Branches of the Government:

Final ID Project
EDTECH 503 Winter 2013
Esther Barney


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Table of Contents
Synthesis/Reflection Paper ........................................................ 4
Part 1: Topic ................................................................................ 6
1a: Stated Learning Goal ............................................................................. 6
1b: Description of Audience ......................................................................... 6
1c: Rationale ................................................................................................ 6
Part 2: Analysis Report .............................................................. 7
2a: Description of Needs ............................................................................. 7
2a1: Needs Assessment Survey ................................................................................. 7
2a2: Needs Assessment Data Report ......................................................................... 7
2b: Description of Learning Context ............................................................ 8
2b1: Learning Context ................................................................................................. 9
2b2: Transfer Context .................................................................................................. 9
2c: Description of the Learners .................................................................... 9
2d: Task Analysis Flow Charts .................................................................. 10
Overview ..................................................................................................................... 10
Chart 2.1 ..................................................................................................................... 11
Chart 3.1 ..................................................................................................................... 12
Chart 3.2 ..................................................................................................................... 13
Chart 3.3 ..................................................................................................................... 13
Chart 3.4 ..................................................................................................................... 14
Chart 3.5 ..................................................................................................................... 15
Chart 3.6 ..................................................................................................................... 16
Chart 3.7 ..................................................................................................................... 17
Chart 3.8 ..................................................................................................................... 18
Part 3: Planning ........................................................................ 19
3a: Learning Objectives ............................................................................. 19
3b: Objectives and Assessment Matrix Table ........................................... 19
3c: ARCS Table ......................................................................................... 21
Part 4: Instructor Guide ........................................................... 24
Introduction ................................................................................................. 24
Body ........................................................................................................... 24
Conclusion .................................................................................................. 26
5a: Learning Materials ............................................................................... 28
5b: Assessment Materials ......................................................................... 29
5c: Technology Tool Justification .............................................................. 30
Part 6: Formative Evaluation Plan .......................................... 31
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6a: Expert Review Plan ............................................................................. 31
6b: One-to-One Evaluation Plan ................................................................ 31
6c: Small Group Evaluation Plan ............................................................... 31
6d: Field Trial Evaluation Plan ................................................................... 32
Part 7: Formative Evaluation Report ...................................... 33
7a: Evaluation Survey or Rubric ................................................................ 33
7b: Expert Review Report .......................................................................... 34
7c: Comments on Change ......................................................................... 34
Part 8: AECT Standards Grid .................................................. 35
Appendix .................................................................................... 41
Video Exit Card ........................................................................................... 42
Branches of the Government Tree ............................................................. 43
Branches of the Government Graphic Organizer ....................................... 44
Research Notes Page ................................................................................ 45
Partially Completed Summary Organizers ................................................. 46
Three Branches of the Government Readers Theater .............................. 49
Summary Paragraph Rubric ....................................................................... 56
Journal Entry Rubric ................................................................................... 57
Final Project Rubric .................................................................................... 58
Notability Checklist ..................................................................................... 59
Paper-Pencil Test ....................................................................................... 60
References ................................................................................. 61

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Synthesis/Reflection Paper

The instructional design process is like composing a piece of jazz music. I love the end
products with jazz music. However, I never really considered the myriad of tasks and
knowledge required to create a truly beautiful and melodic jazz piece. Similarly, I have
used and loved many lessons that have been designed using the instructional design
process, but I never considered what really goes into the creation of one of those
lessons or units of study. In both jazz music and instructional design there are many
aspects that are planned and accomplished behind the scenes. In order to compose a
jazz piece, you have to have a basic understanding of music, harmonies, and notes. In
order to design instruction, you have to have a basic understanding of learning theories,
instructional theories, and principles of learning and instruction in order to even have a
chance at success. In addition, some jazz pieces may seem like they are filled with
irregular rhythm, tempo, or patterns, but in reality, it does follow a specific set of musical
rules and processes. Systematic instructional design is the same way. It may seem
like a semi-chaotic process as you work in a less that linear fashion, but in reality, there
is a certain methodology to good instructional design.
At the beginning of the semester, I felt overwhelmed with the task of creating a project
using instructional design. I felt I understood some basics but the vastness of the task
ahead of me seemed insurmountable. In some ways I felt like I was a first year piano
student being asked to perform a piece by Gershwin. It was definitely a monumental
challenge. However, as the semester progressed, I realized that we arent expected to
end up with a perfect product right away. Smith and Ragan (2005) explained,
Perfection is neither a goal nor an option in design. Even now as I reflect on the
project I ended up with, there are some things that I would change, eliminate, or add
especially depending on how some of the initial tasks went with the learners it was
designed for. It is an ongoing process of refinement that will probably never reach the
perfection I tend to strive for. It really is more about the process, both for the
instructional designer and the instructor, because the dynamics and needs of learners
are constantly changing.
In the first ID project, I had the most difficulty with the analysis report section. I thought I
was fairly adept at considering the needs of my students, but I had never taken the time
to think about what they may need with this amount of detail. Even just in giving them
the needs assessment survey, I gleaned more information about their skills and abilities
in a shorter amount of time than if I had used the same methods and strategies I have
used in the past. While the process may be called Instructional Design, the focus is
truly on the learners throughout the entire process.
It was also a very enlightening experience for me to have to break down each minute
step of a task within the task analysis flow chart. I realized that in the past, I havent
really considered the size of the small chunks I give my students. For some of them, it
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is probably too much at once and they need the instruction broken down even more. I
realize that while we have to meet specific standards within a content area, it is
imperative that I look at the minute details of the needs of my students before
presenting the information.
The Instructor Guide for the second ID project was probably the easiest step for me. As
I was writing it, I thought about what a substitute teacher would need in order to teach
this lesson for me. I felt that was an effective way to ensure I included enough detail in
the guide. A new idea for me was to have a subject expert review the materials. In
retrospect, it would seem like an obvious step in designing instruction, but often as
educators we dont take the time for this step. I appreciated the feedback from a fresh
pair of eyes, especially after looking at it for an entire semester, and I hope to utilize this
resource and idea more frequently in the future when I design lessons or activities for
my classes.
Instructional design will be a great benefit in my educational technology career.
Applying the principles of good instructional design will allow me to see situations with a
new perspective, much like a mirror helps enhance beauty. The reflection is not a
replacement for a person, but rather a way to enhance their perspective. Instructional
design simply offers a way for me to enhance my expertise through correct utilization. I
will be able to use this process in evaluating and creating lessons that integrate
technology for my own class now, and hopefully for other classes in the future. I believe
that with this process, the instruction I create will be more student-centered and
standards based. The technology used will have a specific purpose and learners will be
better prepared for the 21
st
century.
References
Smith, P.L. & Ragan, T.J. (2005). Instructional Design (3
rd
ed.). Hoboken, N.J.: J.
Wiley & Sons.


