Understanding by Design Unit Information Literacy The Three Branches of Government Allison Hedden FRIT 7737: Practicum in School

Library Media Spring 2012

Pathfinder address: https://sites.google.com/site/the3branchespathfinder/home Linoit initial discussion website: http://linoit.com/users/achedden/canvases/Government%20Discussion Linoit culminating discussion website: http://linoit.com/users/achedden/canvases/Three%20Branches%20of%20Government

Title of Unit

The Three Branches of Government Information Literacy Social Studies/Information Literacy

Grade Level

Curriculum Area

Time Frame

5 Days

Stage 1 Identify Desired Results

Standard(s):
SS4H5 The student will analyze the challenges faced by the new nation. c. Identify the three branches of the U. S. government as outlined by the Constitution, describe what they do, how they relate to each other (checks and balances and separation of power), and how they relate to the states. SS4CG1 The student will describe the meaning of c. The federal system of government in the U.S.

SS4CG3 The student will describe the functions of government. a. Explain the process for making and enforcing laws. b. Explain managing conflicts and protecting rights. c. Describe providing for the defense of the nation. d. Explain limiting the power of people in authority. e. Explain the fiscal responsibility of government.
ELA4W3 The student uses research and technology to support writing. The student a. Acknowledges information from sources. c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words). d. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).

Technology Standards

ISTE s NETS-S

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media d. Contribute to project teams to produce original works or solve problems 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results

Understandings
Students will understand that:
y y y The three branches of the U. S. government work together so that none of the branches is more powerful than another. The Executive Branch is responsible for specific roles, including carrying out laws, vetoing bills Congress passes, and appointing judges to the Supreme Court. The Legislative Branch is responsible for specific government roles, including writing laws, impeaching the president for transgression, and approving presidential appointments to the Supreme Court. The Judicial Branch is responsible for specific government roles, including the interpretation of the law.

Related Misconceptions:
y y The President of the United States has total power over the country and its citizens. Everything found on the internet is fact.

Essential Questions
Overarching Questions:
y y y y y What prior knowledge do you have about the United States government? Why is government necessary? Why is it important for our government to have three separate branches? How do the three branches work together? Why is it important for each branch to have limits?

Topical Questions:
y y Why are the specific roles of each branch of government important? Why do our president and Executive Branch have limited control over governmental decisions? How does the Judicial Branch keep the other branches in check? What are the major roles of the Legislative Branch? How does this branch help our government run smoothly?

y y

Knowledge and Skills

Knowledge
Students will know: Each governmental branch has a specific role to carry out in order for our government as a whole to be effective. The Executive Branch: can veto laws, serves as Commander-in-Chief, can grant pardons, The three branches of government each maintain a way to check the other branches, so that none of the branches has more control than another. In addition, the Georgia Department of Education Social Studies Frameworks states, The student will understand that distribution of power in government is a product of existing documents and laws combined with contemporary values and beliefs.

Skills
Students will be able to: Explain the similarities and differences between each branch in the U. S. government. Explain the roles of each of the three branches of government. Interpret reasons why none of the three branches has more control or power than another branch. Apply previous instruction on governmental topics. Apply technology and research skills. Have perspective of governmental roles and how the three branches affect their personal lives. Empathize with all U.S. citizens and determine ways in which the government is beneficial and/or detrimental. Have self-knowledge regarding why it is important to understand the inner workings of their government system. Have self-knowledge of why collaboration skills and ethical use of information will be important throughout their lives.

Stage 2: Evidence Performance Task(s)

Goal: The goal of this unit is that students will be able to successfully research the roles of the three branches and the checks and balances system of the U. S. government. Students will collaborate with peer(s) in order to develop a diagram representing the interaction of the three governmental branches. Role: The role of the student is that of a researcher, collaborator, and designer. Audience: The target audience of students final product will be classmates, teachers, and peers within the school. Students will also use their final product as a study guide for the government test and the Social Studies CRCT. Situation: The challenge students will face involves differentiating between the roles of the three branches and the interaction among the three branches. In addition, students must collaborate with peers and utilize Internet resources ethically and effectively. Product Performance and Purpose: Students will develop an organized visual representation of the three branches of government. Their final product will be creative and expressive, while

containing the factual roles of each branch. Students will also collaborate and effectively work with a partner during research and design. Standards and Criteria for Success: The overall performance will be judged by a rubric, and must be organized and research-based.

