Lesson Plan Template s19

Civics/CHV2OP/The Election Process

Differentiated Instruction Teaching/Learning Examples

Civics/CHV2OP/The Election Process Agenda Duration: One 76 minute period  Recap/Discussion  Internet Scavenger Hunt  Discussion Question

Differentiated Instruction Details Knowledge of Students Differentiation based on student:  Readiness  Interests  Preferences:  Styles  Intelligences  Other (e.g., environment, gender, culture)

Need to Know  Students’ learning styles and intelligences to ensure that they are being met within the activities.

How to Find Out  Prior observation of how students’ learn, along with any IEP information.

Differentiated Instruction Response  Learning materials (content)  Ways of learning (process)  Ways of demonstrating learning (product)  Learning environment Brief Description of Lesson The lesson will give students an overview of the election process in the Canadian system. Students will use the Elections Canada website to complete the worksheet and then self-check their understanding using the online quiz.

Curriculum Connections Overall Expectation(s): o Apply appropriate inquiry skills to the research of questions and issues of civic importance o Describe the main structures and function of municipal, provincial, and federal governments in Canada

Specific Expectation(s): o Demonstrate an understanding of the process of electing governments in Canada o Formulate appropriate questions for inquiry and research; locate relevant information in a variety of sources o Demonstrate an understanding of the ways in which individual citizens can obtain information and explanations or voice opinions about important civic matters

Learning Goal(s):  Students will understand how elections are performed in the Canadian system.  Students will practice researching using the internet. Assessment and Evaluation Assessment/Success Criteria Assessment Knowledge/Understanding Tools:  Knowledge of content  Self-check (SElections online quiz)

Prior Learning Prior to this lesson, students will have:  Gained an understanding about the structure of the Canadian government and the law making process.  Gained an overview of the four main types of electoral systems and the benefits/disadvantages of each.  Had practice using the internet for research.

Materials and Resources Materials: Appendix A: Canadian Elections Internet Scavenger Hunt

Internet Resources: www.elections.ca

Resources: Computer Lab

Civics/CHV2OP/Making a Law  Establishing a positive learning environment Connections  Connecting to prior learning and/or experiences  Setting the context for learning Minds On  Recap/Discussion Teacher will lead a brief discussion on what the class learnt the previous day about the different electoral systems. They will ask what system Canada uses and then describe that the class will learn specifically about this system and their role in it in today’s lesson. Action  Introducing new learning or extending/reinforcing prior learning  Providing opportunities for practice and application of learning (guided > independent) Individually  Internet Scavenger Hunt AfL: Strategy/Assessment Tool: Self-check online Students will be taken down to the computer lab and be instructed to complete the quiz internet scavenger hunt worksheet (Appendix A: Canadian Elections Internet Scavenger Hunt).

Consolidation and Connection  Helping students demonstrate what they have learned  Providing opportunities for consolidation and reflection Whole Class  Discussion of Question

In the last 5-10 minutes of the lesson, students will be asked to discuss their responses to the final 2 questions on the worksheet – “why is it important for young people to vote?” and their own inquiry question. Canadian Elections Internet Scavenger Hunt

Use the elections website (www.elections.ca) to find the answers to the following questions. The majority of answers can be found in the “I Can Vote” section. To get there, go the website, select the ‘Young Voters’ section, ‘Learning Resources,’ ‘General Resources,’ and ‘I Can Vote!’

To vote, you must: 1.

In an election, what are you voting for? (i.e. who and what job?)

Define the following terms in your own words: Ballot:

Polling station:

Candidate:

Riding:

What happens to the person with the most votes in your riding?

What happens to the party with the most ridings (i.e. the most MPs)? How can you find out information on candidates? (list three ways) Which of these is the best way to find information?

What percentage of young people voted in the last election?

Why do you think it is important for young people to vote? Will you vote when you are old enough?

What is one thing that you would like to know about elections that hasn’t been covered by this worksheet? Try to find the answer using the website

Once you have finished the questions, check your understanding by playing the Trivia Game. (Under the Young Voters tab, select Games Corner and then SElections trivia game)

How well did you do? 8-10 Congratulations!! You really understand how the Canadian electoral system works. 6-7 Well done! You have a good understanding of the Canadian electoral system. 0-5 Uh oh! Maybe review your worksheet and the website and re-try the test.

Answers: 1) 18 years of age Canadian citizen Prove your identity and address

2) You are voting for an MP to represent your riding. The candidate with the most votes will become the MP for your riding, the party with the most MPs will form the government

3) Ballot: piece of paper which contains the names of the people you can vote for. You put an ‘X’ next to their name Polling station: the place where you go to vote, in your local community, could be a community centre, church, or school – any public building Candidate: the people who want to be elected, names are found on the ballot, these are who you can vote for MP: member of parliament, represents your riding, the party with the most MPs forms to government Riding: also called an electoral district or constituency – an area represented by an MP

4) most votes = MP for the riding

5) Most ridings = form the government

6) Information on candidates – party website, political rally, television – news, advertisements, discussion with friends/family,

7) ~25%

8) e.g. better representation of the views and desires of young people, future of this country, your country – you should have a voice,