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Part 1: Topic
1a: Stated Learning Goal

Students will identify the roles of a given branch of government at a national level. They
will explain this information and describe how the branch of government meets
community needs by creating a visual and audio presentation using Notability.
1b: Description of Audience

This unit was developed for students in a third grade classroom. Learners are between
eight and nine years old. The majority of the students come from the upper middle
socioeconomic class. Reading level among learners varies between a first grade level
to a fifth grade level. English is the primary language for all learners.
1c: Rationale

This topic meets a very specific need within the Utah State core curriculum for third
graders. The Third Grade Social Studies Standard 3 states, Students will understand
the principles of civic responsibility in classroom, community, and country. Objective 2
states that students will be able to identify ways community needs are met by
government by learning to differentiate between personal and community needs and
identifying the roles of representative government.
In terms of the technology aspect of the lesson, the learners are somewhat familiar with
the new iPad minis in our classroom, however there are many aspects of the apps they
have not had experience with. These lessons will help learners obtain the technology
skills necessary to utilize the available tools in more aspects of their daily education.
The project will be a combination of supplantive and generative strategies. It will be
approximately 90% supplantive and 10% generative. Due to the lack of prior knowledge
in regards to the content (see section 2a2: Needs Assessment Data Report) more
direct and teacher facilitated strategies will be required. However, by the end of the
lessons, learners will be better equipped to construct their own meaning of content. The
10% generative content will be included as students evaluate their project and discuss
what it means to be civically minded.
The main instructional strategy for the goal is declarative knowledge, more specifically
organized discourse. Declarative knowledge forms the basis for any conceptual
learning. Learners need to have a basic understanding of the branches of the
government before they are able to construct meaning and identify relationships
between the three branches. Some basic procedural knowledge will be necessary, but
the majority of the learning goal focuses on identifying relationships between concepts.
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Part 2: Analysis Report
2a: Description of Needs
This instruction was developed to assist third grade students in learning the roles of
government. The Utah State Social Studies Core for third grade outlines a need for
students to learn about civic responsibilities in a classroom, a community, and a country.
In order for students to understand civic responsibilities, they need to have a grasp of
government branches and the roles they play in our communities.
2a1: Needs Assessment Survey

To determine the needs of the learners, a short survey was created and conducted in a
face-to-face meeting. The survey was a combination of short answer content questions
and a rating scale for technology skills. Thirteen third grade students received and
answered the survey questions.
2a2: Needs Assessment Data Report

Information regarding specific tasks within the Notability app was evaluated on a three-
point scale. Learners were asked to indicate how confident they felt in performing the
task on their own, with 1 being the most confident and 3 being the least confident. Out
of the 11 tasks, the majority of the students stated they were very confident in
completing the task independently. The three areas where students were the least
confident all had to do with recording an audio track.
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The short answer portion of the survey revealed that learners were lacking any previous
knowledge of the content the learning goal addresses. Out of the 13 students who were
given the survey, none of them attempted to answer all of the questions, but 11 of them
attempted at least one question. The responses were not completely accurate, but they
showed the learners have more prior knowledge about Community needs than any
other aspect of the overall topic.
2b: Description of Learning Context

The materials developed will be utilized in a public education elementary school setting
in Utah. The city where the school is located is a fairly affluent area. As a result, less
than 30% of the student population qualify for free or reduced lunch. The elementary
school itself has been in the area since 1961. There is very little ethnic diversity at the
school. The majority of students are Caucasian with English being their native
language. Students across all grade levels generally perform very well on end of year
tests.

The most difficult barrier for third graders in increasing their knowledge is their reading
level. Since some of them are still attempting to decode words and phrases,
comprehension is often very difficult when applied to content specific reading passages.
However, some students have become fairly proficient readers by third grade. As a
result, there can be a vast spectrum of reading levels within one classroom. The
reading level of a student directly influences their writing capabilities as well, in terms of
8ranches of the Government: I|na| ID ro[ect 9


spelling and grammar. Many students who struggle with reading find it much easier to
express themselves and summarize their ideas verbally.
2b1: Learning Context

Learners will be learning the materials in an outdoor re-locatable classroom. The
classroom has a ceiling mounted projector, a sound system capable of connecting
portable audio devices and microphones, 25 iPad minis, 3 MacBooks, 2 PC laptops,
and 3 PC desktop computers. There are 23 students in the class, so each student has
access to their own iPad mini.
The classroom teacher has been certified in a district level technology program where
she learned to utilize one computer for every two students. The iPad minis were given
to this particular classroom as part of a study to see how the iPads impact student
learning as reflected on end of term and end of year testing.
There is currently very little social studies curriculum available. Teachers have access
to some lessons and materials online, but there are no social studies textbooks within
the classroom.
2b2: Transfer Context

Learners will be able to use what they have learned in future social studies and
technology classes. As they become voting age, they will be able to apply the content
in making informed decisions in elections and other political aspects of their lives.
Learners will also be able to utilize organizational and technological skills learned in
future coursework and potential career opportunities.
2c: Description of the Learners

Learners are third grade students, ages 8 and 9. They are reading anywhere between
a first grade level to a sixth grade level. Within the class of 23 students, there are 13
girls and 10 boys. Seventeen of the students come from a two-parent home. All
students are native English speakers.
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All learners have previous experience using Notability and several other apps on the
iPad minis. As determined by the needs assessment survey, learners feel confident in
the basic function of Notability. The majority of learners are not confident in their ability
to record and manipulate audio tracks in Notability.

Another observation from the needs assessment survey is that none of the learners
have any prior knowledge of the branches of the government or the role each one of
them play in a system of checks and balances. They are also lacking prior knowledge
of the jobs and responsibilities each branch of government fulfills. On the other hand,
they have basic knowledge about the different needs a community may have.
2d: Task Analysis Flow Charts
Overview

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Chart 2.1

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Chart 3.1

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Chart 3.2
Chart 3.3
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Chart 3.4
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Chart 3.5
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Chart 3.6
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Chart 3.7
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Chart 3.8

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Part 3: Planning
3a: Learning Objectives
1.0 Learners can list major roles of a given branch of government.
2.0 Learners can describe the main jobs within their assigned branch of government
3.0 Learners can write a summary about the function of a specific branch of
government with 80% accurate grammar, punctuation, and spelling.
4.0 Given a document describing a given branch of government and a graphic
organizer, learners can classify and organize pertinent information with 80%
accuracy.
5.0 Learners can explain the system of checks and balances in their own words with
correct usage of content-specific vocabulary.
6.0 Learners can give 3 5 examples of how a given branch of government meets
community needs and justify their responses with 1 2 pieces of supporting
evidence.
7.0 Learners can create a Notability project to summarize their findings.
7.1 Learners can open a Notability project.
7.2 Learners can recreate a graphic organizer using Stickies in Notability.
7.3 Learners can record a 2 3 minute audio summary in Notability.
7.4 Learners can save Notability projects in a given folder within Dropbox.
3b: Objectives and Assessment Matrix Table

