Social Studies Lesson Plans
4th Grade Unit 8
Government
Date: _________________________
Desired Results: (Universal
and Unit Generalizations)
Government: Governments
exist to promote security and
order and provide public
services. Local, state, and
Time Allotted: 5-7 Days
Unit Questioning:
How does our government promote
security and provide public services?
Objective/TEKS:
TLW explain how the three branches
of Texas government operate
(4.16B), while identifying important
government leaders in Texas
(4.19A)
Assessment:
Students will identify the three branches
of government, how they operate and
federal governments provide
identify leaders through a foldable,
important services for Texans.
interactive journal writing and quality
questioning.
Anticipatory Set: (Hook) Word Splash
TLW begin a words plash:
 TLW sit in groups of three or four and organize words found in baggie into sentences.
 TLW be ready to present to class.
TLW observe Visual Discovery of the Capitol and access schema.
TW begin Quality Questioning:
 What do you see in this picture? Where is it located? Is this part of our government?
 Who meets at the Capitol? Why do people meet at the Capitol?
 Why is the Capitol important to all citizens?
 What services does our government offer there?
 Who makes these services available to us?
 Are you familiar with any government leaders who create these services?
 What is a law and how does it help us?
 What law would you like to write to improve our life?
 How would you be able to make a difference at the Capitol?
 Are you familiar with the United States’ Branches of Government?
TW allow discussion after responses and time for students to think-pair-share.
TW record responses on post it notes for community Reading & Analyzing Non-Fiction (RAN)
Chart while each student records information in their personal RAN chart or interactive social
studies journal.
TW introduce United Streaming video titled “This Is Our Government” to TL by explaining:
 Adult US citizens vote for people to represent us in Washington.
 The people elected through voting goes to Washington to make laws and protect us.
 The Capitol is one of the three places people meet to make these laws.
 It is one of the three branches of government.
 The branches of government are: Executive, Legislature and Judicial.
TLW place in order words from word splash and make out phrases.
TLW order words into complete sentences, based on hook information, and write summary
targeting Unit Questions.
Instructional Input: (Line) “This Is Our Government” clip
TW present an interactive United Streaming clip titled, “This Is Our Government”.
TLW take notes in personal RAN chart or interactive social studies journal.
TW deliver instruction and guide students towards a deeper understanding of the lesson by:
 Pausing clip to clarify doubts and questions
 Asking quality questioning, focusing on Unit Questioning located above.
 Explaining the functions, responsibilities and differences of the three branches of
government, also known as “checks and balances”.
 Adding students’ new wonderings and new learning to RAN community chart.
 Creating a class anchor chart of the three branches with student generated
explanations and diagrams. (You may use the samples provided.)

