kimberlyosbeck.weebly.com€¦ · Web viewThis Unit will introduce students to the different governments in Michigan function to govern the state. It will give students information

Unit/Vocabulary Lesson PlanKimberly Osbeck

SST 309-03Winter, 2013

2

Unit/Vocabulary Unit

Table of ContentsPage 3 …………………Overview/Rationale/IntroductionPage 7 …………………KUDs and I Can Statements Page 13 ……………….Assessment Ideas Page 13 ……………….Sequence of Instruction, including Vocabulary

Reference Attachments Page 15 ………………...Resource APage 18 ……………...…Resource B Page 20 ………………...Citation Page

Unit/Vocabulary Unit SST 309 Osbeck, Section 03

3

Unit /Vocabulary Unit

2. Overview/Rationale/Introduction

Overview: This Unit will introduce students to the different governments in Michigan function to govern the state. It will give students information about what the state government needs to function, how it is separated, why it is separated, and what each branch does. The Unit will also show students how the state and local governments are similar and different, as well as make comparisons to the national government that they are familiar with.

3-C3.0.1 Distinguish between the roles of state and local government.This lesson will show students how state governments and local governments are different and similar. Students will learn what state governments are in charge of, what local governments are in charge of, and what both governments are mutually in charge of. The third graders will understand that state governments make and enforce laws that pertain to all of the people in the state and local governments make laws that pertain to the specific people in a community. They will also understand that both state and local governments care for roads and provide police officers.

3-C3.0.2 Identify goods and services provided by the state government and describe how they are funded (e.g., taxes, fee, fines). This lesson will introduce students to numerous services the state governments provide as well as the ways that the state governments are funded. The state government does not produce “goods” that the students can physically touch, so I will focus on services that the state government directly provides. The students will understand that the government funds the services it provides by collecting taxes, fines, and fees from citizens.

3-C3.0.3 Identify the three branches of state government in Michigan and the powers of each.This lesson will introduce students to the three branches that the state of Michigan is divided into and what each branch of the government is in control of and what they are responsible for. The students will understand that the state government is divided into three branches: the legislative branch, the executive branch, and the judicial branch. They will also understand that the legislative branch is in charge of making laws, the executive branch is in charge of enforcing the laws, and the judicial branch is in charge of interpreting the laws.

3-C3.0.4 Explain how state courts function to resolve conflict. This lesson will introduce students to the ways that the courts in the state resolve conflict. They will understand that courts have trials to decide if a law was broken. They will also understand that at the trials, judges look at evidence to interpret the law and see if a law was broken.


4

3-C3.0.5 Describe the purpose of the Michigan Constitution.This lesson will show the students what the Michigan Constitution is and why we have it. The third graders will understand that the Michigan Constitution is a written plan for the government. They will also understand that we have a constitution in Michigan to limit the power of the government, separate the government into three distinct branches, and to protect the rights of citizens in Michigan.

Rationale: This Unit is important so that students learn how the government where they live functions and how it impacts their lives. The students need to know what rights they have and how the government can protect those rights. The government is an active part of their everyday lives, even if they don’t realize it, so they need to understand how the government affects them.

3-C3.0.1 Distinguish between the roles of state and local government.This lesson is important so that students understand what each government can do. Students will be able to use their knowledge about each government to help them and how each government impacts their lives. The students need to be aware of the separate roles of the governments so that they know which government impacts certain aspects of their lives. Even at a young age students need to be aware of how the different governments impact their lives now and in the future.

3-C3.0.2 Identify goods and services provided by the state government and describe how they are funded (e.g., taxes, fees, fines). This lesson is important so that the students know what services are available to them from the government and how the government is able to provide those services. Also, this lesson will help students understand why they have to pay taxes, fees, and fines as well as where their money is going when they do pay. Even at a young age students should be aware of what the government is doing for them and how they can afford to do it. As students get older, they will hear about government budgets, so this will give them some background knowledge on how those budgets are set. 3-C3.0.3 Identify the three branches of state government in Michigan and the powers of each.This lesson is important for students to see how the government keeps itself in check. Students will be able to see how the government functions and makes laws. Laws, the way they are enforced, and how they are interpreted directly influences the students’ lives. They need to know who makes, enforces, and interprets the laws so that they can voice their opinions on those topics when they get older. Young students are impacted by laws even at a state level, so they need to be educated on how and why those laws will affect them.

