Grade 5
Theme: Meeting the challenges of Government and considering others
Scenario: It has been decided that the needs of Northern Canada are not being met because Canada is just too big. The North will now become a separate country, with its own federal government. The class will be divided into groups of 3 (with one person being the head) to be a political party and try to be elected into Parliament. The political parties will design their platforms and each group of 3 campaign to be elected. Another class will hear speeches and vote for an MP to determine the Government, Opposition, and minority party. (All others will be assigned to one of the three elected parties). The Parliament of the new country will choose and vote for a name for the country, and then will be faced with a variety of policy decisions (that connect to grade 5 curriculum subject expectations) throughout the unit. For each policy decision to be made, the parties will need to learn about the issues surrounding the decision, then decide on a policy that will consider the rights of all the members of society, and discuss the responsibilities of all citizens on that issue for a country that considers others.
Unit Outline:
-Study structure of Canadian government and the elections process
-In small groups, create platforms
-Voting rights – Choose who will have a right to vote, study voting rights in Canada
-Election campaign
-As a government, choose the country’s name, capitol city, design for government buildings, symbol, flag, national anthem
-Brainstorm rights and freedoms of people in their country, study the Canadian Charter of Rights and Freedoms, choose a Charter of Rights and Freedoms for their country (may be same as Canadian or with some modifications) that will guide their future policy decisions
-Policy decision #1: Immigration (Who can immigrate? How do you become a citizen?)
-How can people communicate their needs and wants? How do we make sure we understand? How do we respond in a way that shows we care?
-Policy decision #2: What will be the official language(s)?
-Other policy decisions can be made based on the interests of the students. (Pollution? Education? etc.)
Tasks:
-dictations of government-related words
-committees do research, and write and present research findings and policy recommendations
-write government policies
-discuss how citizens can help others as each policy topic is covered
-create drama presentations to teach the public about new policies
-read texts written from various perspectives on a policy issue, identifying each writer’s point of view. Debate the issue as a class (e.g. Everyone should be allowed to immigrate vs. only some people should be allowed to immigrate).
-Survey the class on various characteristics (country of origin, first languages, male vs. female, parent careers etc) to determine the demographics of the country. Create and read graphs from the data to help make policy decisions.
-Solve mathematical problems related to population and finances (using simplified scenarios) to evaluate needs and propose solutions for meeting those needs.
Expectations:
Social Studies CWC: Aspects of Citizenship and Government in Canada
Overall Expectations
- summarize the structures, functions, and interactions of Canada’s federal, provincial/territorial, and municipal governments, and identify and describe significant Canadian symbols, ceremonies, buildings, and political figures;
- use a variety of resources and tools to gather and analyse information about government processes, the rights of groups and individuals, and the responsibilities of citizenship in Canada, including participation in the electoral process;
- identify concrete examples of how government plays a role in contemporary society and of how the rights of groups and individuals and the responsibilities of citizenship apply to their own lives.
Knowledge and Understanding
- describe the structure and components of Canada’s federal, provincial/territorial, and municipal governments;
- describe the rights of groups and individuals and the responsibilities of citizenship in Canada, including participation in the electoral process and the granting of voting rights to various groups (e.g., women, First Nation peoples);
- identify responsibilities that accompany particular rights (e.g., the right to vote / the responsibility to become informed; the right of freedom of speech / the responsibility to respect the free speech rights of others; the right to freedom from discrimination and harassment / the responsibility to treat people with fairness and respect);
- explain the processes of electing governments in Canada;
- identify services provided by the federal, provincial/territorial, and municipal governments (e.g., defence, health, education, social assistance, garbage collection);
- describe the basic rights that are specified in the Canadian Charter of Rights and Freedoms;
- describe the process by which immigrants become Canadian citizens (e.g., applying; residing in Canada for three years; learning English or French; preparing for and writing the test; participating in the citizenship ceremony);
Inquiry/Research and Communication Skills
- formulate questions to develop a research focus (e.g. What are the duties of a member of Parliament? What are the responsibilities of the members of the Supreme Court of Canada? Why is the Chief Electoral Officer not allowed to vote? How can citizens have an influence on government decision making?);
- use primary and secondary sources to locate information about the structure and functions of government (e.g., primary sources: interviews, classroom visitors, field trips; secondary sources: atlases, encyclopedias and other print materials, illustrations, videos, CD-ROMs, Internet sites);
- use media works, oral presentations, written notes and descriptions, drawings, tables, and graphs to explain how the different levels of government share responsibility for providing selected services (e.g., in the areas of taxation, health care, roads, environmental protection, sports, arts and culture, recreation);
- use graphic organizers and graphs to sort, classify, and connect information (e.g., charts of services provided by three levels of government; a flow chart of how tax dollars are collected and used);
- use media works, oral presentations, written notes and descriptions, drawings, and tables to present information about processes or sequences of events (e.g., the immigrant journey towards Canadian citizenship; the process of law making; the process of becoming a member of Parliament);
- use appropriate vocabulary (e.g., government, local, municipal, provincial, federal, democracy, citizenship, legislature, constituency, prime minister, premier, mayor, governor general, monarchy, lieutenant-governor, cabinet, opposition, election, majority, minority, electors, riding, county, civil servant, right, responsibility ) to describe their inquiries and observations.
