Suzanne Smith Sukhjinder Singh Aujla Pawan...

Suzanne Smith Sukhjinder Singh Aujla Pawan Manchanda

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Grade Level: 6

Theme for the Year:

Global Citizens

Corresponding Textbook(s):

Global Citizens Outlooks 6

Project Title : Create your Own Country Project Critical

Question(s)/ Challenges:

How does environment affect human

geography?

Corresponding Chapter(s):

Project Rationale:

Students have been learning their role in the world through studying other cultures and

countries. They have learned about their immediate physical environment, and the

implications to their own lives. Throughout this project, they will be discovering the

role that culture and physical environment play on the development of a country, and

in turn, its people. Class Description: PawanManchanda

This project is for grade 6 students. There is a variety of cultures among them.

Students love to work collaboratively. They exhibit good work habits. There is a

range of students in this class from struggling to high ability students. There are three

students with learning disabilities and, teacher, along with the help of Teacher

Assistant will plan some strategies for their adaptation. To execute the project,

students will be working in group of 4. Each group will consist of high ability,

average, and struggling students. This way, they can explore the new horizons of their

knowledge and understanding collaboratively.

Sukhjinder Aujla

In my practicum grade 6 class, I have 26 students from diverse cultural backgrounds.

Four of them have just immigrated and are on EL support program. So these four are

really struggling in English language art. A few of them have a single parent. Most of

the students have excellent reading and comprehension skills. Each student has a good

sense of responsibility. They enjoy group activities. They work co-operatively and most

mailto:[email protected]

mailto:[email protected]

of the time, they remain focussed on whatever is going on in the class. Three of the boys

are on the school basketball team. No identified behavioural problems exist in my class.

Suzanne Smith

This is a very diverse class, from many cultural backgrounds. Four of the twenty nine

students are English Language Learners. There is an SEA who is assigned to work

with a student with an autistic designation. She also helps three other students who are

on IEP’s, but do not receive funding. This is a class which appears to enjoy discussion

and group work. They work well in groups, and are self –regulated. Generally, they

stay on task, with moderate supervision. There are differing levels of academic

abilities within this class, ranging from very low (modified program) to very high

(gifted). They are creative and enjoy hands-on-activities.

Project Objectives—

(from the IRP , how the lesson will achieve them)

Students Will be Able To:

(i.e.: Content Knowledge; Critical Thinking;

Information Gathering & Reporting, Personal

&Social Values; Individual &Collective Action

It is expected that students will : Social Studies

E1 assess the relationship between cultures and their environments

E2 describe factors that affect settlement patterns and population distribution

in selected countries Visual Art

A1 compile a collection of ideas for images using feelings, observation,

memory, and imagination.

A2 create images using the image-development strategies of point of view,

magnification, and minification.

A5 create 2-D and 3-D images that express beliefs and values

B3 analyse and use a variety of materials, technologies, and processes to create

images

D2 collaborate to develop a group display for a particular audience or purpose

Students will be able to :

Locate major geographic and environmental features on a map of a selected

country.

RESOURCE CRITIQUE:

http://www.youtube.com/watch?v=bjwmrg__ZVw

This is good video which focuses on what climate is and how it is impacted by human activities. It also tells about the literal difference

between climate and weather.

http://www.youtube.com/watch?v=bABcVjMYjLY

This video emphasizes on meaning of vegetation, kinds of vegetation of a particular geographical area. It also tells relationship between

vegetation and climate.

Rand McNally, (1992), Children’s Atlas Of The Environment, New York

This book presents maps, illustrations, photographs, and text make problems concerning environments of the world.

Seymour Simon (1990), Deserts, New York

This book presents good information on deserts, it talks about major deserts of the world, and a living conditions of desert areas.

Seymour Simon (1994), Mountains, New York

This book talks about different mountains on earth’s surface and how they affect our weather and help create ecosystem ranging from

deserts and rain forests.

Map of Greater Vancouver

This is a large map that shows watersheds, solid waste management. A map will help students to understand how to locate different places,

water bodies, forests, and mountains. Students will locate Wastewater Treatment Facilities, Dams, Solid Waste Facilities, Drinking Water

Treatment Facilities, Regional Parks, Watersheds, Highways, Sky Train, and Rail etc.

Hynes, Margaret (2005). Polar Lands, China: Kingfisher Boston.

This book gives information about polar life and culture, its physical features, animals.

Staniforth, Sue(2009), Get Outdoors ! : An Educator's Guide to Outdoor Classrooms in Parks, School grounds and other special

places, Wild BC and British Columbia, Ministry of Environment.

