Canada's Trading Partners & Themes of Inquiry

Transcription

1 Canada's Trading Partners & Themes of Inquiry Including: C anada's Trading Partners A ll Those Products N eed to Move Those Products A nalyse This... A Country's Needs D ividing Border: Is There One? A nywhere But Here C hina Is In! O verland and Overseas N eatly Done N ear and Far E vents C ontemporary Canada T ime to Help S urviving Written by: P. Mann, G. McParland, L. Price, B. Walsh, D. Overholt (Project Length of Unit: approximately: 16.7 hours August 2001 Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:08 PM

2 Canada's Trading Partners & Themes of The developers are appreciative of the suggestions and comments from teacher colleagues involved through the internal, external and theological review. A sincere thank you to Carollynn Desjardins, Executive Director of the NOCCC who assisted the writing team from Nipissing Parry Sound Catholic District School Board throughout the process. The following organizations have supported the elementary unit project through team building and leadership: The Council of Directors of Ontario The Ontario Curriculum Centre The Ministry of Education, Curriculum and Assessment Branch Northern Ontario Catholic Curriculum Cooperative (NOCCC) A Special thank you to The Institute for Catholic Education who provided leadership, direction and support through the Advisory and Curriculum Committees. Written by: P. Mann, G. McParland, L. Price, B. Walsh, D. Overholt (Project Manager) St. Gregory / St. Hubert / St. Joseph / Mother St. Bride / NPSCDSB (705) Nipissing-Parry Sound Catholic District School [email protected] Based on a unit by: P. Mann, G. McParland, L. Price, B. Walsh, D. Overholt (Project Manager) St. Gregory / St. Hubert / St. Joseph / Mother St. Bride / NPSCDSB (705) Nipissing-Parry Sound Catholic District School [email protected] This unit was written using the Curriculum Unit Planner, , which Planner was developed in the province of Ontario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share units to help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is not necessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educational purpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unit to particular commercial resources, learning materials, equipment, or technology does not reflect any official endorsements by the Ministry of Education, school boards, or associations that supported the production of this unit. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:08 PM

3 Unit Overview Canada's Trading Partners & Themes of Page 1 Task Context The grade 6/7 students will learn to use the five themes of geography (location/place, environment, region, interaction, movement) to identify current distinguishing features of the United States and to describe Canada's connection to other regions of the world through trade. Catholic Graduate Expectations: CGE 2a - Listens actively and critically to understand and learn in light of gospel values. CGE 2b - Reads, understands and uses written materials effectively CGE 2c - Presents information and ideas clearly and honestly and with sensitivity to others. CGE 3c - Thinks reflectively and creatively to evaluate situations and solve problems. CGE 3d - Makes decisions in light of gospel values with an informed moral conscience. CGE 4f - Applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 5b - Thinks critically about the meaning and purpose of work. CGE 5d - Finds meaning, dignity, fulfillment and vocation in work which contributes to the common good. CGE 5e - Respects the rights, responsibilities and contributions of self and others. CGE 7c - Seeks and grants forgiveness. CGE 7e - Witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. CGE 7f - Respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7g - Respects and understands the history, cultural heritage and pluralism of today's contemporary society. CGE 7i - Respects the environment and uses resources wisely. CGE 7j - Contributes to the common good. Task Summary Students will use a variety of geographic representation, tools, and technologies to gather, process, and communicate geographic information about Canada's connection to the world. Culminating Task Assessment In this summative subtask, the grade 6/7 students will use the five themes of geography; location/place (Subtask 3), environment (Subtask 1) region (Subtask 1), interaction (Subtask 2), and movement (Subtask 1) to produce a report on a past or present event involving one of Canada's Trading partners. Students will assess the factors that contributed to the event (e.g., location and site, various housing construction, etc.) and identify how Canada has contributed assistance (e.g., aid, peacekeeping). They will also assess the Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:17 PM Page A-1

4 impact that this has made on the trading partners. Written materials are used to present ideas clearly with a sensitivity to others based on gospel values and an informed social conscience. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 3d - makes decisions in light of gospel values with an informed moral conscience. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 5e - respects the rights, responsibilities and contributions of self and others. CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7i - respects the environment and uses resources wisely. Links to Prior Knowledge The following is a list of the knowledge and skills necessary for students to complete the activities included in this unit: - be able to locate sites on a map using a number/letter grid system; - use the eight main compass points (N, S, E, W, NE, NW, SE, SW); - be able to present their findings in an organized oral presentation; - use language conventions; - locate relevant information; - construct and read a variety of graphs, charts, and diagrams. Considerations Notes to Teacher 1. The following preparations are suggested before teaching this unit: - collect a class set of atlases and a class set of one or more textbooks based on current Curriculum Guidelines; - collect magazines; which contain articles and/or pictures related to the topic; - display world wall maps; - arrange resources (school library/librarian/resource centre) for the completion of the research component of the unit; - bookmark applicable Internet sites; - develop and display a glossary of important terms that will be encountered throughout this unit. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:17 PM Page A-2

5 2. Adaptations: The following are some suggested adaptations that can be used in every subtask to ensure that all learning styles and needs of the students are met: - provide reading and research material for varying reading levels with important information highlighted; - use peer mentors; - group students with varying abilities; - encourage questioning for clarification; - provide a written list of instructions with pictures and diagrams; - extend time for tasks; - conference (formal and informal); - emphasize quality rather than quantity; - repeat information, rephrase; - post note-taking tips; - use reading buddies; - assign challenge and/or enrichment activities; - use a variety of assessment strategies; - review expectations; - provide concrete representations whenever possible; - provide immediate positive feedback; - provide audio tapes of selected texts. Many of the rubrics in this unit contain grade specific assessment strategies and provide a framework for assessing student achievement. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:17 PM Page A-3

6 Canada's Trading Partners & Themes of List of Subtasks Subtask List Page 1 1 C anada's Trading Partners Students will identify some of Canada's major trading partners based on their examination of a collection of household products. In doing so, students will better understand the interdependence of the world's peoples and resources. Catholic Graduate Expectations: CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. 2 CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. A ll Those Products Students will sort pictures of various products into two groups based on what Canada imports and what Canada exports. Catholic social teachings on promoting equality will be emphasized through discussion of why products can be produced more economically in other countries. Catholic Graduate Expectations: CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7i - respects the environment and uses resources wisely. CGE 2b - reads, understands and uses written materials effectively 3 CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. N eed to Move Those Products Students will affirm the interdependence of the world's people as they examine a "shopping cart" of products and identify the countries of origin or destination. Catholic Graduate Expectations: CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7i - respects the environment and uses resources wisely. CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:23 PM Page B-1

7 Canada's Trading Partners & Themes of List of Subtasks Subtask List Page 2 4 A nalyse This... A Country's Needs Students will affirm the diversity and interdependence of the world's people and cultures while mapping the trade organizations to which Canada belongs. Catholic Graduate Expectations: CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7j - contributes to the common good. CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. 5 CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. D ividing Border: Is There One? Students will examine current events to investigate the connections between Canada and the United States that are determined by technology, geography, the arts, media, information systems, etc. and how these connections enhance our quality of life. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively. CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 7c - seeks and grants forgiveness. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:23 PM Page B-2

8 Canada's Trading Partners & Themes of List of Subtasks Subtask List Page 3 6 A nywhere But Here Students will brainstorm to develop a list of the distinctive features of the United States and, as effective communicators, will present the information clearly, honestly, and with sensitivity to others. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 5e - respects the rights, responsibilities and contributions of self and others. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. 7 CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. C hina Is In! As effective communicators, students will use information found in written materials effectively to brainstorm and develop a list of the distinctive physical features of China or another country in a region outside of North America. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. CGE 5e - respects the rights, responsibilities and contributions of self and others. CGE 7i - respects the environment and uses resources wisely. 8 CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems. O verland and Overseas As responsible citizens, students will affirm the interdependence of the world's people by constructing a map to show the location of Canada's Trading Partners around the world. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:23 PM Page B-3

9 Canada's Trading Partners & Themes of List of Subtasks Subtask List Page 4 9 N eatly Done Students will communicate information about Canada's Trading Partners by constructing a bar graph displaying Canada's top trading partners. 10 Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. N ear and Far Students will affirm the interdependence of the world's people as they examine the world time zones and identify time differences among Canada's trading partners. Catholic Graduate Expectations: CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:23 PM Page B-4

10 Canada's Trading Partners & Themes of List of Subtasks Subtask List Page E vents Students will examine various cultural events that are celebrated within their community or a region within the province (e.g., Toronto) to recognize the influence these have on the lifestyles of Canadians. Through this, students will begin to understand Canada's connection to the world and respect the diversity of the world's peoples and cultures. Catholic Graduate Expectations: CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7i - respects the environment and uses resources wisely. CGE 2b - reads, understands and uses written materials effectively. C ontemporary Canada Working as collaborative contributors in small groups, students will select one of the cultural events from the previous subtask and prepare a letter of application to city council requesting approval of the event in their community. They will thus recognize the need to respect the rights, responsibilities, and contributions of themselves and others. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively CGE 2c - Presents information and ideas clearly and honestly and with sensitivity to others. CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7i - respects the environment and uses resources wisely. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:23 PM Page B-5

11 Canada's Trading Partners & Themes of List of Subtasks Subtask List Page 6 13 T ime to Help While witnessing Catholic social teaching by promoting a peaceful and compassionate society, students will develop a list of Canadian organizations that contribute aid or peacekeeping assistance to countries in need. They will construct a graphic organizer to display this information. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7g - respects and understands the history, cultural heritage and pluralism of today's contemporary society. CGE 7i - respects the environment and uses resources wisely. CGE 5e - respects the rights, responsibilities and contributions of self and others. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:23 PM Page B-6

12 Canada's Trading Partners & Themes of List of Subtasks Subtask List Page 7 14 S urviving In this summative subtask, the grade 6/7 students will use the five themes of geography; location/place (Subtask 3), environment (Subtask 1) region (Subtask 1), interaction (Subtask 2), and movement (Subtask 1) to produce a report on a past or present event involving one of Canada's Trading partners. Students will assess the factors that contributed to the event (e.g., location and site, various housing construction, etc.) and identify how Canada has contributed assistance (e.g., aid, peacekeeping). They will also assess the impact that this has made on the trading partners. Written materials are used to present ideas clearly with a sensitivity to others based on gospel values and an informed social conscience. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 3d - makes decisions in light of gospel values with an informed moral conscience. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 5e - respects the rights, responsibilities and contributions of self and others. CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7i - respects the environment and uses resources wisely. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:23 PM Page B-7

13 C anada's Trading Partners Canada's Trading Partners & Themes of Subtask 1 80 mins Description Students will identify some of Canada's major trading partners based on their examination of a collection of household products. In doing so, students will better understand the interdependence of the world's peoples and resources. Catholic Graduate Expectations: CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. Expectations 6z24 A 7g4 7g11 6z28 A 6z33 A 7g12 A 7g14 A identify some of Canada s major trading partners (e.g., countries in Europe, Pacific Rim, Central America, South America); identify themes that geographers use to organize their inquiries: location/place, environment, region, interaction, and movement; formulate comparative and speculative questions to identify issues and define problems for research purposes (e.g., ask questions to identify bias, fact, and opinion); identify the countries from which Canada imports goods (e.g., United States, Japan, United Kingdom, Germany, other European countries, Taiwan, South Korea, Mexico); use appropriate vocabulary (e.g., technology, culture, immigration, tourism, physical features, export, import, parallels, meridians, Pacific Rim, economics, media) to describe their inquiries and observations; locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); produce a wide variety of graphs, charts, diagrams, and models for different purposes; Groupings Students Working In Pairs Students Working As A Whole Class Teaching / Learning Strategies Discussion Think / Pair / Share Assessment Informal assessment by the teacher of each student's ability to locate relevant information on a manufacturer's label and to locate the country of origin on the world map. Formative assessment by the teacher of each student while working in groups. Assessment Strategies Performance Task Assessment Recording Devices Rating Scale Teaching / Learning 1. Teacher will display a map of the world. 2. Using the think/pair/share learning method, individual students will examine a variety of household products or pictures of products provided by the teacher (e.g., broom, pencil, shoes, dishcloths, shampoo, canned goods, pineapple, etc.). 3. In pairs, students will examine the products. The teacher will ask: Where do each of these products come from (location)? Why do we have products from other countries? Encourage students to look at the manufacturer's label to learn the country of origin. 4. Each pair of students will place, on the world map, a red label/marker on the country from which the product originated. 5. Discuss with the students Canada's connection to and influences on the world, e.g., connection among Canada and its trading partners (United States, China, Europe). 6. Students will begin a unit glossary in their notes and record the definition of trading partners as "Individuals, Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-1

14 C anada's Trading Partners Canada's Trading Partners & Themes of Subtask 1 80 mins companies, or countries, that trade with each other." 7. Distribute BLM 1.1 Canada's Connection to the World and explain to the students that they will record some of the Trading Countries that they discovered in step 4. As the students move through the unit, they will update this section and complete the other sections of this graphic study organizer. 8. Students will begin a reflective journal based on issues relating to the diversity and interdependence of the world's peoples and cultures. Their comments should reflect respect for the environment and the wise use of resources and present information and ideas clearly and honestly and with sensitivity to others. The journal should encourage students to think creatively to evaluate situations and solve problems while respecting the rights, responsibilities, and contributions of self and others. To begin you might ask the students to reflect and respond to the following: Canada trades with a variety of countries. Is it necessarily good that Canada continues to trade with all countries that are able to provide Canada with certain needs? 9. Students will complete a title page for this unit that includes the title of the unit, Canada's Trading Partners and The Themes of Geographic Inquiry, and coloured illustrations that depict the theme of the unit. They may be drawn or computer-generated. The title page is to be on plain, three-holed paper. This page can be assigned once the students have become familiar with the elements of the unit. 10. Students will begin a Contents Page. The title of the unit, Canada's Trading Partners and The Themes of Geographic Inquiry, will be the title of the Contents page. Each topic in the unit will be listed on this page that will be kept at the front of the unit. Adaptations Students can be grouped heterogeneously. Teacher will provide instructions visually and verbally and monitor progress often. Provide a wide range of product/pictures that the students would be familiar with. This Subtask can be done individually or in a whole group setting. Have students locate their findings on a world map.(see BLM 4.2 World Map in Resources) Provide extended time and/or repeated instructions to ensure student understanding. Resources Canada's Connections to the World Group Work Rating Scale Canada and Its Trading Partners 1.1 Canada's Connections.cwk 1.2 Group Work Rating Scale.pdf Trudie BonBernard Statistics Canada Department of Foreign Affairs and International Trade Red Label/Marker 1 Large world map or globe 1 Notes to Teacher Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-2

15 A ll Those Products Canada's Trading Partners & Themes of Subtask 2 80 mins Description Students will sort pictures of various products into two groups based on what Canada imports and what Canada exports. Catholic social teachings on promoting equality will be emphasized through discussion of why products can be produced more economically in other countries. Catholic Graduate Expectations: CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7i - respects the environment and uses resources wisely. CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. Expectations 6z26 A 6z27 A 6z28 A 6z37 A 7g10 A 7g12 A 7g14 A 6z35 A 6z40 A identify products that Canada imports (e.g., fruit, vegetables, chemicals, motor vehicles) and exports (e.g., newsprint, grain, timber, natural gas); identify the countries to which Canada exports goods (e.g., United States, Japan, United Kingdom, Germany, other European countries, former U.S.S.R); identify the countries from which Canada imports goods (e.g., United States, Japan, United Kingdom, Germany, other European countries, Taiwan, South Korea, Mexico); construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to compare physical features of Canada and the United States); use appropriate vocabulary (e.g., phenomena, issues, bias, fact, opinion, absolute location, relative location, interaction, region) to describe their inquiries and observations; locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); produce a wide variety of graphs, charts, diagrams, and models for different purposes; locate relevant information about Canada s exports and imports from a variety of primary sources (e.g., interviews, field trips, classroom speakers) and secondary sources (e.g., maps, illustrations, print materials, videos, CD-ROMs); use shading/colour to indicate variations in characteristics (e.g., resources, agriculture, climate); Groupings Students Working In Small Groups Students Working Individually Teaching / Learning Strategies Collaborative/cooperative Learning Discussion Graphing Assessment Informal assessment of the students' participation in the class discussions and the group activity. Formative assessment by the teacher of each student's double bar graph. Assessment Strategies Performance Task Assessment Recording Devices Rubric Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-3

16 A ll Those Products Canada's Trading Partners & Themes of Subtask 2 80 mins Teaching / Learning 1. The teacher displays the products/pictures from subtask The teacher leads a discussion with students on how Canada gets certain products (imports) and why (certain products can be produced more economically in other countries e.g., shoes, toys, clothing imported from Asian or South American countries). Students and the teacher also discuss what Canada ships (exports) to other countries (e.g., lumber, petroleum, natural gas). 3. In small groups, students generate an "Import/Export" list for Canada based on discussion and the items displayed and any that students may have brought from home (see Subtask Note). 4. Students add terms import and export to their unit glossary. 5. The teacher outlines the types of Canadian imports and exports and distributes BLM 2.1 Types of Canadian Imports and Exports. Information regarding Canada's imports and exports is available in current textbooks which have been developed to meet Ontario Curriculum standards. Import and Export information is also available in the Internet (from and 6. Students independently construct a double bar graph showing Canadian Imports and Canadian Exports (BLM 2.2 Grid for Graphing). 7. Students complete Import and Export columns in BLM 1.1 Canada's Connection to the World graphic organizer distributed in Subtask Record reflections in journal: Not all countries share the same standards for working conditions. What do you think are fair working conditions? Adaptations Students can be grouped heterogeneously and paired with other students who can assist them and check their work. Teacher will provide instructions visually and verbally and monitor progress often. Provide a model of a completed bar graph for students. Provide extra time and chunk instructions to complete the bar graph. Resources Grade 6 Rubric for a Bar Graph Types of Canadian Import and Exports Grid for Graphing 2.1 CanadianImportsExports.cwk 2.2 Grid For Graphing.cwk Statistics Canada Info Export Government of Canada Trade Data Online Various Products/Pictures 30 Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-4

17 A ll Those Products Canada's Trading Partners & Themes of Subtask 2 80 mins Notes to Teacher To add to the display of products from Subtask 1, teachers may wish to ask students to bring in some products (e.g., hats, shoes, jeans, shirts, etc.) Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-5

18 N eed to Move Those Products Canada's Trading Partners & Themes of Subtask 3 80 mins Description Students will affirm the interdependence of the world's people as they examine a "shopping cart" of products and identify the countries of origin or destination. Catholic Graduate Expectations: CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7i - respects the environment and uses resources wisely. CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems. Expectations 6z24 A 6z27 A 6z28 A 6z37 A 7g5 A 7g12 7g14 A 6z36 6z35 A identify some of Canada s major trading partners (e.g., countries in Europe, Pacific Rim, Central America, South America); identify the countries to which Canada exports goods (e.g., United States, Japan, United Kingdom, Germany, other European countries, former U.S.S.R); identify the countries from which Canada imports goods (e.g., United States, Japan, United Kingdom, Germany, other European countries, Taiwan, South Korea, Mexico); construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to compare physical features of Canada and the United States); demonstrate an understanding of the place/location theme (i.e., a place is defined by unique physical and human characteristics; location means where a place is and where it is relative to other places); locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); produce a wide variety of graphs, charts, diagrams, and models for different purposes; analyse, classify, and interpret information about the various regions of the United States and at least one other trading partner from another region of the world; locate relevant information about Canada s exports and imports from a variety of primary sources (e.g., interviews, field trips, classroom Groupings Students Working As A Whole Class Students Working Individually Teaching / Learning Strategies Classifying Graphing Assessment Formative assessment by the teacher of the student circle percentage graphs. Assessment Strategies Performance Task Assessment Recording Devices Rubric Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-6

19 N eed to Move Those Products Canada's Trading Partners & Themes of Subtask 3 speakers) and secondary sources (e.g., maps, illustrations, print materials, videos, CD-ROMs); 80 mins Teaching / Learning 1. Using the import and export list made by student groups in Subtask 2, teacher discusses with the students where the products came from (country of origin) and where they may be going to (destination) based on the categories of imports and exports. 2. Students will construct two circle graphs. The first circle graph concerns the country of origin of the various products from Subtask 1. This will allow students to identify the percentage of products that are brought into Canada based on the collection of products in the classroom. 3. Teacher will distribute BLM 3.2 Destination of Exports (from to the students. Using the information from BLM 3.2 students will construct a second circle graph to display the distribution of Canadian exports to various countries around the world. 4. Place important terms in glossary: origin, destination. Adaptations Students can be grouped heterogeneously with students who can assist them in completion of their work. Teacher will provide instructions visually and verbally and monitor progress often. Provide a step by step instructional method to complete a proper circle graph. A completed representation of what is required will aid visual learners. Present written instructions on chart paper. Provide extended time, adapt quantity of work assigned and repeat important information. Resources Rubric for a Circle Graph Destination of Exports 3.2 Destination of Exports.cwk Statistics Canada Notes to Teacher Before beginning Subtask 3, teacher may want to review how to construct a circle percentage graph and use the first circle graph activity as an example where the students would graph the countries of origin of the products that were used in Subtask 1 and 2. Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-7

20 A nalyse This... A Country's Needs Canada's Trading Partners & Themes of Subtask 4 40 mins Description Students will affirm the diversity and interdependence of the world's people and cultures while mapping the trade organizations to which Canada belongs. Catholic Graduate Expectations: CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7j - contributes to the common good. CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. Expectations 6z29 A 6z35 6z37 A 7g8 7g12 A 7g14 A 6z24 7g16 A describe Canada s involvement in the Commonwealth, Francophonie, Organization of American States (OAS), and Asian Pacific Economic Community (APEC); locate relevant information about Canada s exports and imports from a variety of primary sources (e.g., interviews, field trips, classroom speakers) and secondary sources (e.g., maps, illustrations, print materials, videos, CD-ROMs); construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to compare physical features of Canada and the United States); demonstrate an understanding of the interaction theme (e.g., the environment provides opportunities and challenges; people change the environment as they use it); locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); produce a wide variety of graphs, charts, diagrams, and models for different purposes; identify some of Canada s major trading partners (e.g., countries in Europe, Pacific Rim, Central America, South America); produce maps for a variety of purposes (e.g., a thematic map of hurricane regions that illustrates an environmental pattern). Groupings Students Working As A Whole Class Students Working In Pairs Teaching / Learning Strategies Research Mini-lesson Map Making Assessment Informal assessment by the teacher of the written summary of student findings in the Internet search. Formative assessement by teacher of the student map. Assessment Strategies Performance Task Questions And Answers (oral) Assessment Recording Devices Rubric Teaching / Learning 1. In a whole class setting, teacher discusses Canada's connection to the world that has been demonstrated through imports/exports in the previous subtasks. (See Subtask 4 Notes: Teacher Note). Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-8

21 A nalyse This... A Country's Needs Canada's Trading Partners & Themes of Subtask 4 40 mins 2. In pairs, students will locate relevant information from a variety of primary and secondary resources to describe Canada's involvement in at least three International Organizations (i.e., APEC, OAS, Commonwealth). 3. Each group will answer questions on the particular organizations on which they choose to focus. Suggested questions include: a) What advantages does belonging to a trade organization offer Canada? b) Are there reasons why a country in a particular area may not want to join an organization with its neighbours? c) What are the names of some of the countries that make up these trade organizations with Canada? d) What are some of the major products traded within these organizations with Canada? 4. Students will a) provide a written summary of their findings and websites used (See Subtask Notes), and b) complete a map to show the countries involved in trade organizations with Canada (BLM 4.1 Map of World available at 5. Students continue to complete the graphic organizer distributed in Subtask 1 by recording the various trade agreements in the "Trade Agreements" column. 6. Record reflections in journal: If you were head of an International Trade Organization, how would you ensure respectful and fair trading practices? Adaptations Students can be grouped heterogeneously with students who can assist them in completion of their work. Teacher will provide instructions visually and verbally and monitor progress often. Provide questions from mini-lesson on chart paper where it is visible for students. Provide instructions of how to access information on website. Provide an outline for students of what is expected.(e.g., an assignment frame) Team up students with varying abilities. Use peer mentors. Adapt the quantity of time and quantity of work assigned for selected students. Resources Rubric for a Map World Map Grade 6 Social Studies 4.1 World Map.pdf Johnson Publications Ltd. Government of Canada WorldAtlas.Com Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-9

22 A nalyse This... A Country's Needs Canada's Trading Partners & Themes of Subtask 4 40 mins Notes to Teacher Teacher may want to book Internet time at school lab and/or use a schedule for each pair of students to use a computer. Teachers need to preview Internet sites prior to student use. The suggested questions are reflective in nature and not all information will be on the website. Students use the information found on the Internet to formulate answers. Outline on chart paper the steps to reaching the required information. Suggested website is : http// The keyword is Government Overview: Canada Site Click Other Governments-International Organization Scroll to obtain the required information for OAS, Commonwealth, Francophonie Scroll to Other International Organizations for APEC To increase Canada's connections to the world, we have become a member of various free trade agreements and trade organizations. These agreements and trade organizations link various countries. Some important organizations include: World Trade Organization (WTO), Free Trade Area of the Americas (FTAA), Organization of American States (OAS), Asia-Pacific Economic Co-operation (APEC), Canad-Chile Free Trade Agreement, Commonwealth, Francaphonie. Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-10

23 D ividing Border: Is There One? Canada's Trading Partners & Themes of Subtask mins Description Students will examine current events to investigate the connections between Canada and the United States that are determined by technology, geography, the arts, media, information systems, etc. and how these connections enhance our quality of life. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively. CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 7c - seeks and grants forgiveness. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. Expectations 6z30 A 6z33 6z35 A 6z38 A 7g9 A 7g10 A 7g12 A identify Canada s connections to the United States through media, trade, immigration, culture, technology, tourism, history, and geography (e.g., television programs, vehicles, historical roots, common geographic features); use appropriate vocabulary (e.g., technology, culture, immigration, tourism, physical features, export, import, parallels, meridians, Pacific Rim, economics, media) to describe their inquiries and observations; locate relevant information about Canada s exports and imports from a variety of primary sources (e.g., interviews, field trips, classroom speakers) and secondary sources (e.g., maps, illustrations, print materials, videos, CD-ROMs); communicate information about the various regions of the United States and a country from another region of the world, using media works, oral presentations, written descriptions, illustrations, tables, charts, maps, and graphs. demonstrate an understanding of the movement theme (e.g., the flow of people, goods, and information and the factors that affect this flow). use appropriate vocabulary (e.g., phenomena, issues, bias, fact, opinion, absolute location, relative location, interaction, region) to describe their inquiries and observations; locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Groupings Students Working In Pairs Students Working Individually Teaching / Learning Strategies Brainstorming Discussion Advance Organizer Assessment Formative assessement by teacher of the student graphs. Assessment Strategies Observation Performance Task Assessment Recording Devices Rubric Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-11

24 D ividing Border: Is There One? Canada's Trading Partners & Themes of Subtask 5 7g15 6z37 A 6z40 A 7g14 A Internet); communicate the results of inquiries stating different points of view on an issue using media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs. construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to compare physical features of Canada and the United States); use shading/colour to indicate variations in characteristics (e.g., resources, agriculture, climate); produce a wide variety of graphs, charts, diagrams, and models for different purposes; 120 mins Teaching / Learning 1. In a whole group setting, students use a world map to locate Canada's closest neighbour. 2. Teacher reviews the terms in the student glossary (import, export). 3. Discuss with the students that Canada's most important trading partner is the United States. Explain to the students that geography has helped develop trade connections. Transportation of goods to the United States is less expensive than transporting goods between Canada and trading partners in Europe and Asia. 4. Teacher distributes BLM 5.1 Import and Exports Between Canada and United States (from 5. Students construct two bar graphs using the statistics provided (BLM 2.2 Grid for Graphing). 6. In small groups, students develop a web showing other ways Canada is connected to the United States using BLM 5.2. Students include trade, music, clothing, television, immigration, etc. 7. As students are making the web, pose the question: How does our connection to the United States affect our lifestyle? Ensure students realize the term lifestyle means the way we live our daily lives. 8. The teacher reviews lists with the whole class and ensures students add the terms culture, immigration and trade to their webs. Post completed webs around classroom. 9. Students research a national newspaper for one week to collect at least three articles related to the various ways Canada is connected to the United States. 10. Students complete BLM 5.3 Canada's Connection to the United States as they research their findings. 11. Students add to the graphic organizer "Canada's Connection to the World" distributed at the end of Subtask Place important terms in glossary: lifestyle, culture, immigration, trade. 13. Record reflections in journal: How has NAFTA affected our community? Adaptations Students can be grouped heterogeneously with students who can assist them in completion of their work. Teacher will provide instructions visually and verbally and monitor progress often. Recognize effort as well as task completion. Allow students to use pictures as well as written text. Repeat concept and ideas specific to this task. Provide information at a variety of reading levels. Enlarge newspaper articles to ensure an easier read. Provide summaries of articles highlighting important points. See Notes in Unit Overview for general adaptations. Resources Grade 6 Rubric for a Bar Graph Canada and the USA 5.2 Web Template.cwk Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-12

25 D ividing Border: Is There One? Canada's Trading Partners & Themes of Subtask 5 Imports/Exports Between Canada and the USA Grid for Graphing 5.1 CanadaUSA_Imp_Exp.cwk 2.2 Grid For Graphing.cwk Canada's Connection to the United States 5.3 Canada's Connection US.cwk Toronto Star The Globe and Mail Ottawa Citizen Maclean's Newspapers, Magazines mins Notes to Teacher Teacher should gather and display a variety of newspapers and magazines for students to explore for this subtask. Teacher may want students to cut out articles and post on Bristol board with visual organizer completed in this subtask. Teacher may want to increase or decrease the number of articles required for this subtask activity. Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-13

26 A nywhere But Here Canada's Trading Partners & Themes of Subtask 6 40 mins Description Students will brainstorm to develop a list of the distinctive features of the United States and, as effective communicators, will present the information clearly, honestly, and with sensitivity to others. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 5e - respects the rights, responsibilities and contributions of self and others. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. Expectations 6z31 A 6z37 A 6z38 7g12 A 7g10 7g11 7g7 A 7g14 A demonstrate an understanding of the current distinguishing features of the United States; construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to compare physical features of Canada and the United States); communicate information about the various regions of the United States and a country from another region of the world, using media works, oral presentations, written descriptions, illustrations, tables, charts, maps, and graphs. locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); use appropriate vocabulary (e.g., phenomena, issues, bias, fact, opinion, absolute location, relative location, interaction, region) to describe their inquiries and observations; formulate comparative and speculative questions to identify issues and define problems for research purposes (e.g., ask questions to identify bias, fact, and opinion); demonstrate an understanding of the region theme (i.e., a region is a part of the earth s surface that has similar characteristics; the concept of region helps to simplify complex ideas); produce a wide variety of graphs, charts, diagrams, and models for different purposes; Groupings Students Working As A Whole Class Students Working In Small Groups Teaching / Learning Strategies Brainstorming Research Assessment Informal assessment by the teacher of the student charts. Assessment Strategies Performance Task Assessment Recording Devices Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-14

27 A nywhere But Here Canada's Trading Partners & Themes of Subtask 6 40 mins Teaching / Learning 1. Ask students to identify some of the distinguishing features of a given region (use local example) such as mountain, flat lands, rivers, lakes, valley, etc.) 2. Explain to the students that in small groups they will brainstorm a list of the distinctive features of the United States. Allow minutes. Students may use atlases and other information materials (e.g., U.S. Travel Guides). 3. Have one student from each group post the chart paper on the board. 4. Review the lists with the students to add or delete physical features. See Resources for BLM 6.1 Physical Features of the United States. 5. As an extended activity, students could place these distinguishing features on a map of the United States (BLM 6.2 Map of USA). Adaptations Students with special needs will be included in each group and paired with students to assist them and check their work. The teacher will provide instructions visually and verbally and monitor progress often. Group students with varying abilities so all students may participate. See Notes in Unit Overview for general adaptations Resources Physical Features of the United States Map of USA 6.1 Physical Features of US.pdf 6.2 Map of USA.cwk WorldAtlas.Com United States Travel Brochures 1 Atlases 2 Notes to Teacher The teacher may want to determine student grouping, before beginning the task. Display a variety of travel brochures and maps from the various regions of the United States. Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-15

28 C hina Is In! Canada's Trading Partners & Themes of Subtask 7 40 mins Description As effective communicators, students will use information found in written materials effectively to brainstorm and develop a list of the distinctive physical features of China or another country in a region outside of North America. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. CGE 5e - respects the rights, responsibilities and contributions of self and others. CGE 7i - respects the environment and uses resources wisely. CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems. Expectations 6z32 A 6z33 6z36 A 6z37 A 7g4 7g12 7g14 A 7g7 A demonstrate an understanding of the distinguishing features of a country in another region (e.g., Pacific Rim). use appropriate vocabulary (e.g., technology, culture, immigration, tourism, physical features, export, import, parallels, meridians, Pacific Rim, economics, media) to describe their inquiries and observations; analyse, classify, and interpret information about the various regions of the United States and at least one other trading partner from another region of the world; construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to compare physical features of Canada and the United States); identify themes that geographers use to organize their inquiries: location/place, environment, region, interaction, and movement; locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); produce a wide variety of graphs, charts, diagrams, and models for different purposes; demonstrate an understanding of the region theme (i.e., a region is a part of the earth s surface that has similar characteristics; the concept of region helps to simplify complex ideas); Groupings Students Working In Small Groups Students Working As A Whole Class Teaching / Learning Strategies Brainstorming Assessment Informal assessment by the teacher of the students working in groups and of the student lists of physical features. Assessment Strategies Observation Performance Task Assessment Recording Devices Rating Scale Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-16

29 C hina Is In! Canada's Trading Partners & Themes of Subtask 7 40 mins Teaching / Learning 1. Review Subtask 6 by asking the students to name some of the distinguishing physical features of the United States. Students may want to refer to the list generated in Subtask Assign each group a different country. Using the same groups as the previous subtask, students brainstorm and consult atlases to develop a list of the distinguishing physical features of a country in another region (e.g., Pacific Rim). Assign each group a different country. 3. Review group results with the whole class. 4. At the end of the class time, collect the results from each group. 5. Post the students' work so that they have visual access to the distinguishing features of various countries. Adaptations Students with special needs will be included in each group and paired with students to assist them and check their work. Teacher will provide instructions visually and verbally and monitor progress often. See Unit Notes for general adaptations Resources Group Work Rating Scale 1.2 Group Work Rating Scale.pdf Atlases 2 Travel Brochures for Regions of the United States Maps of various regions of the United States 1 1 Notes to Teacher The teacher can assign a mark to each group for completed tasks or each group can present their findings. Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-17

30 O verland and Overseas Canada's Trading Partners & Themes of Subtask 8 40 mins Description As responsible citizens, students will affirm the interdependence of the world's people by constructing a map to show the location of Canada's Trading Partners around the world. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. Expectations 6z39 A 6z37 A 7g5 A 7g12 A 7g14 A 6z40 A 6z24 A 6z35 A 7g13 A create sketch maps to show the relative positions of places (e.g., location of trading partners); construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to compare physical features of Canada and the United States); demonstrate an understanding of the place/location theme (i.e., a place is defined by unique physical and human characteristics; location means where a place is and where it is relative to other places); locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); produce a wide variety of graphs, charts, diagrams, and models for different purposes; use shading/colour to indicate variations in characteristics (e.g., resources, agriculture, climate); identify some of Canada s major trading partners (e.g., countries in Europe, Pacific Rim, Central America, South America); locate relevant information about Canada s exports and imports from a variety of primary sources (e.g., interviews, field trips, classroom speakers) and secondary sources (e.g., maps, illustrations, print materials, videos, CD-ROMs); analyse, synthesize, and evaluate data by applying a decision-making model to an environmental issue; Groupings Students Working As A Whole Class Students Working Individually Teaching / Learning Strategies Direct Teaching Map Making Assessment Formative assessement by teacher of the student maps. Assessment Strategies Performance Task Questions And Answers (oral) Assessment Recording Devices Rubric Teaching / Learning 1. Ask students to list Canada's Trading Partners around the world. Have students refer to Trading Partners Column in graphic organizer "BLM 1.1 Canada's Connection to the World" distributed in Subtask 1. Write these partners on the board or overhead transparency to ensure students have all the countries listed. 2. Distribute BLM 4.2 (see this Subtask's Resources) World Map. 3. Explain to students that they will show the location of each country listed on the board on their world map. They may use atlases and components of Subtask 4 to help them determine the location. 4. List the following items to be included on their map: - title - legend (colour coded for each country) Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-18

31 O verland and Overseas Canada's Trading Partners & Themes of Subtask 8 - compass rose - all of Canada to be shaded 5. Allow class time to begin. 6. Collect map for assessment the next day. 40 mins Adaptations Students can be grouped heterogeneously with students who can assist them in completion of their work. Teacher will provide instructions visually and verbally and monitor progress often. See Notes in Unit Overview for general adaptations Resources Grade 6 Rubric for a Map Map of World 4.1 World Map.pdf NAFTA Atlases 1 Notes to Teacher Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-19

32 N eatly Done Canada's Trading Partners & Themes of Subtask 9 40 mins Description Students will communicate information about Canada's Trading Partners by constructing a bar graph displaying Canada's top trading partners. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. Expectations 6z40 A 6z33 6z37 A 6z38 7g7 A 7g10 7g12 A 7g14 A 6z24 A 6z35 A use shading/colour to indicate variations in characteristics (e.g., resources, agriculture, climate); use appropriate vocabulary (e.g., technology, culture, immigration, tourism, physical features, export, import, parallels, meridians, Pacific Rim, economics, media) to describe their inquiries and observations; construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to compare physical features of Canada and the United States); communicate information about the various regions of the United States and a country from another region of the world, using media works, oral presentations, written descriptions, illustrations, tables, charts, maps, and graphs. demonstrate an understanding of the region theme (i.e., a region is a part of the earth s surface that has similar characteristics; the concept of region helps to simplify complex ideas); use appropriate vocabulary (e.g., phenomena, issues, bias, fact, opinion, absolute location, relative location, interaction, region) to describe their inquiries and observations; locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); produce a wide variety of graphs, charts, diagrams, and models for different purposes; identify some of Canada s major trading partners (e.g., countries in Europe, Pacific Rim, Central America, South America); locate relevant information about Canada s Groupings Students Working As A Whole Class Students Working Individually Teaching / Learning Strategies Brainstorming Classifying Graphing Assessment Formative assessement by teacher of the student graph. Assessment Strategies Performance Task Assessment Recording Devices Rubric Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-20

33 N eatly Done Canada's Trading Partners & Themes of Subtask 9 exports and imports from a variety of primary sources (e.g., interviews, field trips, classroom speakers) and secondary sources (e.g., maps, illustrations, print materials, videos, CD-ROMs); 40 mins Teaching / Learning 1. Review the term, "trading partners," with the students and ensure that students have this term in the unit glossary. 2. Explain to students that most countries engage in the trading process but that there are some countries that trade more than others. The amount of trading a country does is reflected by the dollar value of the goods traded. 3. Provide students with a list of the top trading countries. Consult a recent geography textbook or a relevant Website (i.e., 4. Students will research print material and the Internet to categorize these trading countries from the highest to the lowest in dollar value of trading. 5. Students display information gathered in a bar graph. (BLM 2.2 Grid for Graphing). 6. Class time is provided for students to commence. 7. Collect bar graphs for assessment (BLM 2.3 Graph Rating Scale). 8. Record reflections in journal: Canada reinvests money into the country by providing services beneficial to people (countries distribution of wealth). Do all countries do the same? Adaptations Students can be grouped heterogeneously with students who can assist them in completion of their work. Teacher will provide instructions visually and verbally and monitor progress often. ESL students may be provided with a list of Trading Countries already in order. See Notes in Unit Overview for general adaptations Resources Grade 6 Rubric for a Bar Graph Grid for Graphing 2.2 Grid For Graphing.cwk Statistics Canada Atlases 1 Notes to Teacher Explain to students that the amount of trading a country does is reflected in the dollar value of the goods traded. Other things such as availability, sustainability, monetary values, working conditions, wages, etc. have to be considered as well. Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-21

34 N ear and Far Canada's Trading Partners & Themes of Subtask mins Description Students will affirm the interdependence of the world's people as they examine the world time zones and identify time differences among Canada's trading partners. Catholic Graduate Expectations: CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. Expectations 6z24 A 6z29 6z41 A 7g8 7g10 7g11 7g14 A identify some of Canada s major trading partners (e.g., countries in Europe, Pacific Rim, Central America, South America); describe Canada s involvement in the Commonwealth, Francophonie, Organization of American States (OAS), and Asian Pacific Economic Community (APEC); use time zones to identify time differences among trading partners. demonstrate an understanding of the interaction theme (e.g., the environment provides opportunities and challenges; people change the environment as they use it); use appropriate vocabulary (e.g., phenomena, issues, bias, fact, opinion, absolute location, relative location, interaction, region) to describe their inquiries and observations; formulate comparative and speculative questions to identify issues and define problems for research purposes (e.g., ask questions to identify bias, fact, and opinion); produce a wide variety of graphs, charts, diagrams, and models for different purposes; Groupings Students Working As A Whole Class Students Working Individually Teaching / Learning Strategies Classifying Assessment Informal assessment by the teacher of the students' ability to identify time zones and the time chart. Assessment Strategies Performance Task Assessment Recording Devices Teaching / Learning 1. Begin the lesson by posing the following questions to the students: Is it the same time here as it is in British Columbia? in Australia? 2. Ask students why they think we do not have the same clock time? 3. Explain to students that time zones were developed by railroads to overcome inconsistencies of local time which caused problems with scheduling. North American railroads instituted standard time zones in Greenwich, England is home of the Prime Meridan. It is known as 0 0 longitude and it is the line from which all other lines of longitude are measured. 5. Display a time zone map of the world on a transparency and ask students what time is it in other regions of the world. Do several examples. 6. Tell students that by using the list of Canada's Major Trading Partners they will research atlases and Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-22

35 N ear and Far Canada's Trading Partners & Themes of Subtask mins identify the time differences among these countries. They will then complete a chart to show the time in these countries when it is 8:00 am in their time zone. (BLM 10.1 What Time Is It?). 7. As an extension, students could examine Websites to find times in other places around the world ( and Adaptations Group students heterogeneously with students who can assist them in completion of their work. Teacher will provide instructions visually and verbally and monitor progress often. See Notes in Unit Overview for general adaptations Resources What Time Is It? 10.1 What Time Is It.pdf Time Zones WorldAtlas.Com Notes to Teacher Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-23

36 E vents Canada's Trading Partners & Themes of Subtask mins Description Students will examine various cultural events that are celebrated within their community or a region within the province (e.g., Toronto) to recognize the influence these have on the lifestyles of Canadians. Through this, students will begin to understand Canada's connection to the world and respect the diversity of the world's peoples and cultures. Catholic Graduate Expectations: CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7i - respects the environment and uses resources wisely. CGE 2b - reads, understands and uses written materials effectively. Expectations 6z43 A 6z28 6z33 A 6z34 7g8 7g10 A 7g11 A 7g12 A describe how sharing of goods and culture between Canada and other countries can influence the lifestyles of Canadians; identify the countries from which Canada imports goods (e.g., United States, Japan, United Kingdom, Germany, other European countries, Taiwan, South Korea, Mexico); use appropriate vocabulary (e.g., technology, culture, immigration, tourism, physical features, export, import, parallels, meridians, Pacific Rim, economics, media) to describe their inquiries and observations; formulate questions to facilitate the gathering and clarifying of information on study topics (e.g., Canada s connections to its major trading partners); demonstrate an understanding of the interaction theme (e.g., the environment provides opportunities and challenges; people change the environment as they use it); use appropriate vocabulary (e.g., phenomena, issues, bias, fact, opinion, absolute location, relative location, interaction, region) to describe their inquiries and observations; formulate comparative and speculative questions to identify issues and define problems for research purposes (e.g., ask questions to identify bias, fact, and opinion); locate relevant information from a variety of Groupings Students Working As A Whole Class Students Working Individually Teaching / Learning Strategies Classifying Brainstorming Assessment Formative assessment by teacher of the student poster. Assessment Strategies Exhibition/demonstration Assessment Recording Devices Rating Scale Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-24

37 E vents Canada's Trading Partners & Themes of Subtask 11 primary sources (e.g., interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); 80 mins Teaching / Learning 1. Teacher will post 12 pieces of chart paper, one for each month of the year. 2. Ask students to identify various cultural events (i.e. Carnival, Chinese New Year, Carribana, Winter Carnival, Heritage Festival, etc.) that are celebrated within their community or region. In discussion, add any events students have missed. 3. Ask students to list various goods or items that are specific to each cultural event (i.e., food, costumes, music, etc.). 4. Discuss with students how these events and products have an influence on our lifestyle (e.g., try new foods, hear different music, speak different languages). 5. Students create a poster advertising a cultural event of their choice and some of the new things to which people would be exposed at that event. Students should include the particulars included in BLM 11.1, Poster Rating Scale. 6. Place important terms in glossary; include description of various cultural events. Adaptations Students with special needs can be paired with students who can assist them in their work. Teacher will provide instructions visually and verbally and monitor progress often. See Notes in Unit Overview for general adaptations. Resources Rating Scale for Poster 11.1 Poster Rating Scale.pdf Chart Paper and Markers 12 Notes to Teacher Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-25

38 C ontemporary Canada Canada's Trading Partners & Themes of Subtask mins Description Working as collaborative contributors in small groups, students will select one of the cultural events from the previous subtask and prepare a letter of application to city council requesting approval of the event in their community. They will thus recognize the need to respect the rights, responsibilities, and contributions of themselves and others. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively CGE 2c - Presents information and ideas clearly and honestly and with sensitivity to others. CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7i - respects the environment and uses resources wisely. Expectations 6z34 A 6z45 A 7g5 7g9 7g11 A 6z43 A 7g15 A formulate questions to facilitate the gathering and clarifying of information on study topics (e.g., Canada s connections to its major trading partners); describe the influences of other countries on contemporary Canada; demonstrate an understanding of the place/location theme (i.e., a place is defined by unique physical and human characteristics; location means where a place is and where it is relative to other places); demonstrate an understanding of the movement theme (e.g., the flow of people, goods, and information and the factors that affect this flow). formulate comparative and speculative questions to identify issues and define problems for research purposes (e.g., ask questions to identify bias, fact, and opinion); describe how sharing of goods and culture between Canada and other countries can influence the lifestyles of Canadians; communicate the results of inquiries stating different points of view on an issue using media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs. Groupings Students Working As A Whole Class Students Working In Small Groups Teaching / Learning Strategies Brainstorming Collaborative/cooperative Learning Assessment Formative assessement by teacher of the student letter. Assessment Strategies Observation Response Journal Assessment Recording Devices Teaching / Learning 1. Teacher will review with students some of the cultural events that were discussed in subtask Ask students what groups need to do when first organizing an event and how they go about this. 3. Distribute visual organizer to each student (BLM 12.1 Web Template). 4. As students are identifying the steps or items, write them on the blackboard. Students add these to their visual Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-26

39 C ontemporary Canada Canada's Trading Partners & Themes of Subtask mins organizer. Students should include events, volunteers, city approval, site for events, security, food and beverage, etc. 5. Divide the class into small groups and appoint a specific task to each member, e.g., recorder, time keeper, task keeper, reporter, and motivator. 6. Each group will choose a cultural event they would like to host. It may be in their own community or another community or might even be fictitious. 7. Students are to prepare a letter of application to city council or the chamber of commerce requesting approval for the chosen event. Students will discuss necessary components of letter and write individual letters. (see rating scale BLM 12.2) 8. The reporter for each group will then present a letter prepared by an individual in that group. 9. Record reflections in journal: Teacher could lead a discussion on segregation to ensure the students understand what it is. After the classroom discussion students write reflections on the following questions: Was it God's intent that we be segregated? Does segregation serve a purpose? Do we close borders to outsiders? Adaptations Students with special needs will be included in each group and paired with students to assist them and check their work. Teacher will provide instructions visually and verbally and monitor progress often. Resources Letter Rating Scale Planning a Cultural Event 12.2 Letter Rating scale.pdf 12.1 PlanningCulturalEvent.cwk Notes to Teacher Teacher may want to review standards for business letter writing or provide a sample for students to work from. Prepare students for revision and editing prior to this task and or appoint "editors" for each group. Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-27

40 T ime to Help Canada's Trading Partners & Themes of Subtask mins Description While witnessing Catholic social teaching by promoting a peaceful and compassionate society, students will develop a list of Canadian organizations that contribute aid or peacekeeping assistance to countries in need. They will construct a graphic organizer to display this information. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7g - respects and understands the history, cultural heritage and pluralism of today's contemporary society. CGE 7i - respects the environment and uses resources wisely. CGE 5e - respects the rights, responsibilities and contributions of self and others. Expectations 7g12 A 7g16 7g17 7g18 7g19 6z44 A 6z46 A 6z47 locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); produce maps for a variety of purposes (e.g., a thematic map of hurricane regions that illustrates an environmental pattern). produce a report on current environmental events in the news (e.g., place: discovery of a new resource; environment: depletion of fish stocks); communicate an understanding that various individuals and groups have different opinions on environmental issues (e.g., interaction: loggers versus wilderness conservationists); identify and describe regions where natural hazards exist (e.g., region: regions with earthquake activity, or with tornadoes); describe influences Canada has on other countries (e.g., through the arts, technology, sports, literature, media); identify countries to which Canada has contributed assistance (e.g., aid, peacekeeping); demonstrate an understanding of the possible reasons for the presence of Canadian peacekeepers in other countries; Groupings Students Working As A Whole Class Students Working In Small Groups Students Working Individually Teaching / Learning Strategies Discussion Research Assessment Informal assessment of students as they construct a graphic organizer. Assessment Strategies Observation Performance Task Assessment Recording Devices Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-28

41 T ime to Help Canada's Trading Partners & Themes of Subtask 13 7g20 organize and present a report on the emergency procedures followed to respond to an environmental disaster (e.g., movement: evacuation). 80 mins Teaching / Learning 1. In small groups, students examine a variety of local/national newspapers brought in by the teacher and/or students. Students will identify countries that have been afflicted by conflicts, wars, or natural disasters. 2. As a class, discuss some of the events and how Canada helps out during times of need. 3. Together, make a list of Canadian organizations that contribute aid or peacekeeping assistance to countries in need (BLM 13.1 Canadian Organizations). 4. Students record the names of these organizations and construct a graphic organizer indicating whether or not they contribute aid or peacekeeping services as well as what they did specifically to contribute assistance. E.g., Salvation Army - aid - clothing. 5. Using the media (newspapers, magazines, television, news, etc.) and or the Internet, students will complete their graphic organizer. 6. Collect for assessment. 7. Students refer to graphic organizer BLM 1.1 Canada's Connections to the World distributed in Subtask 1 and fill in any remaining columns i.e. "Other Trade Connections." 8. Record reflections in journal: Should Canada participate in foreign aid? Explain. Students might further explore examples of the social justice arm of the Catholic Church of Canada and its associate organizations acting to support the needs of the world community. Adaptations Students with special needs will be included in each group and paired with students to assist them and check their work. Teacher will provide instructions visually and verbally and monitor progress often. See Notes in Unit Overview for general adaptations Resources Canadian Organizations 13.1 Canadian Organizations.cwk Free the Children Leaders Today Notes to Teacher Teachers need to preview Internet sites prior to student use. Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-29

42 S urviving Canada's Trading Partners & Themes of Subtask mins Description In this summative subtask, the grade 6/7 students will use the five themes of geography; location/place (Subtask 3), environment (Subtask 1) region (Subtask 1), interaction (Subtask 2), and movement (Subtask 1) to produce a report on a past or present event involving one of Canada's Trading partners. Students will assess the factors that contributed to the event (e.g., location and site, various housing construction, etc.) and identify how Canada has contributed assistance (e.g., aid, peacekeeping). They will also assess the impact that this has made on the trading partners. Written materials are used to present ideas clearly with a sensitivity to others based on gospel values and an informed social conscience. Catholic Graduate Expectations: CGE 2b - reads, understands and uses written materials effectively CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others. CGE 3d - makes decisions in light of gospel values with an informed moral conscience. CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills. CGE 5e - respects the rights, responsibilities and contributions of self and others. CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society. CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures. CGE 7i - respects the environment and uses resources wisely. Expectations 6z44 6z46 A 6z47 A 7g12 A 7g16 A 7g17 A 7g19 7g20 A describe influences Canada has on other countries (e.g., through the arts, technology, sports, literature, media); identify countries to which Canada has contributed assistance (e.g., aid, peacekeeping); demonstrate an understanding of the possible reasons for the presence of Canadian peacekeepers in other countries; locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); produce maps for a variety of purposes (e.g., a thematic map of hurricane regions that illustrates an environmental pattern). produce a report on current environmental events in the news (e.g., place: discovery of a new resource; environment: depletion of fish stocks); identify and describe regions where natural hazards exist (e.g., region: regions with earthquake activity, or with tornadoes); organize and present a report on the emergency Groupings Students Working As A Whole Class Students Working Individually Teaching / Learning Strategies Direct Teaching Research Assessment Formative assessment by teacher of student research skills and ability to locate relevant information (See Resources for Rubric) and formative assessment of the student oral presentation. Assessment Strategies Observation Conference Performance Task Assessment Recording Devices Rubric Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-30

43 S urviving Canada's Trading Partners & Themes of Subtask 14 6z48 6z34 A 6z33 A 6z37 A 6z38 A 7g4 A 7g5 A 6z25 A procedures followed to respond to an environmental disaster (e.g., movement: evacuation). identify other contributions Canada makes to the global community (e.g., satellites, fibre optics, telecommunications). formulate questions to facilitate the gathering and clarifying of information on study topics (e.g., Canada s connections to its major trading partners); use appropriate vocabulary (e.g., technology, culture, immigration, tourism, physical features, export, import, parallels, meridians, Pacific Rim, economics, media) to describe their inquiries and observations; construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to compare physical features of Canada and the United States); communicate information about the various regions of the United States and a country from another region of the world, using media works, oral presentations, written descriptions, illustrations, tables, charts, maps, and graphs. identify themes that geographers use to organize their inquiries: location/place, environment, region, interaction, and movement; demonstrate an understanding of the place/location theme (i.e., a place is defined by unique physical and human characteristics; location means where a place is and where it is relative to other places); demonstrate an understanding of the different connections Canada shares with its trading partners; 160 mins Teaching / Learning 1. Provide students with the definitions of the five themes of geography available in current textbooks which have been developed to meet Ontario Curriculum standards. 2. Explain to students that they will locate an article about a past or present event that involves either a natural disaster or a war. Articles can be from any national or local newspaper in print or from the Internet. 3. The first part of the assignment is to identify the five themes of geography: a) Location: the student draws a map showing where the event happened. b) Place: Students describe the physical features of the place. c) Environment: Students describe the environment in that place. d) Movement: Students explain why people might move to the given place and or away from the given place. e) Regions: Students describe how this area or its people are unique. 4. The second part of the assignment involves students describing how Canada has contributed assistance (e.g., aid, peacekeeping). 5. Students express their opinions on the impact Canada's help has made on the trading partners. 6. Allow class time for organizing, researching, and writing. 7. Students present their findings orally. 8. Place important terms in glossary: location/place, environment, region, interaction, movement. Adaptations Students with special needs will be paired with students who can assist them in completion of their work. Teacher will provide instructions visually and verbally and monitor progress often. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-31

44 S urviving Canada's Trading Partners & Themes of Subtask 14 Provide a selection of articles on a specific past or current event and allow students to choose. This task could also be done in pairs or small groups depending on the group skills of the class. 160 mins Resources Rubric for an Oral Presentation Geography World Government Oversites Tornados Earthquakes Notes to Teacher Work with the resource teacher/librarian to gather sources of information on various past and present events that involve a natural disaster or war to be investigated by students during this Subtask. Sources of information include encyclopedias, books, magazines, brochures, newspapers and Internet sites. Be sure to bookmark valuable sites in this units resources and provide regular scheduled time for students to research these sources. Teacher Reflections Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:29 PM Page C-32

45 Appendices Canada's Trading Partners & Themes of Inquiry Resource List: Black Line Masters: Rubrics: Unit Expectation List and Expectation Summary: Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:42 PM

46 Canada's Trading Partners & Themes of Resource List Page 1 Rubric Grade 6 Rubric for a Bar Graph ST 2 3 A Rubric to assist in the assessment of student Bar Graphs. Grade 6 Rubric for a Bar Graph ST 5 3 A Rubric to assist in the assessment of student Bar Graphs. Grade 6 Rubric for a Bar Graph ST 9 3 A Rubric to assist in the assessment of student Bar Graphs. Grade 6 Rubric for a Map ST 8 3 A Rubric to assist in the assessment of student maps. Rubric for a Circle Graph ST 3 3 A Rubric to assist in the assessment of student Circle Graphs. Rubric for a Map ST 4 3 A Rubric to assist in the assessment of student maps. Rubric for an Oral Presentation ST 14 2 A Rubric to assist in the assessment of the student Oral Presentations. Blackline Master / File Canada and the USA 5.2 Web Template.cwk Canada and its Trading Partners and Themes of Geographic Inquiry Subtask 5: Template for Web Diagram Canada's Connection to the United States 5.3 Canada's Connection US.cwk Canada and its Trading Partners and Themes of Geographic Inquiry Subtask 5.3 visual organizer for Canada's Connection to the USA. ST 5 ST 5 Canada's Connections to the World ST Canada's Connections.cwk Canada and its Trading Partners and Themes of Geographic Inquiry Subtask 1: visual organizer to be used throughout the unit Canada's Connections to the World Canadian Organizations 13.1 Canadian Organizations.cwk Canada and its Trading Partners and Themes of Geographic Inquiry Subtask 13.1 Teacher copy of Canadian Organizations. Destination of Exports 3.2 Destination of Exports.cwk Canada and its Trading Partners and Themes of Geographic Inquiry Subtask 3.2 Destination of Exports. ST 13 ST 3 Grid for Graphing ST Grid For Graphing.cwk A grid pattern that can be used for Bar Graphs or Line Graphs. Grid for Graphing ST Grid For Graphing.cwk A grid pattern that can be used for Bar Graphs or Line Graphs. Grid for Graphing ST Grid For Graphing.cwk A grid pattern that can be used for Bar Graphs or Line Graphs. Group Work Rating Scale ST Group Work Rating Scale.pdf A Rating Scale that can be used to assess students Working in Groups. Group Work Rating Scale ST Group Work Rating Scale.pdf A Rating Scale that can be used to assess students Working in Groups. Imports/Exports Between Canada and the USA ST CanadaUSA_Imp_Exp.cwk Canada and its Trading Partners and Themes of Geographic Inquiry Subtask 5.1: Imports and Exports Between Canada and the USA Letter Rating Scale ST Letter Rating scale.pdf A Rating Scale that can be used to assess student Letters in Subtask 12. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:47 PM Page D-1

47 Canada's Trading Partners & Themes of Resource List Page 2 Map of USA 6.2 Map of USA.cwk Map of USA showing all 50 states available at Map of World 4.1 World Map.pdf A Map of the World available at Physical Features of the United States 6.1 Physical Features of US.pdf Canada and its Trading Partners and Themes of Geographic Inquiry Subtask 6.1 List of Physical Features of the USA. Planning a Cultural Event 12.1 PlanningCulturalEvent.cwk Canada and its Trading Partners and Themes of Geographic Inquiry Subtask 12.1 Web template for Planning a Cultural Event. ST 6 ST 8 ST 6 ST 12 Rating Scale for Poster ST Poster Rating Scale.pdf A Rating Scale that can be used to assess student Posters in Subtack 11. Types of Canadian Import and Exports ST CanadianImportsExports.cwk Canada's Trading Partners and Themes of Geographic Inquiry Subtask 2.1 Types of Canadian Imports and Exports. What Time Is It? ST What Time Is It.pdf Chart to be completed to identify time in various cities in various time zones.what Time Is It? World Map 4.1 World Map.pdf A Map of the World available at ST 4 Print Canada and Its Trading Partners Trudie BonBernard Published by Arnold, this is a sample unit that is very interactive and informative. Discovering the Physical World Christine Hannell, Stewart Dunlop ISBN X A geography textbook. Grade 6 Social Studies Johnson Publications Ltd. Human Geography Patricia Healy ISBN Teacher's Resource Package. Human Geography - 7 Graham Draper, Lew French, Andrea Recent geography textbook for grade 7. ST 1 Unit ST 4 Unit Unit Maclean's ST 5 Ottawa Citizen ST 5 Physical Geography Unit Graham Draper, Lew French, Andrea Craig ISBN A geography textbook. Location of natural resources and primary industries in Canada (p.162). The Globe and Mail ST 5 Toronto Star ST 5 Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:47 PM Page D-2

48 Canada's Trading Partners & Themes of Resource List Page 3 Website Canadian Catholic Organization For Unit Development and Peace The Canadian Catholic Organization for DEVELOPMENT AND PEACE is one of Canada's leading international development agencies. Since 1967 it has helped improve living and working conditions in 70 countries around the globe, providing $375 million for human rights, community development and humanitarian aid in Africa, the Middle East, Asia, Latin America and the Caribbean. Department of Foreign Affairs and International Trade ST 1 Earthquakes ST 14 Information on current earthquakes around the world. Free the Children ST 13 Contains information about undeveloped country issues and organizations that provide aid. Geography World ST 14 Contains useful information in any area of Geography Government of Canada Government of Canada Government Oversites Contains a wealth of information about Canada. ST 2 ST 4 ST 14 Info Export ST &lg=0 Holds information on Canada's top trading countries. Leaders Today ST 13 Provides information on organizations that provide aid for a variety of situations in other countries. MapQuest Enter an address and get a map! NAFTA Information on NAFTA trading agreement Statistics Canada Current trade statistics Statistics Canada Unit ST 8 ST 1 ST 2 Statistics Canada ST 3 Provides current information on all Canadian Imports and Exports Statistics Canada Time Zones Finds correct time in other zones. Tornados Contains information on tornados. ST 9 ST 10 ST 14 Trade Data Online ST 2 hp?lang=30&headfootdir=/sc_mrkti/tdst/headfoot&p roducttype=hs6&cachetime= #tag Can deliver the stats or an actual graph of exported and imported goods. WorldAtlas.Com s.htm Contains a variety of world and other maps. WorldAtlas.Com s.htm Contains a variety of world and other maps. WorldAtlas.Com s.htm Contains various maps of the USA. Unit ST 4 ST 6 WorldAtlas.Com ST 10 s.htm Contains current times in major Canadian cities and other areas around the world. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:47 PM Page D-3

49 Canada's Trading Partners & Themes of Resource List Page 4 Material Atlases 2 per group Atlases 2 per group Atlases 1 per person Atlases 1 per person Chart Paper and Markers 12 per class Used to represent the months of the year. Large world map or globe 1 per class Maps of various regions of the United States 1 per group Newspapers, Magazines 20 per class Any local or national newspaper or magazine Red Label/Marker 1 per pair Travel Brochures for Regions of the United States 1 per group United States Travel Brochures 1 per group Various Products/Pictures 30 per class ST 6 ST 7 ST 8 ST 9 ST 11 ST 1 ST 7 ST 5 ST 1 ST 7 ST 6 ST 2 Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:47 PM Page D-4

50 date Trading Countries BLM 1.1 Canada s Connections to the World Canada s Imports Canada s Exports Trading Agreement Connections name Other Trade Connections

51 date BLM 1.2 Group Work Rating Scale name You will be assessed using the following criteria. Needs Improvement Excellent Working in The Group -respect for other group members -contributed in a positive way to the group -respect for other groups worked quietly -task sharing

52 date name BLM 2.1 Types of Canadian Imports/Exports PRODUCT/GOOD IMPORT (million of $) EXPORT (million of $) Machinery/Equipment Motor Vehicles and Parts Energy Industrial Forestry Fish, Seafood, Agriculture Consumer Goods

53 BLM 2.2 Grid for Graphing

54 date name 3.2 Destination of Exports Country of Destination Percentage of Exports (%) United States of America 86 Japan 3 European Union 5 Other 6

55 Name Date BLM 4.1 World Map Name

56 date name 5.1 Imports and Exports Between Canada and the USA CANADIAN IMPORTS FROM UNITED STATES MACHINERY 65% MOTOR VEHICLES 62% INDUSTRIAL GOODS 45% AGRICULTURE, FISH SEAFOOD 10% FORESTRY 3% OTHER 23% CANADIAN EXPORTS TO UNITED STATES MACHINERY 61% MOTOR VEHICLES 87% INDUSTRIAL GOODS 42% AGRICULTURE, FISH SEAFOOD 15% FORESTRY 33% OTHER 18%

57 date 5.2 Canada and the USA name Connections

58 date name 5.3 Canada s Connection to the United States Categories Connections Influences CULTURE TOURISM TRADE TECHNOLOGY Summary

59 date name 6.1 Physical Features of the United States < Grand Canyon < Hoover Dam < Desert < Rocky Mountains < Appalachian Mountains < Peninsula (Florida) < Everglades

60 date BLM 6.2 Map of USA name

61 date BLM 10.1 What Time Is It? name It is 8:00 am in our time zone. Use an atlas to find what time it is in each of the capital cities of the major countries with which Canada trades. Fill in the rest of the chart with names of cities that you have visited, or would like to visit, and then find what time it is there. Country Time

62 BLM 11.1 Poster Rating Scale date name Your poster was assessed using the following criteria. Incomplete Excellent Title/Event clear, properly placed Lettering/Labels neatly printed and easy to read Pictures/Illustrations appropriate to message or event Message explains purpose and informative Overall Appearance neat and complete

63 date BLM 12.1 Planning a Cultural Event name Event Planner

64 date BLM 12.2 Letter Rating Scale name Your letter was assessed using the following scales. Needs Improvement Excellent Communication logical sequence, supporting details Vocabulary appropriate to grade level Structure beginning, middle, end, and salutation Conventions appropriate to grade level Knowledge information is accurate and correctly presented Appearance neat and easy to read

65 date name BLM 13.1 Canadian Organizations ORGANIZATION AID PEACEKEEPING CONTRIBUTION Salvation Army T clothing Red Cross T Military T security Government T money Churches T financial, clothing food Other

66 Student Name: Date: Rubric for an Oral Presentation for use with Subtask 14 : S urviving from the Grade 6/7 Unit: Canada's Trading Partners & Themes of Inquiry Expectations for this Subtask to Assess with this Rubric: 6z25 demonstrate an understanding of the different connections Canada shares with its trading partners; 6z46 7g12 7g17 identify countries to which Canada has contributed assistance (e.g., aid, peacekeeping); locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); produce a report on current environmental events in the news (e.g., place: discovery of a new resource; environment: depletion of fish stocks); Category/Criteria Understanding of Concepts understanding of the different connections Canada shares with its trading partners Level 1 Level 2 Level 3 Level 4 shows little understanding of the different connections Canada shares with its trading partners shows some understanding of the different connections Canada shares with its trading partners shows good understanding of the different connections Canada shares with its trading partners shows complete understanding of all (or almost all) of the different connections Canada shares with its trading partners Developing Inquiry/Research and Communication Skills applies skills and strategies required to locate relevant information about the different connections Canada shares with its trading partners uses appropriate terminology and vocabulary applies few of the skills and strategies required to locate relevant information about the different connections Canada shares with its trading partners rarely uses appropriate terminology and vocabulary applies some of the skills and strategies required to locate relevant information about the different connections Canada shares with its trading partners sometimes uses appropriate terminology and vocabulary applies most of the skills and strategies required to locate relevant information about the different connections Canada shares with its trading partners usually uses appropriate terminology and vocabulary applies all (or almost all) of the skills and strategies required to locate relevant information about the different connections Canada shares with its trading partners consistently uses appropriate terminology and vocabulary Developing Map and Globe skills applies required conventions for completing a map: title, date, and name; compass rose; legend; neatly and accurately printed labels; neatly coloured and displayed applies few of the required conventions for completing a map: title, date, and name; compass rose; legend; neatly and accurately printed labels; neatly coloured and displayed applies some of the required conventions for completing a map: title, date, and name; compass rose; legend; neatly and accurately printed labels; neatly coloured and displayed applies most of the required conventions for completing a map: title, date, and name; compass rose; legend; neatly and accurately printed labels; neatly coloured and displayed applies all (or almost all) of the required conventions for completing a map: title, date, and name; compass rose; legend; neatly and accurately printed labels; neatly coloured and displayed Applying Concepts and Skills in Various Contexts gives explanations about the different connections Canada shares with its trading partners rarely gives complete explanations about the different connections Canada shares with its trading partners sometimes gives complete explanations about the different connections Canada shares with its trading partners usually gives complete or nearly complete explanations about the different connections Canada shares with its trading partners consistently gives complete explanations about the different connections Canada shares with its trading partners Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:53 PM Page E-1

67 Student Name: Date: Grade 6 Rubric for a Bar Graph for use with Subtask 2 : A ll Those Products from the Grade 6/7 Unit: Canada's Trading Partners & Themes of Inquiry Expectationsfor this Subtask to Assess with this Rubric: 6z26 identify products that Canada imports (e.g., fruit, vegetables, chemicals, motor vehicles) and exports (e.g., newsprint, grain, timber, natural gas); 6z35 6z37 6z40 locate relevant information about Canada s exports and imports from a variety of primary sources (e.g., interviews, field trips, classroom speakers) and secondary sources (e.g., maps, illustrations, print materials, videos, CD-ROMs); construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to compare physical features of Canada and the United States); use shading/colour to indicate variations in characteristics (e.g., resources, agriculture, climate); Category/Criteria Understanding of Concepts understanding of the products that Canada imports (e.g., fruit, vegetables, chemicals, motor vehicles) and exports (e.g., newsprint, grain, timber, natural gas) Level 1 Level 2 Level 3 Level 4 shows little understanding of the products that Canada imports (e.g., fruit, vegetables, chemicals, motor vehicles) and exports (e.g., newsprint, grain, timber, natural gas) shows some understanding of the products that Canada imports (e.g., fruit, vegetables, chemicals, motor vehicles) and exports (e.g., newsprint, grain, timber, natural gas) shows good understanding of the products that Canada imports (e.g., fruit, vegetables, chemicals, motor vehicles) and exports (e.g., newsprint, grain, timber, natural gas) shows complete understanding of all (or almost all) of the products that Canada imports (e.g., fruit, vegetables, chemicals, motor vehicles) and exports (e.g., newsprint, grain, timber, natural gas) Developing Inquiry/Research and Communication Skills applies skills and strategies required to locate relevant information about Canada's imports and exports uses appropriate terminology and vocabulary applies few of the skills and strategies required to locate relevant information about Canada's imports and exports, and applies these skill only with assistance rarely uses appropriate terminology and vocabulary applies some of the skills and strategies required to locate relevant information about Canada's imports and exports, and applies these skill only with assistance sometimes uses appropriate terminology and vocabulary applies most of the skills and strategies required to locate relevant information about Canada's imports and exports, and applies these skill only with assistance usually uses appropriate terminology and vocabulary applies all (or almost all) of the skills and strategies required to locate relevant information about Canada's imports and exports, and applies these skill only with assistance consistently uses appropriate terminology and vocabulary Developing Map and Globe Skills applies required conventions for completing a bar graph: title, date, and name; neatly and accurately printed axes labels; neatly coloured and displayed applies few of the required conventions for completing a bar graph: title, date, and name; neatly and accurately printed axes labels; neatly coloured and displayed applies some of the required conventions for completing a bar graph: title, date, and name; neatly and accurately printed axes labels; neatly coloured and displayed applies most of the required conventions for completing a bar graph: title, date, and name; neatly and accurately printed axes labels; neatly coloured and displayed applies all (or almost all) of the required conventions for completing a bar graph: title, date, and name; neatly and accurately printed axes labels; neatly coloured and displayed Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:58 PM Page E-2

68 Student Name: Date: Rubric for a Circle Graph for use with Subtask 3 : N eed to Move Those Products from the Grade 6/7 Unit: Canada's Trading Partners & Themes of Inquiry Expectationsfor this Subtask to Assess with this Rubric: 6z27 identify the countries to which Canada exports goods (e.g., United States, Japan, United Kingdom, Germany, other European countries, former U.S.S.R); 6z28 6z35 7g5 7g14 identify the countries from which Canada imports goods (e.g., United States, Japan, United Kingdom, Germany, other European countries, Taiwan, South Korea, Mexico); locate relevant information about Canada s exports and imports from a variety of primary sources (e.g., interviews, field trips, classroom speakers) and secondary sources (e.g., maps, illustrations, print materials, videos, CD-ROMs); demonstrate an understanding of the place/location theme (i.e., a place is defined by unique physical and human characteristics; location means where a place is and where it is relative to other places); produce a wide variety of graphs, charts, diagrams, and models for different purposes; Category/Criteria Understanding of Concepts identifies countries to which Canada exports goods (USA, Japan, UK, European countries, former U.S.S.R.) or from which Canada imports goods (USA, Japan, UK, European countries, Taiwan, South Korea, Mexico) Level 1 Level 2 Level 3 Level 4 is able to identify few countries to which Canada exports goods (USA, Japan, UK, European countries, former U.S.S.R.) or from which Canada imports goods (USA, Japan, UK, European countries, Taiwan, South Korea, Mexico) is able to identify some countries to which Canada exports goods (USA, Japan, UK, European countries, former U.S.S.R.) or from which Canada imports goods (USA, Japan, UK, European countries, Taiwan, South Korea, Mexico) is able to identify most countries to which Canada exports goods (USA, Japan, UK, European countries, former U.S.S.R.) or from which Canada imports goods (USA, Japan, UK, European countries, Taiwan, South Korea, Mexico) is able to identify all (or almost all) countries to which Canada exports goods (USA, Japan, UK, European countries, former U.S.S.R.) or from which Canada imports goods (USA, Japan, UK, European countries, Taiwan, South Korea, Mexico) Developing Inquiry/Research and Communication Skills applies skills and strategies required to locate relevant information about Canada's imports and exports uses appropriate terminology and vocabulary applies few of the skills and strategies required to locate relevant information about Canada's imports and exports rarely uses appropriate terminology and vocabulary applies some of the skills and strategies required to locate relevant information about Canada's imports and exports sometimes uses appropriate terminology and vocabulary applies most of the skills and strategies required to locate information about Canada's imports and exports usually uses appropriate terminology and vocabulary applies all (or almost all) of the skills and strategies required to locate information about Canada's imports and exports consistently uses appropriate terminology and vocabulary Developing Map and Globe Skills applies the required conventions for completing a circle graph: title, date, and name; neatly and accurately printed labels; neatly coloured and displayed applies few of the required conventions for completing a circle graph: title, date, and name; neatly and accurately printed labels; neatly coloured and displayed applies some of the required conventions for completing a circle graph: title, date, and name; neatly and accurately printed labels; neatly coloured and displayed applies most of the required conventions for completing a circle graph: title, date, and name; neatly and accurately printed labels; neatly coloured and displayed applies all (or almost all) of the required conventions for completing a circle graph: title, date, and name; neatly and accurately printed labels; neatly coloured and displayed Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:58 PM Page E-3

69 Student Name: Date: Rubric for a Map for use with Subtask 4 : A nalyse This... A Country's Needs from the Grade 6/7 Unit: Canada's Trading Partners & Themes of Inquiry Expectationsfor this Subtask to Assess with this Rubric: 6z29 describe Canada s involvement in the Commonwealth, Francophonie, Organization of American States (OAS), and Asian Pacific Economic Community (APEC); 6z37 7g12 7g16 construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to compare physical features of Canada and the United States); locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); produce maps for a variety of purposes (e.g., a thematic map of hurricane regions that illustrates an environmental pattern). Category/Criteria Understanding of Concepts understanding of Canada's participation in World Trade Organizations Level 1 Level 2 Level 3 Level 4 shows little understanding of Canada's participation in World Trade Organizations shows some understanding of Canada's participation in World Trade Organizations shows good understanding of Canada's participation in World Trade Organizations shows complete understanding of Canada's participation in World Trade Organizations Developing Inquiry/Research and Communication Skills applies tskills and strategies required to locate relevant information about Canada's participation in World Trade Organizations uses appropriate terminology and vocabulary applies few of the skills and strategies required to locate relevant information about Canada's participation in World Trade Organizations rarely uses appropriate terminology and vocabulary applies some of the skills and strategies required to locate relevant information about Canada's participation in World Trade Organizations sometimes uses appropriate terminology and vocabulary applies most of the skills and strategies required to locate relevant information about Canada's participation in World Trade Organizations usually uses appropriate terminology and vocabulary applies all (or almost all) of the skills and strategies required to locate relevant information about Canada's participation in World Trade Organizations consistently uses appropriate terminology and vocabulary Developing Map and Globe Skills applies required conventions for completing a map: title, date, and name; compass rose; legend; neatly and accurately printed labels; neatly coloured and displayed applies few of the required conventions for completing a map: title, date, and name; compass rose; legend; neatly and accurately printed labels; neatly coloured and displayed applies some of the required conventions for completing a map: title, date, and name; compass rose; legend; neatly and accurately printed labels; neatly coloured and displayed applies most of the required conventions for completing a map: title, date, and name; compass rose; legend; neatly and accurately printed labels; neatly coloured and displayed applies all (or almost all) of the required conventions for completing a map: title, date, and name; compass rose; legend; neatly and accurately printed labels; neatly coloured and displayed Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:58 PM Page E-4

70 Student Name: Date: Grade 6 Rubric for a Bar Graph for use with Subtask 5 : D ividing Border: Is There One? from the Grade 6/7 Unit: Canada's Trading Partners & Themes of Inquiry Expectationsfor this Subtask to Assess with this Rubric: 6z30 6z37 6z40 identify Canada s connections to the United States through media, trade, immigration, culture, technology, tourism, history, and geography (e.g., television programs, vehicles, historical roots, common geographic features); construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to compare physical features of Canada and the United States); use shading/colour to indicate variations in characteristics (e.g., resources, agriculture, climate); Category/Criteria Understanding of Concepts understanding of Canada's connections to the United States through media, trade, immigration, culture, technology, tourism, history and geography Level 1 Level 2 Level 3 Level 4 shows little understanding of Canada's connections to the United States through media, trade, immigration, culture, technology, tourism, history and geography shows some understanding of Canada's connections to the United States through media, trade, immigration, culture, technology, tourism, history and geography shows good understanding of Canada's connections to the United States through media, trade, immigration, culture, technology, tourism, history and geography shows complete understanding of Canada's connections to the United States through media, trade, immigration, culture, technology, tourism, history and geography Developing Inquiry/Research and Communication Skills applies skills and strategies required to locate relevant information about Canada's connections to the United States uses appropriate terminology and vocabulary applies few of the skills and strategies required to locate relevant information about Canada's connections to the United States rarely uses appropriate terminology and vocabulary applies some of the skills and strategies required to locate relevant information about Canada's connections to the United States sometimes uses appropriate terminology and vocabulary applies most of the skills and strategies required to locate relevant information about Canada's connections to the United States usually uses appropriate terminology and vocabulary applies all (or almost all) of the skills and strategies required to locate relevant information about Canada's connections to the United States consistently uses appropriate terminology and vocabulary Developing Map and Globe Skills applies required conventions for completing a bar graph: title, date, and name; neatly and accurately printed axes labels; neatly coloured and displayed applies few of the required conventions for completing a bar graph: title, date, and name; neatly and accurately printed axes labels; neatly coloured and displayed applies some of the required conventions for completing a bar graph: title, date, and name; neatly and accurately printed axes labels; neatly coloured and displayed applies most of the required conventions for completing a bar graph: title, date, and name; neatly and accurately printed axes labels; neatly coloured and displayed applies all (or almost all) of the required conventions for completing a bar graph: title, date, and name; neatly and accurately printed axes labels; neatly coloured and displayed Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:58 PM Page E-5

71 Student Name: Date: Grade 6 Rubric for a Map for use with Subtask 8 : O verland and Overseas from the Grade 6/7 Unit: Canada's Trading Partners & Themes of Inquiry Expectationsfor this Subtask to Assess with this Rubric: 6z24 identify some of Canada s major trading partners (e.g., countries in Europe, Pacific Rim, Central America, South America); 6z39 6z40 create sketch maps to show the relative positions of places (e.g., location of trading partners); use shading/colour to indicate variations in characteristics (e.g., resources, agriculture, climate); Category/Criteria Understanding of Concepts understanding of Canada's major trading partners Level 1 Level 2 Level 3 Level 4 shows little understanding of Canada's major trading partners shows some understanding of Canada's major trading partners shows good understanding of Canada's major trading partners shows complete understanding of Canada's major trading partners Developing Inquiry/Research and Communication Skills applies skills and strategies required to locate relevant information about Canada's major trading partners from a variety of primary and secondary sources uses appropriate terminology and vocabulary applies few of the skills and strategies required to locate relevant information about Canada's major trading partners from a variety of primary and secondary sources rarely uses appropriate terminology and vocabulary applies some of the skills and strategies required to locate relevant information about Canada's major trading partners from a variety of primary and secondary sources sometimes uses appropriate terminology and vocabulary applies most of the skills and strategies required to locate relevant information about Canada's major trading partners from a variety of primary and secondary sources usually uses appropriate terminology and vocabulary applies all (or almost all) of the skills and strategies required to locate relevant information about Canada's major trading partners from a variety of primary and secondary sources consistently uses appropriate terminology and vocabulary Developing Map and Globe skills applies required conventions for completing a map: title, date, and name; compass rose; legend; neatly and accurately printed labels; neatly coloured and displayed applies few of the required conventions for completing a map: title, date, and name; compass rose; legend; neatly and accurately printed labels; neatly coloured and displayed applies some of the required conventions for completing a map: title, date, and name; compass rose; legend; neatly and accurately printed labels; neatly coloured and displayed applies most of the required conventions for completing a map: title, date, and name; compass rose; legend; neatly and accurately printed labels; neatly coloured and displayed applies all (or almost all) of the required conventions for completing a map: title, date, and name; compass rose; legend; neatly and accurately printed labels; neatly coloured and displayed Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:58 PM Page E-6

72 Student Name: Date: Grade 6 Rubric for a Bar Graph for use with Subtask 9 : N eatly Done from the Grade 6/7 Unit: Canada's Trading Partners & Themes of Inquiry Expectationsfor this Subtask to Assess with this Rubric: 6z24 identify some of Canada s major trading partners (e.g., countries in Europe, Pacific Rim, Central America, South America); 6z35 6z37 6z40 locate relevant information about Canada s exports and imports from a variety of primary sources (e.g., interviews, field trips, classroom speakers) and secondary sources (e.g., maps, illustrations, print materials, videos, CD-ROMs); construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to compare physical features of Canada and the United States); use shading/colour to indicate variations in characteristics (e.g., resources, agriculture, climate); Category/Criteria Understanding of Concepts Level 1 Level 2 Level 3 Level 4 identifies few of Canada's major Trading Partners identifies some of Canada's major Trading Partners identifies most of Canada's major Trading Partners identifies all (or almost all) of Canada's major Trading Partners Developing Inquiry/Research and Communication Skills applies few of the skills and strategies required to locate relevant information about Canada's trading partners rarely uses appropriate terminology and vocabulary applies some of the skills and strategies required to locate relevant information about Canada's trading partners sometimes uses appropriate terminology and vocabulary applies most of the skills and strategies required to locate relevant information about Canada's trading partners usually uses appropriate terminology and vocabulary applies all (or almost all) of the skills and strategies required to locate relevant information about Canada's trading partners consistently uses appropriate terminology and vocabulary Developing Map and Globe Skills applies few of the required conventions for completing a bar graph: title, date, and name; neatly and accurately printed axes labels; neatly coloured and displayed applies some of the required conventions for completing a bar graph: title, date, and name; neatly and accurately printed axes labels; neatly coloured and displayed applies most of the required conventions for completing a bar graph: title, date, and name; neatly and accurately printed axes labels; neatly coloured and displayed applies all (or almost all) of the required conventions for completing a bar graph: title, date, and name; neatly and accurately printed axes labels; neatly coloured and displayed Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:38:58 PM Page E-7

73 Canada's Trading Partners & Themes of Expectation List Page 1 Selected Assessed Social Studies---CWC: Canada and Its Trading Partners 6z24 6z25 6z26 6z27 6z28 6z29 6z30 6z31 6z32 6z33 6z34 6z35 6z36 6z37 6z38 6z39 6z40 6z41 6z43 6z44 6z45 6z46 6z47 6z48 identify some of Canada s major trading partners (e.g., countries in Europe, Pacific Rim, Central America, South America); 1 5 demonstrate an understanding of the different connections Canada shares with its trading partners; 1 identify products that Canada imports (e.g., fruit, vegetables, chemicals, motor vehicles) and exports (e.g., newsprint, grain, 1 timber, natural gas); identify the countries to which Canada exports goods (e.g., United States, Japan, United Kingdom, Germany, other European 2 countries, former U.S.S.R); identify the countries from which Canada imports goods (e.g., United States, Japan, United Kingdom, Germany, other 1 3 European countries, Taiwan, South Korea, Mexico); describe Canada s involvement in the Commonwealth, Francophonie, Organization of American States (OAS), and Asian 1 1 Pacific Economic Community (APEC); identify Canada s connections to the United States through media, trade, immigration, culture, technology, tourism, history, 1 and geography (e.g., television programs, vehicles, historical roots, common geographic features); demonstrate an understanding of the current distinguishing features of the United States; 1 demonstrate an understanding of the distinguishing features of a country in another region (e.g., Pacific Rim). 1 use appropriate vocabulary (e.g., technology, culture, immigration, tourism, physical features, export, import, parallels, 3 3 meridians, Pacific Rim, economics, media) to describe their inquiries and observations; formulate questions to facilitate the gathering and clarifying of information on study topics (e.g., Canada s connections to its 1 2 major trading partners); locate relevant information about Canada s exports and imports from a variety of primary sources (e.g., interviews, field 1 5 trips, classroom speakers) and secondary sources (e.g., maps, illustrations, print materials, videos, CD-ROMs); analyse, classify, and interpret information about the various regions of the United States and at least one other trading 1 1 partner from another region of the world; construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to compare 9 physical features of Canada and the United States); communicate information about the various regions of the United States and a country from another region of the world, using 2 2 media works, oral presentations, written descriptions, illustrations, tables, charts, maps, and graphs. create sketch maps to show the relative positions of places (e.g., location of trading partners); 1 use shading/colour to indicate variations in characteristics (e.g., resources, agriculture, climate); 4 use time zones to identify time differences among trading partners. 1 describe how sharing of goods and culture between Canada and other countries can influence the lifestyles of Canadians; 2 describe influences Canada has on other countries (e.g., through the arts, technology, sports, literature, media); 1 1 describe the influences of other countries on contemporary Canada; 1 identify countries to which Canada has contributed assistance (e.g., aid, peacekeeping); 2 demonstrate an understanding of the possible reasons for the presence of Canadian peacekeepers in other countries; 1 1 identify other contributions Canada makes to the global community (e.g., satellites, fibre optics, telecommunications). 1 Geography---The Themes of Geographic Inquiry 7g4 7g5 7g7 7g8 7g9 7g10 7g11 7g12 7g13 7g14 7g15 identify themes that geographers use to organize their inquiries: location/place, environment, region, interaction, and movement; 2 1 demonstrate an understanding of the place/location theme (i.e., a place is defined by unique physical and human 1 3 characteristics; location means where a place is and where it is relative to other places); demonstrate an understanding of the region theme (i.e., a region is a part of the earth s surface that has similar 3 characteristics; the concept of region helps to simplify complex ideas); demonstrate an understanding of the interaction theme (e.g., the environment provides opportunities and challenges; people 3 change the environment as they use it); demonstrate an understanding of the movement theme (e.g., the flow of people, goods, and information and the factors that 1 1 affect this flow). use appropriate vocabulary (e.g., phenomena, issues, bias, fact, opinion, absolute location, relative location, interaction, 3 3 region) to describe their inquiries and observations; formulate comparative and speculative questions to identify issues and define problems for research purposes (e.g., ask 3 2 questions to identify bias, fact, and opinion); locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite 2 10 images, live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); analyse, synthesize, and evaluate data by applying a decision-making model to an environmental issue; 1 produce a wide variety of graphs, charts, diagrams, and models for different purposes; 10 communicate the results of inquiries stating different points of view on an issue using media works, oral presentations, 1 1 written notes and reports, drawings, tables, charts, and graphs. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:39:02 PM Page F-1

74 Canada's Trading Partners & Themes of Expectation List Page 2 7g16 7g17 7g18 7g19 7g20 Selected Assessed produce maps for a variety of purposes (e.g., a thematic map of hurricane regions that illustrates an environmental pattern). 1 2 produce a report on current environmental events in the news (e.g., place: discovery of a new resource; environment: 1 1 depletion of fish stocks); communicate an understanding that various individuals and groups have different opinions on environmental issues (e.g., 1 interaction: loggers versus wilderness conservationists); identify and describe regions where natural hazards exist (e.g., region: regions with earthquake activity, or with tornadoes); 2 organize and present a report on the emergency procedures followed to respond to an environmental disaster (e.g., 1 1 movement: evacuation). Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:39:02 PM Page F-2

75 Canada's Trading Partners & Themes of Expectation Summary Selected Assessed English Language 6e1 6e2 6e3 6e4 6e5 6e6 6e7 6e8 6e9 6e10 6e11 6e12 6e13 6e14 6e15 6e16 6e17 6e18 6e19 6e20 6e21 6e22 6e23 6e24 6e25 6e26 6e27 6e28 6e29 6e30 6e31 6e32 6e33 6e34 6e35 6e36 6e37 6e38 6e39 6e40 6e41 6e42 6e43 6e44 6e45 6e46 6e47 6e48 6e49 6e50 6e51 6e52 6e53 6e54 6e55 6e56 6e57 6e58 6e59 6e60 6e61 6e62 6e63 6e64 6e65 6e66 French as a Second Language 6f1 6f2 6f3 6f4 6f5 6f6 6f7 6f8 6f9 6f10 6f11 6f12 6f13 6f14 6f15 6f16 6f17 6f18 Mathematics 6m1 6m2 6m3 6m4 6m5 6m6 6m7 6m8 6m9 6m10 6m11 6m12 6m13 6m14 6m15 6m16 6m17 6m18 6m19 6m20 6m21 6m22 6m23 6m24 6m25 6m26 6m27 6m28 6m29 6m30 6m31 6m32 6m33 6m34 6m35 6m36 6m37 6m38 6m39 6m40 6m41 6m42 6m43 6m44 6m45 6m46 6m47 6m48 6m49 6m50 6m51 6m52 6m53 6m54 6m55 6m56 6m57 6m58 6m59 6m60 6m61 6m62 6m63 6m64 6m65 6m66 6m67 6m68 6m69 6m70 6m71 6m72 6m73 6m74 6m75 6m76 6m77 6m78 6m79 6m80 6m81 6m82 6m83 6m84 6m85 6m86 6m87 6m88 6m89 6m90 6m91 6m92 6m93 6m94 6m95 6m96 6m97 6m98 6m99 6m100 6m101 6m102 6m103 6m104 6m105 6m106 6m107 6m108 6m109 6m110 6m111 6m112 6m113 6m114 6m115 6m116 6m117 6m118 6m119 6m120 6m121 6m122 6m123 6m124 6m125 Science and Technology 6s1 6s2 6s3 6s4 6s5 6s6 6s7 6s8 6s9 6s10 6s11 6s12 6s13 6s14 6s15 6s16 6s17 6s18 6s19 6s20 6s21 6s22 6s23 6s24 6s25 6s26 6s27 6s28 6s29 6s30 6s31 6s32 6s33 6s34 6s35 6s36 6s37 6s38 6s39 6s40 6s41 6s42 6s43 6s44 6s45 6s46 6s47 6s48 6s49 6s50 6s51 6s52 6s53 6s54 6s55 6s56 6s57 6s58 6s59 6s60 6s61 6s62 6s63 6s64 6s65 6s66 6s67 6s68 6s69 6s70 6s71 6s72 6s73 6s74 6s75 6s76 6s77 6s78 6s79 6s80 6s81 6s82 6s83 6s84 6s85 6s86 6s87 6s88 6s89 6s90 6s91 6s92 6s93 6s94 6s95 6s96 6s97 6s98 6s99 6s100 6s101 6s102 6s103 6s104 6s105 6s106 6s107 6s108 6s109 6s110 6s111 6s112 6s113 6s114 6s115 6s116 6s117 6s118 6s119 6s120 6s121 6s122 6s123 6s124 Social Studies 6z1 6z2 6z3 6z4 6z5 6z6 6z7 6z8 6z9 6z10 6z11 6z12 6z13 6z14 6z15 6z16 6z17 6z18 6z19 6z20 6z21 6z22 6z23 6z z25 1 6z26 1 6z27 2 6z z z30 1 6z31 1 6z32 1 6z z z z z37 9 6z z39 1 6z40 4 6z41 1 6z42 6z43 2 6z z45 1 6z46 2 6z z48 1 Health & Physical Education 6p1 6p2 6p3 6p4 6p5 6p6 6p7 6p8 6p9 6p10 6p11 6p12 6p13 6p14 6p15 6p16 6p17 6p18 6p19 6p20 6p21 6p22 6p23 6p24 6p25 6p26 6p27 6p28 6p29 6p30 6p31 6p32 6p33 6p34 The Arts 6a1 6a2 6a3 6a4 6a5 6a6 6a7 6a8 6a9 6a10 6a11 6a12 6a13 6a14 6a15 6a16 6a17 6a18 6a19 6a20 6a21 6a22 6a23 6a24 6a25 6a26 6a27 6a28 6a29 6a30 6a31 6a32 6a33 6a34 6a35 6a36 6a37 6a38 6a39 6a40 6a41 6a42 6a43 6a44 6a45 6a46 6a47 6a48 6a49 6a50 6a51 6a52 6a53 6a54 6a55 6a56 6a57 6a58 6a59 6a60 6a61 6a62 6a63 6a64 6a65 6a66 6a67 6a68 6a69 6a70 6a71 Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:39:06 PM Page G-1

76 Canada's Trading Partners & Themes of Expectation Summary Selected Assessed English Language 7e1 7e2 7e3 7e4 7e5 7e6 7e7 7e8 7e9 7e10 7e11 7e12 7e13 7e14 7e15 7e16 7e17 7e18 7e19 7e20 7e21 7e22 7e23 7e24 7e25 7e26 7e27 7e28 7e29 7e30 7e31 7e32 7e33 7e34 7e35 7e36 7e37 7e38 7e39 7e40 7e41 7e42 7e43 7e44 7e45 7e46 7e47 7e48 7e49 7e50 7e51 7e52 7e53 7e54 7e55 7e56 7e57 7e58 7e59 7e60 7e61 7e62 7e63 7e64 7e65 7e66 7e67 7e68 7e69 7e70 French as a Second Language 7f1 7f2 7f3 7f4 7f5 7f6 7f7 7f8 7f9 7f10 7f11 7f12 7f13 7f14 7f15 7f16 7f17 Mathematics 7m1 7m2 7m3 7m4 7m5 7m6 7m7 7m8 7m9 7m10 7m11 7m12 7m13 7m14 7m15 7m16 7m17 7m18 7m19 7m20 7m21 7m22 7m23 7m24 7m25 7m26 7m27 7m28 7m29 7m30 7m31 7m32 7m33 7m34 7m35 7m36 7m37 7m38 7m39 7m40 7m41 7m42 7m43 7m44 7m45 7m46 7m47 7m48 7m49 7m50 7m51 7m52 7m53 7m54 7m55 7m56 7m57 7m58 7m59 7m60 7m61 7m62 7m63 7m64 7m65 7m66 7m67 7m68 7m69 7m70 7m71 7m72 7m73 7m74 7m75 7m76 7m77 7m78 7m79 7m80 7m81 7m82 7m83 7m84 7m85 7m86 7m87 7m88 7m89 7m90 7m91 7m92 7m93 7m94 7m95 7m96 7m97 7m98 7m99 7m100 7m101 7m102 7m103 7m104 7m105 7m106 7m107 7m108 7m109 Science and Technology 7s1 7s2 7s3 7s4 7s5 7s6 7s7 7s8 7s9 7s10 7s11 7s12 7s13 7s14 7s15 7s16 7s17 7s18 7s19 7s20 7s21 7s22 7s23 7s24 7s25 7s26 7s27 7s28 7s29 7s30 7s31 7s32 7s33 7s34 7s35 7s36 7s37 7s38 7s39 7s40 7s41 7s42 7s43 7s44 7s45 7s46 7s47 7s48 7s49 7s50 7s51 7s52 7s53 7s54 7s55 7s56 7s57 7s58 7s59 7s60 7s61 7s62 7s63 7s64 7s65 7s66 7s67 7s68 7s69 7s70 7s71 7s72 7s73 7s74 7s75 7s76 7s77 7s78 7s79 7s80 7s81 7s82 7s83 7s84 7s85 7s86 7s87 7s88 7s89 7s90 7s91 7s92 7s93 7s94 7s95 7s96 7s97 7s98 7s99 7s100 7s101 7s102 7s103 7s104 7s105 7s106 7s107 7s108 7s109 7s110 7s111 7s112 7s113 7s114 7s115 7s116 7s117 7s118 7s119 7s120 7s121 7s122 7s123 7s124 7s125 7s126 7s127 7s128 7s129 7s130 7s131 History 7h1 7h2 7h3 7h4 7h5 7h6 7h7 7h8 7h9 7h10 7h11 7h12 7h13 7h14 7h15 7h16 7h17 7h18 7h19 7h20 7h21 7h22 7h23 7h24 7h25 7h26 7h27 7h28 7h29 7h30 7h31 7h32 7h33 7h34 7h35 7h36 7h37 7h38 7h39 7h40 7h41 7h42 7h43 7h44 7h45 7h46 7h47 7h48 7h49 7h50 7h51 7h52 7h53 7h54 7h55 7h56 7h57 Geography 7g1 7g2 7g3 7g g g6 7g7 3 7g8 3 7g g g g g13 1 7g g g g g18 1 7g19 2 7g g21 7g22 7g23 7g24 7g25 7g26 7g27 7g28 7g29 7g30 7g31 7g32 7g33 7g34 7g35 7g36 7g37 7g38 7g39 7g40 7g41 7g42 7g43 7g44 7g45 7g46 7g47 7g48 7g49 7g50 7g51 7g52 7g53 7g54 7g55 7g56 7g57 7g58 7g59 7g60 7g61 7g62 7g63 7g64 Health & Physical Education 7p1 7p2 7p3 7p4 7p5 7p6 7p7 7p8 7p9 7p10 7p11 7p12 7p13 7p14 7p15 7p16 7p17 7p18 7p19 7p20 7p21 7p22 7p23 7p24 7p25 7p26 7p27 7p28 7p29 7p30 7p31 7p32 7p33 7p34 7p35 7p36 7p37 7p38 7p39 7p40 7p41 7p42 The Arts 7a1 7a2 7a3 7a4 7a5 7a6 7a7 7a8 7a9 7a10 7a11 7a12 7a13 7a14 7a15 7a16 7a17 7a18 7a19 7a20 7a21 7a22 7a23 7a24 7a25 7a26 7a27 7a28 7a29 7a30 7a31 7a32 7a33 7a34 7a35 7a36 7a37 7a38 7a39 7a40 7a41 7a42 7a43 7a44 7a45 7a46 7a47 7a48 7a49 7a50 7a51 7a52 7a53 7a54 7a55 7a56 7a57 7a58 7a59 7a60 7a61 7a62 7a63 7a64 7a65 7a66 7a67 7a68 7a69 7a70 7a71 7a72 7a73 7a74 7a75 7a76 7a77 7a78 Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:39:06 PM Page G-2

77 Canada's Trading Partners & Themes of Unit Analysis Page 1 Analysis Of Unit Components 14 Subtasks 126 Expectations 72 Resources 91 Strategies & Groupings -- Unique Expectations Social Studies Expectations 16 Geography Expectations Resource Types 7 Rubrics 20 Blackline Masters 0 Licensed Software 10 Print Resources 0 Media Resources 23 Websites 12 Material Resources 0 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 0 Parent / Community 0 Companion Bookmarks Groupings 12 Students Working As A Whole Class 3 Students Working In Pairs 5 Students Working In Small Groups 9 Students Working Individually Teaching / Learning Strategies 1 Advance Organizer 6 Brainstorming 4 Classifying 2 Collaborative/cooperative Learning 2 Direct Teaching 4 Discussion 3 Graphing 2 Map Making 1 Mini-lesson 4 Research 1 Think / Pair / Share Assessment Recording Devices 3 Rating Scale 7 Rubric Assessment Strategies 1 Conference 1 Exhibition/demonstration 5 Observation 12 Performance Task 2 Questions And Answers (oral) 1 Response Journal Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 10:39:13 PM Page H-1