SIMPSON MIDDLE SCHOOL

All lesson plans are due electronically to grade level admin by 4:00 Thursdays for the upcoming week.

Unit Title: CANADA Grade: 6th Social Studies

Content: This unit covers the geography, history and government of Canada

Teacher: Susan Farris

DETERMINE THE GOALS AND OUTCOMES(desired results/assessment evident)UNIT CONTENT STANDARDS

SS6G5 The student will locate selected features of Canada.a. Locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay,

Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains SS6G6 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada.

a. Describe how Canada’s location, climate, and natural resources have affected where people live.

b. Describe how Canada’s location, climate, and natural resources have affected trade. SS6G7 The student will discuss environmental issues in Canada.

a. Explain the major environmental concerns of Canada regarding acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources.

SS6CG3 The student will explain the structure of the national government of Canada.a. Describe the structure of the Canadian government as a constitutional monarchy, a

parliamentary democracy, and a federation, distinguishing the role of the citizen in terms of voting and personal freedoms.

SS6H4 The student will analyze important 20th century issues in Canada.a. Describe the influence of the French and the English on the language and religion of Canada. b. Explain how Canada became an independent nation.

SS6H5 The student will analyze important contemporary issues in Canada.a. Describe Quebec’s independence movement.

Enduring Understandings:Students will understand that…- humans, their society, and the environment affect each other.- location affects a society’s economy, culture, and development.-when there is conflict between or within societies, change is the result.- the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society.- as a society increases in complexity and interacts with other societies, the complexity of the government also increases.

Unit Essential Question(s): (What provocative questions will foster inquiry, understanding and transfer of learning?)-What are the major physical features of Canada, and where are they located on a map?-How do the factors of location, climate, access to water, and natural resources affect where Canadians choose to live and work?-How do the factors of location, climate, access to water, and natural resources affect trade?-How do people contribute to Canada’s pollution problems?-How are acid rain, pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources Canada’s major environmental concerns?-Why does Quebec want independence?-What changes in Canada could occur in Quebec is granted independence?-How have the French and English influenced the language and religions of Canada?-What type government system exists in Canada?-Who is the leader of Canada and what is his or her title?-What is the role of the legislature?-What role does the citizen have as a participant in Canada’s government?

Content (Unpack Nouns from Standards): Students will know…

Skills (Unpack Verbs from Standards): Students will be able to…

St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, Rocky Mountains, location, climate, natural resources, acid rain, pollution, extraction, timber resources, government, constitutional monarchy, parliamentary democracy, federation, voting, personal freedoms, language, religion independence movement

Locate, describe, explain

KEY VOCABULARY(What critical vocabulary must be learned in order to master the content?)

St. Lawrence River Hudson parliamentary democracy Canadian Shield Rocky Mountains acid rainTimber resources constitutional monarchy federationTraditional economy trade mixed economyPure command Atlantic OceanCommand economy Pacific Ocean

ASSESSMENT EVIDENCE

Pre-assessments x benchmark test x informal observation pre-test test data writing promptFormative:

Adjusted questioning (orally or written)

Anticipation guideChecklistClozeConferences

x Exit ticketx Graphic organizer

x Observationx Thumbs up/down

QuizWriting (i.e. journaling,

prewriting, drafting, editing, proofreading)

Other:

Summative:x Benchmark

Project x Test

Writingx Performance Task

Other

STRATEGIES/BEST PRACTICESBody Biography Carousel Brainstorming Choice BoardConcept Attainment Contracts

x Creative Problem Solving CRISS Cooperative Learning

x CubingDebateDeductive Learning Fact Finding by Fraternizing

x Flexible Grouping x Graphic Organizers

Hot Seat

x Independent Learning Inductive LearningJigsaw Learning Logs Learning Styles Literature Circles McRel (Rdg/Wtg in content) Metaphorical Expression Mini Lesson ModelingMultiple Intelligences Museum Mystery BoxNew American Lecture

x NotetakingProblem-Based Learning

Process WritingQAR (Right There, Think and Search,

Author and You, On My Own)Quote- 5 StarReader’s TheaterReciprocal Learning

x Role Play / SimulationsShared Inquiry/Socratic

Seminarx Stations

Six Thinking Hats Task Rotation

x TieringThink AloudThink-Pair-Share

x Other_Performance Task_________________

Learning Plan for _____Day 1____________Essential QuestionWhat are the major physical features of Canada and where are they located on a map?

