The teacher will teach a fifth grade history class about the three branches of government and how a bill becomes law. The class has 20 students from various racial and ethnic backgrounds, with different learning styles. The teacher will use videos, podcasts, and group activities to engage visual and hands-on learners. Students will learn the material with 75% accuracy and break into groups to create sample laws to demonstrate their understanding.

1. Robert Lockhart
A. I will be teaching the three branches of government and how a bill becomes a law to a
fifth grade history class. The class has 20 students. There are 11 girls and 9 boys. Within
this class there are 3 Hispanic, 5 African American, 4 Asians, and the rest are Caucasian.
The students all know very little about how a bill becomes a law, but they have mild
experience in knowing what the three branches are and who make them up. 45% of the
class is visual learners while the other 55% are more “hands on” when it comes to
learning the material.
S. The students will learn what the three branches of government are and how a bill becomes
a law with 75% accuracy. On the first day of lecture I will begin the class by asking what the
branches are and who is a part of them and then I will ask what all they know about how bills
become laws. Once the lectures are over, I will break the students into groups and they can
go through the process of creating their own “law” for the classroom to reflect on what they
know.
S. Materials: For this project I will show them YouTube videos that appeal to children on
these subjects; such as the “School House Rock” video on the bill becoming a law. Next I
will allow the students to listen to some podcasts on the topics so that they can get a better
understanding of the material. Finally, I will implement the use of a “voki” to ask the
students “bell ringers” each and every morning and have them tell me what all they have
learned so far.
Media: On the final day for this assignment, instead of giving them a test, the students
will be split up into different groups each representing a part in how a bill becomes a law.
They will propose something they believe should become a “law of the classroom” and they
will then go through the process of making it happen. I will act as the “president” and when
the bill finally gets to me I will decide if it is acceptable to be implemented into the rules of
the class.
Method: Since this lecture and project will be both hands on and visual I believe it will
work well with the students. I want to play to their strengths so that they will have a 75%
accuracy rating.
U. I will split the students up into groups where the students seem to have different interests
so that I can see they can all work together and learn from each other. Also, since they will
have different interests I believe it will be interesting to see what kinds of ideas they can
agree on when making up a “law”. Once the first few days of lecture are over I will tell the
class about their group assignment. When they are ready to propose their “bill” I will
decorate the classroom into more of a political setting so they can somewhat experience how
everything works.

2. R. I will strongly suggest the students seek help on things they do not know by asking
questions on the classroom twitter account or when I am giving a lecture. I believe this will
help them understand what is going on better and it will help out students if they were to
happen to miss a day due to illness or something along those lines.
E. Before the lectures start I will ask the class what all they know about how a bill becomes a
law and what they know about the three branches of government. Then once all the lectures
are over and we do the project I will ask them for their feedback and what all they learned
once more and I’ll ask them just general questions about the different branches and questions
about the process of making a bill a law.