Learn|ng Cb[ect|ve (a)
8|oom's
1axonomy
C|ass|f|cat|on
(b)
Iormat of
Assessment
(c)
Descr|pt|on
of 1est
Iorm (d)
Samp|e Items (e)
1.0 Learners can llsL ma[or
roles of a glven branch of
governmenL.
knowledge aper/encll ShorL
answer
Clve Lwo of Lhe
ma[or roles of
your asslgned
branch of
governmenL.
2.0 Learners can descrlbe
Lhe maln [obs wlLhln Lhelr
asslgned branch of
governmenL.
Comprehenslon aper/encll ShorL
answer
uescrlbe 2-3 of
Lhe maln [obs
your asslgned
branch of
governmenL has.
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3.0 Learners can wrlLe a
summary abouL Lhe
funcLlon of a speclflc
branch of governmenL
wlLh 80 accuraLe
grammar, puncLuaLlon,
and spelllng.
Comprehenslon erformance 8ubrlc Spelllng ls 80
accuraLe.
4.0 Clven a documenL
descrlblng a glven branch
of governmenL and a
graphlc organlzer, learners
can classlfy and organlze
perLlnenL lnformaLlon wlLh
80 accuracy.
Analyze aper/encll ulagram
(Craphlc
Crganlzer)
ueflne Lhe branch
of governmenL.
(Lx. lf you are
asslgned Lhe
LeglslaLlve
8ranch, whaL
does "leglslaLlve"
mean?)
S.0 Learners can explaln
Lhe sysLem of checks and
balances ln Lhelr own
words wlLh correcL usage
of conLenL-speclflc
vocabulary.
Comprehenslon aper/encll ConsLrucLed
Answer
Lxplaln how your
asslgned branch
of governmenL
helps keep Lhe
oLher Lwo
branches ln
check.
6.0 Learners can glve 3-3
examples of how a glven
branch of governmenL
meeLs communlLy needs
and [usLlfy Lhelr responses
wlLh 1-2 pleces of
supporLlng evldence.
LvaluaLlon aper/encll ConsLrucLed
Answer
WhaL communlLy
need dld you
ldenLlfy? Pow
does your
asslgned branch
of governmenL
meeL LhaL need?
7.0 Learners can creaLe a
noLablllLy pro[ecL Lo
summarlze Lhelr flndlngs.
SynLhesls erformance CbservaLlon
wlLh a
checkllsL.
uoes your pro[ecL
have a graphlc
organlzer?
7.1 Learners can open a
noLablllLy pro[ecL.
SynLhesls erformance CbservaLlon
wlLh a
checkllsL.
uld you open Lhe
app?
7.2 Learners can recreaLe
a graphlc organlzer uslng
SynLhesls erformance CbservaLlon
wlLh a
uld you lnserL a
Lyplng sLlckle?
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SLlckles ln noLablllLy. checkllsL.
7.3 Learners can record a
2-3 mlnuLe audlo summary
ln noLablllLy.
knowledge erformance CbservaLlon
wlLh a
checkllsL.
Can you play back
your recordlng?
7.4 Learners can save
noLablllLy pro[ecLs ln a
glven folder wlLhln
uropbox.
knowledge erformance CbservaLlon
wlLh a
checkllsL.
uld you exporL
your pro[ecL Lo
uropbox?
3c: ARCS Table

Project Goal Statement:
Students will identify the roles of a given branch of government at a national level. They
will explain this information and describe how the branch of government meets
community needs by creating a visual and audio presentation using Notability.
ATTENTION
A.1 Perceptual Arousal
Show the School House Rock video Three Branches of the Government from YouTube.
(http://youtu.be/-EISWIY9bG8)
A2. Inquiry Arousal
Guide students in creating their own Government Tree. (See the Appendix for an
example.)
The following websites have additional examples.
http://www.ashleigh-educationjourney.com/2011/01/government-project.html
http://www.teacherspayteachers.com/Product/Branches-of-Government-Tree-
Activity
A3. Variability
Have students work in small groups to complete a Venn Diagram comparing the
three branches in their own words.
Learners will play the Branches of the Government game at
http://www.texaslre.org/branches_game/branches_game.html
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RELEVANCE
R1. Goal orientation
Have a discussion with learners about why they think it is important to
understand how the government is important.
o To assist in facilitating the discussion, read one of the following picture
books.
! The Constitution of the United States by Christine Taylor-Butler
! Shh! Were Writing the Constitution by Jean Fritz
R2. Motive matching
Learners will create a short audio recording in Notability on one of the following
journal topics
o What they would do if they were president.
o What law or rule they think the classroom should have.
o Who they think is the best person in their life to settle a disagreement
between friends and why.
R3. Familiarity
Using the class Twitter feed, contact government employees in the various
branches of government to interview them on their jobs and role in communities.

CONFIDENCE
C1. Learning requirements
Examples of each major aspect of the final project will be provided.
Rubrics will be provided for each major aspect and the final project.
Objectives and tasks will be distributed throughout a number of class sessions in
order to help learners manage their time and work load.
C2. Success opportunities
The final project will be the culmination of a number of learning activities,
allowing for feedback throughout the process.
Examples of excellent work will be provided as a reference for learners.
C3. Personal control
Learners will have choice in regards to formatting aspects of their final project.
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Rubrics and specific guidelines will make it very clear what learners need to do in
order to be successful.

SATISFACTION
S1. Natural consequences
Learners will be given opportunities to practice and apply all new skills.
Inform learners their new skills will be applicable in many other projects
throughout the year.
S2. Positive consequences
Learners will be given the opportunity to reflect on their learning by performing a
self-assessment with the project rubric.
Learners will be able to share their completed project with peers.
S3. Equity
Differentiated materials will be provided in order to ensure all learner needs are
met.
Evaluation will be based on rubrics for all projects.
Learners will have access to rubrics throughout the project.


Keller, J. M. (1987). The systematic process of motivational design. Performance &
Instruction, 26 (9/10), 1-8.


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Part 4: Instructor Guide
Introduction
Estimated Time: 45 minutes
1. Activate Attention
a. The instructor will show the Schoolhouse Rock video The Branches of the
Government from youtube.
b. Students will complete the Video Exit Card.

2. Establish Purpose
a. The instructor will read a picture book about the Constitution and discuss
with learners why they think it is important to learn about the government.
b. The instructor should ensure the discussion includes aspects about civic
duties and how the processes and roles of the government help maintain
our freedoms.

3. Arouse Interest and Motivation
a. The instructor will facilitate a discussion with learners about the video and
guide them in creating their own Branches of the Government tree.
b. Discuss the concept of checks and balances.
i. Relate it a seesaw
1. See Truman Library for more information on this concept.

4. Preview the Learning Activity or Provide Overview
a. The instructor will show an example Notability project and share the
grading rubric for the final project with students.
Body
Estimated Time: 2 hours 15 minutes (across three class periods)
1. Recall relevant prior knowledge or stimulate recall of prior knowledge
a. In small groups, learners will complete a graphic organizer on the
branches of the government.
i. The organizer should include the major roles of each branch and
how they help keep each other in check in the system of checks
and balances.
ii. Provide students with various images of people working in
government positions. Use the images to facilitate discussion and
predictions about what each branch of government does.
b. The instructor should review the following features of Notability
i. Opening the app
ii. Selecting the appropriate subject folder
iii. Creating a new note
iv. Renaming the note
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v. Saving the note in Dropbox

2. Process information and examples or present information and examples
a. Have learners compare the teacher example with projects they have
created in the past. Discuss how learners could recreate aspects of the
teacher example.

3. Focus attention or gain and direct attention
a. Remind learners they will be creating their own project like the teacher
example.
b. Have learners discuss what information they will need for their projects.

4. Employ learning strategies or guide or prompt use of learning strategies
a. Have learners research a branch of government and complete the graphic
organizer.
i. Assign learners a branch of the government to research.
ii. Have learners with the same branch work together (in groups of 2
or 3) to determine the major roles of the given branch.
1. Help learners determine who works in the given branch of
government and what their individual jobs are.
2. Help learners determine how their given branch of
government helps keep the other branches in check in the
system of checks and balances.
iii. Learners will write several interview questions for government
employees as part of their research to learn about their branch of
government.
1. Have learners use the class Twitter feed to contact various
employees in their assigned branch to interview.
iv. Direct learners to complete the graphic organizer with the
information they find.
b. Have learners brainstorm as a class what needs a community might have.
i. As a class, determine which needs are met by which government
branch using chart 2.1 (page 9).
ii. Discuss with learners specific examples of how government helps
meet those community needs.
iii. Share the rubric for the summary paragraph assignment.
iv. Have learners write their summary of the class discussion.

