4 Grade Social Studies: Laws

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Kathleen Diedrich Unit Plan

Table of Contents

Table of Contents.1 Part 1: Rationale and Content Standards......2 Part 2: Unit Description..3 Unit Goals.3 Why Are These Our Goals?..............................................................................................................4 How Will Students Achieve Our Goals?.....................................................................................4 Part 3: Bulletin Board Rationale/Explanation..5 Part 4: Summative Assessment and Explanation.6 Assessment.8 Assessment Rubric....9 Student Self Assessment..11 References.......13 Appendices......14 Appendix A: o Bulletin Board Design Appendix B: o Direct Instruction Lesson Plan Map of United States Appendix C: o Presentation with Advanced Organizer Lesson Plan Classification chart Laws Dart board Appendix D: o Cooperative Learning Lesson Plan Key Points Chart Websites for Advanced Learners Group Work Evaluation Individual Group Work Checklist Appendix E: o Concept Attainment Lesson Plan Yes/No Chart of Items City Laws Appendix F: o Problem Based/Inquiry Instruction Lesson Plan Proposed Law Chart Problem Solving and Group Work Questions

Part 1: Rationale and Content Standards

This unit works with the various regions of the United States and the specific laws that govern each respective region. Students need to understand the country they live in and the ways in which it is subdivided based on certain characteristics. What is unique about the United States government is that it has three tiers of law: city, state, and federal. The federal government creates sets of uniform laws that every part of the country must abide by. Beneath the federal government is the state government, which has the right under the Constitution to create its own laws that are specific to that one state based on the needs and characteristics of that state. Lastly, within the state government are many smaller city governments, which cater to the specific, individual needs of small-scale cities with much more specific and narrow-scoped concerns. It is important that students understand the way that the country is run so that they are aware of their own civic responsibilities. The following content standards work to improve students civic literacy, employable skills, and technology literacy: Understand the differences among local, state, and national government. Understand the difference between power and authority. Understand the fundamental values and principles of American democracy. Understand the roles of local, state and national government and the roles of representative leaders at these levels such as mayor, governor and President. Understand major services provided by national, state, and local governments. Use technology resources to create original products, identify patterns and problems, make predictions, and propose solutions. Practice leadership skills, and demonstrate integrity, ethical behavior, and social responsibility in all activities.

Communicate and work productively with others emphasizing collaboration and cultural awareness to produce quality work.

Create and share new ideas, products, and processes related to curriculum content.

This unit incorporates the use of technology as a means of creating unique, individual products that convey students ideas. These are also 21st century skills that will be needed to daily live for the rest of students lives. In addition to content and technology, students are also expected to have mastery of certain social and moral skills. This is why the unit includes employable skills standards as well.

Part 2: Unit Description

Unit Goals 1. Students will be able to label the five regions of the United States (North, South, Northeast, Southwest and West) on a map, identify each state within each region, and list two defining characteristics of each region all with one hundred percent accuracy. 2. Students will be able to classify laws as city, state, or federal and be able to verbally explain one city law, one state law, and one federal law that apply to them with 95% accuracy. 3. Working in small groups, students will be able to compare and contrast four different types of societies (democracy, monarchy, communist society, and dictatorship) with zero inaccuracies in their analyses. 4. Through group work, students will be able to paraphrase anothers idea to show that they understand it.

5. Students will be able to identify, in writing, what a city law is and write an explanation of a possible amendment they could make to the law. 6. Students will represent their assigned region in a congressional discussion and explain through a presentation whether or not the law benefits their region. Why are these our goals? The goals for our unit were chosen as they are in strong alignment with our unit standards from the common core (see rationale). The goals we have chosen we believe encompass a true understanding of the unit, and by being in alignment with the common core, these goals will help students be on track with all fourth graders across the country, ensuring that our students will be at a true grade level standing for this unit topic.

How Will Students Achieve These Goals? The goals will be achieved throughout different days of the unit, but will again be checked for during the final summative assessment (see summative assessment rationale). Each of the goals ties into one another to create a larger, deeper understanding of our country its laws. The goals will be accomplished through means of participation, activities and group work, to name a few. For example, for our first goal (goal 1) students will simply achieve this goal by completing a map of the United States, writing several facts about the regions (see direct instruction lesson plan). For goal numbers 3 and 4, students will work in groups, each taking a turn teaching their pod mates about their designated form of government (see cooperative learning lesson plan). These are just two examples of ways we have set up, and planned for our students to achieve the goals we have set for them

based on the common core. By reading through each unit lesson plan (please see the five attached lesson plans), each goal is more thoroughly addressed in what the goal entails, and how students will achieve these set goals.

Part 3: Bulletin Board Rationale/Explanation

The bulletin board we created for our unit is brightly colored and full of student work. All we as teachers would do is add the patriotic, red, white, and blue boarder to emphasize the fact that we are learning solely about America and not other countries at this time. In addition to the boarder, we would post the title of the unit/board, Regions and Laws. Lastly, we would post a blank outline of the United States. A classroom bulletin board is meant to showcase student work, learned knowledge, and interests, not a teachers creative ability or artistic decisions for his or her classroom. Students would complete the rest of the bulletin board. During the unit, we as a class will be learning about the five different regions. As we learn about each regions, one pod of students will be asked to color in that region on the outline of the United States. By the end of the unit, each student will have contributed in coloring the map, and the entire map will be coloredeach region a different color. This part of the board will also serve as a point of reference throughout the unit for students to look back at to remember which region is where and which states are in each region. At the end of the unit when students have turned in their completed lists of city, state, and federal laws that we created in class, students will add them to the bulletin board (with teacher assistance to prevent injuries with the stapler). Rather than showcasing all of

the products created during the unit, the bulletin board will hold each students list of laws so as to incorporate the law portion of the unit onto the board. At the very bottom of each students list of laws, they will be asked to write their groups proposed amendment that they worked on in class. This will incorporate the learned fact that laws do change over time.

