1

Lesson Plan
Grade/Class 4 Date n/a
Topic Power and Authority 4.2.4. Time 60 mins
Unit title Living in Canada Designer Kathy Rowan

Lesson Outcomes / Purpose

Essential Understandings Curricular Outcomes/Achievement Indicators
The students will know: The student will be able to:

Students will understand formal and informal 4-KP-045

power and authority and positive ways of dealing
with conflict or the misuse of power and authority
in their lives.
Give examples of formal and informal power and
authority in their lives. Examples: rules, laws,
student councils, bullying, gangs...
4-KP-046
Identify positive ways of dealing with conflict or
the misuse of power and authority.
4-VC-001
Be willing to contribute to their groups and
communities.
4-VP-011
Respect the rights of others when using personal
power or authority. Examples: as a member of
cooperative groups, patrols, class monitors,
conflict managers...

I Can … (statements)
TSWBAT…(The student will be able to…)

…demonstrate respect for the rights of others and make positive contributions to their groups and
communities.

Essential Questions Cross-Curricular/Real World Connections

How does power and authority influence our ELA – write a letter to someone who has power or
lives? authority.

Phys Ed – students play medi-dodgeball, where

one player has more power over the others

Materials (ICT considered) Differentiation Strategies

Resources referenced, handouts, ICT equipment, etc. Consider cultural diversity, adaptations, and groupings
Include exemplars / samples
Verbal/Linguistic: listen to a story about
- smart board subtraction
- Youtube Visual/Spatial: view a video explaining
- Y-chart handout subtraction
Logical/Mathematical: math game as a class
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- 4.2.4 BLM: Power and Authority–I Bodily/Kinesthetic: use manipulatives to express

Messages subtraction
Musical: sing a song about subtraction
Intrapersonal: students create their own
subtraction equation
Interpersonal: students work in pairs/groups to
complete subtraction questions
Natural/Spiritual: students can find natural
elements to subtract (leaves from trees)

References/Sources for Lesson Key Words/Vocabulary

MB curriculum - power
- authority
- formal
- informal
- personal power
- bullying

Assessment Evidence
Description FOR AS OF
Teacher can use the role playing activity to assess whether the X
students are understanding the power and authority concepts.

Learning Plan
Considerations for the Learning Plan: What strategies / activities will I use? How will I
encourage active thinking? What questions will I pose to foster student critical thinking?
Hook Time
Activate King Pig by Nick Bland
https://www.youtube.com/watch?v=9ExHyl_r4iM

Ask the students what they think power means. Ask them what authority 8 mins
means.
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Acquire Provide definitions for the terms “power and authority.”

AUTHORITY – the right to give orders and enforce obedience. Usually to a
person in a certain role or job. Their authority gives them power over other
people, which means they have to listen to the person in authority.
POWER – the ability to do something or act in a certain way.
1. Tell the students to think of a teacher. The teacher has been given
authority over the students based on the education the teacher has
completed. The teacher must use their power over the students
properly, or they can lose their authority. When being put into a role of
authority, it is important to use the power that comes with it properly,
or you may lose that role.
35 mins
2. Students describe situations where they have encountered power and
authority in their own lives (e.g., teacher assigns homework, parents
assigned chores, they were bullied, they became a crossing guard, the
coach played only a few team members, police directed traffic,
custodian, doctor, firefighter, grandparent, lifeguard, principal,
babysitter…). Students discuss the examples and identify them as formal
or informal power and authority.

FORMAL – a teacher is a formal source of authority, and the students must

follow their rules. There is a hierarchy in formal authorities, meaning levels or
ranks that give people authority over people below them.
INFORMAL – someone in the same role as you can have more influence over
their peers.
(Fill in examples of formal and informal power and authority on handout.)

3. Using Think-Pair-Share, students illustrate on a Y-chart what power and

authority looks like, sounds like, and feels like. After sharing completed
Y-charts with peers, students discuss formal and informal power and
authority in their lives, as well as examples of conflict or the misuse of
power and authority in their lives.
4. A Y-chart on the Smart board can be student generated and students can
fill in their charts.

Apply 5. Students use role-play cards to act out scenarios involving formal and
informal power and authority, and ways of dealing with conflict or the
misuse of power and authority in their lives. Students use “I” messages
to describe positive ways of dealing with conflict. After each role-play, 15 mins
students debrief to identify alternative ways and possible consequences
of dealing with conflict.
4.2.4 BLM: Power and Authority–I Messages

Closure Ask students why it is important to use your power appropriately when you 2 mins
are in an authoritative role.
Reflections about the lesson: