Unit Plan Template

A template based on Understanding by Design

Title of Unit

Grade

Governance

5/6

Level
Subject

Social Studies

Time

3-5 periods (60min each)

Frame
Developed By

Saadia Ahmed

Stage 1 Desired Results

Prescribed Learning Outcomes:
Grade 5: (C2) Describe levels, responsibilities, and the election of government in Canada
Grade 6: (C1) Compares the federal government of Canada with national governments of other
countries
Unit Theme/Issue of Inquiry/Narrative
-

This unit is on governance

Grade 6s may have gone over levels of government but it may have been skipped due to strike in previous
year

Rationale:
- Develops understanding of the roles and responsibilities of the government and how it effects
us
- Knowledge of different types of governments around the world
- Insight into government system of a different country around the world in comparison to
Canada
Understandings:
Essential Questions:
- The government has three branches (municipal,
- How does our government work?
provincial, federal)
- Who takes care of the potholes on the road?
-

Our government has things in common with, and

- Who makes sure a doctor can see me when

Im sick?
- Does our government work the same way as
governments in other countries?

some things that are different, than other

countries
Not everyone has freedom in our country like we
do
o Stereotypes of certain countries are not
always true

Stage 2 Assessment Evidence

Formative Assessments
-

Observing discussions to ensure participation and

see understanding of content
Worksheets 1.1, 3.1, 3.3
Pros/Cons lists of different types of governments
Charts on characteristics of different types of
governments

Summative Assessments
- Presentation of governments around the
world
- Journal entry on democracy and its value in
Canada

Stage 3 Learning Plan

Should be Differentiated
Potential Barriers to Success / Areas to Differentiate:
-

Lack of interest and engagement on dry subject area

o Making it student-centered and relevant
Unproductive use of work time
o Teacher will circulate
o Remind them that iPad time is limited
Overwhelming information
o Break it down, Simplify terms and concepts

Introducing the Unit:

-

Asking the students if they have talked about government in social studies before
Ask students what they think of the government and how they think it functions
Discuss roles and responsibilities

Sequence of Lessons: The basics of what you plan to do in each lesson of the unit.
#

Lesson
Title

Lesson Activities (Learning Experiences)

Assessme
nt

Resource
s

1. Hook: Show comparison of government to school system structure

Our
and ask students to describe who does what at several community
Governmen places or organizations
t
2.Discussion: Who is the current prime minister, premier and mayor?
3.Instruction: Classify levels of government for students
Hand out worksheet 3.1 to work on.

Workshee
t 3.1 + 3.3
- Observe
level of
connectio
ns

Student
vote
website

- Journal
entry

Student
vote
website

- Chart on
types of
governme
nts

Student
vote
website

Textbook

4. Activity:
A. Ask students to think of all the activities they do on a daily or
weekly basis. Create a list as a class on the board
B. Ask students to consider each activity or task and list the resources
and services associated with each. Think/pair/share in seating plan
groups
C. Explain to students that each level of government has its own set of
responsibilities to meet the needs of its citizens.
D. Go back to the student-created list of activities and match them
with the level of government that is responsible for developing and
providing the related services (i.e. turning on the lights provincial
government, Energy, Mines and Natural Gas).

Democratic
Governmen
ts/No
governmen
ts

Types of
Governmen
ts

5. Debrief: Brief closing discussion about government (Or, ask

students to write a journal piece?)
1. Set up area to sit and converse as a discussion
2. Access prior knowledge
3. Introduce democratic government and how it is set up in Canada
4. Give definition of democracy and discuss rights of citizens under
democratic rule
5. Compare government of Canada to that of different countries
6. Discuss the result of no government
7. Work on chart independently
8. Write journal reflection piece on democracy
Hook:
1. Split the class into three groups using mingle method, have them sit
together and explain that each group needs to determine the choice of
pizza toppings for an upcoming class party.
2. Assign each group decision-making models and ask them to make a

Textbook

final decision based on the rules given.

3. Bring the class back to the big group and discuss each groups
experience.
Instruction: Different types of governments that exist in the world
Go over democratic government and consequences of no
government
Introduce dictatorships
Read textbook pages 146-147 together
Work on chart activity at end of reading passage
Discuss: What have you learned about different governments and
democracy that they have learned
Group Work: Introduce different countries project.
Give class time to start brainstorming and picking a country to
research
4

5/
6

Governmen - Confirm what instructions were for project

ts around - Give time to work on project
the World
Can present with iMovie, PowerPoint, poster, role-play, or oral
presentation (must have written component)
Project
- Review Criteria and explain rubric for final presentation
work time
of project
- Working collaboratively with groups on project
Presentati
ons

Presenting group projects

- Observe
efforts put
into
project
work
- Observe
efforts put
into
project
work
- Observe
presentati
on and
asses
within
rubric

-Can use
iPads

-Can use
iPads
-Will have
art
supplies
-Projector
available
if needed