Part 4: Summative Assessment and Explanation

For our assessment, we ask students to write a letter to their parents detailing what it is that they have learned during this unit. Writing a letter on a computer allows students to work on their letter writing abilities as well as develop their computer skills as a 21st century learner. Writing allows student to reflect on their learning and reassess what it is that they have learned. It also allows them to recall what it is that they have created or accomplished throughout the course of the unit. We offer several prompts on the assignment sheet so that students who need guidance in their writing have questions to reference. This allows us as teachers to direct the letter and ensure that we receive the final product we need in order to accurately assess the students. We also provide students with the list of unit objectives, which they have already seen throughout the unit, as a reminder of what they have done and are responsible for having learned. These objectives can serve as additional prompts so that students make sure they include everything they learned in the letter to their parents. The prompts also include questions that will give us as teachers feedback on what students

liked or did not like about the unit, so that we have information to use when updating the unit plan. We can use the final, finished letters as conversation guiders during conferences with parents/guardians. To demonstrate what we as a class have been learning and doing over the last few weeks, we can show the letters to the parents and review together where the students writing is at, what they believe they learned, and how well they met each of the unit objectives. This letter serves as proof of how well the student performed during the unit. After conferences, these letters will be added to the students portfolios. The assessment also includes a student feedback form for students to complete following the writing of the letter. This list will give students the opportunity to tell us how they personally believed they performed during the unit.

Assessment
Now that we have come to the end of our Regions and Laws unit, you will need to write a letter to your parents, using proper letter format, explaining what you have learned. The letter will be typed in the Microsoft Word program on the computers in the school computer lab during class time. Your letter should be at least page double-spaced in size 12 Times New Roman font. I will share these letters with your parents during conferences to show them what we have learned in class. Be sure to look at the rubric to see how you will be assessed! In your letter, please answer the following questions, What have you learned in this unit about regions and laws? o Consider the differences and similarities between city, state and federal laws and how each region may have different laws that other regions would not (For example, explain one reason why the Southwest region might have a different law than the Northeast region). What is one law (either city, state, or federal) that you follow everyday? Why is this an important law everyone should follow? Include other pieces of important information from this unit that you wish to share with your parents and me that has not already been addressed.

Assessment Rubric
1 Students addressed the similarities or differences between city, state and federal laws with 79% accuracy or lower OR Students did not address the similarities and differences between city, state, federal laws Regions Students have Students have Students have *Accuracy clearly identified identified how laws identified how laws determined based on how laws can be are can be the alignment influenced/different influenced/different influenced/different between what was by/for each region of for each region of the for each region with written and the the united states united states with 79% or lower information covered with 100% accuracy 80-99% accuracy accuracy OR throughout the unit Students did not include who laws are different/influenced by each region Application Student has Student addressed Student has missed addressed what law the question about answering the they follow daily, what law they follow application question and has addressed each day, but has about a law they why this law should forgotten to address follow everyday and be followed by all why this law should why it should be be followed by all followed by all Additional Students provided Students provided Students provided Information additional additional additional *Accuracy information that information of what information with determined based on they learned they learned 79% accuracy or the alignment throughout the unit throughout the unit lower OR Students between information with 100% accuracy with 80-99% did not provided presented and accuracy additional material covered information of what throughout the unit they have learned throughout the unit Laws *Accuracy determined based on the alignment with all course materials covered throughout the unit Mechanics/Letter Errors may be Errors are present Errors are numerous 9 5 Students have addressed the similarities and differences between city and state laws with 100% accuracy 3 Students have addressed the similarities and differences between city, state and federal laws with 8099% accuracy

Format

present but they are few, or they do not distract the reader from the overall understanding and reading of the piece -Letter format used

and may distract reader from understanding the piece or the readability of the piece, at some points -Letter format used

and distract reader for the piece, and overall readability and understanding of the piece -Letter format not used

Student Self Evaluation

Complete the rubric assessing yourself and how well you believe you completed each of the evaluation pieces 10

5 Laws Students have *Accuracy addressed the determined based on similarities and the alignment with differences between all course materials city and state laws covered throughout with 100% accuracy the unit

1 Students addressed the similarities or differences between city, state and federal laws with 79% accuracy or lower OR Students did not address the similarities and differences between city, state, federal laws Regions Students have Students have Students have *Accuracy clearly identified identified how laws identified how laws determined based on how laws can be are can be the alignment influenced/different influenced/different influenced/different between what was by/for each region of for each region of the for each region with written and the the united states united states with 79% or lower information covered with 100% accuracy 80-99% accuracy accuracy OR throughout the unit Students did not include who laws are different/influenced by each region Application Student has Student addressed Student has missed addressed what law the question about answering the they follow daily, what law they follow application question and has addressed each day, but has about a law they why this law should forgotten to address follow everyday and be followed by all why this law should why it should be be followed by all followed by all Additional Students provided Students provided Students provided Information additional additional additional *Accuracy information that information of what information with determined based on they learned they learned 79% accuracy or the alignment throughout the unit throughout the unit lower OR Students between information with 100% accuracy with 80-99% did not provided presented and accuracy additional material covered information of what throughout the unit they have learned throughout the unit Mechanics/Letter Errors may be Errors are present Errors are numerous Format present but they are and may distract and distract reader few, or they do not reader from for the piece, and

