SMS Lesson Plan

SIMPSON MIDDLE SCHOOL

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

Unit Title: CANADA Grade: 6th Social Studies Content: This unit covers the Teacher: geography, history and government of Susan Farris Canada DETERMINE THE GOALS AND OUTCOMES (desired results/assessment evident) UNIT CONTENT STANDARDS

SS6G5 The student will locate selected features of Canada. a. Locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains SS6G6 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada. a. Describe how Canada’s location, climate, and natural resources have affected where people live. b. Describe how Canada’s location, climate, and natural resources have affected trade. SS6G7 The student will discuss environmental issues in Canada. a. Explain the major environmental concerns of Canada regarding acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources. SS6CG3 The student will explain the structure of the national government of Canada. a. Describe the structure of the Canadian government as a constitutional monarchy, a parliamentary democracy, and a federation, distinguishing the role of the citizen in terms of voting and personal freedoms. SS6H4 The student will analyze important 20th century issues in Canada. a. Describe the influence of the French and the English on the language and religion of Canada. b. Explain how Canada became an independent nation. SS6H5 The student will analyze important contemporary issues in Canada. a. Describe Quebec’s independence movement.

Enduring Understandings: Students will understand that… - humans, their society, and the environment affect each other. - location affects a society’s economy, culture, and development. -when there is conflict between or within societies, change is the result. - the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society. - as a society increases in complexity and interacts with other societies, the complexity of the government also increases. Unit Essential Question(s): (What provocative questions will foster inquiry, understanding and transfer of learning?) -What are the major physical features of Canada, and where are they located on a map? -How do the factors of location, climate, access to water, and natural resources affect where Canadians choose to live and work? -How do the factors of location, climate, access to water, and natural resources affect trade? -How do people contribute to Canada’s pollution problems? -How are acid rain, pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources Canada’s major environmental concerns? -Why does Quebec want independence? -What changes in Canada could occur in Quebec is granted independence? -How have the French and English influenced the language and religions of Canada? -What type government system exists in Canada? -Who is the leader of Canada and what is his or her title? -What is the role of the legislature? -What role does the citizen have as a participant in Canada’s government?

Content (Unpack Nouns from Skills (Unpack Verbs from Standards): Standards): Students will know… Students will be able to… St. Lawrence River, Hudson Bay, Atlantic Ocean, Locate, describe, explain Pacific Ocean, the Great Lakes, Canadian Shield, Rocky Mountains, location, climate, natural resources, acid rain, pollution, extraction, timber resources, government, constitutional monarchy, parliamentary democracy, federation, voting, personal freedoms, language, religion independence movement KEY VOCABULARY (What critical vocabulary must be learned in order to master the content?) St. Lawrence River Hudson parliamentary democracy Canadian Shield Rocky Mountains acid rain Timber resources constitutional monarchy federation Traditional economy trade mixed economy Pure command Atlantic Ocean Command economy Pacific Ocean ASSESSMENT EVIDENCE Pre-assessments x benchmark test x informal observation pre-test test data writing prompt Formative: Summative: Adjusted questioning x Observation x Benchmark (orally or written) x Thumbs up/down Project Anticipation guide Quiz x Test Checklist Writing (i.e. journaling, Writing Cloze prewriting, drafting, editing, x Performance Task Conferences proofreading) Other x Exit ticket Other: x Graphic organizer STRATEGIES/BEST PRACTICES Body Biography x Independent Learning Process Writing Carousel Brainstorming Inductive Learning QAR (Right There, Think and Search, Choice Board Jigsaw Author and You, On My Own) Concept Attainment Learning Logs Quote- 5 Star Contracts Learning Styles Reader’s Theater x Creative Problem Solving Literature Circles Reciprocal Learning CRISS McRel (Rdg/Wtg in content) x Role Play / Simulations Cooperative Learning Metaphorical Expression Shared Inquiry/Socratic x Cubing Mini Lesson Seminar Debate Modeling x Stations Deductive Learning Multiple Intelligences Six Thinking Hats Fact Finding by Fraternizing Museum Task Rotation x Flexible Grouping Mystery Box x Tiering x Graphic Organizers New American Lecture Think Aloud Hot Seat x Notetaking Think-Pair-Share Problem-Based Learning x Other_Performance Task______

Learning Plan for _____Day 1______Essential Question Materials: What are the major physical Atlas features of Canada and where Blank maps are they located on a map? Standard/Element(s):SS6G5 The student will locate selected features of Canada. a. Locate on a world and regional political- physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains Launcher/Activator: Whachaknow? Canada Instructional Method/Lesson: Students will watch video segment Canada: Land of Diversity and take notes Students will be given a blank political map of Canada, a list of physical features and will need to draw in the physical feature and label that feature. Students will read CRCT book, pages 39-41 and take Cornell notes as they read about the physical features.

