TOPIC DETAILS CK Name Allison Carlson Subject Social Studies Grade Level 4th Date/Duration 90 minutes (2 class periods) Big Ideas Principles and significant documents shape local, state, and national government. Essential What are the principles and ideals of government? Questions What is the state government and who is involved? What is the local government and who is involved? What is the national government and who is involved? What significant documents shape our government? PA/Common Standard - 5.1.4.C- Explain the principles and ideals Core/Standards shaping local and state government (Liberty/Freedom, Democracy, Justice, Equality) Standard - 5.3.4.D- Identify positions of authority at the local and state, and national level. Standard - 5.1.4.D- Identify key ideas about government found in significant documents (Declaration of Independence, United States Constitution, Bill of Rights) Objective Fourth grade students will identify and analyze the difference between local, state, and national Bloom's government with 90% proficiency. Taxonomy Students in fourth grade will identify the important documents that shape our government 8 out of 10 Webb's Depth of times. Knowledge (DOK) Formative & Formative: Students will be given a completed graphic Summative organizer. They will verbally explain what each section Assessment of the graphic organizer is and how it shows the Evidence differences between local, state, and federal government. Summative: At the end of this lesson students will create a project that ties in the different level of governments (local, state, federal), and the past lessons on the three branches of government and one regions local government. They will present their project to the class and be graded based on a rubric. ISTE Standards 7b- Students use collaborative technologies to work for Students with others, including peers, experts or community members, to examine issues and problems from Framework for multiple viewpoints 21st Century 7c- Students contribute constructively to project teams, Learning assuming various roles and responsibilities to work effectively toward a common goal Accommodation Taylor will be allowed to work independently using s, Modifications technology to complete her work instead of working with her classmates. Taylor will work in her own space that is free from danger. The door will be shut and locked and the windows will be kept to her liking. She will feel safe at all times. Taylor will be provided with a bed at the nurses office if she is overtired. She can go down at any point and take a nap because no learning will occur if she is tired. Taylor will be provided with a dry erase calendar on her desk that keeps track of her assignments so she knows what she must get done to keep her stress at a minimal level. SUPERVISING TEACHERS SIGNATURE
Seton Hill University Lesson Plan Template Step-by-Step
Procedures RATIONALE for CK the Learning Plan Introduction Activating Prior Knowledge I will ask students if they know what the difference is between the governments. I will ask students if they have heard of different members of local, state, and federal government (ex: mayor, governor, president) Hook/Lead-In/Anticipatory Set I will read the book The Bill of Rights: It Cant be Wrong by Carole Marsh I will read a second book the Cornerstones of Freedom: The U.S. Constitution by Michael Burgan Students will listen to the stories and think about what part of government the Constitution and The Bill of Rights belong to and how they affect our rights and principles. Explicit Big Idea Statement Instructions Principles and significant documents shape local, state, and national government. Essential Questions Statement What are the principles and ideals of government? What is the state government and who is involved? What is the local government and who is involved? What is the national government and who is involved? What significant documents shape our government? Objective Statement In class, you will identify and analyze the difference between local, state, and national government. During class, you will identify the important documents that shape our government. Transition Students will limbo back to their seats Key Vocabulary Government Local State Federal/National Principles/ideals (Liberty/Freedom, Democracy, Justice, Equality) Documents (The Constitution, The Bill of Rights) Three branches of government (previous lesson) Lesson Pre-Assessment of Students Procedure Students will fill out a KWL chart for each type of government (local, state, federal). They can work with their table when filling in the chart. Modeling of the Concept Teacher will explain the differences in the governments by using visuals and short video clips. They will talk about the voting process and how people can elect local, state, and federal officials. They will give a presentation on who is in office now and what they have accomplished or hope to accomplish. Teacher will then explain why the principles and ideals (Liberty/Freedom, Democracy, Justice, Equality) are important for each citizen and how government shapes these ideals. Teacher will also present how the Constitution and the Bill of Rights affects citizens lives and the role that the governments play in those important documents. The teacher will model her project that the students will be completing for the summative assessment. Guiding the Practice 1. I will assist students as they work on their projects. I will walk around and answer any questions they may have. Some questions I will ask are how does this relate to the objectives? Tell me one thing you learned and one thing you do not fully understand? 2. Students will complete the Webquest: Great Government for Kids: Your State and Federal Government from the website http://www.cccoe.net/govern/webquestintro.html This will allow students to read a book about how our government was formed and about the organization of our government. 3. We will take a field trip to the National Constitution Center in Philadelphia, PA. Students will tie in all the information they have learned about the government and write a reflection piece. Providing the Independent Practice Students will write a short paragraph about their trip and about what they have found most interesting from this lesson. They will also give one suggestion as what the teacher should do differently. Transition Students will find a classmate and give one piece of information about the level of government of their choice. Reading The Bill of Rights: It Cant be Wrong by Carole Marsh Materials Cornerstones of Freedom: The U.S. Constitution by Technology Michael Burgan Equipment YouTube Supplies Smartboard Computer http://www.cccoe.net/govern/webquestintro.html National Constitution Center o 252 Arch Street, Philadelphia, PA 19106 Telephone: 215-409-6600 Email: groupsales@constitutioncenter.org Website: constitutioncenter.org Craft supplies Pens/pencils Evaluation of Formal Evaluation the Students will be given the same graphic organizer from Learning/Master the beginning of the lesson but nothing will be filled out. y of the Students must use their knowledge from the lesson and Concept fill it out. They will work alone during this evaluation. Informal Evaluation I will observe my students using a checklist while having a class discussion and small group discussion. I will also observe how they met the objectives while discussing. Closure Summary & Review of the Learning Students will relate their project to the objective and essential questions. Students will relate the field trip to the objectives and the lesson. Students will play a Kahoot review game preparing for their unit test. Homework/Assignments Create 2 questions that you would like to see on the unit test Teacher N/A Self-reflection