.B.4
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8).
Solve problems involving addition and subtraction of fractions by using information presented
in line plots.
I can explain how to prevent the spread of germs to keep everyone healthy.
I can make a line plot to display a set of data.
I can find valid information about germs to keep everyone safe.
material if any)
Exit ticket

Anticipatory Set:
Say: “How do you think germs are spread? If one person has a cold, how can you
catch it?
Students: : “If you sit next to them,” “if you drink out of their cup,” “if they sneeze on
you.”
· Write these down on the white board
Say: Our government has a special department called the CDC, which is short for the
Center of Disease Control and Prevention. They are responsible for giving Americans
strategies to prevent them from getting sick. They also research how diseases spread.
Today we are going to explore one way that germs spread and a way we can prevent
it.

2
Say: We are going to develop a chart that will help you score how clean your hands
are. Everyone use this organizer to create this chart. Trace the outline of your hand
in each section. Now use crayons to shade your idea of completely dirty, very dirty,
dirty, and slightly dirty. Label the completely dirty hand as ++++, the very dirty hand as
+++, slightly dirt as + or ++. Use a minus sign ( – ) to represent “completely clean.” I
am going to do mine with you.
· Give the students 5 minutes to create their chart.
Say: We will use this chart to help us decide on how clean our hands are after we
wash them for 0 secs, after 5 secs, after 15 secs, and after 20 secs. We will record our
results in this data table. We will calculate the average cleanliness at the end.
· Hand out the data table
Say: We are going to work in groups of 4. I have pre-selected the groups. You may
now get into your groups.
· Give the students 2-3 minutes to organize into their groups.
Say: You are going to follow the direction on the directions handout. One student will
go at a time in your group. The first student will follow all the steps and then the next
student. Everyone in the group will record each person’s response. First you are
going to spread some of the germ-simulating powder or gel on your hands. Spread it
evenly over both hands, including the backs of the hands and the skin next to and
under the fingernails. Allow hands to dry completely (this should take a minute or
two). Then place the your hands under the black or UV light.
· Under the light, the “germs” will show up.
Say: Use your hand cleanliness to determine the cleanliness of the your hands. Enter
it on your data table. Remember that ++++ is very dirty, +++ is dirty, ++ is slightly dirty,
and – is clean. Next your name and under 0 seconds.
Say: Next, you will your wash hands for five seconds. Stop and check the cleanliness
of the hands under the black or UV light. Record this as “5 seconds.”
Say: Then you will you wash hands for five additional seconds. Stop and check under
the black or UV light. Record this as “10 seconds.”
Say: Repeat the procedure twice more, for 15 and 20 seconds. Each time, you will
record the level of cleanliness. Then you will change roles and repeat the activity until
everyone has had a turn being the hand washer.
· Give the students 20 minutes to complete this task.
Say: Now that everyone has completed the handwashing part of the lab we are going
to look at our data. The first thing we need to figure out is the average. We have
worked on averages before in math, who remembers how to do averages?
Student: you add them up and then divide by how many units there were.
Say: Yes, Let’s do the zero second column together. (Write the following on the
whiteboard)
We have 4 students: each student had ++++, so we add up all the ++++ marks, which
is 16. Then we divide it by how many students. This is 4. 16/4 is 4. So the average for
zero seconds was ++++ or very dirty. Now you can complete the averages for 5 secs,
15 secs, and 20 secs. You may work in your groups.
· Give the students 5 minutes to complete the calculations
· Walk around the room and assist the students as necessary.
Say: Now we are going to graph your results. Here is some graph paper. We are going
to set up the graph together.
· Pass out the graph paper
Say: We are going to draw a horizontal line across the page. I am going to label it as
time. I am going to mark every number between. Now, I am going to draw a vertical
line on the left hand side on the horizontal line. I am going to label it as the average
cleanliness scores. Number it from 0 to 4. ) will be where the horizontal and vertical
lines touch. Now, we are going to graph the averages that you calculated. Let’s do the
zero time together. What was the average for zero time?
Students: 4
Say: Yes. So I am going to find zero seconds on the horizontal line and then I am
going to run my finger up to where 4, is at. I am going to put a large dot, right here.
Now it is your turn to graph the other three points. You will then use a ruler to connect
the dots.
· See graph example.
Closure/Wrap up:
Say: What did you notice about the handwashing experiment?
Students: It is not easy to remove germs. It is necessary to use both soap and water,
to wash hands for at least 20 seconds, and to rub vigorously.
Say: When you look at your graph, what do you think the date is telling you?
Students: That you have to wash your hands for at least 20 seconds.
Say: Germs can be picked up or spread through inadequate hand washing. Cold
viruses can be spread by touching people or objects. The flu virus may be spread by
contact with infected people. In a preschool, a child can put a toy in his mouth and
then give it to another child, who picks up germs from the toy. Can you think of an
example?
Students: Picking your nose and wiping it on a table.
Say: Hand washing protects you from illness, but also protects those people you may
encounter. The CDC sets guidelines for us, so that we can prevent spreading germs.
Let’s look at their website and see what they say.
· Visit: Healthy Habits to Help Prevent Flu | CDC
Say: What do you notice on this page:
Students: It says to avoid close contact, stay home when sick, cover your mouth and
your nose, wash hands. Don’t touch your eyes, mouth or nose.
Say: you are so right. We need to do these actions that the CDC sets these guidelines
after doing research on the best way to kill germs.
Say: Pull out a piece of paper for an exit ticket. Write down one think you learned
about washing your hands. Write down the name of the government agency that gives
us guidelines to keep us healthy and safe.
1. You may want to print out and hang or distribute CDC posters for kids on
stopping the spread of germs, available at
http://www.cdc.gov/flu/protect/stopgerms.htm .
2. Research current events for treatment and prevention efforts around H1N1 and
complete a “Who, what, why, where, when, and how” activity.
Students can make posters to remind other students on how to wash their hands, How
to prevent the spread of illness.
Differentiation:
locate options.)
You can watch a simulation of kids using the germ gel.
https://www.youtube.com/watch?v=3SfHdSHK-g0
locate options.)
Students can use the given tables to answer the questions after watching the video
that simulates the lab.
locate options.)
Students can create a poster on how to wash your hands.
locate options.)
Students can move and sit around the room

Technology:
Document camera
Rev. 8/23/2019
Sample data Table

Washer Washing Time In Seconds
0 5 15 20
Student 1 ++++ +++ ++ -
Student 2 ++++ +++ ++ -

Student 3 ++++ ++++ +++ +
Student 4 ++++ +++ ++ -
Average ++++ +++ ++ -
Sample Line Graph

Lesson 8
Lesson Plan Format
Name of Lesson: Weather and Erosion Date: 12/2/2020
Course: Science Grade level: 4th Grade

• Science notebooks
• Pencils
Station 1
• Sugar cubes
• Plastic tray
• Plastic bag (Ziploc)
Station 2
• Watering can
• Potting soil or sand
• Clear basin
Station 3
• Coarse sand paper
• Limestone, calcite, or other soft stone.
Station 4
· 6 handouts of the EPA document-
https://www.epa.gov/arc-x/climate-adaptation-
and-erosion-sedimentation
Standards:
one set of standards) Next Generation Science Standards,
4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of

weathering or the rate of erosion by water, ice, wind, or vegetation.
ESS2.A • Rainfall helps to shape the land and affects the types of living things found in a
region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into
smaller particles and move them around.
· I can describe how natural weather events like wind and rain contribute to changes in
Earth’s surface through weathering and erosion.
· I can investigate and analyze the different changes in Earth’s surface and the
environment due to weathering and erosion.
· I can use evidence to explain the process of weathering and erosion.
· I can identify the pattern or sequence of events for weathering, erosion and deposition.
· I can identify if weathering or erosion caused an observable change in Earth’s surface

and explain how this change affects the environment over time.
· I can identify the government agency that helps to prevent erosion.
material if any)
Exit ticket
Science Notebooks

Anticipatory Set:
(Describe how you plan to conduct a warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, or questions you will ask. What are you going to do to
get students interested and connected to the lesson?)

· Show students a picture of a tree growing through a rock.
Say: What do you see in the image.
Student: A tree.
Say: Yes there is a tree, what else do you notice?
Student: It is growing from the crack in the sidewalk.
Say: Where else have you seen cracks in Earth’s surface.
Student: The dirt when it is dry. Potholes in the road or cracks on the sidewalk.
Say: There are many different natural processes in our environment that change the surface
of Earth. A process known as weathering causes these changes. Sometime humans can
cause weathering and erosion. For example, each time we dig soil, or just walk along the
ground, we are slowly changing Earth’s surface.
Pull out your Science Notebooks: I am going to put some questions on the board for you to
think about and then write your answers in you Science Notebooks. Label this page Erosion
and Weathering
· Put these Questions on the board:

Ø What happens when something weathers over time?
Ø What does erosion mean?
Ø Can you think of a type of weather that can change Earth’s
surface?
Ø What might happen if water freezes in a container?
Ø What happens when wind sweeps up sand and throws it against a
big rock?
into the lesson.)

Say: Today you will be exploring the process of weathering and erosion. You will examine
different causes of weathering and some different types of erosion. You will also recognize
that weather events like rain, snow, and wind are not the only factors that contribute to
weathering and erosion. I have set up three station for you to complete a task. You will
complete all three station. You will have about 10 minutes at each station.
· Set up the following stations before class.
Ø STATION 1: PHYSICAL WEATHERING Have students model the process of physical

weathering using sugar cubes. Place a tray on the table and put six sugar cubes in a plastic
bag. Put this plastic bag containing the sugar cubes on the tray. Have students press down
on the sugar cubes so that they crush apart. Encourage students to discuss and make note
of what they observe. Place the Station 1 Question Card at the table.
Ø STATION 2: WATER EROSION AND DEPOSITION Take a clear basin and fill one side of
the basin with a steep slope of soil. Have students take a watering can and pour water over
the steep slope. They should see water and soil falling down the slope. They should also see
evidence of deposition based on where the soil settles on the other side of the basin. Place
the Station 2 Question Card at the table.
Ø STATION 3: WIND EROSION Place a rock on the table with coarse sandpaper. Have
students sand the rock for a few minutes to demonstrate wind erosion with sand. Make sure
a new rock is provided for each group as well as a fresh piece of sand paper. Place the
Station 3 Question Card at the table.
Ø STATION 4: Place the documents about the EPA and how they help erosion. Place the
State 4 Question Card at the table
Say: At station 1 you will place 6 sugar cubes in a plastic bag. Put this plastic bag containing
the sugar cubes on the tray. You will press down on the sugar cubes so that they crush
apart. At Station 2, you are going to pour the water over the steep dirt of soil. Observe what
happens to the dirt. At Station 3, you are going to use sandpaper on a rock, observe what
happens to the rock. At Station 4, you are going to read a document about the EPA, a
government agency.
There is a question posted at each station. Answer the question, write down your
observations in your notebook. Does anyone have any questions?
Students: No
Say: Ok, student numbers 1-6 at Station 1, student numbers 7-12 at Station 2, student
numbers 13-18 at Station 3, student numbers 19-24 at Station 4.
· Give the students 10 minutes at each station, give a 2 minute warning before having
them switch.
Closure/Wrap up:
Pull out a piece a paper and answer these questions, turn in this exit ticket to your teacher:
· Put these questions on the document camera
Ø How did Split Apple Rock form in New Zealand?
Ø How does a crack in the sidewalk form?
Ø How did mushroom rocks form?
Ø What are the four main ways weathering can happen?
Ø Does weathering affect different materials differently?
Ø Why does deposition occur after erosion?
Ø What was the name of the government agency that helps prevent erosion?
documentation)
Students can use the DIY Activity to model what happens during weathering, erosion, and
deposition. They should be able to describe the causes of each process, and be able to
recognize at what step each process is occurring within their model demonstration.

Student can record his answer orally online.
Differentiation:
options.)
Student can watch video of each station. At station 4, the student can listen to an audio
recording of the document.
options.)
Student can have additional time to complete the stations.
options.)
Student can work alone instead of in a group.
(Develop one way to differentiate the environment of the lesson. Use the resources to locate
options.)
Students can work throughout the room.
Technology:
Video
Document Camera
Rev. 8/23/2019
Lesson 9
Lesson Plan Format
Directions: Use the following lesson format to develop a lesson. Use the resource
links if you need assistance.
Name of Lesson: Add/Subtract Money Date: 12/4/2020

