Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Branches of Government

Content Area: Social Studies (Branches of Government)
Grade Level(s): 3rd

Content Standard Addressed: SS3CG1 Describe the elements of representative democracy/republican the
United States. a. Describe the three branches of national government: executive (president), legislative
(Congress), and judicial (Supreme Court of the United States)

Technology Standard Addressed: 3c. Students curate information from digital resources using a variety of
tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions

Selected Technology Tool: Bubbl.us

URL(s) to support the lesson (if applicable):

https://bubbl.us/NTIyNjM1MC8xMDAxMDk3Ni9jZTk5ZGVmNzQyMmU3NTQxNTU1NjM2OTUwZWJkYTRlZ
Q==-X?utm_source=shared-link&utm_medium=link&s=10010976

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level): (Select the one best level) (Delete red instructions before
submitting to your Weebly)
☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

The activities and tools that I have planned for my students support and enhance their learning by giving the
students by activating their prior knowledge, allowing the students to use multiple tools and media. By having
the students complete the mind map it allows the students to apply their learning and promote their learning
by using the mind map to create a product.

Lesson idea implementation:

To start the lesson, the teacher will do an overview of the branches of government with the students.
Telling the students the information that is needed to know about the Branches of Government according to
the standard. The teacher will use the concept map in order to guide her on what the students need to know
about the branches of government. The teacher will then introduce the students to mind mapping and show
the students the basics of how to make a simple mind map. The students will have the mind map used during
the lesson as an example. After the demonstration is done, the students will then use their school laptops or
tablets in order to research the three branches of government and will make their own mind maps using
Bubbl.us. Each student will have one branch to research with multiple students having the same branch. The
teacher should give the students 30-45 minutes in order for the students to have 8-10 facts about the branch
they are assigned. Each student will turn the map in to the teacher by email.
Students’ learning will be assessed by a rubric that the teacher will have as the teacher is looking over
each student’s concept map. The final product will be used to inform learning by showing the teacher cany
misconceptions that the students may have about the branches of government and addressing those
misconceptions as quickly as possible. The teacher will extend the students learning by having the students

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 Beyond-the-Basic Productivity Tools (BBPT)
write a paper over their assigned branch. To the conclude the lesson, the teacher should ask each student to
tell the class something new that they learned from the lesson. The teacher will provide feedback to the
students by giving the students a copy of the rubric that was used to grade their concept maps. With this they
will be able to read the comments from the teacher and see why they received the grade that was received.

Reflective Practice:
I feel that the activity included in this lesson could impact student learning by giving the students the
opportunity to work with technology that they could use for any subject. They could use the concept map in
order to take notes in class to refer to later in the unit. This activity enhances student learning by giving the
students the opportunity to create a product based on what they have learned and apply that learning. In
order to further extend this lesson, I would have the students use the information from the concept map in
order to create a product such as a poster or a presentation. The students could use Microsoft PowerPoint or
any other presentation tool to enhance this project.

Spring 2018_SJB