SETON HILL UNIVERSITY
Lesson Plan Template
TOPIC DETAILS CK
Name Allison Carlson
Subject Social Studies
Grade Level 4th
Date/Duration 90 minutes (2 class periods)
Big Ideas Principles and significant documents shape local, state,
and national government.
Essential What are the principles and ideals of government?
Questions What is the state government and who is involved?
What is the local government and who is involved?
What is the national government and who is involved?
What significant documents shape our government?
PA/Common Standard - 5.1.4.C- Explain the principles and ideals
Core/Standards shaping local and state government (Liberty/Freedom,
Democracy, Justice, Equality)
Standard - 5.3.4.D- Identify positions of authority at the local
and state, and national level.
Standard - 5.1.4.D- Identify key ideas about government found in
significant documents (Declaration of Independence, United States
Constitution, Bill of Rights)
Objective Fourth grade students will identify and analyze the
difference between local, state, and national
Bloom's government with 90% proficiency.
Taxonomy Students in fourth grade will identify the important
documents that shape our government 8 out of 10
Webb's Depth of times.
Knowledge
(DOK)
Formative & Formative: Students will be given a completed graphic
Summative organizer. They will verbally explain what each section
Assessment of the graphic organizer is and how it shows the
Evidence differences between local, state, and federal
government.
Summative: At the end of this lesson students will
create a project that ties in the different level of
governments (local, state, federal), and the past
lessons on the three branches of government and one
regions local government. They will present their
project to the class and be graded based on a rubric.
ISTE Standards 7b- Students use collaborative technologies to work
for Students with others, including peers, experts or community
members, to examine issues and problems from
Framework for multiple viewpoints
21st Century 7c- Students contribute constructively to project teams,
Learning assuming various roles and responsibilities to work
effectively toward a common goal
Accommodation Taylor will be allowed to work independently using
s, Modifications technology to complete her work instead of working
with her classmates.
Taylor will work in her own space that is free from
danger. The door will be shut and locked and the
windows will be kept to her liking. She will feel safe at
all times.
Taylor will be provided with a bed at the nurses office if
she is overtired. She can go down at any point and take
a nap because no learning will occur if she is tired.
Taylor will be provided with a dry erase calendar on her
desk that keeps track of her assignments so she knows
what she must get done to keep her stress at a minimal
level.
SUPERVISING
TEACHERS
SIGNATURE
Seton Hill University Lesson Plan Template Step-by-Step
Procedures
RATIONALE for CK
the Learning
Plan
Introduction Activating Prior Knowledge
I will ask students if they know what the difference is
between the governments.
I will ask students if they have heard of different
members of local, state, and federal government (ex:
mayor, governor, president)
Hook/Lead-In/Anticipatory Set
I will read the book The Bill of Rights: It Cant be Wrong
by Carole Marsh
I will read a second book the Cornerstones of Freedom:
The U.S. Constitution by Michael Burgan
Students will listen to the stories and think about what
part of government the Constitution and The Bill of
Rights belong to and how they affect our rights and
principles.
Explicit Big Idea Statement
Instructions Principles and significant documents shape local, state,
and national government.
Essential Questions Statement
What are the principles and ideals of government?
What is the state government and who is involved?
What is the local government and who is involved?
What is the national government and who is involved?
What significant documents shape our government?
Objective Statement
In class, you will identify and analyze the difference
between local, state, and national government.
During class, you will identify the important documents
that shape our government.
Transition
Students will limbo back to their seats
Key Vocabulary
Government
Local
State
Federal/National
Principles/ideals (Liberty/Freedom, Democracy, Justice,
Equality)
Documents (The Constitution, The Bill of Rights)
Three branches of government (previous lesson)
Lesson Pre-Assessment of Students
Procedure Students will fill out a KWL chart for each type of
government (local, state, federal). They can work with
their table when filling in the chart.
Modeling of the Concept
Teacher will explain the differences in the governments
by using visuals and short video clips. They will talk
about the voting process and how people can elect local,
state, and federal officials. They will give a presentation
on who is in office now and what they have
accomplished or hope to accomplish. Teacher will then
explain why the principles and ideals (Liberty/Freedom,
Democracy, Justice, Equality) are important for each citizen and how
government shapes these ideals. Teacher will also present how the
Constitution and the Bill of Rights affects citizens lives and the role
that the governments play in those important documents. The teacher
will model her project that the students will be completing for the
summative assessment.
Guiding the Practice
1. I will assist students as they work on their projects. I will
walk around and answer any questions they may have.
Some questions I will ask are how does this relate to the
objectives? Tell me one thing you learned and one thing
you do not fully understand?
2. Students will complete the Webquest: Great Government
for Kids: Your State and Federal Government from the
website http://www.cccoe.net/govern/webquestintro.html
This will allow students to read a book about how our
government was formed and about the organization of
our government.
3. We will take a field trip to the National Constitution Center in
Philadelphia, PA. Students will tie in all the information they have
learned about the government and write a reflection piece.
Providing the Independent Practice
Students will write a short paragraph about their trip and
about what they have found most interesting from this
lesson. They will also give one suggestion as what the
teacher should do differently.
Transition
Students will find a classmate and give one piece of
information about the level of government of their
choice.
Reading The Bill of Rights: It Cant be Wrong by Carole Marsh
Materials Cornerstones of Freedom: The U.S. Constitution by
Technology Michael Burgan
Equipment YouTube
Supplies Smartboard
Computer
http://www.cccoe.net/govern/webquestintro.html
National Constitution Center
o 252 Arch Street, Philadelphia, PA 19106
Telephone: 215-409-6600
Email: groupsales@constitutioncenter.org
Website: constitutioncenter.org
Craft supplies
Pens/pencils
Evaluation of Formal Evaluation
the Students will be given the same graphic organizer from
Learning/Master the beginning of the lesson but nothing will be filled out.
y of the Students must use their knowledge from the lesson and
Concept fill it out. They will work alone during this evaluation.
Informal Evaluation
I will observe my students using a checklist while having
a class discussion and small group discussion. I will also
observe how they met the objectives while discussing.
Closure Summary & Review of the Learning
Students will relate their project to the objective and
essential questions.
Students will relate the field trip to the objectives and
the lesson.
Students will play a Kahoot review game preparing for
their unit test.
Homework/Assignments
Create 2 questions that you would like to see on the unit
test
Teacher N/A
Self-reflection