Word Problems
Course: Math Grade level: 4th grade
Whiteboards
Dry erase markers
Highlighter
Class set of
· Addition and subtraction Keywords
· Activity Worksheet
· Practice Worksheet
· Homework Worksheet.
Standards:
(List the state or national standards that you are using in this lesson, you should only
use one set of standards)
1. Michigan Curriculum Standards,
2. The Common Core State Standards (CCSS),
3. Next Generation Science Standards,
4. Technical Standards - Navigator)
5. Social-Emotional Learning Standards
CCSS.Math.Content.4.MD.A.2
Use the four operations to solve word problems involving distances, intervals of time,
liquid volumes, masses of objects, and money, including problems involving simple
fractions or decimals, and problems that require expressing measurements given in a
larger unit in terms of a smaller unit. Represent measurement quantities using diagrams
such as number line diagrams that feature a measurement scale.
(Write the objectives in the ABCD format but instead of using the “The student will
….“ use the “I can….” statement to start your lesson.)
I can do addition and subtraction to solve word problems involving money.
(Examples: thumbs up/down, exit ticket, one-minute papers, show of hands, etc. a
formative assessment is a quick assessment that happens during the lesson. Attach
supportive material if any)
Thumbs up/down
Whiteboard show
(Examples: unit exams, portfolios, projects, speeches, - an assessment conducted at

the very end of the lesson to assess students – this should be directly related to the
lesson objectives. Attach or insert supporting documentation)
Homework- worksheet
Anticipatory Set:

Say: Today we are going to practice adding and subtracting money. Money is
something that the government regulates. Regulate means they the government
controls how much money is made, making money, and distributing money. We
already know that there are three branches of the government, which branch of
government do you think regulates money?
Students: I don’t know.
Say: Let’s think about it. There are three branches of the government. What are they?
Students: Judicial, Legislative, and Executive.
Say: That is right. Do you think money has to do with judges and the constitution? Why
or why not?
Students: No because judges don’t make money.
Say: What about Legislative? Does money have to do with making and passing laws?
Students: Well, Sometimes they pass laws about spending money.
Say: Yes, they can but they are not the ones who make money. In the United States,
coins are made by the United States Mint and paper money is made by the Bureau of
Engraving and Printing. Both are part of the federal Department of the Treasury in the
executive branch. The amount of money in circulation is regulated by the Federal
Reserve which orders new bills and coins and distributes them to banks.
Say: So which branch regulates money?
Students: The Executive branch.
Say: Yes. Before we get to adding and subtracting money, Let’s warm up our math
brains and do some addition and subtration problems. Everyone pull out your white
boards. I am going to write an equation on the board for you to solve. Write the
problem on your white board and solve the equation.
· Write the following problem on the board.
763
+212
(975)
· Give students 1-2 minutes to solve the equation

Say: Please give me a thumbs up when you are done with you problem. (When most of
the students have given you a thumbs up) Show me your white boards.
· Take note of who has the correct answer and who didn’t do the problem or solved
it incorrectly.
· Call on a student to explain how they solved the problem
Say: Yes, that is how I solved it too. First I made sure that my numbers were lined up
properly to start. The ones were written under the ones. The tens under the tens and the
hundreds under the hundreds. Then I added the ones, then the tens, and finally the
hundreds. Let us try a subtraction problem.
· Write the following problem on the board.
497
-274
(223)
· Give students 1-2 minutes to solve the equation.
it incorrectly.
Say: Yes, that is how I solved the problem as well. First, with a subtraction problem you
identify the larger number. In this case it is 497. Then you write the smaller number
under the larger, making sure to line up your place values of ones, tens, and hundreds.
Then you working right to left, subtracting the ones, then the tens, and then the
hundreds.
Now we are going to move on to adding and subtracting money. Then we will work on
solving money addition and subtraction problems that are based in word problems.


2
Say: Keep your white boards out and write the following equation. We are going to
work this money addition problem together.
· Write this equation on the whiteboard
$4.50
+$2.75
($ 7.25)
Say: The first thing we do when we write our addition money problem is to write one
amount over the other, making sure to line up the decimals. Then we add from right to
left, starting with the ones, tens, then hundreds. The Decimal is placed directly below
the decimals in the problem. Remember that when dealing with money there is only a
ones and tens place value on the right side of the decimal, this means that there are
only 2 numbers on the right side of the decimal.
Say: Let’s try another one. I will write it on the board. You will write in on your
whiteboard and try to solve it.
· Write this equation on the whiteboard.
$8.14
+$6.53
( $14.67)
· Give the students 1-2 minutes to work on the problem
it incorrectly.
Say: You are so clever! You put the decimal in place before you stated your addition.
Then you added the ones, tens, and then the hundreds. How would we say this
answer?
Say: That’s right, 14 dollars and sixty-seven cents.
Now let’s try a money subtraction problem.
· Write this equation on the whiteboard
$7.32
-$3.21
($4.11)
Say: Just like with addition, the first thing we do when we write our subtraction money
problems is to write one amount over the other, making sure to line up the decimals.
Then we subtract from right to left, starting with the ones, tens, then hundreds. Work
through this problem with me. First, we are going to bring down the decimal. Then we
are going to subtract 1 from 2. Then 2 from 3. Then we subtract 3 from 7. Last we
make sure we write the dollar sign in because without it we don’t know that it is
money.
Say: Let’s try another one. I will write it on the board. You will write in on your
whiteboard and try to solve it.
· Write this equation on the whiteboard.
$9.84
-$6.22
($3.62)
· Give the students 1-2 minutes to work on the problem
it incorrectly.

