Social Bylaw Lesson Plan

LESSON PLAN TEMPLATE Practicum Fall 2020 St.
Georges
LESSON PLAN
Grade: 5/6 Lesson Title: Democracy in our hands Lesson Duration: 10:40-11:50 1Hr 10
min
Overview of lesson. Write a clear and concise overview that indicates the following: What the lesson is, the purpose/goal of the lesson what
students will do/learn and how the lesson will conclude.
This lesson serves as continuation of the unit of study on local government in grade 6 social studies. Students will get a
sense of what government is by connecting their prior knowledge of Local governing bodies and what they do and apply it
to new knowledge. This lesson will go over what certain local governing bodies do that affect them every day. By the end of
the lesson students should be more aware of the local governments around them and their roles. Students will review bylaws
and participate in a real-life example. Students will become aware of current events.
In this lesson students will discuss what they already know about governments and bylaws they will also discuss current
events. The students will explore different bylaws and do an activity to gain a basic understanding of them. They will
participate in bylaw making. Students will understand that government is all around them and effects their everyday lives.
They will also be emersed in current events and how it effects everyday life of everyone.
Alberta Program of Study: Goals and Objectives. Carefully select GLO and SLO that pertain to your lesson. Choose selectively and
think carefully about what is achievable for students to learn by the end of the lesson
GLO /GLE6.1 students will demonstrate an SLO/SLE:

understanding and appreciation of the dynamic 6.1.6 Analyze how individuals, groups and associations within a
relationship between governments and citizens as community impact decision making of local and Provincial
they engage in the democratic process. governments by exploring and reflecting upon the following
questions and issues:
6.1.6.1 How can individual, groups and associations within a
community participate in the decision-making process regarding
current events or issues?
Learning Objectives. Translate the SLO's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words
Students will recognize Local governing bodies around them.
Students will understand how citizens can participate in local government.
Students will identify the relationship between Governments and citizens.
Lesson Guiding Questions: Use Bloom's Taxonomy, directing verbs in the areas of: apply, analysis contrast, express, appreciate. Be clear on what type of
knowledge/skill/attitudes that students are develop and expecting them to do. This informs the types of questions you develop. Guiding questions must support this and
provoke student thinking and help them understand what they are learning, why they are learning, what they have learned, what they still need to learn etc..
What local governments are around us?
What roles do local governments have in a community?
What is the relationship between citizens and the government?
How does a citizen participate in government?
What are taxes and how are they used in government?
Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. If it is on online resource provide an active
link. If it a book, cite the book and author. Provide 1-2 sentences (annotated) to indicate what the resource is and how it support your lesson/ student learning? *you may
have more or less than three resources. It depends on your lesson.
Resource #1: Voices in Democracy Action and Participation by J. Craig Harding and Alan Sears. This is the grade 6 social
studies text that is aligned with the curriculum.
Material and Equipment: List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what you
will organize ahead of time prior to your lesson
Smart board, textbooks, notes and pencils, chrome books.

Lesson Procedures
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LESSON PLAN TEMPLATE Practicum Fall 2020 St. Georges
Introduction (_5_min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition
to Body. Indicate the timing for each section. This can be written in point form
To infinity and beyond

Show the PowerPoint and start a bylaw review.
Body (_1Hr_min.): This is the largest part of your lesson. Write clearly and concisely. Writing must be descriptive and clearly organized.
Specify activities and transitions in lesson. Indicate timing of each section. Identify teaching strategies, include any questions that you will use, organization of
class etc. How and when are you using formative assessment in your lesson? Indicate differentiation within the body of your lesson.
Steps and Procedures: Lessons are divided into portions. Lesson body there should be a least two Formative Assessments Type/Name:
activities and one transition. You may have 3 activities and 2 transitions. An activity can be reading - transition - partner
dialogue (as an example). * Style of writing is descriptive and concise. (NOT POINT FORM) As Well you are not
Where Assessment Occurs:
narrating, rather you are describing the activity, the learning, critical information to carry out the lesson. Any questions Observational: teacher will ensure the students are
you have developed to use during the learning, to facilitate discussion for instance are to be written directly into the
lesson description. engaged and understanding what is being taught.
Activity #1: Bylaw review and activity [Direct and student led] (30) Exit slip google form- this shows if anything
Ask the students what a bylaw is and how bylaws are passed. Go needs to be addressed and if the students
through presentation. understood what was intended. They will also get
Lead an activity about bylaws. the opportunity to ask any questions on the form. I
Pretend our class is a local government. What rules should we have in will observe the forms when they are complete.
this class that only apply to us? You guys make the laws because you
are the ones who know the situation and you are the ones effected. You Differentiation: Indicate in brief sentence areas
make the decisions. It wouldn’t make sense for the ½ class to make the of differentiation.
rules for you that wouldn’t be fair. They do not know what is going on. No differentiation needed.
In our case the principle of the school represents the Federal
government. As Mr. Martin said yesterday The federal government can
overrule and stop and bylaws that they see unfair. MR P can overrule
our rules in this class if we make silly ones.
Does anyone want to make a motion for a class bylaw we can make?
(cant leave your shoes in the class overnight of they get put in shoe jail
and you lose them for the next day. This is so the janitor does not have
to clean up after you.)
Make a motion for a law and why you would want that as well as what
the punishment is if it is violated.
The law will be discussed three times and changes will be made.
The Class will appoint one grade 5 and one grade 6 and one adult to
represent the class. They will vote on the proposed bylaw and if it is a
majority vote it will be put in place.
Make a list of the laws proposed.
Transition: get classes attention go to next PowerPoint slide ask if
they know of any current events.
Activity #2: current events [group discussion] 30

Lead a group discussion about events currently going on locally and in
the world.
Science: Elon musk’s mission to mars. Elon musk is the founder of
space X and he said that they are planning on launching their latest
starship prototype rocket into space next week. He said there was a 1/3
chance that the starship would land intact. So, he is not very hopeful.
This goes along with a sky science unit. Space X’s goal is to land on
Mars just in case we lose earth do to a nuclear war or an asteroid strike.
They want to provide the space taxi service to transport people and
cargo back and forth between Mars and earth.
Social one: The virus and provincial restrictions. What happened and
2
LESSON PLAN TEMPLATE Practicum Fall 2020 St. Georges
why?
What is the premier trying to do? What is he focusing on? Why?
What are other provinces doing? What are induvial cities doing?
Why is it we have to tighten our social circle?
Why do we need this?
What are both sides of the augment? Economy vs lives.
What does the primer mean when he says protect lives and livelihoods?
Why does he want to do this?
Discuss any other current events.
Transition: Hand out the sheets of paper one thing they learned
today. One question they still have.
Consolidating ( ) mins In this part of your planning you are providing time for ensuring that students learned and understood what was intended in the lesson. If they haven't you will
need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole group and/or small group discussion. This part of the lesson can act
also as a transition from lesson body into cleanup and getting ready for the next class. Don't forget to time this and to indicate very clearly how you will facilitate consolidation and closure. Provide clear
steps and indicate process. To consolidate, clean up and get students ready for transition can take up to 10 depending on the lesson
Clean up (5 ) mins
submit your exit slips and clean up for lunch recess. Social binders away.
Reflection (after the lesson respond to these questions in brief. It is important that this reflective process is done after each lesson. These become points of extended reflection and conversation in post
conference with TA and UC)
How the students responded to the lesson as planned and taught:

Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience:
Other Notes

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LESSON PLAN TEMPLATE Practicum Fall 2020 St.

GLO /GLE6.1 students will demonstrate an SLO/SLE:

Smart board, textbooks, notes and pencils, chrome books.

To infinity and beyond

Activity #2: current events [group discussion] 30

How the students responded to the lesson as planned and taught:

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