UNIT TITLE: The Three Fabulous Branches of Our Government |
 |
Author: Vicki Risley
E-Mail address: [email protected]
School: Harnew Elementary: Oak Lawn, IL.
THEME:
Three Branches of Government
BROAD CONCEPT: Citizenship
and Responsibility
GRADES: Fourth Grade
INTEGRATED SUBJECTS:
Social Studies, Math, Computers, Art, Language Arts and Music
UNIT GOALS AND PURPOSE:
The current fourth grade Social Studies curriculum does not contain a lot of information on the three branches of government. Since students are expected to have some information on this topic for ISAT testing, the goal of this unit is to increase knowledge in the areas of these three government branches. Evaluations of this knowledge will be ongoing with a culminating project at the end of the unit. All evaluations will be performance based and will be assessed using a rubric. The projects will follow the model of engaged learning this will allow students to work with others, have input on their learning and present their information to other classmates.
The purpose of this unit is to carry on a lifetime lesson in citizenship and responsibility. Students will gain knowledge and appreciation for the three branches of government and the state in which they reside. As they study the various aspects they will heighten their awareness of Federal and State government. My hope is to develop a love of country and a realization of the responsibility of every citizen.
TIME FRAME:
Fifteen-day unit of two or more activities per day.
OBJECTIVES:
In this lesson students will
MATERIALS: |
 |
General materials and equipment
· graphic organizers
· note cards
· writing tools / crayons, markers
· three branches of government worksheets / activities available on the web
· Books listed below
· Reference maps
· State outlines
· M & M’s
· Dough (2 cups smooth peanut butter, 2 ½ cups powdered milk, 2 ½ cups powdered sugar, 2 cups white corn syrup).
· Balance scales
· Gram weights (pre selected)
· Tag board
· Scissors
· Note cards
· Unit
· TV / VCR
· Transparencies
| Technology tools (computer hooked up to internet, overhead projector system, printer) |  |
· Desktop Publishing
· Word Processing (Microsoft Word)
· CD-ROM Encyclopedia (Presidential Trivia)
· Multimedia (Kid Pix) / Government Video
· Spreadsheet (Excel includes various charts/graphs, Cruncher)
· Brainstorming (Inspiration)
· Database (Microsoft Access)
STATE STANDARDS ADDRESSED BY THIS UNIT:
1.B.2a Establish purposes for reading; survey materials;
ask questions; make predictions; connect, clarify and extend ideas.
1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension.
1.B.2c Continuously check and clarify for understanding (e.g., in addition to previous skills, clarify terminology, seek additional information)
1.B.2d Read age-appropriate material aloud with fluency and accuracy.
1.C.2a Use information to form and refine questions and predictions.
1.C.2b Make and support inferences and form interpretations about main themes and topics.
1.C.2c Compare and contrast the content and organization of selections.
1.C.2d Summarize and make generalizations from content and relate to purpose of material.
1C.2f Connect information presented in tables, maps and charts to printed or electronic text.
2.A.2c Identify definitive features of literary forms (e.g., realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms).
2.B.2a Respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts.
3.A.2 Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation.
3.B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting).
3.B2b Establish central idea, organization, elaboration and unit in relation to purpose and audience.
3.B.2c Expand ideas by using modifiers, subordination and standard paragraph organization.
3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication.
3.C.2a Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements).
3.C.2b Produce and format compositions for specified audiences using available technology.
4A.2a Demonstrate understanding of the listening process (e.g., sender, receiver, message) by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations.
4.A.2b Ask and respond to questions related to oral presentations an messages in small and large group settings.
4.A.2c Restate and carry out a variety of oral instructions.
4.B.2a Present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message within a suggested organizational format.
4.B.2b Use speaking skills and procedures to participate in group discussions.
4B.2c Identify methods to manage or overcome communication anxiety and apprehension (e.g., topic outlines, repetitive practice).
4.B.2d Identify main verbal and nonverbal communication elements and strategies to maintain communications and to resolve conflict.
5.A.2a Formulate questions and construct a basic research plan.
5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web=sites, CD/ROMs).
5.B.2a Determine the accuracy, currency and reliability of materials from various sources.
5.C.2a Create a variety of print and nonprint documents to communicate acquired information for specific audiences and purposes.
5.C.2b Prepare and deliver oral presentations based on inquiry or research.
6.b.2 Solve one – and two-step problems involving whole numbers, fractions and decimals using addition, subtraction, multiplication and division.
6.C.2a Select and perform computational procedures to solve problems with whole numbers, fractions and decimals.
7.A.2a Calculate, compare and convert length, perimeter, area, weigh / mass and volume within the customary and metric systems.
7A.2b Solve addition, subtraction, multiplication and division problems using currency.
8.A.2b Construct and solve number sentences using a variable to represent an unknown quantity.
10A.2a Organize and display data using pictures, tallies, tables, charts, bar graphs, line graphs, line plots and stem-and-leaf graphs.
10A.2b Using a data set, determine mean, median, mode and range, with and without the use of technology.
10A.2c Make predictions and decisions based on data and communicate their reasoning.
10B.2a Formulate questions of interest and select methods to systematically collect data.
10.B.2b Collect, organize and display data using tables, charts, bar graphs, line graphs, circle graphs, line plots and stem-and-leaf graphs.
10.B.2c Analyze the data using mean, median, mode and range, as appropriate, with or without the use of technology.
10B2d Interpret results or make relevant decisions based on the data gathered.
10.C.2a Calculate the probability of a simple event.
10.C.2b Compare the likelihood of events in terms of certain, more likely, less likely or impossible.
10.C.2c Determine the probability of an event involving “and”, “or” or “not”.
14.A.2 Explain the importance of fundamental concepts
expressed and implied in major documents including the Declaration of
Independence, the United States Constitution and the Illinois Constitution.
14.B.2 Explain what government does at local, state and national levels.
14.C.2 Describe and evaluate why rights and
responsibilities are important to the individual, family, community, workplace,
state and nation.
14.D.2 Explain ways that indiduals and groups influence and shape public policy.
14.F2 Identify consistencies and inconsistencies between expressed U.S. political traditions and ideas and actual practices.
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.
16.B.2d (US) Identify major political events and leaders within the United States historical eras since the adoption of the Constitution, including the westward expansion, Louisiana Purchase, Civil War, and 20th century wars as well as the roles of Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, and Franklin D. Roosevelt.
16.B.2c (US) Identify presidential elections that were pivotal in the formation of modern political parties.
16.C2b (US) Explain how individuals, including John Deere, Thomas Edison, Robert McCormack, George Washington Carver and Henry Ford, contributed to economic change through ideas, inventions and entrepreneurship.
16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony / suffrage and Martin Luther King, Jr. / civil rights, in the historical eras of Illinois and the United States.
16.E.2b (W) Identify individuals and their inventions (e.g., Watt/steam engine, Nobel/TNT, Edison/electric light), which influenced world environmental history.
17.A.2a Compare the physical characteristics of places including soils, landforms, vegetation, wildlife, climate, and natural hazards.
17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments.
18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture.
18.B2a Describe interactions of individuals, groups and institutions in situations drawn from the local community.
25.A.2b Drama: Understand the elements of acting, scripting, speaking, improvising, physical movement, gesture, and picturization (shape, line, and level); the principles of conflict/resolution and theme; and the expressive characteristics of mood and dynamics.
25.B.2 Understand how elements and principles combine
within an art form to express ideas.
26.A.2a Dance: Describe processes used to prepare the body as a tool of dance and how visual aids, stories, poetry, props, music and technology are used for performance of dance.
26.A.2b Drama: Describe various ways the body, mind and voice are used with acting, scripting and staging processes to create or perform drama/theatre.
26.A.23 Visual Arts: Describe the relationships among media, tools/technology and processes.
26.B.2b Drama: Demonstrate actions, characters, narrative skills, collaboration, environments, simple staging and sequence of events and situations in solo and ensemble dramas.
26.B.2c Music: Sing or play acoustic or electronic instruments demonstrating technical skill.
26.B.2d Visual Arts: Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing.
27.B.2 Identify and describe how the arts communicate
the similarities and differences among various people, places and times.