Say: You are so clever! You put the decimal in place before you started your
subtraction. Then you subtracted from left to right. How would you say this answer?
Students: Three dollars and sixty-two cents.
Say: Great!!! You guys are ready to tackle some word problems.
· Pass out the Add and Subtract with Money word problems Handout
Say: Let’s go over this handout that you will put in your math workbooks. We are
going to review some terms that help us to decipher word problems.
Solving word problems is easier when you know key words. Key words help you to
decide if you will use addition or subtraction to solve the problems. Here is a list of
key words for addition and subtraction. Look at the first table, what key words do you
see that identify addition problems?
Students: Total, sum, add.
Say: How about subtraction, what key words would let you know that the word
problem was subtraction?
Students: Fewer, take away, left.
Say: Awesome, the next table has some questions that might be asked at the end of
the word problem to help you identify if they want you to add or subtract to find the
answer. Let’s use our new knowledge to try some word problems. We will do the first
problem together. Get out your whiteboard and try with me.
· Put this problem on the document camera. Use the worksheet provided below.
You look into your backpack and realize that you are running low on school supplies.
When you go to the store, you purchase a new set of markers for $3.29 and you buy a
new set of colored pens for $5.98. What is the total?
Say: The first step is to Find the key words or phrases and decide if you are using
addition or subtraction.
I am going to use my highlighter and underline those words. I am going to look at the
Key Word handout to help me identify those key words.
· Reread the problem aloud. Then say, this last sentence seems important, l am
going to look at the key word handout and see if it has something similar. Oh! It is
right here under addition questions. This problem is an addition problem. I am going
to highlight it.
Say: Next, I need to know what I am adding. Since it say what is the total, I know we
are dealing with money. I am going to look at the problem. There are two amounts in
the problem. I am going to add those together. Now I am going to set up my problem,
making sure that the decimals are lined up.
· Write this next to the problem
$3.29
+$5.98
$9.27
Say: I am going to add from right to left. 9+8 are 17. I am going to write the 7 and carry
the one. Then I am going to add 9+2+1 which is 12. I will write the 2 and carry the one.
Then I will add 3+5+1 which equals 9. I am going to make sure that I write the $ sign,
since we are dealing with money. Let’s try a subtraction problem.
· Put this problem on the document camera. Use the worksheet provided below.
You earned $15.00 mowing the neighbor’s yard and want to buy a new app. It costs
$7.95. How much money will you have left?
Say: The first step is to Find the key words or phrases and decide if you are using
addition or subtraction.
I am going to use my highlighter and underline those words. I am going to look at the
Key Word handout to help me identify those key words.
· Reread the problem aloud. Then say, this last sentence seems important, l am
going to look at the key word handout and see if it has something similar. Oh! It is
right here under subtraction questions. This problem is a subtraction problem. I am
going to highlight it.
Say: Next, I need to know what I am subtracting. Since it saying how much money, I
know we are dealing with money. I am going to look at the problem. There are two
amounts in the problem. I am going to subtract how much the new app is from the
total amount of money that I have. Now I am going to set up my problem, making sure
that the decimals are lined up.
· Write this next to the problem
$15.00
-$7.95
($7.05)
Say: Go ahead and solve this problem on your white board. I will ask you to show me
in just a few minutes.
· Give the students 1-2 minutes to solve the equations.
Say: Give me a thumbs up when you are ready. I see that most of you are ready. Show
me your whiteboards. Call on a student to talk you through how they got their answer.
Say: Your brain is amazing you figured out the answer.
Say: Now we are going to work in pairs to write some word problems. I am going to
handout a worksheet that has a list of settings. You are going to choose a setting and
write money word problems. Each group should create two addition and two
subtraction problems using the setting. Answers should be provided on a separate
sheet of paper.
· Pass out the worksheets
· Let students choose a partner
· Give them 15 minutes to work on their problems.
Say: When you are finished, turn in your partner work to me and take your practice
worksheet. You will have until the end of the work period to work on this practice
sheet. If you do not finish it, you will complete tonight at home.
Closure/Wrap up:
Say: Tonight you are going to get a chance to write some more money word problems
on your own.
Students create posters with their word problems that they wrote in pairs. They will
hang them in the room and students will have a chance to work around the room and
solve one problem from each poster.

Students can use dollar and coin manipulatives.
Differentiation:
locate options.)
Students can work on adding and subtractingmoney problems that are simple, with no
change.
locate options.)
Students can use money manipulatives.
locate options.)
Instead of writing out money word problems, students can act out their money word
problem using math money manipulatives.
locate options.)
Students can work in small groups throughout the room.
Technology:
Document camera to showcase word problems.
Rev. 8/23/2019
Lesson 10
Curriculum/Course: Physical Education Grade level: 4th grade
Standards: List the state or national standards that you are using in this unit/lesson. This section
also includes technology standards.
S2 4.5 a.
Applies simple offensive strategies and tactics in chasing and fleeing activities.
(S2.5.4a)
b. Applies simple defensive strategies and tactics in chasing and fleeing activities.
(S2.5.4b)
I can apply offensive and defensive strategies in chase and fleeing activities.
Assessment (Formative, Summative):
Thumbs up/down to show if they understand the rules.
Call and response when stating the rules.

Say: Good Morning Students! I am so excited to see you today. We are going to play a
version of tag, called Covid tag. First, we are going to review how Coronavirus spreads,
how we can protect ourselves according to the CDC. Does anyone know what the CDC is?
Students: No.
Say: The CDC or the Center of Disease Control and Prevention is a part of our
government. They are responsible for monitoring health issues and finding solutions to
health problems, like a pandemic. They keep track of diseases and do research on how to
slow down, or even beat diseases. It is a part of the Department of Human Resources,
which is part of the executive branch of our government. What are the other two branches
of our government?
Students: Legislative and Judicial.
Say: That is right. Today we are going to play a game that shows how fast Covid can
spread.

· Set up a clearly designated rectangular play area with visible boundaries.
Say: I am going to pick two students to stand in the middle of the gym they will be the
corona-virus. Everyone else will be healthy citizens. You will start on the blue line. The
healthy citizens job will be to try and not get tagged or “get the rona”. The taggers who are
the virus will be trying to spread the disease. I will say: 3, 2, 1… start. The healthy citizens
will begin walking across the play area. When the virus says Outbreak, the healthy citizens
will have to run to the other side.
Say: What do you do when the students who are the virus say Outbreak?
Students: Run to the other side!
Say: Do you want to be tagged by the virus?
Students: No!
Say: If you get tagged by the virus, you become infected and become a virus tagger as well.
What happens if you get tagged?
Students: You become the virus.
Say: Once everyone is tagged or makes it to the other side, I will say 3, 2, 1 start
Say: When there is only one or two healthy citizens left, they will become the virus and we
will start over. If most students (20 out of 28) stay healthy for a 4 rounds, then the healthy
citizens win and the next 2 viruses will be randomly picked.
Say: If you are the virus, what is your job?
Students: to tag the health people!
Say: If you are a healthy citizen, what is your job?
Students: To stay away from the virus.
Say: Safety rules. All players to be aware of their surroundings so that you do not run into
others. This means to watch where you are going. So, are you going to run with your eyes
closed?
Students: No
Say: Are you going to only look at the people who are viruses?
Students: No.
Say: Great. When we tag, you must tag with two hands. We will use a safe, light-tough tags,
or butterfly tags.
· Have two students demonstrate a safe tag. One student will lightly touch another
students back with two hands.
Say: Let us go! Student 1 and Student 2 are going to be the virus. They are starting in the
middle. Everyone else, line up on the blue line.
· Give the students time to line up.
Say: 3, 2, 1. Start!
· Repeat for 20 minutes.
Say: Everyone, come sit on the inner circle with me. Do you enjoy the game? If you liked
the game give me a thumbs up, if it was ok a thumb sideways, or it was terrible-never
make us play it again- show me a thumbs down.
Students: Show their thumbs
Say: Great it looks like most of you enjoyed the game. Part of playing this game was to
show how the Corona-Virus spreads. What did you notice?
Students: It was much harder to stay healthy when lots of people had the virus.
Say: Yes, it is. That is why our government has released some guidelines to help keep us
healthy. Does anyone know what they are?
Students: Wear a mask! Wash you hands! Don’t be close to people!
Say: Yes! Those are all ways to stay safe. Another way to stay safe would be to stay at
home. If you are not surround by other people, it is hard to get sick from them or to get
them sick.
Say: What part of the government is responsible for giving us guidelines regarding
diseases?
Students: The CDC!
Say: Which part of government does the CDC belong to?
Students: The executive branch.
· Place mats on the floor
Students can choose to stay on the mats (Home) instead of walking or running from the
virus. They are home safe. You could say that only one person per mat.
There could be baskets that are around the play area that hold scarves or balls. These
represent food or jobs, so students would have to leave the home to collect these items.
This would help to represent reasons why a person would be exposed.
· Students can wear a “mask” (scarf or pinnies) they are allowed to run and the
students who are the virus must walk.
· The teacher is the CDC and every so often stops the game and changes a rule, such
as going into quarantine if they are tagged. The quarantine area would be the sideline and
then when the student are in quarantine they must do a movement to be out of quarantine.
As the students are leaving the gym, they could individually tell you one thing they learned.
Differentiation:
Explain: This game can be played outside. Designate boundaries with cones.
Explain: Students can use gym scooters. This way students who use wheelchairs are able
to participate fully.
Technology:
Lesson 11
Lesson Plan Format
Name of Lesson: Letter Writing Date: December 2, 2020
Course: ELA-Writing Grade level: 4th grade
· Chart paper with sample