3-C3.0.4 Explain how state courts function to resolve conflict. This lesson is important for students so that they know their rights in court and how the court system works. If the students are ever part of a court case, they need to have basic knowledge about the process that the courts go through. Students need to be aware


5

of how courts interpret the law and how that can impact their lives. In third grade, many students may have been to court trials due to child support, truancy, etc. Students should have basic knowledge on what is going on and how the courts are affecting them.

3-C3.0.5 Describe the purpose of the Michigan Constitution.This lesson is important for students to see that the government is in place to protect them. This lesson will show them that the Michigan Constitution’s priority is to protect them and their rights by limiting the government’s power over them. Many students and adults are unaware that we have a constitution and that the main purpose of it is to protect them. Students should understand why the government is set up the way it is and what rights they have.

Introduction:

3-C3.0.1 Distinguish between the roles of state and local government.In this lesson students will participate in class-wide discussions and small group discussions about what state and local governments do. They will also view videos about how the different roles of state and local government affect them personally. The students will also participate in games and sorting activities to help them distinguish between the roles of the state and local government as well.

3-C3.0.2 Identify goods and services provided by the state government and describe how they are funded (e.g., taxes, fee, fines). This lesson is about the services that the state government provides and how they fund those services. The students will participate in vocabulary instruction to strengthen their understanding of taxes, fees, and fines. They will also work in small groups and as a whole class to discuss how the government helps them and how they can help the government help them. The students will also read trade books and watch videos about the different taxes and fines to strengthen their understanding. Finally, games and sorting activities will be used to further extend the students’ understanding.

3-C3.0.3 Identify the three branches of state government in Michigan and the powers of each.This lesson will teach students about how the government of Michigan is divided and what the divisions of the government each do. The lesson will utilize Foldables to help the students recognize the three branches and the powers of each. They will also take part in whole class discussion and small group discussion to introduce them to the topic and deepen their understanding. Videos and songs about the three branches will also be used in the lesson. Finally, sorting activities and games will be used to help students solidify their understanding.

3-C3.0.4 Explain how state courts function to resolve conflict. This lesson is about the court system and how it functions to resolve conflicts among citizens. It will utilize videos and trade books to show students about real world examples of how the court systems work. Additionally, students will participate in discussion in


6

small groups and as a whole class to introduce the topic and expand their knowledge. Finally, students will also create a Foldable to express their knowledge about the court system and the need for judges. Finally, students will participate in games and sorting activities to help them distinguish between the vocabulary used in the lesson.

3-C3.0.5 Describe the purpose of the Michigan Constitution.This lesson focuses on what the Michigan Constitution is and why we have a constitution. In the lesson, students will use Foldables to record knowledge from class and small group discussions. They will view information videos and small excerpts from the Michigan Constitution to help them understand the document. The students will also utilize art projects to convey their own understanding of the document and why we have it. Finally, students will participate in sorting activities and games to further their knowledge.


7

3. KUDs: The road map:GLCE and Verb 3-C3.0.1 Distinguish between the roles of state and local government.

Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

The government in our country is split into 3 levels: the national government, the state governments, and the local governments. The state governments make and enforce laws that pertain to all of the people in that one state and solve problems that affect everyone in the state. State laws include laws about marriage, speed limits, and wearing seatbelts. Local governments make and enforce laws that pertain directly to a specific community. Different communities often need different laws, so they can decide more specific laws that are important and useful to their specific community. For example, local governments can make laws about how many pets people can own, streetlights, and they

Students will understand that the local government and the state government have different roles. role

When presented with a list of roles (i.e., make laws about seatbelts, make laws about pets, etc.) students will be able to write whether the role is one that belongs to the state government, local government, or both governments (fixing roads, providing police).

-Roles-State government-Local government-Federal

I can tell the difference between the things that state and federal governments can do.


8

provide fire stations. Both the local and state governments provide police officers and fix roads. The state fixes main state roads and the local government fixes local roads.

GLCE and Verb 3-C3.0.2 Identify goods and services provided by the state government and describe how they are funded (e.g., taxes, fee, fines).


Vocabulary I Can

The state government provides goods and services that protect citizens, look out for the common good of everyone, provide services, and solve problems. The Michigan government provides the State Police Department to protect citizens in Michigan. The state government also fixes main state roads for the common good of people that are driving. Some of the other services the state provides are State Parks that everyone can go to. The Michigan government also makes laws about people

Students will understand that the Michigan government uses taxes, fines, and fees to protect the common good, provide services, protect citizens, and solve problems.

