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Teacher: 6th Grade Mr. CallowayContent: Social StudiesWeek of : Dec 7 – Dec 11MondaySS6CG3 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. 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 impact 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. What Are we Learning Today? (Learning Intentions)Government/Civics Understandings The government structure, history, environmental issues, and land features of Canada.What I’m Looking For (Success Criteria)The students will describe the government structure, history, economy, environmental issues, and the social-political landscape.Warm-Up/ Do-Now (5-10minutes) Think and SearchExplain why most of Canada’s major cities are close to the US border.Opening (Hook/ Activating Strategy/Learning Intentions) (5 minutes) Discuss warm up/TAGWork Period (I do, we do, you do)(25 minutes) 1-3 Canada Quiz1. Explain why Quebec should or should not have their own Independence.(3 paragraphs)/ History of Canada 2. CRCT 64-65\History of Canada3. History of Canada wksht/CRCT 51,52DifferentiationTier ILanguage ArtsTAGTier II CRCTTier IIIClosing (Summary)(10 minutes) In the BookConsidering the History of Canada which group have should rightfully have claim to Canada.Reflection – What will I do tomorrow?Teacher: 6th Grade Mr. CallowayContent: Social StudiesWeek of: Dec 7 – Dec 11Tuesday 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. 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 impact 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. What Are we Learning Today? (Learning Intentions)Government/Civics Understandings The government structure, history, environmental issues, and land features of Canada.What I’m Looking For (Success Criteria)The students will describe the government structure, economy, environmental issues, and the social-political landscape.Warm-Up/ Do-Now (5-8 minutes) Think and SearchConsidering the History of Canada which group should have rightful claim to Canada.Opening (Hook/ Activating Strategy/Learning Intentions) (5minutes) Teacher will explain to students about today’s lesson and discuss warm up.Work Period (I do, we do, you do) Author and Me (30 minutes) Use G.B.118,119,1611. 4 Pollution wksht/Copy Standards2. 1 paragraph Describe the Canada’s government. 1paragraph / 4 Pollution wksht3.CRCT 64-65/ Describe the Canada’s government.(2-3 sentences)/ 4 Pollution wkshtDifferentiationTier IStandardsTier IILanguage ArtsTier IIILanguage ArtsClosing (Summary)(7 minutes) Describe the Canada’s government.Reflection – What will I do tomorrow?Teacher: 6th Grade Mr. CallowayContent: Social StudiesWeek of: Dec 7 – Dec 11WednesdaySS6CG3 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. 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 impact 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. What Are we Learning Today? (Learning Intentions)Government/Civics Understandings The government structure, environmental issues, and land features of Canada.What I’m Looking For (Success Criteria)The students will describe the government structure, economy, environmental issues, and the social-political landscape.Warm-Up/ Do-Now (8 minutes) Think and SearchList 4 natural resources from Canadian Shield.Opening (Hook/ Activating Strategy/Learning Intentions) (8 minutes)Teacher will explain to students about today’s lesson and discuss warm up.Work Period (I do, we do, you do) On my Own (30 minutes) 1. Lesson 17/Finish Standards/Do Map of Canada (worksheet on Friday)2. Lesson 16/Copy standards / Do Map of Canada (worksheet on Friday)3. Lesson 16/Copy standards / Do Map of Canada (worksheet on Friday)DifferentiationTier IPeer TeacherTier IITier IIIClosing (Summary)(10 minutes) Ticket out the DoorExplain why the Canadian Shield is so important.Reflection – What will I do tomorrow?Teacher: 6th Grade Mr. CallowayContent: Social StudiesWeek of: Dec 7 – Dec 11ThursdaySS6G5 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 impact trade. SS6G7 The student will discuss environmental issues in Canada. 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. What Are we Learning Today? (Learning Intentions)Government/Civics Understandings The government structure, environmental issues, and land features of Canada.What I’m Looking For (Success Criteria)The students will describe the government structure, economy, environmental issues, and the social-political landscape.Warm-Up/ Do-Now (5-10 minutes) Author and Me.Describe the 3 pollution problems of Canada.Opening (Hook/ Activating Strategy/Learning Intentions) (5 minutes) Discuss warm upWork Period (I do, we do, you do)(25 minutes) Student Teacher1. Copy standards/Political Plate2. CRCT 47-50/Copy Standards/Canada wksht3. CRCT 47-50/Copy Standards/ Canada wkshtDifferentiationTier IProject Tier IITier IIICRCT Closing (Summary)(10 minutes) Discuss possible pollution Solutions for Canada.Reflection – What will I do tomorrow?Teacher: 6th Grade Mr. CallowayContent: Social StudiesWeek of: Dec 7 – Dec 11Friday 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 impact trade. SS6G7 The student will discuss environmental issues in Canada. 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. What Are we Learning Today? (Learning Intentions)Government/Civics Understandings The government structure, environmental issues, and land features of Canada.What I’m Looking For (Success Criteria)The students will describe the government structure, economy, environmental issues, and the social-political landscape.Warm-Up/ Do-Now (5 minutes)Author and MeExplain who is Canada’s number one trading partner and why.Opening (Hook/ Activating Strategy/Learning Intentions) (5 minutes) Teacher will explain to students what it is they are to be doing during today’s lesson and discuss warm up.Work Period (I do, we do, you do) (25 minutes)1. Political Plate2. Canada Environmental Issues/ Copy Standards/Political Plate3. Canada Environmental Issues/Copy StandardsDifferentiationTier IProjectTier IITier IIICRCTClosing (Summary)(10 minutes)Ticket out the door Explain why most of the population of Canada, stay within 100 miles of the US/Canada border.Reflection – What will I do tomorrow? ................
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