BACKWARD DESIGN/DOWNWARD DESIGN CROSS CURICULAR PLANNING MODEL

Subjects /Strands: ____PEOPLE AND ENVIRONMENTS: THE ROLE OF GOVERNMENT AND RESPONSIBLE
CITIZENSHIP___________
Grade(s): ____5____
Dates of possible implementation: ________________________

Culminating task due date: ________________

D. LESSONS USING LAKEHEAD TEMPLATE & GUIDELINES

Briefly identify the topic, specific teaching/ learning activity, and specific expectation is for each lesson. Lessons
flow together and scaffold student learning. What teaching skills/concepts expectations are being introduced for
completion of culminating task? Outline or sketch out each lesson in the unit
LESSON

WHAT TEACHER WILL DO

WHAT STUDENT
WILL DO

ASSESSMENT
(say write do)

RESOURCES

Lesson 1
3 Levels of
Government

An introduction to the structure and

components of the three levels of
government, with a focus on the
responsibilities of each level. Students will
complete a group activity dividing up the
responsibilities of the three governments,
and be able to identify government
involvement in their community.

Students research and

Assessment form: thumbs
fill out information chart up, thumbs down content
the various components understanding
and structures of
Canadas Government.

As a class, we go for a
walk around the block.
Students in groups of 2
Minds On: What are some of the
take photos of signs,
chores/responsibility in your house? Who is
vehicles, or symbols that
responsible for doing these chores? Similar
identify various levels of
to family homes where chores need to be
divided in order for them to get completed. government in the
community. When we
Canada has many responsibilities that also
return to the classroom,
need to be divided so that everything is
students will have
taken care of.
10mins to sort and
Action: Students will view a video clip on
prepare to present their
the 3 levels of the Canadian government and photographs and
each level responsibilities. How many levels describe which levels of
of government are there in Canada? what
government they
are some of the responsibilities of the
captured in their image.
municipal, provincial, & federal?
Consolidation: Students present their
photographs and describe which levels of
government they captured in their image.

Parliament of
Canada
http://www.lo
p.parl.gc.ca/Ab
out/Parliament
/Education/MP
U/bglesson4_te.asp

Lesson 2
What Are Our Rights And
Responsibilities Under
The Charter Of Rights
And Freedoms?

In this lesson students will learn about the

rights and freedoms Canadians have.
Minds On: What are the behaviours that
causes someone to go to jail? What
behaviours allows someone to be free?
Action: Teacher explains purpose of
Canadian Charter of Rights and Freedoms
documents. Teacher highlights the 7 distinct
categories and provides examples for each
one.
Consolidation: Students share with the class
their list and determines of the seven
categories which one it belongs too.

Checklist
In groups of 3, students
brainstorm ideas about
what they think are
essential rights and
responsibilities of
students in a classroom.

Toronto:
Municipal
Elections:
Grade 5 Aspect
of Citizenship
and
Government
https://www1.
toronto.ca
Canadian
Charter of
Rights and
Freedoms
http://www.la
wlessons.ca

Lesson 3
What Is A Bill and How
Does It Become A Law

Students will identify and describe the steps

in making a law.

Exit ticket question: Why

might someone want to
Student fill in blank flow create a new bill?
Minds On: I was thinking last night while I
chart: How A Bill
was grocery shopping why cant I walk out of Becomes A Law
the store without paying for my grocery?
(Teacher asks students after they giver their
responds) Why do we have laws? What
makes a good law?
Action: In a think pair share I would like to
know how does a bill become a law? and
who is involved? (students have 2 mins. to
discuss before we take it up as a class) After
discussion teacher defines what is a bill and
types of bill (government bill, private
members public bill, private bill) and how
does a bill become a law. Teacher introduce
students to parliament flow chart. Teacher
proposes a bill students fill in the flow chart
activity sheet independently.
Consolidation: Student and teacher takes up
the flow chart activity sheet and decides if
the bill teacher introduced should become a
law.

Parliament of
Canada
http://www.lo
p.parl.gc.ca/Ab
out/Parliament
/Education/MP
U/bglesson4_te.asp

Lesson 4
Create a Bill

Students will learn how their idea can be

turned into a law by creating their own bill
about a provincial issue that is particularly
important to them. They will learn to
create arguments for and against the idea
and discuss how it affects them and the
people of Ontario.
Minds On: In yesterdays class we learned
what a bill means and the different types of
bill. We are going to play How A Bill
Becomes A Law game, a refresher.
Action: Who can tell me the flow chart of
how a bill becomes a law, we did yesterday.
Today we are going to create our own bill.
In groups of 4 you students will use the bill
template worksheet to create their own bill.
Student will start by choosing a provincial
issue that they would like to make into a
law or an Ontario law they would like to
change and complete the worksheet. As they
complete the worksheet they must develop
their idea and think about the outcome and
affects of their bill. i.e. students may wish
to introduce a bill about education that
makes uniforms mandatory or not in all
Ontario schools.
Consolidation: Students present their bill
and highlight how the proposed bill would
positively or negatively affect
Ontario/Canada. Students listening will
vote either to keep or reject the proposed
bill.

Students works in groups Table observation,

of 4 and create a bill
Anecdotal Notes
and propose it to the
class. The class will
vote and decide whether
the bill should get pass
or rejected.

Legislative
Assembly On
Ontario
http://discover
yportal.ontla.o
n.ca

Lesson 5
Why Should I Care

This lesson will introduce students to the

concept of an issue. Teachers and students
begin by discussing an issue they might face
in the school yard, such as bullying.
Students complete a concept attainment
activity that focuses on meaning and
understanding.

Students work in groups

of 4, read and highlight
the main issue in the
articles and answer on
chart paper:

Minds On: Teacher begins the lesson by

reading a news articles to the class using the
overhead. During the reading the teacher
will ask the class to note significant sections
and determine the main problem or dispute.
After the reading teacher asks student
what is an issue? Once student have
defined the term issue, they should will be
instructed to identify the characteristics of
an issue, followed by examples and nonexamples.

which level of
government are
concerned with that
issue

Action: In groups of 4 students read an

article about an issue that directly affects
them (i.e. bullying). Teachers may use any
public issue found in a newspaper article for
this lesson. Using an article provided by the
teacher, students will answer on chart
paper: the issue, why they are important,
what and which level of government can
solve them, and challenges that may arise in
addressing each issue.
Consolidation: Students share and educate
the class what and how they would address
the issue.

why they are important

challenges that may

arise in addressing each
issue.

Exit Ticket: Why is it

important for the public
to know about federal,
municipal, provincial
issues?

Toronto:
Municipal
Elections:
Grade 5 Aspect
of Citizenship
and
Government
https://www1.
toronto.ca

Culminating Task

Students present their Utopian Society to

the class

Student present their

Utopian Society.

Rubric
Peer feedback:
Students provide
presenter with a star and
a wish.