friendly letter written on it
· Document camera
· Sample letter
· Friendly letters, cut into

sections (greeting, body, signature,
etc.)
· Highlighters
Standards:
The Common Core State Standards (CCSS),

Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1-3 above.)
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
· I can identify components of friendly letter
· I can work cooperatively in groups
· I can write a friendly letter with appropriate components
material if any)
Students will write the five parts of a friendly letter on an exit ticket.

Anticipatory Set:

Say: Have you ever received a letter in the mail, snail mail or an email that you would
consider a friendly letter? Turn to a partner and tell that about a time you received a
friendly letter.
· Give students 2-3 minutes to discuss getting a friendly letter.
Say: I was walking around the room and heard about some awesome letters that you
received from grandparents, friends, great Aunt’s and Uncles. Turn to your partner
and think about who you would write a friendly letter to, what would you tell them
about?
· Give students 2-3 minutes to discuss.
Say: I am going to give 2 or 3 students a chance to share who they would write a
friendly letter to.
· Call on 2-3 Students to share who they would write their letter to.
into the lesson.)

Say: Today, we are going to learn how to write a friendly letter. First, I am going to show you
an example of a friendly letter. We are going look at the different parts of the letter. Since we
have been talking about how the government influences our lives, we are going to look at a
letter to the mayor. This one asks the mayor to help with a problem that a student sees within
the community. This is something you can do with your government representatives.
· Put the example of the friendly letter on the document camera.

Say: As we go through the letter, I am going to highlight the different parts. There are five
parts of a friendly letter:
1. First, we have the heading. The heading is the first thing you see on the letter. It can
be the date, or possibly your address, in case the person you are writing to doesn't know
where to send a reply letter. I am going to highlight this part in yellow.
2. Next is the greeting. The greeting of a friendly letter always starts with 'Dear' followed by the
person's name to whom you are writing the letter. In the below example, the greeting is 'Dear
Jason.' The greeting is followed by a comma, then a skipped line. I am going to highlight this part
in green.
3. Third is the body of the letter. Following your greeting and skipped line, comes the main
content of your friendly letter, known as the body. This section can include several paragraphs,
with the first line of each paragraph indented five spaces to the right. In the body of the friendly
letter, you can write about several things, including important news, recent events, asking for
advice, a recent accomplishment, or book or movie recommendations. These are only a few of
the many possible topics. The body often ends with questions for the recipient of the letter, as
well as a request to write back. I am going to highlight this color in blue.
4. Then we have the closing. You generally end a friendly letter with a closing word or words,
following a skipped line after the end of the last paragraph of your body. There are a wide variety
of closing words you can use to close a friendly letter, such as 'Yours Truly,' 'Best Regards,' 'With
Love,' or 'Warmly.' I am going to highlight this part in pink.
5. The fifth part of a friendly letter is the signature. If you are writing in pen or pencil, you would
usually sign or print your name on the next line following the closing. A typed signature would be
appropriate if you wrote the letter on a computer in your emails or in google docs. I am going to
highlight this part in orange.
Say: Now it is your turn. I am going to give you a copy of a friendly letter and you are going to
highlight and label the different parts. I am going to leave my example up for you to reference.
· Pass out the copy of a friendly letter to all students.
· Give the students 10 minutes to work on the highlighting. They can work in
partners.
Say: Let’s review what you highlight. As we review, we are going to create an Anchor Chart
together.
· Put the chart paper with the prewritten letter on the board.
Say: Who wants to share what you highlighted for the heading?
Student: The date and address.
Say: Yes, you are right. I am going to highlight that in yellow and label it as heading. What did
you highlight for the greeting?
Student: Dear Mrs. Governor.
Say: Yes! I am going to highlight that in green and label it as a greeting. Your letters may say
Dear so and so or What’s up Bob! The point is the persons name is part of the greeting. The next
part is the body. What did you highlight for the body?
Student: The next two paragraphs.
Say: Yes, that is correct. I am going to highlight mine in blue and label it as the body. What is the
next part and what did you highlight?
Student: The closing and I highlighted “Sincerely”
Say: Correct, I am going to highlighted mine pink. I am also going to label it as closing. There is
one more parts, what did you do next.
Student: Signature. Your name.
Say: Yes, you really understand the parts of the letter. I am going to high light it in orange and
label it as Signature.
Say:. I am going to keep this right here for you to reference when you write a letter. I do have a
few questions for you. What is the purpose of a friendly letter?
Students: To communicate?
Say: It is to communicate. It is a letter you might write to a friend or relative to keep in touch,
update them about your life, or a variety of other reasons. It is also a way to ask questions of
people, such as government officials. You can ask them about different issues and what they are
going to do to help fix a problem.
Say: Why are there specific parts or components in a friendly letter?
Students: So people know whose writing them.
Say: That is one reason. Why would you write the date or the address?
Students: So you know when it was written. So you can write them back?
Say: Yes, that is a reason. It also helps you to know if the information is new or old. We are now
going play a “Seat Swap” game. I am going give you a section of a letter. You will find other
students who have the other four parts of your letter and stand together. When you find your
group, assemble your letter. What does assemble mean?
Students: I don’t know

Say: Assemble means to put together. You are going to assemble your letter and read it together.
Next, work together to think of a response to the letter and construct it, making sure to include
each piece.
● Hand out the letter pieces.

