Professional Documents
Culture Documents
Title/Focus
LEARNING OBJECTIVES
SWBAT understand how the provincial budget is created and broken down
SWBAT create and justify their own provincial budget
ASSESSMENTS
Observations:
Key Questions:
How does the provincial government allot funds to its different ministries?
How are these choices justified?
Products/Performan
ces:
Textbooks
Pencil crayons
Rulers
Worksheets
PROCEDURE
Introduction
Attention Grabber
Transition to Body
Learning Activity
#1
Agenda:
Election tomorrow!
Make up campaign posters tonight and bring them for tomorrow if you want,
highly recommended
Students will vote for their constituency rep, the party that wins gets their leader
to be premier. Those elected from a different party will be the opposition,
elected party members will be made cabinet ministers
Today: The provincial budget
Ask students what they know about the provincial budget
Body
Have students open their textbooks to pg. 268
Have two students read the first two paragraphs to the class
Define income tax: a tax based on a percentage of what a person earns
Have students write this in their notes
Time
5min
2min
Time
10min
Assessments/
Differentiation
Learning Activity
#2
Have a student read the oil and gas blurb, explain how Alberta has had low
income tax thanks to the oil industry, ask about and discuss the pros and cons of
investing in oil
- High demand
- Not diverse
10min
Assessments/
Differentiation
Learning Activity
#3
Ask students about the pie chart on page 268, give them time to study it and come
up with ideas/opinions about it
Do students agree with the distribution on funds? Why?
Hand out budget worksheet
- Students re to put their name and the date at the top.
- Students will use a ruler to divide up the pie chart into eight parts
- Students will come up with percentages for how much of the budget they
want to go to each section, must total 100%
- Students are to use pencil crayons to colour their graph and legend so that
they correspond
- Students will then answer the three questions on the back of the
worksheet
20min
Assessments/
Differentiation
Assessment of
Learning:
Transition:
Cliffhanger/Closure
Have students created a logical budget? /1
Have students adequately justified their budget? /3
Time
Rationale
How does this individual lesson
scaffold learning opportunities
for students?
What assumptions does this
lesson make about what
students already know?
In what ways is this lesson
connected to the next lesson?