Three Branches of Government

 1. T: Good morning class! I would love it if everyone could clear off their desk completely and move quickly and quietly to the carpet.
2. Students will clear off desk completely and move quickly and quietly to the carpet.
3. T: Today we are going to be learning about the three branches of government. Can anyone tell me what they think the word government means?
4. Allow students to raise hands and give ideas.
5. T: Those are great answers! We are going to go through a PowerPoint that explains government in greater detail, and what the three branches of government consist of.
6. Go through PowerPoint.
7. T: Now that we know more about the three branches of government, I am going to have you move back to your seats quietly when I say go, and I will pass out a worksheet for you to complete. Do not begin on the worksheet until everyone has received a worksheet.
8. Direct students back to their seats. Pass out worksheets. The teacher will read through the directions of the worksheet.
9. T: Does anyone have any questions about the worksheet before I let you work independently?
10. Allow students time to ask questions if needed.
11. Give students 7-10 minutes to complete the worksheet.
12. T: I see that most of you are finishing up, so let’s begin going over the worksheet.
13. Go over worksheet.
14. T: Now that we have reviewed a PowerPoint presentation and worksheet on the three branches of government, we are going to use what we have learned and create an art sample that represents each branch of government. I am going to pass out a piece of paper that is divided into three equal parts. I would like for you to draw a picture that relates to each branch of government. With that being said, you should have a total of three separate drawings that represent each branch. Make sure to use the information we have learned from the PowerPoint presentation, and use your worksheet as a resource. Does anyone have any questions before I pass out the paper?  
15. Allow students to ask questions.
16. Pass out the paper.
17. Allow students to work on their drawings for 15-20 minutes.
18. T: I see that most of you are finishing up your drawings. Who would like to come up and share their drawings with the class?
19. Allow students to come up and share what they drew.
20.  T: I loved how so many of you shared your drawings with the class. If you did not share, is there something you would like to share about what you learned about the three branches of government aloud with the class?
21. Allow time for more sharing.
22. T: I love how so many of you learned a lot about the three branches of government! You all did a great job and participated very nicely! It is now time to get ready for lunch. If you have a lunch box grab it. Wait for me to call your table to line up.
 

I would use the worksheet as a participation/classwork grade since we will be going over responses they write down as a class. I would use the drawings as a formative assessment because this provides me the opportunity to see who understands the three branches of government, and who knows it well enough to create drawings to represent each branch. If they can not do this or are struggling with coming up with ideas on what to draw for one or more of the branches, then I know that they need more practice.