This week we start exploring Canada. The standards and learning targets studied in this unit are: Canada’s I CAN statements...LEARNING TARGETS SS6G5 The student will locate selected features of Canada 1. I can compare and contrast a political map and a physical map. 2. I can locate the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains on a political map. 3. I can locate the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains on a physical map. 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. 4. I can explain how Canada’s location affects where people live. 5. I can describe how Canada’s climate affects where people live. 6. I can explain how Canada’s natural resources affect where people live. b. Describe how Canada’s location, climate, and natural resources have affected trade. 7. I can explain how Canada’s proximity to the United States affects Canada’s trade and economy. 8. I can describe how Canada’s location near major bodies of water encourages trade. 9. I can describe how Canada’s climate affects trade in Canada. 10. I can explain how Canada’s natural resources affect trade in Canada. 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. 11. I can explain the impact of acid rain and pollution on the Great Lakes. 12. I can explain the impact of 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. 13. I can explain the governmental structure of Canada including the type of leadership and how this person became the leader as well as the roles of the citizens. SS6E2 The student will give examples of how voluntary trade benefits buyers and sellers in Canada. a. Explain how specialization encourages trade between countries. 14. I can explain how specialization encourages trade between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. 15. I can compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. c. Explain the functions of the North American Free Trade Agreement (NAFTA). 16. I can explain the basic functions of NAFTA. 17. I can explain the advantages and disadvantages of NAFTA for Canada. SS6E1 The student will analyze different economic systems. c. Compare and contrast the basic types of economic systems found in Canada. 18. I can describe the basic economic system of Canada. SS6H4 The student will analyze important 20th century issues in Canada. a. Describe the influence of the French and the English on the language and religion of Canada. 19. I can describe the influence of the French and the English on the language and religion of Canada. b. Explain how Canada became an independent nation. 20. I can explain how Canada became an independent nation. SS6H5 The student will analyze important contemporary issues in Canada. a. Describe Quebec’s independence movement. 21. I can describe Quebec’s independence movement. MONDAY: Activate: Complete PPT GEOGRAPHY REVIEW with students. Lesson: Watch PPT – Geography of Canada – 34 slides – discussing and labeling Canada’s physical features - St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains. Also, Part 2 of the PPT discusses Where People Live, & How They Trade. Students fill our flip booklet describing how location, climate, and natural resources affect where people live in Canada and how Canada trades with other countries. Classwork: Complete foldable with reading/questions, map and markers. Summary: Tell a partner... how Canada’s location hinders and helps them trade. Homework: Foldable–map labeling & reading
TUESDAY: 4-H TODAY Activate: Share Picto-Map due from last unit! Complete Gallery Walk offering kind, specific feedback from the rubric. WEDNESDAY: Activate: Check homework. Vocabulary: extraction Lesson: Watch/discuss PPT – Environmental Concerns of Canada - Acid Rain and Pollution of the Great Lakes, the Extraction and Use of Natural Resources on the Canadian Shield, and Timber Resources – 23 slides. Students complete GO and work on reading/questions foldable. Classwork: Complete foldable with reading/questions. Summary: Opinion Exit Ticket – “What’s your opinion of today’s lesson? Why do you feel this way? Homework: Foldable – reading, charts, questions
THURSDAY: Activate: Share OPINION sheet from yesterday and check homework with MEET ME AT PARTNER. Complete PPT CRCT Review - students write answers on front of their foldable. Lesson: Watch/discuss PPT – Canada’s Government – 23 slides - A Constitutional Monarchy, Parliamentary Democracy, & Federation – with students filling out foldable. Classwork: Complete foldable with reading/questions. Summary: 3-2-1- pyramid Homework: Canada Review Sheet questions 10-20
FRIDAY: Activate: Share answers from homework with BACK-TO-BACK & FACE-TO-FACE protocol. Lesson: Watch/discuss PPT –Canada’s Economy - Economic System & Factors of Economic Growth– 29 slides -with students filling out concept wheel. Classwork: Comprehension Check Summary: Stump Your Classmates Homework: Economy Foldable Review for Ga Milestones
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April 2015
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