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Author: Hayley Campbell

Unit: Government

Lesson: The legislative branch, Lesson 2

Lesson Preparation
I. Learning Objectives
a. From information given by the Guest Speaker, SWBAT, identify the duties of a
Senator.
b. From information given by the Guest speaker, SWBAT, explain the role of the
senate in the legislative branch.
c. SWBAT identify the different parts of The Capitol, through the use of a virtual
tour.
d. SWBAT indentify the function of the different parts of The Capitol through
information gathered during virtual tour.
e. SWBAT explain how a bill becomes a law.
f. SWBAT implement the process of how a bill becomes a law through
implementation of this process with classroom bill.
g. SWBAT identify the role of the committee in the process of how a bill becomes a
law.
h. SWBAT explain what a subcommittee is and the process that results when a bill is
sent to a subcommittee, through interacting with classroom bill.
i. SWBAT to indentify different art elements in a given painting and political
cartoon.
j. SWBAT to explain the relevance of the art elements in a given painting and
political cartoon.
k. SWBAT to explain what a political cartoon is and its purpose.
l. Through the exploration of historical paintings and sculptures students will be
able to explain major historical events and people of the U.S. Senate.
II. Standards by Discipline & Content Themes
a. Social Studies
i. 5.3.3. A Identify the roles of the three branches of government.
ii. 5.3.C.B Analyze the roles of local, state, and national governments in
policy-making
iii. 5.1.4.AExamine school rules and consequences
iv. 5.2.4.C Describe the roles of leadership and public service in school,
community, state, and nation.
v. 5.2.C.C Evaluate political leadership and public service in a republican
form of government.
vi. 5.3.4.B Describe how the elected representative bodies function in
making local and state laws.
b. English
i. CC.1.2.4.A Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
ii. CC.1.2.4.D Compare and contrast an event or topic told from two different
points of view.
iii. CC.1.4.4.A Write informative/ explanatory texts to examine a topic and
convey ideas and information clearly.
iv. CC.1.4.4.C Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic; include
illustrations and multimedia when useful to aiding comprehension.
v. CC.1.5.4.A Engage effectively in a range of collaborative discussions on
grade-level topics and texts, building on others ideas and expressing their
own clearly.
vi. CC.1.5.4.C Identify the reasons and evidence a speaker provides to
support particular points.
c. Art
i. 9.1.3.A Know and use the elements and principles of each art form to
create works in the arts and humanities.

d. NCSS Themes:
i. II Time, Continuity, & Change
1. Identify and use various sources for reconstructing the past, such
as documents, letters, diaries, maps, textbooks, photos, and others;
ii. Power, authority, and governance
1. Give examples of how government does or does not provide for
needs and wants of people, establish order and security, and
manage conflict;
2. Identify and describe factors that contribute to cooperation and
cause disputes within and among groups and nations;
3. Distinguish among local, state, and national government and
identify representative leaders at these levels such as mayor,
governor, and president;
iii. Individuals, Groups, Institution
1. Give examples of the role of institutions in furthering both
continuity and change;
2. Show how groups and institutions work to meet individual needs
and promote the common good, and identify examples of where
they fail to do so.
iv. Civic Ideals and Practices
1. Identify key ideals of the United States democratic republican
form of government, such as individual human dignity, liberty,
justice, equality, and the rule of law, and discuss their application
in specific situations;
2. Identify and practice selected forms of civic discussion and
participation consistent with the ideals of citizens in a democratic
republic;
3. Examine the influence of public opinion on personal decision
making and government policy on public issues.
III. Academic Language
a. The Legislative branch creates the laws.
b. The legislative branch is also called congress.
c. Congress is made up of two houses; The House of Representatives and Senate.
d. Senate:
an assembly or council of citizens having the highest functions in a government, e
specially a legislative assembly.
e. House of Representatives: the lower legislative branch.
f. There are specific qualifications to be a member of the House of Representatives
and the Senate.
g. Each state has two Senators.
h. Voters elect Senators from each state regardless of population size.
i. The number of House of Representatives each state has is determined by
population; however each state must have at least one representative.
j. There are 435 elected representatives.
k. House of Representatives-can introduce bills that become laws.
l. Senate-can introduce bills that become laws.
m. Bill: a form or draft of a proposed statute presented to a legislature, but not yet
enacted or passed and made law
n. Only the house can introduce bills that have to do with government spending.
o. Only the senate can approve or reject treaties with other countries.
p. A bill must pass Senate and House of Representatives in order to be presented to
the Only the house can introduce bills that have to do with government spending.
q. Subcommittee, the bill is closely examined and expert opinions are gathered
before it is sent back to the committee for approval
r. Capitol::the building in Washington, D.C., used by the Congress of the U.S.
s. Statuary hall- where House of Representatives met until 1857. Now is were a
collection of 100 statues, 2 from each state.
t. The Rotunda center of the capitol, connects the two sides of the capitol. The
house wing and the senate wing. Also is a meeting space for events and
ceremonies.
u. The house chamber: where house members have met since 1857.
v. An editorial cartoon, also known as a political cartoon, is a drawing containing a
commentary expressing the artist's opinion. An artist who writes and draws such
images is known as an editorial cartoonist
IV. Technology, Materials, Resources
a. Poster boards blank for students to show their work.
b. IPads to complete different activities in the centers.
c. S.S. Google slide containing: anticipatory set, information for students about the
different activities, discussion questions and slides for students to post their work.
i. https://docs.google.com/presentation/d/1bBS_x5-UBYqoHLbLctMV-
xghRncvUmiv7bXYQtp562U/edit#slide=id.gc6f919934_0_57
d. Journalists Notepad Worksheet
e. Capitol puzzle X 12
f. Rubric for our bill activity
g. Smart board to display instructions.
h. Index cards
i. Folders- Red, Yellow, Green, Blue
j. Technology sources-
i. https://kids-clerk.house.gov/grade-school/lesson.html?intID=17
ii. https://www.senate.gov/artandhistory/art/common/image/38_01048.htm
iii. http://www.virtually-anywhere.com/portfolio/uscapitol/
iv. https://www.holdsonpuzzlestore.com/shop/large-puzzles/339-3d-puzzle-
capitol-hill.html
v. http://neatoday.org/2016/02/02/independent-reading-classroom-critical-
student-achievement/
vi. https://www.educationdive.com/news/3-benefits-of-independent-
readingand-how-to-make-it-work-in-your-classroom/504563/
vii. http://www.readingrockets.org/blogs/shanahan-literacy/argument-about-
independent-reading-time-during-school-day

Instructional Delivery
V. Anticipatory Set:
a. Teacher will have Google slide set for the day displayed on the SMARTBoard.
Directions on the smart board will ask students to

b. Please come in and sit down!


c. Get out your Ipads and Join this GOOGLE slide!
d. Please answer our Brain Activator Question for todays Social studies class while
we all get settled.
e. It is going to be a BUSY day.
f. Brain activator question: The Legislative Branch? Who makes up the Legislative
Branch?
g. Teacher will give students 5 minutes to answer the question
h. Teacher will ask students to come to the carpet after these 5 minutes
i. Teacher will read the Brain Activator that is displayed on the board with all the
students textboxes
j. Teacher will pull 5 number sticks for students to share their responses.
k. Teacher will be sure the following concepts are discussed
i. Congress, House of representatives, Senate
ii. Legislative branch creates laws.
iii. A bill becomes a law
l. Teacher will use the Google slide set to explain the different centers the children
will be working in today.
m. Slide Number: 4
n. Teacher will explain that directions and materials will be in the corresponding
color folder to the center. Directions and materials will also be on the Google
Slide set.
o. Teacher will ask students to double check the folder to see if they need their iPads
out for the center or not.
VI. Instructional Activities
a. Students will rotate around these 4 centers, spending 25 minutes at each center.
b. Students will count off by 4s to form these groups.
c. Teacher will rotate around the classroom to provide aid for students.
d. Teacher will have specific typed up directions placed at each center along with
need material.
e. Teacher will have directions on Google slide that is shared to the students along
with online materials they will need for each center.
f. Teacher will have each center labeled if the iPad is needed or not.

Center 1: BLUE: Guest speaker (Listening and writing)

g. Directions: Using the Journalists Notepad worksheet placed in the center of the
desk, prepare 1 question to ask the PA state senator Pat Toomey. Using the iPad
set a timer for 3 minutes to complete this. Mr. Toomey will speak for 10 minutes.
During this time you may ask your questions and listen to the knowledge he is
sharing. When Mr. Toomey is finished set a timer for 5 minutes. At this time fill
in the answer to your question, a follow up question and something you learned in
the given spaces. Place the completed worksheet in the yellow folder that is in
your center.
h. Teacher will also provide the guest speaker with questions to highlight during the
lecture.
i. What are the duties of a State Senator?
j. What is the role of the Senate in the legislative branch?
k. Journalists Notepad Worksheet.
Journalists Notepad

Journalists Name: _______________________________________________

Pre interview Questions:


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Notes during Interview:
________________________________________________________________________
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Post interview reflection/ Learnings / Connections

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Center 2: Yellow Virtual field trip

l. http://www.virtually-anywhere.com/portfolio/uscapitol/
m. https://www.holdsonpuzzlestore.com/shop/large-puzzles/339-3d-puzzle-capitol-
hill.html ( PUZZLE)

n. Directions:
i. 1St Open the Green folder placed in this center. In the folder there are 2
puzzle sets. Complete the puzzle.
ii. 2nd Using the iPads placed in this center take a virtual tour of the Capitol.
Go today S.S. Google slide set, the link is on the 2nd slide. Watch!
iii. 3rd Write a fact that you have learned about The Capitol, on the back of
the corresponding puzzle piece.
iv. 4th Using your iPad take a picture of the puzzle (both front and back) and
add it to your groups label Google slide in our S.S. set for today.

Center 3: Green: Our Classroom Bill (Research, and writing)

o. Directions:
i. Take some time to remind yourself and each other on the process of how a
bill becomes a law.
1. Use the website KIDS IN THE HOUSE if you are having a hard
time. The link to this website will be on the 12th slide of our S.S.
Google slide set for the day.
ii. Your classroom bill was sent to committee yesterday however the
committee members would like more information before deciding if the
bill should be sent to the House floor, the bill is sent to a subcommittee.
While in subcommittee, the bill is closely examined and expert opinions
are gathered before it is sent back to the committee for approval.
iii. Using the links on slide number 14. Become experts on your bill and
prepare a Imovie, Google slide presentation to present your supporting
research and sway the committee in your favor. Submit the link of your
video on slide number 16.
1. Use the rubric to help guide your presentation.
2. Committee (Teacher) will review the presentation and come up
with a final verdict before class tomorrow.
p. Rubric- Subcommittee Presentation rubric

Tremendous Needs work Does not have evident


in presentation
Includes information
from sources to
support opinion
Includes terminology
legislative branch
would use
Interesting and
Organized
presentation

q. Links-
i. http://neatoday.org/2016/02/02/independent-reading-classroom-
critical-student-achievement/
ii. https://www.educationdive.com/news/3-benefits-of-independent-
readingand-how-to-make-it-work-in-your-classroom/504563/
iii. http://www.readingrockets.org/blogs/shanahan-literacy/argument-
about-independent-reading-time-during-school-day

Center 4: Red: History of Senate ART

r. Directions:
i. In this center we are going to analyze the historical Art of the US senate.
ii. 1st Using your iPad, go to our S.S google slide set for the day. On slides 17
and 18 there are different links to explore.
iii. Follow the directions given on the slide.
1. Paintings : Select one Painting from the U. S. Senate Art and
History.
a. On a index card write
b. Step 1 at the top with your name
c. The Arrests name who created the photograph
d. The title of the photograph
e. 3 art elements that are visible in the photograph
f. Why you selected this photograph
g. Place note card in the red folder on the desk
2. Political Cartoon: Use another index card to discuss political
Cartoons.
a. On index card First side
b. What is a Politcal Cartoon?
c. What is the purpose of a Poltical Cartoon?
d. On other side of the index card
e. Who was the illustator of this poltical Cartoon?
f. What opinion was he or she trying to convey?
g. Place note card in the red folder on the desk
3. Draw your own: On Sketch Paper Provided draw your own
Painting or Political cartoon.
a. On the back include
b. Title of work
c. 3 art elements you used
d. The Purpose of your illustration