Ensure TL understands that our government provides security for its citizens through
Topics/Concepts
Citizen
Political Party
Municipal
County
County Seat
Special District
Executive Branch
Legislative Branch
Judicial Branch
Veto
Appeal
Law
United
Streaming clip
titled:
“This Is Our
Government”
Resource:
Vocabulary power
point presentation
explaining “Three
Branches of
Government”.
1
Social Studies Lesson Plans
4th Grade Unit 8
Government
the Executive, Legislative and Judicial. They writes laws that protect us at a Federal
and State level through public services, such as the military, police, firefighters, free
education, health care, food stamps, housing assistance, electricity, etc.
Reinforce government lesson by integrating with Reading Instruction:
 TW pull small groups to assist with text book understanding, focus on Reading TEKS.
 TW focus on below level readers and extend their thinking and/or modify lessons.
 TLW read with a buddy and read, pair, share by asking each other questions, taking
notes in journal and clarifying doubts.
 TLW read independently from teacher provided library books or internet websites.
Reinforce government lesson by integrating with Writing Instruction:
Writing Prompts should include higher level thinking questions presented earlier, such as:
 What are the roles of our three branches of government?
 Which branch of government would you belong to and how could you improve our
lives? Explain.
 What law would you like to write to improve your life and those around you and why?
 TLW may use word splash key words to guide students towards an initial summary and
then turn into a good summary.
Reinforce government lesson by integrating with Science Instruction:
Follow the Modifications/Extensions lesson regarding environmental hazards.
 What types of pollution are there? How does pollution affect the way we live?
 How is soil affected by pollution and how does it affect humans?
 How could we improve our environment?
Guided Practice: (Line) “What goes where?”
TW guide TL to participate in “What goes where?” to identify and explain our government
branches. Instructions:
 The class will be divided into four or five cooperative groups.
 Each group will receive a baggie with a replica of the three branches of government in
picture and kid friendly descriptions, cut up into pieces.
 TLW organize information pertaining to the correct branch of government and paste
onto construction paper, mimicking the class anchor chart/diagram created previously.
 TLW present and share their results with the rest of the class.
Independent Practice: (Sinker) Vocabulary Cards
 TLW work create Robert Marzano’s reinforcement vocabulary index cards and paste
into social studies interactive journals or
 TLW create Frayer Model personal vocabulary cards and place on a binder ring.
Modifications/Extensions:
TW explain and present “Student Choice” options to TL, as found attached, or
TW guide students in role playing Legislative Branch duties with the Asphalt Plan in AISD:
 TLW divide into two groups, House and Senate, seated in one row each facing each
other with teacher seated at front.
 TLW role play house and senate duties based on proposed bill provided by teacher
 Each group will read the Asphalt Plan in AISD article.
 TLW work in a cooperative group by participating actively, to come up with ideas for
new laws.
 TLW simulate the procedure for how a bill becomes a law, with the teacher maintaining
veto power.
 Use the attached form for this activity.

Closure/Assessment:
 “Pyramid” foldable as seen on attached document with instructions.
Social Studies
text pages
394-415
Writing foursquare model
template is found
attached to lesson.
Check with
Content
Specialists to
ensure current
science instruction
ties in with TEKS.
“What goes
where?”
Use the attached
pictures and
explanations to
complete diagram.
Enlarge and paste
on chart paper.
POST on wall.
How will you
check for
understanding?
Monitor students
as they read about
government and
check for
comprehension by
asking questions.
Play School
House Rock
songs during
independent
practice which
may reinforce
branch roles.
2
Social Studies Lesson Plans
4th Grade Unit 8
Government
Resources: http://www.tea.state.tx.us/;www.congressforkids.com ;www.unitedstreaming.com
http://www.senate.state.tx.us/kids/IntroALT.htm;
http://www.msha.gov/SOLICITOR/KIDS/KIDSPAGE.HTM
http://bensguide.gpo.gov/3-5/government/branches.html;
http://www.dedham.k12.ma.us/webquest/fall2003/eo/Branches%20of%20Government.htm;
http://www.cccoe.net/govern/; http://www.uen.org/themepark/liberty/3branches.shtml;
http://www.govspot.com/features/kids.htm; http://www.youtube.com/watch?v=mEJL2Uuv-oQ;
http://www.leginfo.ca.gov/bil2lawd.html
Verify websites
have not been
discontinued
before using.
3
Social Studies Lesson Plans
4th Grade Unit 8
Government
Anticipatory Set (hook)
Word Splash
4
WORD SPLASH IMAGES:
Social Studies Lesson Plans
4th Grade Unit 8
Government
5
Social Studies Lesson Plans
4th Grade Unit 8
Government
6
Social Studies Lesson Plans
4th Grade Unit 8
Government
7
Social Studies Lesson Plans
4th Grade Unit 8
Government
8
Social Studies Lesson Plans
4th Grade Unit 8
Government
9
Social Studies Lesson Plans
4th Grade Unit 8
Government
10
Anticipatory Set (hook)
Social Studies Lesson Plans
4th Grade Unit 8
Government
Visual Discovery
Additional pictures:
11
Social Studies Lesson Plans
4th Grade Unit 8
Government
Instructional Input (line)
RAN Chart may be generated by students during the anticipatory set (sinker) and will continue
throughout closure of lesson. Students write on post-it notes and places in the corresponding
column. Post-it may be moved through out lesson if needed.
Reading & Analyzing Non-Fiction (RAN) Chart
What do I think
I know?
Confirmations
Misconceptions
New
Information/
New Learning
Wonderings/
Questions
How does our
government
promote security?
How does our
government
provide public
services?
Why is the Capitol
important to all
citizens?
Are you familiar
with any
government
leaders who create
these services?
Are you familiar
with the United
States’ Branches
of Government?
12
Social Studies Lesson Plans
4th Grade Unit 8
Government
Instructional Input (line)
Anchor Chart sample generated by student with information extracted and connections made by
students using their resources from United Streaming, text, library books and songs.
Other diagrams or pictures to be used:
13
Social Studies Lesson Plans
4th Grade Unit 8
Government
14
Social Studies Lesson Plans
4th Grade Unit 8
Government
Guided Practice (line)
Anchor Chart sample and game titled “What goes where?”
Constitution needs powers to be separated into three parts, or branches, so each branch can check
and balance each other. This is done to avoid one branch becoming too powerful. It’s fair to the
people and it meets their needs. Each branch performs different functions and checks the other
branch’s function in different ways.
Legislative

It has Congress which
has two parts

It has the House of
Representatives and the
Senate.

It makes laws

Congress decides how to
use tax money
Executive

Includes the President,
Vice President, and other
department agencies
(defense, state, treasury)

Enforces laws

Makes sure laws are
obeyed

The President is the head
of this branch

It’s a very large branch
Judicial

It includes the Supreme
Court and other courts

Interpret laws

They decide about the
meaning of laws, how
they are applied and if
they break the rules of
the Constitution.
15
Social Studies Lesson Plans
4th Grade Unit 8
Government
Detailed version of Three Branches of Government
Note: Please copy onto transparency for overhead presentation. Rotating diagram disrupts print.
16
Social Studies Lesson Plans
4th Grade Unit 8
Government
Independent Practice (sinker)
Frayer Model Vocabulary Index Cards
°
Definition:
Citizen
A citizen is a member of a nation,
state, county or city.
Examples:
Sentence:
As a citizen, I have the right to
vote for the President of the
United States.
The vocabulary examples should be drawn by a student and information placed on the card should
be generated and thought out by the student. These cards may be pasted into their social studies
journal or placed on a ring. If the card is placed on a ring, TL may continue to place additional cards
on the ring until full and refer to them during class, for homework or assessments.
17
Social Studies Lesson Plans
4th Grade Unit 8
Government
Modifications/Extensions
Proposed Bill
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Vote in Senate______
Vote in Senate______
Does the bill become a law?
Vote in House_______
President’s Action__________
Yes_________
Vote in House_______
No__________
__________________________________________________________
Modifications/Extensions continued
Citizens have a responsibility to
vote, but sometimes need to be
encouraged to vote. Design an
advertising campaign to
encourage citizens to vote.
Share your advertisements with
your class.
Go to www.congressforkids.com
and read information about our
government branches. Take
notes and prepare a diagram to
present to your class.
Do you have a concern about
your community? Find out which
elected official in your
community is responsible for that
area. Write a letter to that
official about your concern.
After turning the letter in to your
teacher, send the letter to the
official.
Who are the current governor
and lieutenant governor of
Texas? Find out, and prepare a
PowerPoint which gives a
biography of each one.
We have three branches of
government in order to have
“checks and balances”. Research
“checks and balances” and do a
presentation to your class
explaining this system and the
reasons for this system.
Many people believe public
education is an important part of
democracy. Find out the source
of money for public education.
Report to your class the sources
of money. Also report whether
you think those sources need
changing or improving.
What idea do you think should
become a law? Research how a
bill becomes a law in Texas and
explain how your idea would
become a law. Prepare a graphic
organizer to present to your class.
Bonus activity: go to
http://www.senate.
state.tx.us/kids/IntroALT.htm and
click on the “For Kids” tab. Do all
four activities, and have a great
time!
18
Social Studies Lesson Plans
4th Grade Unit 8
Government
Modifications/Extensions continued
Overview for Modification/Extension: Asphalt Plan in AISD
(Allow at least two additional instruction days for this activity)
TLW discover citizens’ rights about an asphalt plant being built in their neighborhood.
TLW then write letters stating their opinions about the plant to appropriate officials.
TLW propose a bill to protect citizens.
Engagement:
Go to http://www.astecinc.com/products/asphalt_facilities/stat_drum/stat_drum.htm and discuss large chemical plants.
Ask:
“How does asphalt smell?”
“Would you want to smell it in your neighborhood all the time?”
“What would you think if someone were going to build an asphalt plant across the street from you?”
“What would you do?”
Explore:
TLW read the below article from The 1960 Sun by Jason King, Staff writer and discuss with teammates and teacher.
Quality Questions:
“With which opinions do you agree in this article?”
“With which opinions do you disagree?”
Explain:
Citizens in Texas and the United States have the right and responsibility to voice their opinions when they agree or
disagree with something.
Quality Questions:
“How do people express opinions?”
“Where do people express their opinions?”
“Can people change what happens in their communities?”
“How can people make changes?”
Elaborate:
Look in the newspaper article to find clues for government agencies and officials to whom citizens could voice opinions.
Quality Questions:
“To who in the article would be good for us to express opinions?”
“Review and look in the textbook. Who in the municipal government might be interested in this issue?”
Activity:
Student will write a letter to an appropriate government official stating his/her opinion about the asphalt plant.
TLW propose a bill written to protect citizens and to be approved by all government branches.
Evaluate:
Use a TAKS rubric to score each student’s letter, participation in bill writing and presentation of bill.
Use this activity for a social studies, reading, writing and science grade. *Check with Specialists before doing so.
Students Explore:
Read the below article from The 1960 Sun by Jason King, Staff writer:
A public meeting was held in the gymnasium of Alief ISD's Hastings campus Tuesday, August 6th, attended by residents as
well as officials from the Texas Commission on Environmental Quality and Century Asphalt Materials, the company
proposing the new plant.
The TCEQ is reviewing the company's application, but public input will be somewhat minimized since no one filed a
complaint within the allotted timeframe: when notice was posted on Feb. 19 through March 22.
Residents say the window should be extended because they never knew about the plans since the company posted notice
19
Social Studies Lesson Plans
4th Grade Unit 8
Government
in the "Houston Press," which they say isn't readily available in the area. A copy of the application was also left in a library
in Crosby, more than 40 miles away, even though another library is less than five miles away.
J.D. Head, attorney for the asphalt company, said that the "Houston Press" was the traditional place where the company
posted its notices, and he observed that many other companies also post notices in that paper.
State Rep. Debbie Riddle requested a contested case hearing on behalf on the residents, because of these reasons.
"Though the letter of the law had been followed," Riddle said, "the spirit of the law had been violated.
"The intent of the law is to inform the people who are going to be affected."
The TCEQ denied the request, however, sticking with the disputed timeframe.
"Since timely comments weren't received, it is considered an uncontested application," said Garrett Arthur, a TCEQ
attorney.
Arthur's comment was not well-received by the room, but he stressed that the term was merely a formality.
"I'm not telling you this is uncontested in any other way than, procedurally, it is considered an uncontested hearing,"
Arthur said.
In which case, residents wondered if they were wasting their time.
"So what you are saying is that we are here tonight for no reason other than to vent our frustration," Riddle said.
TCEQ officials stressed that no decision had been made, and assured the residents that their concerns would not go
unheard. Riddle said she was planning to draft a bill to "make it more difficult for companies to deceive communities as has
happened here."
As part of the permit application, companies are required to submit computer models showing likely emissions rates for
their plant, which the TCEQ reviews. Officials said the models are based on worst case scenarios and that the actual levels
could be even lower than projected. So far, the application submitted by Century is has not made cause for alarm, TCEQ
officials said.
"All of the numbers I looked at, and I looked at them hoping I could see something, and I could not," said TCEQ
toxicologist Manny Rana. "They passed with flying colors."
According to both company representatives and the TCEQ, none of the company's other three Houston-area plants have
received a violation. About 46 area investigators inspect plants on an annual basis; something officials said should ease
residents' fears.
The TCEQ will review all of the public comments received, and the executive director will make a decision then. Officials
said they hope to finish the review within 60 days, but that could increase or decrease depending on the volume of
comments; they will have to answer every question posed by every citizen. Everyone who made a comment will receive the
written responses, and will also be informed when a decision is made whether or not to approve the permit.
If the permit is approved, the residents still have recourse in the form of a "motion to overturn the executive director's
decision." That would depend on public interest, and Anne Rowland, an attorney for the TCEQ Office of Public Interest, said
the more people who request such action, the better their cause. She said there were a number of reasons the executive
20
Social Studies Lesson Plans
4th Grade Unit 8
Government
director could use to justify overturning the decision, including the manner in which notice was posted.
Residents would have 20 days after the decision is made to request an overturn, and this time they vow not to let the clock
run out on them. Dottie Wainwright, vice president of the Lexington Woods Home Owners Association, offered to
spearhead the effort if needed.
"We1re going to turn into the little town that could," warned resident Sue Mallott.
The Alief Independent School District also took a position "very much opposed to the TCEQ issuing a permit" for the plant,
because of its close proximity to the district's Hastings campus.
"We are very concerned about the location of this asphalt plant, because some our most medically-fragile students are at
the Hastings campus, as well as a teachers daycare."
Elsnik Elementary is also near the proposed plant site, and the district is required to pump outside air into classrooms
throughout the day. Reyes said the district was concerned about the quality of air being brought in, as well as the potential
for catastrophe at the plant.
Company officials continued to state that they have received no violations, and said they operate safe plants. They also
said that odor was a non-issue.
"[The smell] can waft, but it would minimize to the point where it would be undetectable, especially at the homes across
the street," said Catherine Sutton with Aztec, the company that will build the plant.
Sutton, who raised her hand when someone asked the number of people who had breathing problems, said her company
designs plants that minimize smoke because they don't want to be "bad neighbors." She suggested that any smell that
residents detect would be psychosomatic because they would see the plant and assume an odor. However, residents in
attendance scoffed at that notion.
"I think the question that needs to be asked at the end of the day is 'Is this asphalt plant better for the community of
Alief?'" Judge Ted Poe said. "And I think the answer is that it is no."
"It is obvious that this asphalt plant and this area will not be good neighbors because the asphalt plant does not belong in
this area," he said.
©Houston Community Newspapers Online 2004
21
Social Studies Lesson Plans
4th Grade Unit 8
Government
Modifications/Extensions continued
School House Rock: Three Ring Government
This may be played during independent practice or it could be facilitated for students to role-play.
School House Rock lyrics provided by http://www.schoolhouserock.tv/
Gonna have a three-ring circus someday,
People will say it's a fine one, son.
Gonna have a three-ring circus someday,
People will come from miles around.
Lions, tigers, acrobats, and jugglers and clowns galore,
Tightrope walkers, pony riders, elephants, and so much more...
Guess I got the idea right here at school.
Felt like a fool when they called my name,
Talkin' about the government and how it's arranged,
Divided in three like a circus.
Ring one, Executive,
Two is Legislative, that's Congress.
Ring three, Judiciary.
See it's kind of like my circus, circus.
Step right up and visit ring number one.
The show's just begun. Meet the President.
I am here to see that the laws get done.
The ringmaster of the government.
On with the show!
Hurry, hurry, hurry to ring number two.
See what they do in the Congress.
Passin' laws and juggling bills,