5. Practice or provide for and guide practice
a. Guide students in practicing the following features in Notability
i. Recording audio
ii. Playing back audio
iii. Deleting audio
iv. Creating typing stickies.
b. Share the grading rubric for the journal entry with students.
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c. Learners will practice creating Notability projects by creating a journal
entry on one of the following topics:
i. What would you do if you were president?
ii. What rules or laws do you think we should have at school?
iii. Who in your life is the best person to help settle a disagreement
between you and a friend? Why?
d. Have students complete a self-assessment on confidence of Notability
features using the checklist to ensure they have completed the following:
i. Select the appropriate subject folder in Notability. (Journal)
ii. Title their note appropriately (Name, Government Topic).
iii. Use a typing stickie to list the chosen journal topic.
iv. Record the entry using the audio feature.
v. Save the project in the appropriate Dropbox folder (Social Studies).
e. After learners are able to successfully show their teacher they can use
stickies and record audio in Notability, they will create their final project.

6. Evaluate feedback or provide feedback
a. Learners will evaluate their own project using the project rubric.
b. Once they are confident they have met all the requirements, they will have
another group evaluate their project using the rubric as well, making
appropriate adjustments.
Conclusion
Estimated Time: 1 hour 30 minutes (across two class periods)
1. Summarize and review or provide summary and review
a. Have a class discussion and help learners complete the partially
completed graphic organizers summarizing the major roles and jobs of
each branch of government. Include a discussion of how each branch
interacts with each other in a system of checks and balances using the
provided worksheet. Also, discuss community needs and how
government meets those needs.
b. Use the Three Branches of the Government Readers Theater as a
jumping off point for the discussion.

2. Transfer learning or enhance transfer
a. Discuss with learners how learning about the government will be beneficial
to them. Include in the discussion why they think civically minded people
are better for our communities.

3. Remotivate and close or provide remediation and closure
a. Learners will share their final projects with their peers.

4. Assess learning or conduct assessment evaluate
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a. After presentations, the instructor will evaluate the final project using the
provided rubric.
b. Students will also complete the paper pencil test.

5. Feedback and seek remediation or provide feedback and remediation
a. Learners will receive the completed instructor rubric.
b. Learners will be given the opportunity to make adjustments to their project
based on instructor feedback.
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Part 5: Learner Content
5a: Learning Materials

Learning Material Purpose When Material Is Used
Instructor Guide This is a lesson guide for
the instructor to facilitate
activities.
Throughout the project
Video Exit Card This document will be used
to help guide students to
reflect on new information
and their own thinking while
watching the School House
Rock video.
Introduction: Activate
Attention
Branches of the
Government Tree
This graphic organizer will
be used to help students
gain a visual overview of
the three branches of the
government.
Introduction: Establish
Purpose
Branches of the
Government Graphic
Organizer
This document will help
students see relationships
between the three branches
of the government.
Body: Recall Relevant
Prior Knowledge
Research Graphic
Organizer
This graphic organizer will
help students keep all
research information in one
place for easy comparison
and evaluation.
Body: Employ Learning
Strategies
Partially Completed
Summary Organizers
These organizers will help
students review and recall
important information about
each branch of
government.
Conclusion: Summarize
and Review
Checks and Balances
Worksheet
This worksheet will be used
as a review of the main
concepts of checks and
balances. It will help
students clarify and recall
information.
Conclusion: Summarize
and Review
Three Branches of the
Government Readers
Theater
The readers theater will be
used as a discussion point
to help students summarize
their learning.
Conclusion: Summarize
and Review
8ranches of the Government: I|na| ID ro[ect 29



5b: Assessment Materials

Assessment Material Purpose Objectives Assessed
Summary Paragraph Rubric This rubric will be used
to help students ensure
they have all the
necessary facts and
justification for their final
project summary.
1.0, 2.0, 3.0, 5.0, 6.0
Journal Entry Rubric This rubric will help
determine if students
have the necessary
skills to record an audio
track in Notability.
7.0, 7.1, 7.3, 7.4
Final Project Rubric This rubric will be used
for both peer review and
instructor evaluation of
the completed projects.
1.0, 2.0, 3.0, 4.0, 5.0, 6.0,
7.0, 7.1, 7.2, 7.3, 7.4
Notability Checklist This form will be
provided to assist
students in determining
if they can accomplish
all necessary
technology aspects of
the Notability project.
7.0, 7.1, 7.2, 7.3, 7.4
Paper-Pencil Test The paper-pencil test
will be used to
determine if students
retain the main facts
about the role and
function of the three
branches.
1.0, 2.0


30 8ranches of the Government: I|na| ID ro[ect


5c: Technology Tool Justification

Technology Tool Rationale
Youtube Video (School House Rock) This video will provide an introduction to
the topic in order to engage students in the
lesson.
iPad Minis Each student will have access to an iPad
mini in order to recreate their graphic
organizer and summarize government
involvement in community needs.
Document Camera The instructor will use the document
camera to guide students in filling out
graphic organizers.
Teacher Computer The instructor will use their computer to
project graphic organizers and other
images used in the body of the lesson.
Digital Projector The projector will allow the instructor to
share images and graphic organizers with
the entire class.


8ranches of the Government: I|na| ID ro[ect 31


Part 6: Formative Evaluation Plan
6a: Expert Review Plan

The subject matter expert is a history and government teacher at a junior high as well
as the district level advisor over the Teaching American History Grant from the U.S.
Department of Education. Within that advisory position, she has mentored teachers
from elementary and secondary levels across the district. Part of the focus of the grant
was to help teachers learn how to make history more hands-on. I plan on having the
materials to her by May 2nd.
Questions for the SME
1. Is the content presented in a grade-level appropriate way?
2. Is there any prerequisite content knowledge instructors would need to have that
the materials do not provide?
3. Are there any steps or content that is missing from the instructor guide?
4. Are the instructional strategies an effective way to explain the concepts?
5. Do the instructional materials and assessments align with the objectives?
6. Are there any aspects of the content that have not been sufficiently addressed?
7. Do you have any additional questions or comments?
6b: One-to-One Evaluation Plan

I would have three students at various academic and reading levels sit down and go
through the instructional materials. This would ensure the materials are appropriate for
all the students in the target group and that instruction will not be hampered by an
inability to read and comprehend the materials. I would use the read-think-aloud
procedure to have the students share their thoughts of the materials as they progress
through each item. I would also have students read aloud all the materials in order to
determine the readability of each instructional piece of the project.
Key Questions
1. Are the directions clear?
2. Do the graphics make the steps for the Notability portion easier to understand
what you are supposed to be doing?
3. Where there any parts of the materials that were confusing or frustrating? If so,
what could the instructor do to make it easier to understand?
4. Based on the rubrics is it clear what is expected?
6c: Small Group Evaluation Plan

The people involved in the small group evaluation would be a third grade teacher and
10-12 students within the target age range. The teacher is a veteran third grade
32 8ranches of the Government: I|na| ID ro[ect


teacher but has little experience with using iPads in the classroom. The students have
a wide range of academic and reading levels.
Questions to the Teacher
1. Were instructor materials easy to understand and follow?
2. Did the lesson flow naturally and easily from one concept to the next?
3. How long do you think it would take you to teach the materials?
4. Are there any prerequisite skills the learners did not have that the materials did
not account for?
5. Did the materials explain the aspects of Notability clearly enough for you to feel
confident in using the app with students?
6. Where there any questions students asked that you were unable to answer?

