Here is my comprehensive unit on Communities in Canada Past in Present for Grade 6. This unit, in line with the Ontario Grade 6 curriculum is thought provoking and meant to foster reflection and critical thinking on the part of the students. I have included a lot of discussion/reflection questions and opportunities for research. Weekly homework questions are provided at the end of the unit. In this unit, we look at concepts of identity, collective identity, community, contributions of various communities in Canada, immigration, racism and discrimination.

Here is my grade 6 ready to print science unit on Electricity. I have just completed this package with my grade 6 MFI classes and we had a lot of fun. This package is mostly theoretical. I use it to supplement our classroom experiments and I also use it to give students opportunities to further research topics in electricity. Overall, here are some of the topics that I have covered: atoms, what is electricity, circuits in series and in parallel, batteries, electromagnetism, a historic overview of electricity, the generation of electricity, and three tasks at the end accompanied with a common rubric. Suitable for EFI and MFI.

Here is my tried and tested Grade 6 French Immersion unit on flight. This ready-to-use unit includes a historical overview on flight, the theoretical aspects of flight, comprehension questions, reflection questions and research questions. I have included two research tasks that I get students to do (rubrics and checklists included), I have also included weekly homework questions. This unit is also sensitive to other cultures as I have tried to include historic figures from different cultures and times in my historical overview of flight. Overall, my students have greatly enjoyed this unit. I end this unit with a culminating project on flight that is also available at my TPT store.

This unit is based on the grade 6 Social Studies curriculum for Ontario (2013). I found the curriculum as being a little bit all over the placed and I went through great length in order to attempt to organize the curriculum in as logical and coherent of a way as I was able to. This unit has been tried and tested and has been written for the very multicultural group of students that I teach- all while keeping things relevant to Canada and lining up with the very broad curricular expectations. I embark on this unit by doing 2 graffiti activities, and by completing a KWL chart. I then go on to do a vocabulary study with the students and to discuss some broad preliminary questions in order to get the students thinking. I felt that some basic geographical knowledge was essential in discussing world affairs, so I do begin by touching on continents, oceans, countries, capitals and longitude and latitude. I then go on to discuss Canada’s role in the global arena and to discuss some international organizations that Canada is part of. We do touch on NGO’s as well. The unit further progresses by discussing trade, our trading partners and trade organizations. It concludes with a class-wide activity touching on where our products come from, as well as some issues related to the environment. At the end of the unit, there are weekly questions that the students are to research. These questions are taken out of the curriculum document. The package ends with two rubrics: one for the weekly questions and another for the completion of the package. There are a lot of opportunities for students to think critically and to research. I would ensure that students know how to successfully research things before giving them this package. My classes have always been fairly independent and on the stronger side, so these types of activities are perfect for them.