Three Branches

Overview

In this lesson (Lesson 2 of 20) of “Exploring Government & Space,” students identify the three branches of U.S. government and explain what each branch does. Students create an informative chart that connects branch names to functions using clear organization and facts.

Learning intentions

• Students will be able to identify the legislative, executive, and judicial branches of government.
• Students will be able to describe each branch’s main job using accurate information.
• Students will be able to write and organize information in an informative/explanatory way.
• Students will be able to use illustrations (or visuals) to support understanding.

Success criteria

• I can name all three branches of government correctly.
• I can match each branch to its function with details that are accurate.
• I can create a chart with grouped information for each branch.
• I can add a simple illustration that helps explain the function.

Curriculum links

• Writing — Students will write informative/explanatory texts by selecting and organizing relevant facts.
• Writing — Students will write informative/explanatory text to examine a topic and convey ideas clearly.
• Writing — Students will introduce the topic and group related information together; use illustrations when useful (CCSS.ELA-LITERACY.W.3.2a).
• Writing — Students will develop each part with facts, definitions, and details (CCSS.ELA-LITERACY.W.3.2b).
• Writing — Students will write over a short time frame to complete a purposeful task.

Lesson structure (60 minutes)

1. 0–6 min · Hook (Read Aloud + Question). Teacher reads a short, teacher-made passage about the three branches, pausing to ask, “Who makes laws? Who runs the day-to-day? Who decides if laws are fair?” Students listen, then answer using complete sentences starting with a stem: “The ___ branch…”

2. 6–14 min · Mini-Lesson (Think-Note). Teacher displays a simple 3-column organizer labeled Legislative, Executive, Judicial and explains each branch’s core function with kid-friendly, accurate language. Students copy three brief “think notes” (one phrase per branch) in their notebook or on a worksheet.

3. 14–26 min · Interactive Sort (Legislative/Executive/Judicial). Teacher gives branch cards and function-definition cards (for example, “makes laws,” “enforces laws,” “interprets laws”). Students work independently by matching each branch to its definition, then saying the match aloud with evidence from the card.

4. 26–42 min · Chart Building (Informative Writing). Teacher models the first row of the chart: a short label sentence plus a fact detail, using an organizer that groups information by branch. Students create their own chart with three sections (one per branch), including:

• a branch name
• a sentence explaining the function
• one additional fact/detail Students add an illustration in each section (simple icons are fine: gavel, president/flag, courthouse).

5. 42–50 min · Revision Check (Clarity + Facts). Teacher runs a quick checklist: “Did you group information by branch? Did each sentence match the correct branch? Did you include at least one fact/detail?” Students revise by underlining the best sentence per section and correcting any mismatches.

6. 50–57 min · Share + Oral Explanation. Teacher invites students to present one branch chart section using the sentence frame: “The ___ branch ___. This helps because ___.” Students share and receive one specific compliment and one suggestion.

7. 57–60 min · Exit Ticket (Quick Write). Teacher asks: “Write one sentence that explains how two branches are different.” Students write on a sticky note or slip of paper.

Resources

• Teacher-made short passage on the three branches
• Branch cards (Legislative, Executive, Judicial)
• Function-definition cards (makes laws, enforces laws, interprets laws)
• Chart worksheet with three labeled columns or boxes
• Colored pencils/markers for illustrations
• Sentence stems (e.g., “The ___ branch makes/ensures/decides…”)
• Simple gavel/courthouse/president-themed visual cards (optional)

Assessment

• Formative: observe sorting accuracy during matching activity (correct pairing of branch and function)
• Formative: review chart draft for correct grouping and at least one fact/detail per branch
• Summative (quick check): exit ticket sentence comparing two branches clearly and accurately

Differentiation

• Support for the 4-year-old (formal pre-K start):
• Use picture-only cards with large icons and minimal text.
• Have the student place the correct illustration under each branch title while the parent/teacher prompts with question-and-answer (e.g., “Which one makes laws?”).
• Provide a “trace and match” option: trace the branch name while matching the function card.
• Support for the 7-year-old (advanced):
• Require two sentences per branch: one definition sentence and one additional fact/detail.
• Encourage precise word use (legislative, executive, judicial) and “because” reasoning for why the function matters.
• EAL/speech delay considerations (for the younger child):
• Offer response choices (pointing/choosing from two pictures).
• Accept nonverbal responses and short verbal responses; model correct phrasing without forcing long sentences.
• Organization scaffolds:
• Provide a chart template with sentence frames to reduce blank-page stress while still meeting the standard’s organization expectations.

Extension (optional)

• Write a short report (paragraph) on a famous president from the executive branch.
• Include: president name, one executive-branch role idea (enforces laws/commander-in-chief), and one historical detail from a trusted source you choose in advance.
• Success guide: 4–6 sentences, informative tone, and a concluding sentence that links the president to executive work.