Questions for Students
1. How did you feel about the instructional activities?
2. What items of the instruction could be changed to increase positive feelings
about the instruction?
3. What parts of the instruction were the easiest to complete? Do you feel these
parts are necessary to complete the overall objective?
4. What parts of the instruction were the hardest to complete? What made them
difficult?
5. Would you like to have another lesson taught this way? Why or why not?
6d: Field Trial Evaluation Plan

After revisions from the previous evaluations, I would conduct a field trial with a full third
grade class (27-30) and a different teacher than the small group evaluation. The
teacher would receive only the instructor guide and necessary materials to conduct the
lessons and assess the objectives.
Key Questions
1. Did the materials provide sufficient content knowledge that you were able to
teach the content without referring to outside resources?
2. Were there any aspects of the content that were confusing or missing?
3. Was the instructor guide easy to follow?
4. Were there any technological problems with the iPads or Notability?
5. Are the time estimates for the instruction accurate?
6. How did the learners respond to the instruction?
7. Were there any eliminations, revisions, substitutions, or additions made to the
materials during instruction?
8. Would you want to use these instructional materials again as they are? If not,
what changes would you make to them?
8ranches of the Government: I|na| ID ro[ect 33


Part 7: Formative Evaluation Report
7a: Evaluation Survey or Rubric



Expert Review Plan

1. Is the content presented in a grade-level appropriate way?





2. Is there any prerequisite content knowledge instructors would need to have that the materials
do not provide?





3. Are there any steps or content that is missing from the instructor guide?





4. Are the instructional strategies an effective way to explain the concepts?





5. Do the instructional materials and assessments align with the objectives?





6. Are there any aspects of the content that have not been sufficiently addressed?





7. Do you have any additional questions or comments?

34 8ranches of the Government: I|na| ID ro[ect


7b: Expert Review Report

In her evaluation, Mrs. Cline stated the content was grade appropriate and had good
activities to help diverse levels within the grade level. She also stated that there was
appropriate instruction available to provide prerequisite knowledge that would help
students interact with the content and that course materials aligned well with the given
objectives. She felt the instructional strategies were also appropriate and varied, but
suggested enhancing the lesson with more visual representations of information.
In regards to the specific content, Mrs. Cline explained that the majority of the content
was solid but suggested adding more modern day connections and more tie in with
current events.
7c: Comments on Change

In reviewing the comments and suggestions from my SME, I added a section within the
body of the lesson where students will evaluate images of various government
employees performing tasks within their given branch of government. In addition, I may
add specific guiding questions for the instructor to help ensure discussions include
connections to modern day current events. This could also potentially become an
extension activity having the students bring in newspaper articles and discuss how it
shows the role of a government branch in meeting community needs.
8ranches of the Government: I|na| ID ro[ect 3S


Part 8: AECT Standards Grid
rofess|ona| Standards Addressed (ALC1)
1he followlng sLandards, developed by Lhe AssoclaLlon for LducaLlonal CommunlcaLlons and 1echnology (ALC1),
and used ln Lhe accredlLaLlon process esLabllshed by Lhe naLlonal Councll for AccredlLaLlon of 1eacher LducaLlon
(nCA1L), are addressed Lo some degree ln Lhls course. 1he numbers of Lhe sLandards correspond Lo Lhe numbers
nexL Lo Lhe course Lasks show on Lhe llsL of asslgnmenLs. noL all sLandards are addressed expllclLly Lhrough sLudenL
work.

Assignments meeting standard in whole or part
Standard 1: DESIGN

1.1 Instructional Systems Design (ISD) X
ID Project
1.1.1 Analyzing X
ID Project; ID Case Analysis
1.1.2 Designing X
ID Project
1.1.3 Developing X
ID Project
1.1.4 Implementing X
ID Project
1.1.5 Evaluating X
Selected Discussion Forums; ID Project
1.2 Message Design

1.3 Instructional Strategies X
ID Project
1.4 Learner Characteristics X
ID Project


Standard 2: DEVELOPMENT

2.0 (includes 2.0.1 to 2.0.8) X
ID Project
2.1 Print Technologies X
Reading Quiz; ID Project
2.2 Audiovisual Technologies

2.3 Computer-Based Technologies X
(all assignments)
2.4 Integrated Technologies



Standard 3: UTILIZATION

3.0 (includes 3.0.1 & 3.0.2)

3.1 Media Utilization X (all assignments)
3.2 Diffusion of Innovations

3.3 Implementation and
Institutionalization
X ID Project
3.4 Policies and Regulations



Standard 4: MANAGEMENT

4.0 (includes 4.0.1 & 4.0.3)

4.1 Project Management

4.2 Resource Management

4.3 Delivery System Management

4.4 Information Management



Standard 5: EVALUATION

5.1 Problem Analysis X

5.2 Criterion-Referenced Measurement X
ID Project
5.3 Formative and Summative Evaluation X
ID Project
5.4 Long-Range Planning

36 8ranches of the Government: I|na| ID ro[ect


CCUkSL GCALS & C8ILC1IVLS
The overall goal for the course is for each student to consider and use the
systematic process of instructional design to create an instructional product. To
achieve this goal, students will engage in activities that promote reflective practice,
emphasize realistic contexts, and employ a number of communications
technologies. Following the course, students will be able to:

1. Discuss the historical development of the practice of instructional design with
regard to factors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful

3. Identify at least six instructional design models and classify them according
to their use

4. Compare and contrast the major elements of three theories of learning as
they relate to instructional design

5. Define instructional design.

6. Define the word systematic as it relates to instructional design

7. Define learning and synthesize its definition with the practice of
instructional design


8. Relate the design of instruction to the term educational (or instructional)
technology

9. Describe the major components of the instructional design process and the
functions of models in the design process

10. Provide a succinct summary of various learning contexts (declarative
knowledge, conceptual, declarative, principle, problem-solving, cognitive,
attitudinal, and psychomotor)

11. Build an instructional design product that integrates major aspects of the
systematic process and make this available on the web.

a. Describe the rationale for and processes associated with needs,
learner, context, goal, and task analyses

i. Create and conduct various aspects of a front-end analysis
8ranches of the Government: I|na| ID ro[ect 37


ii. Identify methods and materials for communicating subject
matter that are contextually relevant

b. Describe the rationale for and processes associated with creating
design documents (objectives, motivation, etc.)

i. Construct clear instructional goals and objectives
ii. Develop a motivational design for a specific instructional task
iii. Develop assessments that accurately measure performance
objectives

c. Select and implement instructional strategies for selected learning
tasks

i. Select appropriate media tools that support instructional design
decisions

d. Describe the rationale and processes associated with the formative
evaluation of instructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with
diverse backgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of
instructional products

14. Meet selected professional standards developed by the Association for
Educational Communications and Technology

15. Use various technological tools for instructional and professional
communication

38 8ranches of the Government: I|na| ID ro[ect


ALC1 S1ANDAkDS (App||cab|e to LD1LCn S03)

