Lesson Plan 2: CONCEPT  Name: Brittney Pearson Grade Level: 5th

Concept: Government (the powers and duties of the three branches of government)

Alabama Course of Study Standard(s): (Grade 5: 9.) Explain how inadequacies of the Articles of Confederation led to the creation and eventual ratification of the Constitution of the United States.

Describing major ideas, concepts, and limitations of the constitution of the United States, including duties and powers of the three branches of government.

National Standards: VI. Power, Authority, and Governance. Learners will develop an understanding of the principles, processes, structures, and

institutions of government, and examine how power and authority are or have been obtained in various systems of government.

Learners will develop an understanding of the basic elements of government in the United States: executive, legislative, and judicial authority.

Describe the specific educational technology that the teacher will use in this lesson plan. The interactive white board will be used in the exploratory and invention phase. During

the exploratory phase a power point will be used to go over the KWL chart. During the invention phase a power point will be used to introduce the lesson and guide the lesson. Microsoft Word will be used to create the checklist and the rubric.

Explain how the students will use technology to engage in the lesson. Student will use the internet on the classroom computers and the Kenios to complete the

skit for the two legislative groups. They will be using Microsoft word to type their laws.

Cooperating Teacher’s Approval:

Teacher’s Signature: ________________________ Date: ________________________

Exploration: (Contains student activities that focus attention, diagnosis student prior learning and relate previous learning to new experience.)

Objective:Students will be able to demonstrate prior knowledge about the duties and powers of the three branches of government by

Procedures:1. Teacher will begin by showing the example of a KWL chart on the power point (Attachment A).2. Explain what each letter

Assessment:Teacher will monitor students while they fill in the ‘K’ and ‘W’ part of their individual KWL chart. A checklist (Attachment B)

using KWL chart and filling in the ‘K’.

Materials:

1. Large white board2. Checklist

(Attachment B)3. Power Point

(Attachment A)4. 20 pieces of copy

paper5. 1 big chart paper

with KWL chart already created

6. 20 pencils7. 1 big marker

stands for on the KWL chart.

The ‘K’ stands for what you know.

The ‘W’ stands for what you want to know.

The ‘L’ stands for what you want to learn.

3. Give students a piece of blank copy paper for them to be able to create their individual KWL chart.4. Give students 3 minutes to fill in the ‘K’ and ‘W’ (individually).5. As a whole group use at least what 5 students wrote for the ‘K’ to put on the ‘K’ part of the big KWL chart.6. Use at least what 5 different students wrote for the ‘W’ to put on the ‘W’ part of the big KWL chart.

will be used as a guide to assess:

Did they fill in the ‘K’ part of the KWL chart.

Did they fill in the ‘W’ part of the KWL chart.

Invention: (Contains student activities that are appropriate and meaningful. These provide explanation, provide examples, and provide closure.

Objective:Students will be able to design a skit that interprets the duties and powers of the branch of government they are given.

Materials:

1. Power Point2. Checklist

(Attachment C)3. Sheet of groups for

the skits (Attachment D)

4. Instructions for

Procedures:1. Introduce the lesson and briefly outline the procedures for the Invention and Expansion phases.2. Explain how the lesson relates to their lives:

Legislative branch: The person that takes the idea to the congress person can be any American Citizen. Student’s parents or guardians.

Executive branch: If 51 senators vote on

Assessment:Teacher will monitor groups as they work. A checklist (Attachment C) will be used as a guide to assess:

Did the skit correctly portray the duties and powers of the given branch of government.

Did they complete the assignment.

Did they participate in the skit.

Legislative groups (Attachment E)

5. Examples for Legislative groups (Attachment F)

6. Instructions for Executive groups (Attachment G)

7. Bills for Executive groups (Attachment H)

8. Instructions for Judicial groups (Attachment I)

9. Scenarios for Judicial groups (Attachment J)

10. A sheet with the “Bill of Rights” (Attachment K)

the bill it goes to the President. American Citizens vote for a President that will be in favor of what they are in favor of. Student’s parents and guardians can vote.

Judicial branch: This branch decides if laws are constitutional or not and it also is the deciding factor in other court cases.

3. Divide the class into predetermined groups (Attachment D).4. Give instructions for Legislative skit (Attachment E).

Give two examples of laws (Attachment F)

Tell them to meet as a group and then create a law using the instruction sheet and the examples as a guide.

Then the students will go to the computer and use Microsoft Word to type and then they will print the created law.

5. Give instructions for Executive skit (Attachment G)

Students will be given bills that the teacher will create (Attachment H)

Tell students to meet

in groups and decide if they want to veto the law or accept and why.

6. Give instructions for Judicial skit (Attachment I)

Student will be given a scenario(Attachment I) and a sheet with the “Bill of Rights” (Attachment K)

Students will look at the scenario and will decide if it is unconstitutional or not using the “Bill of Rights” as a guide.

7. Give students 25-30 minutes to complete the activity.8. Students will come back to whole group.9. Legislative groups will present their skit.

Group one then two10. Discuss group one’s skit. “Would the president accept or veto this?” “Is the law unconstitutional?”

Discuss group two’s skit. “Would the president accept or veto this?” “Is the law unconstitutional?”

11. Executive groups will present their skit.12. Discuss group one’s skit. “Did they make the constitutional choice?”

Discuss group two’s skit. “Did they make the constitutional

choice?”13. Judicial groups will present their skit.14. Discuss group one’s skit. “Did they make the constitutional choice?”

Discuss group two’s skit. “Did they make the constitutional choice?”

Closure: Have a whole class discussion on what they have found and what they are wondering. As a class they will review what they have learned and the teacher will clarify any misunderstandings.

Expansion: (Contains student activities that provide practice, provide application, and evaluate student understanding and learning.)

Objective:Students will be able to retell what they have learned by filling in the ‘L’ part of the KWL chart.Students will be able to organize and graph what they have learned on a “Three Branches of Government” graphic organizer.

Materials:

1. Students KWL chart they created

2. Large class KWL chart

3. 20 pencils4. 1 large marker5. 20 graphic

organizers (Attachment L)

6. Power Point

Procedures:1. Give student 5 minutes to fill out the ‘L’ part of their individual KWL charts.2. Ask at least 5 students what they put on their chart in the ‘L’ part and then add that to the big class KWL chart.3. Hand out the “Three Branches of Government” graphic organizer (Attachment L)4. Explain what they are to do on the organizer.5. Give students 15 minutes to complete the organizer.6. Walk around and monitor7. Come back to whole group and discuss what they put on their graphic organizer.

Assessment:A rubric will be used to assess students on the following information:

Rubric:(Attachment M)

7. Rubric (Attachment M)

 Complete List of Lesson Plan References (include all references from any source).

Sources from Power Point:

Bednarz, S. W., Cortes, C. E., Jennings, C., Schug, M. C., Viola, H. J., & White, C. S. (2005). Social Studies United States History: Early Years. Boston, MA: Houghton Mifflin.

Big Governemnt. Small Brains. Dumb Laws. (2013) The Dumb Network, LLC. Retrieved (March 10, 2013) from http://www.dumblaws.com/

Brown, E. G. (2011). California Department of Motor Vehicles. Retrieved (March 10, 2013) from http://www.dmv.ca.gov/pubs/vctop/d11/vc22450.htm

Gorman, J. L. (2005). Our Government Leaders: Judge. Milwauke, WI: Weekly Reader Early Learning Library.

Gorman, J. L. (2005). Our Government Leaders: Member of Congress. Milwauke, WI: Weekly Reader Early Learning Library.

Heath, D. (1999). The Congress of the United States. Mankato, MN: Capstone High/Low Books.

Kestly, A. (2013). Teaching Kids About the Three Branches of the U.S. Government. Demand Media, INC. Retrieved (February 15, 2013) from http://www.ehow.com/info_8394859_teaching-kids-three-branches-government.html

White, D. (2011). U.S. Government. Social Studies for Kids. Retrieved (March 10, 2013) from http://www.socialstudiesforkids.com/subjects/government.htm

Power Point, Student Handouts, Rubrics: Attach copies of a PowerPoint if it is used in the procedure. Also, student handouts, rubrics and similar materials mentioned in the procedure must be attached with the lesson plan and cross-referenced.

Attachment A: (Power Point)

Attachment B Explore Phase (Checklist)

Exploratory Checklist

Name Completion of the ‘K’ part of the KWL

chart.

Completion of the ‘W’ part of the

KWL chart.Frank

Deanna

Tykeria

Jamya

MiAngel

Don

Leaudry

Keyterrious

Jamarcus

Emmanuel

Mackenzie

Elijah

Jalliyah

Destiny

Octavian

Kameron

Ian

Amillion

Rosa

Issac

Attachment C

Invention Phase (Checklist)Invention Checklist

Name Skit correctly portrayed the duties

and powers of the given branch of

government.

Completion of the assignment.

(Participated in skit).

Frank

Deanna

Tykeria

Jamya

MiAngel

Don

Leaudry

Keyterrious

Jamarcus

Emmanuel

Mackenzie

Elijah

Jalliyah

Destiny

Octavian

Kameron

Ian

Amillion

Rosa

Issac

Legislative Group 1:

Deanna

Don

Emmanuel

Octavion

Legislative Group 2:

Jamya

Rosa

Keyterrious

Executive Group 1:

MiAngel

Mackenzie

Kameron

Issac

Executive Group 2:

Jalliyah

Jamarcus

Ian

Judicial Group 1:

Tykeria

A’Million

Frank

Judicial Group 2:

Leaudry

Destiny

Elijah

Attachment D Invention Phase (Groups)

Groups

Attachment E:Invention Phase(Instruction)

Legislative Instructions

The following will be characters:o Idea Persono Congress persono Committeeo House of Representativeo Senator

1. The group will create a bill, guided by teacher’s examples (Attachment F)

2. Then the Congress person will type up the bill in Microsoft Word and print it off.

3. For the Skit:o The Idea person goes to the Congress person and suggests the

idea for the bill.o The Congress person goes to the committee and pleads a case

for the bill to become a law.o The committee goes to the House of Representative and the

Senator and they vote on the bill.

4. Practice!!

Attachment F: Invention Phase (Example)

Example 1:

2004 Federal Law – Requires that all schools with federal funding provide a course to all students on

the Constitution on Constitution Day September 17.

Example 2:

22450. (a) The driver of any vehicle approaching a stop sign at the entrance to, or within, an intersection shall stop at a limit line, if marked, otherwise before

entering the crosswalk on the near side of the intersection.

Attachment G:Invention Phase(Instruction)

Executive Instructions

The following will be characters:o Presidento Vice-Presidento Agencies

5. The group will look at a bill (the teacher provides, Attachment H).

6. Then decide whether or not it should be made a law.

7. For the Skit:o The President will converse with the Vice-President and they

will discuss whether or not the bill should be a law and give reasons.

o The President will then go to the agencies and discuss whether or not the bill should be made a law.

o The President will say whether the bill will be accepted or vetoed and what will happen next.

8. Practice!!

Attachment H: Invention Phase (Example)

Bill 1:

It is legal to drive down a one-way street if you have a lantern attached to the front of your

automobile.

Bill 2:

Eating while swimming in the ocean is illegal.

Attachment I :Invention Phase(Instruction)

Judicial Instructions

The following will be characters:o Everyone will be a judge.

9. The group will look at a law (the teacher provides, Attachment J).

10. Then decide whether or not is unconstitutional.

11. For the Skit:o Judges will look at a law and will decide if it is unconstitutional.o Judges will use the “Bill of Rights” as a guide (Attachment K).o Once the decision has been made judges must give reasons using the

“Bill of Rights” as to why or why not the law is unconstitutional.

12. Practice!!

Attachment J: Invention Phase (Example)

Law 1:A person accused of stealing pencils must wait 1 year before having a

trial.

Law 2:The house of a person accused of stealing binders may only be searched

by authorities with a judge appointed warrant.

Attachment K: Invention Phase (Bill of Rights)

Constitution of the United StatesBill of Rights

The following is a transcription of the first 10 amendments to the United States Constitution. Called the "Bill of Rights", these amendments were ratified on December 15, 1791.

I. Freedom of Speech, Press, Religion and Petition

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

II. Right to keep and bear arms

A well-regulated militia, being necessary to the security of a free State, the right of the people to keep and bear arms, shall not be infringed.

III. Conditions for quarters of soldiers

No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law.

IV. Right of search and seizure regulated

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or

affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

V. Provisons concerning prosecution

No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use without just compensation.

VI. Right to a speedy trial, witnesses, etc.

In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense.

VII. Right to a trial by jury

In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury shall be otherwise reexamined in any court of the United States, than according to the rules of the common law.

VIII. Excessive bail, cruel punishment

Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.

IX. Rule of construction of Constitution

The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.

X. Rights of the States under Constitution

The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.

LegislativeBranch

ExecutiveBranch

JudicialBranch

Purpose: Purpose: Purpose:

Two Houses: Leader: Leading Body:

Number in each body today: How selected: How selected:

Attachment L: Expansion Phase (Graphic Organizer)

Attachment M: Expansion Phase (Rubric)

Objective: Students will be able to retell what they have learned by filling in the ‘L’ part of the KWL chart.Students will be able to organize and graph what they have learned on a “Three Branches of Government” graphic organizer.

Student Name:____________________________ Final Score:________out of 60

15 pts. 10 pts. 5 pts.

KWL chart Fully completed: All three parts K,W,

and L

Completed only two parts.

Completed only one part.

Legislative Branch Fully completed: all three boxes.

Completed only two boxes.

Completed only one box

Executive Branch Fully completed: all three boxes.

Completed only two boxes.

Completed only one box.

Judicial Branch Fully completed: all three boxes.

Completed only two boxes.

Completed only one box..

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