Lesson Planning Form for Differentiating Instruction Education 305

Teacher Rebekah Wissink and Courtney Gruner Grade level and theme: 3rd Grade Michigan Studies Thread: Civics Crossover: ELA

I. Objectives What is the main focus of this lesson? Learn about the legislative process and how laws can help protect natural resources, specifically in Michigan. How does this lesson tie in to your Big Idea Focuses on the need to care for natural resources and what that means for the government. What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If an objective applies to only certain students write the name(s) of the student(s) to whom it applies. Indicate themes addressed in thread (ex-Geography-human environment interaction) 1) Students will be able to explain how the general legislative process works in passing a bill to make a law. 3 - C3.0.1 Distinguish between the roles of state and local government 3 - C5.0.1 Identify rights and responsibilities of citizenship 2) Students will be able to explain one of the purposes of the Michigan government (making laws to protect the environment). 3 - C1.0.1 Give and example of how Michigan state government fulfills one of the purposes of government 3) Students will be able to make connections between what happened in the Lorax and what happens in the world today. 3 - R.CM.03.03 compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding; including a narrative to an informational text, a literature selection to a subject area text, and an historical event to a current event. 3 - S.DS.03.02 discuss narratives (e.g., folktales, fables, realistic ction), conveying the story grammar (e.g., characters thoughts and motivation, setting, plot, story level theme) and explain why the story is worthwhile and how it is relevant to the storyteller or the audience.. 3 - R.CM.03.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses ** Lesson plan ideas used from: http://www.teachnology.com/lessons/lsn_pln_view_lessons.php?action=view&cat_id=10&lsn_id=20173 http://lre.ncbar.org/media/2037080/howabillbecomesalaw.pdf?keepThis=false&TB_iframe=true&height=575&width=750

II. Before you start

Prerequisite knowledge and skills.

Have a basic/broad understanding of what a government is/does How to work in groups How to read, write, and organize information

Assessment (formative and summative)

1. Discussion: Following the group reading of the Lorax there will be a group discussion where the students will respond to comprehension questions about the reading and also questions that help them make connections to the use/abuse of natural resources. 2. Simulation: The students will write out a bill using the How a Bill Becomes a Law worksheet and then present it to class. 3. Matching Assessment: Worksheet (can be used quiz-style) where students have to order the steps of making a bill into a law correctly.

Key vocabulary for this lesson

bill, legislative, exectutive, judicial, House of Representatives, Senate, committee

Materials-what materials (books, handouts, etc) do you need for this lesson and do you have them?

Lorax by Dr. Seuss How a Bill Becomes a Law worksheets How a Bill Becomes a Law matching assessment pencils

Do you need to set up your classroom in any special way for this lesson? If so, describe it.

Class will begin in reading center/corner and then separate into their resource groups for the simulation.

III. The Plan Time Parts Motivation (Opening/ Introduction/ Engagement)

1 Day Lesson

The description of (script for) the lesson, wherein you describe teacher activities and student activities Read-aloud of the Lorax. After reading we will briefly discuss the book as a class asking questions such as: why did the Lorax leave? why were there no more trees? how does this story relate to what we have been learning about and the natural resources we are researching? what economic principle does this story remind you of? what could have been done to prevent this? what rules would you have made? Transition from talking about the Lorax to introducing how laws are made. Show the video clip Im just a Bill from School House Rocks:

Development

http://www.youtube.com/watch?v=tyeJ55o3El0
Simulation Have students break into their resource groups and begin to write a law that they they think is necessary after learning about their natural resource using the writing a bill worksheet. Students should assign roles (with help of teacher if necessary) for this simulation. ie secretary, speaker, etc. so that each student has a role and the information can stay organized. Once they have a bill written we will transform the classroom into the House of Representatives and each group will have to present their bill and then the class will vote on whether or not to pass it. When presenting the students must state: why they feel this is necessary what it will prevent possible difficulties in enforcing this bill Discussion What is the importance of government in terms of not overusing natural resources in Michigan? What would Michigan look like if we didnt have a government to implement laws protecting them? Why do you think it is so challenging to pass a law? Why must a bill go through so many stages? Closure Have students do the How a Bill Becomes a Law matching assessment worksheet.