L3+Webb+Christopher

=**UMF LESSON PLAN FORMAT**=

**Grade Level: Topic: Government Agencies**

 * =**Objectives**:= ||
 * Student will understand that the government plays a critical role in their everyday lives. ||
 * Student will know how the government operates and drives many aspects of their everyday lives. ||
 * Student will be able to reflect upon the impact the government has on their lives and realize the scope it covers ||

Knowledge, Concepts, Themes, Patterns of Civics/Government Grades 9-Diploma** a) Explain that the study of government includes the structures, functions, institutions, and forms of government and the relationship of government to citizens in the United States and in other regions of the world. Rationale: This lesson meets the Maine Learning Results because students will be examining different government institutions and how the operate, plus what significance they play in the everyday lives of the students. ||
 * =**Maine Learning Results Alignment**= ||
 * **Maine Learning Results-B:Civics and Government


 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * To begin students will use think pair share and reflect upon any prior knowledge they might have then share that with the class. ||
 * **Summative** (Assessment of Learning)
 * A short quiz given to assess their knowledge on key government agencies ||

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 * =**Integration**= ||
 * Technology: Students will be using their laptops to do research on a particular government agency and reporting back to the class on what they learned about it. ||


 * =**Groupings**= ||
 * First students will work individually, then in pairs during the think-pair-share section of the class. After that students will divided into four different groups and each one will have a government agency to research and report back to the class on. ||

Intrapersonal- Students will first reflect upon their knowledge individually on what they know about how the government influences their lives. Interpersonal- Students will then share that knowledge with a partner and further develop their understanding. The pairs will then share with the class as a whole what they have developed. Linguistic- Students will be sharing information with their partners as well as with the entire class. Kinesthetic- Students will be moving around the room to meet with their partners and will also be using laptops at times. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.

If a student is absent from class he/she will be required to provide me with a note from home explaining why they missed class. A students grade will not suffer if they have a valid reason for missing class, however; if they merely skipped class they will recieve a zero for that day and will not be able to make up the work. If they do have an excused absence they can choose to get the notes on that class from me or from a fellow classmate. They will be expected to complete any work which their peers had to do for this day, if this means group work the student and I can reach an agreement on how to modify the assignment. The student and I will also determine an acceptable time for completing any missed assignments. || Any student that wishes may research a different government agency outside of class and create a brochure, poster, or some for of visual presentation for the class and receive extra credit for it. ||
 * **Extensions**


 * =Materials, Resources and Technology= ||
 * Listing of government agencies- http://www.lib.lsu.edu/gov/alpha

Department of Education- http://www.ed.gov/about/landing.jhtml?src=gu

Department of Transportation- http://www.dot.gov/

Department of Agriculture- http://www.usda.gov/wps/portal/usdahome

Department of Defense- http://www.defenselink.mil/qdr/

How to create a blog: [|http://edweb.sdsu.edu/Cour]  [|ses/EdTec470/sections/F04-]  [|04/jobaids/blogger/index.h]  [|tml]

Laptops with internet capabilities

Paper and pencils ||


 * =Source for Lesson Plan and Research= ||
 * I created the the lesson plan. All of the research done for it is provided in the links above on the resources section. ||


 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:** This lesson meets the Maine Standards for Initial Certification because it utilizes several different ways in which students learn and develop. Students are working in groups as well as individually. They are talking to the entire class at some points in time and in others they are quietly doing research on their laptops. The groups are structured so that students can help one another succeed and better understand the material. By requiring students to talk to the whole class the classroom environment becomes one where students feel they can express their ideas and opinions freely and feel comfortable doing so. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson meets the Maine Standards for Initial Certification because it helps students understand some of the institutions of government that help run our daily lives. It is providing them with knowledge of things that they will need to know about once they graduate high school and enter the real world; this is certainly one of the curriculum goals for the unit. It utilizes several forms of teaching by asking students to reflect on individual knowledge and then form groups and refine that knowledge to form a new opinion. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson meets the Maine Standards for Initial Certification since it uses both formal and informal instruction. To begin the students reflect on their own knowledge then I fill the gaps in that knowledge by making them do their won research first. After they have completed their research and are an "expert" in whichever agency they researched they will then teach their peers about that agency and I will simply provide them with more details to supplement what they have already learned and facilitate the learning process that way rather than lecturing the class. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson meets the Maine Standards for Initial Certification because it begins by using the informal assessment of the think-pair-share activity to judge students knowledge of the subject prior to instruction. Students will also be evaluated through the class discussion and how much effort they put into contributing towards their portion of it. There sill also be a quiz given in the next class over the four government agencies that were researched to assess how much knowledge students retained through the class instruction and their peers feedback. ||


 * =Teaching and Learning Sequence:= ||
 * When students walk into class their will be a website on the computer linked to the projector so that they can see what I am viewing. It will be a website listing all of the government agencies in our country. When they are seated I will have a challenge for them. All they will need is a piece of paper and a pencil and I will challenge them to come up with 10 aspects of their everyday lives that the government does not influence in some way or another.

Agenda: First give students the challenge to work on individually, then pairs, then share as a class. Next students will be placed in one of four groups and will use their laptops to further study one of the four predetermined government agencies. Students will be the "experts" on these agencies and will report what they have learned back to the class. The class will then discuss these four agencies and come to realize just how pervasive our government truly is

In this class students will be introduced to government agencies an just what some of their functions are. The purpose of this exercise is for students to understand the magnitude of the role that our government plays in their everyday lives. As a hook I will have projected on the front of the class a list of all the government agencies ( and there are quite a few of them ) and I will propose a challenge to my students. I will challenge them to name 10 aspects of their everyday lives that the government does not have some influence in. The purpose of this is, again, to show them how pervasive the government is. It is also to demonstrate that this is not necessarily a bad thing. During this section of the class all students will use their laptops and create a blog, either listing 10 things they think government has no influence over, or they will write a paragraph explaining why they cannot come up with any ideas. (20minutes) What, Why, Where, Hook, Tailor; Intrapersonal, Interpersonal, Kinesthetic || Explore, Tailor; Kinesthetic, Interpersonal, Linguistic || Equip, Tailor; Linguistic, Interpersonal || Rethink, Revise, Tailor; Intrapersonal, Kinesthetic ||
 * After the students have shared their ideas and we have discussed them I will break up the class into four different groups. Each of these groups will have one government agency to research; either the Department of Transportation, Department of Agriculture, Department of Defense, or the Department of Education. During this time they will be using their laptops individually but discussing their findings within their groups as well. This will allow them to know one agency very extensively and become the class "experts" on that agency.(25minutes)
 * After the students have had time to explore and do research in their groups it will be time to report back to the class what they have found. Each member of the group should be accountable for at least one key fact about their agency that way everyone has a chance to contribute to the class discussion. Students will need to be taking notes over these points as well since a quiz will be given in the next class over these four agencies.(25minutes)
 * Finally students will return to their original seat in rows and get on their blogs. They will then comment on another students blog in class and critique their initial suggestions on what government dos not influence based upon what they now know from the class discussion. All students will also go back and view their own blogs after this and see if their ideas still work or if after what they have learned they now know that the government does play some role in it. (10minutes)

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