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    5 6-government-adams 5 6-government-adams Presentation Transcript

    • CANADIAN GOVERNMENT GRADE 5/6 Briana Adams briana_adams@hotmail.com
    • UNIT TOPIC: Social Studies - GOVERNMENT TEACHER: Briana Adams GRADE:_5/6___OVERALL UNIT OUTCOMES/GUIDING GOALS:Big Ideas:1. There are many different types of governments in the world and they all have similarities and differences to thegovernment of Canada.2. The government of Canada is considered a democracy.3. There are three levels of government in Canada and they each have different roles and responsibilities.4. Lots of people make up the Provincial government and they each have their own role and responsibilities in helpingrun our province.5. A Provincial election is run in a similar manner to a federal election.6. Members of the Legislative Assembly are voted into office during a Provincial election.7. The Legislative Assembly is where the new laws are considered and debated.8. There is a process of steps that a law must go through before it can be declared a new law for our province.PLO’s:Social StudiesGrade 5:A1 - Apply critical thinking skills including hypothesizing, comparing, imagining, inferring, identifying patterns, andsummarizing to a range of problems and issues.A5 - Defend a position on a selected topic.C2 - Describe levels, responsibilities, and the election of government in Canada.Grade 6:A1 - Apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, identifyingrelationships, summarizing, and drawing conclusions to a range of problems and issues.C1 - Compare the federal government in Canada with national governments of other countries.C3 - Assess equality and fairness in Canada with reference to the Canadian Charter of Rights and Freedoms.C4 - Compare individual and collective rights and responsibilities in Canada with those in other countries.Language ArtsGrade 5:A1 - Write a variety of clear, focused personal writing for a range of purposes and audiences that demonstrates
    • connections to personal experiences, ideas, and opinions, clearly developed ideas by using effective supporting details,explanations, and comparisons and sentence fluency through sentence variety and lengths, with increasing rhythm andflow.B2 - Read fluently and demonstrate comprehension of grade-appropriate information texts.Grade 6:A1 - Use speaking and listening to interact with others for the purposes of discussing and comparing ideas and opinions.A2 - Use speaking to express, and present a range of ideas, information.B2 - Read fluently and demonstrate comprehension of grade-appropriate information texts with some specializedlanguage.C1 - Write a variety of clear, focused personal writing for a range of purposes and audiences that demonstratesconnections to personal experiences, ideas, and opinions, featuring clearly developed ideas by using effective supportingdetails, explanations, comparisons, and insights and sentence fluency through sentence variety and lengths withincreasing rhythm and flow.DramaGrade 5:1. Express ideas using verbal and non-verbal communication.Grade 6:2. Demonstrate social and group skills in dramatic work.Visual ArtsGrade 5:1. Make 2-D images to communicate and idea.Grade 6:2. Develop and make 2-D images to communicate messages.RATIONALE:The purpose of this unit is to build on the basic knowledge of government the students gained earlier in the year, duringa mini-unit on elections and to introduce the students to the structure and function of the Government of Canada.Furthermore, this unit will have the students look at our government in comparison to other types of governance in theworld. There will also be a substantial focus on the Provincial Government in BC, as the students already learned some
    • information about the Federal Government around the time of the Federal election. This will allow the students toengage in a more in depth study of the Provincial Government, its roles and responsibilities, its branches, its membersand how a law is passed in this province. This unit is integrated with Language Arts and will provide students with theopportunity to further develop their abilities in the areas of reading for information, paragraph writing and oralspeaking in the form of a debate. Therefore, a major focus of this unit is the incorporation of reading for information,however, the unit has also been designed to provide the students with many opportunities to engage in hands onactivities and activities that relate the learning to their daily lives.THE STUDENTS IN THE CLASS:My practicum class is made up of twenty-eight grade five and six students. Out of the twenty-eight students, only tenare in grade 6. There are a wide variety of learning styles and intelligences (multiple intelligences) in the class.Therefore, this unit has been developed in a way that will allow for a wide variety of learning activities to help satisfythe many learning styles present in the class. The students in the class are also a chatty group, who really enjoyactivities that allow for group work and discussion. Therefore, I have tried to include lots of opportunities for groupwork in this unit. The students are used to working in partners most often, so I have tried to include opportunities forthem to work in larger groups as well. I have also noticed that the students are very engaged with hands on activitiesand have therefore tried to incorporate a variety of hands-on activities in this unit.In the class, there are a few ESL students. In particular, one student is ESL level two and requires extra support toensure that she understands the concepts and activities. While one of the goals for this unit is to practice strategiesfor reading for information, I will make adaptations for this student to ensure that the written information she is givenis at a level that she can read. I will also work with her to further explain the concepts in the readings to ensure sheunderstands them. There is also a student with down syndrome in the class. She is a grade six student and has a fulltime EA who works with her. As I progress through this unit, I will work with my sponsor teacher and the EA to findways in which I can make adaptations to include this student in my lessons.Overall, my practicum class is a group of enthusiastic students who appeared to be very engaged in the elections unitthey did in the fall. I am excited to build upon that knowledge with this unit and to try and expand theirunderstanding of the Canadian Government system.Launching the Unit:What is GovernmentObjective: To review the concept of government and have the students think about the importance of having agovernment.IRP Connection:
    • Grade 5C2 – Describe levels, responsibilities and the election of government in Canada by summarizing the responsibilities ofgovernment.Activities:**Class to be decorated with Canada memorabilia.1. Students participate in a placemat activity to brainstorm everything that comes to mind when they hear the word‘government’.2. As a class, we will read ‘What is a Government’. Students will be asked to reflect on the question, “what would ourcountry be like with out a government.” Students will write a paragraph expressing their ideas about what it would belike to live in a country with no government.3. Students will be introduced to the parliamentary classroom roles to last for the duration of the unit. Each week,different students will be assigned to different parliamentary roles. Each parliamentary role has associated classroomresponsibilities. The roles will be rotated each week to insure that each student has a turn to be at least oneparliamentary role during the unit. Premier – responsible for handing out notices, collecting forms, running any classroom votes Minister of the Environment – turns out the lights, takes recycling to pod bin. Minister of Education – Hands out and collects worksheets. Hands our glue sticks. Minister of Healthy Living and Sport – Helps with PE equipment MLA for each table – collects work and hands it to the Minister of Environment. Makes sure their group’s area is tidy.What I Hope to Learn: 1. What do the students remember about government from their elections unit in the fall? 2. Do the students have an understanding of the role of the government and can they use this knowledge to brainstorm ideas about a country without a government would be like? 3. Can they express their ideas in writing by writing a paragraph on the topic?