Describe how geographic features have affected the development of the

different countries.

Describe various factors that influence the movement of people.

Project Assessment:

Student will be creating their own countries (in small groups). They will be

responsible for deciding which physical and cultural features their country has.

They will name the country and design a flag. They will complete a migration

journal. Assessment will be both formative and summative, with the end project

being presented to the entire class. Students will also self-assess their group work.



This book contains various outdoor activities which can let students have first-hand information about their environment

Wyatt, Valerie (2009). How to Build Your Own Country. Canada: Kids Can Press

This wonderful book motivates children to adopt a very interactive project of building their own country and having a real life experience

to run a country.

Kalman, Bobbie (2009). What is Culture? Canada: Crabtree Publishing Company

This book gives us the overview of world’s culture in terms of food, clothing, sports, and music.

Ajmera, Maya et al (2012).What we wear. Singapore: Charles Bridge

This book gives an idea about dressing up around the world.

http://www.videojug.com/film/how-to-make-your-own-flag

This video shows the good example of creative craft. In this video, arts and crafts expert Jenny Jones shows you how to make your

own colourful flags from cardboard.

Leslie, Sills (2005). From Rags to Riches, A history of girls’ Clothing in America. New York : Holiday House

This book depicts the history and trends that have driven girls’ fashion and the incredible clothing American girls have worn. The book

has ample illustration taken from American Textile History Museum, Lowell, Massachusetts.

Hoe, Susan (2009). Resources. New York: Gareth Stevens Publishing

This book shows a variety of maps that identify where goods come from.

Challen, Paul (2010). Migration in 21st Century: Canada: Crabtree Publishing Company

This is a great resource which discusses and defines the affects that globalization and climate change have on human migration and

settlements.

Walker, Robert (2010). Pushes and Pulls, Canada: Crabtree Publishing Company

This book explores reasons why people migrate.

LESSONS GRID:

Lesson Title Critical

Question/

Challenge

Lesson- Specific

Objectives :

SWBAT

Teacher

Activities

Student

Activities

Resources/Material Assessment

Strategies

(Diagnostic, As,

For, Of)

Lesson 1

How do physical

features affect

where we live?

-Locate different

physical and

geographical

features on a

Teacher will review

the various features of

a map i.e. legend,

compass etc.

Students will be

locating different

physical and

geographical

Map of

Greater

Vancouver

Regional Area

Formative

Assessment : Self-

Assessment group

work

http://www.videojug.com/film/how-to-make-your-own-flag

topographical map

of the Greater

Vancouver

Regional District.

-Describe the

impacts of physical

and geographical

features on a

settlement.

Teacher will have

students locate various

geographical and

physical features on

Greater Vancouver

Regional map (i.e

water sheds, rivers,

lakes, mountains,

forest)

features on the

regional map.

They will be

drawing, in

groups, the map of

the country they

are creating for

their project.

They will be

expected to

include 3 kinds of

landforms and 4

different sources

of water in their

country.

Map must have 3

kinds of landforms,

and 4 sources of

water.

Lesson 2

What is the link

between

physical

geography and

people?

-Identify how

closely a

community and its

environment are

related.

-Communicate

their message

through art.

Teacher will show two

videos to students,

which show the

impact of climate and

vegetation on a

country.

Teacher will explain

the criteria and

procedure to make

‘Travel Brochure’.

They will design

an attractive

‘Travel Brochure’

for their country.

This will describe

their country to

potential visitors.

http://www.yo

utube.com/wat

ch?v=bjwmrg

__ZVw

http://www.yo

utube.com/wat

ch?v=bABcVj

MYjLY

Art Supplies

Laptops/ipads

Formative

assessment of Travel

Brochure.

It must be

completed. It must

describe the

uniqueness of their

country.

Lesson 3

How do humans

affect the

physical

environment?

-Recognise how

human activities

impact their

physical

environment,

- observe and

categorize plant

Teacher will lead the

‘Walk Softly’ activity

(see Appendix A)

Students will

follow teacher’s

instructions to do

‘Walk Softly’

activity. They will

discuss their

Transparency

paper

Paper

Journals

Pencils

Formative

Assessment-

discussion of human

impact on the

environment









and animal in a

designated area.

experience in

classroom.

Lesson 4

What is culture

and how do

different cultural

traditions

influence how

people live?

Identify country’s

cultural traits; what

kind of

-clothing they

wear

-kind of food they

eat

-mode of

transportation they

use

Teacher will provide

an I-pad and a

planning sheet to each

student and divide the

students into four

groups and each group

is given three diverse

countries from

different continents to

search for;

costume/dresses

people wear, food they

eat, and how they

travel. Students will

record this info on

planning sheet.

