Unit Plan Template s5

The Branches of the Government

Unit Author
First and Last Name / Tiffany Jenkins
Author's E-mail Address /
Course Name(s) / Computers in the Classroom
Course Number(s) / CECS 4100
Course Section(s) / 008
School City, State, Zip / Denton, TX
Instructor Name(s): / Rhonda Christensen

Intel® Teach to the Future 1

© 2001 Intel. All rights reserved.

Intel® Teach to the Future 1

© 2001 Intel. All rights reserved.

Unit Overview
Unit Plan Title / Branches of the Government
Curriculum-Framing Questions
Essential Question / How are we a part of a larger system?
Unit Questions / What is the role of the executive branch?
What is the role of the legislative branch?
What is the role of the judicial branch?
Unit Summary
This unit is designed to help teach students about the three branches of the United States government. They will achieve this by completing the activities in this unit plan. They will be learning about an important topic and having fun while doing it.

Intel® Teach to the Future 1

© 2001 Intel. All rights reserved.

Subject Area(s): (List all subjects that apply)
Social Studies and Technology Applications

Intel® Teach to the Future 1

© 2001 Intel. All rights reserved.

Grade Level (Click boxes of all grade levels that apply)
K-2
6-8
ESL
Gifted and Talented / 3-5
9-12
Resource
Other:

Intel® Teach to the Future 1

© 2001 Intel. All rights reserved.

Intel® Teach to the Future 1

UQ #

Student Objective/Learning Outcome

/ Targeted State Standard/Benchmark / Procedures/Activities
2 / The student will be able to describe to list the two bodies that make up the legislative branch in an essay. / (17)Government. The student understands the framework of government created by the U.S. Constitution. The student is expected to:
(A)identify and explain the basic functions of the three branches of government;
(B)identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and
(C)Distinguish between national and state governments and compare their responsibilities in the U.S. federal system.
(6)Technology Education.The student uses the appropriate tools, equipment, machines, materials and technical processes to complete a project. The student is expected to:
(A)identify the chemical, mechanical, and physical properties and standard units of measure of manufacturing, construction, communication, energy, power, transportation, and bio-related technology materials;
(B)identify the processes used in manufacturing, construction, communication, energy, power, transportation, and bio-related technology;
(C)use a variety of tools, equipment, machines, materials, and technical processes; and
(D)Produce an item using the appropriate tools, equipment, machines, materials and technical processes. / The student will write letters to their federal representatives.
The teacher will divide the class into the two bodies that make up Congress, and have them act out how each body works.
The students will participate in the Monument on the Mall web quest.
3 / The student will be able to describe the main function of the judicial branch. / (17)Government. The student understands the framework of government created by the U.S. Constitution. The student is expected to:
(A)identify and explain the basic functions of the three branches of government;
(B)identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and
(C)Distinguish between national and state governments and compare their responsibilities in the U.S. federal system.
(27)Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A)use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B)use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision
(6)Technology Education.The student uses the appropriate tools, equipment, machines, materials and technical processes to complete a project. The student is expected to:
(A)identify the chemical, mechanical, and physical properties and standard units of measure of manufacturing, construction, communication, energy, power, transportation, and bio-related technology materials;
(B)identify the processes used in manufacturing, construction, communication, energy, power, transportation, and bio-related technology;
(C)use a variety of tools, equipment, machines, materials, and technical processes; and
(D)Produce an item using the appropriate tools, equipment, machines, materials and technical processes. / The class will participate in a mock trial on the whether or not a particular member of the class stole something.
Have the children visit http://bensguide.gpo.gov/6-8/government/national/judicial.html to read about the judicial branch on the judicial branch webpage.
The students will create a power point presentation about one of the supreme court justices.
1 / The student will be able to name the president and describe his role his role in the government / (17)Government. The student understands the framework of government created by the U.S. Constitution. The student is expected to:
(A)identify and explain the basic functions of the three branches of government;
(B)identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and
(C)Distinguish between national and state governments and compare their responsibilities in the U.S. federal system.
(6)Technology Education.The student uses the appropriate tools, equipment, machines, materials and technical processes to complete a project. The student is expected to:
(A)identify the chemical, mechanical, and physical properties and standard units of measure of manufacturing, construction, communication, energy, power, transportation, and bio-related technology materials;
(B)identify the processes used in manufacturing, construction, communication, energy, power, transportation, and bio-related technology;
(C)use a variety of tools, equipment, machines, materials, and technical processes; and
(D)Produce an item using the appropriate tools, equipment, machines, materials and technical processes. / Have the students write a one paragraph paper about the current president. They will include such facts as where he was born, and how long he served for.
The students will visit http://pbskids.org/democracy/presforaday/index.html
and play the “President For A Day” game.
The student will complete a brochure about one of the United States Presidents using Microsoft Publisher.

Intel® Teach to the Future 1

Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)
Two Weeks
Prerequisite Skills
The student should already know how to a computer. They should already know how to research for the brochure and the essay that they will have to write on a president. They would need to know how to use Microsoft PowerPoint and Word.

Intel® Teach to the Future 1

Materials and Resources Required For Unit

Intel® Teach to the Future 1

Technology – Hardware (Click boxes of all equipment needed.)

Intel® Teach to the Future 1

Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection / Laser Disk
Printer
Projection System
Scanner
Television / VCR
Video Camera
Video Conferencing Equip.
Other:
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM / Image Processing
Internet Web Browser
Multimedia / Web Page Development
Word Processing
Other: Microsoft PowerPoint

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Printed Materials / Worksheets that instruct students on the mock trial, examples of the letters that the students will write to there federal representatives.
Supplies / The computer, internet, Microsoft Publisher, pen, paper, Microsoft Word, Microsoft PowerPoint, envelopes, stamps
Internet Resources / http://pbskids.org/democracy/presforaday/index.html , http://bensguide.gpo.gov/6-8/government/national/judicial.html, www.whitehouse.gov/government, http://schoolweb.missouri.edu/nixa.k12.mo.us/sullivan/GovernmentQuest/index.html
Others
Accommodations for Differentiated Instruction
Resource Student / For the resource students, I will give them extra help. I would print out the web sites that I want them to read and give it to them.
Gifted Student / For the gifted students, I would let the student get a little more creative with the activities that they do in class.
Student Assessment
The student will be assessed through rubrics, test, and by the assignments that they actually turned in.

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