    • Lesson Topic Specific Lesson Objectives Activity/Task to meet objectives Assessment and Evaluation PlanDemocracy 1. Demonstrate an 1. Students to look up different Type of Assessment: understanding of the definitions for democracy and 1. The recording sheet for the concept of democracy and record them. definitions will be marked as a class. how it looks in Canada. The students will be able to self- 2. Demonstrate the ability 2. Think, pair, share activity to assess their ability to find definitions to relate the concept of brainstorm and discuss what of democracy. This will also allow me democracy to experiences democracy looks like in Canada to hear the definitions the students the students have in their and our community. provide out loud to gain an own lives. understanding how well the students 3. In groups of 4, students will be were able to find and understand the IRP assigned one example of definitions. Social Studies democracy at school, at home or 2. I will walk around and make Grade 6: in the community. They will be observations and ask questions as the A1 - Apply critical thinking asked to create a still frame that students brainstorm what democracy skills including comparing, demonstrates that example of looks like in Canada. classifying, inferring, democracy. Each still frame will 3. The still pictures will be graded imagining, verifying, contain a poster (provided by me) according to a rubric. This will allow identifying relationships, explaining the example of me to see how well each group summarizing, and drawing democracy. understands their assigned example conclusions to a range of of democracy in Canada. problems and issues. 4. I will compile the photos into What I am looking for: C1 - Compare the federal an imovie, which will be shown to 1. Can the students use a dictionary government in Canada with the class at a later date. to provide a definition for the word national governments of democracy? other countries. 2. Can the students describe what Drama democracy looks like here in Canada? Grade 5: 3. Can the students work in a group 1. Express ideas using to act out one example of democracy verbal and non-verbal in a still frame? communication. Grade 6:
    • 2. Demonstrate social and group skills in dramatic work.Types of Demonstrate an 1. For a week leading up to this Types of Assessment:Governance in understanding of the lesson, students will experience 1. At the end of each day, the classCanada and different types of different types of governance will have a brief discussion of thethe World governance that exist in seen in the world in their own type of governance they experienced the world and to gain an classroom. Each morning (the 2 that day. This discussion will allow understanding of their blocks before recess), the me to judge the amount of knowledge similarities and differences classroom will be run like a the students gain from participating to Canada’s government. particular government. This will in a classroom run by that type of include democracy, dictatorship, governance. IRP monarchy, pluralism and 2. The matching worksheet will be Social Studies communism. marked as a class for accuracy. This Grade 6: will be an opportunity for the C1 - Compare the federal 2. Based on the knowledge they students to self-assess their government in Canada with have gained from the above understanding of the concepts. I will national governments of activity, the students will collect the worksheets and record other countries. participate in a matching activity the marks. This will allow me to see in which they will have to match how well the students were able to the type of government with its match the type of governance with definition. The students will record its definition and then judge whether the answers on a worksheet. or not further explanation is necessary. What I am looking for: 1. Do the students have an understanding that different types of governance exist in the world? 2. Can the students name the different types of governance and provide and explanation for each? 3. Can the students identify countries
    • in the world with each type of governance?Charter of 1. To learn what the 1. Class discussion about what is a Types of Assessment:Rights and Charter of Rights and right. 1. As the students are brainstormingFreedoms Freedoms is and its and discussing what is a right and importance to Canadians. 2. Read a story of a child from how children of the Holocaust lost 2. To gain an understanding the Holocaust. Brainstorm the their rights, I will walk around and of what constitutes and rights that child and their family make observations and ask questions right and to create a list lost during the war. to judge how well the students of rights for the students 3. Read explanation on Canada’s understand the concept. in the class. Charter of Rights and Freedoms. 2. I will collect the students think, pair, share recording sheets to see IRP 4. Think, Pair, Share activity to how well they understand what a Social Studies brainstorm possible rights for the right may be for a child in this class. Grade 6: students in Div 5. What I am looking for: C3 - Assess equality and 1. Can the students explain what a fairness in Canada with 5. Students to vote on the top 5 right is? reference to the Canadian choices as rights to be included on 2. Can the students use this Charter of Rights and a class charter of rights and knowledge to provide examples of Freedoms. freedoms. I will copy the class rights that would have been lost by C4 - Compare individual charter on to a poster that will people during the Holocaust? (related and collective rights and be posted in the class. to novel study) responsibilities in Canada 3. Can the students identify what the with those in other Charter of Rights and Freedoms is countries. and why it is important in Canada? 4. Can the students brainstorm a list of important rights for the students in this class?Levels of To gain an understanding 1. In table groups, students are Types of Assessment:government that there are different given a package containing a 1. I will walk around and makeand their levels of government in variety of roles and observations as the students work onroles and Canada and that each one responsibilities of each level of sorting the roles and responsibilities