N.C.T.M. STANDARDS ADDRESSED BY
THIS UNIT:
v
Understand
numbers, ways of representing numbers, relationships among numbers, and
number systems.
v
Understand
meanings of operations and how they relate to one another.
v
Compute
fluently and make reasonable estimates.
v
Understand
patterns, relations, and functions (using words, tables, and graphs.).
v
Analyze
change in various contexts.
v
Apply
appropriate techniques, tools, and formulas to determine measurements.
v
Formulate
questions that can be addressed with data and collect, organize, and display
relevant data to answer them.
v
Select
and use appropriate statistical methods to analyze data.
v
Develop
and evaluate inferences and predictions that are based on data.
v
Understand
and apply basic concepts of probability.
v Build new mathematical knowledge through problem solving.
v Solve problems that arise in mathematics and in other contexts.
v Apply and adapt a variety of appropriate strategies to solve problems.
v Monitor and reflect on the process of mathematical problem solving.
v
Recognize reasoning and
proof as fundamental aspects of mathematics.
v
Make and investigate
mathematical conjectures.
v
Develop and evaluate
mathematical arguments and proofs.
v
Select and use various
types of reasoning and methods of proof.
v
Organize and consolidate
their mathematical thinking through communication.
v
Communicate their
mathematical thinking coherently and clearly to peers, teachers, and others.
v
Analyze and evaluate the
mathematical thinking and strategies of others.
v
Use the language of
mathematics to express mathematical ideas precisely.
v
Recognize and use
connections among mathematical ideas.
v
Understand how
mathematical ideas interconnect and build on one another to produce a coherent
whole.
v
Recognize and apply
mathematics in contexts outside of mathematics.
v
Create and use
representations to organize, record, and communicate mathematical ideas.
v
Select, apply, and
translate among mathematical representations to solve problems.
v
Use representations to
model and interpret physical, social, and mathematical phenomena.
STUDENT ACTIVITIES WHICH WILL
PROMOTE ENGAGED LEARNING:
Prior to starting the Unit, the
book Chickens May Not Cross the Road and Other Crazy (But Nice) Laws by Kathi
Linz will be read to the students to get them excited about the upcoming
unit on government. Discussions will take place that will generate what students
know and want to learn about government. Chart (K-W) on the board or overhead
transparency to target student interest. Journals/portfolios will be used to
record reactions of lessons and what they have learned after every activity.
When whole projects and unit is completed, journals/portfolios will again be
used in the same process.
Overall, students are directly involved in setting goals and choosing
tasks. Learners develop a repertoire of thinking / learning strategies and
develop new ideas and understanding from conversations within cooperative
groups. The daily website activities are not too easy but difficult enough to be
interesting. They are challenging but not frustrating. Cooperative group
activities are organized for different instructional purposes so that each
student works with different groups of people. Students have the opportunity to
explore new ideas and several technological tools in researching; therefore,
students are engaged in real research. In our cabinet presentations, students
are encouraged to teach others in formal and informal contexts. Every activity
within this unit is designed to promote a positive learning environment,
experiences that value diversity, multiple perspectives, and strengths. Students
will be able to use multiple perspectives in solving problems so that each
contributes to a shared understanding for all. Students are responsible overall
for their learning by the use of portfolios, web activities, art, music,
cooking, technology based activities and presentations. All of these activities
encourage engaged learning.
All projects that have been created will be shared in several ways. Some methods of sharing include cooperative groups, orally with classmates, or displayed at the final presentation for all fourth grade students. The room will be decorated with all of the government projects that the students have completed. The student’s Kid Pix and Inspiration creations will be on display for all to view. Following the presentations all students will recite the “Pledge of Allegiance” and sing songs learned within this unit. The Power Point presentation will be the culminating project; however, students may elect to teach the content through colorful overheads or an appropriate pre approved method of choice. Rubrics will be used to assess some activities within this unit and their final project. The following are the rubrics I developed so that students know exactly what is expected of them.
20 – Completion of required sections
20 – Headers / footers
20 – Organization and mechanics
20 – Neatness
20 – Personal reflection
Inspiration (100 points total)
20 - Use of resources (sound, transitions, graphics, pictures, video)
20 - Introduction clear and evident
20 - Clarity of content and effectively presented
20 - timing is appropriate
20 – legibility of letter size is clear to reader
Timeline (100 points total)
25 – Documentation of events (at least 6 significant events)
25 – Accuracy dates indicated are sequenced
25 – Requirements (go beyond the requirements
25 – Legible handwriting, typing or printing
Game: How a Bill Becomes a Law (50 points total)
10 – Effort
10 – Following rules
10 – Team work
10 – Knowledge of content
10 – Encouraging
Homework assignments for Government Unit (50
points total)
10 – On time
10 – Neat
10 – Done correctly
10 – Consistently
10 – Creatively
Math: Balancing Government Powers (50 points
total)
10 – Read content thoroughly
10 – Followed directions
10 – Used gram weights appropriately
10 – Correctly balanced government powers equally
10 – Cooperative
Student Generated Quizzes (60 points total)
20 – Level of test
20 – Questions submitted
20 – Answers on test taken
Word Problems (100 points total)
25 – Uses websites and notes
25 – Creates two word problems / answer key
25 – Ability to solve
25 – Other students word problems
Cabinet Research (100 points total)
25 – Introduction / Topic
25 – Conclusions Reached
25 – Information Gathering
25 – Summary Paragraph/notes
Inspiration/Kid
Pix/Power Point Presentations (100 points total)
20 – Presentation is focused on theme
20 – Each slide or view is clear
20 – Organization
20 – Shows understanding of concepts presented
20 – Appropriately demonstrated
Oral Presentations (120 points total)
20 – Coherence and organization
20 – Creativity
20 – Material
20 – Speaking skills
20 – Audience response
20 – Appropriate length of presentation
STUDENT AND TEACHER
ROLES:
Students will be working individually and in cooperative groups. Student and teacher roles are explained more explicitly in the section titled “Student activities which will promote more engaged learning”. Opportunities to explore new ideas / tools and research are evident within this unit. A mentor is present to assist in developing ideas and skills. Teaching other students is encouraged in formal and informal contexts.
The teacher’s role is that of the facilitator and the guide on the side. She/he is engaged and monitors discussion and project work but does not control it. He/she models and explains when needed by providing options and immediate feedback.
ADDITIONAL REFERENCE
PRINT RESOURCES STUDENTS MAY USE
World Book Encyclopedia
Compton’s Encyclopedia
Scholastic Encyclopedia of the Presidents and their Times
The World Almanac of Presidential Facts
Rand McNally Atlas
THE
FOLLOWING BOOKS CONTAIN INFORMATION ABOUT THIS TOPIC:
Illinois
by Erik Bruun
State and Local Government by Laurence Santrey
Illinois
Handbook of Government by The Office of the Secretary of State
FOR ADDITIONAL ON LINE INFORMATION AND MEDIA PERTAINING
TO THIS UNIT, TEACHERS MAY WANT TO USE THE FOLLOWING INTERNET ARTICLES:
Title1: Welcome to Lesson Plans Page.com (Government)
URL1: http://www.lessonplanspage.com/SSGovtDecIndepenBillRights36.htm
Description 1: Students will review the history of our country’s independence, and study the Bill of Rights to gain a better understanding of their basic rights and freedom as American citizens in a democratic society. Focus is on community government.
Title2: Ben’s Guide to/for Kids – U.S. Government
URL2: http://bensguide.gpo.gov/3-5/election/president.html
Description2: Students will learn more about the election
process by doing activities that focus around the election of a president.
Title3: Learn Illinois Government
URL3: http://www.state.il.us/kids/learn/govern/default.htm
Description3: This web site teaches about the three branches of government; executive, legislative and judicial. It also offers information, about capitols, flags and seals, symbols and do you know option.
Title4: Government Action Timelines
URL4: http://www.eduplace.com/ss/act/govact.hml
Description4: Students use a time line to chart news coverage of a government action. Students explain in sequence of events, make a timeline, interpret a timeline, and analyze cause and effect relationships with a time line.