Map, Globe, and Graphic Skills
- construct and read a variety of maps, graphs, diagrams, and/or models to display and interpret information for specific purposes (e.g., maps showing local electoral ridings, major municipalities of Canada, time zones that determine the closing of electoral polls; bar graphs showing party standings after each election; a diagram of the House of Commons).
Application
- identify the relevance to their own lives of individual and group rights (e.g., language rights, equality rights);
- model activities and processes of responsible citizenship (e.g., re-enact or model a citizenship ceremony; engage in democratic class meetings; hold a mock election; create a series of diary entries that a new Canadian might have written throughout the immigration and citizenship process; plan and participate in a heritage-day event).
Rationale
Virtually all expectations in this social studies strand can be covered using this approach. Students can study the Canadian government system as a model of government, then evaluate it to decide what aspects of the Canadian system they would use and what they would modify for their own country. They are expected to learn and practice the skill of considering others through learning about how the Canadian system is set up to represent all people as much as possible, and then consider all people when developing their own policies and citizenship responsibilities. There are many opportunities for students to connect this to their lives by describing their own needs from the government and how policies of the Canadian Government (and possibly other governments as well) have affected their own lives (immigration, healthcare, language rights, etc.). Case studies can be used to introduce perspectives not represented in the class. These expectations can be covered a little bit faster while giving students a greater responsibility for learning by having them form “committees” to research different topics and report their research back to parliament.
English Language Writing (Recording research, Writing policy documents)
Overall Expectations
- communicate ideas and information for a variety of purposes (e.g., to present and support a viewpoint) and to specific audiences (e.g., write a letter to a newspaper stating and justifying their position on an issue in the news);
- use writing for various purposes and in a range of contexts, including school work (e.g., to summarize information from materials they have read, to reflect on their thoughts, feelings, and imaginings);
- organize information to convey a central idea, using well-developed paragraphs that focus on a main idea and give some relevant supporting details;
- use simple, compound, and complex sentences;
- produce pieces of writing using a variety of forms (e.g., stories, poems, reports), narrative techniques (e.g., first- and third-person points of view, dialogue), and materials from other media (e.g., illustrations);
- revise and edit their work, seeking feedback from others and focusing on content, organization, and appropriateness of vocabulary for audience;
- proofread and correct their final drafts, focusing on grammar, punctuation, and spelling;
- use and spell correctly the vocabulary appropriate for this grade level;
- use correctly the conventions (spelling, grammar, punctuation, etc.) specified for this grade level (see below).
Punctuation
- use quotation marks for passages of dialogue;
- use correct punctuation in final drafts;
Spelling
- use phonics, the meaning and function of words, and some generalizations about spelling (e.g., many words for occupations end in er or or: teacher, author) to spell with accuracy;
- use the hyphen to divide words at the ends of lines and to spell compound words (e.g., self-respect) and fractions (e.g., two-thirds);
- use a variety of resources to confirm spelling (e.g., dictionary, CD-ROM);
Word Use and Vocabulary Building
- routinely introduce new words from their reading into their writing;
- use levels of language appropriate to their purpose (e.g., informal language to write a letter to a friend and formal language to invite a guest speaker to the school);
Visual Presentation
- accurately use graphs and captions.
Reading (Research, Reading texts from different perspectives on policy issues)
Overall Expectations
- read a variety of fiction and non-fiction materials (e.g., novels, short stories, biographies, editorials) for different purposes;
- read aloud, adjusting speed according to purpose and audience;
- read independently, selecting appropriate reading strategies;
- explain their interpretation of a written work, supporting it with evidence from the work and from their own knowledge and experience;
- decide on a specific purpose for reading, and select the material that they need from a variety of appropriate sources;
- use conventions of written materials to help them understand and use the materials.
Reasoning and Critical Thinking
- make judgements and draw conclusions about the content in written materials, using evidence from the materials;
- begin to identify a writer’s or character’s point of view;
- select appropriate reading strategies (e.g., adjust reading speed according to the purpose of reading or the difficulty of the piece; make inferences; record key points);
- use research skills (e.g., formulate questions, locate information, compare information from a variety of sources);
Understanding of Form and Style
- use their knowledge of the characteristics of different forms of writing to help them select the appropriate materials for a specific purpose (e.g, short story, article in a reference book);
Knowledge of Language Structures
- use their knowledge of elements of grammar and oral and written language structures to understand what they read;
Vocabulary Building
- use specialized terms in different subject areas, as appropriate;
Use of Conventions
- locate and interpret information, using various conventions of formal texts (e.g., index, maps, charts, lists, pictures, illustrative figures).
