Municipal Government: Bylaws

November 16, 2016

Grade 6 Social Studies
8:58am 9:57am
BIG IDEAS/TAKE-HOME MESSAGE
The point of this lesson is to build on student knowledge of bylaws. Throughout the
lesson, students will develop an understanding of the material through inquiry.
Students will work collaboratively in table groups to learn about the 4 categories of
bylaws in municipal government.
This lesson builds on students prior knowledge of the ideas introduced during the
previous lesson. Students also have a relatively good understanding of municipal
government that was introduced in the building communities research project.
At the end of the lesson, students should have a reasonable understanding of the 4
categories of bylaws. This will be carried on throughout the week, as we delve deeper
into this area of study.
CURRICULAR OUTCOMES
Report Card Outcomes
Demonstrates skills and processes for inquiry and research.
Program of Studies Outcomes
6.1.4 = analyze the structure and functions of local governments in Alberta by
exploring and reflecting upon the following questions and issues:
What are the responsibilities of local governments (i.e., bylaws, taxes, services)?
Benchmark Skills and Processes
Decision making and problem solving
Cooperation, conflict resolution and consensus building
Oral, written and visual literacy
I Can Statements
I understand the structure and functions of bylaws in Alberta.
DIFFERENTIATION

Accommodations/modification may be required for the following students:

Harry, Orlando, Shay, Elijah
Note: Ask Shay if she is comfortable with staying in her group.
Students will be placed in table groups for the lesson to promote teamwork and
collaborative thought.
Assign roles in table groups (scriber, observer, manager, etc.)

 Teacher will be circulating around the room to assist students who have questions
and/or appear to be struggling.
Teacher will contribute to group discussion, without revealing critical information.
Instructions will be communicated both visually and verbally.
Students will have the opportunity to work collaboratively with groups to enhance
learning experience.
Groups will be arranged with individual student learning needs in mind.
ASSESSMENT
Students will demonstrate their mastery of the new knowledge through written and
verbal components of their table group discussions.
Informal questions will be asked throughout the lesson to assess individual/group
understanding of bylaws.
Record names of students who are not participating/appear to be struggling.
Brainstorming ideas will be presented on a piece of chart paper, for the teacher to
review.
The outcomes/assessment will be communicated through inquiry, as students will be
unaware of the focus/outcomes initially, and will come to understand throughout the
lesson as they discuss possibilities with their group members.
RESOURCES/MATERIALS
Pictures, whiteboard, PowerPoint, timer, projector
LESSON
Intro/Hook
TIME

TEACHER ACTIVITIES

LEARNER ACTIVITIES

5 minutes

Plan
Control Signal: To infinityand
beyond!

Students will be
listening to
instruction.

3 minutes

Instruction
Inform students that we will
be continuing from last
lesson.
Tell students that we are
going to be exploring the
answer that we were

Students will be
listening, asking
questions if
necessary.

trying to figure out last

class.
Development
TIME
5 minutes

TEACHER ACTIVITIES

15-20
minutes

Arrange students in their

original groups.
Have table groups arrange
their pictures in the groups
they had before.
Inform students that the
pictures represent bylaws.
Write the definition on the
board.
Bylaws: A law that is
created specifically for a
city or town, and it is
enforced in only that
city or town.
What is a bylaw that you
think would just be for
Calgary? Glenmore
Reservoir
What is a bylaw that you
think would by common
among cities?
Bylaws are created as a
way to address issues and
concerns of the local
community.
What is the difference
between a law and a
bylaw?
How are the consequences
different?
Now that we know what
these pictures are about,
can anyone tell me what
our 4 categories are?

LEARNER ACTIVITIES
5 minutes

Students will be
listening,
contributing to
class discussion.
Students will
write the
definition of
bylaws and the 4
categories on a
piece of paper.

Write the 4 categories of

bylaws on the board.
They are created to protect
the environment, private
and public property, to
ensure public health and to
maintain an orderly
appearance in the
community and city.

What does the word

harmony mean?
1. Safety
2. People living in harmony
with eachother
3. Orderly appearance
4. Protection of the
environment.
10
minutes

15
minutes

Now that students have this

information, have them recategorize the pictures into
the four groups of bylaws.
Have students be prepared
to share with the class.

Students will be
discussing bylaw
categories in
their table
groups.

Have each group share and

explain which category they
placed the pictures in and
why.
Have one student from
each group stay at their
table, as the class moves
around each table to
compare results.

Students will be
participating and
listening to
others ideas.

Closure
TIME
5 minutes

TEACHER ACTIVITIES
Reflection
Why did I get you to figure

LEARNER ACTIVITIES

Students will be
responding to reflection

this out on your own?

How did you find it helpful?
What will you do differently
next time?

questions.

5 minutes

Quiz
Go over what students
should understand to be
prepared for the quiz on
bylaws.

Students will be
listening, taking
notes on their
upcoming quiz.

5 minutes

Clean Up
Students will be told to
hand in the pictures, and
clean up their desks.

Students will hand

in pictures and
clean up, preparing
for next period.

TEACHER SELF-ASSESSMENT/REFLECTION
Use the following questions to guide your reflection:
What worked well in the lesson? What didnt go as planned? Why?
Did I have to modify the lesson on the fly? How? Did this contribute to increased
student learning? How?
In the future, in what ways could I modify this lesson to increase student learning?
How does this inform the next lesson?
Student synthesis and transfer of learning
Were the students asked to contribute to the assessment process? How?
Can the students articulate the connection between their learning to other subjects
and to life beyond the classroom? (Family, community, etc.) In what ways have I or will
I extend the learning beyond the classroom?
Are students feeling confident that they can build on this learning? Are they setting
goals and higher expectations for themselves? How do you know?