When students are presented with a writing prompt, they will be able to write two sentences describing services that the state government provides and how it is paid for.

-Taxes-Fees-Fines-Common good

I can tell what services the Michigan government gives us and how they pay for them.


9

wearing seatbelts in Michigan to keep them safe. The Michigan government also creates bridges to go over some rivers and solve travel problems. In order to fund the goods and services, the state uses taxes, fines, and fees. Everyone in Michigan pays taxes that pay or road fixing, the State Police, and the other services that the state provides. Fines that are collected from tickets and fees that can be collected from people using the state parks also help fund the goods and services that Michigan provides.

GLCE and Verb 3-C3.0.3 Identify the three branches of state government in Michigan and the powers of each.


Vocabulary I Can

The state government in Michigan is divided into three branches: the legislative branch, the judicial branch, and the executive branch. The legislative branch has the

Students will understand that the government in Michigan is made up of the legislative branch, executive branch, and the judicial branch. They will also understand that

When presented with cards that have terms written on them (legislative branch, make laws, senator, decide the speed limit, executive branch, enforce laws,

-Legislative Branch-Executive Branch-Judicial Branch -Supreme Court -Senate-House of Representatives

I can tell what the three different branches of Michigan government are and what they do.


10

power to make laws and is made up of the Senate and the House of Representatives. For example, decided what the speed limit should be. The executive branch has the power to enforce the laws and approve the laws, and is comprised of the Governor of Michigan. For example, enforcing the speed limit law and making sure people follow it. The judicial branch has the power to interpret/decides what the laws mean and is made up of the Supreme Court, the highest court in Michigan, and other courts that make rulings based on the law. For example, they decided what should happen to people who speed. The people of Michigan vote members of the legislative branch, executive branch, and judicial branch.

each branch has different powers.

governor, make sure people follow speed limits, judicial branch, judges, interpret laws, and decide what happens if people speed) they will be able to match the cards with the correct branch and power.

-Governor -Elect


11

GLCE and Verb 3-C3.0.4 Explain how state courts function to resolve conflict.


Vocabulary I Can

The judicial branch is made up of courts that are led by judges that interpret the law to decide if a law has been broken. If someone breaks a law or there is a conflict between people, judges listens to the evidence at a trial and decide if a law has been broken. A trial is when the judge and jury handle and make a ruling based on the trial. Juries are sometimes used in courts and they are made up citizens that are selected from the community to listen to the trial and decide if a law has been broken. As citizens of the United States, it is part of our civic duty and responsibility to serve on juries. Individuals are innocent until proven guilty and trials give them a chance to present their case and have a nonbiased judge decide if a law was broken.

Students will understand that state courts resolve conflicts by having trials and deciding if a law was broken.

Students will be asked to create a three-quarter Foldable to explain why we have courts and how the court works. The Foldable will also need to include why we need judges and what the judges do.

-Conflict-Judges-Trial-Jury-Evidence -Civic Duty-Innocent-Guilty-Nonbiased

I can tell how Michigan courts clear up conflicts.


12

GLCE and Verb 3-C3.0.5 Describe the purpose of the Michigan Constitution.


Vocabulary I Can

Michigan has a limited government, which means that it restricts the government’s power and it states what the government can and cannot do. A constitution is a written plan for the government. The Michigan Constitution also separates the government into three branches: the legislative branch, the executive branch, and the judicial branch. Finally, the Michigan Constitution the rights people have, such as freedom of religion and speech. Rights are things that every citizen in the United States has that cannot be taken away. The Michigan Constitution protects the rights of the citizens.

Students will understand that the Michigan Constitution separates and limits the power of the government in three branches and protects the rights of the citizens.

When given a prompt that asks students to describe the Michigan Constitution and what it does, students will be able to write 2-3 sentences or orally describe the Michigan Constitution and its purposes.

-Constitution-Limited government -Rights

I can tell why Michigan has a constitution.


13

3-C3.0.2 Identify goods and services provided by the state government and describe how they are funded (e.g., taxes, fee, fines)

4..Assessment ideas: a. How will you know they’ve learned it? After the lessons, the students will create a flow chart to explain how the government uses taxes, fees, and

fines to fund services provided by the state government (e.g., fix roads, provide police, maintain state parks, etc.) for the common good.

b. How will you grade it? I will grade the assessment based on whether students fill in all aspects of the flow chart. Students that include taxes, fees, and 3 services the government provides will be considered as having “Mastered” the material.

5. Sequence of Instruction (including Vocabulary): What will you do? What will they do?Lessons: How will you take them where they need to go? (Step-by-Step plan)

Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

3-C3.0.2 Identify goods and services provided by the state government and describe how they are funded (e.g., taxes, fee, fines)Pre-test/Anticipatory set: the hook – Introduce students to the topic by showing them pictures of road crews working on a road, police officers, and people working at state parks. Start a discussion: Who pays for this? How?

Lessons: How will you take them where they need to go?

1. The teacher will begin the lesson by introducing the vocabulary that the students will come across during the lesson according to the script and attachments, using Marzano’s Six

Instructional strategies/Social constructs: How will they work?Students will participate in a lot of whole group instruction to introduce the words. The students will also participate in numerous group discussions about each of the words that they hear. In these discussions the students will be able to put the definitions in their own words for the Word Wall.The students will listen to the teacher read multiple books about fines, fees, taxes, and common good to solidify their understanding.

Resources needed: What materials and resources will they need ?

Vocabulary Script (Attachment A)

Word Wall National Geographic Kids

Everything Money: A wealth of facts, photos, and fun! by Kathy Furgang

Keeping You Safe: A Book About Police Officers (Community Workers) by Ann Owen

Receipt with sales tax highlighted Copy of traffic ticket W-2 State park admission ticket Whiteboard Markers How to Be a Friend by Laurene


14

Steps to Building Academic Vocabulary. Additionally, the teacher will bring in artifacts for the students to connect with.

2. Teacher will read trade books to students and explicitly describe the vocabulary words and give them examples of the words

Krasny Brown

Guided Practice:3A. The teacher will provide multiple opportunities throughout the lessons for students to talk about taxes, fees, fines, and common good in groups. While in the groups, students will create a definition of each vocabulary word in their own words. While they talk in groups, the teacher will move around the room and clear up any misconceptions.

3B. The teacher will also have students in groups work with sorting pictures for practice. During this time the teacher will walk around and make sure that students can correctly identify examples of the different vocabulary words.

A. Students will work in groups to discuss the words that they are learning and put the words in their own words.

B. Students will continue to work in groups to sort pictures of examples of the vocabulary words.

Poster board Markers Pictures of examples of

vocabulary words (Attachment B)

Pencil Paper

Independent Practice: 4. Students will individually draw pictures of their representation of the words before assessment. Their pictures will need a title on them that relates to the vocabulary word they are representing.

Students will work independently to draw pictures of their representation of the new words that they learned.

Posters Markers


15

6. Resource AttachmentsAttachment A

A Script for Vocabulary Development

Teacher-talk: (Marzano’s Step One of Building Academic Vocabulary: Teacher introduces word)Taxes: Teacher-talk (Step One): Teacher will show students a W-2 and a receipt with the sales tax circled or highlighted. Ask the students if they have ever paid sales tax. Why do you pay sales tax? (Student answers). Hold up the W-2 and then pass it around. Has anyone ever seen this or know what it is? This is what people fill out to pay their income taxes. Income taxes are what people have to pay based on how much money they make. Why should people have to pay for making money?! People need to pay money so that the government can provide us with services that we need! The actual definition of taxes is “A compulsory contribution to state revenue, levied by the government on workers' income and business profits or added to the cost of some goods, services, and transactions.” What does that even mean? It means that people pay money to the government so that they can get a good or service. Let’s get into groups and put that into our own words and put it on the Word Wall! What would happen if we didn’t have taxes? (Student answers). If we didn’t have taxes, the government wouldn’t have enough money to provide us with police officers, state parks, or crews to fix roads! We need everyone to pay taxes so that we can afford to do things for everyone!

Discuss information in National Geographic Kids Everything Money: A wealth of facts, photos, and fun! by Kathy Furgang that relates to sales tax.

Fees: Teacher-talk (Step One): Show students tickets from state parks. Pass them around and let the students see the price on the tickets. How many of you have been to a state park before? There’s a state park really close to us that I’m sure you’ve been to. Can anyone think of it? (Students answer). That’s right! The Grand Haven State Park is where a lot of people go to the beach! When your parents drove you to the state park, did they have to pay to get in? Why do you think they’d have to pay just to go to the beach? (Students answer). The state park tickets all of you got to see earlier are what your parents got when they paid a “fee.” Has anyone heard of a “fee” before? (Students answer). Fees are things that people pay when they do things. The actual definition is “a payment made for professional advice or services.” What does that mean? You pay someone when they do something for you! There are service fees, passport fees, and state park fees. Let’s do a Think-Pair-Share about why we need to pay fees at a state park and what fees are in your own words. (Step 2 and 5 of Building Academic Vocabulary). As the students do this the teacher will walk around and make sure that the students understand the definition. After students have a chance to talk about what fees are and why we would need them at a state park, create a list on the whiteboard with ideas they came up with. Now from your definitions, let’s make a whole class definition and put it on the Word Wall.