3 Students have addressed the similarities and differences between city, state and federal laws with 8099% accuracy

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distract the reader from the overall understanding and reading of the piece -Letter format used

understanding the piece or the readability of the piece, at some points -Letter format used

overall readability and understanding of the piece -Letter format not used

On a separate sheet of paper, please reflect on the following four questions for the overall unit. Was there anything you already knew? What was surprising to you? What was your favorite activity? What was your least favorite activity?

Resources

Duplass, J. (2011). Teaching elementary social studies. (3 ed.). Wadsworth. 4th grade social studies textbook from a Waukee public school

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Our practicum experiences in fourth grade classrooms during state/regions units. Dr. Sally Beisser, Drake University, Education Professor, Education 126 packet. (1996). United States Government Democracy in Action. New York, NY: McGraw-Hills. (Curriculum Library: United States Government Democracy in Action)[Includes quizzes, activities, materials, etc.] Our prior knowledge of laws was used to construct our list of laws. Past experiences in group work. Grading sheets from Dr. Beissers 122 course packet Smith, J. (2001). United states Government. Circle Pines, MN: AGS Publishing Dr. Beissers past guidance Lindsay Taylor, Elementary School Teacher, Waukee Public School District Candy McMains 4th grade social studies regions packet, and her guidance/ideas Kathleens practicum experiences with units on Laws, states and regions Student friendly video about Democracy (and other resources): http://www.brainpop.com/socialstudies/worldhistory/democracy/preview.weml Student friendly sources about government http://www.neok12.com/Democracy.htm PowerPoint about different government types http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CE MQFjAE&url=http%3A%2F%2Fclassroom.jc-schools.net%2FSSunits%2Fpresentations%2Fgovtypes.ppt&ei=giJMT_6GJoKpiQLK0bW3Dw&usg=AFQjCNGIMqPlA78azOMbiPPMcYzwf9f4g Student friendly video about communism (and other resources) http://www.brainpop.com/socialstudies/economics/communism/preview.weml Student friendly sources for all things government http://www.kids.gov/educators/ed_government.shtml Teacher resources for all things government (activities) http://www.proteacher.com/090038.shtml Parent, Teacher, student resources for 4th grade social studies (government/laws included) http://www.findingdulcinea.com/guides/Education/Elementary-School-SocialStudies.xa_1.html Teacher resource about government http://www.teachervision.fen.com/government/teacher-resources/6623.html Images found by Google image search: laws, government, united states

Appendices
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Appendix B Lesson Background:

Subject: Language Arts

Direct Instruction Lesson Plan

Grade Level: K 1 2 3 4 5 6 Mathematics Science

Your Name: Kathleen Diedrich

Social Studies

Lesson Title: Introduction to Regions of the United States Materials Needed: ELMO, Social Studies textbook, map of the 50 states, work bank of states, classroom computer Prerequisite Skills: Basic reading and writing skills

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A B C D Lesson Objective: Students will be able to label the five regions of the United States (North, South, Northeast, Southwest and West) on a map, identify each state within each region, and list two defining characteristics of each region all with one hundred percent accuracy. --------------------------------------------------------------------------------------------------------------------

Interaction with Students:

1. Provide objectives: (What are students going to learn?) Time:1 min To open, I will ask the students if any of them can tell the class what a region is. I will receive a couple responses, and then ask if anyone can name a region of the United States. Once a few students have responded, I will explain that today we are going to learn about the regions of the United States of America. After today, each of them will be able to identify where each of the 50 states is on a map, which region each state is in, and list 2 characteristics about each of the 5 regions. 2. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time:10 min I will project a map of the United States onto the board using an ELMO projector (see attached map- same map will be used both by me and the students). The map will be a blank outline of each of the 50 states. While the map is projected, I will use five different colored thick markers to outline the boarders of the five regions, each region having its own designated color. As each region is outlined, I will clearly label each region. Students will follow along on their own blank maps in front of them using their own five markers of different colors (see guided practice). Using our social studies textbook, specifically the Introduction to the Regions chapter, I will locate one defining characteristic from the text about a region and record it in my social studies workbook, which will also be projected onto the board for students to see and copy. I will tell students to record the same fact in their own workbooks. Using the textbook again, I will look back at the same section in the text and identify a state within the same region described by my characteristic, making sure to point out the state on my blank map and pointing out to the students where the information is within the text. I will then label this state on my projected map. Example, if I found a characteristic about the Midwest (such as harsh winters), I would find Iowa in the text and label Iowa on my projected map. 3. Provide guided practice: (Guided practice with the teacher) Time:10 min Students will have their own copy of the map of outlines of the 50 states, and they will outline the five regions as I do on the board, following along with me. As a class, we will locate one characteristic for each of the remaining regions from the text within the Introduction to the Regions chapter in our social studies textbook and record I will record it in my notebook. Next, we will identify one state in each of the remaining regions, again using the same chapter in our textbook, and I will label them on my map. At this point, students will have helped me identify five characteristics as well as 5 states, and now have an idea of what they are going to be doing next.