    • responsibilities has its one roles and government in Canada (Federal, to gain an understanding of the responsibilities. Provincial, and Municipal). Each students’ thinking processes. I will group’s package will contain also gain further understanding of IRP different roles and responsibilities.what they students know and are Social Studies Students will work together to thinking by asking them to Grade 5: classify the roles and justify/explain their classification C2 – Distinguish between responsibilities. choices to me. the levels of government 2. I will collect the charts completed (Federal, Provincial and 2. One at a time, students can by each student to ensure they Municipal) and summarize stick a role or responsibility under correctly classified the different the responsibilities of the correct level of government roles and responsibilities. I will also government. on the class chart. look to see if the students can correctly identify the heads of each 3. Looking at the government level of government. This will allow services webs, the class will me to judge how well the students decide whether they have understand the different levels of correctly classified the roles and government and whether or not responsibilities of each level of further explanation is necessary. government and then record the What I am looking for: correct classifications. 1. Can the students identify that there are three levels of government 4. Students will be asked to in Canada? identify the heads of each level of 2. Can the students identify at least government (PM, Premier and five roles and responsibilities for each Mayor). level of government? 3. Can the students identify the head of each level of government by name and picture?Who’s Who In To identify important 1. In partners, students will be Types of Assessment:Our Provincial people in the Provincial assigned one important person in 1. As the students present theirGovernment government and to identify the BC Provincial government. important person, I will listen and use the key roles and The students will be given a rubric to assess their ability to
    • responsibilities of each information on that person. present information orally.position. 2. The trading cards will be collected 2. Together, the students will and marked for accuracy.IRP create trading cards for their What I am looking for:Social Studies person. The trading cards will 1. Can the students read a piece ofGrade 5: include a picture, their name, non-fiction writing and extractC2 – Identify key positions hometown, birth date and important information from it?within the provincial, government responsibilities. 2. Can the students identifyterritorial and federal important people in the Provincialgovernments and 3. Each partnership will introduce government and at least one of theiraccurately name their their person to the rest of the responsibilities?elected and appointed class. During the introductions, 3. Can the students presentprovincial and federal the students will be required to information orally by speaking loudlygovernment leaders. complete a worksheet, matching and clearly and presenting accurateLanguage Arts the name of the person to their information?Grade 5: role.B2 - Read fluently anddemonstrate comprehensionof grade-appropriateinformation texts.Grade 6:A2 - Use speaking toexpress, and present arange of ideas, information.B2 - Read fluently anddemonstrate comprehensionof grade-appropriateinformation texts withsome specialized language.Visual ArtsGrade 5:1. Make 2-D images to
    • communicate and idea. Grade 6: 2. Develop and make 2-D images to communicate messages.Branches of To develop and 1. Introduce the branches of the Types of Assessment:the Provincial understanding of how the Provincial government (legislative, 1. By asking questions during theGovernment provincial government is executive and judicial) and read discussion, I will begin to gain an divided into three branches and discuss the information sheet. understanding of how well the and the roles and students understand what they are responsibilities of each 2. Students to complete the reading. This will allow me to judge branch. “Branches of Provincial whether further explanation is Government” worksheet from BC necessary. IRP Legislature website. 1. The worksheet will be marked for Social Studies accuracy out loud as a class. This Grade 5: will serve as a form of self- C2 – Identify key roles assessment for the students. Also, within the provincial by listening to the answers provided government. by a variety of students, I will be Language Arts able to judge how well the students Grade 5; understood the concept and were B2 - Read fluently and able to answer the questions. This demonstrate comprehension will allow me to decide whether or of grade-appropriate not more instruction on the topic is information texts. necessary. Grade 6: What I am looking for: B2 - Read fluently and 1. Can the students identify the 3 demonstrate comprehension branches of the provincial of grade-appropriate government? information texts with 2. Can the students identify the roles some specialized language. and responsibilities of each branch of the provincial government?
    • 3. Can the students read a piece of non-fiction writing and extract important information from it?Provincial 1. Develop and 1. Show lawn signs from the Types of Assessment:Elections understanding of the role election and discuss campaigning. 1. By listening to the contributions of of campaigning in an Discuss how people campaign. the students during the discussion on election and the different campaigning, I will be able to assess methods of a campaign used 2. Introduce the four potential how much prior knowledge the during an election. class mascots to the class and students have about campaigning and 2. Develop an read their bios. therefore judge how much time will understanding of the need to be spent on this topic. important information 3. The students will create 2. The posters will be assessed campaign posters for a mascot of according to a rubric. I will be provided to the public in a their choice. looking to see if the students campaign. understand the type of information 4. Discuss what information a that needs to be included to create a IRP campaign poster should contain. convincing election campaign. Social Studies What I am looking for: Grade 5: 5. Posters will be posted in 1. Can the students identify what an C2 – Examine the process another class studying election campaign is and the different of electing a government in government. Those students will forms of campaigning used in an Canada. be asked to consider the election? Language Arts information on the posters and 2. Can the students demonstrate un Grade 5: select a mascot to vote for, for understanding of the information that B2 - Read fluently and their class. should be included on a campaign demonstrate comprehension poster by making a poster for their of grade-appropriate choice of mascot? information texts. Grade 6: A2 - Use speaking to express, and present a range of ideas, information.