16

Step 3 – Building Academic Vocabulary: Draw a picture of something you would have to pay a “fee” for(Students will get a piece of poster board and markers a create picture of something that they would have to pay a fee for. Under the picture they will write what the image is with a title. These will be displayed in the hallway.)

Fines: Teacher-talk (Step One): We’ve talked about fees and taxes and how people pay them so that the government can give them something. There are other ways that the government can get money too! How many of you have seen someone get pulled over by a police officer? Why did they get pulled over? (Student answers). When people get pulled over, they get tickets and they have to pay money. Who gets the money from the tickets? The government gets the money from the tickets. Tickets are a form of “fines.” The actual definition of “fines” is “a sum of money exacted as a penalty by a court of law or other authority.” What does that mean? That means that if you do something wrong or against the law, you have to pay for it! What definition should we put on our Word Wall? What kinds of things can you get fined for? I want you to get into groups of three and draw pictures of things you can do that will cause you to get fined. (Step 3 – Building Academic Vocabulary: Draw a picture of something that will cause you to get a “fine”Allow students to show their pictures to the class as talk about the pictures. Why do you think we get fined when we do something wrong? (Student answers).

Read Keeping You Safe: A Book About Police Officers (Community Workers) by Ann Owen

Step 4 – Building Academic Vocabulary: Do activities that allow students to work with the words.Teacher talk: While staying in your groups I want you guys to work with the words we have learned today. I’m going to give you some pictures (a speeding ticket, a state park admission ticket, a W-2, a receipt with sales tax highlighted, a passport fee highlighted on a receipt) and I want you to organize them based on whether they are a fee, a fine, or a tax.

Common Good: Teacher-Talk (Step One): Now that we’ve talked about how governments get money, let’s talk about why we give the government money. Is it really that important to have police officers, or get the roads fixed, or have state parks? What if you never want to go to a state park or you don’t have to drive on the roads? Other people need to drive on the roads or go to state parks! The government provides those things for the majority of people. That’s called the “common good.” Has anyone heard that before? Common good is defined as “the good of a community.” Read How to Be a Friend by Laurene Krasny Brown. I want you to get with a partner and write what you think that could mean in your own words (Step 2). Okay, now that you’ve had some time to come up with your own definitions, let’s share them! (Allow student answers). Great! So from our ideas it sounds like our Word Wall definition should be “what’s best for everyone.” Does that sound right to everyone?


17

Step 3- Building Academic Vocabulary: Draw a picture to represent the vocabulary wordsHave students individually divide their poster into four parts. Then have the students draw their own representation of a fine in one part, a fee in another part, a tax in another, and common good in the final spot. Have the students share their posters with the class.

Step 6 – Building Academic Vocabulary: Play games with the words they are learningThe group activity was a great warm up for a class-wide game we’re going to play! I’m going to split the class into two groups and we’re going to play Pictionary…social studies style! From each group, one student is going to draw a word from the hat (tax, fee, fine, common good) and draw a picture on the board while their group tries to guess what they’re drawing!


18

Attachment B


19


20

7. Citation PageWorks Cited

Beck, I., McKeown, M., Kucan, L. (2002). Bringing Words to Life. New York, NY: The Guilford Press.

Brown, L. K. (1998). How to be a friend. New York, NY: Little Brown.

Furgang, K. (2013). National geographic kids everything about money: A wealth of facts, photos, and fun!. Washington, D.C.: National

Geographic Society.

Marzano, R. and Pickering D. (2005). Building Academic Vocanulary: Teacher’s Manual. Alexandria, VA: Association for Supervision

and Curriculum Development.

Owen, A. (2003). Keeping you safe: A book about police officers (community workers). Mankato, MN. :Picture Window Books.


Documents

kimberlyosbeck.weebly.com€¦ · Web viewThis Unit will introduce students to the different governments in Michigan function to govern the state. It will give students information