1.0 Des|gn
1.1 Instruct|ona| Systems Des|gn
1.1.a uLlllze and lmplemenL deslgn prlnclples whlch speclfy opLlmal condlLlons for learnlng.
1.1.b ldenLlfy a varleLy of lnsLrucLlonal sysLems deslgn models and apply aL leasL one model.
1.1.1 Analyzlng
1.1.1.a WrlLe approprlaLe ob[ecLlves for speclflc conLenL and ouLcome levels.
1.1.1.b Analyze lnsLrucLlonal Lasks, conLenL, and conLexL.
1.1.2 ueslgnlng
1.1.2.a CreaLe a plan for a Loplc of a conLenL area (e.g., a LhemaLlc unlL, a LexL chapLer, an lnLerdlsclpllnary
unlL) Lo demonsLraLe appllcaLlon of Lhe prlnclples of macro-level deslgn.
1.1.2.b CreaLe lnsLrucLlonal plans (mlcro-level deslgn) LhaL address Lhe needs of all learners, lncludlng
approprlaLe accommodaLlons for learners wlLh speclal needs.
1.1.2.d lncorporaLe conLemporary lnsLrucLlonal Lechnology processes ln Lhe developmenL of lnLeracLlve
lessons LhaL promoLe sLudenL learnlng.
1.1.3 ueveloplng
1.1.3.a roduce lnsLrucLlonal maLerlals whlch requlre Lhe use of mulLlple medla (e.g., compuLers, vldeo,
pro[ecLlon).
1.1.3.b uemonsLraLe personal sklll developmenL wlLh aL leasL one: compuLer auLhorlng appllcaLlon, vldeo
Lool, or elecLronlc communlcaLlon appllcaLlon.
1.1.4 lmplemenLlng
1.1.4.a use lnsLrucLlonal plans and maLerlals whlch Lhey have produced ln conLexLuallzed lnsLrucLlonal
seLLlngs (e.g., pracLlca, fleld experlences, Lralnlng) LhaL address Lhe needs of all learners, lncludlng
approprlaLe accommodaLlons for learners wlLh speclal needs.
1.1.3 LvaluaLlng
1.1.3.a uLlllze a varleLy of assessmenL measures Lo deLermlne Lhe adequacy of learnlng and lnsLrucLlon.
1.1.3.b uemonsLraLe Lhe use of formaLlve and summaLlve evaluaLlon wlLhln pracLlce and conLexLuallzed
fleld experlences.
1.1.3.c uemonsLraLe congruency among goals/ob[ecLlves, lnsLrucLlonal sLraLegles, and assessmenL
measures.
1.3 Instruct|ona| Strateg|es
1.3.a SelecL lnsLrucLlonal sLraLegles approprlaLe for a varleLy of learner characLerlsLlcs and learnlng
slLuaLlons.
1.3.b ldenLlfy aL leasL one lnsLrucLlonal model and demonsLraLe approprlaLe conLexLuallzed appllcaLlon
wlLhln pracLlce and fleld experlences.
1.3.c Analyze Lhelr selecLlon of lnsLrucLlonal sLraLegles and/or models as lnfluenced by Lhe learnlng
slLuaLlon, naLure of Lhe speclflc conLenL, and Lype of learner ob[ecLlve.
8ranches of the Government: I|na| ID ro[ect 39


1.3.d SelecL moLlvaLlonal sLraLegles approprlaLe for Lhe LargeL learners, Lask, and learnlng slLuaLlon.
1.4 Learner Character|st|cs
1.4.a ldenLlfy a broad range of observed and hypoLheLlcal learner characLerlsLlcs for Lhelr parLlcular
area(s) of preparaLlon.
1.4.b uescrlbe and/or documenL speclflc learner characLerlsLlcs whlch lnfluence Lhe selecLlon of
lnsLrucLlonal sLraLegles.
1.4.c uescrlbe and/or documenL speclflc learner characLerlsLlcs whlch lnfluence Lhe lmplemenLaLlon of
lnsLrucLlonal sLraLegles.
2.0 Deve|opment
2.0.1 SelecL approprlaLe medla Lo produce effecLlve learnlng envlronmenLs uslng Lechnology resources.
2.0.2 use approprlaLe analog and dlglLal producLlvlLy Lools Lo develop lnsLrucLlonal and professlonal
producLs.
2.0.3 Apply lnsLrucLlonal deslgn prlnclples Lo selecL approprlaLe Lechnologlcal Lools for Lhe developmenL
of lnsLrucLlonal and professlonal producLs.
2.0.4 Apply approprlaLe learnlng and psychologlcal Lheorles Lo Lhe selecLlon of approprlaLe Lechnologlcal
Lools and Lo Lhe developmenL of lnsLrucLlonal and professlonal producLs.
2.0.3 Apply approprlaLe evaluaLlon sLraLegles and Lechnlques for assesslng effecLlveness of lnsLrucLlonal
and professlonal producLs.
2.0.6 use Lhe resulLs of evaluaLlon meLhods and Lechnlques Lo revlse and updaLe lnsLrucLlonal and
professlonal producLs.
2.0.7 ConLrlbuLe Lo a professlonal porLfollo by developlng and selecLlng a varleLy of producLlons for
lncluslon ln Lhe porLfollo.
2.1 r|nt 1echno|og|es
2.1.3 use presenLaLlon appllcaLlon sofLware Lo produce presenLaLlons and supplemenLary maLerlals for
lnsLrucLlonal and professlonal purposes.
2.1.4 roduce lnsLrucLlonal and professlonal producLs uslng varlous aspecLs of lnLegraLed appllcaLlon
programs.
2.3 Computer-8ased 1echno|og|es
2.3.2 ueslgn, produce, and use dlglLal lnformaLlon wlLh compuLer-based Lechnologles.

3.0 Ut|||zat|on
3.1 Med|a Ut|||zat|on
3.1.1 ldenLlfy key facLors ln selecLlng and uslng Lechnologles approprlaLe for learnlng slLuaLlons speclfled
ln Lhe lnsLrucLlonal deslgn process.
3.1.2 use educaLlonal communlcaLlons and lnsLrucLlonal Lechnology (SML1S) resources ln a
varleLy of learnlng conLexLs.
3.3 Imp|ementat|on and Inst|tut|ona||zat|on
3.3.1 use approprlaLe lnsLrucLlonal maLerlals and sLraLegles ln varlous learnlng conLexLs.
40 8ranches of the Government: I|na| ID ro[ect


3.3.2 ldenLlfy and apply Lechnlques for lnLegraLlng SML1S lnnovaLlons ln varlous learnlng conLexLs.
3.3.3 ldenLlfy sLraLegles Lo malnLaln use afLer lnlLlal adopLlon.


4.0 Management
"#$#% &'%()*)(+,,- +../%&&%. )# 0123
S.0 Lva|uat|on
S.1 rob|em Ana|ys|s
3.1.1 ldenLlfy and apply problem analysls skllls ln approprlaLe school medla and educaLlonal
Lechnology (SML1) conLexLs (e.g., conducL needs assessmenLs, ldenLlfy and deflne problems,
ldenLlfy consLralnLs, ldenLlfy resources, deflne learner characLerlsLlcs, deflne goals and
ob[ecLlves ln lnsLrucLlonal sysLems deslgn, medla developmenL and uLlllzaLlon, program
managemenL, and evaluaLlon).
S.2 Cr|ter|on-referenced Measurement
3.2.1 uevelop and apply crlLerlon-referenced measures ln a varleLy of SML1 conLexLs.
S.3 Iormat|ve and Summat|ve Lva|uat|on
3.3.1 uevelop and apply formaLlve and summaLlve evaluaLlon sLraLegles ln a varleLy of SML1 conLexLs.