Performance Task Rubric

Exceeds Expectations 4 Branches of Government Includes more than 3 roles for each of the branches of government. Correctly identifies more than one way each branch checks the other two branches. Consistently uses appropriate spelling, capitalization, and punctuation. Consistently displays ethical behavior when using the Internet and other resources. Always uses own words when giving information. Works exceptionally well with partner. Work is distributed evenly and performed efficiently.

Meets Expectations 3 Includes 2-3 roles for each of the branches of government.

Approaching Expectations 2 Includes 1-2 roles for each of the branches of government.

Expectations Not Met 1 Includes only 1 or no roles for each of the branches of government.

Checks and Balances

Correctly identifies one way each branch checks the other two branches.

Correctly identifies one way each branch checks one other branch.

Does not identify one way each branch checks the other branch.

Conventions

Generally correct with some errors in spelling, capitalization, and punctuation. Generally displays ethical behavior when using the Internet and other resources. Uses own words when giving information.

Frequent errors in spelling, capitalization, and punctuation.

Frequent and severe errors in spelling, capitalization, and punctuation. Does not show ethical behavior when using the Internet and other resources. Majority of the work is copied straight from the source. Does not work well with partner. Work is not evenly distributed between partners.

Ethical Use of Information

Occasionally shows ethical behavior when using the Internet and other resources. Copies some phrases from the source.

Collaboration Skills

Works well with partner. Work is distributed evenly.

Occasionally works well with partner. Work may be distributed unevenly.

Other Evidence
(e.g. tests, quizzes, work samples, observations)

y y

Class discussions via Web 2.0 tool Linoit. Students will post informal comments in order to encourage discussion and foster critical thinking. Teacher observation of ethical use of information and effective collaboration skills.

Student Self-Assessment and Reflection

Students will utilize the scoring rubric to self-assess throughout the course of this project. At each stage, they will decide where they feel their Kidspiration poster falls in the scoring guide. They will utilize this self-scoring to add or improve elements within their project. Students will also evaluate their peers throughout the project to determine if they collaborated effectively and contributed equally. Students will reflect on this project through when finished with Kidspiration project in order to answer the following questions:
1. 2. 3. 4. 5. What is the strongest portion of my project? Which area could use improvement? Did I contribute my fair share to the project? Did I utilize the Internet and resources in an ethical way? What did I learn from this project?

Stage 3: Plan Learning Experiences

Day 1
1. Once students are successfully logged into each laptop with their partner, direct them to the links to the Linoit.com opening discussion, listed on instructor s Teacher Page. With little opening reminders, encourage them to post at least one sticky note to the discussion board by answering the Essential Question, What do you know about the United States government? Students may discuss this with their partner in order to post a statement. W, H 2. Once students have had ample time to reply, go over responses given. (Remind students they may need to refresh the page in order to see new sticky notes.) While this question is very open-ended in order to foster critical thinking, focus the discussion on the roles of the three branches of government. W, H 3. Review basic roles of each governmental branch. Explain overall expectations of upcoming project:

to go in more depth through research, determine the importance of each branch, and present findings in a visual diagram on Kidspiration. Present students with a copy of the scoring rubric to keep in their notebooks. Discuss each column of the rubric, reminding students of how the rubric works. Discuss each domain and corresponding point values. Discuss expectations as stated on rubric. E-2, O 4. In groups of two, students will practice navigating through pages of the research pathfinder. Allow students to use the remainder of this 30 minutes to familiarize themselves with the website and explore links provided. E-1 5. Close this day s lessons by asking students to repeat one role of each branch and explain that we will spend time exploring the branches in more depth in order to find thorough information for their research displays. W

