College of Education Lesson Plan Template

Teacher Candidate: Cortney Lollis 1:3 pm !chool: "erry#ood Elementary 3rd Date and Time of Lesson: 3/6/14 !u$%ect/&rade Le'el: !ocial !tudies/

Description of Lesson: !tudents #ill identify the three $ranches of go'ernment and the po#ers of each( Lesson Title or Essential )uestion that guides the lesson: Three *ranches of &o'ernment Curriculum !tandards +ddressed:
,ational !tandard-s.:

!C Curriculum !tandard-s.:

!C +cademic /ndicator-s.: 3-3.5: Outline the structure of state government, including the branches of government (legislative, executive, and judicial), the representative bodies of each branch (general assembl , governor, and supreme court), and the basic po!ers of each branch. 0ther:

""#$ %tandard(s): &ooperative learning

Lesson 0$%ecti'e-s.:
Behavior: %tudents !ill identif the three branches of government and their po!ers Content: %ocial %tudies Degree: ' expect (5) of the students to understand the concept of the three branches of government and their po!ers.

+ssessment-s. of the 0$%ecti'es:

*re: before the lesson, ' !ill revie! !ith students the !a the +3 colonies !ere ran. ,efore the government, the -ing made all decisions. %tudents should sho! previous -no!ledge of colonists and the &onstitution of the .%. #uring: %tudents !ill respond verball to probing /uestions as-ing throughout the lesson. *ost- %tudents !ill sho! their -no!ledge b completing an activit on the three branches of government that re/uires them to -no! the po!ers of each.

Revised 1.20.14

"aterials/1esources: 1. Cards for identification activity 2. Prezi 3. Smartboard 4. Brown paper bags 5. Tape . !eaf c"to"ts #. Typed e$p%anations of t&ree branc&es '. (&ite paper for trees to stand on Prere2uisites -Prior 3no#ledge.: %tudents should sho! some -no!ledge of the .%
constitution and -no!ledge of the colonists.

Procedures:
+. %tudents !ill start the lesson in their seats 0. ' !ill begin b revie!ing ho! the +3 colonies !ere run before there !as a structured government. 1he -ing !as in charge and made all decision. $fter the &onstitution !as signed, a set of la!s of the countr that explains ho! the government should be organi2ed and run. 1he &onstitution outlines a separation of po!ers. 3. &ontinue to the federal government and explain that it is divided into three branches. 3. %ho! three branches pre2i and tal- through 5. 4h does the *resident have time limits5 6. 4h must the seats in the 7ouse of 8epresentatives be based on population5 9. 4hat if &ongress could pass an la!5 :. 4hat if the *resident vetoed ever bill created b &ongress5 (. #oes an one have /uestions from the presentation5 +;. <ext ' !ill pass out cards for the identification game. %ome !ill get t!o cards. ++. 4al- through identification of each branch, students !ill place cards on !hite board !ith tape +0. $fter !e have revie!ed, !e !ill ma-e three branches of government tree

+cti'ity +nalysis:
=or activit +, students !ill not be using technolog . 1his is a hand on activit that gets them up and moving. 't tests their -no!ledge and re/uires them to thin- on their o!n and identif !hich branch their explanation goes under. 1he materials on the cards are coming straight from the *re2i the just vie!ed. 1his is a good chance for students to !or- collaborativel !ithout !or-ing in partners or teams, in the end the !ill reali2e the all had to !or- together. $ctivit 0 !ill re/uire each student to !or- on their o!n. 'n this activit students !ill cut, tape, and mold a tree out of a bro!n paper bag. 1his activit does not involve

Revised 1.20.14

technolog because it is hands on. %tudents !ill match up definitions of each branch to the correct name and tape them together on a branch of their tree. %ince the class tends to be tal-ative, students !ill !or- independentl on this activit . $ll students can cut and !rite out the !ords of each branch, ' !ill !rite them on the board for spelling purposes.

Differentiation/+ccommodations/"odifications//ncreases in 1igor
#uring the social studies hour, ' !ill have all 0+ students in the class. =or the extended resource students, ' !ill ensure the have a partner close b . One student alread sits !ith a partner, ' !ill as- this student to assist this student and remind them that helping others and doing !hat ' as- is ver respectful and that the student !ill be ver appreciative of the help. 4ith the t!o students !or-ing together, the !ill complete the tas-. =or the other extended resource student, ' !ill have to be his partner. 7e does not do !ell !or-ing !ith others, so during the lesson ' !ill spend an ampule amount of time around his des- to ensure that he sta s on tas-s. =or the "%O> student in the class, after giving directions to the class, ' !ill !al- bac- to her and explain them again. ?ost times she understands directions, but ' !ill retell them for her. ' have specificall assigned independent !or- for this lesson to ensure that the tal-ative students sta bus and -eep to themselves. =or those !ho finish earl , the !ill be allo!ed to read a boo-, or begin pac-ing up for the end of the da .

1eferences:
"Branches of Government Background Information for Teachers and Parents." ,rain*O* "ducators ,ranches of @overnment ,ac-ground 'nformation for 1eachers and *arents &omments. N. .! n.d. "e#. 01 $ar. 2014.

http://prezi.com/vbnpdyv__bps/three-branches-of-government/

Revised 1.20.14