VII. Closure
a. The teacher will ask students to return to seats.
b. Teacher will display the final discussion questions on a Google slide. Students
will know how to add a textbox with their answers and student number on each
slide the answers to these questions.
i. Slide 1: What was your favorite part of todays activities?
ii. Slide 2: What was something new you learned about the legislative
branch?
iii. Slide 3: How did todays activities help you deepen your understanding of
the legislative branch?

Meeting All Learners


VIII. Differentiation
a. Students will be assorted into groups so that students are mixed by abilities are
working together and able to help one another when needed.
b. Students will have step-by-step instructions for them on their Ipads, and
worksheets. Students will always have access to the instructions.
c. Students of all levels are met through activities in the Blue center because they are
asked to create their own questions for their own level of interpretation as well as
allowing the students to make their own connections to the topics discussed with
the guest speaker.
d. Lower level students needs are met through Blooms level 1 knowledge:
i. Questions during the Blue center asks students to directly listen and
record their questions.
ii. The virtual field trip asks students to recall facts, terms, basic concepts and
answers about the selection.
e. Higher level students needs are met through Blooms Level 2 Comprehension:
i. Blue center asks students to comprehended the information they are being
presented by the quest speaker and relate it to information being learned in
the classroom.
f. Higher level students needs are met through Blooms Level 3 Application:
i. During Green center the students are applying the information they have
learned about the process of how a bill becomes a law through
implementing this process with the classroom bill.
g. Higher level students needs are met through Blooms Level 4 Analysis:
i. During the Green center students are asked to analyze information to form
an argument with evidence to persuade audience.
ii. During Red center students are asked to analyze art work from the US
Senate history.
h. Students with Linguist intelligences are met through reading, researching and
writing within all of the centers. .
i. Students with Visual intelligences needs are met through the virtual tour, the
Senate Art history center, as well as the Google slide power points.
j. Students with Interpersonal intelligences needs are met through working with
other students during centers, and interactions with the guest speaker.

k. Students with hearing disabilities will be able to read instructions for the centers
on slides and given directions papers, using close captions on the virtual tour.

IX. Accommodations

a. Students with handicap needs will be able to complete writing activities by typing
on their iPads or using voice to text on their iPads. Students will be allowed more
time to complete the centers.
X. Modifications
a. Students will only complete the centers about the classroom bill and the guest
speaker during class. Students will only be measure on those objectives and
assessments.
Meeting Objectives

XI. Assessments
a. Teacher will collect the Journalists Notepad to evaluate the students
understanding of the duties and role of a Senator in the Legislative Branch. (
Objectives A and B)
b. Teacher will collect the Puzzle pieces of The Capitol to informally assess the
students understanding of the functions of the different rooms within The Capitol.
(Objective C and D)
a. Teacher will collect the students presentations to subcommittee about classroom
bill, using the rubric given the teacher will assess ( Objectives: E- H)
i. Students ability to make an argument and support it with evidence from
research.
ii. Students understanding and ability to implement the process of how a bill
becomes a law.
iii. Student understands of the role of the committee in the process of how a
bill becomes a law.
iv. Students understanding of what a subcommittee is and the process that
results when a bill is sent to a subcommittee, through interacting with
classroom bill.
b. Teacher will collect the index cards and students own drawing from the art history
center to evaluate students understanding
i. Of different art elements.
ii. How art relates to the historical events and people of the U.S. Senate
c. Teacher will collect student response to the closure activity to see if students can
relate information gathered in the days centers to their knowledge on the
legislative branch.

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