Neill 1

Impact on Student Learning

By Danielle Neill

Day 1: Pretest was given. I explained to the students that the pretest would be used in order to see what the students knew. I wanted to determine what they knew so that I could help them better.

Pretest about Government Responsibilities

Circle the correct answer.

1.)Which branch of government changes laws?

  1. Judicial
  2. Legislative
  3. Executive

2.)Which branch of government is led by the governor?

  1. Judicial
  2. Legislative
  3. Executive

3.)Which branch of government plans the budget?

  1. Judicial
  2. Legislative
  3. Executive

4.)Which branch decides if a law has been broken?

  1. Judicial
  2. Legislative
  3. Executive

5.)Which branch can veto a law?

  1. Judicial
  2. Legislative
  3. Executive

6.)Which branch settles disagreements between people?

  1. Judicial
  2. Legislative
  3. Executive

7.)Which branch proposes bills?

  1. Judicial
  2. Legislative
  3. Executive

Explain what each branch does.

8.)The executive branch is responsible for ______

9.)The legislative branch is responsible for

______

10.)The judicial branch is responsible for

______

Answer Key for Pretest

1.)B. Legislative

2.)C. Executive

3.)C. Executive

4.)A. Judicial

5.)C. Executive

6.)A. Judicial

7.)B. Legislative

8.)The executive branch sees that the laws are carried out

9.)The legislative branch makes the laws.

10.)The judicial branch settles conflicts over laws.

Day 2: I introduced the major responsibilities of the legislative, executive, and judicial branches.

Lesson: The Three Branches of Government

Length: ______30 minutes______

Age or Grade Level Intended: _____4th grade____

Academic Standard(s):4.2.3Identify and explain the major responsibilities of the

legislative, executive and judicial branches of state government as written in the Indiana

Constitution.

Performance Objective(s):By filling out the chart on the post-assessment, students will demonstrate that they know the major responsibilities of the legislative, executive, and judicial branches of state government as written in the Indiana Constitution.

Assessment: A pre-test will be given to determine what the students know. A post assessment that has three boxes and a bank that has phrases in it. The students will have to put the responsibilities in the right boxes by gluing them in the correct boxes. The students can either glue the responsibilities or write them in. The post assessment will be given after the two lessons than I am teaching.

Advance Preparation by Teacher:The teacher will have to know the different branches of government.

Procedure:

Introduction/Motivation:B. Discussing the Constitution

1. Write “government” on the chalkboard.

2. Have students brainstorm what they think of when they thinkabout government and list their suggestions on the chalkboard.

3. Add the word “state” in front of “government” on the chalkboard.

4. Discuss state government. Explain to students that stategovernment has control over things that affect everyday life,such as schools, public welfare, elections, and car registration.

5. Write the word “constitution” on the chalkboard. Ask students:“Do you know what the constitution is?”(Bloom’s Knowledge) Tell students that itis a written plan for our government that divides it into threedifferent parts. Clarify for students that each part of thegovernment is separated from the other branches so that nosingle branch has all of the power − the parts work together.

Step-by-Step Plan: Remember to add the identification with Gardner’s intelligences. (i.e. Gardner: Musical/Rhythmic)

1.)Make a chart on the chalkboard that has the three different branches of government on them. (Gardner’s Visual-Spatial)

2.)Title it “State Government”

3.)Ask the students, “Do you know what the three different branches of government are called?”

4.)If the students cannot tell you what they are, tell them what they are.

5.)Label each column of the chart with a different branch.

6.)Ask the students, “Do you know what the different branches of government do?” (Bloom’s Knowledge)

7.)Explain that the executive branch sees that the laws are carried out. The legislative branch makes laws. The judicial branch settles conflicts over the laws.

8.)Ask students, “Which branch do you think discusses new laws?” (Legislative) “What branch do you think a judge would be part of?” (Judicial) “What branch do you think the governor is a part of?” (Executive)

  1. Allow students to answer.
  2. If they do not know, they can guess.
  3. Let them know that it is okay if they guess and get it wrong.
  4. We are still learning what these different branches mean.

Closure:When students have finished discussing their state government, ask them questions, such as the following:

  • What are the three branches of Indiana government?
  • What does the legislative branch do? The executive branch? The judicial branch?
  • Why is it important to have different levels of government?

