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Studentswillunderstandanddescribethestructureandfunctionsofthethreebranches
ofthegovernmentswrittenintheConstitution.
LearningObjectives:
1. Studentswillbeabletouseadditionandsubtractionwithin100tosolve
oneandtwostepwordproblems.
2. Studentswillbeabletoaddandsubtractusingconcretemodelsor
drawingsandstrategiesbasedonplacevalue.
3. Studentswillbeabletoaskandanswerquestionsaboutwhataspeaker
saystoclarifycomprehension,gatherinformation,ordeepen
understandingofatopicorissue.
4. Studentswillbeabletoparticipateincollaborativeconversationswith
diversepartnersaboutgrade2topicsandtextswithpeersandadultsin
smallandlargergroups.
5. Studentswillbeabletoexplaintheconsequenceoftheabsenceofrules
andlaws.
6. Studentswillbeabletoexplainwhypeopleformgovernments
7. Studentswillbeabletorecognize symbols, individuals, events,
and documents that represent the United States.
8. Students will be able to ask "how do you know?" in
appropriate situations and attempt reasonable answers
when asked the same question by others
NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
NCSStheme(s):
Power,Authority,andGovernment
FloridaStandard(s):
Cuttingandpastingfromthe
websiteisallowed.
http://www.cpalms.org/Public/
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
Assessment
UnitPreAssessment:
Howwillstudentlearningbeassessed?
Preassessmenttwoweeksinadvance.Traditionalpencil&paperassessment.This
buildsintimefortheteacherstotailortheirinstructiontotheneedsoftheirstudents;
takingtheirstrengthsandweaknessesintoconsideration.
Authentic/Alternativeassessments?
Doesyourassessmentalignwithyour
objectives,standardsandprocedures?
Informalassessment(multiplemodes):
participationrubrics,journalentries,
collaborativeplanning/presentationnotes,
etc.
UnitPostAssessment:
Postassessmentafterunitiscompleted.Traditionalpencil&paperassessment.
Thisallowsteacherstocomparedata,betweenthepretestandposttest,and
seewhatthestudentshavemasteredandstillcouldusemorereviewon.
Ongoingdaily(progressmonitoring)Assessment:
. ReviewwhatstudentshavelearnedonthepreviousdaysbyusingaKahootquizand
useitemsintheinteractivebriefcasetoreviewwhatstudentshavelearnedinthe
previousdays.
LearningScale:
1
2
3
4
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Completely
Icompletely
understandand
understandand
understandand
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candescribethe
candescribethe
describethe
thestructureand
structureand
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functionsofthe
functionsofthe
functionsofthe
threebranchesof
threebranchesof
threebranchesof
threebranchesof
thegovernment
thegovernment
thegovernment
thegovernment
writteninthe
writteninthe
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writteninthe
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
Constitution.
Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL
http://teachsocialstudies.wikispaces.com/fi
le/view/ESOLStrategiesComprehensibleIn
struction.pdf/42902857/ESOLStrategiesCo
mprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)
http://www.udlcenter.org/aboutudl/ud
lguidelines/udlguidelines_graphicorga
nizer
Constitutionwith
supportfrommy
peersandteacher
Constitution.
Constitutionand
canteachapeer
abouttheU.S.
Constitution.
1. Review: Have students take out their ipads, open up to Kahoot, and enter the
group code that is projected on the board.
ESOL: 4, 6, 15
ESE: 1.1, 1.3, 2.5, 3.1, 3.2, 5.3, 4.1, 4.2, 7.2, 9.1, 9.2
2. Review what we have already learned by asking can anyone remind me what
the constitution is and why it is important?
ESOL: 1, 3, 4, 6, 13, 14, 22, 36
ESE: 2.4, 3.3,3.4
3. Follow this discussion by saying So, we have three branches of governments,
we discussed one yesterday. Turn to your elbow partner and discuss what you
remember about the Executive branch of government, you may use your tree
activity to help jog your memory.
ESOL: 1, 2, 3, 6, 10, 12, 13, 14, 15, 47
ESE: 2.4, 3.2, 3.3
4. Then have students from each table share to the class what they remember and
what they found interesting from the lesson yesterday.
ESOL: 2,3, 5, 6, 10, 13, 15, 22, 36,
ESE: 2.4, 3.3
5. Restate that the executive branch makes sure the laws are obeyed and today
we are going to focus on the branch of government that makes the laws; the
legislative branch.
ESOL: 4, 5, 11, 12, 13, 14, 15, 20
ESE: 3.1, 3.2, 3.3, 3.4
6. Class discussion on what are some of the US laws you can think of and why
are they important?
ESOL: 1, 2, 3, 4, 6, 10, 11, 12, 14, 44
ESE: 2.4, 3.1, 3.3, 3.4
7. Open up my glogster about the legislative branch and go through each of the
sections beginning by discussing the different parts of this branch and then
going into how a bill becomes a law.
http://dominiqueb13.edu.glogster.com/legislative-branch-of-government/
A. State that the Legislative Branch is made up of the Congress which is
then made up of the House of Representative and the Senate.
B. Discuss how many members are in each section and how these
members come to be.
C. Go to the link in the House of Representatives Seal and look over
and show the specific representative for our specific county.
D. Go over How to contact our Senator and allow students to
understand that they can reach these people and write a letter if they
want (this could possibly be incorporated into another lesson on how
to write a letter).
E. Play the video How a Bill becomes a law
F. Click on Albert and review the basic outline of how a bill becomes a
law.
G. Finally, go individually through the random questions on the glogster
and ask students what they think the answer will be and then show the
answer and have a class discussion to help clarify these thoughts.
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
ESOL: 1, 2, 3, 4, 5, 6, 8, 11, 12, 14, 15, 17, 20, 22, 27, 30, 36, 37
ESE: 1.1, 1.3, 2.1, 2.2, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 5.3, 6.3
.
8. Students will then transition into groups and complete the Centers Contract
to inform the teacher what station they completed.
ESOL: 18, 19, 20, 32, 25
ESE: 6.2, 7.1, 9.3
9. Students will have the choice to decide between the board game and the math
worksheet, but students must do the tree activity.
A. Create a Board game on how a Bill Becomes a Law
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
Resources/Materials
Resources
Kahoot.it
https://play.kahoot.it/#/k/107da084-7316-461b-9352-0b9cea60bfab
Glogster
http://dominiqueb13.edu.glogster.com/legislative-branch-of-government/
I civics
https://www.icivics.org/curriculum/legislative-branch
Materials
One device per person
7 pieces of construction paper
140 paper cut outs for board game spaces
7 glue sticks
7 scissors
7 packs of markers
One Centers Contract per person
One Legislative Branch math worksheet per 2 people
Pencil
Base Ten student set of 31 per 2 people
One tree activity per person.