Social Studies Lesson Plan Template

Group Members/Group Name: __Jaclyn Michel, Amber Alcock, Kathryn Dobring, Marielle Cox, Meridith Doerstling
Thematic Unit Theme/Title/Grade Level: __4th Grade____________________________________
Group Wiki space address: ___http://branchesofgovernmentucf.weebly.com/___________________
Daily Lesson Plan Day/Title: ____Checks and Balances_________________________________
Lesson Length (ie. 30 minutes): ____30-45 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

Elementary students should have an accurate understanding of the divisions 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 of each branch and how they all work together.

StudentswillunderstandtheimportanceofchecksandbalancesinAmericangovernment.
StudentswillknowwhyandhowtheAmericangovernmentuseschecksandbalancestobalancepower
amongthethreebranchesofgovernment.

Do you cross the curriculum? What other content fields (language arts, science, math, the arts, physical
education, technology) do you address in this lesson?
SS.4.C.3.1 Identify the three branches (Legislative, Judicial, Executive) of government in Florida and
the powers of each.
LAFS.4.RI.1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
IV. Power, Authority and 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:
a. Explain the purpose of government;
Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

the Florida Dept of Education
www.cpalms.org/homepage/ind
ex.aspx.

b. Give examples of how government does or does not provide for the needs and wants of people,
establish order and security, and manage conflict;

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.

Introduction/Hook:
Show students a video with a brief entertaining song which explains the three branches of government
and how they interact with each other to form a system of checks and balances: www.flocabulary.com/3branches-of-government
As they watch the video and listen to the song, ask students to give a thumbs up when they hear a key
term they are familiar with.
Procedure:
1. Direct Instruction-Explain that:
When the Founding Fathers wrote and ratified the Constitution, they wanted
to make sure that the government did not abuse its power. Because of this,
the Founders separated powers among three branches of government: the
legislative (law-making), the executive (law-enforcing), and the judicial (lawinterpreting) branches. In addition to separating powers among the three
branches of government, the Founders created a system of checks and
balances that enables each branch to limit the powers of the other two
branches.
2. Cooperative Learning-- Jigsaw
Divide the class into 3 groups. Give a large piece of chart paper to
each group. Make sure that each student has a copy of the song lyrics
and a marker. (The lyrics can be found at the link above under

interactive lyrics)
Each group will be assigned one of the three branches of government
Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

focus on. They will write all the facts that they learn about that branch

of government on the chart paper.

Each group will choose some students (3-5) to present what they

learned about their branch of the government to the class.

3. Formative Assessment
Ask the class the challenge questions found on the interactive website.
Ask the following higher order thinking question:
What would our government be like if we had only the executive branch of
government?
Resources/Materials

Websites:

Flocabulary. (n.d.). Retrieved June 17, 2015 from

www.flocabulary.com/3-branches-of-government
Other Resources/Materials:

--chart paper
--markers
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

Unit Pre-Assessment:
Ask the class the challenge questions found on the interactive website.
Ask the following higher order thinking question:
What would our government be like if we had only the executive branch of
government?
Unit Post-Assessment:
Modified 5/15 Van De Mark from document created by L. Spaulding

Social Studies Lesson Plan Template

planning/presentation notes
Ask the class the challenge questions found on the interactive website.
Ask the following higher order thinking question:
What would our government be like if we had only the executive branch of
government?

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:
Bilingual dictionary
Allow students to work in groups or with one partner
Allow room for grammatical error
Individual instruction if needed
Visual aids
Students with Learning Differences:
Use graphic organizers
Additional time to complete assignments
Extra practice
Gifted/Talented:
Enrichment activities such as reading on a related topic of interest
Creative writing assignment related to topic
Ideas for homework would be to bring in a current events article from the internet which relates to the
balance of power or three branches of government.

Modified 5/15 Van De Mark from document created by L. Spaulding