Each group will be

asked to decide dress,

food and mode of

transportation for their

own country either by

adopting from other

countries as they are

or with some changes.

Students will work

in four groups and

each group will

have three

different diverse

countries to make

a planning list of

their findings and

then that group

decide and draw

types of clothing

people will wear

in their own

country

-enlist food they

will eat

-enlist how will

they travel.

I-pads

Planning

sheets

Paper sheets

Colour

crayons

scissors

-Formative

assessment

-Teacher circulates

and checks students

work in their groups - Group will decide

what food, clothing

and transportation

their country will

use.

Lesson 5

What national

flag would you

like for your

country?

-design a national

flag

- identify

significance of

various elements of

national flag

-Teacher will provide

an I-pad and a

8.5”x11” sheet to

each student and

divide the students

into four groups and

each group is given

three diverse countries

from different

-Students will

work in four

groups and each

group will be

assigned three

different countries

to search for their

national flags.

Then students will

draw a flag of

I-pads

Planning

sheets

Paper sheets

Colour

crayons

scissors

-Formative

assessment

-Teacher circulates

and checks students

work in their groups -written explanation

of the symbolism of

their flag.

continents to search

for; their national flags

Then each group will

decide and design a

national flag for their

own country by

keeping in mind

various

physical/cultural

factors of their own

country.

their country and

write a brief

explanation of

what the different

colours and

symbols on the

their flag

represent.

Lesson 6

How are

economies

intertwined?

-select the name of

money

-sign for the

money

-colour and /or

shapes of

banknotes and/or

coins

-collaborate on

system to use for

‘mini-trading post’

Teacher will have a

mini-trading post.

Class will decide how

they will ‘pay’ for

items. They will

collaborate on whether

it will be a barter

system, or currency

will be used.

Students will

discuss the

benefits and

drawback of

different styles of

trading for goods.

They will decide

on a method of

payment for mini-

trading and ‘buy’

items in the

method decided.

In their small

country groups,

they will decide

on what kind of

currency ( if any),

and create an

example.

Paper sheets

Cardboard

sheets

Colour

crayons

scissors

-Formative

assessment

-Teacher circulates

and checks students

work in their groups - group activity,

discussion, and

collaboration

Lesson 7

How does the

changing world

affect our

-assess the

relationship

between a changing

This will be a mini-

lesson on settlement

patterns. Students will

look at settlement

Students will

create a migration

journal for their

country.

Migration

journals

Atlas.gc.ca

Journal entries will

be completed.

settlement

patterns?

world and

settlement

maps of Canada in

1850 and now, in the

iPads. What factors

affect settlement?

Each group will

decide and incorporate

2 factors that made

their people settle in

their new country.

How did they get

there? Why are

they moving to a

new country?

Lesson 8

How do natural

resources

influence an

areas

settlement?

-demonstrate an

awareness of the

impact of natural

resources on

settlement.

-collaborate with

group to decide

what natural

resources they will

include in their

project.

Natural resources

include resources that

historically drew

people to a place, i.e.:

gold, good soil, as

well as resources that

limited the amount of

movement to an area

i.e.: impassable

terrain.

Students will

brainstorm natural

resources. Teacher

will lead discussion

and record, on chart

paper, natural

resources.

In their country

groups, students

will create a mural

showing the 5

natural resources

their country will

have. They will

write in their

migration journal

what natural

resources their

country has and

why they chose

them.

Chart paper, migration

journals, poster paper

Students will

collaborate and

create a mural.

Lesson 9

How do

governments

affect

settlement?

-students will

choose what style

of government they

want for their own

country, and

reasons for their

choice.

-identify

characteristics of

Teacher will review

types of government

with students, and

characteristics of

different forms of

government.

Students will

choose their

government for

their country.

They will decide

on 5 laws that

their country must

abide by. Using

iPads, they will

iPads Press conference

videos, describe

laws, and reflect

style of government.

different

governments.

video a press

conference that

explains their

choice of

government and

announces their

new laws.

Final Product

-demonstrate the

ability to

collaborate to

develop a group

display for the rest

of the class.

Students will

develop a way to

present their

country to the rest

of the class. Ideas

may include a

tableaux, diorama,

3D map, or a

fashion show of

clothing styles

worn in their

country. Students

will collaborate

and present their

country.

Summative:

checklist will be

given with

expectations.

LESSON PLAN Mr. Manchanda

Subject: Social Studies Grade: 6 Total Time: 40 mins.

Topic of Lesson: Physical and Human Environment

Link to Curriculum SWBAT:

Social Studies


Visual Art

A1 compile a collection of ideas for images using feelings, observation, memory, and imagination.


Lesson Objectives

How will students

demonstrate learning?

SWBAT:

Identify key relationship between a community and its physical environment.

Create images to communicate their point of view, beliefs, and values.

(Specific to this lesson)

Prior Knowledge Students are familiar with the vegetation in their community. They are also aware of weather patterns

in their community. They can compare and contrast climate of their place to that of the other places.

Materials Art Supplies, Laptops/ipads

Time

(mins) What the teacher says/does What the students do Materials

5

Hook/Opening

Teacher will show students

some pictures of

vegetation and of all four

seasons of BC.

Teacher will ask students

question/s on those

pictures. (What do you

notice?)

Teacher will announce

today’s topic : ’Climate

and Vegetation’

Hook/Opening

Students will look at

the pictures and

answer their teacher’s

question/s quietly.

Document Camera

Pictures of vegetation and climate of BC.(from

internet

5

Pre-activity

Teacher will assess

students’ prior knowledge

by asking some questions.

(How are vegetation and

climate of a region

Pre-activity

Students will listen to

their teacher

attentively, and will

try to answer his/her

questions.

related? How do human

activities impact climate

and vegetation of a region

and vice-versa?)

Teacher will give students

enough time to think for

their answers.

10

Activity

Teacher will show two

videos to students.

Teacher will discuss each

video after it is finished.

Activity

Students will watch

videos nicely and

quietly.

They will participate

in discussion after

each video.



20

Post-activity

Teacher will instruct

students to design a

‘Travel Brochure’ for the

country they are going to

create.

Teacher will explain the

criteria for the brochure.(It

must show uniqueness of

their country in terms of

climate and vegetation.)

Post-activity

Students will work in

groups to design their

‘Travel Brochure’.

They might choose to

surf on internet to

have an idea how to

prepare a brochure.

Art Supplies, Laptops/ipads



Assessment

for/of

Learning

Formative assessment will be done for brochure. It must be completed under the said criteria

Extensions/

Extra

Challenge

Students can think of some sports they want to include on their brochure. They may select a national sport

to show on their country’s brochure.

Adaptations

Extra

Support

Teacher will help the struggling students by calling them on a side table, and giving them more clues for

how to accomplish their work. Teacher will assist them in designing their brochure in order to motivate

them for the final project.

Appendix A

Walk Softly

Time Required: 30 Minutes

Materials: Paper, Pencils, Transparency Paper, Journals

Description: This activity focuses on the fragile nature of our ecosystems. It highlights the impacts that humans can have by walking

through a natural site. It also reinforces observation and categorization skills.

Instructions: In the classroom, have students trace their foot on a piece of paper. Using that trace, instruct them to cut out another

footprint on a piece of transparency paper. When they are ready, take them outside on a natural site. Have them “walk” their

transparency paper on an area with different plants. Instruct students note what different kinds of plants and any insects they have

crushed under their footprint by walking it. Have them list in their journals. Have them count the number of similar plants and record

them. Students may draw the plants, and display their drawing to the entire class when they are back. Students should be encouraged

to discuss the impacts of a group walk through a natural site.

Critical Questions: How could you minimize the damage from walking?

What other impacts do humans have when visiting natural areas?

Lesson Plan Sukhjinder S. Aujla

Subject: Social Studies Grade: 6 Total Time: 50-55 min

Topic of Lesson: Design a flag for your own country


Social Studies


in selected countries

Visual Art

A1 compile a collection of ideas for images using feelings, observation, memory,

and imagination.


Lesson Objectives

How will students



SWBAT:

devise and design a flag for their own country

know the significance of each element incorporated in flag like

colour, motif, and any symbol on the flag (star, sword, rising-sun etc.).

Prior Knowledge Students recognize the Canadian Flag and know that each country has its

own flag. They are on the track to build their own countries.

They know from previous lesson that how culture and environment

of a country affect each other.

Materials I-pads

Planning sheets

Paper sheets

Colour crayons/felt colours

Scissors

Time What the teacher says/does What the students do Materials

5 min Students will be shown a Canadian Flag

and will be asked Questions like;

What is this?

Why Canada or all countries have

their own Flags?

Which leaf does this Canadian

flag has on it?

Hook/Opening

Student will

respond to the

questions.