    • B2 - Read fluently and demonstrate comprehension of grade-appropriate information texts with some specialized language. Visual Arts Grade 5: 1. Make 2-D images to communicate and idea. Grade 6: 2. Develop and make 2-D images to communicate messages.Provincial To review the steps and 1. Review the electoral process Types of Assessment:Elections the roles involved in the learned during the elections unit 1. The students will be asked to electoral process of BC in the fall. contribute their own ideas on the and to prepare for the steps of the electoral process to the mock election to take place 2. Run the class through a dramatization based on what they during the next lesson. dramatization of the elections remember from the unit in the fall. process. Students to record the This will help me assess the level of IRP steps as the dramatization the students’ prior knowledge. Social Studies unfolds. 2. The worksheet on the steps of the electoral process will be marked for Grade 5: 3. Provide the students with roles accuracy out loud as a class. This will C2 – Examine the process for the mock election with the be a form of self-assessment for the of electing a government in other class. Ensure each student students. By listening to the Canada. has a role, even if that means student’s responses, I will be able to doubling up on roles (run 2 judge whether or not the students elections at the same time). understand the concept. What I am looking for: 1. What do the students remember about the steps of the electoral
    • process? 2. Can the students identify the steps of the electoral process in the correct order?Provincial To develop an 1. Run a mock election in the Types of Assessment:Elections understanding of the class, following the electoral 1. As the mock election unfolds, I will electoral process in BC by process in BC. The other class will make observations about the acting out and engaging in come to the class to vote in the students’ ability to follow the steps a simulated election. election. Students will assume of the elections and be positive their roles as assigned last lesson. contributors to the activity. This will IRP be assessed according to a checklist. Social Studies 2. Votes will be tallied and the What I am looking for: Grade 5: results will be announced. 1. Can the students work well with C2 – Examine the process other members of the class to achieve the goal of running a mock of electing a government in election in the class? Canada. 2. Do the students follow the rules and procedures of the mock election? 3. Can the students follow the steps of the BC electoral process?The To develop an 1. Read information on the Types of Assessment:Legislative understanding of the role Legislative Assembly. 1. By listening to the students discussAssembly of the legislative assembly where each important person should and who is present in 2. Students will use trading cards be placed on the large version of the meetings of the legislative to place people in their respective Legislative Assembly, I will be able to assembly. This lesson will places in the legislative assembly judge how much knowledge and build towards on a large, class version of the understanding the students extracted understanding how laws legislative assembly. This large from the reading on the Legislative are formed in our map will also be used to label the Assembly. provincial government. important aspects of the 2. The maps of the Legislative legislative assembly. Assembly will be collected and graded IRP for accuracy and inclusion of all
    • C2 – Summarize the 3. Students to complete a map of important aspects and people. responsibilities of the Legislative Assembly, What I am looking for: government and identify identifying the important aspects 1. Can the students explain the the key roles of provincial of the room and where the most purpose of the legislative assembly? government leaders. important government officials sit. 2. Can the students accurately label all of the important aspects of the Legislative Assembly as well as where all of the important people are located?Passing a Law To develop an 1. Students to predict the order of Types of Assessment: understanding of the steps steps for passing a law by placing 1. Through the in class discussions and in which a law must go pictures of the steps in order. brainstorms, I will make observations through before is can be and ask questions to gain a better officially passed as a law 2. As a class, we will read about understanding of how well the for BC. and discuss how a law is passed in students understand the concepts and our Provincial government. how much information they extracted IRP from the reading on how a law is Social Studies 3. The students will place the passed. Grade 5: pictures in the correct order and 2. The worksheet on the steps of C2 – Summarize the record the order on a worksheet. passing a law in BC will be marked responsibilities of for accuracy out loud as a class. government and identify 4. There will be a class This will allow the students to self- the key roles of provincial brainstorm about the types of assess their own knowledge. Also, by government leaders. laws that may be passed by the listening to answers provided by a Language Arts provincial government. The variety of students, I will be able to Grade 5: purpose of this is to review the judge how well the students B2 - Read fluently and responsibilities of the different understand the concept and decide demonstrate comprehension levels of government in Canada. whether further explanation is of grade-appropriate necessary. information texts. What I am looking for: Grade 6: 1. Can the students extract B2 - Read fluently and information from a piece of non-
    • demonstrate comprehension fiction writing? of grade-appropriate 2. Can the students identify the information texts with order of the steps taken to pass a some specialized language. law in BC? 3. Can the students identify at least three types of laws the government of BC would pass and three types that they would not pass because they are not their responsibility?Passing a Law To think about a possible 1. Present a possible law – Year Types of Assessment: new law for the province round schooling - and discuss the 1. I will make observations and ask and to think about the issue as a group. Have the questions as the students brainstorm implications (positive and students create a pro/con chart. the pros and cons for the new law to negative) of that new law. They will first think about the see what their thinking process is and To practice taking a pros and cons themselves, then to gain an understanding of how well position on an issue and share with their table group, then they are able to generate evidence using evidence to defend share with the class. based opinions. that position. 2. The students’ lists of arguments 2. Have the students choose one for one side of the debate will be IRP side of the argument and collected and assessed according to a Social Studies brainstorm at least five rubric to help me see how well each Grade 5 arguments for their side in student is able to defend a position A5 - Defend a position on a preparation for the parliamentary on a selected topic. selected topic. debate. What I am looking for: C2 – Summarize the 1. Can the students identify possible responsibilities of pros and cons for an issue? government and identify 2. Can the students generate a list the key roles of provincial of a least five arguments that can be government leaders. given in support of one side of the Grade 6: issue? A1 - Apply critical thinking skills including comparing,