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

Readiness Interest Learning Profile Evidence: Evidence: Evidence:

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

Learning Plan for ______Day 2-3______Essential Question Materials: Atlas, maps from yesterday, How do the factors of location, CRCT book, online population map of climate, access to water, and Canada natural resources affect where Canadians choose to live and work? How do the factors of location, climate, ace?ss to water, and natural resources affect trade Standard/Element(s):SS6G6 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada. a. Describe how Canada’s location, climate, and natural resources have affected where people live. b. Describe how Canada’s location, climate, and natural resources impact trade. Launcher/Activator: What country does the United States trade with the most? Instructional Method/Lesson: -Students will add to their map a map key so that it includes climate regions of Canada and natural resources and then include these on their maps. -Students will compare their maps with the population maps to determine the most heavily populated regions of Canada and explain why these areas are so heavily populated. -Students will read and take notes on this topic in the CRCT book, pages 42-44. The students will create possible test questions from these pages.

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

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

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

Learning Plan for ______Day 5_____ Essential Question How do Materials: people contribute to Yarn, pre-sweetened lemonade mix, Canada’s pollution gallon jug with cap, funnel, cups problems?

Standard/Element(s):SS6G7 The student will discuss the environmental issues in Canada. a. Explain the major environmental concerns of Canada regarding acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield and timber resources. Launcher/Activator: Word splash on “Acid Rain” Instructional Method/Lesson: Preparation: -Get enough yarn to create a division in the middle of the classroom ( a side with a door access and a side without) -Gather supplies -Before students arrive, place supplies under the desk of different students on the non-door side of the room: a gallon jug and cups. On the door side of the room place the jug cap and a funnel under different desks. -Divide the room into half with the yarn, with one side having access to the door. -Explain that the yarn is the border and no one can cross the border.

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

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

Differentiated/Specialized instruction: Readiness Interest Learning Profile Evidence: Evidence: Evidence:

Performance Task: Writing a response to the simulation. See De-briefing Summarizer / Lesson Closure: Give one, get one. Students share their paragraphs with one other student.

Learning Plan for _Day 6,7,and 8 Essential Question How do Materials: World Cultures and Geography, people contribute to CRCT book, handout (articles), website Canada’s pollution links. problems?

Standard/Element(s):SS6G7 Tiered lesson The student will discuss the environmental issues in Canada. a. Explain the major environmental concerns of Canada regarding acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield and timber resources.

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

Instructional Method/Lesson:  Discussion of the following: -Think back to the lemonade simulation activity about the U.S. and Canada. How did it work? -What issues might this pollution cause with the neighboring U.S.?  Students will be given a copy of the tiered activity (Five stars) and the requirements will be discussed.  Students will do research on each of the environment issues in Canada using handouts, websites, CRCT book, and textbooks.  Students will be given a graphic organizer to use to take notes on each issue.  Day 7-Students will complete research and began the tiered activity  Day 8.Students will complete the tiered activity and turn in.

Differentiated/Specialized instruction:

Each tier has different levels of blooms

Performance Task:

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

Learning Plan for _Day 9, 10, and 11 Essential Question Materials: How did England and World Cultures and Geography Textbook, CRCT France contribute to the book, websites. development of Canada? Standard/Element(s): Performance task lesson SS6H4 The student Links for Language and religion will describe the http://atlas.gc.ca/site/english/maps/peopleandsociety impact of European contact on Canada. To translate English to French a. Describe the http://translation2.paralink.com influence of the French and the History of Bilingualism in Canada English on the http://www.canadian-genealogy.org/french-influence- language and on-canadian-culture.php religion of Canada. Canada’s Main Roots http://www.canadian-genealogy.org/canadas-main- roots.php

Historical Overview http://www.canadian-genealogy.org

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

Differentiated/Specialized instruction:

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

Name______Period______Date______CANADIAN FLAG SPECIALTY COLLAGE

SS6H4 The student will describe the impact of European contact on Canada. a. Describe the influence of the French and the English on the language and religion of Canada. Directions: You will create a Franco-Anglo Canada Flag describing the influence of French and English on the language and religion of Canada. On the left side (1/3) of flag should have the French influences on language and religion. On the right side (1/3) of flag should have the English influences on language and religion. The middle flag section (not the maple leaf) should describe modern day religion in Canada. Within the leaf (at the very center of the flag) you should describe modern day language of Canada. You should use word, pictures, symbols, phrases, etc. to create your flag. Content Rubric Scale 1 2 3 4 Below Standard Needs Work Meets Standard Exceeds Criteria Standard Analyze Does not Accurately Accurately Accurately influence of accurately analyzes analyzes analyzes French on analyze influence of influence of influence of language and influence of French on French on French on religion French on language and language and language and language and religion. (3-4 religion (5-6 religion (7 or religion.(Less representations) representations) more than 2 representations) representations)

Analyze Does not Accurately Accurately Accurately influence of accurately analyzes analyzes analyzes English on analyze influence of influence of influence of language and influence of English on English on English on religion English on language and language and language and language and religion. (3-4 religion (5-6 religion (7 or religion.(Less representations) representations) more than 2 representations) representations) Analyze Does not Accurately Accurately Accurately modern day accurately analyzes modern analyzes modern analyzes modern language of analyze modern day language. day language day language. (7 Canada day language (3-4 (5-6 or more (Less than 2 representations) representations) representations) representations)

Product Rubric Scale 1 2 3 4 Below Standard Needs Work Meets Exceeds Standards Standards Criteria Organization Document is Document is not The document The document illegible and neatly written. is neatly written is neat and incomplete. The document or drawn. legible. The is missing parts. document is complete in each area. Mechanics The text has The text has The text has 1-5 The text is free more than 10 between 6-10 spelling and of spelling and spelling and spelling and grammatical grammatical grammatical grammatical errors. errors. errors. errors. Summarizer / Lesson Closure: Give one get one, One sentence summary, What’s still muddy?

