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Integrated Unit – Water Grade 6

Before we enter the world, water comes first. We are made primarily of water and depend on it for survival. It is essential to all life on Earth and therefore we must keep it pure. To contaminate water is to contaminate ourselves.

Sample Cross Curricular Integrated Unit – Grade 6

Fraser River Salmon: What would happen if all the salmon disappeared?

Fraser River salmon are an important local ecological species that impacts our community and province. The direct impact of local salmon affects industry, recreation, First Nations, and ecology. Hopefully students will develop an interest in a local keystone species and its influence on our community, province, and country.

View Select Resources Here

Big Idea
Synthesizing the meaning from different texts and ideas helps us create new understandings.


  • Comprehend and Connect:
    • Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples’ perspectives, values, beliefs, and points of view


  • Language features, structures, and conventions:
    • features of oral language
    • effective paragraphing
    • language varieties
    • sentence structure and grammar
    • conventions

Big Idea
Synthesizing the meaning from different texts and ideas helps us create new understandings.


  • Connecting and Reflecting:
    • Apply cultural perspectives of First Peoples to the concepts of locating, measuring, and numbering


  • Language features, structures, and conventions:
    • Features of oral language
    • Effective paragraphing
    • Language varieties
    • Sentence structure and grammar
    • Conventions

Big Idea
Natural resources continue to shape the economy and identity of different regions of Canada.


  • Sequence objects, images, and events, and recognize the positive and negative aspects of continuities and changes in the past and present
  • Differentiate between intended and unintended consequences of events, decisions, and developments, and speculate about alternative outcomes (cause and consequence)
  • Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond.
    • What are the potential consequences of non-sustainable practices in resource use? (ethical judgment)


  • Resources and economic development in different regions of Canada. Sample activities:
    • Use maps to describe the location of natural resources in Canada in relation to characteristics of physical geography (e.g., fish on the coasts, mineral resources in the Canadian Shield)
    • Identify significant natural resources in BC and Canada, including:
    • fish and marine resources
    • Key questions: What natural resources are most important to the economy of your community? How has technology affected the discovery, extraction, processing, and marketing of selected natural resources?

Big Idea
Engaging in creative expression and experiences expands people’s sense of identity and belonging.


  • Exploring and creating
    • Explore connections to identity, place, culture, and belonging through creative expression
  • Exploring and creating
    • Examine relationships between the arts and the wider world
  • Communicating and Documenting
    • Express, feelings, ideas, and experiences through the art


  • Symbolism and metaphor to explore ideas and perspective
  • Personal and collective responsibility with creating, experiencing, and performing in a safe learning environment
    • being considerate of sensitive content, facilities, and materials.

Social Responsibility

Competency Profile: Contributing and Caring for the Environment

Students develop awareness and take responsibility for their social, physical, and natural environments by working independently and collaboratively for the benefit of others, communities, and the environment.

Sample “I” Statements:

  • With some support, I can be a part of a group.
  • I can participate in classroom and group activities to improve the classroom, school, community, and the natural world.
  • I contribute to group activities that make my classroom, school, community, or natural world a better place.
  • I can identify how my actions and the actions of others affect my community and the natural environment and can work to make positive change.
  • I can analyze complex social and environmental issues from multiple perspectives. I can take thoughtful actions to influence positive, sustainable change.

Competency Profile: Positive, Personal and Cultural Competency

Students understand that their relationships and cultural contexts help to shape who they are. (“Culture” is meant in its broadest sense, including identifiers such as ethnicity, nationality, language, ability, sex/gender, age, geographic region, sexuality, and religion.) Students define themselves in terms of their relationship to others and their relationship to the world (people and place) around them.

Sample “I” Statements:

  • I can describe my family and community.
  • I am able to identify the different groups that I belong to.
  • I understand that my identity is made up of many interconnected aspects (such as life experiences, family history, heritage, and peer groups).
  • I understand that learning is continuous and my concept of self and identity will continue to evolve.

Unit Overview:

Core Competencies are a new approach in British Columbia to Expected Learning Outcomes beyond content to developing the ‘Educated Citizen.’ They focus on Personal and Social, Thinking, and Communication. An integrated unit that interweaves these competencies is a valuable way to use learning.

Each of our activities is flavoured by Literacy Learning using the Curriculum Area for the content direction.

Direct content connections can include:

  • Life Cycles
  • Watersheds
  • Interconnections
  • Body Systems
Aboriginal connections include:

  • History of the river
  • Stories
  • Traditional uses of salmon
  • Traditional uses of river for transportation
Process learning connections can include:

  • Inquiry – Gathering, Analyzing, Summarizing, Predicting, and Presenting.
  • Making meaning – questioning, exploring.

Water Related Resources

The following resources are from the ERAC Evaluated and Approved collection accessible at bcerac