Day 2
Focus: Executive Branch
1. Ask students what they remember about the roles of the Executive Branch. Briefly discuss major roles (i.e. commander-in-chief of military, vetoing bills, managing foreign policy, etc.). Discuss president as being major member of this branch. W, H 2. Redirect students to pathfinder link. Have them focus on finding other roles of the Executive Branch within the links listed on the corresponding page of the pathfinder. E-1 3. Present Ethical Use Glog Poster briefly have students watch video about plagiarism and explore links throughout the week as necessary. Remind students that throughout this project they are responsible for proper use of the Internet and the intellectual property of others. Briefly discuss why plagiarism is wrong and the consequences when they are caught. E-1, E-2 4. Give basic overview of Kidspiration program. (Students have learned how the programs works in the Computer Skills Lab prior to this.) Explain that they are to create a visual representation of the Checks & Balances system, including the roles of each branch of government and how the three branches keep each other in check. E-1, R, E-2, O 5. Give students time to explore resources with partner and begin working on their Kidspiration poster. Encourage them to self-assess using the rubric for the assignment. E-1, E-2, T, O 6. In closing, have students share websites they found particularly useful and encourage the class to continue working on this branch as the week progresses. R, O

Day 3
Focus: Legislative Branch
1. Begin lesson by discussing prior knowledge of the Legislative Branch. (EQ: What are the major roles of the Legislative Branch? How does this branch help our government run smoothly?) W, E-1 2. Students will use peer partners to RETHINK, REFLECT, and REVISE work completed so far. R, E-2 3. Students will begin the Legislative Branch portion of their Kidspiration poster, including roles of this branch (i. e., developing bills, over ruling a President s veto with a 2/3 vote, etc.) and how the Legislative Branch checks the other branches. Utilize the research pathfinder and other resources. E-1, R, O 4. Complete other portions of the visual as needed. Self-assess using the rubric of required elements R, E-2 5. Conclude by discussing most beneficial websites and reasons why they were helpful. Also, have students discuss new information they learned about the Legislative Branch. E-2

Day 4
Focus: Judicial Branch
1. Open with a discussion about the roles of the Judicial Branch. (EQ: How does the Judicial Branch keep the other branches in check?) W, H 2. Explain major roles of the Judicial Branch (i. e., Supreme Court, interpreting laws, etc.) and how this branch checks the other branches. E-1 3. Students will utilize research pathfinder to continue to develop their Kidspiration graphic organizer/visual display. Encourage them to add roles that are not as commonly known and to include the way the Judicial branch checks other branches and is checked by those branches. E-1, T 4. Students will continue to utilize the scoring rubric to determine if they are meeting all requirements. R, O 5. Conclude the lesson by opening a discussion of additional roles of the Judicial Branch that students discovered. E-1, E-2

Day 5
1. Begin the lesson by allowing students to quickly share some information they remember about each branch and the checks and balances system. E-1, R, E-2 2. The majority of this day should be spent giving students time to work on finalizing their product. Remind them to refer to their copy of the rubric in order to self-assess prior to printing final work. R, T, O 3. If time allows, have students present final work on the projection screen and explain the roles of each branch and the checks and balances system. E-2, T 4. Conclude the unit with the Linoit discussion link. Each pair of students will contribute to the stickynote discussion by adding a comment about each governmental branch, either a role or a way in

which it checks or is checked. E-2, R 5. Students may print final Kidspiration products for assessment and to use as study guides. E-2

Notes to the Instructor **If Kidspiration is not available, students can create paper diagram of the Checks & Balances system. This is a collaborative unit, designed to be completed with a classroom teacher and a school library media specialist. All students will receive additional support from both teachers. Encourage your students to see both teachers as equals and respect the requests of each instructor. This unit is designed to go into a good deal of depth of topic through the research process. Students should have some prior knowledge about the basic roles of the three branches of U. S. government. The unit was also designed to give additional instruction and practice in reading for information, due to the fact that this group of students scored lowest in this reading domain on the 3rd grade CRCT. Adaptations for Special Needs and Learning Styles: This lesson is written to focus on the needs of Visual, Interpersonal and Kinesthetic Learners. It is hands-on in a virtual sense, however. Students will be creating a product online rather than with other materials. Auditory learners may be allowed to use a separate program to present their findings. Audacity is wonderful for recording audio. Additional Web 2.0 programs like Blabberize can be used to allow more vocal learners to develop a product. Students with learning disabilities or other special needs may be given additional time and support during the research process. Printed material may need to be provided rather than allowing them to find information on their own. With the co-teaching model for which this unit was designed, these students may receive one-on-one remediation with one of the instructors.

References

Google Sites https://www.sites.google.com/ LinoIt Online Stickies, http://en.linoit.com/

Wiggins, G. P., McTighe, J., Kiernan, L. J., Frost, F., & Association for Supervision and Curriculum Development. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.