4567 8 4(9$$, 5%.)+ : 6.;(+<)$#+, 7%(9#$,$=)%&



8ranches of the Government: I|na| ID ro[ect 41









Appendix


42 8ranches of the Government: I|na| ID ro[ect


Video Exit Card

Name ________________________ Date ____________
Video Topic _____________________________________________________
Write 3 things you learned.
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
Write 2 interesting facts.
1. ________________________________________________________________________
2. ________________________________________________________________________
Write 1 question you still have.
1. ________________________________________________________________________
Name ________________________ Date ____________
Video Topic _____________________________________________________
Write 3 things you learned.
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
Write 2 interesting facts.
1. ________________________________________________________________________
2. ________________________________________________________________________
Write 1 question you still have.
1. ________________________________________________________________________
8ranches of the Government: I|na| ID ro[ect 43


Branches of the Government Tree



44 8ranches of the Government: I|na| ID ro[ect


Branches of the Government Graphic Organizer



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8ranches of the Government: I|na| ID ro[ect 4S


Research Notes Page

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46 8ranches of the Government: I|na| ID ro[ect


Partially Completed Summary Organizers

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8ranches of the Government: I|na| ID ro[ect 47



' ''


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48 8ranches of the Government: I|na| ID ro[ect



Checks in the Legislative Branch
May override a presidents ___________ with a 2/3 vote.
May remove the ______________________ through an impeachment vote.
Has power over the ________________ that funds executive actions.
The Senate approves ____________________ made with other countries.
The Senate approves the presidents __________ and members of the _____________ Court.
May ____________________ judges through impeachment.
The ______________________ approves lower courts.
The ____________________ approves the appointment of judges.
Checks in the Executive Branch
Has the power to ____________ any bill.
Can call special sessions of _____________________.
Can recommend a _____________ to become law.
The President chooses justices of the _______________ and other judges of the United States
government.
Checks in the Judicial Branch
Courts can judge _____________ to be unconstitutional.
The Supreme Court can rule that ______________ with other countries are unconstitutional.
The Supreme Court can rule that an action by the President is ________________________.
Checks + Balances in
Our Government
Name________________________
We ARE the people.
8ranches of the Government: I|na| ID ro[ect 49


!"#$$ &#'()"$* +, -+.$#(/$(0
Readers Theatre for a class of 20
&1 2+"( 30'(4$1
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Cast of Characters

Executive Branch

1. ____________________________________ Governor

Legislative Branch

2. ____________________________________ Representative #1

3. ____________________________________ Representative #2

4. ____________________________________ Representative #3

5. ____________________________________ Representative #4

6. ____________________________________ Mrs. Huxtable

7. ____________________________________ Narrator #1

8. ____________________________________ Narrator #2

9. ____________________________________ Narrator #3

10. ____________________________________ Narrator #4

Judicial Branch

11. _____________________________________ Justice #1

12. _____________________________________ Justice #2

13. _____________________________________ Justice #3

Third Grade Students
Three Branches of the Government Readers Theater

S0 8ranches of the Government: I|na| ID ro[ect



14. _____________________________________ Brandy

15. _____________________________________ Mr. Sandwich

16. _____________________________________ Shreya

17. _____________________________________ Elizabeth

18. ____________________________________ Amy

19. ____________________________________ D.J.

20. ____________________________________ Darnell

8ranches of the Government: I|na| ID ro[ect S1



Narrator #1: Mr. Sandwichs third grade class is outside at recess. D. J. is on the
swings next to Darnell.

D. J.: Psst. Darnell. Look at my new comic I wrote at the writing station.

Darnell: Whats it called?

D. J. Its called Burger Boy. Its about a boy who gets super-powers after eating a
radioactive hamburger. He shoots hamburgers and french fries out of his fists at his
arch enemy, Shreya the Shrimp.

Darnell: Quiet! Shreya will hear you. You know she and the other girls hate it
when we use their names in our stories.

Shreya: What are you guys talking about? I heard you saying my name.

Amy: Yeah, I heard it too. What are you hiding behind your back, D. J.?

D. J. Its nothing.

Elizabeth: He has a comic behind his back, Shreya. I saw him talking to Darnell
and they were laughing about you.

Mr. Sandwich: Whats going on? Whats the matter, Shreya?

Shreya: D. J. and Darnell are making fun of me and they are making me upset!

Mr. Sandwich: D. J.? Is that true?

D. J.: No. I wasnt making fun of her at all. See, I just wrote a comic and I made up
a character named Shreya the Shrimp. It isnt really about Shreya. I just used her
name.

Amy: Yeah, but Shreya doesnt like it when you use her name. You know she cried
the last time you wrote a song with her name in it.

D. J. But I used your name, Amy. You didnt care.

Amy: I dont care, but she does and you have to do what she wants. Youre
bullying her if you use her name.
S2 8ranches of the Government: I|na| ID ro[ect




Brandy: Mr. Sandwich, I think I have a solution to this problem. We could make it
against the law to use peoples names in stories unless they give you permission.
Then kids like Shreya would be happy, but Amy could still have her name in
stories because she doesnt care.

Amy: Yeah, Mr. Sandwich. I think thats a good solution.

Mr. Sandwich: Well, I like how youve come up with a solution that would make
everybody happy, but its not that simple to just make something illegal. First,
there has to be a law against using certain names in stories.

Shreya: Well I like the idea. I say we make it a law. What do we have to do?

Brandy: Wait. Shreya, do you remember that cartoon we watched about turning a
bill into a law?

Darnell: I remember. When you have an idea, you have to ask someone in the
government to type it up or something.

Brandy: I know. You have to ask a representative to turn it into a bill.

D. J. Whats a representative?

Mr. Sandwich: A representative is someone in our state government who
represents, or speaks for regular people like you and me. You could write to our
state representative and see if they could make your idea into a bill. If a lot of
representatives like your idea, theyll send it to the governor. If he likes it, it would
be illegal for anyone to use Shreyas name in a story.

Illinois General Assembly Springfield, Illinios

Representative #1: Listen to this. I just got an e-mail from a third grade girl in
Antioch.

Representative #2: What does it say?

Representative #1: Ill read it to you:

Dear Representatives,
8ranches of the Government: I|na| ID ro[ect S3



The boys in my class keep using my name in songs and stories and I dont
like it. Sometimes I cry because Im so upset. Can you pass a law that makes
it illegal for people to use your name in a story or song if you dont want
them to?

Your Friend,
Shreya
Representative #3: Excuse me. I couldnt help overhearing that letter. I think thats
a good idea.

Representative #4: I know what this little girl is talking about. When I was in
school, people used my name in rhyming poems and it hurt my feelings.

Representative #1: I dont know. Even though it might hurt this little girls
feelings, we have freedom of speech. Its in our state constitution.

Representative #4: I believe in freedom of speech, but I think using a little girls
name in a story is wrong. If it hurts her feelings, I think it should be illegal.


Narrator #2: The representatives voted in the Illinois General Assembly. They
voted yes to the bill. But the representatives are only one branch of the state
government.

Narrator #3: That branch is called the Legislative branch. They make up the bills,
but the governor has to sign it to make that bill a law.

Narrator #4: The governor is the head of the Executive Branch. He or she signs the
bills into laws.

Governor: Hmm. I have a bill on my desk that passed in the Legislative Branch.
Let me see if I should sign it. Oh no. Poor little girl. I have a daughter in the third
grade too. I would hate for my daughter to cry because some boy was writing her
name in a song. Im going to sign this bill into law.

Narrator #1: The next day in school, Mr. Sandwich read the news to his students.

S4 8ranches of the Government: I|na| ID ro[ect



Mr. Sandwich: Everybody to the carpet. Listen to this! Shreyas bill has been made
into a law. Im sorry, D. J., but youre going to have to get permission from now
on before you use someones name in one of your comics.