    • classifying, inferring, imagining, verifying, identifying relationships, summarizing, and drawing conclusions to a range of problems and issues.Passing a Law IRP 1. Review the steps for passing a Types of Assessment Social Studies law and assign students to the 1. I will use a rubric/checklist to Grade 5: different positions in the assess the students ability to A1 - Apply critical thinking Legislative Assemble involved in participate in the debate and defend skills including comparing, the passing of a law. a position on a selected topic. classifying, inferring, What I am looking for: imagining, verifying, 2. Set the class up like the 1. Does each student participate in identifying relationships, Legislative Assembly in the debate and to what extent do summarizing, and drawing preparation for a parliamentary they participate? conclusions to a range of debate. The students play their 2. Do the students contribute their problems and issues. assigned roles in the mock debate own ideas to the debate or do they A5 - Defend a position on a about the topic presented in the just repeat what someone else has selected topic. last lesson. said? C2 – Summarize the 3. Do the arguments a student responsibilities of 2. Run a mock parliamentary contributes truly work towards government and identify debate following the proper steps defending their position on the issue? the key roles of provincial for passing a law in BC. Each 4. Can the students follow the government leaders. student must contribute at least correct steps for passing a law in BC? Grade 6: one argument to the debate. A1 - Apply critical thinking skills including comparing, 3. Students to vote on the law to classifying, inferring, see whether it would pass in the imagining, verifying, class. identifying relationships, summarizing, and drawing conclusions to a range of
    • problems and issues.Review All social studies PLOs 1. Play Parliamentary Types of Assessment: taught in the unit so far. Concentration to review the 1. By listening to the answers the concepts of the unit. students provide during the gain, I will gain an understanding of how 2. Watch the Democracy imovie to well the students remember and review the concept of democracy understand the concepts of the unit. and how it looks in Canada. This will allow me to judge whether any topics need to be reviewed or explained better before the unit. What I am looking for: 1. Can the students demonstrate an understanding of the major topics of the game in order to answer the concentration questions.Unit Test All social studies PLOs 1. Students to write a unit test to Types of Assessment: taught during this unit. show their knowledge about the 1. The tests will be graded. This will topics in this unit. allow me to see each student’s knowledge and understanding of the concepts learned in the unit. 2. The test will also be a form of communication with parents. The test must be signed by a parent and returned to me. This allows me to ensure that the parents are aware of their child’s knowledge with this unit in social studies. What I am looking for: 1. Students are able to apply all concepts learned in the unit to accurately answer questions.
    • ASSESSMENT PLAN:Formative Evaluation: 1. Observations and question asking to check for understanding during each lesson. 2. Marking assignments and worksheets out loud with the whole class to gain a basic understanding of how well the students understand a specific concept required for completion of the work. This also acts as a form of self- evaluation for the students. The students will be told at the onset of the unit and continuously through out the unit, to come and see me for extra help at lunch, recess or after school if they want help of had difficulty with any of the work assigned in unit. By marking their own work, students will be asked to assess how well they understand a concept and then decide whether they should seek out extra help. 3. Periodically, work that is marked out loud as a class will be collected and looked over. This will allow me to see how well the students were able to complete the work and therefore how well the class as a whole, or individual students understand the concepts. This will then allow me to decide whether further instruction to either the whole class or a small group of individual students is necessary. 4. Periodically, assignments and worksheets will be collected and marked by me. This will allow me to have a closer look at how the students are answering the questions and then use this to judge whether further instruction on the topic is necessary.Summative Evaluation: 1. Some assignments will be marked for accuracy and the grades will be recorded. These grades will contribute to the students’ overall mark for the unit. 2. The students participation in the mock election will be assessed according to a checklist, assessing their ability to positively contribute to a class activity and work towards the class goal of having a mock election. 3. Some assignments including the debate and the campaign posters will be graded according to a rubric. These grades will contribute to the students’ overall mark for the unit. 4. A unit test will be given at the end of the unit. This will be an opportunity for the students to demonstrate what they have learned through out the unit. Each student’s grade on this test will contribute to their mark for this unit. This will also be a form of communication with the parents, as a parent will be required to sign their child’s marked test.
    • LESSON PLANS:Lesson Plan #1TOPIC: Launching the Unit – What is DATE:GovernmentLEARNING OBJECTIVES: RATIONALE:Social Studies The purpose of this lesson is to review theGrade 5: concept of government with the students.C2 – Describe levels, responsibilities and The students were introduced to the conceptthe election of government in Canada by of government during their elections unit insummarizing the responsibilities of the fall. Therefore, this lesson will help megovernment. determine what the students remember fromLanguage Arts that unit and then help me judge where IGrade 5: need to go from here. As this unit is alsoA1 - Write a variety of clear, focused integrated with language arts, this first lessonpersonal writing for a range of purposes will also serve as the first integrated lesson inand audiences that demonstrates the unit. The students will be asked to readconnections to personal experiences, for information as well as engage in writing aideas, and opinions, clearly developed personal paragraph about their own thoughtsideas by using effective supporting and ideas.details, explanations, and comparisonsand sentence fluency through sentencevariety and lengths, with increasingrhythm and flow.Grade 6:C1 - Write a variety of clear, focusedpersonal writing for a range of purposesand audiences that demonstratesconnections to personal experiences,ideas, and opinions, featuring clearly
    • developed ideas by using effectivesupporting details, explanations,comparisons, and insights and sentencefluency through sentence variety andlengths with increasing rhythm andflow.MATERIALS: VOCABULARY:-Chart paper and felts for each group.HOOK OR INTRODUCTION :**Class to be decorated with Canada memorabilia.1. Students participate in a placemat activity to brainstorm everything that comes tomind when they hear the word ‘government’. Students will be in groups of four. Each student will be given one quarter of a piece of chart paper and three minutes to write down anything they can think of about government. Students will then share their ideas with the rest of their group and add any ideas they missed or really like to their part of the placemat. Each group will then be able to contribute to a class brainstorm about government.
