Cody King Basic Productivity portfolio

Basic productivity tools are computer software programs which allow a user to create specific
items quickly and easily as opposed to creating the same items by hand. Examples of BPT’s are
Word, PowerPoint, and Excel. BPT’s support student acquisition of required learning standards
in content areas of substitution, augmentation, modification, ad redefinition. We can use word
processing, spreadsheets, and/or databases.

The task focused on in this lesson is Redefinition. This is where computer technology allows for
new tasks that were previously inconceivable. At this level, common classroom tasks and
computer technology exist not as ends but as supports for student centered learning. Students
learn content and skills in support of important concepts as they pursue the challenge of creating
a professional quality video. Collaboration becomes necessary and technology allows such
communications to occur. Questions and discussion are increasingly student generated.
Cody King Basic Productivity portfolio

Title of lesson: The Structure of U.S. Constitution

Grade Level: 9th
Content Area: U.S. Government
Standards: SSCG3 Demonstrate knowledge of the framing and structure of the United
States Constitution.
b. Analyze how the Constitution addressed the weaknesses of the Articles of Confederation.
c. Explain the fundamental principles of the United States Constitution, including limited
government, the rule of law, federalism, separation of powers, checks and balances, and popular
sovereignty.
Amount of time needed for this lesson: 30 minutes for this lesson segment
SMAR Level: Redefinition
Essential Question: Why is limited Government a fundamental principle of the American
Government?
- In our first unit of study, we discussed the basic foundation and principles of government
(Why should humans organize themselves?) We additionally discussed basic political
philosophies such as living in a state of nature, the social contract, securing natural rights, and
what it means to break the social contract. Most importantly, students have acquired a foundation
of knowledge from which to build from. Students will then be prompted to self-reflect on their
current surrounding, which will create a natural curiosity to want to know how the government
they live under (U.S.) is structured and organized.
Some questions I can ask my students are:
- Why are checks and balances fundamental in the American form of Government?
- How are various American beliefs and ideals reflected in the Great Compromise?
Instructional Strategies and Learning Activities:
Instructional Activity: As a warm-up activity, students use their laptops to log onto an interactive
website (pollev.com) and collaboratively construct a word cloud from a prompted question
(Write one word or phrase that describes how you would go about limiting a governments
power). After a group discussion and collecting formative assessment data, students will then be
asked to create a diagram or blueprint of the U.S. Government is structured (truths about the
structure, organization, and leadership) using only their understanding. This will be a think, pair,
share activity. Once students have completed their diagrams, they will then assist the teacher in
constructing a giant diagram on the whiteboard. This content will include (The Constitution = the
written law of the land, principles discussed in the Constitution, checks and balances, separation
of powers, federalism, popular sovereignty, and the rule of law). Collectively the class will
assemble the “bare bones” structure of the U.S. Government. This critical lesson sets forth the
foundation from which to build from for the remainder of the semester. Students will be using
their laptops to log on to their school platform (Schoology) where everything is posted for them
to access such as PowerPoints from lecture, word documents with embedded links, etc.
1/24/19