Adaptations/Enrichment:

Enrichment: Have students research the progress how bills are proposed by their state legislature and understand the responsibilities that each branch has in passing or vetoing the bill.Go to the Web site to learn more about the progress. Have students report back to the class.

Adaptations for student with autism: Make sure that you use clear language so that the student does not have to guess what you are asking him to do.

Self-Reflection:

  • Did the students enjoy the activity?
  • Did they seem to grasp the concept?
  • What could I have done better?
  • What went well?

Resources:

Day 3: This is where the students practice what they were taught on Day 2.

Lesson: The Three Branches of Government Part 2

Length: ______30 minutes______

Age or Grade Level Intended: _____4th grade____

Academic Standard(s):4.2.3Identify and explain the major responsibilities of the

legislative, executive and judicial branches of state government as written in the Indiana

Constitution.

Performance Objective(s):By writing the answers on the white boards, the students will demonstrate that they understand what each branch of government does.

Assessment: A pre-test will be given to determine what the students know. Also,a post assessment that has three boxes and a bank that has phrases in it will be given. The students will have to put the responsibilities in the right boxes by gluing them in the correct boxes. The students can either glue the responsibilities or write them in. The post assessment will be given after the two lessons than I am teaching.

Advance Preparation by Teacher:The teacher will have to know the different branches of government.

Procedure:

(Gardner’s Interpersonal)

1.)Write “Executive Branch,” Legislative Branch,” and “Judicial Branch” on the board.

2.)This activity can be done in groups or by using white boards individually. Divide the class into small groups of 3 or 4 students.

3.)Remind the students what each branch’s responsibilities are. (Executive, Legislative, and Judicial)

4.)Tell them that you will read some questions. They will need to figure out which branch I am describing. Encourage them to discuss it with their small group if you do groups, and come up with a group decision. If you don’t do groups then the student will need to write down their answers on their white boards.

5.)Read aloud the responsibilities

  1. Changes laws? (Legislative)
  2. Is made up of judges? (Judicial)
  3. Is led by the governor? (Executive)
  4. Can veto a law? (Executive)
  5. Makes new laws? (Legislative)
  6. Proposes bills? (Legislative)
  7. Decides who has broken a law? (Judicial)
  8. Is made up of lawyers? (Judicial)
  9. Signs bills into law? (Executive)
  10. Has members who are called legislators? (Legislative)
  11. Decides if a law has been broken? (Judicial)
  12. Plans the budget? (Executive)
  13. Settles disagreements between people? (Judicial)

6.)Have students hold up their white boards with the correct branch of government on it. (Gardner’s Bodily-Kinetic)

7.)Afterward discuss the correct answer and give an explanation of why it is the correct answer.

8.)After each question write the answer under the correct branch of government on the board.

Closure: Explain to the students that you will be giving them a post assessment tomorrow. The post assessment will look much like the chart that you drew on the board. Explain to them that it might be in their best interest to copy the information on the board so that they can use it to review at home.

Enrichment/Adaptations: High ability: Have students come up other responsibilities that these branches have. The students can use the computer, books from the library or by context clues from the other responsibilities.

Student with autism: Allow him to verbally tell me the answers that he has come up with.

Day 4: Give the post assessment. I reviewed again with the students before I gave them the post assessment.

Directions: At the bottom of the page are phrases that describe the three branches of government. Put each phrases under the branch of government that you think the phrase is describing.

Executive Branch / Legislative Branch / Judicial Branch

Phases used to fill out chart

Changes laws / Is made up of judges
Is led by the governor / Can veto a law
Makes new laws / Proposes bills
Decides who has broken a law / Is made up of lawyers
Signs bills into laws / Has members who are called legislators
Decides if a law has been broken / Plans the budget
Settles disagreements between people

Answer Key for Post Assessment

Executive Branch
Is led by the governor
Can veto a law
Signs bills into law
Plans the budget / Legislative Branch
Changes laws
Makes new laws
Proposes bills
Has members who are called legislators / Judicial Branch
Made up of judges
Decides who has broken a law
Is made up of lawyers
Decides if a law has been broken
Settles disagreements between people

Reflection after teaching the lesson

I talked with my cooperating teacher about teaching this lesson. She suggested that I teach a lesson about standard two for social studies because she has trouble having time in the school year to teach standard two. Standard two is about the three branches of government. It is in the book. However, it is one of the very last chapters and considering she only has time for about 30 minutes or less of social studies a day, it is hard to get to the chapters at the end of the book. I showed my cooperating teacher my original lesson plan. While she liked it, she also suggested that I split the lesson up into two days. She explained that many students have never seen or heard anything about the responsibilities of the government. Therefore, I decided to split the lesson up into two and also add more practice into the lesson so that the students would get the most expose to the lesson. Also, I was hoping that the students would retain the information more because we would be using it over the course of the week. During my lesson I decided to use the white board activity because the class enjoyed using white boards. I also decided to use it in order to bring in another type of intelligence for the multiple intelligences that Gardner believes in. “Studies show that many students who perform poorly on traditional tests are turned on to learning when classroom experiences incorporate artistic, athletic, and musical activities. (Concept to the Classroom)”

I was teaching a classroom full of students that had many ethnic backgrounds, as well as a wide variety of academic ability. Also, the range of socioeconomic class is quite large. This class is quite diversity. There are about 10 high ability students in the classroom. Some are high ability in math, while some are in reading. Some are high ability in both of those subjects. Also, part of the class is really low academically. There is also one boy who has autism. It is a challenge to get him to participate in much of anything. He participated in our group discussion and in writing on the white boards. However, he would not take the assessments that I gave him.

During the lesson, the students enjoyed learning something new that they had never heard about before. Many of the students raised their hands trying to figure out the answers for every question. There were very few students who were not excited to learn about this topic. One of the boys even checked out a book from the library about the three branches of government so that he could learn more about the lesson that we were doing as a class. He was so excited to show me the book after he went to the school library. I think that was my favorite part of the lesson. I loved that the students were engaged and excited throughout learning about the government. I found it interesting that there were certain students that I called on more than others. Some students were excited to answer the questions, and had their hands up for every question. I would call on them more. Also, if I had made more of a connection with them I would call on them more. I did not realize that at the time but looking back I see it. It was a little difficult on day 2 to get everyone to answer the questions. On day 3, it was easier because they all had white boards so they could all show me their answers at once. However, with that the students were yelling my name so I had to explain to them that they need to quietly hold up their board and wait for me to verify their answers.

I think that I could have learned more about the responsibilities of the government before teaching this lesson. I knew the responsibilities that I explained to the class. However, I did not know any more responsibilities than that. If one of the high ability students would have come up with another responsibility for the branches of government, I would not have known whether they were right or not. I think that was kind of obvious when I was teaching. I know that the branches of government are a hard topic for people to learn. If I am going to teach it though, I need to be an expert.

I was a little surprised about how many students were getting frustrated when they were taking the pre-test. Many of the students were upset that they were doing so poorly on it. I explained to the class that it is okay to not know all the answers. I explained to them that they have not learned this information yet. I did not expect them to do well on the assessment. Many of the students could not get their mind around that idea. They could not grasp how I could understand them not doing well on a test. The class is a class that wants to do well on everything and know everything. That was very obvious when I was teaching them. They get stressed out when they do not all of the answers.

When I was teaching the lesson, I try my best to get the students to recognize the similarities between the responsibilities in each branch. For example, the judicial branch deals with making sure that people follow the laws. I explained to them how it only makes sense that the judge and the lawyers would be a part of that branch. Some students understood that connection, while others did not.

At the beginning of the lesson, I explained to the students why we were learning about the branches of government. I explained our purposes for the lesson and the objectives so that the students knew what to expect. However, once I gave the pre-test the students were not sure what to do. They had quickly forgotten the objectives. I restated the objectives at the beginning of the second lesson. I meet the objectives that I set out to meet. It took me a little longer to meet them because I split the activity up. All in all though I think it was successful.

Based on the data, I think that the students need more practice with the branches of government. Some students understood it while some students really were not. It was challenging for many of the students. Some students were getting frustrated, especially those who were high ability students that are not used to struggling that much. When I looked at the data, I realized that most students did better from the pre-test to the post-test. However, so many students did really poorly on the first assessment so they could really only go up. There were some students that did do worse on the post-assessment though. I think that if I was going to really be happy with the results of the final assessment, then I would have to re-teach, and practice this concept with the class. There was definite growth in the class but they need more practice. I think I would need to change up the lessons a little bit. I also think that I would need to have another lesson or two focused on the branches of government.