Title of Unit: Our Government Title of Lesson: National Government Submitted By: Sandra CP, Greg W, Stacy I.

A. Summary of the Lesson Plan: This social studies lesson is designed for 3rd grade students to learn about our local government. This lesson uses the 3rd grade Houghton Mifflin Social Studies textbook, Communities. (Pages 240-245) B. Target Population: Grade Level: 3rd Grade Skill Level: Students at all learning levels Grouping: whole group reading & discussions, independent for activity and assessment

C. D. E. F. G.

Materials: Vocabulary & Study Guide (Unit Resources pg. 68)- 28 copies Reading Skill and Strategy (Unit Resources 67 pg. 240) Houghton Mifflin 3rd grade social studies book: Communities (p. 240-245) Paper and pencils

H. Objectives: o NV State Social Studies Standards o C13.3.5 Explain why we have patriotic activities, holidays, and symbols.

Student-Friendly Standards C13.3.5 I can explain why we have holidays and symbols that represent our country.

I.

Procedure: 1. Refer to notes on TE 224- Get Set to Read. Explain the Study Guide students will complete as we read. Call students attention to the map on pg. 240-241 Identify & discuss activities, holidays and symbols that form part of our country. Introduce vocabulary (legislature, executive branch, judicial branch, monument)

2. As a class, read pg. 240-245, stopping to ask questions as indicated in the margins of TE (pg. 241, 242) 3. Students should take notes and record information on their Study Guide while we read; they can continue working on their Study Guide when we finish reading. 4. Ask questions listed in the margins of the TE as an ongoing check for understanding. (TE 241) What is the main role of all branches of national government? (TE 242) Name two symbols for the United States. What does each represent? (TE 242) Why do we honor George Washington with a monument?
EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Nevada State College

Title of Unit: Our Government Title of Lesson: National Government Submitted By: Sandra CP, Greg W, Stacy I.

5. Group Discussion- Discuss in your groups what would you see if you were to visit Washington D.C. now? Use information from the text to describe what you would see? Also suggest what other ideas you think Washington D.C. should have to honor our presidents? 6. Students will write a short paragraph on why they think its important to have symbols that represent our country. Students will also describe two items or characteristics that have our United States symbol (i.e. money, passport, airports). 7. CLOSURE: Discuss the three statements on Review/Assess (TE 243) J. Assessment: What will you use to measure student understanding? I will be measuring students understanding by reviewing the short paragraph they will be writing about the importance of symbols that represent our country. Along, with naming two factors that symbolizes our country. By having students write their responses I can measure their understanding or their struggles to better assist them. Explain how you will know students understand the concepts from the lesson. I will be to know if students understand the concepts from the lesson if they are able to explain/write why we have symbols that represent our country like money or passports are some examples. K. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? In my perspective I think the easiest part to teach would be relating the lesson to real life. Students can relate to the duties of the national government to real life rules. 2. Which part will be most challenging for you to teach? I think the most challenging part to teach would be answering questions that include why there arent monuments for all the presidents of the United States like George Washingtons. 3. How will you follow up or extend this lesson? An activity that I can include to extend the lesson includes having students work on (pg. 244-245). Our United States flag has changed 26 times as to what it is now. Students will review the flags on pages 244 and 245 and they will write a short description of each along with the drawing of the flag. 4. What will you do for students who dont grasp the concepts?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: Our Government Title of Lesson: National Government Submitted By: Sandra CP, Greg W, Stacy I.

For students that dont grasp concepts, I will work with them closely and do guidedreading in a small group. 5. Which part of the lesson, if any, do you think might need to change? If I could change anything of this lesson plan it would be to include more pictures of presidents that served our country, as this would assist students with their learning of symbols that represent our country, as the presidents did represent our country at a given time. 6. When you were writing this lesson plan, what was the most difficult part? When I was writing this lesson plan the most difficult part to decide on was the assessment, as assessments are essential to measure our students understanding to the material. I decided to have them write a short paragraph on the importance symbols have in our country, along with two factors that represent our country. This will allow me to know if they understood this lesson, or what is it that they are struggling with.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: Our Government Title of Lesson: National Government Submitted By: Sandra CP, Greg W, Stacy I.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4