    • DEVELOPMENT OF LESSON (WHAT TEACHER DOES / WHAT STUDENTS DO):1. As a class, we will read the short paragraph titled, ‘What is a Government’. Based onthe information provided in the paragraph, the students will be asked to reflect on thequestion, “what would our country be like with out a government.” The students will be given a couple of minutes to write down and list of ideas. They will then share their ideas with a partner and together the students will expand their lists.2. Students will write a paragraph expressing their ideas about what it would be like tolive in a country with no government. A list of criteria for the paragraph will be posted. The students will need to include at least three detailed ideas about the topic as well as strong introductory and closing sentences. The students have worked on paragraph writing already this year. In this assignment, I am looking for them to be able to write about their own ideas and support those ideas with details.4. Students will be introduced to the parliamentary classroom roles to last for theduration of the unit. Each week, different students will be assigned to differentparliamentary roles. Each parliamentary role has associated classroom responsibilities.The roles will be rotated each week to insure that each student has a turn to be atleast one parliamentary role during the unit. Premier – responsible for handing out notices, collecting forms, running anyclassroom votes Minister of the Environment – turns out the lights, takes recycling to pod bin. Minister of Education – Hands out and collects worksheets. Hands our gluesticks. Minister of Healthy Living and Sport – Helps with PE equipment MLA for each table – collects work and hands it to the Minister of Environment.Makes sure their group’s area is tidy.
    • LESSON CLOSURE / WIND-UP:1. Students may continue working on their paragraphs for the duration of the lesson.2. For the last few minutes of the lesson, students will be invited to share some of theirideas about the importance of a government and what would happen to our country if wehad no government. This will help get the students thinking about the role and importance of our government and therefore act as a segway into the rest of the unit.ASSESMENT:Of the Students: 4. What do the students remember about government from their elections unit in the fall? 5. Do the students have an understanding of the role of the government and can they use this knowledge to brainstorm ideas about a country without a government would be like? 6. Can they express their ideas in writing by writing a paragraph on the topic?Of myself and my lesson:1. Do I provide the students with enough time to engage in the concepts in depth?2. Are the students engaged in the lesson and the activities?3. Was I able to integrate language arts and social studies in a manner that allowed thecontent area in both subjects to be adequately developed?ADAPTATIONS: EXTENSIONS:1. If students are having difficulty 1. Students who finish early or require anbrainstorming ideas about how Canada extra challenge will be asked to think aboutwould change with no government, I will one extra idea for how having no governmentdo a class brainstorm on the board and would change Canada and include that in theirhave the students copy it down in their paragraph.draft books. This will provide them with 2. Students can do a government word search.a list of ideas as a reference as theyare writing their paragraphs.2. Any specific students havingdifficulty writing the paragraph will begiven a graphic organizer for the
    • paragraph that will help guide themthrough the steps of writing aparagraph.Lesson Plan #2TOPIC: Who’s Who in Canadian DATE:GovernmentLEARNING OBJECTIVES: RATIONALE:Social Studies The purpose of this lesson is to introduce theGrade 3: students to important and relevant people to1. C2 – Summarize the roles and them in the BC Provincial government system.responsibilities of local governments. In order to do so, the students will practiceGrade 5: their reading for information skills to find1. C2 – Describe levels and basic but important information on oneresponsibilities of government in Canada. important person. They will then have toLanguage Arts introduce their person to the rest of theirGrade 3: group so that everyone learns about each1. A1 - Use speaking and listening to important person. This will provide theinteract with others for the purpose of students with the opportunity to continuesharing ideas. practicing the presentation and speaking skills2. B2 - Demonstrate comprehension of they have been working on this past term.grade-appropriate information texts. The trading cards will then be used in aGrade 4: subsequent lesson, in which we will create a1. A1 - Use speaking and listening to class map of the Legislative Assembly, usinginteract with others for the purpose of the trading cards to mark where each personsharing ideas. is located in the Legislative Assembly. An2. A4 - Select and use strategies when understanding of the structure of theinteracting with others, including taking Legislative Assembly will then be used to set
    • turns as speaker and listener. up a mock parliamentary debate with the3. B2 - Demonstrate comprehension of class.grade-appropriate information texts.MATERIALS: VOCABULARY:-Photos of the Premier of BC and other -Premierimportant members of the Provincial -Ministergovernment. These should include people -MLAwho play an important role in the -Responsibilitiesprocess of passing a law in BC as well -Time in officeas the MLA’s for the regions in and -Hometownaround Richmond.-Labels for the photos of each person’sposition.-Trading card outlines.-Mini-bio on each person.-Pencil CrayonsHOOK OR INTRODUCTION :1. Students will be shown a picture of each of the important people to be studied in thelesson.2. Students will be asked if they can guess who each person is and what their job is. Ifa student can correctly identify the correct position of one of the important people inCanadian Government, they can velcro the position title to the photo.
    • DEVELOPMENT OF LESSON (WHAT TEACHER DOES / WHAT STUDENTS DO):1. Students will each be given one important person and will make a trading card aboutthat person.2. To start, I will hand out the trading card outlines to the students and together wewill look over what they need to complete.3. As an example, I will read a mini bio on a fictional character and as a group, we willpractice finding the important information needed to fill out the trading card. Forinstance, the students will need to identify the name of the person, their position, howlong they have been in office, where they are from (hometown) and three responsibilitiesthat person has in their position. As a group, we will complete an enlarged version of the trading card based onthe fictional character. We will practice the strategy of reading the piece of writingonce through first, then re-reading it to find the important information. I will model thisfor the students.4. Each student will then be assigned one important person and will be given a mini bioon that person. The students will need to read the bio to find the information on theirperson needed to fill in the trading card.5. Once the written component of the trading card is complete, the students can draw apicture of their important person in the box on the front of the trading card. Thestudents can use the photo of their person to help them.LESSON CLOSURE / WIND-UP:1. Once all of the trading cards have been completed, the students will take turnsintroducing their important person to the rest of the class. -They will have to say the person’s name, position, time in office and atleast three responsibilities of that person. -All students with that person will stand up together and take turnsspeaking, each saying one piece of information on their card at a time, including at leastone responsibility each.2. Ask the students to identify each person by name and position to see what theylearned from the lesson.
    • ASSESMENT:Of the students:1. Can the students identify ten important people in BC provincial government by nameand position?2. Can the students extract information from a piece of writing and use that to answerquestions?3. Can the students clearly and accurately present their person to the rest of thegroup?Of myself and my lesson:1. Did I provide enough time to complete all of the activities planned?2. Is the lesson appropriately challenging for grade 5/6 students?3. Did the students appear to enjoy the activities?4. Did the students understand my explanations for what they were supposed to do?ADAPTATIONS: EXTENSIONS:1. If the students are having difficulty 1. If a student completes the trading cardreading their mini-bio and finding the early, he or she can decorate the rest of theinformation, I will read it with them and trading card.help them highlight the information 2. Students can do a Who’s Who in BCthey need. Provincial Government cross word.2. If a student does not feelcomfortable presenting their person tothe rest of the group, they can justintroduce the person’s name and positionand someone else can say the rest ofthe information (Adaptation for ESL)
    • Lesson Plan #3:TOPIC: Provincial Elections – DATE:Campaigning for a class mascot.LEARNING OBJECTIVES: RATIONALE:Social Studies This lesson will start a continuation of anGrade 5: elections unit the students participated inC2 – Examine the process of electing a during the fall. During that unit, they spentgovernment in Canada. a significant amount of time learning aboutLanguage Arts the federal electoral process. Therefore, forGrade 5: this lesson, I want the students to begin toB2 - Read fluently and demonstrate think about the role of campaigning in ancomprehension of grade-appropriate election. Most of the students will have seeninformation texts. lawn posters and tv ads campaigning forGrade 6: certain people during an election. This lessonA2 - Use speaking to express, and is designed to help students better understandpresent a range of ideas, information. the role of the campaigns they see. It willB2 - Read fluently and demonstrate also have the students think about whatcomprehension of grade-appropriate makes a good campaign and then demonstrateinformation texts with some specialized that understanding through the creation oflanguage. their own campaign poster.MATERIALS: VOCABULARY:-Elections lawn signs or pictures of -campaigningthem if it is not possible to get real -persuasionones. -mascot-Think, Pair, Share brainstorm guide for -supporteach student.-Bios and pictures of the 4 potentialclass mascots.-11x18 size paper for campaign posters-Criteria listed on chart paper.-Pencil crayons and felts.
    • HOOK OR INTRODUCTION :1. Show lawn signs from the election and discuss campaigning. Discuss how peoplecampaign. Have the students do a Think, Pair, Share about what campaigning is and the different ways that people campaign (posters, signs, tv ads, radio ads, newspapers, going door to door etc).DEVELOPMENT OF LESSON (WHAT TEACHER DOES / WHAT STUDENTS DO):1. Introduce the four potential class mascots to the class by showing their pictures andreading their bios. Tell the students to listen carefully because they will have to select one mascot to support and help campaign for.2. Pose the following questions to the students: ‘if we were making signs/posters abouta mascot and we wanted the poster to convince other people that they should vote forthat mascot, what would be important to put on the poster?’ Students to brainstorm a list of important information to be included on a campaign poster. I will ensure that the list includes ideas such as name, picture, facts about why someone should vote for that mascot, encouragement to vote.3. The students will create campaign posters for a mascot of their choice. Students will be given 11x18 sized pieces of paper and will be asked to create a campaign poster promoting the mascot of their choice. A criteria sheet developed based on the list of important information to be included on a campaign poster will be generated and posted as a reminder for the students. The will also include aspects such as using the entire space on the poster and double checking their work for correct spelling and grammer.4. Once a student has finished creating their poster in pencil, they will need to switchposters with another student of their choice and participate in a peer edit. The students have previous experience with peer edits.
    • They will be asked to check that all of the criteria are met and that the spelling and grammer on the poster are correct as well as the entire space is used.5. After the peer check is completed and any changes are made, the students can fine line their writing and then colour the poster with at least 5 different colours.LESSON CLOSURE / WIND-UP:1. Posters will be posted in another class studying government. Those students will beasked to consider the information on the posters and select a mascot to vote for, fortheir class. The vote for the mascot will occur in a subsequent lesson. The classroom will be set up as an election hall and all of the students in the class will be assigned roles according the actual electoral process in BC. It will be the students’ responsibility to run the election, following as closely as possible to the steps of an actual provincial election.2. Discuss the pros and cons of campaigning. Pose the question, how might campaigninghave a negative effect? Have the students engage in a class wide discussion about how campaigns can may be influential in a negative way.
