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Grade 6: Local Government Web Page

Instructional Design: Thérèse Pomerleau and Doug Stuart

Stage 1 - Desired Results

Established Goals:
They, as responsible citizens, can influence their local government to respond to some of their individual and social needs.

ICT Outcomes:
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.

Enduring Understandings:
Students will understand that the major responsibility of a local government is to deal with issues and concerns of the local community.
In a democracy, citizens have rights and responsibilities.

Essential Questions:
What are the needs of individuals met by local government; e.g., police and fire protection, roads, schools, libraries, water and sanitation parks and recreation?

How individuals can contribute to and participate in local government by voting, attending meetings, initiating or supporting petitions?

How does democracy allow and need people to take part in government (voting, petitions, meetings, special interest (lobby) groups)?

What are the differences between rights and responsibilities of citizens; e.g., right: freedom of speech; responsibility: obeying laws, paying taxes.

How can lobby groups exert power on elected officials and influence decisions; e.g., petition, write letters, meetings?

Students will know and be able to:
Knowledge Outcomes

- identify the levels of government; local, provincial and federal.

- identify the leaders of the provincial and federal governments.

- identify the difference between needs by families and governments (public services; e.g., schools, libraries, swimming pools.

- needs of individuals met by local government; e.g.police and fire protection, roads schools, libraries, water and sanitation, parks and recreation.

- different positions and roles of officials in a local government

- democracy allows and needs people to take part in government (voting, petitions, meetings, special interests (lobby) groups

- differences between rights and responsibilities of citizens; e.g., right: freedom of speech; responsibility: obeying laws, paying taxes.

- lobby groups can exert power on elected officials and influence decisions; e.g., petition, write letters, meetings

Skill Outcomes

- acquire information from a variety of sources; newspapers, news broadcasts, magazines and pamphlets recognizing the differences in purpose and coverage

-  distinguish between fact and opinion

-  gather information through interviews, field studies or surreys

-  analyze  examples of how  lobby groups influence government decisions

-  analyze examples of how well local government is meeting local needs

- draw conclusions about rights and responsibilities of citizens

Stage 2 - Assessment Evidence

Performance Task(s)
Goal: To convince responsible citizens that they can influence government
Role:  Concern citizen
Audience: Young people their age or a little bit older
Situation:  Student's choice of a local issue
Product: Web Page
Standard: See rubric provided

Other Evidence (Quizzes, test, etc)
PAT results
On going task observations
Rubric for their performance task
Quizzes, tests, teacher observation, etc.

Self Assessment
Journal reflection
Oral discussion, etc.

Stage 3 - Learning Plan

Teaching and Learning Activities
This project was done using the software Mozilla Editor to construct the web pages. This is a free software that can be downloaded on any computer.

5 lessons

Learning how to build a web page:
Lab period 1
1. Review the school's Internet Use Agreement
2. Using Mozilla browser, visit Mme Lemire's website (http://fc.gsacrd.ab.ca/~josee_lemire/) and click on the link to learn about the Internet's history
3. Talk about the different purposes for building a web site. Visit the first 7 sites and discuss purpose.
After period, return to lab and have students visit the rest and decide what the author's purpose they think was. Discuss.

Lab period 2:
1. Visit Mme Lemire's web site and view the source
2. Click on the link Publishing, discuss.
3. Click on what to consider. Start thinking about your purpose and what you might possibly include on your website to attract people.

Lab period 3:
1. Talk about the structure to organize a web site. Students create a folder called firstnamelastname. Launch Mozilla. Browse and Composer mode.
2. Create an index page. Show tables, colors (Stay away from blues and purples, they are often the default text link default colors), inserting graphics (how to search for free web graphics). Play around with those tools.

Lab period 4:
1. Open a new Composer page. Save it (no space!!), call it index. Create a table with one column and one row. Write the title: "Welcome to my grade 6 class web site".
2. In the table, write 3 topics about your class. Edit table with 2 columns and change width. Write information about your web site. Save. Look for 2 free graphics, a house and an arrow, save in the folder.  

Lab period 5:
Open your index page, File edit page. Insert your arrow at the bottom. Insert your house after. Make your links with words in the table. Make link with the button. Name an anchor and add anchor. Remember to add # in front in the dialog box. You have just created a "template" for your pages with links to each document you will create (linked to pagename.html).

Lab period 6:
Duplicate 3 times index.html. Rename properly. Change the info on the content part. Remove the link that shouldn't be there. Save. Verify the links in Mozilla navigator. Fix what does not work. Learn how to use the help files.

Lab periods 7 to 12, build your website. The path name is: fc.gsacrd.ab.ca/~therese_pomerleau/johnnyk/
Create a folder named firstnamefirstinitial.
Fill out planning web. Have it approved by your teacher.
Plan your index with content. Make a map of your web site. Have it approved by your teacher.

Do not forget:
Your index file MUST be called index.html
In front of anchor name place a # sign

For students with giftedness and the ones who work and learn at a slower pace

Task is more basic or more challenging depending on students' abilities

Variation in process

Modifications: Students will have an opportunity to work at their own pace in groups because of the online resources. Teacher can also choose some of the online activities for certain students depending on their abilities.

Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project.  Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)



Click to download Rubric

Student Exemplars

The following exemplars represent an excellent, adequate and limited student samples. Please click on the exemplar to download a copy.  NB - You will need a web browser (i.e. Internet Explorer) installed on your computer to view.


 Last Modified: 16 March,2005