SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Christina Philistin_________________________________________________________

Thematic Unit Theme: Civic and Government_________________________________________________
Title/Grade Level: The Tree Branches: the roots to our government / 4th grade________________________
Weebly address: https://ucfgr4thethreebranchesofgovernmentf17.weebly.com/________________________
Daily Lesson Plan Day/Title: Day 5 / Our Floridas Constitution___________________________________
LearningGoals/Objectives LearningGoal:
Studentswillbeabletoidentifyanddifferentiatebetweenthethreebranchesof
governmentinFlorida.

LearningObjectives:YouMUSThaveobjectivestomeetallstandards.Eachstandard
notedbelowshouldmatch/ALIGNtotheobjectivesnotedherewiththerebeingNO
DOUBTthatyouareplanningtomeetALLstandardsnoted.
Dependingonthetopic,4objectivesareample.
1. ThestudentwillbeabletorecallthefoundationofFloridasconstitution.
2. ThestudentswillbeabletodescribeFloridasconstitutionsandhowit
protectstherightsofcitizens,providesstructure,function,andpurposesof
stategovernment.
3. Thestudentswillbeabletocreatetheirownclassroomconstitution.
4. ThestudentswillbeabletounderstandhowlawsplayaroleinFloridas
constitution.
NCSSThemes NCSStheme(s):
FloridaStandards(FS) Individuals,Groups,andInstitutions
NextGeneration Power,Authority,andGovernment
SunshineStateStandards CivicIdeals,andPractices
FloridaStandard(s):
(NGSSS)
LAFS.4.RI.3.9Integrateinformationfromtwotextsonthesametopicin
ordertowriteorspeakaboutthesubjectknowledgeably.
NextGenerationSunshineStateStandards:
SS.4.C.3.1Identifythethreebranches(Legislative,Judicial,Executive)of
governmentinFloridaandthepowersofeach.
SS.4.C.3.2Distinguishbetweenstate(governor,staterepresentative,or
senator)andlocalgovernment(mayor,citycommissioner).
SS.4.C.11DescribehowFloridasconstitutionprotectstherightsofcitizens
andprovidesforstructure,function,andpurposesofstategovernment.
Assessment UnitPreAssessment:
Thestudentswillbegivenapreassessmentthatincludesmultiplechoice,matching,true/false,
shortresponse,andlongresponsequestions.Thequestionswillcoverthethreebranchesof
governmentinFlorida,stateandlocalgovernmentofficialsinFlorida,andFloridas
constitution.
UnitPostAssessment:
Thestudentswillbegivenapostassessmentthatincludesmultiplechoice,matching,
true/false,shortresponse,andlongresponsequestions.Thequestionswillcoverthethree
branchesofgovernmentinFlorida,stateandlocalgovernmentofficialsinFlorida,and
Floridasconstitution.
OngoingFormative(progressmonitoring/daily)Assessment:
Scale(4321):
4ThestudentcanteachtheclassallaboutthethreebranchesofgovernmentinFlorida,
Floridasconstitution,andstateandlocalgovernmentofficialsinFlorida.
3ThestudentscandifferentiatebetweenthethreebranchesofgovernmentinFlorida,andthe
stateandlocalgovernmentofficials.ThestudentcanexplainwhatFloridasconstitutiondoes.
2Thestudentunderstandsthedifferencesbetweenthethreebranchesofgovernment,andthe
stateandlocalgovernment.ThestudentunderstandsthepurposeofFloridasconstitution.
1Thestudentdoesnotunderstandthedifferencesbetweenthethreebranchesofgovernment
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
inFloridaorstateandlocalgovernmentofficials.ThestudentdoesnotknowwhatFloridas
constitutiondoes.

Design for Instruction 1. Anticipatory set: Teacher will GRAB students attention by telling them a
story about Saturday mornings in her house when she was about their age.
- The story will describe how she had six siblings, so there were seven
children, and her mom. Mom assigned each child a specific job, to clean a
bathroom, since there was two, to pick a room to clean, there was three, to
clean the kitchen, the two living areas, the front and backyard and the
backroom. The teacher will then let the student know that if there werent
any jobs assigned to certain people the house would be dirty and there
would be no proper structure in the home. Ask students if this happens in
their home as well. Ask the students what are the rules during this process.
After the discussion, let the students know that this is very similar to what
happens when creating a Constitution, like Floridas. (UDL 3.1)
2. Objective and purpose: Students will be able to review what the three branches of
government are and how they play a tole in Floridas constitution, then the students
will create their own classroom constitution.
3. Input/Modeling: Teacher will show students a video from YouTube:
https://www.youtube.com/watch?v=2FShzKPbg2w (UDL 1.2, 1.3, 2.5)
- This video gives a student friendly overview of what Florida Constitution
is. Teacher will model how a constitution is formed by giving each
student, or pairing some students up, and assigning them to do something
very miniscule in the classroom. For example, the teacher would say:
John and Jessica can you walk around the classroom and make sure there
isnt anything on the floor, if there is Adam can you please pick it up and
toss it in the trash. The teacher will then say, this example of not having
anything on the floor, can be a part of a Constitution. And John, Jessica,
and Adam played a major role in following that rule or law. (UDL 4.1) The
teacher will now ask the students as a class, to throw ideas out to create
their own definition of the word Constitution. Teacher will use the app
Wallwisher and ask students to throw some words out and the teacher will
use Wallwisher to create the definition while integrating technology. (UDL
5.1, 5.2) The teacher will add ideas as well. The teacher will then review
what are the three branches of government with the student. The teacher
will create a quick graphic organizer on the board that has Florida State
Government and has bubbles that state, (Essential questions:) Which
branch of government makes the law, which branch of government
enforces the law and which branch of government interprets the law. Then
have a quick discussion about that with the students.
4. Check for understanding: To check for understanding, have students write a
quick write up on the features of the United States Constitution: federal system
of government, separation of powers and the three branches of governments,
checks and balances, veto power and ability to amend. After the students
write, have each student read something that they wrote on their paper. If there
are students who dont understand, review with the student.
5. Guided Practice/Independent Practice: Teacher will take a white poster board
and write title that says, Ms. Christina Classrooms Constitution. Teacher
will divide classroom into five groups and tell them to come with their own
laws/ rules to put on our constitution. Teacher will write first law which states:
ALWAYS BE READY TO LEARN! In each group there will be crayons,
SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
markers, construction paper and books so the students can use vocabulary
words to add to the (UDL.1.1) constitution. After students are finished creating
their rules, teacher will collect what they have completed. While teacher is
taping, gluing and placing everything on the large poster board. Students
will have the option to READ from their textbook or from the many books
about the constitution, Floridas government or the three branches of
government in the classroom library.
- ESE STUDENT FOCUS: Student with Deafness
Using visual cues and assistant technology.
6. Closure: Teacher will gather all the students to sit on the mat on the floor and
view the Classrooms Constitution. The teacher will verbally ask the students:
Why do they think having a Constitution in the classroom is important? Why
should the students help create the Constitution and not only teacher? The
teacher will have the students READ the constitution as a class s few times, so
they have a clear understanding on why it is important to have one in the
classroom, in the state of Florida and the United States of America.
Resources/Materials youtube.com
wallwisher.com
markers
crayons
tape
glue
poster board

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.