Third grade Social Studies Lesson

Teacher: MariaLiza Batiller

Grade: Third grade
Content Area: Social Studies

1. Content and Standards:

SS.003.C.4 Explain why rights and responsibilities are important to a community.

2. Prerequisites:
- Students should be able to identify why we have government.

3. Essential Questions:
- What are the three branches of government in the United States?
- What are the key roles in each branch of the government?

4. Materials and Equipment:

- Pearson myWorld Social Studies workbook
- Graphic organizer: Students will identify key roles in each branch of the
government.
- Laptop: A video will be shown to the class.
- Digital projector and Document Camera: The video and graphic organizer will be
projected onto the board during the lesson.

5. Instructional Objective:
- Students will know why the United States has three branches of government and
be able to identify the responsibilities of each branch.
- Students will be able to describe the roles of key leaders in each branch of
government.

6. Instructional Procedures:
- Before:
a. Students will begin to independently read from their Pearson myWorld
text p. 192-193. Commented [MB1]: Domain 3c: Engaging students in
b. Students will watch the video, Three branches of government (Facts of learning
Congress) at https://www.youtube.com/watch?v=kPNeviHf464 Commented [MB2]: Domain 3a: Communicating with
- During: students
a. The teacher will read aloud the title of Lesson 2 = Branches of Commented [MB3]: Domain 3b: Using questioning and
government then ask, “Why do we have a government?” discussion techniques
b. Call on a student to read the Big question on p. 193 = I will know about Commented [MB4]: Domain 3a: Communicating with
the three parts of government. Ask, “What are the three branches?” students
c. Read the first paragraph on p. 192 and make note of how the first letter of Commented [MB5]: Domain 3b: Using questioning and
each word helps us to remember an important role of each branch: discussion techniques
Legislative = Laws; Executive = Enforces; Judicial = Judges. Commented [MB6]: Domain 3e: Demonstrating flexibility
d. Review each branch by reading through the text. Students will identify and responsiveness
key roles within each branch. Students should underline key facts about Commented [MB7]: Domain 3c: Engaging students in
each in their textbook. learning
 Legislative = Congress => Senate and House of Representatives. Commented [MB8]: Domain 3e: Demonstrating flexibility
Executive = President/Commander-in-chief and Cabinet and responsiveness
Judicial = Supreme Court Justices
- After:
a. Students will be paired up to complete a graphic organizer that identifies Commented [MB9]: Domain 3c: Engaging students in
roles in each branch of government. learning
b. The teacher will fill out the graphic organizer on the board using
responses from each pair. Commented [MB10]: Domain 3c: Engaging students in
c. Students will complete a QuickDraw on the back of the page for 5 learning
minutes. Ask students to draw a picture of what government means to Commented [MB11]: Domain 3c: Engaging students in
them. learning
Commented [MB12]: Domain 3d: Using assessment in
7. Assessment: instruction
Formative: The teacher will observe students’ responses during class discussion and
as they complete the graphic organizer. The teacher will determine whether they Commented [MB13]: Domain 3d: Using assessment in
correctly identify the roles in each branch of government. instruction
Summative: Assess each student’s Quick Draw. Commented [MB14]: Domain 3d: Using assessment in
instruction
8. Differentiated Instruction:
- The teacher will walk around the room to help students complete the graphic
organizer. Commented [MB15]: Domain 3d: Using assessment in
- Pair struggling learners with students who demonstrate good reading skills and instruction
comprehension. Commented [MB16]: Domain 3c: Engaging students in
learning