Oral and Visual Communication (Present research findings, Debates on policy issues)
Overall Expectations
- communicate information, explain a variety of ideas and procedures, and follow the teacher’s instructions;
- ask and answer questions on a variety of topics to acquire and clarify information;
- communicate a main idea about a topic and describe a sequence of events;
- express and respond to ideas and opinions concisely, clearly, and appropriately;
- contribute and work constructively in groups;
- demonstrate the ability to concentrate by identifying main points and staying on topic;
- use the conventions (e.g., sentence structure) of oral language, and of the various media, that are appropriate to the grade (see below).
Use of Words and Oral Language Structures
- use appropriate words and structures in discussions or classroom presentations;
Non-verbal Communication Skills
- use tone of voice, gestures, and other non-verbal cues to help clarify meaning when describing events, telling stories, reading aloud, making presentations, stating opinions, etc.;
Group Skills
- speak clearly when making presentations;
- contribute ideas to help solve problems, and listen and respond constructively to the ideas of others when working in a group;
- discuss with peers and the teacher strategies for communicating effectively with others in a variety of situations;
Rationale: Again, most of the language arts expectations can be touched on in this unit. The ones that would be explicitly taught would be related to research skills, presentations skills, identifying purpose in reading and writing, and expectations related to dialogue (listening, understanding and responding appropriately). The others would be opportunities for practice or incidental learning through feedback on reports and interviews.
Mathematics
Mathematical Process Expectations
Problem Solving
- develop, select, and apply problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen their mathematical understanding;
Reasoning And Proving
- develop and apply reasoning skills (e.g., classification, recognition of relationships, use of counter-examples) to make and investigate conjectures and construct and defend arguments;
Reflecting
- demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by comparing and adjusting strategies used, by explaining why they think their results are reasonable, by recording their thinking in a math journal);
Communicating
- communicate mathematical thinking orally, visually, and in writing, using everyday language, a basic mathematical vocabulary, and a variety of representations, and observing basic mathematical conventions.
Number Sense and Numeration
Overall Expectations
- read, represent, compare, and order whole numbers to 100 000, decimal numbers to hundredths, proper and improper fractions, and mixed numbers;
Operational Sense
- add and subtract decimal numbers to hundredths, including money amounts, using concrete materials, estimation, and algorithms (e.g., use 10 x 10 grids to add 2.45 and 3.25);
Data Management and Probability
Overall Expectations
- collect and organize discrete or continuous primary data and secondary data and display the data using charts and graphs, including broken-line graphs;
- read, describe, and interpret primary data and secondary data presented in charts and graphs, including broken-line graphs;
Collection and Organization of Data
- collect data by conducting a survey or an experiment (e.g., gather and record air temperature over a two-week period) to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements;
- collect and organize discrete or continuous primary data and secondary data and display the data in charts, tables, and graphs (including broken-line graphs) that have appropriate titles, labels (e.g., appropriate units marked on the axes), and scales that suit the range and distribution of the data (e.g., to represent precipitation amounts ranging from 0 mm to 50 mm over the school year, use a scale of 5 mm for each unit on the vertical axis and show months on the horizontal axis), using a variety of tools (e.g., graph paper, simple spreadsheets, dynamic statistical software);
- demonstrate an understanding that sets of data can be samples of larger populations (e.g., to determine the most common shoe size in your class, you would include every member of the class in the data; to determine the most common shoe size in Ontario for your age group, you might collect a large sample from classes across the province);
Rationale: Solving mathematical problems and representing and interpreting data through graphs and charts are obviously important to the running of government. To connect the two main ideas of the unit (government and considering others), math is necessary specifically with respect to figuring out what people’s needs are and finding a way to meet those needs with the resources available.
The Arts
Music
Overall Expectations
- demonstrate an understanding of the basic elements of music specified for this grade (see below) through listening to, performing, and creating music;
Creative Work
- create musical compositions that show appropriate use of various elements of music (e.g., tempo, dynamics, melody, form, tone colour), and perform them;
Visual Arts
Overall Expectations
- produce two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences;
- define the elements of design (colour, line, shape, form, space, texture), and use them in ways appropriate for this grade when producing and responding to works of art;
Creative Work
- produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting, sculpting, printmaking) that communicate a range of thoughts, feelings, and ideas for specific purposes and to specific audiences (e.g., using electronic media, design an eye-catching title page for their science notebook that clearly communicates the topic for a specific unit of study);
Rationale:
The arts are not an emphasis in this unit. They are more of a cross-curricular connection than integrated learning. However, I have included the expectations since there is opportunity to cover them.
Learning Skills Expectations
Students have opportunities to practice all their learning skills, particularly cooperation, through group work and direct instruction of listening skills, and conflict resolution skills through debates and the use of the democratic process. Having a lot of group work also helps students prepare for the interpersonal skills necessary for the world of work. The discussion of immigration can provide an opportunity to discuss job opportunities and career options in Canada.
