EDEL453 Spring2013 NicciSLEETERandrhondaDARTER Unit2 Civics Day 6

7/30/2019 EDEL453 Spring2013 NicciSLEETERandrhondaDARTER Unit2 Civics Day 6.

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A. Summary of the Lesson Plan:This social studies lesson is designed for fourth grade students to learn about the

three branches of government in the State of Nevada. This lesson will go more in

depth about the executive and legislative branches.

B. Target Population:

Grade Level: 4th Grade

Skill Level: students at all learning levels

Grouping: Whole group for reading and discussions; table groups for activity;partner sharing; individual for assessment.

C. Materials:

KWL Chart from previous lesson.

Class set of Lapbooks created in previous lesson

YouTube video clip ready to play link: http://youtu.be/FFroMQlKiag (SchoolhouseRock, Im Just A Bill)

Class set of crayons, pencils, glue sticks, and scissors.

Popsicle sticks with student names to use for random selection of students for

answers.

Class set of How a Bill Becomes a Law.

3 per student Cluster Word Web 3. (one for each branch)

Student worksheets from Governor Sandoval Day.

Class set of quiz sheets.

D. Objectives:o NV State Social Studies Standards written on board

C14.4.5 Name the three branches of state government

o Student-Friendly Standards

C14.4.5 I can name the three branches of our state governmentand describe the responsibilities of each.

E. Procedure:1. Class discussion: Discuss the three branches of government, and briefly

review the facts that were read yesterday about the state branches.

2. Review the KWL chart. Review with students what they KNOW about thestate government. Review what they WANTed to know. Ask if after yesterdayslesson there is anything else that they want to know about any of the branches.Add anything that the students want to know more about.
http://youtu.be/FFroMQlKiaghttp://youtu.be/FFroMQlKiag


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3. Add to key vocabulary: bill, law, legislature, assembly, senate, governor,lieutenant governor, election, veto, committee, floor, house

4. View the Schoolhouse Rock video Im Just A Bill. Video is 3:21 minutes long.

5. Ask students to do a think-pair-share with their table partner and discuss thesteps that a bill takes before it can become a law.

6. Pass out the How a Bill Becomes a Law sheet. Ask students to read aloud onestep at a time. Take time to pause between steps and answer questions.Encourage students to take notes on this sheet if needed. Ask students to pointout parts of this that were mentioned in the video.

7. Pass out the Cluster Word Web sheets. Have the students write LegislativeBranch for the topic of the first sheet, Executive Branch in the second, and

Judicial Branch in the third.

8. Ask students to get out their Lapbooks from the previous day. They will use theguide sheet inside as a resource for the next activity.

9. Cooperative table groups: have students use their lapbooks and theinformation from the How a Bill Becomes a Law sheet to help them fill in theLegislative branch cluster web.

10.As you notice groups are finishing (5-10 minutes at most), project a blankword web onto the front board. Using random selection, call on students totell you one thing they have written on the web. Call on another student in thattable group to tell why that word was chosen.

11.Return to table groups: have students use information from the guide aboutthe governor, and information from Governor Sandoval Day to fill in the wordweb for the executive branch.

12.Repeat: as groups finish, project blank executive branch word web onto frontboard and do the same thing you did in step 10.

13.Return to table groups: pass out green leaf templates, and plain leaftemplates. Students will create one booklet for each branch of government toattach to the tree in their lapbook. Ask them to cut out, and create 3 bookletsusing at least 3 plain pages for each. Have them use their graphic organizersfor the legislative and executive branch to write at least one fact on each page

within the book. Book just needs one staple to hold it together. Students canthen staple, or use glue stick to attach booklet to the corresponding branch.See photos at end of lesson.

14.Clean up: from creating the leaf books.

15.Short answer quiz. Students to complete independently. Students turn inwhen finished.


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F. CLOSURE: Class discussion. Review KWL chart. What did we learn today? Fill inon the KWL chart as students give you responses. Read class objectives aloud.Quick thumbs up/thumbs down on whether or not we met our objective goal.

G. Assessment:

What will you use to measure student understanding?

Todays lesson will use the KWL chart as a pre-assessment, and the shortanswer quiz as the end assessment. Going back to the KWL at the end will alsobe an assessment.

Explain how you will know students understand the concepts from the

lesson.

As students complete the word webs with key vocabulary and responsibilities of

the branches studied, I will see how they comprehend the concepts. The quizwill also allow me to see how well they comprehend the concepts on anindependent level.

H. Reflection:

1. Which part of the lesson do you think will be the easiest for you toteach?

The review of the previous lesson will be the easiest.

2. Which part will be most challenging for you to teach?

I think the most challenging part will be the discussion of How a Bill

Becomes a Law. This will most likely bring some things up that I might have

difficulty explaining in a way that my students will understand.

3. How will you follow up or extend this lesson?

I think it might be interesting to follow a bill that is being considered in the

legislature during a session year. There are links online to find bills, and

follow them as they progress through the process. Another extension would

be to divide the class into two parts. One will be the assembly and the other

the senate. Have each introduce a bill to be considered and act out the

process of committee hearings, floor action, amendments, and then

governor approval. Maybe ask the principal to act as the governor to either

sign the bill into law, or veto it.

4. What will you do for students who dont grasp the concepts?


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Students who dont grasp the concepts will come to me in small groups. We

will re-read the guides and worksheets from the lessons and highlight key

vocabulary and important concepts. We might also review the vocabulary

on cards to be added to the social studies word wall for the unit, creatingpictures to place with the words, and brief definitions. I would also use

leveled readers, or books from the unit study library to read and help build a

stronger base of background knowledge.

5. Which part of the lesson, if any, do you think might need to change?

Until I actually teach this lesson in front of a class, I dont know of anything

that needs to change. I might consider taking one day for each branch

rather than combining two in one day.

6. When you were writing this lesson plan, what was the most difficult

part?

I had some difficulty with finding information on just the state government

branches. Most items that I found to work with were on the federal level and

needed to be adapted to state.

Resources:


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Figure : asm.leg.state.nv.us/Assembly/ElementarySchool.aspx


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Completed Leaf for tree

Copy template below on Green construction paper for the cover. Can white out

the veins and copy on plain or lined paper so that students can have pages for

the booklet. Students should have at least 9 plain leaves to add at least 3details in each branch booklet.


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sources and websites used to create this lesson:

http://bensguide.gpo.gov/3-5/government/branches.html

http://www.onlinenevada.org/nevada_state_government:_an_overview

http://leg.state.nv.us/

http://youtu.be/x5M50xBz1cU Three Ring Government

Our Government Unitby Christina Cottongame, purchased and downloaded from Teachers Pay

Teachers websiteportions used and adapted for this lesson.

Branches of Government Activity Packet, purchased and downloaded from Teachers Pay Teachers

websiteportions used and adapted for this lesson.
http://bensguide.gpo.gov/3-5/government/branches.htmlhttp://www.onlinenevada.org/nevada_state_government:_an_overviewhttp://leg.state.nv.us/http://youtu.be/x5M50xBz1cUhttp://bensguide.gpo.gov/3-5/government/branches.htmlhttp://www.onlinenevada.org/nevada_state_government:_an_overviewhttp://leg.state.nv.us/http://youtu.be/x5M50xBz1cU

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EDEL453 Spring2013 NicciSLEETERandrhondaDARTER Unit2 Civics Day 6