I used our social studies text that outlined the 3 branches and their different duties for this lesson.
Day 1- I split the students into groups and assigned them each a branch of the gov't to become experts on using their text. We spent about 30 minutes with the readings. Next, I had them use the 20 words or less and a graphic representation of their branch. We presented these and I wrapped up the lesson with a closure on what had been learned.
Day 2- I gave each group a list of specific things to find in their research of the branches. The students needed to find the name of the branch, where they did their business, what their duties were, who did the duties, how many people comprised the branch, how the people were elected, and anything they felt important about the branch. Each group had a scribe that took notes on each branch ( the job rotated when one branch was completed). We were limited to the social studies book and found it inadequate at times- a computer would be great for each group.
Day 3- The students were given the makings of a pizza, each topping represented the different items they had researched. Pepperoni was the who, peppers were the duties, ham displayed the requirements, mushrooms represented balances of powers, and the crust listed the name of the branch and where they operated.
The students within the group worked together to use their notes and make their pizza. Before gluing they were to ask to be checked for accuracy ( this did not always happen).
Each group hung their pizza and presented their findings. We compared pizzas to see if there were errors, which allowed the students to share or defend their knowledge of the branches.
Closure- restate what each branch does and how it checks and balances the other branches.
Hey Buf, this looks great thanks for the materials, I look forward to using the lesson next year.
ReplyDeleteI do something really similar that I got from a Mailbox Magazine, except I have the students make a large brown circle on top of which is a red (sauce), yellow (cheese), and green (peppers) circles, each getting progressively smaller. They are all put together with a brad in the middle so that they can move. Each part has either the duties, their checks and balances on the other branches, or who is the head of the branch. I like your idea of assigning the branches out and comparing the results. Thanks for the additional ideas to use.
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