Title5: Our Government at Work – Branching Out
URL5: http://205.146.39.13/success/lessons/lesson4/ISSd1_r.htm
Description5: Students gather data and additional information about how the government works. They can explore the U.S. State Departments home page, the USDA Forest Service, and even the U.S. Department of Agriculture
Title6: Social Studies School Service Search Results List
URL6: http://social studies.com/cl@KLUGFaxfOurro/pages/list.html?nocache@5tcurList@1
Description6: This site provides a list of 105 titles that match U.S. Government. Some examples include:
* Database of Supreme Court Decisions: 1893 to the present.
* Documentary History of the First Federal Congress.
* Daryl Cagle’s Professional Cartoonist Index.
* Elections Around the World.
* FBI Kids and Youth Page.
* Founding.com: A user’s guide to the Declaration of Independence.
* Government Documents in the News.
* House of Representatives.
*
How Our Laws are Made.
Title7: NARA/Exhibit Hall/Constitutional Amendments 1-10:
The Bill of Rights.
URL7: http://www.nara.gov/exhall/charters/billrights/billmain.html
Description7: The website provides a breakdown of the Constitutional Amendments 1-10: The Bill of Rights
Title8: Teacher’s and Parent’s guide for www.whitehousekids.gov
URL8: http://www.whitehouse.gov/kids/guide/
Description8: This site provides numerous activities about the president and a description of what his life is like in the Whitehouse.
DAY 1
(LESSON 1)
Social Studies:
Students will view the movie “Three Branches of Government” from Oak
Lawn Public Library (320.473 American). Students will record in
journals/portfolios the roles and responsibilities of the three branches of
government while viewing this video.
Reading / Computers:
v Students will copy tasks, use the computer lab and access the site. Read “Three Branches of Our Government”. Distribute printed worksheet from the website and have students fill in the blanks as individuals or partners. Discuss in class together the main points and have students check their own worksheets and correct them Students keep these for review.
http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches//.ht
v
Students will then use journals/portfolios and the above worksheet
to create a web on Inspiration that shows the roles and responsibilities
of the three branches of government. They will create this individually or in
cooperative groups. Students will be assessed by the rubric provided in the
section titled “Share Your Ideas”
Art
v
Using a map of their state of choice, students will make an edible
state shape cookie. Students can be challenged by having them find more cities
than they have colored M & M’s / Dough could be prepared ahead of time or
done together in class. http://atozteacherstuff.com/lessons/EdibleStateMap.shtml
Math: (Spreadsheet) Adding
/ sum percentages
v
Students will decide what branch of government that they would
like to work in: the Executive, Legislative or Judicial.
v Students will then use Excel to develop a spreadsheet of the information the sum will be calculated in to determine the total number of those that would like the following jobs:
Executive branch – President
Legislative – Senator / Representative
Judicial – Supreme Court – Nine Justices
DAY
2 (LESSON 2)
Reading:
Read the book called How the U.S. Government Works by Syl Sobel.
Discuss in groups and record learned information in journals/portfolios.
Language Arts:
Students will create a fun poem called alliteration. They will pick a job from their favorite branch of government from the story.
Social Studies:
Students use the
computer lab and access the site. Read The Legislative Branch http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/9.htm
and The House of Representatives http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/14.htm
and complete the tasks as individuals or partners using the suggested web sites.
Students review copy of The Legislative Branch http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/10.htm
worksheet and fill in the blanks. Students will be using the website for a wide
variety of activities. For example, find the total number of Representatives for
our state. Add the total number of representatives and senators.
Math:
Skills worked on
here are percentage / compare / contrast / pie chart
Students will
use information from the previous math lesson (spreadsheet) to make a pie chart
on Excel that represents the percentage of the various jobs chosen. Students /
Groups will then explain their work to others (small group or whole class).
Students will discuss and record the percentage of the most popular jobs in
comparison to least popular jobs.
Music:
Students can
sing, “Learning Our
Capitols” by Twin Sister Productions. After singing, students can
discuss this song in small groups and explain in what state they would like to
be employed for their “new” government job.
DAY 3
(LESSON 3)
DAY
5 (LESSON 5)
DAY
6 (LESSON 6)
DAY
8 (LESSON 8)
TASKS
DAY
15 (LESSON 15)