MultiMedia Tools

Lesson Idea Name: Three Branches of Government

Content Area: Social Studies
Grade Level(s): 2nd Grade
Content Standard Addressed: SS2CG2 Identify the following elected officials of the executive branch
and where they work: a. President (leader of our nation) and Washington, D.C. – White House b.
Governor (leader of our state) and Atlanta, GA – State Capitol Building c. Mayor (leader of a city) and
city hall

Technology Standard Addressed: Creative Communicator

Selected Technology Tool:

☐ Movie (list application): iMovie
☐ Audio (list application):
☐ Other: (list)
URL(s) to support the lesson (if applicable):
https://www.dropbox.com/s/zmppw6saq7p969s/Executive%20Branch.mov?dl=0
Bloom’s Taxonomy Level(s):
☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level): (Select the best level)

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): The video is accessible from any device with internet capabilities, in or
outside of the classroom. This is helpful for students who may have been absent the day of instruction, or
who need extra instruction or additional work time. Moreover, students have the ability to pause and rewind
the video as needed for their own comprehension. Students are then able to learn the content at their own
pace and are not hindered by a fast, or slow, moving lecture.

Lesson idea implementation: The lesson will begin with the teacher introducing the term government and
opening the lesson with a discussion to engage students’ prior knowledge of local and national forms of
government. The video will then introduce the three different branches of government: executive, legislative,
and judicial. An emphasis placed on the executive branch will tie in the content standard with photos and text
highlighting the President of the United States, the Governor of Georgia and the Mayor of Atlanta with the
location of each individuals’ offices. After watching the video, students will work in groups where they’ll be
assigned one of the leaders and one of the positions. Working together, they will read provided biographies
about their assigned leader and will research the roles of their position. This will be the first day. On the
second day of instruction, students will organize the information gathered to create storyboards for the video
they will create. Within their group, they will assign someone responsible for: photos, text, audio, and
facilitating. This allows each group member to have an active role in the finalized product. On the third, and
final, day of instruction, students will have their finalized product shared in a class viewing. The finalized
group products will be published on the classroom blog for parents to view their child’s work. After viewing all
the videos, students will participate in a Student Response activity as a formative assessment for me to gage
what instruction should follow as we move forward with the content standard.

Importance of technology: Using the introductory video activates the attention, and interest, of all students,
but specifically auditory, visual, and ESOL students. The lesson could be achieved without the use of this
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 MultiMedia Tools
technology, but the video enhances the opportunities for learning and excitement for creating their own
multimedia product.

Inspiration (optional): The video segment included in the video I created was from
http://www.discoveryeducation.com/

Internet Safety and Student Privacy: This video will be published on the classroom blog for students and
parents to view at any time. The groups finalized product will be published onto the blog, as well, under
pseudonyms to protect the identity of each student. All Internet safety and Acceptable Use policies will be
enforced.

Reflective Practice: I feel the activities created in the lesson idea greatly impact student learning. Students
have opportunities to work cooperatively with one another, to practice researching skills and to engage in
higher levels of Bloom’s Taxonomy as well as LoTi levels.

Spring 2018_SJB