Oh, it's quite a thrill in the Congress.
Focus your attention on ring number three.
The Judiciary's in the spotlight.
The courts take the law and they tame the crimes
Balancing the wrongs with your rights.
No one part can be
more powerful than any other is.
Each controls the other you see,
and that's what we call checks and balances.
Well, everybody's act is part of the show.
And no one's job is more important.
The audience is kinda like the country you know,
Keeping and eye on their performance.
Ring one, Executive,
Two is Legislative, that's Congress.
22
Ring three, Judiciary.
See it's kind of like my circus, circus.
Social Studies Lesson Plans
4th Grade Unit 8
Government
Gonna have a three-ring circus someday.
People will say it's a fine one son,
But until I get it, I'll do my thing
With government. It's got three rings.
School House Rock: How a Bill Becomes a Law
This may be played during independent practice or it could be facilitated for students to role-play.
School House Rock lyrics provided by http://www.schoolhouserock.tv/.
Boy: Woof! You sure gotta climb a lot of steps to get to this Capitol Building here in Washington. But I wonder who
that sad little scrap of paper is?
I'm just a bill.
Yes, I'm only a bill.
And I'm sitting here on Capitol Hill.
Well, it's a long, long journey
To the capital city.
It's a long, long wait
While I'm sitting in committee,
But I know I'll be a law someday
At least I hope and pray that I will,
But today I am still just a bill.
Boy: Gee, Bill, you certainly have a lot of patience and courage.
Bill: Well I got this far. When I started, I wasn't even a bill, I was just an idea. Some folks back home decided they
wanted a law passed, so they called their local Congressman and he said, "You're right, there oughta be a law." Then
he sat down and wrote me out and introduced me to Congress. And I became a bill, and I'll remain a bill until they
decide to make me a law.
I'm just a bill
Yes I'm only a bill,
And I got as far as Capitol Hill.
Well, now I'm stuck in committee
And I'll sit here and wait
While a few key Congressmen discuss and debate
Whether they should let me be a law.
How I hope and pray that they will,
But today I am still just a bill.
Boy: Listen to those congressmen arguing! Is all that discussion and debate about you?
Bill: Yeah, I'm one of the lucky ones. Most bills never even get this far. I hope they decide to report on me favourably,
otherwise I may die.
Boy: Die?
Bill: Yeah, die in committee. Oooh, but it looks like I'm gonna live! Now I go to the House of Representatives, and they
vote on me.
Boy: If they vote yes, what happens?
23
Social Studies Lesson Plans
4th Grade Unit 8
Government
Bill: Then I go to the Senate and the whole thing starts all over again.
Boy: Oh no!
Bill: Oh yes!
I'm just a bill
Yes, I'm only a bill
And if they vote for me on Capitol Hill
Well, then I'm off to the White House
Where I'll wait in a line
With a lot of other bills
For the president to sign
And if he signs me, then I'll be a law.
How I hope and pray that he will,
But today I am still just a bill.
Boy: You mean even if the whole Congress says you should be a law, the president can still say no?
Bill: Yes, that's called a veto. If the President vetoes me, I have to go back to Congress and they vote on me again, and
by that time you're so old...
Boy: By that time it's very unlikely that you'll become a law. It's not easy to become a law, is it?
Bill: No!
But how I hope and I pray that I will,
But today I am still just a bill.
Congressman: He signed you, Bill! Now you're a law!
Bill: Oh yes!!!
24
Social Studies Lesson Plans
4th Grade Unit 8
Government
Closure/Assessment
25
Social Studies Lesson Plans
4th Grade Unit 8
Government
26
Reinforce Writing
Social Studies Lesson Plans
4th Grade Unit 8
Government
The modified Four Square Model sample below is a pre-writing technique used to explore and
organized ideas, which may be either bulleted, written in phrases or complete sentences.
Introduction
Branch #1
Three Branches of Government
Branch #2
Branch #3
Conclusion:
27
Social Studies Lesson Plans
4th Grade Unit 8
Government
Reinforce Research Skills
Austin is the capital of Texas. Below are pictures taken in Austin for TL to study and decipher by
going online and identifying each.
28