Lesson Plan : Who do we import goods from?

Teacher Name:
 Lilian Pritchard
Grade:
 Grade 6
Subject:
 Social Studies

Topic:
 Purpose: Students will identify products in their home that have been imported from other countries. Students will identify which countries belong in these geographical areas: Asia, Africa, Europe, Central & South America, Oceania, U.S. & Mexico. Students will label the importing countries on area maps.
Content:
 Expectations:(2004 Curriculum) -identify and describe some countries with which Canada has linkes (e.g., in Europe, the Pacific Rim, the Americas, Asia, the Middle East, Africa) - describe some of the connections Canada shares with the rest of the world (e.g. trade) -identify products that Canada imports (and exports) - identify the countries from which Canada imports goods - formulate questions to develop research plans with a statement of purpose (e.g. Why do we import clothing from Asia? Why are appliances not made in Canada?) - locate relevant information about Canada's imports from a variety of primary sources (interviewing parents) and secondary sources (Textbook, Atlas and web sources) - use and construct a variety of graphic organizers and graphs to sort, classify, connect and interpret information (e.g. chart to show import items, country, and world region) - use base maps and a variety of information sources to sketch the relative position of places (e.g. location of trading partners) Language Expectations: - ask and answer questions to obtain and clarify information - contribute and work constructively in groups Math Expectations: - systematically collect, organize, and analyze data - evaluate data and make conclusions from the analysis of data
Materials:
 - list of items from home that have been imported - Textbook - Discovering Canada's Trading Partners - Atlas - Notebook - Assignment Sheet and Outline Maps
Introduction:
 Teacher reviews vocabulary - import, export, appliance, etc.
Development:
 Teacher shows world areas in textbook and on overhead.
Practice:
 In groups of 4, students create one master list of products, countries, and world regions. Students locate and mark these countries on a series of maps.
Accommodations:
 - ESL and IEP students placed in groups with student helpers.
Checking For Understanding:
 - Teacher assists groups, as needed. Teacher shows some country locations on overhead projector.
Closure:
 - Teacher asks group for their conclusions - from what countries to we appear to import the most? Where are they located? Possible reasons for the trends?
Evaluation:
 - Teacher collects maps and charts from each group. Evaluates how successful each group was in locating items and countries.

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