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4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they get it?) Time:10 min, part of independent practice While students are working, I will circulate around the room, and make sure that students maps are being labeled and characteristics are being recorded. If I notice any issues in student work, I will address the entire class to prevent other students from encountering the same issues. I will then assist struggling students as I come across them (see differentiation). 5: Provide extended practice and transfer: (Independent practice of the skill) Time: 25 min BEFORE STUDENTS BEGIN INDEPENEDENT PRACTICE, remind them that they are required to now, independently, label each of the 50 states on their own maps and identify 2 characteristics about each of the 5 regions of the United States just as I modeled, and as we had practiced as a whole class. They will need to provide an explanation why these characteristics are important/meaningful to know about the region. 6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) You MUST include rubric, checklist or assessment document. Time: 5 min A few students will be called on to share one of the characteristics that they have found and name the region it is describing. After four or five students have shared, I will ask one student to tell me and the rest of the class what region we are currently in, making sure that everyone knows Iowa is in the Midwestern region. I will explain that the information they have just learned about the regions of the United States will allow them to recognize common traits and characteristics among the states and areas that we will be learning about in this unit, and they will now have a foundational understanding for the rest of the unit. Lastly, students will turn their maps in, and I will grade them using the following rubric. 7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? For students needing additional support, I will label the regions for them, and get them started on labeling the states. If need be, I will provide these students with a word bank of all of the states. Additionally, I may help to point them to a characteristic within the text. b. Extension for students of high ability? (Remember, assigning gifted students to be the tutor for others is not sufficient academic challenging for students who have mastered the lesson). Using classroom computers, students of high ability will be asked to research the regions on the internet and locate two additional characteristics or facts for each region. These will not be included in the assessment. It is simply to provide students with additional, outside information. TOTAL LESSON TIME: 60 minutes 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): 16

Our practicum experiences in fourth grade classrooms during state/region units. Dr. Sally Beisser, Drake University, Education Professor (Education 126 ), packet. 5 Entire map is filled out with labeled states and regions. All 50 states are labeled correctly and all 5 regions are labeled correctly. 3 Half of the states and/or regions are not filled out. 3-5 states are labeled incorrectly or left blank and/or 1-2 regions are labeled incorrectly or left blank. One accurate characteristic is included for each region. 1 None of the map is complete More than 5 states are labeled incorrectly or left blank and/or more than 3 regions are labeled incorrectly or left blank. No accurate characteristics are included for each region.

Map Completion Map Accuracy

Characteristics

Two accurate characteristics are included for each region.

Total: _____/ 15

Appendix C Presentation with Advance Organizer Lesson Plan

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Your Name: Kathleen Diedrich Subject: Language Arts Lesson Title: Laws Social Studies

Grade Level: K 1 2 3 4 5 6 Mathematics Science

Materials Needed: Whiteboard, magnet darts, list of laws (attached), classification chart Prerequisite Skills: Solid understanding of classroom rules, school rules, or household rules. Students will also have an understanding of city laws, state laws, and federal laws from the previous lesson. Lesson Objective: Students will be able to classify laws as city, state, or federal and be able to verbally explain one city law, one state law, and one federal law that apply to them with 95% accuracy. 1. Present objectives: (What are students going to learn?) Time: 1min Today we are going classify city, state, and federal laws and the ways that they apply to you. At the end of the lesson you all will be able thoroughly explain, and classify, verbally and in writing, the different types of laws, either city, state, or federal. 2. Present advance organizer: (A metaphor or logical connection?) Time: 15min Who can give me one classroom rule? (Call on 1-2 students pert question) Thats great! Who can give me one school rule? Perfect! Now who can give me a rule they have at home? Thats a good rule! Well, laws are just like rules, and you get in trouble if you dont follow them. Each city, state, and country has different rules, just like each classroom, school, and house has different rules. Your city laws are just like our classroom rulesthey are responsible for just a small portion of the state. State laws are much like our school laws because they have more in-depth laws that govern all of the cities in the state just like the school rules govern all of the classrooms. Lastly, the federal laws are just like your rules at home. If you get in trouble at school, you can get in trouble at home. In the same way, if you get in trouble in your state, you can get in trouble with the country. 3. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 20min As you read in our textbook, federal laws are the foundation for the U.S. government. They tell us what each citizen is and is not allowed to do. Next, we learned about state laws. State laws have to agree with federal laws, but there are some things that each state gets to decide for itself, and those laws only apply to the people within that state. For example, laws applying to education and driving are state laws. Lastly, city laws must agree with both federal and state laws. City laws are more focused on what you can and cannot do in your yard, the park, or your neighborhood. Individually, students will look at the list of laws provided on the handout. On their own copy of the list, students will try to classify each law as either city, state, or federal by

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writing a C for city, an S for state, and an F for federal. If students struggle with one, they can go ahead and move onto the next one. Using a dartboard drawn on the whiteboard (see attached diagram), I will label each of the three rings: the center ring will be labeled City, the second ring will be labeled State, and the outer ring will be labeled Federal. I will then throw a magnetic dart at the board. The dart will hit one of the three sections, and I will verbally explain one law from the handout (see attached) that I have classified as belonging to that category. For example, if the dart hits City, I will classify that a city law is to Clean up your dogs poop in the park. I will then write my law in the respective ring on the dartboard. Next, I will call 2-3 students to come up to the dartboard. Taking turns, each student will throw the dart until it lands in a ring. (If they, they will throw it again!). They will then classify a law (from the provided list), like I did, that belongs in the ring they hit. (Ex. If they hit the state ring, they would say a state law from the provided list and if they hit the city ring, they would say a city law, etc.). If the law given by the student is correctly classified, they will write their law in the respective ring on the dartboard. Note: Students would have studied which kinds of laws each of these three categories represent. See prerequisite skills for this lesson. 4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they get it?)? Time: 2min After the student volunteers have shown their understanding with the dartboard, I will ask students to give me a blind temperature check. All students will close their eyes. Students who have a good understanding of the content will put a thumb up. Students who have somewhat of an understanding of the content will put a thumb halfway up. Students who are still very confused will put a thumb down. I will take note of each students temperature and provide extra help to those who need it (see step 6). 5. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) Time: 25 min Now, for the rest of the period, I would like each of you to look up a list of three city laws, three state laws, and three federal laws. You will classify the laws you find in their correct category (city, state, or federal) on your classification chart provided (See attached for classification chart). Given an additional list of laws (see attached), students will classify these laws on their classification sheet. This will be turned in by the end of the period. Students will complete this classification activity with 95% accuracy to show understanding of the different types of laws. The following rubric will be returned to each student with individual comments and a personal score.

Completion

1 3 or less laws are

3 4-7 laws are

5 8-9 laws are

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Accuracy

provided 3 or less laws are correctly classified

provided 4-7 laws are correctly classified

provided 8-9 laws are correctly classified

6. Adaptation for students who need extra help, time, or attention? Extension for students of high ability? Students requiring extra help, time, or attention will receive personal scaffolding. Using the list of laws, I will ask those students to sit down with me and identify each law as either city, state, or federal and ask them to explain their reasoning. This will allow me to gauge their level of understanding and better assist them. Students of high ability will be asked to research one city, one state, and one federal law. They will need to come up with a written reasoning why they think a law they chose should be changed, or why the law is a reasonable/important law to have. TOTAL LESSON TIME: 60 min 7. References Consulted: (Curriculum books in Drake SOE curriculum lab, teacher resources, websites, etc): Our prior knowledge of laws was used to construct our list of laws. Beisser, 2000

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Classification Chart:
City State Federal

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Please classify the following laws as either city, state, or federal using your classification

Clean up your dogs poop in the park. You must be 18 to vote.

You must have your learners permit for six months before you can get your license. You can only water your lawn every other day. You have to buckle your seatbelt when you are in a moving car. You cannot murder people. You have to drive the speed limit. You must be 16 years old to be legally employed by a company. Children under the age of 18 must be off the streets by midnight. Fences can be no higher than 10 feet.

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You cannot bring fruit from another country with you off of an airplane

Dart Board: On white board, must be very large to allow for writing

Federal

State

City

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Appendix D Cooperative Learning Lesson Plan Lesson Background:

Your Name: Kathleen Diedrich Subject: Language Arts Social Studies Grade Level: K 1 2 3 4 5 6 Mathematics Science

Lesson Title: Types of Societies Materials Needed: Textbooks, computer access for gifted students, website list, attached documents Prerequisite Skills: Group collaboration, minimal research skills, note taking/paraphrasing Lesson Objective(s): a. Academic in A B C D format: Working in small groups, students will be able to compare and contrast four different types of societies (democracy, monarchy, communist society, and dictatorship) with zero inaccuracies in their analyses. b. Social Goals for your lesson: Through group work, students will be able to paraphrase anothers idea to show that they understand it. Cooperative Learning Grouping Structure: Jigsaw

-------------------------------------------------------------------------------------------------------------------Interaction with Students:

1. Present objectives: (Tell students what they are going to learn?) Time: 1 minute Today we are going to learn about different types of societies. In doing so, we are also going to practice paraphrasing anothers ideas to show that we understand. 2. Present information for the academic goal: (What are procedures for the academic goal?) Time: 25 Does anyone know what type of government society we live in here in America? (Allow for responses) Thats right! We live in a democracy. Who can list another type of society? (Allow for responses). Wow, good work! Other types that we will explore today in addition to democracy are dictatorships, monarchies, and communist societies. In small groups, you 24

will first learn about your assigned type of society (I will assign each group a society at this time). Using the information from the chapter in our social studies textbook, each of you will prepare notes about your type of society to show your understanding and to share with your group. Advanced learners will be given a list of reliable websites that they can search for information rather than using the textbook for research. Once each member of the group has a firm understanding of your society and has shared their findings, you will each number off one through four. All of the ones will come together, all of the twos will come together, and so on in your designated area (I will assign each group a pod of desks to move to at this time before they get up and move). In these new groups, each student will take turns sharing their information about their society that they researched. The other members of the group are responsible for taking notes in their own words on the new information presented by their peers and asking questions to make sure they understand. 3. Organize students into learning teams: Time: 15 a. Explain how theyll practice the social goal? Students will be responsible for listening to their group members in their first grouping (pod groups) and collaborating to decide what information is important to teach others about their society. They will need to put this important information into their own words to foster their own understand so that they can teach the information to others. Next, students will be responsible for listening to the members of their second group (numbered groups) and putting that learned information into their own words as they take notes. b. How will you organize the groups? Students will already be sitting in their assigned desk pods. These pods will serve as their research groups. For the next arrangement, they will number off one through four within those groups. Students will then relocate to their designated number group areas that I have assigned. c. What group roles will you have? Throughout the exercise, students will assume both a leadership role as they teach their information to their second group, as well as a recorder/learner as they take their own notes on the information they learn from their peer groups (occurring in group two). 4. Assist team work and study: Time: 1 min a. How will you monitor academic progress? Students will turn in their note sheets to demonstrate their involvement in the teaching and learning process. These note sheets will indicate the groups that they worked in (society and number). Example, a student might write Democracy, then Group 3. b. How will you monitor the social goals? Students will write a short paragraph reflection about their group work experience (their experience both teaching the information as well as being taught the information). Also, member of the same group should have the same ideas but worded differently on their note sheets. 5. Provide recognition: Time: 2 min 25

(How will students know they have met both academic and social goals?) Students will get their note sheets handed back and there will be individual comments on each students sheet (both reflection and summary). We will be clear to state whether or not they have achieved the objectives explained at the beginning of the lesson.

6. Assessment / Closure: (How do you evaluate student progress or end this lesson?) Time: 20min Include documents for assessing both the academic and social goals. Following the student group work, students will need to individually develop their own summary or definition of each society. Additionally, they will need to write a compare and contrast paragraph detailing the similarities and differences of each type of society. Students will also turn in their note sheet as part of the summary. Students will be graded according to the following rubric: (Please see * below rubric concerning accuracy, and paraphrasing) Accuracy* 3 2 1

Information in notes Information in notes Information in notes and summaries include and summaries include and summaries include 90% accuracy or 70% accuracy or 69% accuracy or less. greater. greater. Correlation Complete agreement Partial agreement No agreement between between notes and between notes and notes and summary. summary. summary. Notes are in students Half of notes are in Notes match those of Paraphrasing** own words (are not the students own words. group members. same as group members) *: Accuracy percentage will be based upon alignment between notes and the agreement of textbook and student information (what was taught and other group member notes) **: Paraphrasing will be decided by comparing all group members notes to ensure that students did in fact paraphrase, that they did not write down, or copy their group members notes. Students will fill out an individual assessment to grade themselves on their own work and contribution to the group. They will also individually assess their second group (numbered group). Assessments are attached. 7. DIFFERENTIATION of Content, Process or Product:

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a. Adaptation for students who need extra help, time, or attention? Students requiring extra assistance or support will be given a graphic organizer (see attached) that will help them in their note taking. These students can then receive additional help from their society group members when they collaborate and discuss the information they have all gathered. b. Extension for students of high ability? (Remember, gifted students need challenge). Students requiring an extra challenge will be given a list of reliable websites (see references) and will complete their research online rather than in the textbook. This will give them access to more complex and detailed information that they will need to paraphrase and put into their own words. TOTAL LESSON TIME:__60-65 min____ 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): http://www.brainpop.com/socialstudies/worldhistory/democracy/preview.weml http://www.neok12.com/Democracy.htm http://d2prxy8bgthmlr.cloudfront.net/a/Absolute_Monarchy/id/6113431 http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CEMQFjAE &url=http%3A%2F%2Fclassroom.jc-schools.net%2FSS-units%2Fpresentations%2Fgovtypes.ppt&ei=giJMT_6GJoKpiQLK0bW3Dw&usg=AFQjCNGIMqPlA78azOMbiPPMcYzwf9f4g http://www.brainpop.com/socialstudies/economics/communism/preview.weml Past experiences in group work. Grading sheets from Dr. Beissers 122 course packet

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Democracy

Monarchy

Dictatorship

Communist Society

Key Point 1

Key Point 2

Key Point 3

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Websites for gifted learners to use

http://www.brainpop.com/socialstudies/worldhistory/democracy/preview.weml http://www.neok12.com/Democracy.htm http://d2prxy8bgthmlr.cloudfront.net/a/Absolute_Monarchy/id/6113431 http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CEMQFjAE &url=http%3A%2F%2Fclassroom.jc-schools.net%2FSS-units%2Fpresentations%2Fgovtypes.ppt&ei=giJMT_6GJoKpiQLK0bW3Dw&usg=AFQjCNGIMqPlA78azOMbiPPMcYzwf9f4g http://www.brainpop.com/socialstudies/economics/communism/preview.weml

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Appendix E Concept Attainment Lesson Plan Lesson Background:

Your Name: Kathleen Diedrich Subject: Language Arts Social Studies Grade Level: K 1 2 3 4 5 6 Mathematics Science

Lesson Title: City Laws and Amendments Materials Needed: list of city laws, cardstock, tape, list of examples/non-examples Prerequisite Skills: Firm understanding of city, state, and federal laws; coming to a consensus Lesson Objective: Students will be able to identify, in writing, what a city law is and write an explanation of a possible amendment they could make to the law. Concept Label: City laws Critical Attributes:

*Please see attached sheet

[yes]

Non-critical Attributes [no]

Definition of Concept: City laws are rules that govern a specific region or community within a state and may be unique to the needs of that community. ---------------------------------------------------------------------------------------------------------------------------------

Interaction with Students:

1. Provide examples and non-examples to the class: (Distinguish yes/no attributes) Time: 5 Instead of telling you what we are going to learn today, Im going to provide you with some clues for you to guess what topic we will be learning about. I will place (a total of six) clues on the board (3 in each column) and classify each clue as either Yes or No. When you think you know what the concept is, silently give a thumbs up so as not to give the answer away to other students. On the left side of the whiteboard I will write, Yes and on the left I will write No. These will be the two headings for this classification activity, examples going under Yes and non-examples going under No. I will have the examples and nonexamples written on cardstock and put tape on the back of each. To begin, I will put Pick up your dogs poop in the park under Yes. Then I will put Must be 18 to vote under No. I will proceed to place two more clues under each heading for a total of six. With my next clue, I will ask for a volunteer (a student with their thumb up if there are any) to tell

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me which heading the clue will go under (if there are no thumbs up I will just put the clue under the correct heading). I will do this three more times, each time asking for a volunteer. Finally, I will ask for a thumb check. If there is dispute on any of the clues, that clue will go in the middle until the concept has been revealed. I will then go back and place the clue in the correct column. 2. Test for attainment: (Do the students understand the concept?) Time: 5 Put your thumb up if you think you know the concept. I will look to see if 90% of the students have their thumbs up. If I have less than 90%, I will give additional clues until I have 90% understanding. Students with their thumbs up will tell me which clues go under Yes and which go under No. 3. Analyze student thinking processes and integration of learning: Time: 5 (Are they able to provide additional examples and non-examples?) I will then call on four more students with their thumbs up who I have not heard from yet and ask two to give me an example of the concept and the other two to give me one non-example of the concept for a total of four additional clues (as students offer clues, I will write them on additional cardstock and tape them to the board). 4. Clarify lesson objectives: (What are students going to DO with these?) Time: 5 Now that we have had some more practice and experience with city laws, today we are going to learn about amendments by amending city laws. Amendments are changes made to laws. These changes are voted on by citizens, and city councils vote on these changes before they are official amendments. I will hand out a list of city laws to each pod (see attached) and your name will be written down next to one of the laws. You will create your own amendment to that. The amendment will be voted on by your pod-mates, and you will need to provide reasoning for why they should vote to pass your amendment. I am going to model what I am asking you to do. 5. Procedures for Using the Concept in a meaningful way? Time: 10 Modeling will be done using the ELMO projector. Using the city law Pick up your dogs poop in the park, I need to think of a change I could make to that law. For example, I could add Pick up your dogs poop in any public place and dispose of it in a trash can. This amendment either extends the law or adds clarity to the law. Your job is to make the law better by adding an amendment. I chose to extend the law to include any public place because I think it is important that we keep all public areas clean, not just parks. I also added that the poop needs to be disposed of in a trashcan because some people might not understand what to do once they pick it up. This is the reasoning I would use when presenting this amendment to the council. 6. Assessment / Closure (How do you evaluate student progress or provide closure for this lesson?) Include rubric, checklist, assessment documents. Time: 15 Next, we will vote on the law as a group. So, in your seating pods pretend your podmates are the city council and you are presenting your amendment to them, making sure to explain your reasoning for why they should vote to pass the amendment. Please write one brief paragraph detailing your reasoning as to why you think your amendment should be passed. 31

When it is your turn to be a city council member, please write in 2-3 sentences why the amendment at hand should or should not be passed. Amendment 5 Amendment either clearly extends or clarifies the law, and relates to the law. Writings are clear, rational, and align with laws discussed. Writings may have mechanical errors, but these errors do not distract from the writing piece. 3 Amendment does not extend the law, clarify the law, or relate to law. Writings are confusing or are unrelated to law discussed. Writings have mechanical errors that distract from the writing piece as a whole. 1 There is no amendment provided. No writings provided.

Writings

7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? Students who are struggling will be assigned a law that is a bit simpler. For example, one struggling student might be given Dogs must be kept on a leash. This law has more amendment options than, say, snow removal ordinances, which would be given to gifted students. b. Extension for students of high ability? (Remember, assigning gifted students to be the tutor for others is not sufficient academic challenging for students who have mastered the lesson). Students with high abilities will be given a more complex law than the other students. They will also be asked to write a letter to their city council asking them to pass their amendment. This letter will include a detailed reasoning for why the council members should vote to pass this amendment. TOTAL LESSON TIME: 45 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): Past classroom experiences, past lesson plans, Dr. Beissers past guidance, Kathleens practicum teacher/experience.

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Concept Yes and No (* = city law) [Critical Attributes]

*Clean up your dogs poop in the park. You must be 18 to vote. *You can only water your lawn every other day. You have to buckle your seatbelt when you are in a moving car. You cannot murder people. You have to drive the speed limit. *Children under the age of 18 must be off the streets by midnight. *Fences can be no higher than 10 feet. You cannot bring fruit from another country with you off of an airplane. You have to be 16 to have a job (legally) *Bike riders must follow the same traffic laws as cars * Pets must be leashed

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City Laws Dogs must be kept on leashes Sidewalks must be shoveled during the winter Lawns must be mowed Clean up dogs poop in the park Cars can only be parked on the right side of the street Lawns can only be watered every other day Fences can be no higher than 10 feet Yards with pools must be fenced Children under 18 cannot be out after 12am Bikes cannot be ridden on sidewalks Children under 16 cannot be in the mall after 6pm on the weekend You cannot jaywalk on the street

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Appendix F Problem-Based / Inquiry Instruction Lesson Plan Lesson Background:

Your Name: Kathleen Diedrich Subject: Language Arts Social Studies Lesson Title: Federal Laws and Regions Grade Level: K 1 2 3 4 5 6 Mathematics Science

Materials Needed: Attached question sheet, attached pros and cons worksheet, computers, internet, social studies textbook, large poster paper Prerequisite Skills: Prior knowledge of laws and regions from previous lessons in the unit Logistics: (Are special arrangements necessary?) No special arrangements necessary. Students will use classroom computer Lesson Goal (not ABCD objectives): Students will represent their assigned region in a congressional discussion and explain through a presentation whether or not the law benefits their region.

-------------------------------------------------------------------------------------------------------------------Interaction with Students:

1. Orient students to the problem or dilemma? (Must first get their attention to SOLVE a problem!) The United States government is getting rid of city and state laws. Now the entire country will abide by federal laws only. Each regions needs are different, but each will have the same laws to follow. Congress is voting on a proposed law that hunting wolves is illegal. 2. Organize students for study: a. Size of group? 4-5 students per pod b. How groups are formed? Students will work in their seating desk pods b. Transition from large group orientation or instruction to small group work? No transition need because students will be seated in their pods for both large classroom instruction and small group work. Selected students will be allowed to research on the computers as long as they do not distract their classmates and abide by classroom computer rules. 3. Assist independent and group investigation: (Input/Modeling so kids know what to do) Based on your information about regions and laws from this unit, each of your pods represents a region in congress, and each of you is a congressman/congresswoman. In your groups, you will need to discuss both the pros and cons of the law on the sheet provided and decide whether or not your region supports the law. For example, if I were making a 35

pros and cons sheet using the federal law You cannot drive without an adult on public roads until you are 16 in the Midwest region, I would put children work on the farm and need to be able to drive farm equipment under cons. I would then write the roads are safer with a higher age limit under pros. The pros are the positive aspects, and the cons are the negative. You will present your case to the rest of congress, and the president (me) will either pass the law or veto it. For your presentation you must use a visual aid such as a poster or PowerPoint. Although each of you will help present and research, I will assign each of you a job in your group: Secretary, Fact Checker, or Visual Maker (two per group). Though you will all have a job, you are responsible for contributing to each part of the project. The Secretary is responsible for writing down the pros and cons discussed in the group onto the pros and cons worksheet. The Fact Checker must double check on the computer all of the information found by group members before the final presentation. The Visual Makers will be responsible for creating the visual aid element of the presentation. Each of you will be responsible for researching the information for your presentation in your textbooks (except the Fact Checker who will use the computer). 4. Develop and present artifacts and exhibits (How do students share what they have learned?) Each region will orally present their argument to the rest of Congress and will have their visual aid to reference during the presentation (see attached rubric). You will be graded individually on your contribution to the group. (Presentations will occur on Day 2). 5. Analyze and evaluate the problem-solving process: Analysis and Evaluation of Questions (Day 2) You each did a wonderful job defending your region to Congress. I would like each of you to explain how you decided what was in the best interest of your region and how you decided how to present your case by filling out this handout (see attached sheet). 6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) Again, include documents for assessment. 5 3 1 Pros and Cons Sheet Pros and Cons sheet Pros and Cons sheet No pros and cons is filled out and is filled out, but was sheet attached, or attached not attached/turned not filled out in late Accuracy of Facts Facts/reasoning Facts/reasoning Facts and reasoning match with the match internet, and do not coincide with region based on our social studies books, one another, facts, social studies text, however, several of and reasoning were and information from the facts/reasons not supported by the internet. The may not social studies, or reasoning is well match/accurately internet

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supported and matches pieces of evidence Visual

support the region, or the reasoning may not fully match with the evidence given Visual is appealing to Visual is appealing to the eyes, time was the eyes, time is evident in the final evident in the final piece, writing on piece; writing on the visual is accurate visual has errors that enough it does not may slightly distract distract from the flow from the flow of the of the reading reading/writing portion of the presentation. All group members shared the groups points of interest, evidence, and reasoning

information about the region

Presentation

Final piece is either not appealing to the eyes, the piece appears rushed, putting the visual together appears sloppy, writing has numerous errors that strongly distract from the reading flow of the piece A few group members Only one group didnt share the member presented groups evidence, the groups points of reasoning, and points interest, reasoning, of interest and evidence

7. DIFFERENTIATION of Content, Process or Product: Students will be assigned jobs by myself depending on their ability and comfort with the content as demonstrated throughout the unit. Students needing additional support or scaffolding will be given the job of Secretary (see part 3 for job descriptions). Students who are gifted and advanced will be the Fact Checkers and will be allowed to do outside research on the computers instead of using textbooks. TOTAL LESSON TIME:__1 hour on day one and 45 minutes on day two___ 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc): Past experiences in 4th grade practicum classrooms, past classes, and our own creativity.

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Proposed Law: Hunting wolves is illegal Pros Cons

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Problem Solving and Group Work Questions Name: ______________________________ Region: ___________________________ Group members: _________________________________________________________________ 1. How did your group decide whether or not to support the law? Was it easy or hard? How did you deal with conflict if there was any?

2. What information did you already know about your region? How did this help you with this project?

3. How did you feel you did in your job? How much, if at all, did you help others with their jobs? Do you feel the work was shared equally?

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