Grade 5: Responsible Citizenship

Steve, Fadia, Edmund, Cory, Heather (twitter and blog)

Big Idea and Overall Expectations

• Big Idea/Question: How is a responsible citizen created in Canada?
• Strand B: People and Environments: The Role of Government and Responsible Citizenship

Learning Goals

• Students can develop plans, using a variety of resources, to solve social and environmental issues in Canada
• Students can reflect on how their learning has made them well-informed responsible Canadian citizens
• Students can explain a variety of government processes, hierarchies, and jurisdictions, that helps them to be informed, responsible, Canadian Citizens

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Culminating Task

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Students will choose a specific environmental/social issue that exists in Canada or has existed in the past and will construct a plan to resolve the issue. Students will then write a reflection explaining which aspects of a responsible Canadian citizen they applied when constructing this plan.

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Lesson Sequence

Lesson 3: Soliciting Public Input

B3.4 - describe different processes that governments can use to solicit input from the public, and explain why it is important for all levels of government to provide opportunities for public consultation.

Big Question: What are some processes that the Canadian government uses to solicit information from the public, and how are knowing about these in detail and experiencing them relevant to becoming a responsible Canadian citizen?

Task:

• Processes: elections, town hall meeting, public hearing, band council meetings, commissions of inquiry, supreme court challenges, processes for granting easements, referendums)
• Groups research specific one and fill in class Google Doc
• Students then participate in mock referendum/town hall meeting/public hearing
• Each have designated roles: 2 political parties (blue and red), members of public
• Reflection about how this activity makes one more responsible Canadian citizen (rudimentary rubric)

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Methods:Teacher directed, Collaborative, Hands-on, Independant, Technology, Professional Resources: official government websites of Canada, Ontario, Specific cities, towns, and counties

Lesson 10: Drama Integrated Lesson (Field Trip)

• Relates to the big idea of understanding “the responsible Canadian” as an ideology forged by and subjective to perspective.
• Students will be exposed to early Native and European interaction through the text “A Coyote Columbus”
• In groups, students will supplement understandings through as field trip to the ROM where they will explore the exhibit pertaining to early Canadian history
• Students will communicate their understandings of perspective through tableau, and the use of one significant historical event relating to Native and European interaction prior to 1713

Lesson 7: Fighting Homelessness

B1.2 - create a plan of action to address a social issue of local, provincial/territorial, and/or national significance, specifying the actions to be taken by the appropriate level of government as well as by citizens;

• calculate the mean for a small set of data and use it to describe the shape of the data set across its range of values, using charts, tables, and graphs;
• pose and solve simple probability problems, and solve them by conducting probability experiments and selecting appropriate methods of recording the results.

Big Question: How has calculating important statistics about homelessness in Canada impacted your thinking about the need for change, and how has both learning about this and creating a plan to deal with it helped you in becoming a more responsible Canadian citizen?

1. Calculate stats about death rates among homeless people (homeless 0.86% and 39 years, non-homeless 0.73% and 81 years) Develop empathy and understanding for topic
2. In partners, use iPads to complete a small plan to solve homelessness short/long term and recruit
3. Reflection: Responsible Canadian (checkbric = math, rudimentary rubric = plan)

Methods: Cross-curricular, Teacher Directed, Collaborative, Independant, Technology

Extension: Students could calculate Ratios and Frequency of deaths

Cross-Curricular

Assessment

Framework

To view our framework, please click here.

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