Group Members/Group Name: Stephanie Stewart, Kelsee Patrick, Felicia Clarke

Thematic Unit Theme/Title/Grade Level: Constitution/ Three Branches of Government/ 3 Grade

Group Wiki space address: www.chooseabranch.weebly.com
Daily Lesson Plan Day/Title: Checks and Balances Simulation (Day 5)
Lesson Length (ie. 30 minutes): 60 Minutes
rd

Rationale for Instruction

A rationale is an essential part of thoughtful
planning of classroom instruction. This is a
brief written statement of the purpose for
instruction and the connection of the purpose
to instruction that has come before and will
follow.

Learning Objectives
What will students know and be able to do at
the end of this lesson? Be sure to set
significant (related to NGSS Themes, CCSS,
and NGSSS), challenging, measurable and
appropriate learning goals!

NCSS Theme/Next Generation

Sunshine State Standards/Common
Core Standards (LAFS/MAFS)
List each standard that will be addressed
during the lesson. Cutting and pasting from
the website is allowed. You must have a
minimum of 3 standards that represent multiple

Why this lesson is a necessary element of the curriculum? [An example from Broward County
Schools Elementary students should begin to understand that as citizens of the United States, they
have both rights (privacy, speech, religion, movement, assembly) and responsibilities (voting, obeying
the law, helping in the community). Students should be willing to exercise both their rights and
responsibilities.]
The Constitution is the supreme law of the United States. Its first three articles contain the doctrine of
the separation of powers, whereby the federal government is divided into three branches: the
legislative, consisting of the bicameral Congress; the executive, consisting of the President; and the
judicial, consisting of the Supreme Court and other federal courts. It is important for students to know
how their government is constructed and how it was formed. Developing knowledge of this
information will help students to become informed participants in a democracy. Students will be made
aware of the men and women who make important decisions regarding their lives, their country, and
the world.
Depending on the topic, grade level and length of time required for lesson, 3-5 objectives may be
acceptable. Remember a learning objective is a statement in specific and measurable terms that
describes what the learner will know or be able to do as a result of engaging in a learning activity as
well as how that learning will be demonstrated. All learning objectives should begin with:
The student will
Simulate the roles of each of the three branches of government
Identify the main role and function of each of the three branches
Compare the simulation to a real-life example of a bill that became law
Compare and contrast the simulation activity to the real-life interaction of the three branches
Do you cross the curriculum? What other content fields (language arts, science, math, the arts,
physical education, technology) do you address in this lesson?
NGSS Theme: Power, Authority, and Governance
SS.3.C.1.1
Explain the purpose and need for government.

content areas identified in this portion of the

lesson plan.
These can be downloaded from the Florida
Dept of Education
www.cpalms.org/homepage/index.aspx.

SS.3.C.1.3
Explain how government was established through a written Constitution.
SS.3.C.3.4
Recognize that the Constitution of the United States is the supreme law of the land.
LAFS.3.RI.1.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps
in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
LAFS.3.SL.1.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own
clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under discussion).
Ask questions to check understanding of information presented, stay on topic, and link their
comments to the remarks of others.
Explain their own ideas and understanding in light of the discussion

Student Activities & Procedures

Design for Instruction

This is the heart of the lesson plan. Be specific. Describe lesson in a step-by-step, numbered
sequence, including teacher and student activities. Be sure to include key questions for
discussion, collaborative structures, etc. (This section includes EVERYTHING and should be highly
detailed!)

What best practice strategies will be

implemented?
How will you communicate student
expectation?
What products will be developed and created
by students?
Consider Contextual Factors (learning
differences/learning environment) that may be
in place in your classroom.

Anticipatory Set:
1. Begin by reviewing the three branches of government and what we have gone over during
the week. Hang up the posters on the board, and go over what each branch is responsible for
by asking for volunteers. Do an in depth review to be sure that students understand all of the
roles of each branch. Encourage students to take notes.(10 minutes)
Procedure:
1. Separate the class into three groups. Divide the class by pulling popsicle sticks so that
everything is fair.

2. Once the groups are separated inform them that they are going to simulate the government
passing a law, by deciding what will be on the new lunch menu. Project the Official
Procedure for Deciding New School Lunch Menus master. Explain that the activity will have
5 rounds, and that each group will either act as Lead Chefs, Menu Writers, or Nutrition

Inspectors, depending on the round.

3. Distribute the Simulation Activity so each group has one 4-page packet.
4. ROUND 1: Review instructions for Round 1. Tell the students that as Lead Chefs, it is their
job to suggest food categories for the new healthy lunch menu. Tell them as a group to
choose 5 categories of healthy food to be served each day at their school. Now, tell them
their suggestions must go to the Menu Writers. They will use their categories to decide
exactly what the menu will offer. Pass the paper to another group Make sure the students
write their names on the Round 1 Group Members line. Allow each group to complete the
Round 1 Activity. Tell each group to pass their paper to any other group.