Flags of Canada and

some other countries

3-5 min Pre-activity

Teacher will divide the students in

four groups of six

Each group will be provided with

a big planning sheet, each student

in a group will be provided an I-

pad

Pre-activity

Each students will

get an I-pad

Each group will get

a big planning sheet

I pads, planning

sheets,

Felt colors

25-30 min Activity 1:

Each group will be assigned three

diverse countries from different

continents as follows;

Group A : India, Brazil, and France

Group B: China, USA, and South Africa

Group C: Australia, UK, and Iran

Group D: Argentina, Pakistan, and

Norway

Each group will be asked to go

online and do research on the flags

of these countries and record the

Activity 1:

Students work in

groups.

They will do online

search for the flags

of their assigned

countries.

Each group will

relate various

elements of the flag

with physical

I-pads, planning sheet,

Felt colors

various elements of their flags such

as which color they use in their

flags, any symbol or motif they put

on flags and any other relationship

between flags and characteristic of

their respective country. For

instance;

-Why US has 50 stars on its flag?

-Why Pakistan has green colored

flag?... etc.

Activity 2:

Each group will be asked to devise and

design a flag for their own country. They

will be instructed that they are free to

choose any of the elements/motifs from

three countries’ flags either as they are or

with some changes.

Each student in a group will draw and

colour individual flag which they have

devised and designed together in the

group.

characteristics of

that country

Each group will try

to figure out any

similarity between

different flags of

three countries.

Each group will

record their

findings on a big

planning sheet

Activity 2:

Each group will

discuss

democratically and

choose a design,

color/s , and any

symbol or motif for

their flag

Then each student

in the group will

draw a sketch and

color the flag which

their group has

designed

10-15

Min Post-activity

Each group will be invited in front

of the class and will describe their

newly designed flag

Post-activity

Each group will

take its turn to

describe their

newly designed flag

to the whole class

Each group will display or hang or

paste their flags in specific area /

corner of classroom

They will brief the

reasons why did

they choose any

specific color or

motif or symbol on

their flag

Assessment

for/of

Learning

Teacher will hand out “match the columns” home worksheets to each student

in which they will match different countries to their flags.

Extensions/

Extra

Challenge

If any student needs enrichment or extra challenge, he/she will be asked to

search timelines/history that when did three countries adopt their flags and have

they ever had changed their flags since adoption?

Adaptations

Extra

Support

Teacher will circulate to make sure that each student in a group is working

collaboratively. If any student needs any help at any point, teacher will help

accordingly.

References:

Global Citizens Outlook 6 Text book

How to Build Your Own Country by V. Wyatt

BC Ministry of Education IRPs/PLO’s

http://www.bced.gov.bc.ca/irp/course.php?lang=en&subject=Social_Studies&course=Social_Studies_K_to_7&year=2

006

LESSON PLAN Mrs. Smith

Subject: Socials Studies Grade: 6 Total Time:50 mins

Topic of Lesson: Natural resources


Create a mural.

Respond in written form to a question.

Lesson Objectives

How will students



SWBAT:

Demonstrate an awareness of the impact of natural resources on settlement.

Understand the difference between renewable and non-renewable resources.

Collaborate and create a mural

Prior Knowledge

Students have been studying humans and physical geography, this is another aspect of this

subject.

Materials Household products, paint, paper

Time

(mins)

5

What the teacher says/do: Begin

brainstorming with the students. Review

definition of renewable and non-

renewable resources.

What the students do: Students

will brainstorm natural resources

and review meaning of renewable

and non-renewable resources

Materials

5 Hook/Opening

Teacher will show pictures of cars,

thermostat, products commonly

found in one’s home.

Hook/Opening

Each country group will

list items commonly used

in daily living

Products commonly found at home

15 Pre-activity

Teacher will assign one natural

resources to each group- they will

research and find our 5 ‘fast facts’

about their resource (is it

renewable, what is it used for, how

is it acquired?) Students will orally

report what they learned to class.

Pre-activity

Students will research one

natural resource and find 5

‘fast facts’. They will

record information found.

iPads, books, chart paper

15 Activity

Students will decided what

resources they require in their

country. They will create a mural

showing these resources.

Activity

Students will decide on 5

natural resources their

country will have, and

create a mural with

pictures of these resources.

They can show people

using the resources, or

simply the resources

themselves.

Large paper,paint, migration journals

10 Post-activity

Display murals

Ask the questions: “Will your

resources bring people to your

country or move them away?”

Post-activity

In their migration journals

they will write which

resources and a brief

reason of why they chose

the particular resources.

Will their resources bring

people to their country? Or

move them away?

Assessment

for/of

Learning

Students will write why they chose the resources they did. They will choose 5 resources and create a

mural.

Extensions/

Extra

Challenge

Students can research and add more resources.

Adaptations

Extra

Support

For extra support, some students may only be able to choose 2-3 resources.

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