Unit Plan Assignment Canadas links to the World UNIT ON: Canadas links to the World AUTHOR(S): Britney

y Johnston, Brittany ONeill, Jenna Whitcher, Kristin Woodward GRADE: 6 MAIN CURRICULUM AREA: Social Studies SUBJECT INTEGRATIONS: N/A ENDURING UNDERSTANDINGS/BIG IDEAS: Imports and Exports, and Canadas economic, social, and physical links to other countries. UNIT-WIDE FEATURES CONTEXT/RATIONALE GROUPINGS Whole Class The objective for this grade 6 social studies unit plan is to create differentiated Small Groups lessons that capture the attention of students, and for all learning styles to be Pairs included. Each lesson is created with a student-centered approach. From the Individual beginning to the end of the unit students are guided to explore and learn about Canadas links to the world. This unit is important for grade 6 students to understand and investigate how Canadas interdependence of trading impacts their personal lifestyle. When a topic or lesson appeals to students curiosity or is relatable to students own background experiences they are motivated to learn. When students are motivated in the classroom, they are more willing to embrace challenges and take responsibility for becoming an informed citizen. Grade 6 students will not only imagine and discuss Canadas links to the world, they will use three specific learning skills and work habits to complete this unit: collaboration, organization and independent work. Students will collaborate by sharing information, resources and critical thinking ideas to solve problems and make decisions. Creating plans and achieving their goal in the culminating task will keep students organized. Students will independently complete their tasks where they will follow instructions with minimal supervision. In social studies grade 6 students would have previously been introduced to characteristics of a Canadian citizen and Canadian government in grade 5. This will play a role in students having a basic understanding of Canada before they learn about Canadas links to the world. Students in grade 6 will learn about Canadas links to the world including the United States and other countries Canada imports and exports with. In the future students in grade 6 will need this knowledge of Canadas links to the world for learning about how, in grade 7, trading occurred in Britain and France. SUMMARY This unit is designed from the grade 6 social studies curriculum, falling under the stand of Canada and World Connections- Canada's Links to the World. The focus of the unit is Canadian trade, and Canada's trade partners throughout the world. The big ideas of the lessons are: the imports and exports of Canada, Canada's role in the global trade market, how trade affects the students' lives, and international trade organizations and agreements. The unit is organized in a way to scaffold the learning, to introduce the students to the topic of importing, exporting, and trade in Canada and gradually through a KWL chart, a SMART board activity, an imagined scenario and discussion, a read aloud, mini debate, interview activity, and a culminating project in the form of a 'fair' display. Students will also look for trade in the news, and research focus countries for their Canadian Trade Fair project using library and computer time. Students will discuss their part in the trade process as a consumer. The culminating project is the final product to encompass the student learning of the unit. Each student will be assigned a partner and the pair will be assigned a country on which to focus their research in order to present their information about that country's imports and exports with Canada for the Canadian Trade Fair. Some of the key questions for students during this unit include whether or not the United States is the only trade partner Canada needs, and why; What the world might look like without trading; Why and how international trade is relevant in the lives of the students.

DIFFERENTIATI ON Intelligences Verbal/linguistic Logical/mathem atical Musical/rhythmic Visual/spatial Bodily/Kinestheti c Interpersonal Intrapersonal Naturalist Bloom levels Recalling Understanding Applying Analyzing Judging Synthesizing/Cre ating Styles Visual Auditory Kinesthetic Global Analytical

Appendix 1

Canadian International Trade Fair Culminating Task Checklist

1. Did you research using at least 2 primary and 2 secondary sources? (4 marks) 2. Did you compare Canada with your country of focus? (5 marks) 3. Did you include you reference all your sources in the bibliography? (4 marks) 4. Did you include a map of the world to correctly locate your country? (2 marks) Total 17 marks