Grade+6+Social+Studies.+Connecting+Canada+to+the+World

=﻿Grade Six Social Studies - Canada and World Connections - Canada's Links to the World= created by petr hejny salem public school december 2010.

Unit Overview
This unit will be co-taught (coached) by the grade six teacher and the schools teacher librarian using a directed inquiry method and a variety of research tools to investigate the importance of international connections for Canada's well being and influence in the world. Students will identify current international issues that concern Canada, and describe Canada's response to them.

Overall Expectations
As outlined in The Ontario Curriculum Social Studies Document 2004 document p.47,48,49. By the end of Grade 6 students will: 1. indentify and describe Canada's economic, political, social, and physical links with the United States and other regions of the world; 2. use a variety of resources and tools to gather, process, and communicate information about the domestic and international effects of Canada's links with the United States and other areas of the world; 3. explain the relevance to Canada of currentt global issues and influences.

The Unit will be guided by Think Model #16: Teacher-Directed Quest (The Well-Designed Reasearch, Experiment, or Project) as outlined in '//Beyond Bird Units' (2007).// Within this flow chart will be embedded the Inquiry/Research Process (see below)

Assessment and Evaluation
Prior to the unit plan a measurement of the value added benefits accrued when a unit is co-taught with a Teacher Librarian will be filled out. This will be used for an inquiry into professional development as outlined in OCT **Standards of Practice for the Teaching Profession.** This will also help define student needs and abilities as well as inform the Teacher Librarian of these needs and abilities. Fill out the following form: 1. Diagnostic assessment of students prior knowledge and to begin the inquiry process. Strategy used here shall be four quadrants as taught by Debbie Miller (Teaching with intention, 2008). Four quadrants will be established on poster labelled; 'What we think we know', 'Questions', 'What we learned', and 'Misconceptions'

2. Formative assessment will take place during each stage of the research process. This will be done using observations and conferencing for immediate feedback intented to empower the student and move him or her forward in the process avoiding information overload or confusion. This immediate feedback is dependent on the team teaching possibility of this unit.

3. Summative assessment will focus on student achievement of the overall expectations.

4. Self and Peer assessment after sharing of students accomplishments and learning.

5. Professional reflection on unit design and delivery. Revisiting the OCT Standards of Practice. Share reflections and outcomes with teachers and administration.

Culminating Task
1. Students will use a variety of primary and secondary resources to locate and process relevant information about Canada's links with the world. They will formulate questions to develop and further their research plans with a statement to guide their purpose. Using a variety of resources including newspapers and web 1.0, knowledge and understanding will be recorded on sticky notes and cue cards for analysis. Use and construct a variety of graphs and organizers, maps and use appropriate vocabulary through collaborative efforts and using web 2.0 applications. 2. The final task will be differentiated. Students will design a game or create and participate using Voicethread. Both tasks shall contain content, application and synthesis of knowledge demonstrating links and influences involving Canada's physical, economic, political and social reality. Students will have to demonstrate how their game or Voicethread achieves a demonstration of learning, content, and sythesis of new knowledge and understanding. Students play other group's games and fill out a reflection sheet of new wonderings and questions, successes and weaknesses. Students view other student's Voicethreads and provide comments and complete a reflection sheet of new wonderings and questions, successes and weaknesses. 3. Reflective piece. Students will reflect on the process and the product and self evaluate their efforts and accomplishments. They will set goals for improvement through the inquiry process. Ask themselves how they can apply their new learning to other experiences and disciplines.

Collaboration groupings
Students will be divided as per ability to collaborate on the research process. Groups will consist of 3 and 4 students.

Accommodations
Accommodations will be provided for students and groups for social and academic support. Collaboration requires insight into oneself and the group as a whole. For students or groups which are struggling due to collaboration they shall be guided by one of the teachers and be set up with a prompt chart to follow inorder to reach consesus successfully. Academic support will be given in additional time as well as more teacher support as students go through the inquiry process.

Engaging the Community
Provide a letter to parents and guardians explaining the unit, learning outcomes, use of technology and computer access from home for collaboration using web 2.0. Explain what web 2.0 is and its importance in their child's learning environment. Establish accommodations for in-school opportunities for students who do not have internet access at home.

Resources
[|United Nations Schoolbus] [|StatsCan Kid Zone] [|Canada and the United Nations] [|Trade negotiations and agreements] [|CIA World Factbook (United States Perspective)] [|Map outlines of the world] [|Global shipping lanes] [|2010 World Shipping Lanes] daily editions of The Globe and Mail Student and teacher created vocabulary charts books from library collection

Learning Skills to consider attaching to Unit and Allocation outline.