5. ROUND 2: Review instructions for Round 2. Tell the students that as Menu Writers, now their
job is to create the exact menu for one days lunch. First, look to see what five categories the
Lead Chefs chose. (These may NOT be the same categories that your group chose when
you were Lead Chefs!). Write them on the left side of the table. Then, as a group, decide on
two specific menu offerings for each category. Make sure the students write their names on
the Round 2 Group Members line. Allow each group to complete the Round 2 Activity. Tell
each group to pass the paper back to the group that completed Round 1 (the group listed as
Lead Chefs on the paper).

6. ROUND 3: Review instructions for Round 3. Tell the students that as Lead Chefs, they must
now decide whether the menu that the Menu Writers created fits with your concept of a
healthy lunch. If you approved the menu, the Nutrition Inspectors must now decide whether
the menu is actually healthy. SKIP Round 4 and pass THIS paper to a third group who will act
as Nutrition Inspectors. If you did not approve the menu, pass THIS paper back to the Menu
Writers and go to Round 4. Allow the original Lead Chefs to complete the Round 3 Activity.
Tell the Lead Chefs to return the paper to the group that completed Round 2 (the group listed
as Menu Writers on the paper).

7. ROUND 4: Review instructions for Round 4. Tell the students Uh-oh The Lead Chefs
didnt approve your menu! Now you have two choices: You can revise the parts they didnt
approve of, or you can override them and keep the menu as-is. To Override: Take a vote in
your Menu Writers group. You need a 2/3 of your group to vote in favor of keeping the menu
in order to override the Lead Chefs. To Revise: Go back to your original menu. Look at the
disapproved items that the Lead Chefs marked. Make changes that you think the Lead Chefs
will approve and give the menu back to the Lead Chefs for approval. Allow the original Menu
Writers to complete the Round 4 Activity. Tell each group to pass the paper to a group that

has not yet had that paper. If you overrode the Lead Chefs, the Nutrition Inspectors must now
decide whether the menu is actually healthy. Pass THIS paper to a third group who will act as
Nutrition Inspectors and move on to Round 5. If you did not override the Lead Chefs, revise
the menu, pass THIS paper back to the Lead Chefs, and go back to Round 3.

8. ROUND 5: Review instructions for Round 5. The Lead Chefs and the Menu Writers had one
rule: The menu had to be healthy. As Nutrition Inspectors, you must decide whether the menu
is actually healthy. As a group, you will do two things: 1) decide what healthy means, and 2)
decide whether the menu meets your definition. Make sure the students write their names on
the Round 5 Group Members line. If a majority of Nutrition Inspectors voted that the menu is
healthy, mark MENU MAY BE SERVED below. If a majority voted that the menu does not
meet the criteria, mark MENU MAY NOT BE SERVED below. Thats it! The decision of the
Nutrition Inspectors is final.

9. Allow each group to complete the Round 5 Activity.

10. After the simulation activity distribute a Post-Simulation Activity half sheet to each student.
Assign students to complete. Debrief students by reviewing the answers to the half sheet and
asking groups to talk about the process. Were their menus vetoed? Did their menus pass
inspection by the Nutrition Inspectors?

11. Distribute a Real-Life Crossover reading and activity page to each student. Read the RealLife Crossover reading with the class. Pause to discuss as appropriate. Assign the students
to complete the Real-Life Crossover activity page. Make sure students understand that they
wont find the exact answers in the reading. They will have to use what they learned to draw
conclusions and make educated guesses.

12. Review the answers together as a class, pausing to discuss and make connections with the
simulation. Close by asking students to share which role they liked best during the activity
and why. Have students discuss the challenges

Resources/Materials

ALL resources including but not limited too; internet sites, professional resources- books, journals
(titles and authors), childrens literature, etc. should be noted here. Citations should be in APA format.
Branches of Government bulletin board posters, work sheets, pencils

Assessment
How will student learning be assessed?

Be sure to include Pre/Post assessment for your entire unit plan and progress monitoring/ alternative
assessment for individual, daily lesson plans!

Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation notes

Unit Pre-Assessment:
Students will answer a 20 question multiple choice- true/false test.
Unit Post-Assessment: Students will be required to choose two of the following activities:
o Create a timeline leading up to the Constitution, at least 15 events
o Research a past president and create a Who Am I
o Create a law you would like to see enforced in school
o Create a song to help your classmates remember each branch of government and
their respective functions
o Write journal entries from the perspective of a judge, legislator, and the President
o Draw an advertisement for one of the branches of government. This illustration must
include drawings that indicate its purpose
o Interview someone in the community who uses the Constitution in some way in their
job. These people include lawyers, public advocate or some other civic official. Write
down how they use the Constitution every day in their career and how it relates to
their everyday lives.
Daily Lesson Plan Assessment:
The correctness of their worksheets at the end of the lesson will be the assessment for the day.

Exceptionalities
What accommodations or modifications do you
make for ESOL, Gifted/Talented students,
Learning/Reading disabilities, etc.
These accommodations and/or modifications
should be listed within the procedures section
of the lesson plan as well as in this section of
the document.

Additional Comments and Notes

ESOL/Students with Learning Differences:

Working in groups, visual aids with pictures and labels, worksheets with pictures and directions.
Gifted/Talented:
Interactive lesson, leading the group, working with students from multiple levels, critical thinking skills.

Make comments here related to ideas for homework, parent involvement, extension to the lesson
plan, etc.
For homework students could work on their post assessment activities.