SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Elizabeth Smelski_________________________________________________________

Thematic Unit Theme/Title/Grade Level: 3 Branches of Government/Tree Branches of Government/Grade 3
Wiki space address: _http://ucfgr3branchesofgovernmentsp15th.weebly.com/_________________________
Daily Lesson Plan Day/Title: _Day 1 Intro to the Branches of Government_________________________
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbe
abletodoattheendofthislesson?
Besuretosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

Studentswillunderstandthe3BranchesofGovernmentandwhateachbranchis
responsiblefor.

LearningObjectives:
1. ThestudentwillknowthattheUnitedStatesGovernmentiscomposedof3
differentbranchesofpower.
2. Thestudentwillbeabletoidentifythatthedivisionofpowercamefromthe
UnitedStatesConstitution.
NCSStheme(s):
3BranchesofGovernment
CommonCoreStateStandard(s):

LAFS- LAFS.3.RF.4.4 Read with sufficient accuracy and

fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate
rate, and expression successive readings.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
LAFS- LAFS.3.W.3.8 Recall information from experiences or
gather information from print and digital sources; take brief notes
on sources and sort evidence into provided categories.

NextGenerationSunshineStateStandards:

SS.3.C.1.1 - Explain the purpose and need for government.

SS.3.C.3.1 - Identify the levels of government (local, state,

federal).

Assessment

Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,
journalentries,collaborative
planning/presentationnotes,etc.

SS.3.C.3.4 Recognize that the Constitution of the United States

is the supreme law of the land
SS.3.C.1.3 Explain how government was established through a
written Constitution
UnitPreAssessment:
15questiontest(10multiplechoicequestionsand5true/falsequestions)willbeadministered
afewweekspriortobeginningtheunit.

UnitPostAssessment:

Same15questiontestwillbeadministeredaftertheunithasbeentaught.

Ongoingdaily(progressmonitoring)Assessment:
StudentswillbefillingouttheTreeBranchesofGovernmentFoldableeachdaywithnew
information.Thefoldablecanbecollectedandreviewedbytheteacherorsimplyobserved
whilethestudentsareworkingonthemaftereachdayslesson.
Studentswillusescaletoshowtheirownunderstandingofmaterialsofar.Selfratingwillbe
usedasaselfassessmentbythestudentsandfortheteachertoseehowwellthestudentsare
graspingthenewmaterial.Todayisthefirstdayandeverythingisnew,soexpectalower

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

ratingonthescaleandshouldseeimprovementthroughouttheweek.

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

1.

2.

Introduction of the 3 branches of government and review Federal Government, State

Government, Local Government (5 minutes)
Introduce the lesson by reminding the class that we have been discussing different
levels of government. In the past weeks, weve learned about the local government,
the state government, and now we are going to look at the federal government. Ask,
Does anyone know what the federal government has authority over? If students are
stumped, hint at the fact local government was the local area, state government had
authority over the whole state, and that would mean the federal government has
control over
Use scale to self-assess knowledge of new subject
After establishing what the federal government is, ask the students to rate themselves
on their own scale with where they think they are in their understanding of the topic.
As the students do that, walk around an see where each students scale is and gather a
general idea of where the class is starting (there are also the results from the pre-test to
use for this).

3.

Brain Pop Video (5 minutes)

To introduce the topic, play the Brain Pop video on the 3 branches of government
located at the link in the resources section of this lesson plan. Express the need for
students to pay attention to what each branch of government is responsible for. After
the video, well be playing a game about each branchs different responsibilities.

4.

Game on IWB (15 minutes)

Pull up the game onto the IWB from either link in the resources section; you can
access it directly from the Brain Pop video page as well. Demonstrate how the game
works by picking a piece from the bottom and dragging it into the correct category,
one of the three branches. Pick a piece at the bottom and read it out to the class.
Discuss briefly what it means, going over any difficult vocabulary. Try to simplify
vocabulary for more understanding, especially for ESOL students. Then have a

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

volunteer come up to place it in the proper category based on what they know so far.
Continue until the game is done. If the students get stuck on a particular piece, try to
help and give hints by explaining what it means. If they cant solve it, go over who
would be responsible for it.

5.

Three Government Branches Poem (5 minutes)

Pull up the Three Government Branches poem on the IWB (file can be located on the
computer, also available at the link provided in the resources). Pass out a copy of the
poem to each student so that they can read along on that as well as with the IWB. This
also will allow them something to practice and review later on; a good ESOL and ESE
strategy. Point out the sections of the poem that talk about the different branches of the
U.S. government.

6.

Creation of Tree Branches of Government Folder/Foldable (25 minutes)

Show the Tree Folder Foldable and display it at the front of the class. Pass out buckets
of supplies to the groups of students and start explaining the directions for making the
Tree Foldable. First they will draw a tree trunk with three branches on brown paper.
Then draw three leafy tree sections on the green paper. After cutting them out, glue
together the tree on the outside of the folder (folder can be pre-made or they students
can make one from a large piece of construction paper). This will be a folder they can
store their handouts and printable in for the unit as well as be a study guide itself.
Each branch needs to be labeled with a branch of government. Show teacher example
as a model. This foldable will be used to take notes on as well as store notes on the
subject; it will be utilized as an assessment tool, a graphic organizer, and a study
guide.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

7.

Resources/Materials

School House Rock video on the 3 Branches of Government - use IWB (3 minutes)
Safeshare link of this video is in the resources section. Play the video and have
students watch it as well as begin filling in their Tree Branches of Government
foldable.
8. End with the Three Branches of Government Poem again (2 minutes)
If time permits, go through the poem again having the students read/sing along.
9. Use scale to self-assess knowledge of new material
Have students look at the personal scales again and re-self-assess themselves. Walk
around and observe if students are moving their paper clip at all. This is just the
introductory day, so they wont have a firm grasp on the subject yet.
Brain Pop Video from:
https://www.brainpop.com/socialstudies/usgovernmentandlaw/branchesofgovernment/
School of Rock video 3 Branches of Government safeshare link:
http://safeshare.tv/w/LqTfzNzdWE
Three Branches of Government Poem, 1 for each student and digital copy for IWB from:
http://www.3rdgradegrapevine.blogspot.com/2013/03/fraction-game-task-cards-andmanic.html
Branches of Government Game from:
https://www.brainpop.com/games/branchesofgovernment/ or
http://www.sheppardsoftware.com/usa_game/government/branches_government.htm
Materials for foldable: construction paper, markers, scissors, glue

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.
Thisstandardwillbemetovera3weekperiodwiththisUnitPlanonthe3branchesofthefederalgovernmentbeingthefinal
part.

SS.3.C.3.1 - Identify the levels of government (local, state, federal).

FiledtripandextensionDigitalfieldtripscouldbeincorporatedwithwebsitesoftheWhiteHouse,Congress,andtheSupreme
Court.Thiswouldallowthestudentstoseewhattheyarestudyinginarealworldfashion.