Post on 24-May-2018
Created by: L. Robertson Modified 2/2016
GIFTED & TALENTED UNIT PLAN Guide to Support Lesson Plan Implementation
Created by: L. Robertson
Title of Unit: Canada Grade Level: 6th
Curriculum Area: Gifted English/Social Studies Time Frame: (50 minute periods)
STANDARDS/ELEMENTS:
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.
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.
b. Explain how Canada became an independent nation.
SS6H5 The student will analyze important contemporary issues in Canada.
a. Describe Quebec’s independence movement.
SS6CG1 The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.
c. Describe the two predominate forms of democratic governments: parliamentary and presidential.
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.
Created by: L. Robertson Modified 2/2016
Common Core Literacy Standards in Social Studies: Key Ideas and Details
L6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
Craft and Structure
L6-8RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
L6-8RH5: Describe how a text presents information (e.g., sequentially, comparatively, causally).
L6-8RH6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
L6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
L6-8RH8: Distinguish among fact, opinion, and reasoned judgment in a text.
L6-8RH9: Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity
LITCC6-8RHSS10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Standards for Writing in Social Studies: Text Types and Purposes
L6-8WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
L6-8WHST3: (See note; not applicable as a separate requirement) Production and Distribution of Writing L6-8WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. L6-8WHST5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Range of Writing L6-8WHST10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Created by: L. Robertson Modified 2/2016
ENDURING UNDERSTANDINGS/ESSENTIAL QUESTIONS:
The student will understand that location affects a society’s economy, culture, and development.
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?
The student will understand that when there is conflict between or within societies, change is the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases.
What type of government systems 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?
The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society. How have the French and English influenced the languages and religions of Canada?
INSTRUCTIONAL
STRATEGIES
Direct Instruction
Compare and Contrast
Reading for Meaning
- Association
- Summarizing
- Context Connections
Teams – Games – Tournament
Task Rotation
Literacy Integration
� Graphic Organizers � Short answer response � Analyzing and interpreting literature
� Note-taking � Reading comprehension (finding main idea, key terms/concepts)
Technology Integration
Promethean Board Classroom Desktop Computers LCD Projector
Classroom Laptop Computers Video Clips www.BrainPOP.com
www.unitedstreaming.com www.youtube.com iPad/Tablets
Performance Task(s):
- Presentation - Visualization - Student-created choice
Created by: L. Robertson Modified 2/2016
Writing Focus:
Production and Distribution of Writing
ELACC7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Reading Focus:
Range of Reading and Level of Text Complexity
ELACC7RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity
band independently and proficiently
Academic & Content Vocabulary: political-physical map
St. Lawrence River
Hudson Bay
Atlantic Ocean
Pacific Ocean
the Great Lakes
Canadian Shield
Rocky Mountains
location
climate
distribution of natural
resources
population distribution
Canada
Quebec’s
unitary
confederation
federal
citizen participation
autocratic
oligarchic
democratic
parliamentary
presidential
constitutional monarchy
parliamentary democracy
federation
voting
personal freedoms
Created by: L. Robertson Modified 2/2016
How Will Learning Be Extended Or Remediated?
If Learning Does Not Occur (Intervention):
Re-teaching of topics.
Extended time and correction of unit assignments.
Tutorial
Extension Activities:
Daily Lesson: [MC] = Media Center [LG] = Large Group [IND] = Independent [SG] = Small Group [Ps] = Pairs [NH] = Numbered Heads
[TU/TD] = Thumbs Up/Down [TPS] = Think/Pair/Share [HOA] = Hands-on Activity [LC] = Learning Center [PR] = Partner Reading [CL] =
Computer Lab [PP] Power Point Presentation {Time}
Resources Unit Checklist * See for
Assignments/Activities
Textbook, UnitedStreaming, Graphic Organizers
CONTENT RESOURCES: Teachers can find detailed Teacher Notes on this unit at https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS_Gr_6_Teacher_Notes_Europe_Final_8-1-09.pdf. There is detailed information about individual European countries in this document.
Materials Needed: Graphic Organizer
Performance task and
rubrics
Film clip (optional)
Internet/Web Access
MS Word or other word processing program
INTERNET RESOURCES:
CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/) and the State Department’s Background Notes (http://www.state.gov/r/pa/ei/bgn/)
Literacy Integration Resources (Print Materials)
Title Author Corresponding
Standard(s) http://www.bbc.co.uk/news/uk-england-21206359
BBC SS6G9
Created by: L. Robertson Modified 2/2016
http://www.npr.org/templates/transcript/transcript.php?storyId=5355810
NPR SS6G9
http://dsc.discovery.com/tv-shows/curiosity/topics/10-pros-cons-nuclear-
power.htm
Discovery.com SS6G9
http://ga.water.usgs.gov/edu/acidrain.html
USGS SS6G9
Created by: L. Robertson Modified 2/2016
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems 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?
Day 1
Created by: L. Robertson Modified 2/2016
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Hook:
* CNN Student News discussion linked to daily objective
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
Unit Introduction: Teacher will introduce the Canada unit by distributing and discussing the unit checklist, assignments
and project choices. [LG] {10}
Learning Experience:
Students view the Video: Geography of Canada. The teacher pauses the video to highlight and
discuss key terms. [LG] {10}
Graphic Organizer: While watching the video, students complete the activity: Cornell Notes [IND] {5}
Learning Experience: Students will be introduced to the vocabulary for the unit and will be
expected to create vocabulary cards for each term (term, picture).
Wrap Up: Activity: Essential Question [LG] {10}
Assessment: Informal [IND/LG] {10}
Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring SWBAT
Day 2
Created by: L. Robertson Modified 2/2016
Understanding: The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems 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?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Hook:
* CNN Student News discussion linked to daily objective
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
Unit Introduction: Teacher will introduce the Canada unit by distributing and discussing the unit checklist, assignments
and project choices. [LG] {10}
Learning Experience: Students will be introduced to the vocabulary for the unit and will be
expected to create vocabulary cards for each term (term, picture). Students will be introduced to the
geography of Canada and will discuss how location and climate influence where people choose to
live. Students will work in differentiated groups will work to complete and analyze the map of
Canada (political/physical features).
Wrap Up: Activity: Essential Question [LG] {10}
Assessment: Informal [IND/LG] {10}
Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Created by: L. Robertson Modified 2/2016
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems exists in Canada?
Who is the leader of Canada and what is his or her title?
What is the role of the legislature?
Day 3
Created by: L. Robertson Modified 2/2016
What role does the citizen have as a participant in Canada’s government?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Hook:
* CNN Student News discussion linked to daily objective
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
Unit Introduction: Teacher will introduce the Canada unit by distributing and discussing the unit checklist, assignments
and project choices. [LG] {10}
Learning Experience: Students will review the vocabulary for the unit and will be expected to
create vocabulary cards for each term (term, picture). Students will take Cornell Notes and analyze
the video Canada’s Land and Resources. Students will partner read text pgs 187-192 and will take
cornell notes and respond to questions 1-6.
Wrap Up: Activity: Essential Question [LG] {10}
Assessment: Informal [IND/LG] {10}
Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
Day 4
Created by: L. Robertson Modified 2/2016
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems 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?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Hook:
* CNN Student News discussion linked to daily objective
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
Unit Introduction: Teacher will introduce the Canada unit by distributing and discussing the unit checklist, assignments
and project choices. [LG] {10}
Learning Experience: Students will review the vocabulary for the unit and will be expected to
create vocabulary cards for each term (term, picture). Students will review the notes that they took
from text pgs 187-192 and will create a foldable on the Physical Features of Canada (weekly
assessment)
Wrap Up: Activity: Essential Question [LG] {10}
Assessment: Informal [IND/LG] {10}
Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Created by: L. Robertson Modified 2/2016
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems exists in Canada?
Who is the leader of Canada and what is his or her title?
What is the role of the legislature?
Day 5
Created by: L. Robertson Modified 2/2016
What role does the citizen have as a participant in Canada’s government?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Hook:
* CNN Student News discussion linked to daily objective
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
No School
Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
Day 6
Created by: L. Robertson Modified 2/2016
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems 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?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Hook:
* CNN Student News discussion linked to daily objective
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
No School
Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Day 7
Created by: L. Robertson Modified 2/2016
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems 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?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Hook: * CNN Student News discussion linked to daily objective
Created by: L. Robertson Modified 2/2016
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
Unit Introduction: Teacher will introduce the Canada unit by distributing and discussing the unit checklist, assignments
and project choices. [LG] {10}
Learning Experience:
Students view the Video: Geography of Canada. The teacher pauses the video to highlight and
discuss key terms. [LG] {10}
Graphic Organizer: While watching the video, students complete the activity: Cornell Notes [IND] {5}
Learning Experience: Students will be introduced to the vocabulary for the unit and will be
expected to create vocabulary cards for each term (term, picture).
Wrap Up: Activity: Essential Question [LG] {10}
Assessment: Informal [IND/LG] {10}
Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
Day 8
Created by: L. Robertson Modified 2/2016
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems 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?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Hook:
* CNN Student News discussion linked to daily objective
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
Unit Introduction: Teacher will introduce the Canada unit by distributing and discussing the unit checklist, assignments
and project choices. [LG] {10}
Learning Experience: Students will be introduced to the vocabulary for the unit and will be
expected to create vocabulary cards for each term (term, picture). Students will be introduced to the
geography of Canada and will discuss how location and climate influence where people choose to
live. Students will work in differentiated groups will work to complete and analyze the map of
Canada (political/physical features).
Wrap Up: Activity: Essential Question [LG] {10}
Assessment: Informal [IND/LG] {10}
Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Created by: L. Robertson Modified 2/2016
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems 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?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Day 9
Created by: L. Robertson Modified 2/2016
Hook:
* CNN Student News discussion linked to daily objective
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
Unit Introduction: Teacher will introduce the Canada unit by distributing and discussing the unit checklist, assignments
and project choices. [LG] {10}
Learning Experience: Students will review the vocabulary for the unit and will be expected to
create vocabulary cards for each term (term, picture). Students will take Cornell Notes and analyze
the video Canada’s Land and Resources. Students will partner read text pgs 187-192 and will take
cornell notes and respond to questions 1-6.
Wrap Up: Activity: Essential Question [LG] {10}
Assessment: Informal [IND/LG] {10}
Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
Day 1
0
Created by: L. Robertson Modified 2/2016
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems 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?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Hook:
* CNN Student News discussion linked to daily objective
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
Unit Introduction: Teacher will introduce the Canada unit by distributing and discussing the unit checklist, assignments
and project choices. [LG] {10}
Learning Experience: Students will review the vocabulary for the unit and will be expected to
create vocabulary cards for each term (term, picture). Students will review the notes that they took
from text pgs 187-192 and will create a foldable on the Physical Features of Canada (weekly
assessment)
Wrap Up: Activity: Essential Question [LG] {10}
Assessment: Informal [IND/LG] {10}
Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Students’ Learning Logs
Day 1
1
Created by: L. Robertson Modified 2/2016
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems 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?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Hook:
* CNN Student News discussion linked to daily objective
Created by: L. Robertson Modified 2/2016
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
Unit Introduction: Teacher will introduce the Canada unit by distributing and discussing the unit checklist, assignments
and project choices. [LG] {10}
Learning Experience:
1. Students will review the vocabulary for the unit and will be expected to create vocabulary
cards for each term (term, picture).
2. Students will take detailed cornell notes on the History of Canada
3. Student will take detailed cornell notes on the video: Its People-History-Govt. The teacher
pauses the video to highlight and discuss key terms. [LG] {10}
Wrap Up: Activity: Essential Question [LG] {10}
Assessment: Informal [IND/LG] {10} Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Day 1
2
Created by: L. Robertson Modified 2/2016
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems 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?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Hook:
* CNN Student News discussion linked to daily objective
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
Unit Introduction: Teacher will introduce the Canada unit by distributing and discussing the unit checklist, assignments
and project choices. [LG] {10}
Learning Experience:
1. Students will be introduced to the vocabulary for the unit and will be expected to create
vocabulary cards for each term (term, picture).
2. Student will continue to work in differentiated groups to complete activities of the weekly
assignment sheet. (Partner Reading pgs 193-197 and 198-202/complete the assessment
questions.
Wrap Up: Activity: Essential Question [LG] {10}
Assessment: Informal [IND/LG] {10}
Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Day 1
3
Created by: L. Robertson Modified 2/2016
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems 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?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Created by: L. Robertson Modified 2/2016
Hook:
* CNN Student News discussion linked to daily objective
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
Unit Introduction: Teacher will introduce the Canada unit by distributing and discussing the unit checklist, assignments
and project choices. [LG] {10}
(2 Days) Learning Experience:
1. Students will be introduced to the vocabulary for the unit and will be expected to create
vocabulary cards for each term (term, picture).
2. Students will work in differentiated groups on the Canadian Ways of Life culminating
activity bringing together the geography, economy, government, and history. (Promethean
Board)
Wrap Up: Activity: Essential Question [LG] {10}
Assessment: Informal [IND/LG] {10}
Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
Day 1
4
Created by: L. Robertson Modified 2/2016
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems 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?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Hook:
* CNN Student News discussion linked to daily objective
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
Unit Introduction: Teacher will introduce the Canada unit by distributing and discussing the unit checklist, assignments
and project choices. [LG] {10}
Learning Experience:
1. Students will be introduced to the vocabulary for the unit and will be expected to create
vocabulary cards for each term (term, picture).
2. Students will work in differentiated groups on the Canadian Ways of Life culminating
activity bringing together the geography, economy, government, and history. (Promethean
Board)
Wrap Up: Activity: Essential Question [LG] {10}
Assessment: Informal [IND/LG] {10}
Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Day 1
5
Created by: L. Robertson Modified 2/2016
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems 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?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Created by: L. Robertson Modified 2/2016
Hook:
* CNN Student News discussion linked to daily objective
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
Unit Introduction: Teacher will review the Canada unit by distributing and discussing the unit checklist, assignments
and project choices. [LG] {10}
Learning Experience: Students will take the Canadian Test covering (geography, government,
history, and economics)
Wrap Up: Activity: Essential Question [LG] {10}
Assessment: Informal [IND/LG] {10}
Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Day 1
6
Created by: L. Robertson Modified 2/2016
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems 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?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Hook:
* CNN Student News discussion linked to daily objective
Work Period/Lesson Framework:
Strategy: New American Lecture
Guided/
Independent
Practice:
[IND/SG/LG] {30}
Unit Introduction: Teacher will introduce the Canada unit by distributing and discussing the unit checklist, assignments
and project choices. [LG] {10}
Learning Experience:
1. Students will review the vocabulary for the unit and will be expected to create vocabulary
cards for each term (term, picture).
2. Students will play a review game covering the objectives on Canada. [LG] {10}
Wrap Up: Activity: Essential Question [LG] {10}
Assessment: Informal [IND/LG] {10} Closing:
Assess
Understanding:
Informal
Class Disscussion
Homework:
- Read a Novel (20 mins.)
Select project choices.
Continue to work on Unit (Differentiated)
Unit: Canada Subject: SS Grade: 6th Teacher: L. Robertson Time: 50 mins.
Materials/
Resources:
Videos: CNN Student News
History/: www.unitedstreaming.com
Unit Checklists – (class set)
Activity: UnitedStreaming
BrainPOP Answer Cards (class set)
Students’ Learning Logs
CCGPS:
APS Gifted
Standards:
Advanced Communication Skills: (ACS)
Formulates and poses questions to engage others in meaningful discussion and reflection.
Day 1
7
Created by: L. Robertson Modified 2/2016
Objectives:
The student will locate selected features of Canada.
The student will explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
The student will describe the impact of European contact on Canada.
The student will analyze important contemporary issues in Canada.
The student will compare and contrast various forms of government.
The student will explain the structure of the national government of Canada.
Opening:
Starter:
Daily Starter[LG] {5}
Enduring
Understanding:
SWBAT
The student will understand that location affects a society’s economy, culture, and development.
The student will understand that when there is conflict between or within societies, change is the
result.
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Essential
Question(s):
The student will understand that location affects a society’s economy, culture, and
development.
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?
The student will understand that when there is conflict between or within societies, change is
the result.
Why does Quebec want independence?
What conflicts have occurred because of Quebec’s independence movement?
Why hasn’t Quebec been granted independence?
What changes in Canada could occur if Quebec is granted independence?
The student will understand that as a society increases in complexity and interacts with other
societies, the complexity of the government also increases.
What type of government systems 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?
The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
How have the French and English influenced the languages and religions of Canada?
Hook:
* CNN Student News discussion linked to daily objective
Work Period/Lesson Framework:
Strategy: New American Lecture
Created by: L. Robertson Modified 2/2016
Guided/
Independent
Practice:
[IND/SG/LG] {30}
Unit Introduction: Teacher will introduce the Canada unit by distributing and discussing the unit checklist, assignments
and project choices. [LG] {10}
Learning Experience:
Students will take the Canadian Test covering (geography, government, history, and economics)
Wrap Up: Activity: Essential Question [LG] {10}
Assessment: Informal [IND/LG] {10}
Closing:
Assess
Understanding:
Informal
Class Disscussion