Social Studies Unit Plan Organizer

Teacher Candidate: Andrea Murree

Grade: 6

SUBJECT/STRAND

Social Studies

OVERALL
EXPECTATIONS

Adapted and quoted from the Ontario Curriculum, Social Studies for Grade 6
B3.6 Identify and locate on a map countries and regions with which Canada has a significant
interrelationship, and use longitude and latitude to locate cities in these countries/regions
B2.3 Analyze and construct different types of maps, both print and digital, as part of their
investigations into global issues, their impact, and responses to them
B3.3 Describe several groups or organizations through which Canada and Canadians are
involved in global issues (e.g., NGOs such as Doctors Without Borders, Free the Children,
Ryans Well, World Wide Fund for Nature; multinational corporations; intergovernmental
organizations such as the UN, la Francophonie, the Commonwealth, APEC)
B1.2 Analyze responses of non-governmental organizations (NGOs) to a social issue of
international significance
B3.4 Describe the responses of the Canadian government and some NGOs to different
disasters and emergencies around the world

LEARNING GOALS

SUCCESS CRITERIA

CULMINATING TASK

PRIOR KNOWLEDGE

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Identify, locate and map cities based on geographical co-ordinates

Describe what an NGO does: mission, vision, impact and goals
Know how an NGO is different from an intergovernmental organization
Understand issues that NGOs focus on which affect children around the world
Assess geographically the impact of an NGO (student is able to locate headquarters
and regions of the world the NGO works)

Explain the purpose, value and impact of an NGO

Clearly demonstrate how an NGO identifies to needs, and issues that around the world
Demonstrates knowledge and understanding of Millennium Development goals
Critically analyze and investigate the response of NGOs to disasters around the world
Clear command of mapping software and navigation tools to assess geographic
locations and impact of an NGO

Group presentation of an NGO (power point)

Canada and international trade relations

Wealth disparity and poverty

Child labour and Fair trade (enrichment, cocoa bean, human rights, social justice)

Lesson Plan Day 1

Name: Andrea Murree
Subject(s):SocialStudies
Lesson Title: Mapping and perspective

Grade: 6
40 mins

Curriculum Area: B3.6 Identify and locate on a map countries and regions with which Canada has a significant
interrelationship, and use longitude and latitude to locate cities in these countries/regions
Overall Expectations: - Understand latitude/ longitude/ Equator/ Topics/ Artic circles

Geographically locate hemispheres

Specific Expectations: review what latitude and longitude are.

be able to identify the latitude and longitude of a city on a map.

be able to identify a city when the latitude and longitude are provided
SUCCESS CRITERIA:
Knowledge of glossary terms
Able to map main meridians and latitude lines
Awareness of co-ordinates
Materials and Resources
Chalk board
Chalk
Handout:
Projector and laptop
Atlases
Maps

Time Steps/Activities
Minds On
Establish a positive learning environment: set ground rules and expectations
Connect to prior learning and/or experiences
Setting the context for learning

Assessment As/For/Of
Learning
Assessment Opportunities

Review homework, writing assignment and what a level 4 answer looks like
Establish new lesson on mapping and perspective
Treasure map activity and analogy (powerpoint)
Action
Introduce new learning or extending/reinforcing prior to learning
Provide opportunities for practice and application of learning
(guided/independent)

Assessment Opportunities

na

Mapping activity (see handout)

Mapping activity

Understand latitude/ longitude/ Equator/ Topics/ Artic circles

Geographically locate hemispheres
Consolidation and Connection
Helping students demonstrate what theyve learned
Providing opportunities for consolidation and reflection
Homework (see handout)

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Assessment Opportunities

Matching

Name:______________________

Unit Plan Organizer #1

Date:_____________

Name:____________________

Date:_____________

World Geography Glossary

Geography : The study of the physical features of the earth.

Includes study of regional formations and their relation to humans.

Map :Representation of a physical plane with selective information.

Maps represent a definite area and contain detailed geographical information.