● Give the students 20 minutes to find their groups and write their response letter.
● Collect the response letters.
Closure/Wrap up:
Say: Today, we went over the different parts of a letter. You can use this format to write to all
different types of people. We have been talking about how different parts of the government
influence our lives. It is our responsibility to ask questions of our government officials. As well
end this lesson on how to write letters, I want you to start thinking about the different ways that
our representatives and officials effect our lives. Start thinking of different questions that you
might have for them.
Now I want you to take out a piece of paper and write down the five parts of a letter and turn that
into me as your exit ticket for today.
documentation)
● Connect with students with residents at a senior-citizens group exchange friendly letters.
● Write friendly letters to members of the armed services.
Instead of typing a student could use a voice to text technology to write their response
letters.
Differentiation:
options.)
The sample letters are presented visually on the document camera, the teacher talks through
the assignment sharing each part of the letter. This differentiates between visual and
auditory learners.
options.)
Students can use a friendly letter template to help write a response.
options.)
Students can write the letters on chart paper and share them with the classroom.
options.)
Students can type out there letter instead of handwriting them. They can work around the
room.
Technology:
Document camera to show a sample letter.
Students can use the computer to type their letters.
Rev. 8/23/2019
Sample Letter to a Mayor
The Honorable Antonio Villaraigosa
Mayor of Los Angeles
14410 Sylvan Street #211
Van Nuys, CA
Dear Mayor Villaraigosa,
I am writing on behalf of myself and my friends at Schoolville Elementary School. We are extremely
concerned with the state the city playground. We understand that the city and state’s finances have
resulted in extreme budget cuts, but the safety of playground has dropped tremendously over the years.
The playground has broken swings and merry go round. The slides are made of metal and burn our legs.
The ground is really hard and has lots of weeds. Our playground is not a safe place for kids to play.
I am aware that you have a lot on your plate as Mayor of Los Angeles, but as student who plays on the
playground, I am asking you to find some way in the budget to help out the playground. I know a number
of others students who feel the same way.
I appreciate all that you do for our city, and I look forward to seeing positive changes. Thank you for
listening.
Sincerely yours,
Student Bob
Mrs. Engstrom
123 School Lane
Schoolville, Mi 41115
December 2, 2020
Dear Mrs. Governor,
I have been studying about emissions from vehicles in my fourth grade classroom. I found out
that we do not test for emissions in Michigan. Smog from cars can harm the environment by
polluting the air and water. Car emissions increase air toxicity, create haze and contribute to
global warming.
What are you doing to help protect our environment? I think we need to have emissions testing
in Michigan. I want to have clean drinking water and enjoy the great lakes for all of my life. What
can I do to help protect our environment?
I wish you well. Stay healthy.
Sincerely,
Mrs. Engstrom
Cut this letter into it’s parts.
January 14, 2019
Dear Mayor de Blasio,
My name is Anja and I am a 6th grader. I love animals. I have a dog,

have always taken care of my elementary school’s pets and have had
other animals as I was growing up. I used to go on walks with my
dad just to meet and pet new dogs. Have you ever had any pets that
you love and care about? I bet you would hate to see them or any
animal hurt and so would I, that is why I am here to inform you about
the amount of pollution in our oceans.
Have you ever eaten plastic or has your house ever been polluted by
tons of garbage? Having your whole life being covered in trash? Your
family and friends getting hurt or even killed? I bet you wouldn’t like
it and would definitely want to change it, maybe for someone to
help you. This is all I am asking for, for all the sea creatures that have
to live with their home polluted by us. Birds and other sea animals
end up eating plastic thinking that it is food. This can then kill them
as a result of the plastic not digesting and clogging their systems.
Sea turtles, sea birds, seals, sea lions, whales and dolphins are already
endangered because of this, and if it goes on, it can lead to many of
these animals becoming extinct. These animals have been around
for as long as I have been alive and for many years before. I would
hate for everyone in the future not to have gotten to experience
these amazing creatures, and it would be even worse if we were the
ones that didn’t stop it. Don’t you want to be remembered for saving
our earth, Mayor de Blasio? According to Kids Take Action Against
Ocean Plastic, “There are over 5.3 trillion pieces of plastic afloat in the
ocean”. Can you even imagine this number? And try thinking about
how we made this happen. Or that this number is hundreds of
billions more than the population of people on our earth. These are
horrible thoughts. If you don’t take action to prevent this, many more
animals will become extinct and our world would never be the same.
This is why I am suggesting to ban plastic bags in New York City.
How many times have you seen someone walking around holding
groceries in both hands, with two plastic bags (in each hand) holding
a bag’s worth of stuff? People end up using four bags, or more, for
one stop at the store. Plastic bags are not very good quality and are
mostly not being recycled. According to landerfornyc.com, “New
Yorkers use 9.37 billion carryout bags per year, the vast majority of
which are not recycled. Plastic bags account for over 1,700 tons of
residential garbage per week in NYC on average.” This is why they
are killing so many animals. So many people go through many
plastic bags a day, as a result they are a huge factor for our animals
suffering. Wouldn’t it be better for our earth, easier and more
convenient if people used reusable bags? Or got paper bags instead
of plastic when they stopped at a store. The answer is yes, yet almost
no one does this. Everyone, instead uses so many plastic bags for
things like:
● Grocery shopping
● Stopping by at the corner store
● Picking up dog poop
● Getting take-out food
● Simple purchases (clothes, buying a gift, etc.)
All of this plastic gets thrown away and never gets reused. Instead, it
sits on our earth and in the oceans for thousands of years. According
to theoceancleanup.com, “The Great Pacific Garbage Patch (GPGP)
is the largest of the five offshore plastic accumulation zones in the
world’s oceans. It is located halfway between Hawaii and California.”
The GPGP is about 1.6 million square kilometers. This is about the size
of Russia. And five of these makes the pollution much larger.
Imagine being a sea creature and living in this, having everyone,
including you, suffer. And imagine how badly this is polluting our
food. If our life goes on like this, and it looks like it will, we will have
many more garbage patches, and they will continue to increase in
size. Help save our earth by banning plastic bags in New York City.
Make sure that your kids won’t have to suffer later on and fight their
own battle to fix this.
Sincerely,
Anja D.
Lesson 12
Lesson Plan Format
Directions: Use the following lesson format to develop a lesson. Use the resource links if
you need assistance.
Name of Lesson: National Parks Date: 12/2/2020
Course: Social Studies Grade level: 4th grade
Time/Period: 2-60 minute sessions Materials:
● Internet- Video
● https://youtu.be/o0IilTkeZSo (National
Parks)
● Whiteboard
● Chrome books
● Class set of Web Graphic Organizer
Standards:
2. The Common Core State Standards (CCSS),
3. Next Generation Science Standards,
4. Technical Standards - Navigator)

5. Social-Emotional Learning Standards
4 – G1.0.1 Identify questions geographers ask in examining the United States.
4 – G1.0.3 Use geographic tools and technologies, stories, songs, and pictures to
answer geographic questions about the United States.
4 – G1.0.4 Use maps to describe elevation, climate, and patterns of population

density in the United States
Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
Grade: 04
Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
Grade: 04
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical

text, including what happened and why, based on specific information in the text.
I can identify and answer questions that a geographer asks about National Parks
I can describe a national park using technology and pictures.
I can use a map to describe the climate of a National Park.
I can use details an examples from a text to summarize information about National Parks.
I can determine the main idea of a text and support it with key details.
I can explain events that happened based on information in a text.
material if any)
Web organizers

Poster, Brochure, power point presentation, art project.

Anticipatory Set:
Say: What do you know about the National Parks?
Students: They are parks. I have been to one. One has buffalo.
· Write down the student responses on the board.
Say: Today you will watch a movie about the National Parks that describes what they
are, the role they play, and more.
into the lesson.)

· Show the movie National Parks on the whiteboard or other large display to the
whole class.
https://youtu.be/o0IilTkeZSo (The video talks about how the government set aside
land for parks and how it regulates these parks with very strict laws. It also talks
about how there is a special set of park rangers that protect the parks and upholds
the laws.)
Say: Pull out your Chromebook. You are going to watch the movie again on your
Chromebooks. You will take notes on your web organizer. In the top bubble, you will
write National Parks. In the middle bubbles you will write the National Park name that
is mentioned in the movie. In the small bubbles you will write the features that make
them special or unique. For example, Bryce Canyon’s rock formations and Carlsbad
Canyons’ mineral formations.
· Hand out web organizer
Say: You may want to pause the movie as you take notes.
· Give the students time to watch the video and take notes.
Say: Now we are going to divide into small groups. Each group will select a National
Park to research. You can use one that was mentioned in the video or you may use
any of the other 50 something Parks. There is even one here in Michigan, Sleeping
Bear Dunes. I am going to write some websites on the board for you to look at for
information. You will be looking for research facts such as when and why the park
was established, where it’s located, it’s natural features. : Where is it? What is it like
there? These are questions that geographers would ask about a location. You are
going to use this research to make a presentation. You can create a brochure about
the park, a google slides presentation, a poster, a unique piece of art. You must
showcase the facts about your National Park. I will handout an organizer to help you
with your research.
· Write on the board the following websites
Ø www.nps.gov
Ø www.nationalparks.org
Ø http://www.pbs.org/nationalparks/
Ø https://www.npca.org/articles/magazine
· Hand out graphic Organizer
· Pass out organizer to help students with their research
· Give students 40 minutes to research and start presentation
· Walk around and help students as needed.
Session 2:
Say: Today you are going to get 30 minutes to finish your research and project. After
30 minutes each group will present their project to the class.
· Give the students 30 minutes to finish their projects
· Walk around and help students as needed.
Say: It is time to share you presentation to the class. Make sure to share what your
National Park name, where it is located, when it was established, and any fun facts
about your park. Who would like to share first?
· Call on a group, repeat until each group shares.
· As each group presents, ask them the following questions.
Ø Why did you choose this park?

Ø What was your favorite feature of this park?
Ø After researching this park, do you want to visit it?
Closure/Wrap up:
Say: I have loved all your presentations. You have chosen a wide variety of different parks.
They are all special for different reasons. I am so glad our government thought to set the
land aside for us to enjoy. What is wonderful is that the government offers something special
just for 4th graders.
· Pull up this website https://everykidoutdoors.gov/index.htm
Say: Every 4th grader and their family gets a free National Parks pass. I will send them home
with you today.
documentation)
Plan a field trip to closest federal land.

A student can take multiple sessions to complete the assignment.
Differentiation:
options.)
Offer books at various reading levels for research instead of the internet.
Suggestions on books:
National Parks of the U.S.A by Kate Siber
National Parks: A kids Guide to Parks, Monuments, and Landmarks by Erin McHugh
National Geographic Kids National Parks Guide USA Centennial Edition: The Most Amazing
Sights, Scenes, and Cool Activities
options.)
Students may work on this project over multiple days, instead of two sessions.
options.)
Students can write a report that includes a description of the park, where it is located, who
founded and when they founded it.
options.)
Students can work individually instead of in groups.
Technology:
Students will watch a video online, using their chrome books. They will do research online
with their chrome books. Students can use google slides to create their presentation.
Rev. 8/23/2019
Lesson 13- Cumulative
Lesson Plan Format
Name of Lesson: Write Letters to Date: September 30, 2020

Government Officials
Course: Cumulative Grade level: 4th grade
Time/Period: 40 minutes over 3 days Materials: Index Cards
Websites www.michigan.gov, the library of

Congress, and the League of Women Voters
Paper, Envelopes, and stamps for writing and

mailing a letter.
Standards:
(List the state or national standards that you are using in this lesson, you should only use one
set of standards)
2. CommonCore
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,

diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
I can name and categorize offices in the state government and identify current officeholders.
I can research officials’ positions on newsworthy issues.
I can write a letter inquiring about a state officeholder’s position on an issue.
I can evaluate evidence used to support decisions.

assessment is a quick assessment that happens during the lesson. Attach supportive material
if any)
(Examples: unit exams, portfolios, projects, speeches, - an assessment conducted at the very
end of the lesson to assess students – this should be directly related to the lesson objectives.
Attach or insert supporting documentation)
Students will compose a letter to a government official on information that students would like
to acquire.
Anticipatory Set:

Say: “Yesterday we read in our ELA work book, Government in Action, about the three
branches of the State Government. Can you name the three branches?”
Students: Executive, Judicial, and Legislative.
Say: “That is right, we also read about the different jobs within those branches. Which ones
can you remember?”
Students: President, Vice President, Senator, Congress person
Say: “Today we are going to research different types of jobs within our state government. We
are going to work in small groups to identify different jobs. We will research their main
responsibilities. We will also look for who is currently holding the position. Then we will each
chose a person to write a letter to them about their job and ask them any question you might
have.”
instructions. Attach or insert supporting documentation. Include critical thinking questions into
the lesson.)
Investigate:
Say: “First, let’s review our I Can statements.”
Write and say the following on the white board.
I can name and categorize offices in the state government and identify current officeholders.
I can research officials’ positions on newsworthy issues.
I can write a letter inquiring about a state officeholder’s position on an issue.

