LESSON PLANS 6 Grade World Cultures and Geography Geography of Europe

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Day 1

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 Canadas location, climate, and natural resources have affected where people live. b. Describe how Canadas 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.
ENDURING UNDERSTANDING(S)/ESSENTIAL QUESTION(S): The student will understand that location affects a societys economy, culture, and development. 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? The student will understand that humans, their society, and the environment affect each other. How do people contribute to Canadas 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 Canadas major environmental concerns VOCABULARY MATERIALS/TECHNOLOGY ACCOMMODATIONS
Textbook :6th Grade World Studies Extended Time Modify Assignments Revision

FOCUS GROUP MEMBER NAMES: SPONGE (15mins): In 5-7 sentences explain what relationship you notice on the map on

pg 297 in regards to the location of natural resources and physical features.

OPENING (5mins): Discuss the standard(s) for the day. Introduce the important terms in the chapter. Instruct students and model the end product of the days work period. WORK TIME (50mins): The Students will Read and discuss Chapter 5 Atlas Section 1.

LESSON PLANS 6 Grade World Cultures and Geography Geography of Europe

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After reading the class will fill in Resource Attraction Worksheet using Canada Maps created in previous lesson. Work in groups to Complete guided reading/graphic organizer. Use printed articles regarding NAFTA. Students will volunteer to share what they learned about Canadas resources or

CLOSING: NAFTA

ASSESSMENT: Constructive responses. Informal Assessment HOMEWORK: Students will complete section 1 assessment on pg 299

Day2

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. b. Explain how Canada became an independent nation. SS6H5 The student will analyze important contemporary issues in Canada. a. Describe Quebecs independence movement.

ENDURING UNDERSTANDING(S)/ESSENTIAL QUESTION(S): The student will understand that when there is conflict between or within societies, change is the result. Why does Quebec want independence? What conflicts have occurred because of Quebecs independence movement? Why hasnt Quebec been granted independence? What changes in Canada could occur if Quebec is granted independence VOCABULARY MATERIALS/TECHNOLOGY ACCOMMODATIONS
Extended Time Modify Assignments Revision

FOCUS GROUP MEMBER NAMES: SPONGE (15mins): In 5-7 sentences explain whether it is it better for countries to have

LESSON PLANS 6 Grade World Cultures and Geography Geography of Europe one uniform culture or several unique ones.
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OPENING (5mins): Discuss the standard(s) for the day. Introduce the important terms in the chapter. Instruct students and model the end product of the days work period. Teacher will clear up misconceptions in different political systems. WORK TIME (50mins): The Students will Read and Discuss Section 2 in groups. Students will work in groups to complete sections 1 and 2 quiz The students will write a letter to the editor of a Canadian newspaper, after a class discussion about the pros and cons of independence for Quebec. Students will express their opinions on whether Quebec should be independent or not. Students should include reasons for their opinion as well as background information regarding the independence movement. Conflicts which have existed between the French speaking and Englishspeaking residents regardingindependence should be included. Group Representative read the letter to the editor

CLOSING:

ASSESSMENT: Constructive responses. Informal Assessment HOMEWORK: Students will complete section 2 assessment on pg 309

Day 3

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. b. Explain how Canada became an independent nation. SS6H5 The student will analyze important contemporary issues in Canada. a. Describe Quebecs independence movement.
ENDURING UNDERSTANDING(S)/ESSENTIAL QUESTION(S): The student will understand that when there is conflict between or within societies, change is the result. Why does Quebec want independence? What conflicts have occurred because of Quebecs independence movement? Why hasnt Quebec been granted independence? What changes in Canada could occur if Quebec is granted independence VOCABULARY MATERIALS/TECHNOLOGY
Textbook :6th Grade World Studies

ACCOMMODATIONS
Extended Time Modify Assignments Revision

LESSON PLANS 6 Grade World Cultures and Geography Geography of Europe

th

FOCUS GROUP MEMBER NAMES: SPONGE (15mins): Answer Analyze the Documents on pg 310-311 OPENING (5mins): Discuss the standard(s) for the day. Introduce the important terms in the chapter. Instruct students and model the end product of the days work period. WORK TIME (50mins): The Students will Complete handout using Virtual Fieldtrip (Stratalogica) CLOSING: Students will receive and discuss choice board assignment. ASSESSMENT: Constructive responses. Informal Assessment HOMEWORK: