Teacher(s) Name: Andrea Loper

Thematic Unit Theme/Title/Grade Level: Civics and Government, Road to the White House, Third Grade

Weebly address: http://ucfgr3governmentsp17t.weebly.com/

Daily Lesson Plan Day/Title: Federal Government Fun!

Learning LearningGoal:
Goals/Objectives
Studentswillunderstandthedifferencesbetweenfederal,state,andlocalgovernment
Whatwillstudentsaccomplishbe andhowtheyareorganized.
abletodoattheendofthislesson?
Besuretosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!
LearningObjectives:YouMUSThaveobjectivestomeetallstandards.Eachstandard
notedbelowshouldmatch/ALIGNtotheobjectivesnotedherewiththerebeingNO
DOUBTthatyouareplanningtomeetALLstandardsnoted.

Dependingonthetopic,4objectivesareample.

1. Thestudentwillbeabletoidentifythefederallevelofgovernment.

2. Thestudentwillbeabletoexplaintheprocessofrunningforpresidentin23
sentences.

3. Studentwillbeabletoworkinagroupwellwithpeersanddiscusstheir
findingswithingroups

4. Thestudentwillbeabletorecognizethemajorpartsofthefederalgovernment
andthedocumentsthatgivethempower

5. Studentswillbeabletouseamaptoclearlydistinguishbetweendifferent
federalgovernmentbuildings

NCSSThemes NCSStheme(s):

FloridaStandards(FS) Power,Authority,andGovernment

NextGeneration FloridaStandard(s):

SunshineState LAFS.3.RI.3.7: Use information gained from illustrations (e.g., maps,

Standards(NGSSS)List photographs) and the words in a text to demonstrate understanding of
eachstandard.Cuttingand the text (e.g., where, when, why, and how key events occur).
pastingfromthewebsiteis
allowed. LAFS.3.SL.1.1: Engage effectively in range of collaborative discussions
http://www.cpalms.org/Public/ (one-on-one, in groups, and teacher- led) with diverse partners on grade
3 topics and texts, building on others ideas and expressing their own
clearly.

LAFS.3.W.1.2: Write informative/explanatory texts to examine a topic

and convey ideas and information clearly.

o Introduce a topic and group related information together; include

illustrations when useful to aiding comprehension.

NextGenerationSunshineStateStandards:

SS.3.C.3.1: Identify the levels of government (local, state, federal)

SS.3.C.3.4: Recognize that the Constitution of the United States is the

supreme law of the land.

Assessment UnitPreAssessment:

Howwillstudentlearningbe ThePreAssessmentwillbedonetwoweekspriortostartingourunitplan.It
assessed?Authentic/Alternative
assessments? willbedoneviakahoot.

Doesyourassessmentalign https://create.kahoot.it/#quiz/17ad887d6ff24c58b299e3f3976155e4
withyourobjectives,standards
andprocedures?
UnitPostAssessment:
Informalassessment
(multiplemodes):participation
rubrics,journalentries,
ThePostAssessmentwillbegivenbytheendoftheunitlessonplanoneither
collaborative FridayorthefollowingMonday.
planning/presentationnotes,etc.

https://create.kahoot.it/#quiz/17ad887d6ff24c58b299e3f3976155e4

OngoingFormative(progressmonitoring/daily)Assessment:

Studentswillratetheirunderstandingonascaleof14everysingleday!

4:Studentscanidentifyandteachthefederallevelofgovernment

3:Studentscanidentifythefederallevelofgovernment

2:Studentcanidentifythefederallevelofgovernmentwithsomeassistance

Design for Instruction
Student Activities & Procedures
Whatbestpracticestrategieswill
beimplemented?
Howwillyoucommunicate
studentexpectations?
Whatproductswillbedeveloped
andcreatedbystudents?
ConsiderContextualFactors
(learningdifferences/learning
environment/learningstyles)thatmay
beinplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications
do you make for ESOL
http://teachsocialstudies.wikispaces.co
m/file/view/ESOLStrategiesComprehen
sibleInstruction.pdf/42902857/ESOLStr
ategiesComprehensibleInstruction.pdf
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD etc.)
http://www.udlcenter.org/aboutudl/
udlguidelines/udlguidelines_graphi
corganizer
1:Studentcannotidentifythefederallevelofgovernment
ESOL Accommodations-
6. Continually monitor students comprehension
The day will begin with a review of the previous two days of material
1. How many different levels of government are there?
2. What are the first and second levels of government?
3. What is one job that is specific to to that particular level of government?
ESOL Accommodations-
13. Use preview/review activities
UDL- 8.3- Foster Collaboration and Community
The students will then break into their centers groups to complete the following
centers. Students will be at each center for 10 minutes and then move to the
next one.
Opening: Instruction about National Government and how the National
government makes rules and laws over the nation.
First Center: Students will be able to use IPads to use the ICivics
website to run for President or run their own law firm that specializes in
constitutional law. With the running for President they will explain their
process in a brief summary (2-3 sentences). If they are doing the law
firm, they will write a definition of constitutional law that they have
learned in their own words as well as a summary of the game they
played after talking with a partner about their experience in law. (This
will be places in their brief case)
Second Center: Students will read the book D is for Democracy by
Elissa Groden as a group and come up with a list of 4 things that the
Federal Government does for the citizens of the United States!
 UDL- 8.3- Foster Collaboration and Community

Third Center: Students will be able to take a map of Washington D.C.

and learn where the different parts of the Federal Government are
located (executive, judicial, legislative). This will allow students to learn
where the different portions of the federal government work. They will
also learn facts about each branch of government using the
https://bensguide.gpo.gov website.

Fourth Center: Students will watch the Crash Course Video

http://safeshare.tv/submit?url=https%3A%2F%2Fwww.youtube.com
%2Fwatch%3Fv%3Dlrk4oY7UxpQ which should get them thinking
about government and politics. By doing this I can allow students to
connect themselves to the work the government does. They will be able
to color a page with the three different branches of government on them
and they will be asked to give two facts about each branch that they
have learned about!

ESOL Accommodations-

2. Promote cooperation (small groups)

30. Encourage the use of diagrams and drawings as aids to identify concepts
and seeing relationships

48. Use group assignments, portfolios, learning journals, and other non-print
options as alternative assessments (briefcase)

UDL-

4.1- Vary the methods for response and navigation

Resources/Materials Computers

IPads
 Briefcase

Map of Washington D.C.

Colored Pencils

Markers