I can evaluate evidence used to support decisions.
Say: “We are going to get into groups. I have already selected the groups. Group 1- Students
1-4 Please meet in the front corner by the door. Group 2- Students 5-8, please meet in the
back by the bathroom. Group 3- Students 9-12, please meet in the back by the sinks. Group
4- students 13-16 meet by the windows. Group 5- students 17-20, meet at the small group
table. Bring a pencil, paper, and your chrome book.”
Give the students a few minutes to organize into their groups.
Say: “You will need to brainstorm all of the jobs in state government that you can think of.
Designate one team member to be the recorder to write down your ideas. Next, you will write
each job onto an index card.”
Say: “Then you will go to www.michigan.gov, or https://www.loc.gov/ or https://www.lwvmi.org/

and do some research to decide which jobs belong to which branch- executive, legislative,
judicial they job belongs to.”
Say: “Each student within your group will research one job each, with the goal of writing a
letter to find out more. Using the above internet websites, you will find a name a present
holder of the job, list the role and responsibilities of the job, and note if the person has been in
the news recently and concerning what issues. You can use this graphic organizer to keep
track of the information you find.”
Give the students the rest of the time period to complete their research
Day 2, Create:
Say: “Please rejoin your group from yesterday. Today we are going to continue our research
project about jobs within our government. Yesterday you should have conducted research
and found out some information about a person who works within the government. Today we
are going to compare your person with the other people that your group members chose.
What do the jobs have in common? What is different? Within each group students what you
have learned about your person/job, you will create a Venn Diagram to show how the jobs
differ and are the same, and what interests you about each job or person. Come up with a list
of questions you would ask each person.”
Give the students time to discuss and complete the Venn Diagram.
Say: “Within each group select one of the featured people to correspond with (write a letter),
based on information you would like to acquire. You will write a letter to this person asking you
questions.”
Say: “Lets review our Friendly Letter Anchor Chart.”
Choose students to read each bullet point.
Say: “Student 1, please read bullet point 1”….repeat until all bullet points have been read.”
Review Letter writing Anchor Chart.
· Each letter begins with a heading that includes the writer’s address and the date
· Include a greeting to the person receiving the letter, followed by a comma
· Write the main message in the body, organizing ideas in paragraphs
· Write in first person
· Include facts and details in the body
· Conclude with a closing following by a comma and the writer’s signature
· Include facts and details from sources using their own words.
· Relate facts and details to their own ideas and experiences
· Add a closing statement
· Sign your letter

Say: “Work in your group and create a friendly letter to your person that you previously chose.
Please refer to the anchor chart to make sure that you have all the requirements in your letter.
When it is finished, we will address the envelope and mail it to your person.”
Give the students time to write their letters.
Closure/Wrap up:
Have students discuss within their groups what they have learned about state government.
What more would they like to know?
documentation)
Please look over these slides
https://docs.google.com/presentation/d/1IpyeEUj7XFCBjUjxqL9QSsHAZNEkqQFRY5plfyeOD
A4/edit?usp=sharing
Students can make a video message to their chosen governmental official.
Differentiation:
environment? Use the resources below to create one way to differentiate instruction based on
the lesson plan.)
options.)
Offer newspapers and magazines for the students to use instead of the internet.
options.)
Students can work on this project in small chunks over a few days time.
options.)
Students can make a video message.
options.)
Students can work throughout the room.
Technology:
Students will use the internet to research.
Rev. 8/23/2019
Graphic Organizer
Name of Job/ Responsibilities of the job In the new? What issues
were they in the news for
Name of the person
Venn Diagram

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American Government

Cross-Curricular Unit- 4th Grade

Lesson Standard Objective

Lesson 1: Social Studies

I can describe the functions of each

Lesson 2: ELA CCSS.ELA-LITERACY.RI.4.1

I can answer questions about an

I can explain my ideas in a

Lesson 3: Physical Education

State of Michigan Social Studies

Lesson 4: Math I can solve multi-step words

Lesson 5: Health- Healthy Foods

1.3 I can explain how MyPlate serves as

I can discuss the importance of

Lesson 6: Science- Renewable

I can design water wheels that

I can write and draw explanations of

I can recognize the impacts of

I can generate new ideas to meet

I can discuss environmental impacts

I can determine fuels that are

I can explain a way that the

CCSS.MATH.CONTENT.4.MD.B.4 I can make a line plot to display a

I can find valid information about

I can investigate and analyze the

I can use evidence to explain the

I can identify the pattern or

I can identify if weathering or

I can identify the government

Lesson 10: Physical Education-

Lesson 11: ELA CCSS.ELA-LITERACY.W.4.4

I can write a friendly letter with

Lesson 12: Social Studies- National

4 – G1.0.4 I can describe a national park using

I can explain events that happened

Lesson 13- Cumulative:

CCSS.ELA-LITERACY.W.4.6 I can research officials’ positions on

I can evaluate evidence used to

I can share my thinking with peers.

Formative Summative Observation

Lesson 1: Social Studies x

Lesson 11: ELA x

Lesson 12: Social Studies x x x

Lesson 13: Cumulative x x

Name: Jessica Engstrom Date: 12/2/20

Curriculum/Course: Social Studies Grade level: 4th grade

Time/Period: 40 minutes Materials:

· Class set of the Three Branches of

· Class set of the The Three

· Class set of the Branches of U.S.

· Three Branches of Government

· I can identify the three branches of government.

· I can describe the functions of each branch.

Assessment (Formative, Summative):

Assessment (10 minutes)

Complete the Branches of Government Match-Up worksheet.

Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of

Say: What do you know about the three branches of government?

Student: Our president is Donald Trump/Joe Biden.

Say: What else do we know?

Steps in the lesson:

Say: We are going to work on this worksheet together.