 * ===﻿Critical Thinking and Information Skills===
 * understanding the research process model - TL
 * formulate questions - Teacher
 * evaluate sources - TL
 * analyze and synthesize - Teacher
 * communicate new knowledge - Teacher

Reading for Meaning

 * identify main ideas - teacher
 * make connections to the text - teacher
 * interpret, infer and predict - teacher
 * identify perspectives - teacher

Technologies that Feature

 * location and delivery of wide range of resources - TL
 * dependable and current resources - TL
 * online collaborative workspace - TL
 * presentation software:google docs, voicethread - TL, teacher || ===Differentiation===
 * select resources appropriate to skill level - TL, teacher
 * vary product and presentation format - teacher
 * provide collaborative support - TL, teacher
 * design flexible timelines - teacher

Assessing Criteria

 * formulated a clear focus for inquiry - TL, teacher
 * used and documented quality resources - TL
 * kept accurate and organized notes - teacher
 * processed data critically and creatively - teacher
 * demonstrated deep understanding - Teacher ||

=Think Model #16 The Teacher-Directed Quest (Koechlin, Loertscher, Zwaan, //Beyond bird units,// 2007. pp 207-217. Hi Willow Research and Publishing, Salt Lake City.=

1. Select Goals
Student will be introduced to the topic of Canada's links to the World. Prior Knowledge shall be activated. Make students aware that they need to seek and examine communities from the local to the global. Lead them with a discussion of local affairs in their community, to affairs within Canada, to the importance of Canada in the World. Once at the global stage of community record their prior knowledge. Strategy used here shall be four quadrants as taught by Debbie Miller (Teaching with intention, 2008). Four quadrants will be established on poster labelled; 'What we think we know', 'Questions', 'What we learned', and 'Misconceptions'.

2. Create essential questions
Using prior knowledge and display of Global Shipping Lanes to activate further thinking of trade and influence students will create some essential questions. Through teacher lead prompts if necessary these questions shall be recorded. Keeping in mind the essential headings of political, economic, social and physical links. This provides students with a stake in ownership and responsibility of the learning.

3. Design Assessment
A success criteria will be established **with** the students in an anchor chart format containing a checklist of essential learning. This provides students with a stake in ownership and responsibility of the learning.

4. Essential Goal
Introduce and discuss the research project with students. Introduce examples of what is expected, how it shall be achieved and why it is relevant. Provide examples of similar projects or samples to match up with the rubric to establish a clear understanding of what is expected to provide a level 3 and 4 evaluation. [|Preparing for Research RUBRIC]

5. Plan and Mobilize
Using the teacher preassessment form of student abilities groups shall be established of 3 and 4 persons. Roles will be established within the groups.



6. Inquiry and Research Process
See below. The **Conclude and Share** as well as **The Big Think** is included in the Inquiry/Research Process stage 3 and 4.

The Inquiry/Research Process (as outlined in curriculum overall expectations Grade 6)
strategies ||~ * Technology Tools and resources Support ||~ * Allocation || Prepare for reseacrh Define and Clarify ||< 1. Understand the research process 2. Define your research topic 3. Develop questions 4. Develop key words 5. Develop a plan || 1. Flow chart of the inquiry process will be develop and demonstrated in whole class grouping 2. Groups will in own words define and write down their research topic, brainstorm key words, and develop a plan to explore. Checked by teacher. || 1. Flow chart created into an anchor chart to be displayed visibly 2. Allocation of topic anchor chart || 1. TL
 * ~ * Stages of Research ||~ * Description of stages ||~ * Teaching and Learning
 * Stage 1

2. Teacher || Access resources Locate and retrieve Select and Record || 1.Locate appropriate resources 2. Select appropriate information 3. Gather and organize info 4. Collaborate to share findings and ideas. || 1. A variety of resources will be offered to the students
 * Stage 2

2. Skim, scan and consider strategies modeled for the student and to choose the main ideas 3. Sticky notes and cue cards will be provided for information gathering featuring quick notes and facts. || 1. website links through wiki for age and information appropriateness providing 24/7 access, books, newspapers. 2. Anchor chart || 1. TL and Teacher

2. Teacher

4. TL || Process Information - Analyze and Synthesize || 1. Analyze and evaluate information using variety of strategies. 2.Sort information using variety of organizers and formats 3. Synthesize findings and formulate conclusions || 1. Compare and classify your group information using Web 2.0
 * Stage 3

2. Identify and investigate patterns and trends

3. Respond to text and make connections || 1. Model and support the use of Google Docs Spreadsheet.

2. Modeling of Analysis techniques

3. Consult with teacher as expert || 1. TL

2. Teacher 3. TL and Teacher || Transfer learning || 1. Revise product to appropriate purpose, audience and format. 2. Present research findings in a variety of forms for a variety of audiences. || 1. Decide on best format and develop a plan 2. Communicate new learning || 1. Create a game using the information and new learning or 2. Create a Voicethread. 3. Participate in a Blog || 1. Teacher 2. TL 3. Teacher || 2. Transfer new information skills and knowledge to solve problems and make decisions || 1. Reflect on the process and the product 2. Self evaluate effort and accomplishments 3. Set goals for short term and long term improvement. || 1. Model and provide checklist for reflection and evaluation. 2. Spend time doing a Big Think on the reflection process viewing the content, process and next steps. || 1. Teacher ||
 * Stage 4
 * Reflection || 1. Reflect on and evaluate product and process