Inquiry-Based

Lesson Plan

Date: 13 September 2017 Name: Seth Dills
th
Grade: 4 Grade Lesson Title: Branching out in Govt
Subject: Social Studies Lesson Source: My Brain
Lesson Length: 5 Days, 45 minutes each day

1.1 The student will recognize and evaluate significant choices made by individuals,
communities, states, and nations that have impacted our lives and futures.
KCCR Social Studies Standard(s) 4.1 The student will recognize and evaluate continuity and change over time and its impact
Standard/Benchmark: Discipline. Knowledge/Skills on individuals, institutions, communities, states, and nations.

CG Ideas Branches of Government

CG People/ Roles Senator, Representative, President, Citizen

KCCRS SL.4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups,

KCCR ELA Standard(s) and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas
Standard/Benchmark/Description and expressing their own clearly.

KCCRS SL.4.1b - Follow agreed-upon rules for discussions and carry out assigned roles.
How do other peoples decisions affect us, even when they are thousands of miles away?
Essential Question(s)
How does the govt make decisions that impact my life?

1. At the end of this lesson students will be able to identify the three branches of
government with 100% accuracy
2. At the end of this lesson students will be able to identify the people that are involved
Lesson Objectives
in each branch.
3. At the end of this lesson students will be able to describe how the decisions made by
each branch impact their lives.

Formative
The teacher will use probing questions during the research process to assess student
learning and if needed, guide and redirect them to remain on task (Standards: KCCRS
SL.4.1, KCCRS SL.4.1b; Obj. 1, 2, 3)
Students will respond to the KWL prompt What are the branches of government and
how do they impact our lives? (Standards: 1.1, 4.1, Ideas, People/ Roles; Obj. 1, 2, 3)
The teacher will review the notes that the students have taken to determine the
Assessment/Criteria direction students have taken with their inquiry, providing extra information as
necessary (Standards: 1.1, 4.1, Ideas, People/ Roles; Obj. 1, 2, 3)
Summative
Students will present to their small group information about the branch of
government they were assigned. (Standards: Ideas, People/ Roles, KCCRS SL.4.1; Obj.
1, 2)
Students will complete an Exit Ticket reflecting on how the decisions made by each
branch can impact their lives (Standards: 1.1, 4.1, Ideas, People/ Roles; Obj. 3)

Disciplinary Literacy Branches of government, Legislative, Judicial, Executive

Senator, Representative, President, Citizen
(terms: technical, figurative, locality, quantitative,
multiple meanings, acronyms, easily confused)
Election
Materials
KWL Chart
Butcher/ Presentation Paper
Materials 5W 1H Notes Sheet
Technology My Branch Organizer
Resources Group Resources
Setting QR Codes

Technology
iPads

Resources
Printed Student Resources

Setting
My classroom

Adaptations/Modifications
(guided notes, extended time, fewer questions, As needed.
fewer distractors, alternate setting, etc.)

Visual: Videos, Graphic Organizers

Modalities Auditory: Videos, Presentations
(visual, auditory, kinesthetic, tactile) Kinesthetic: Researching, Graphic Organizers
Tactile: Researching, Graphic Organizers

Inquiry Based Learning

Instructional Strategies Guiding Questions
(graphic organizer, cooperative learning, discussion,
technology integration, etc.) Collaborative Learning
Small Group Presentations

Lesson Procedures/Activities
Write out detailed lesson procedures for an Inquiry-Based lesson plan. Your plan should be detailed enough for another teacher to teach it

Est. without having to ask you any questions. Numbering and bullets are permissible and encouraged.
Time

Step 1: QUESTION
1.Teacher will post the essential questions on the board and ask students to take 30 seconds to reflect on
them in their heads (How do other peoples decisions affect us, even when they are thousands of miles
away? How does the govt make decisions that impact my life?)
2. Teacher will set a timer for 30 seconds so students have time to reflect
3. After this ask students to do a turn & talk and share with their neighbor their initial thoughts.

Step 2: GENERATE HYPOTHESES & QUESTIONS
1. Teacher will distribute the note packet so students can answer the question on the KWL Chart: What are
the branches of government and how do they impact our lives? Allow time to complete the K & W sections.
Remind students to put their names on the packet
2. Students will be sorted into 3 groups (Blue, Purple, Yellow) and within those three groups they will be
Day 1
Beginning

assigned a branch of the government. Their task during this time will be to come up with research questions
(Engage)

20-30
they want to answer on butcher/ presentation paper while keeping the essential questions in mind.
Mins
3. Teacher, before showing students how they will be sorted, should ask the students How do we work

together successfully? and allow students time to answer. Reinforce that students will be presenting in
smaller groups later about what they learn in their large groups so everyone should be involved and taking
notes.
4. Allow students to break out and begin hypothesizing and asking questions (10 Minutes-ish). Students are
expected to write their questions & hypotheses on a sheet of butcher paper
a. Blue - Executive
b. Purple - Judicial
c. Yellow - Legislative
5. When conversation is wrapping up/ students begin to get off task call students attention (Waterfall,
waterfall Woosh!, etc.). Ask them to share out some of the questions that they have and how they plan to
investigate during Days 1-2.
6. Wrap up lesson by transitioning students to the next activity.
 Step 3: GATHER INFORMATION (highlight primary sources)
1. (5-10 Mins) Teacher will introduce Day 2 by showing the students pictures of the constitution:
a. http://constitutionus.com/
b. Teacher will read information from the constitution without reading it all Teacher will
highlight the three branches created within the constitution and give a brief overview of each
one to start developing vocabulary. Teacher should point out that this framework was created
a very long time ago and we still use it today.
2. (10-15 Mins) Students hypotheses and questions will be spread around the room so students can get
into their groups easily (3 groups of 6). Students will be provided with 6 articles to read/ videos to
watch depending on their small group. Each person will read an article/ watch a video, highlight
important parts, take notes. They should highlight unfamiliar words, ideas, and then take notes about
those questions and the answers that they find.
a. Blue Executive
i. https://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/pdfs/5.pdf
ii. https://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/pdfs/16.pdf
iii. https://www.usa.gov/branches-of-government#item-211477 (Read Executive
Section)
iv. https://www.youtube.com/watch?v=9KyvQuOHFvE&feature=youtu.be (Watch
Video, QR Code)
v. http://www.ducksters.com/history/us_executive_branch.php (1/2)
vi. http://www.ducksters.com/history/us_executive_branch.php (2/2)
b. Purple Judicial
Days i. https://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/pdfs/4.pdf
2/3 ii. https://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/pdfs/23.pdf
(Explain/Explore)

