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 overhold@npsc.edu.on.ca 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 overhold@npsc.edu.on.ca 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