Latitude lines: Imaginary lines running horizontally around the globe. Also called parallels.
______________
_____________
______________

Each degree of latitude is about 69 miles (110 km) apart.

Zero degrees (0) latitude is the equator, the widest circumference of the globe.
Latitude is measured from 0 to 90 north and 0 to 90 south
90 north is the North Pole and 90 south is the South Pole.

Longitude lines: Imaginary lines, also called meridians, running vertically around the globe.
Longitude lines are not parallel. Meridians meet at the poles.
Zero degrees longitude (0) is called the prime meridian.
The degrees of longitude run 180 east and 180 west from the prime meridian.

Equator: Zero degrees latitude. The equator divides the globe into the Northern and Southern
hemispheres.
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The equator appears halfway between the North and South poles, at the widest
circumference of the globe. It is 24,901.55 miles (40,075.16 km) long.

Prime meridian: Zero degrees longitude (0).

The prime meridian runs through the Royal Greenwich Observatory in
Greenwich, England.
The prime meridian divides the globe into the Western and Eastern
hemispheres.
The Earth's time zones are measured from the prime meridian.

Hemisphere:

A hemisphere is half the Earth's surface. The four hemispheres are the Northern
and Southern hemispheres, divided by the equator (0 latitude)
Eastern and Western hemispheres, divided by the prime meridian (0longitude)
and the International Date Line (180).

Tropics: Also referred to as the torrid zone or tropical zone, all the water and land of the earth
between the Tropic of Cancer and the Tropic of Capricorn.

Tropic of Cancer: A line of latitude located at 2330' north of the equator. The Sun is directly
overhead the Tropic of Cancer on the summer solstice in the Northern
Hemisphere (June 20 or 21). It marks the northernmost point of the tropics,
which falls between the Tropic of Cancer and the Tropic of Capricorn.

Tropic of Capricorn: A line of latitude located at 2330' south. The Sun is directly overhead
the Tropic of Capricorn on the summer solstice in the Southern
Hemisphere (Dec. 20 or 21). It marks the southernmost point of the
tropics.

Arctic Circle: A line of latitude located at 6630' north, delineating the Northern Frigid Zone of
the Earth.

Antarctic Circle: A line of latitude located at 6630' south, delineating the Southern Frigid Zone
of the Earth.

Geographic coordinates: The units of measurement for geographic coordinates are

degrees (), minutes ('), and seconds (").
Latitude and longitude lines form an imaginary grid over the Earth's surface. By combining longitude
and latitude measurements, any location on earth can be determined. The units of measurement for
geographic coordinates are degrees (), minutes ('), and seconds ("). Like a circle, the Earth has 360
degrees. Each degree is divided into 60 minutes, which in turn is divided into 60 seconds.
Latitude and longitude coordinates also include cardinal directions: north or south of the equator for
latitude, and east or west of the prime meridian for longitude. The geographic coordinates of New
York City, for example, are 40 N, 74 W, meaning that it is located 40 degrees north latitude and 74
degrees west longitude. Using minutes and seconds as well as degrees, the coordinates for New
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York would be 4042'51" N, 740'23" W. (Latitude is always listed first.) A less common format for
listing coordinates is in decimal degrees. The Tropic of Cancer, for example, can be expressed in
degrees and minutes (2330' N) or in decimal degrees (23.5 N).
Name: _________________
Date:______________
Match the Word with its definition
1. Equator

- A line of latitude located at 2330' south

2. Longitude lines

- Imaginary lines running horizontally around the globe

3. Prime meridian

- Zero degrees latitude

4. Tropic of Capricorn

- A line of latitude located at 6630' south, delineating the

Southern Frigid Zone of the Earth

5. Hemisphere

- The units of measurement for geographic coordinates are

degrees (), minutes ('), and seconds (")

6. Tropic of cancer

- Zero degrees longitude (0)

7. Latitude lines

- Imaginary lines, also called meridians, running vertically

around the globe

8. Antarctic circle

- A line of latitude located at 6630' north, delineating the

Northern Frigid Zone of the Earth.

9.Geographic Co-ordinates

- Half the Earth's surface

10. Arctic Circle

- A line of latitude located at 2330' north of the equator

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Lesson Plan Day 2

Name: Andrea Murree
Subject(s):SocialStudies
Lesson Title: Mapping and perspective

Grade: 6
40 mins

Curriculum Area: B3.6 Identify and locate on a map countries and regions with which Canada has a significant
interrelationship, and use longitude and latitude to locate cities in these countries/regions
Specific Expectations: review what latitude and longitude are.

be able to identify the latitude and longitude of a city on a map.

be able to identify a city when the latitude and longitude are provided
SUCCESS CRITERIA:
Knowledge of glossary terms
Able to map main meridians and latitude lines
Awareness of co-ordinates
Materials and Resources
Chalk board
Chalk
Handout:
Projector and laptop
Computers for group work

Time Steps/Activities
Minds On
Establish a positive learning environment: set ground rules and expectations
Connect to prior learning and/or experiences
Setting the context for learning

Assessment As/For/Of
Learning
Assessment
Opportunities

Take up map and homework handout

Preparation Before Class:
1. (5-7 minutes): Ready the projector and computer, log into the necessary sites
2. (1-5 minutes): Place the fruits and vegetables in a spot visible to the whole class, including their
appropriate labels (which indicate the products country of origin).
3. (1-3 minutes): Write the key themes/concepts, that you want to teach students about in the lesson, on
the board. If possible, the instructor can also outline the days agenda on the board.
4. (1-2 minutes): Place student handouts on the desk to save valuable class time.
Introduction:
1. (10-15 minutes): Introduce the agenda for the day, to give students an approximate idea of the
activities and their timing. The days activities can be outlined as follows:
a) Introduction & Instruction
b) mapping activity
c) Class Discussion
Action
Introduce new learning or extending/reinforcing prior to learning
Provide opportunities for practice and application of learning (guided/independent)
Mapping activity http://www.compassdude.com/latitude-longitude.php
Consolidation and Connection
Helping students demonstrate what theyve learned
Providing opportunities for consolidation and reflection
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Assessment
Opportunities

Assessment
Opportunities

Homework
Co-ordinates and cities mapping activity

Name: _________________

Date:______________

Tell which Canadian cities can be found at each latitude and longitude coordinates.
Toronto
Vancouver

Edmonton
Iqualit

Halifax
St. Johns

Quebec
Whitehorse

a. 46N, 71W________________________ e. 49N, 123W _____________________

b. 44N, 63W _______________________ f. 63N, 68W _______________________
c. 53N, 113W_______________________ g. 60N, 135W _______________________
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d. 43N, 79W ________________________ h. 47N, 52W ___________________

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Answer Key: Quebec, Halifax, Edmonton , Toronto, Vancouver, Iqaluit, Whitehorse, St. Johns
Summary of lessons
Day 3
Day 4
Day 5

Day 1
Day 2
Day 3
Day 4
Day 5

Identify, locate and map cities based on geographical co-ordinates

Science
Identify and locate on a map countries and regions with which Canada has a significant
interrelationship, and use longitude and latitude to locate cities in these countries
Intro to millennium Development goals If the world is a village

Summary of Millenium Development goals

Science
What is an NGO?
Know how an NGO is different from an intergovernmental organization
Canada and NGOs

Free the children Intro purpose, mission, values (enrichment, case study)
Science
Free the children- Continued (Canada outreach and international development)
Intro to group presentation expectations overview, groups assigned

Day 1
Day 2
Day 3
Day 4
Day 5
Day 1
Day 2
Day
Day 3
Day 4
Day 5
Day 1
Day 2
Day 3

Victoria day

Workperiod
Science
Workperiod

Presentations

Presentations

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Culminating task
PowerPoint presentation Rubric
Name:_____________________________
Level 1

Level 2

Level 3

Level 4

Inclusions

There are no
pictures, transitions
or charts.
Text cannot be read
on selected
background; text size
and color make it
difficult to focus on
information.

Few graphics are

utilized throughout
the presentation, they
do not relate to the
topic; transitions are
not consistent or
effective Too much
text, difficult to focus
on presentation.

The presentation has

at least 5 pictures,
one transition, one
chart.
Graphics are
appropriate but
overwhelm text.

Content
(Knowledge and
Understanding)

Information is
incomplete; logical
sequence is not
evident. There is no
order and the student
has not followed the
check list.

Information gaps and

lengthy text are
evident. There is
some order and
student has followed
some parts of the
check list.

Information is
presented in a logical
sequence. Student
has completed most
of the checklist.

Conventions of
language
(Communication)

Spelling mistakes
occur throughout the
entire presentation,
standard grammar
usage is not evident.

Several spelling
mistakes occur
throughout the
presentation; a few
grammatical
mistakes are present

Few spelling
mistakes are evident.
Language is
appropriate.

Inquiry

Is unsure of the
position they are in.
No attempt to
challenge, agree, or
disagree with the
NGO

Is unsure of the
position they are in.
Tries to communicate
with an attempt to
understand the
position of the NGO.

Demonstrates
agreement or
disagreement. Has
communicated an
effective reason.

The presentation has

more than 5 pictures,
one chart, and one
map. Graphics are
appropriate and
relate to content.
Background and text
complement each
other; easy to read,
consistent throughout
the presentation.
Accurate and
complete information
is presented in a
concise, logical
sequence. Student
has followed and
successfully
completed the
checklist
Spell check has been
utilized throughout
the presentation.
Language is
appropriate with no
grammatical and
punctuation errors or,
spelling mistakes.
Clearly demonstrates
agreement or
disagreement with
the NGOs position.
Has a thoughtful and
provocative reason.

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Please hand in this completed checklist before you present

Checklist
o Name of NGO and group members presenting on the first slide.
o History: Name the founder of the NGO
o Include a brief story of how the movement was inspired
o Mission and Vision of the NGO
o One OR 2 Goals of the NGO
Map
o Geographical Location of the Head quarters
o Branches in other countries that the NGO is active
Impact of the NGO
Using one goal of the NGO explain
The situation or problem before the NGO came
What did the NGO do?
What were the results
o Play your part
Do you agree/disagree with the NGOs purpose
Why?
One thing you can do to contribute to the solution that the NGO is focused on.

Include
o At least 5 pictures
o One map of the location and the branches the NGO is active

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_____
Answer key
a) Quebec b) Halifax c) Edmonton d) Toronto
e) Vancouver f)Iqaluit g)Whitehorse h)St. Johns

Materials and Resources

Chalk board
Chalk
Handout:
Projector and laptop
Atlases
Maps Computer with Internet Access
Projector
Set of Class Chromebooks, Ipads or Other Researching Tool (i.e. Computer Lab)
Fruits and Vegetables (number will vary based on class side, allergies, etc.)
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Time Steps/Activities
Minds On
Establish a positive learning environment: set ground rules and expectations
Connect to prior learning and/or experiences
Setting the context for learning

Assessment As/For/Of
Learning
Assessment Opportunities

Review homework, writing assignment and what a level 4 answer looks like
Establish new lesson on mapping and perspective
Treasure map activity and analogy (powerpoint)
Action
Introduce new learning or extending/reinforcing prior to learning
Provide opportunities for practice and application of learning
(guided/independent)

Assessment Opportunities

na

Mapping activity (see handout)

Mapping activity

Understand latitude/ longitude/ Equator/ Topics/ Artic circles

Geographically locate hemispheres
Consolidation and Connection
Helping students demonstrate what theyve learned
Providing opportunities for consolidation and reflection
Homework (see handout)