30 iii. https://www.usa.gov/branches-of-government#item-211477 (Read Judicial Section)

Middle

Mins/ iv. https://www.youtube.com/watch?v=IkBkc2Fxe3I (Watch Video, QR Code)

30 v. http://www.ducksters.com/history/us_judicial_branch.php (1/2)
Mins vi. http://www.ducksters.com/history/us_judicial_branch.php (2/2)
c. Yellow Legislative
i. https://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/pdfs/4.pdf
ii. https://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/pdfs/5.pdf
iii. https://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/pdfs/9.pdf
iv. https://www.usa.gov/branches-of-government#item-211477 (Read Legislative
Section)
v. https://www.youtube.com/watch?v=mfEwakoSJ68 (Watch Video, QR Code)
vi. http://www.ducksters.com/history/us_legislative_branch.php
3. (10-15 Mins) After students take notes, they will share what they discovered within their small groups.
They will answer the 5Ws and 1H (Who, What, Where, When, Why, How) and answer questions they
uncovered. They will complete the attached sheet (5 W, 1 H). They will work to fill in as many blanks as
possible and when they have questions ask for the teacher to provide guidance.
4. During this time the teacher should plan to bounce from group to group and answer questions/ ask
probing questions to deepen student thinking.
Step 4: INTERPRET/ORGANIZE INFORMATION AND DRAW CONCLUSIONS
5. (10 Minutes) During day 3 students will put the information they gathered together and organize it so
that everyone can present it to the other groups. They will complete the My Branch Activity, adding
necessary information, fun facts, and the impact they discovered the branch has on our lives.
6. (20 Mintues) After completing the information, the students will practice sharing it to their initial
groups. Each student is expected to practice in order to make sure pertinent information is not left out.
(Presentations will be 2-4 Minutes). Students will need to look on the board to see who they will be
paired with, discuss how they will present their information, and practice.

 Step 5: PUBLISH CONCLUSIONS (Day 4)
1. Sharing in small groups
a. Provide packets for note taking that include
i. Intro Page (w/ Name)
ii. KWL Chart
iii. P1 - https://gsa-cmp-
fileupload.s3.amazonaws.com/USA_Government_Branches_Infographic.pdf
iv. P2 My Branch WS Executive
v. P3 My Branch WS Legislative
vi. P4 My Branch WS Judicial
Days
vii. P5 Movie Notes
4/5
(Extend/Evaluate)

viii. P6 Exit Ticket

30
b. Students will go one at a time, and be split into groups Green, Red, Orange And then they
End

Mins/
will take turns sharing information. Students who have the same information will team-
30
present since they will have the same notes. Other students are expected to take notes in
Mins
their note packet MY Branch WS.

2. Students will complete the KWL Chart after presentations.

Day 5 Synthesis of Learning
1. Students will watch an educational video the re-cap learning. While watching the video they will take notes
one new thing they didnt learn from the study and presentations. https://educators.brainpop.com/bp-
topic/branches-of-government/
2. After watching the video and taking notes, students will Return to their KWL Chart, complete that, and then
they are expected to complete the exit ticket, answering the question how can the decisions made by each
branch impact your lives?
3. After students finish they may silently read their AR book. Collect packets.
 Rubric - Students will present to their small group information about the branch of
government they were assigned.
5 3 0
Student accurately informs peers Student accurately informs peers
about the government branch about one aspect of the Student does not inform peers
What/ Who
(What), and the individuals involved government branch (What or about what or who
(Who) Who)

Student explains the role of the Student explains the role of the Student does not explain the role
Role/ Impact branch of government and the branch of government or the of the branch of government or
impact it has on our lives impact it has on our lives the impact it has on our lives

Rubric - Students will complete an Exit Ticket reflecting on how the decisions made
by each branch can impact their lives
5 3 0
Student mostly uses grade- Student does not use grade-
Student uses grade-appropriate
appropriate grammar and spelling appropriate grammar and
Grammar grammar and spelling in order to
in order to present what they spelling in order to present what
present what they learned
learned they learned

Student Correctly Identifies the 3 Student partially Identifies the 3 Student does not Identifies the
Content
Branches and their impact Branches and their impact 3 Branches and their impact

Mastery: 8
Developing: 6
 What are the branches of government and how do they impact our lives?
Know Want to Learn Learned
 Student Sorting
Student Number Inquiry Pairing Presentation Pairing
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Who:

What:

Where:

When:

Why:

How:

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Extra Notes (Use Back if Needed):
QR Codes:

Executive

Legislative:

Judicial:
My Branch

Information:
Name:

What it Does:

People Involved:

Role:
Impact on Our Lives:

Other Information:
Movie Notes:
Take notes on this worksheet about
something new you learned from the video:
Exit Ticket:
Name: _____________________________

How can the decisions made by each branch impact your lives?

Branch:

Impact:

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Branch:

Impact:

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Branch:

Impact: