Social Studies Lesson Plan Template

Group Members/Group Name: _ Kathryn Dobring, Amber Alcock, Jaclyn Michel, Meridith Doerstling, Marielle Cox
Thematic Unit Theme/Title/Grade Level: __4th Grade__________________________________________________
Group Wiki space address: ___http://branchesofgovernmentucf.weebly.com/________________________________
Daily Lesson Plan Day/Title: __Day 5/ The Separation of Power___________________________________________
Lesson Length (ie. 30 minutes): __30 to 45 minutes____________________________________________________
Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.

Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to NGSS Themes,
CCSS, and NGSSS), challenging,
measurable and appropriate learning
goals!

NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.

Rationale:
-

Elementary students should have an accurate understanding of the division of American government that make the
United States. As U.S. citizen students should develop an understanding of each branch of government the roles and
responsibilities each branch and how they all work together.

Learning Objectives:
-

The student will be able to identify the responsibilities of the legislative branch.
The student will be able to describe the overall structure of how a bill becomes a law.
The student will be able to explain how the three branches of government work together to provide for the people
and the reason for the government.
The student will be able to identify the Executive Branch as well as their responsibilities.
The students will be able to explain the historical concepts of the executive branch after reading informational text.
The students will be able to explain what the purpose of government is and how it provides for people in the United
States.

Standards:
-

SS.4.C.3.1 Identify the three branches (Legislative, Judicial, Executive) of government in Florida and the powers
of each.
LAFS.4.RI.2.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text or part of a text.
VI. Power, Authority, & Governance
Social studies programs should include experiences that provide for the study of how people create and change
structures of power, authority, and governance, so that the learner can:
b. explain the purpose of government
c. give examples of how government does or does not provide for the needs and wants of people, establish order
and security, and manage conflict

Modified 6/22 Van De Mark from document created by K. Dobring

Social Studies Lesson Plan Template

Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.

Resources/Materials

Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes

Lesson Procedures:
1. Introduction: Today, we are going to review for our test on the three branches of government.
Ask: Can I get a volunteer to tell me how to play Jeopardy?
2. Attached is a PowerPoint that has the three branches of government Jeopardy game.
3. Divide the class into three groups and when the student knows the answer they will immediately stand up. There is
no discussion in the groups.
4. Teacher instructions: The PowerPoint is interactive so you just need to click the appropriate boxes and it will take
you were you need to go. Start by telling the categories to the class. Then have the first group start you off by
picking a category and a number. Read the question. The first team to stand up gets the changes to answer but make
sure the response is in the form of a question. If they get it right than the team gets that about of points and the
teacher clicks correct. If the student answers incorrectly than the points are taken away and the teacher will click
incorrect which will link them back to the same question and another team will have an opportunity to answer. Do
this till there are not more questions left.
5. Next is final Jeopardy. You can access this by clicking final jeopardy in the bottom right hand corner of the home
screen. Then it will give you the category of the question and students will write down how many points they want
to wager. Then proceed to the question and start your timer. All the students will write down their answer and turn
them into the teacher the teacher will go one by one and see what their answer is and what they wagered. This is the
determining round to see who will win.
6. Assessment: The assessment is going to be observational to see who keeps standing up and who is getting the
correct answers.
7. Closure: Some of us had study hard for this test and some of us did not. Take tonight to look over the material that
you did not know in this game. The test will be tomorrow.
Materials:
- Jeopardy PowerPoint
- Computer and projector
- Paper and pencil
- White board and markers to keep score
- Stop watch or timer
Resources:
- How to create Jeopardy in Power Point 2007
http://www.powerpoint2007hints.com/2011/05/04/how-to-create-jeopardy-in-powerpoint-2007/
-

Unit Pre-Assessment: Students will be taking a pre-assessment test to see how much they know about the three
branches of government before the unit begins. Assessment is found at the end of this document, as well as this
webpage http://branchesofgovernmentucf.weebly.com/ under the assessment tab.

Unit Post-Assessment: Students will be taking a post-assessment test to see what they have learned about the three
branches of government at the end of the unit. Assessment is found at the end of this document, as well as this
webpage http://branchesofgovernmentucf.weebly.com/ under the assessment tab.

Daily Lesson Plan Assessment: Students will be completing this orally so teacher will make notes on the students
answers and behaviors
Modified 6/22 Van De Mark from document created by K. Dobring

Social Studies Lesson Plan Template

Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.

Additional Comments and

Notes

ESOL:
- Use visuals (ex. PowerPoint)
- Have ELL discuss why that was the answer with a partner.
- Repeated instruction
Students with Learning Differences:
- Allow for extra time
- Repeated instruction
Gifted/Talented:
- Have student elaborate on their answer
- Have the students wait until the entire question is read before standing up
- Add harder questions throughout the game
Extension/Ideas for Homework:

Students can write down the questions that they missed and work with a partner to get the correct answers then quiz each other
and go home and study.

Modified 6/22 Van De Mark from document created by K. Dobring