Materials: AtlasBlank maps

Standard/Element(s):SS6G5 The student will locate selected features of Canada.

a. Locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains

Launcher/Activator: Whachaknow? Canada

Instructional Method/Lesson:

Students will watch video segment Canada: Land of Diversity and take notesStudents will be given a blank political map of Canada, a list of physical features and will need to draw in the physical feature and label that feature.Students will read CRCT book, pages 39-41 and take Cornell notes as they read about the physical features.

Differentiated/Specialized instruction:Students that need help drawing will be given a map with the physical features drawn in and will only have to label the features.Cloze notes will be provided for the students that need that during reading and note taking.

ReadinessEvidence:

InterestEvidence:

Learning ProfileEvidence:

Performance Task:Students will be given a map quiz in 4 days.Summarizer / Lesson Closure:Students will add to their list of Whachaknow? Facts at the end of class.

Learning Plan for _______Day 2-3__________Essential QuestionHow do the factors of location, climate, access to water, and natural resources affect where Canadians choose to live and work?How do the factors of location, climate, ace?ss to water, and natural resources affect trade

Materials: Atlas, maps from yesterday, CRCT book, online population map of Canada

Standard/Element(s):SS6G6The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada.

a. Describe how Canada’s location, climate, and natural resources have affected where people live.

b. Describe how Canada’s location, climate, and natural

resources impact trade.

Launcher/Activator: What country does the United States trade with the most?Instructional Method/Lesson:-Students will add to their map a map key so that it includes climate regions of Canada and natural resources and then include these on their maps.-Students will compare their maps with the population maps to determine the most heavily populated regions of Canada and explain why these areas are so heavily populated.-Students will read and take notes on this topic in the CRCT book, pages 42-44. The students will create possible test questions from these pages.

Differentiated/Specialized instruction:Students will be provided with maps that already have the key created so they only have to add the climate zones and natural resources.

ReadinessEvidence:

InterestEvidence:

Learning ProfileEvidence:

Performance Task: Students will write a paragraph explaining the impact of location, climate, and distribution of natural resources on where people live and a second paragraph on the impact these features have on trade.

Summarizer / Lesson Closure:Students will write a paragraph explaining the impact of location, climate and distribution of natural resources where people live and a second paragraph on the impact these features have on trade.

Learning Plan for _________Day 5_____Essential Question How do people contribute to Canada’s pollution problems?

Materials: Yarn, pre-sweetened lemonade mix, gallon jug with cap, funnel, cups

Standard/Element(s):SS6G7 The student will discuss the environmental issues in Canada.

a. Explain the major environmental concerns of Canada regarding acid rain and pollution of the Great Lakes, the extraction and use of natural resources on

the Canadian Shield and timber resources.

Launcher/Activator: Word splash on “Acid Rain” Instructional Method/Lesson:Preparation:-Get enough yarn to create a division in the middle of the classroom ( a side with a door access and a side without)-Gather supplies-Before students arrive, place supplies under the desk of different students on the non-door side of the room: a gallon jug and cups. On the door side of the room place the jug cap and a funnel under different desks.-Divide the room into half with the yarn, with one side having access to the door. -Explain that the yarn is the border and no one can cross the border.