Unit Plan Organizer #1

Assessment Opportunities

Matching

15

Theory that the earth's continents at one time were once part of a singular landmass. It is
believed that the continents have spread out due to plate tectonics.
hemisphere
A hemisphere is half the Earth's surface. The four hemispheres are the Northern and Southern
hemispheres, divided by the equator (0 latitude), and the Eastern and Western hemispheres,
divided by the prime meridian (0 longitude) and the International Date Line (180).
equator
Zero degrees latitude. The Sun is directly overhead the equator at noon on the two equinoxes
(March and Sept. 20 or 21). The equator divides the globe into the Northern and Southern
hemispheres. The equator appears halfway between the North and South poles, at the widest
circumference of the globe. It is 24,901.55 miles (40,075.16 km) long.
prime meridian
Zero degrees longitude (0). The prime meridian runs through the Royal Greenwich
Observatory in Greenwich, England (the location was established in 1884 by international
agreement). The prime meridian divides the globe into the Western and Eastern hemispheres.
The Earth's time zones are measured from the prime meridian. The time at 0 is called
Universal Time (UT) or Greenwich Mean Time (GMT). With the Greenwich meridian as the
starting point, each 15 east and west marks a new time zone. The 24 time zones extend east
and west around the globe for 180 to the International Date Line. When it is noon along the
prime meridian, it is midnight along the International Date Line.
International Date Line
Located at 180 longitude (180 E and 180 W are the same meridian). Regions to the east of
the International Date Line are counted as being one calendar day earlier than the regions to
the west. Although the International Date Line generally follows the 180 meridian (most of
which lies in the Pacific Ocean), it does diverge in places. Since 180 runs through several
countries, it would divide those countries not simply into two different time zones, but into two
different calendar days. To avoid such unnecessary confusion, the date line dips and bends
around countries to permit them to share the same time.
tropics
Also referred to as the torrid zone or tropical zone, all the water and land of the earth between
the Tropic of Cancer and the Tropic of Capricorn. The tropics experience at least one day per
year in which the sun passes directly overhead.
Tropic of Cancer
A line of latitude located at 2330' north of the equator. The Sun is directly overhead the Tropic
of Cancer on the summer solstice in the Northern Hemisphere (June 20 or 21). It marks the
northernmost point of the tropics, which falls between the Tropic of Cancer and the Tropic of
Capricorn.
Tropic of Capricorn
A line of latitude located at 2330' south. The Sun is directly overhead the Tropic of Capricorn
on the summer solstice in the Southern Hemisphere (Dec. 20 or 21). It marks the
southernmost point of the tropics.
Arctic Circle
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A line of latitude located at 6630' north, delineating the Northern Frigid Zone of the Earth.
Antarctic Circle
A line of latitude located at 6630' south, delineating the Southern Frigid Zone of the Earth.
globe
The most accurate map of the Earth, duplicating its spherical shape and relative size.
pole
Point at which the earth turns; the north and south poles illustrate the axis on which the earth
rotates.
map
Representation of a physical plane with selective information. Maps represent a definite area
and contain detailed geographical information.
atlas
Combination of maps and charts. An atlas usually includes geographical information, as well as
varied non-geographical information (population statistics, sea levels, etc.) about a particular location.

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If the world were a village (day 1 and 2)

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EXPECTATIONS

TEACHING-LEARNING STRATEGIES

ASSESSMENT

LESSON 1

ACCOMMODATIONS

RESOURCES

EXPECTATIONS

TEACHING-LEARNING STRATEGIES

ASSESSMENT

LESSON 2

ACCOMMODATIONS

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RESOURCES

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EXPECTATIONS

TEACHING-LEARNING STRATEGIES

ASSESSMENT

LESSON 3

ACCOMMODATIONS

RESOURCES

EXPECTATIONS

TEACHING-LEARNING STRATEGIES

ASSESSMENT

LESSON 4

ACCOMMODATIONS
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RESOURCES
21

EXPECTATIONS

TEACHING-LEARNING STRATEGIES

ASSESSMENT

LESSON 5

ACCOMMODATIONS

RESOURCES

EXPECTATIONS

TEACHING-LEARNING STRATEGIES

ASSESSMENT

LESSON 6

ACCOMMODATIONS

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RESOURCES

22

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