    • ASSESMENT:Of the Students:1. Can the students explain the role of campaigning in the electoral process?2. Can the students describe the different forms of campaigning used in an election?3. Can the students create a campaign poster that includes all of the importantinformation required to convince another person to vote for their mascot?4. Can the students identify at least 2 pros and 2 cons of campaigning?Of myself and my lesson:1. Do the students have enough time to complete all aspects of the lesson?2. Do the students demonstrate an understanding of all aspects of the lesson?3. Do the students appear engaged with the activities?ADAPTATIONS: EXTENSIONS:1. For students who are having difficulty 1. Students who finish early and require anknowing what to write, I will mark off extra challenge can pick between one ofthe headings on their poster and then three other campaign activities to work on ashelp them brainstorm the information an extension to all elections lessons in thefor each heading on a scrap piece of unit. They can choose between writing apaper. campaign speech for their chosen mascot, writing the script for a tv ad campaign or writing a newspaper ad for their mascot.Example of Assessment Rubric:Campaign Poster – Assessment Rubric Asp ect N ot Yet Me et s Fully Me ets Exce eds Withi n Exp ect ati ons Exp ect ati ons Exp ect ati ons Exp ect ati ons (Minim al) (3) (4) (1) (2) Wri tt en -The name of -Contains the -Contains the -Contains the Comp one nt the mascot is name of the name of the name of the not present on mascot. mascot. mascot. the poster. -Contains three -Contains at -Contains more
    • -Contains less reasons why least three than three than three people should reasons why reasons why reasons why vote for that people should people should people should mascot. vote for that vote for that vote for that -Reasons contain mascot. mascot. mascot. few details from -Reasons contain -Reasons contain -Reasons contain the written bio details from the lots of no information on the mascot. written bio, information and from the written -Some demonstrating details from the bio on the noticeable the student’s written bio on mascot. spelling, ability to the mascot. -Frequent punctuation and extract -Any spelling, spelling, grammar errors. information from grammar and punctuation and a piece of punctuation grammar errors writing. errors are the -Few spelling, result of taking punctuation and risks to use grammar errors. complex language.Pictu re and -Picture takes -Picture takes -Picture takes -Picture takesPrese ntati on up very little of up most but not up the entire up the entire the space all of the space space in the box space provided. provided. provided. provided. -The picture is a -The picture is -Picture is a -Picture is a clear not a representation representation representation representation of the mascot. of the mascot. of the mascot. of the mascot. -The picture is -The picture is -The picture is -The picture is coloured but coloured with at coloured with not coloured. with less than least five more than five -The written five different different different words are not colours. colours. colours. fine lined in felt -The written -Written words -Colour is added and are difficult words are fine are fine lined in to the rest of to read. lined in felt and felt and are the poster. are easy to easy to read. -The written read. words are fine lined in felt, are large and easy
    • to read.RESOURCES:1. Legislative Assembly of BC Website (www.leg.bc.ca) This website has a link to a section on teacher resources. It provides sample lesson plans, activities and worksheets for teachers of students grades 4 and up. It also contains information on how to book a field trip to the Parliament Buildings in Victoria. Overall, a really good site for information about the Legislative Assembly as well as resources for teachers.2. Elections BC Website (www.elections.bc.ca/index.php/youth-participation/education) This website provides information about the elections process in BC. It also provides resources for teachers as well as suggested activities to do when teaching about elections. Something I really like about this website is that you can order an Elections BC kit from it that provides educational resources and the materials required to set up an election in the classroom. These kits are appropriate for either grade 5 or grade 12 students.3. Forms of Government Resource (www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr8/blms/8-3-3b.pdf) This pdf document is a graphic organizer for teaching students about the different forms of government that exist in the world. I like how it breaks the form of government into specific questions however, the concepts it asks for may be too difficult for elementary students. I would use this as the idea for a simpler graphic organizer I would create myself that would be more age appropriate for my students.4. Setting up a role play of the different types of government(http://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr8/blms/8-3-3g.pdf) This pdf document provides descriptions of some of the different types of governments seen in the world. I like how it is written for elementary school students and therefore uses language that helps make the concepts more easily understood by younger students. I also like how it provides ideas for setting up role plays of these types of governments in a classroom.
    • 5. Our Canadian Governments by S&S Learning Materials (available at Collins and Chapters) It contains sample lesson plans, reading material and activity sheets. It is mainly focused on the federal government however, it does contain some information on provincial and municipal governments. The information in the readings is written in a manner that is easily understood by elementary students. The one issue I see is that the readings contain a lot of information and may be overwhelming, however by taking pieces of them to give to students, this book is a valuable resource.6. Elections by S&S Learning Materials (available at Collins and Chapters) This book is similar to the resource named above, however it focuses on the electoral process in Canada. Similar to the other government book, it contains lots of information about Federal elections and limited information about Provincial elections, however, the information and activity sheets provided are in depth and appropriate for grades five through seven.7. Student Vote (www.studentvote.ca) This website is produced by Elections Canada. They set up parallel elections for students for all federal and provincial elections in Canada. The vote takes place in the school and is run by one class. The results are sent to the regional branch of student vote and are announced publicly the night of the actual election. The website provides resources for teachers and student activities to help facilitate the student election in the school.