Learning Plan for Day 12 Essential Question: Materials: InspirEd How did Canada achieve independence? binder on North America Lesson: Canada in Contrast pages 80-83 World Cultures and Geography text book page 121 Standard/Element(s): SS6H4 The student will describe the impact of European contact on Canada. b. Explain how Canada become an independent nation. Launcher/Activator: Compare and Contrast question Springboard activity in lesson Instructional Method/Lesson: -As an opener ask students what they think of when they see or hear Fourth of July. One of the answers will likely be fireworks. Following that, have students respond to this prompt and questions: Canada Day is celebrated each year on July 1st to commemorate Canadian independence. Even though it occurs only three days before the United States celebrates Independence Day, fireworks are rarely used in Canada Day celebrations and festivities. Given that fireworks are such an integral part of our July 4th activities, why do you think it might be different in Canada? -Using the lesson in the InspirEd binder teacher will explain that in this lesson students will be comparing and contrasting the United States and Canada -Students will read “Canada’s Road to Independence” and fill in the venn diagram “Canada in Contrast” comparing and contrasting the United States and Canada’s independence movement. Differentiated/Specialized instruction: Notes on the American Revolution will be provided to the students that do not have the background knowledge needed for this activity. Also different organizers will be available for student’s use.

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

Summarizer / Lesson Closure: One sentence summary Learning Plan for Day 13

Essential Question Materials: Computer lab, Why does Quebec want to be independent? CRCT book, World What changes in Canada could occur in Quebec Cultures and Geography is granted independence? page 127

Standard/Element(s): Creative problem solving SS6H5 The student will analyze important lesson contemporary issues in Canada. a. Describe Quebec’s independence movement. Launcher/Activator: Find someone who can tell! (Quebec’s independence movement) Instructional Method/Lesson: Teacher will give background knowledge of the Quebec independence movement. Students will visit the following sites: http://www.quebecoislibre.org http://www.answers.com/topic/quebec-sovereignty-movement Students will read material in CRCT book and the text book to gain more understanding of the movement. Students will be divided into groups by learning style for the next step of the lesson.

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

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

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

Readiness Interes Learning Profile Evidence: t Evidence: Evidence:

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

Summarizer / Lesson Closure: Students would share their paragraphs.

Learning Plan for Day 14 Essential Question Materials: Review lesson. All the standards for this unit. Standard/Element(s):All for this unit Launcher/Activator: What is still muddy? Anything you do not understand about Canada? 4. ACQUIRE The students participated in lecture and note taking activities, map drills, videos, simulations, text and other activities to prepare for the unit test. Today’s lesson: Student answered the question “What area of Canada (geography, history, or government) do you feel most comfortable with?” Students were grouped by readiness on their topic. The classroom was divided into three stations: geography, history, and government. At each station, the student had to answer prepared questions to equal 10 points (cubing) and then self assess. Answers provided. Students took part in all three stations as a review for the unit test. Students then marked the section on the study guide that they needed to study more before the test. Differentiated/Specialized instruction: Students started with the topic they felt most unprepared for. After answering the questions and checking the answers in that section they moved to the next section. At the end of all stations, the students highlighted the standards that they still did not understand on their study guide for the unit test.

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

What forms the What country is the What types of border of Canada second largest in the communities are found in and the United world n land area? areas where mining and States? farming are important?

How are Canadians able to Describe the Canadian Where do most people in produce enough food for Shield with at least Canada live? their own use and still three facts. have food to sell to other countries when only 5% of the land is arable?

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

What type of What term describes Who appoints the government exists in how political power is Governor General of Canada? distributed in Canada? Canada?

Most democracies have a What role does the One way that Canada’s government with three Monarch play in government is different branches. Legislative, Canada? from the US executive and judicial. In government is that Canada the executive Canada is what? branch is what? Canada Unit Review History Directions: At your table group, take turns rolling the dice and complete the learning task from the corresponding dot. Your group should earn at least 10 points. Please record your answers in the appropriate dot on the back of this page.

What are the What was allowed for How did Canada achieve official languages Canada by the British independence from of Canada? North America Act of Britain? 1867?

Today, some citizens and What is the term for a What was done to elected leaders of person who wants protect the language and Quebec believe their Quebec to become an culture of Quebec? province should take independent Country? which action?

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