D. J. I cant believe this. Wait until I tell my parents.

Darnell: Your mom is a lawyer. Maybe he can help you.

Narrator #2: Later that night, D. J. talked to his mom, Mrs. Huxtable.

Mrs. Huxtable: What? I cant believe the governor signed that bill into a law.
Hasnt he heard of freedom of speech? Its a good thing there is a third branch of
government. Do you know what it is, D. J.?

D. J. Is it the one with the judges?

Mrs. Huxtable: Thats right, son. Its the judicial branch. Im taking your case to
the Illinois Supreme Court.
Narrator #3: One month later, the Illinois Supreme Court heard D. J.s case. Guess
who D. J.s lawyer was? Thats right. It was his mom.

Mrs. Huxtable: Your honors, the Illinois Constitution has been violated. It says
here in the Bill of Rights, that All persons may speak, write and publish freely.

Justice #1: Thank you, Mrs. Huxtable. Well talk it over and let you know our
decision.

Justice #2: I agree with Mrs. Huxtable. Even though I feel bad for the little girl, D.
J. does have freedom of speech.

Justice #3: Yes. I feel that freedom of speech is important. The next thing we
know, it will be illegal to speak out against things we disagree with.

Justice #1: Im afraid I disagree. I think the little girl should be protected from
having her name in a story. I like freedom of speech, but I think there should be
limits.

Justice #2: Well, well have to vote for it.

8ranches of the Government: I|na| ID ro[ect SS



Narrator #4: More of the judges said that the new law was unconstitutional. That
means that Shreyas new law isnt allowed because the constitution says that
people in Illinois can have free speech.

Narrator #1: The next day, Mr. Sandwichs class heard the news.

Mr. Sandwich: Ok. Listen up. Do you remember when I told you that Shreyas law
was passed by the Legislature and signed by the governor? Well, now that law has
been found unconstitutional by the Illinois Supreme Court.

Brandy: What does that mean?

Darnell: It means that it went against the constitution, which is the law of Illinois.
You cant pass a law if it goes against the constitution.

Amy: But I thought the governor was the boss of everyone.

Mr. Sandwich: No. All three branches of government have the same power. No
one is more important. Each branch checks up on the other one. Thats called
Checks and Balances.

Shreya: But I dont want my name in songs.

Mr. Sandwich: Have you tried talking to D. J.?

D. J. Its okay, Shreya. I can see how much it means to you and I wont use your
name anymore.

Shreya: Well you might be able to if you ask me.

D. J. Okay. Can I use Shreya the Shrimp in my Burger Boy comic?

Shreya: You can, but only if shes a superhero.

Narrator #2: The next day, D. J. read his comic to the class. It was all about Burger
Boy and his sidekick, Shreya the Super-shrimp battling their arch enemy who
shoots slices of ham and turkey from his mouth: The Evil Dr. Sandwich!!


S6 8ranches of the Government: I|na| ID ro[ect


Summary Paragraph Rubric

Name ______________________________________
Branch of Government _________________________________________
Summary Paragraph Rubric
At least two major roles of the given branch of
government are provided.


1 2 3 4

2-3 main jobs of the given branch of government
are included.


1 2 3 4
The summary includes a clear description of
how the given branch of government helps keep
the other two branches of government in check.

1 2 3 4
3-5 community needs are identified and a clear
explanation of how government meets each
need is provided. Each response is supported
with 1-2 pieces of evidence.

1 2 3 4
The summary has correct grammar, spelling,
and punctuation at least 80% of the time.

1 2 3 4

Correct usage of content-specific vocabulary is
consistent throughout the summary.

1 2 3 4


Total Score ______________/24
Comments
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
8ranches of the Government: I|na| ID ro[ect S7


Journal Entry Rubric

Name ______________________________________
Journal Topic ________________________________________________
Journal Entry Rubric
The topic was addressed consistently
throughout the recording. All comments had to
do with the main topic.

1 2 3 4

The project was titled and saved correctly in
Notability and exported to the appropriate folder
in Dropbox.

1 2 3 4
The audio is clear, easy to hear, and there are
very few distractions in the background.


1 2 3 4
There is a clear introduction that explains the
topic. There is also a clear conclusion.


1 2 3 4
The summary has correct grammar at least 80%
of the time.

1 2 3 4


Total Score ______________/20
Comments
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
S8 8ranches of the Government: I|na| ID ro[ect


Final Project Rubric
Name ______________________________________
Branch of Government _________________________________________
Final Project Rubric
The summary is complete and saved as an
audio file. All required aspects of the summary
are completed. (See Summary Rubric)


1 2 3 4

The graphic organizer is recreated in Notability
using stickies.

1 2 3 4

Information is accurate and supported by
evidence.

1 2 3 4

Content in the graphic organizer is spelled
accurately and uses correct grammar 80% of
the time.

1 2 3 4
Correct usage of content-specific vocabulary is
consistent throughout the project.

1 2 3 4

The entire project is titled correctly and saved in
the appropriate folder in Dropbox.

1 2 3 4

The project was completed on time.

1 2 3 4


Total Score ______________/28
Comments
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
8ranches of the Government: I|na| ID ro[ect S9


Notability Checklist

Task Y/N
1. Did you successfully open the app?
2. Did you select the Social Studies folder?
3. Did you create a new note?
4. Did you rename your note with your name and the project title?
5. Did you recreate your graphic organizer with typing stickies?
6. Does your project have your recorded summary paragraph?
7. Can you play back your recording?
8. Did you export your project to Dropbox?


Task Y/N
1. Did you successfully open the app?
2. Did you select the Social Studies folder?
3. Did you create a new note?
4. Did you rename your note with your name and the project title?
5. Did you recreate your graphic organizer with typing stickies?
6. Does your project have your recorded summary paragraph?
7. Can you play back your recording?
8. Did you export your project to Dropbox?


60 8ranches of the Government: I|na| ID ro[ect


Paper-Pencil Test

Which Branch of Government?
Name: _______________________
Directions: Write the letter of each responsibility under the correct category.
One has been done for you.
A. House of Representatives is a
part of this branch.
B. The President is a part of this
branch.
C. This branch has to carry out the
laws.
D. This branch has to decide the
meaning of the laws.
E. Judges and the national courts
are part of this branch.
F. This branch makes the laws.
G. Includes the Court of Appeals
H. Largest branch of government.
I. Includes the Senate.
J. Includes the Supreme Court.
K. Study new bills to be approved.
Executive Branch Legislative Branch Judicial Branch





A



8ranches of the Government: I|na| ID ro[ect 61


References
Ellis, K. (n.d.). Which Branch of Government? Retrieved April 22, 2013 from
http://www.teacherspayteachers.com/Product/Which-Branch-of-Government.
Stanley, J. (n.d.). Three Branches of Government Readers Theatre for a class
of 20. Retrieved April 22, 2013 from
http://www.slideshare.net/johnastanley/three-branches-of-government-4159202.
Teachinginalabana. (n.d.). Branches of Government Graphic Organizer for
Research. Retrieved April 22, 2013 from
http://www.teacherspayteachers.com/Product/Branches-of-Government-Graphic-
Organizer-for-Research.
Tom, T. (n.d.). Three Branches Government Checks + Balances Worksheet.
Retrieved April 22, 2013 from
http://www.teacherspayteachers.com/Product/Three-Branches-Government-
Checks-Balances-Worksheet.