EXPECTATIONS / LESSON
LEARNING GOALS / ASSESSMENT
STRATEGIES & TOOLS / RESOURCES/
MATERIALS / LESSON DESCRIPTION
1 / Overall:
Identify and describe Canada’s economic, political, social and physical links with the United States and other regions of the world.
Specific:
Identify some countries in which Canada has links.
Use and construct a variety of graphic organizers and graphs to sort, classify, connect, and interpret information.
Use a variety of primary and secondary sources to locate and process relevant information about Canada’s links with the world.
Integrated: Math
Solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 1,000,000.
Represent ratios found in real-life contexts using concrete materials, drawings and standard fractional notation. / Knowledge & Understanding:
- What countries does Canada have links to (located on clothing labels).
- How to read, collect and categorize information from a survey
- What are ratios and how to manipulate ratios.
Thinking:
- Problem-solving mathematical questions based on real-life issues.
- Collect information from a survey and apply data to mathematics.
- Manipulate ratios, fractions and costs to solve problems.
Communication:
- Reflection on the amount of importing Canada does from third world countries.
- Problem solve questions are communicated clearly.
Application:
- Knowledge of mathematical processes is applied to survey data to solve various questions. / Reflections:
Can be used as formative assessment to help improve students’ metacognitive skills and track learning etc…Could be used as a formal writing piece if students are given an opportunity to edit etc (as emphasis is on quality reflections).
Problem-Solving Chart paper:
Formative assessment of students’ knowledge of multiple mathematical concepts and skills (based in number sense and numeracy skills for grade 6).
Class participation: Students demonstrate learning through participation in discussion, engaged listening and in posing questions. Teacher observation – anecdotal notes. / SmartBoard or Chart Paper if SB is not available.
Markers
Pens/Pencils
Sticky notes with students’ names for anecdotal notes pasted in file-folder.
Reflection Notebooks
Statistics on cost of a t-shirt:
PBS handout regarding cotton trade:
http://www.pbs.org/now/shows/310/cotton-trade.html
Stats on the cost of a t-shirt (from $1.49-2.15 for colour at cost without markups).
http://www.ibuildstar.com/wholesale_myths.html
Social impact of under-priced cotton that makes t-shirts here so cheap.
http://www.nytimes.com/2007/08/28/arts/television/28fiel.html?_r=1 / Setting the Stage:
Remind students to think about Canada’s imports and the class t-shirt (where did it come from? Remind students about child labour and 3rd world issues).
Individually, students read the PBS handout on facts regarding the cotton trade.
Have brief discussion: Who knows where their clothes are from? Why do we care?
Core Learning Activity:
Students locate where their t-shirt was made and data is tallied on a class chart (either on chart paper or on SmartBoard).
Students are challenged to find the percentage of their class wearing clothes from x, y, z. Then determine what number of the school population (350 students) would likely have clothes from x, y, and z. Figure out in partners and solve on chart paper.
Lesson Consolidation:
Teacher demonstrates one way to answer the question. Then, two or three answers are shared on the SmartBoard or chalkboard.
Apply New Learning:
Challenge students: You buy a t-shirt for $20 when it’s made in China for x amount. You buy a t-shirt for $24 when it’s made in Indonesia for y amount. You buy a t-shirt for $33 when it’s made in Canada for z amount. Which is the better buy?
Debrief:
Students reflect on their new knowledge of the quantity of clothing coming from different countries. How does this make you feel? Consider previous lessons on child labour issues. How did your mathematical skills help you understand issues of trade in a more in-depth way?
Jessica Garvey – Grade 6 Geography: Canada’s Links to the World