Beacon Lesson Plan Library

Power to the People

Sandi King
Bay District Schools

Description

Reviewing the branches of government can be a boring, tedious procedure, but students will be happy to show what they know while participating in this game type review.

Objectives

The student understands the functions of government under the framework of the Florida Constitution.

The student knows the branches of Florida state government.

The student understands the structure, functions, and primary responsibilities of executive, legislative, and judicial branches of Florida government.

The student knows the names of his or her representatives at the local and state level (for example, mayor, governor, city council members, state legislative representatives).

The student knows basic things Florida government does in one's school, community, state, and nation.

Materials

- The video, [School House Rock! America Rock]. Disney Productions. 1997.
- Game questions from the associated files
- Formative Assessment Checklist previously used in this unit
- Studentsí journals including all writings and all graphic organizers that have been placed in the journals
- Student copies of Summative Assessment #4, Branches of Government
- Student copies of Summative Assessment #5, Florida Government at Work

Preparations

1. Locate and preview the Three-Ring Government section of the video, [School House Rock! America Rock].
2. Download and print the questions for the review game from the associated files.
3. Locate the Formative Assessment Checklist previously used in this unit.
4. Locate studentsí journals including all writings and all graphic organizers that have been placed in the journals.
5. Download, print, and duplicate student copies of Summative Assessment #4, Branches of Government, and Summative Assessment #5, Florida Government at Work. These assessments are available from the unitís associated files.

Procedures

Note: This is the last of nine lesson plans to the unit, We the People, and will be used on days nine and ten of the unit. Only social studies content is addressed in this lesson. Reading, math and writing standards are integrated with this unit and are addressed in the lesson plans Class President (reading), Money Matters (math), and Getting to Know Our Elected Officials (writing). See the Unit Plan Overview from the unitís associated files for guidance in how to organize the teaching of the lesson plans.

Session 1 (Day 9 of the unit)

1. Begin the lesson by reviewing the progress of the class citizenship project.

2. Show Three-Ring Government from the video [School House Rock! America Rock]. This portion of the video is a review of the three branches of government. Following the video, have the class participate in the creation of comparison and contrast charts for the three branches of government and the three-ring circus. This activity integrates the skills learned in the reading section of this unit with the information from the social studies section of the unit. The charts can be written on the board or the transparency charts from the reading lesson can be used.

3. Tell students that tomorrow they will be taking the summative assessment that shows that they have mastered the social studies standards dealing with our government. To get ready for tomorrowís assessment, we will be playing a game.

4. Review game:
* Each student stands beside his/her desk. Beginning with the leader for the day, a question will be read to the first student.
* If the question is answered correctly, the student remains standing for this round and questioning continues to the second student. If the question is not answered correctly, the student must sit.
* Students who must sit will be called upon to correctly answer any questions other students miss. If answered correctly, the student may again stand. The missed questions will also be given to students in a rotating manner.
* Since the questions, answers, and all feedback are oral, all students will hear the review. No student should be involved in any activity other than the game and attempting to stay in the game by answering questions correctly, or attempting to get back in the game by answering questions others have missed.
* No journals, graphic organizers, or bulletin boards may be used to assist in answering the questions.
* When all questions have been answered, repeat any questions that seemed to give students difficulty. Specifically target any questions that align with the student answering and skills not yet documented as mastered on the Formative Assessment Checklist.

5. The game is the final formative assessment of the social studies standards before the summative assessment. As students respond to the questions in the game, mark the Formative Assessment Checklist. Note any students who may need additional assistance before the summative and make arrangements to meet with the student and/or the studentís parents to give assistance to help prepare the student for the summative.

6. At the completion of the game, pass out studentsí We the People journals. Instruct students that the journals and graphic organizers will serve as their study guides for the summative assessment they will take tomorrow. They will be responsible for all information on the graphic organizers except names of judges. Answer any questions the students may have. Be sure the journals containing the graphic organizers are taken home to be used as study guides.

Session 2 (Day 10 of the unit)

1. Administer Summative Assessment #4, Branches of Government. All instructions and materials are available from the unitís associated files.
2. The projects for Summative Assessment #5, Florida Government at Work, are assessed as they are completed.

Assessments

Formative Assessment
Students will be formatively assessed during the oral game. Each question (from associated files) will have the corresponding standard listed for easy documentation by the teacher. Examples of correct responses accompany the question. Since this is a review for the summative assessment, mastery is required. Oral formative feedback is given to confirm correct responses. Incorrect responses are noted and when eventually are stated correctly, then the feedback will be given to confirm correct responses and to tell why the original response was incorrect. Formative Assessment Checklists will be marked to document individual studentís understanding of the standards.

Since this is the last review before the summative assessments, special attention needs to be given to the Formative Assessment Checklist and those individuals still needing assistance to master the standards. From the information gained from the checklist, individual conferences or small group discussions may be appropriate.

Summative Assessment
Summative Assessment #4, Branches of Government, is administered on the day following the review. This tool assesses all five social studies standards addressed in the unit and reviewed in this lesson plan. All instructions and materials needed are available from the unitís associated files. See the Extensions section of this lesson plan for more information.

Summative Assessment #5, Florida Government at Work is a project-based assessment to be collected and scored when completed. All instructions and materials needed are available from the unitís associated files. See the Extensions section of this lesson plan for more information.

Extensions

1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=5197. Once you select the unitís link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files.
2. The game can be played in teams rather than on an individual basis. If this option is chosen, be sure all individuals have an opportunity to display their knowledge.

Attached Files

Questions for the review game     File Extension: pdf

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