5-E Lesson Plan Template

Your E-mail Address: jgreer118476@troy.edu Your Name: James Greer Grade Level: 3rd Subject Area: Social Studies Lesson Title: 3 Branches Lesson Length: 60 mins THE TEACHING PROCESS Lesson Overview This lesson teaches students how to differentiate between and the function of the three branches of US government.

Unit Objectives: Students will learn the individual functions and checks and balances associated with the three houses of US government

Standards addressed (AL COS) CE(K-12) 2. Patriotism CE(K-12) 3. Citizenship C2(3-5) 1. Use input and output devices of technology systems. TC2(3-5) 2. Use various technology applications, including word processing and multimedia software. TC2(3-5) 5. Practice safe use of technology systems and applications. TC2(3-5) 8. Collect information from a variety of digital sources. TC2(3-5) 9. Use technology tools to organize, interpret, and display data. TC2(3-5) 10. Use digital environments to collaborate and communicate. TC2(3-5) 12. Create a product using digital tools.

List of Materials iPad with Three Branches app Promethian board with iPad interconnectivity Ted Ed video on three branches

INSTRUCTIONAL SEQUENCE Phase One: Engage the Learner

(These activities mentally engage students with an event or question. Engagement activities capture students' interest and help them to make connections with what they know and can do. The teacher provides an orientation to the lesson and assesses students prior understanding of the concepts addressed in the lesson.)

Activity: Teacher will ask students what hey know about the US government with questions like Does anyone know who the President is? What is the US Congress?

Whats the teacher doing? (How is the teacher encouraging the students to use what they already know about the topic.) Teacher will assess students personal and previously taught knowledge of US government

What are the students doing?

Students will self report their experiences and knowledge about formation and composition of US government

Phase Two: Explore the Concept

(Next, students encounter hands-on experiences in which they explore the concept further. They receive little explanation and few terms at this point, because they are to define the problem or phenomenon in their own words. The purpose at this stage of the model is for students to acquire a common set of experiences from which they can help one another make sense of the concept. Students must spend significant time during this stage of the model talking about their experiences, both to articulate their own understanding and to understand another's viewpoint.)

Activity: Students will watch brief video of Ted Ed explanation of Three Houses of US Government

Whats the teacher doing? Playing, and assisting the students with questions during presentation to facilitate learning objectives

What are the students doing? Watching video and learning about three branches

Phase Three: Explain the Concept and Define the Terms

(Only after students have explored the concept does the curriculum and/or teacher provide the scientific explanation and terms for what they are studying. The teacher may present the concepts via lecture, demonstration, reading, or multimedia (video, computer-based). Students then use the terms to describe what they have experienced, and they begin to examine mentally how this explanation fits with what they already know.)

Activity: Go over video in detail to assign key terms to specific branches

Whats the teacher doing? Highlighting key terms for students to be aware of

What are the students doing? Learning the key terminology utilized in US government

Phase Four: Elaborate on the Concept

(The next stage of the model serves to help students elaborate on their understanding of the concept. They are given opportunities to apply the concept in unique situations, or they are given related ideas to explore and explain using the information and experiences they have accumulated so far. Interaction between the students is essential during the elaboration stage. By discussing their ideas with others, students can construct a deeper understanding of the concepts.)

Activity: Utilize iPad app to allow exploration of branches and composition

Whats the teacher doing? Assessing aptitude to utilize app and assisting with exploration

What are the students doing? Navigating application and exploring branches

Phase Five: Evaluate students' Understanding of the Concept

(The final stage of the model has a dual purpose. It is designed for the students to continue to elaborate on their understanding and to evaluate what they know now and what they have yet to figure out. Although the key word of the stage is evaluate, the word does not indicate finality in the learning process. Indeed, students will continue to construct their understanding of these broad concepts throughout their lives. Evaluation of student understanding should take place throughout all phases of the instructional model. The evaluate stage, however, is when the teacher determines the extent to which students have developed a meaningful understanding of the concept).

Activity: Students will complete a worksheet concerning key terms of US governement

Whats the teacher doing?

What are the students doing? Completing Worksheet

Assessing worksheet of students