Math

TCLP – Math Connected Social Studies Lesson

Near the beginning of the unit this lesson will address issues relating to differences in water availability, use, and consumption between Canada and the developing world, specifically Central African Republic. Through a game format, students consider how they use water every day and how much they use on average. They also discuss how accessible water is in the community that they live in. They compare and contrast the information they record with facts provided about CAR. Students will learn how difficult it is to obtain safe drinking water in Central Africa, and discuss the consequences of drinking dirty water. Students will also learn how much energy and time are required in order to access water, when you don’t have the privilege when living in a country with what seems like unlimited access. At the end of the game, students reflect on their findings through an oral discussion and note the contrast between Canada’s water consumption and CAR’s by creating a graph of their choice (the one they feel best represents the data  involved) using what they have learned about bar and line graphs. Students will review the criteria for best selecting a bar or line graph, prior to beginning, and will be directed to two videos to review how to complete each. Once they have completed these graphs on paper, they will also create a good copy, which will be completed in Microsoft Office.

When to use different graphs: https://nces.ed.gov/nceskids/help/user_guide/graph/whentouse.asp

Bar Graph Video: https://www.youtube.com/watch?v=pcpL2aCzJTc

Line Graph Video: https://www.youtube.com/watch?v=Dg0t8ThqGOM

The following curriculum expectations will be addressed within this lesson.

SOCIAL STUDIES

Knowledge and Understanding

By the end of Grade 6, students will: 

-          describe  some  of  the  connections  Canada  shares  with  the  rest  of  the  world  (e.g.,  trade,  history,  geography,  tourism, economic assistance, immigration, indigenous peoples, peacekeeping, media, culture)

Application

By the end of Grade 6, students will: 

-          describe  Canada’s  participation  in  international  efforts  to  address  current  global  issues  (e.g.,  peacekeeping,  environmental  initiatives,  world  health  initiatives,  disaster  relief,  regulation  of  child  labour,  human  rights  violations, acceptance of refugees)

MATHEMATICS

By the end of Grade 6, students will: 

-          collect data by conducting a survey (e.g., use an Internet survey tool) or an experiment to do with themselves,  their  environment,  issues  in  their  school  or  community,  or  content  from  another  subject,  and  record  observations or measurements

-          collect  and  organize  discrete  or  continuous  primary  data  and  secondary  data  (e.g.,  electronic  data  from  websites  such  as  Estat  or  Census  At  Schools)  and  display  the  data  in  charts,  tables,  and  graphs  that have appropriate titles, labels (e.g., appropriate unites marked on the axes), and  scales  (e.g.,  with  appropriate  increments  that  suit  the  range  and  distribution  of  the  data,  using  a  variety  of  tools (e.g., graph paper, spreadsheets, dynamic statistical software)