Activity:-Tell students that you have brought lemonade that they can make and enjoy with giving a container of pre-sweetened lemonade mix to a student on the non-door side of the room. - Teacher acts as border patrol as students realize they do not have everything needed on one side of the room and they have to negotiate and give up things that they have in order to make the lemonade. Make comments as needed about can the other side really be trusted with all the supplies and to share the lemonade. Students realize they must cooperate and wind up handing different supplies back and forth.-As students finish the lemonade, remove the border and invite one student from each side to come and help hand out the lemonade.-Ask students how they felt during the activity. After hearing different comments, make the link that Canada and the United States cooperate with each other through sharing and exchange because of our enormous shared border and resources.

De-briefing:-Write on the board: In a statement made about the relationship of these two countries, it is said that “Canada and the United States share the longest unguarded border in the world.” From the simulation, your study of history and knowledge of other events, write a paragraph explaining why you think this mutual respect is possible. Try to include heritage, trade, and geography in your response.

Differentiated/Specialized instruction:

ReadinessEvidence:

InterestEvidence:

Learning ProfileEvidence:

Performance Task:Writing a response to the simulation.See De-briefingSummarizer / Lesson Closure: Give one, get one. Students share their

paragraphs with one other student.

Learning Plan for _Day 6,7,and 8Essential Question How do people contribute to Canada’s pollution problems?

Materials: World Cultures and Geography, CRCT book, handout (articles), website links.

Standard/Element(s):SS6G7 The student will discuss the environmental issues in Canada.

a. Explain the major environmental concerns of Canada regarding acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield and timber resources.

Tiered lesson

Launcher/Activator: What’s Already in my Head? (Pollution problems)

Instructional Method/Lesson:

Discussion of the following:-Think back to the lemonade simulation activity about the U.S. and Canada. How did it work?-What issues might this pollution cause with the neighboring U.S.?

Students will be given a copy of the tiered activity (Five stars) and the requirements will be discussed.

Students will do research on each of the environment issues in Canada using handouts, websites, CRCT book, and textbooks.

Students will be given a graphic organizer to use to take notes on each issue. Day 7-Students will complete research and began the tiered activity Day 8.Students will complete the tiered activity and turn in.

Differentiated/Specialized instruction:

Each tier has different levels of blooms

ReadinessEvidence:

InterestEvidence:

Learning ProfileEvidence:

Performance Task:

Summarizer / Lesson Closure:Power Thinking organizer will be filled in at the end of each day.

Learning Plan for _Day 9, 10, and 11Essential QuestionHow did England and France contribute to the development of Canada?

Materials: World Cultures and Geography Textbook, CRCT book, websites.

Standard/Element(s):SS6H4 The student will describe the impact of European contact on Canada.

a. Describe the influence of the French and the English on the language and religion of Canada.

Performance task lessonLinks for Language and religionhttp://atlas.gc.ca/site/english/maps/peopleandsociety

To translate English to Frenchhttp://translation2.paralink.com

History of Bilingualism in Canadahttp://www.canadian-genealogy.org/french-influence-on-canadian-culture.php

Canada’s Main Rootshttp://www.canadian-genealogy.org/canadas-main-roots.php

Historical Overviewhttp://www.canadian-genealogy.org

Canadian Flaghttp://www.coloringcastle.com/pdfs/flags/flag-canada.pdf

Launcher/Activator: What’s Already in My Head?Instructional Method/Lesson: After launcher students will participate in a simulation (“Twinkle, Twinkle, Little Star” vs. “The ABC Song”) The songs will be followed by discussion of who could hear which song.-Students will use the text book Chap. 5.4 and the CRCT practice book pg.106-107 to learn about the influence of the French and English on the language and religion of Canada. Day 10- The students will continue by reading articles about the influence of the French and English on the language and religion of Canada. Students will use the computer lab to look at sites about languages and religion in Canada. Students will begin their Specialty Collage Performance Task.Day 11- Students will complete the collage and turn in.

Differentiated/Specialized instruction:

ReadinessEvidence: Class discussions

InterestEvidence:

Learning ProfileEvidence:

Performance Task: The student will create a Franco – Anglo Canada Flag describing the influence of French and English on the language and religions of Canada. The flag will be graded using a content rubric and a product rubric.

Name___________________________________ Period_________ Date_________CANADIAN FLAG SPECIALTY COLLAGE

SS6H4 The student will describe the impact of European contact on Canada. a. Describe the influence of the French and the English on the language and religion of Canada.Directions:You will create a Franco-Anglo Canada Flag describing the influence of French and English on the language and religion of Canada. On the left side (1/3) of flag should have the French influences on language and religion. On the right side (1/3) of flag should have the English influences on language and religion. The middle flag section (not the maple leaf) should describe modern day religion in Canada. Within the leaf (at the very center of the flag) you should describe modern day language of Canada. You should use word, pictures, symbols, phrases, etc. to create your flag.Content Rubric Scale

Criteria

1Below Standard

2Needs Work

3Meets Standard

4Exceeds Standard

Analyze influence of French on language and religion

Does not accurately analyze influence of French on language and religion.(Less than 2 representations)

Accurately analyzes influence of French on language and religion. (3-4 representations)

Accurately analyzes influence of French on language and religion (5-6 representations)

Accurately analyzes influence of French on language and religion (7 or more representations)

Analyze influence of English on language and religion

Does not accurately analyze influence of English on language and religion.(Less than 2

Accurately analyzes influence of English on language and religion. (3-4 representations)

Accurately analyzes influence of English on language and religion (5-6 representations)

Accurately analyzes influence of English on language and religion (7 or more representations)

representations)Analyze

modern day language of

Canada

Does not accurately analyze modern day language (Less than 2 representations)

Accurately analyzes modern day language. (3-4 representations)

Accurately analyzes modern day language (5-6 representations)

Accurately analyzes modern day language. (7 or more representations)

Product Rubric Scale

Criteria

1Below Standard

2Needs Work

3Meets Standards

4Exceeds Standards

Organization Document is illegible and incomplete.

Document is not neatly written. The document is missing parts.

The document is neatly written or drawn.

The document is neat and legible. The document is complete in each area.

Mechanics The text has more than 10 spelling and grammatical errors.

The text has between 6-10 spelling and grammatical errors.

The text has 1-5 spelling and grammatical errors.

The text is free of spelling and grammatical errors.

Summarizer / Lesson Closure:Give one get one, One sentence summary, What’s still muddy?

Learning Plan for Day 12Essential Question:How did Canada achieve independence?

Materials: InspirEd binder on North America Lesson: Canada in Contrast pages 80-83World Cultures and Geography text book page 121

Standard/Element(s):SS6H4 The student will describe the impact of European contact on Canada.

b. Explain how Canada become an independent nation.

Launcher/Activator: Compare and Contrast question Springboard activity in lesson Instructional Method/Lesson:-As an opener ask students what they think of when they see or hear Fourth of July. One of the answers will likely be fireworks. Following that, have students respond to this prompt and questions: Canada Day is celebrated each year on July 1st to commemorate Canadian independence. Even though it occurs only three days before the United States celebrates Independence Day, fireworks are rarely used in Canada Day celebrations and festivities. Given that fireworks are such an integral part of our July 4th activities, why do you think it might be different in Canada?-Using the lesson in the InspirEd binder teacher will explain that in this lesson students will be comparing and contrasting the United States and Canada-Students will read “Canada’s Road to Independence” and fill in the venn diagram “Canada in Contrast” comparing and contrasting the United States and Canada’s independence movement.Differentiated/Specialized instruction: Notes on the American Revolution will be provided to the students that do not have the background knowledge needed for this activity. Also different organizers will be available for student’s use.

Performance Task: Students will re-answer (in written form) the prompt question from the opener. Students will give at least two examples from the reading to justify their answers.

Summarizer / Lesson Closure:One sentence summary

Learning Plan for Day 13

Essential QuestionWhy does Quebec want to be independent?What changes in Canada could occur in Quebec is granted independence?

Materials: Computer lab, CRCT book, World Cultures and Geography page 127

Standard/Element(s):SS6H5 The student will analyze important contemporary issues in Canada.

a. Describe Quebec’s independence movement.

Creative problem solving lesson

Launcher/Activator: Find someone who can tell! (Quebec’s independence movement)Instructional Method/Lesson:Teacher will give background knowledge of the Quebec independence movement.

Students will visit the following sites:http://www.quebecoislibre.org

http://www.answers.com/topic/quebec-sovereignty-movementStudents will read material in CRCT book and the text book to gain more understanding of the movement. Students will be divided into groups by learning style for the next step of the lesson.

Problem presented: Canada does not want Quebec to become independent. Quebec is still not happy about being part of Canada. What changes can Canada make to help Quebec decide to stay part of Canada?

Work with your group to come up with at least three changes that have not already been made that would help Quebec stay. Be sure to include reasons these changes would work.

Differentiated/Specialized instruction:Students were grouped by interest level.

ReadinessEvidence:

InterestEvidence:

Learning ProfileEvidence:

Performance Task: Students will write a paragraph to explain the changes they recommend to be made in Canada that you help Quebec stay part of Canada.

Summarizer / Lesson Closure:Students would share their paragraphs.

Learning Plan for Day 14Essential QuestionAll the standards for this unit.

Materials: Review lesson.

Standard/Element(s):All for this unitLauncher/Activator: What is still muddy? Anything you do not understand about Canada?4. ACQUIREThe students participated in lecture and note taking activities, map drills, videos, simulations, text and other activities to prepare for the unit test.Today’s lesson:

Student answered the question “What area of Canada (geography, history, or government) do you feel most comfortable with?” Students were grouped by readiness on their topic.The classroom was divided into three stations: geography, history, and government. At each station, the student had to answer prepared questions to equal 10 points (cubing) and then self assess. Answers provided.Students took part in all three stations as a review for the unit test. Students then marked the section on the study guide that they needed to study more before the test.Differentiated/Specialized instruction:Students started with the topic they felt most unprepared for. After answering the questions and checking the answers in that section they moved to the next section. At the end of all stations, the students highlighted the standards that they still did not understand on their study guide for the unit test.

Canada Unit Review GeographyDirections: At your table group, take turns rolling the dice and complete the learning task from the corresponding dot. Your group should earn at least 10 points. Please record your answers in the appropriate dot on the back of this page.

Canada Unit Review GovernmentDirections: At your table group, take turns rolling the dice and complete the learning task from the corresponding dot. Your group should earn at least 10 points. Please record your answers in the appropriate dot on the back of this page.

What forms the border of Canada and the United States?

What country is the second largest in the world n land area?

What types of communities are found in areas where mining and farming are important?

How are Canadians able to produce enough food for their own use and still have food to sell to other countries when only 5% of the land is arable?

Describe the Canadian Shield with at least three facts.

Where do most people in Canada live?

Canada Unit Review HistoryDirections: At your table group, take turns rolling the dice and complete the learning task from the corresponding dot. Your group should earn at least 10 points. Please record your answers in the appropriate dot on the back of this page.

What type of government exists in Canada?

What term describes how political power is distributed in Canada?

Who appoints the Governor General of Canada?

Most democracies have a government with three branches. Legislative, executive and judicial. In Canada the executive branch is what?

What role does the Monarch play in Canada?

One way that Canada’s government is different from the US government is that Canada is what?

ReadinessEvidence:

InterestEvidence:

Learning ProfileEvidence:

Performance Task:The next day the students were given a unit test on Canada.

What are the official languages of Canada?

What was allowed for Canada by the British North America Act of 1867?

How did Canada achieve independence from Britain?

Today, some citizens and elected leaders of Quebec believe their province should take which action?

What is the term for a person who wants Quebec to become an independent Country?

What was done to protect the language and culture of Quebec?