Lesson+Plans



The project leaders collaborated with teachers during inquiry planning to assist with identification of the overarching themes/big ideas, and to design open-ended lessons and activities (see lesson plans document in resources section below). Because learning occurs on a continuum for all, including teachers, embedded PD was provisioned throughout the process to bridge learning gaps and to provide just in time support.

During the beginning planning phase of the project, participants met to review the Social Studies enduring understandings and to brainstorm specific plan ideas. Initial lessons for the project were generated by the project leads with the intent that these resources would serve to prompt, model, and support inquiry based learning. The impetus was for classroom teachers to play a more active role in the planning process throughout the progression of the project thus assuming increased ownership. The project leads met weekly with teachers to discuss student progress and to critique, or make modifications to planned lessons based on observations and formative assessments gathered by the teachers.

// Recognize how one’s actions may affect people elsewhere in the world. How the actions of others might affect them. Recognize how international organizations support communities throughout the world. //
 * Lesson 1: **** Understanding Global Citizenship **
 * Learning Objectives: **


 * Question: ** How do our actions impact the world?

- SMART Board - Video Six Billion Voices - found by clicking on the video camera image on the website:
 * Materials: **



[] - Introduce/discuss United Nations Organization - On the SMART Board, watch video Six Billion Voices – found by clicking on the video camera image on the website: [] - Pose the following questions for students to consider: 1. What does it mean to be global citizen? 2. How do our actions impact people in different parts of the world? 3. Why should we care about other people in the world? 4. Why is education important? - Explain that students will pair/share their thoughts about these questions after viewing the video a second time
 * Activity: **

** Assessment: ** - Teachers will record anecdotal notes

** ENDS **– Citizenship - Shows concern for the dignity and equality of all - Demonstrates appreciation for individual and cultural differences - Seeks to learn about and from unfamiliar ways of thinking and living

** Lesson 2: ** ** ART – Representing Global Citizenship ** // Recognize how one’s actions may affect people elsewhere in the world. How the actions of others might affect them. //
 * Learning Objectives: **


 * Question: ** How do our actions impact the world?

- Children’s Book: Who Ever You Are by Mem Fox - Art that represents Global Citizenship (i.e. Children of the World painting [] )
 * Materials: **

- ** Activity: **ART lesson - Read Who Ever You Are by Mem Fox and discuss ideas - Look at some art that represents Global Citizenship (i.e. Children of the World painting) - Review/discuss images for inspiration to make a mosaic (i.e. Children of the World painting) - Create class Mosaic (cut picture into squares, lesson on scale drawing, they represent recreate their section onto larger square) … all squares are combined to recreate the picture. - OR create an oil pastel image inspired from the story book: Who Ever You Are by Mem Fox

- Anecdotal notes
 * Assessment: **

- Shows concern for the dignity and equality of all - Demonstrates appreciation for individual and cultural differences <span style="mso-ascii-font-family: Cambria; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria; mso-hansi-font-family: Cambria;">- Seeks to learn about and from unfamiliar ways of thinking and living <span style="mso-ascii-font-family: Cambria; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria; mso-hansi-font-family: Cambria;">- Works and communicates effectively with others
 * ENDS ** – Citizenship:



Provocations <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">To help us develop an understanding of global citizenship, we read books and watched videos about what it means to be a citizen of the world. We loved the story Whoever You Are, by Mem Fox and we were reminded that no matter how different people around the world may seem, in many ways we are all the same.


 * [[image:Mem_Fox_book.JPG width="320" height="305" align="center"]] || [[image:Screen_shot_2012-03-03_at_5.37.27_PM.png width="470" height="217" caption="Each of the Hawkwood classes selected an illustration from the story to use as an inspiration to create a collaborative art work."]] ||
 * MOSAICS We learned about mosaics and how small pieces make up the overall big picture. Each of us was given a small section of the original artwork and then re-created the square in our own way. When we combined all of our sections together at the end, they made an interesting replica of the original. || [[image:Screen_shot_2012-03-03_at_6.01.13_PM.png width="400" height="123" align="center"]] ||

NOTE: * Teachers partner students with a buddy from the cross-school class (Crystal and Christina will help co-ordinate this)
 * [[image:Screen_shot_2012-03-03_at_5.12.04_PM.png width="419" height="315" caption="Children of the World by Funky Luke"]] || [[image:Screen_shot_2012-03-03_at_5.19.54_PM.png width="404" height="302" caption="Wildwood Student Replica"]] ||
 * Lesson 3: **** All About Me – Introduction to Buddies **

// Students will create a poem/artifact as part of their introduction for their cross-school buddy. Students will explain their understanding of what it means to be a global citizen. //
 * Learning Objectives: **


 * Question: ** How am I important in the world?

- All about me poetry form online (ETCC website): [|http://ettcweb.lr.k12.nj.us/forms/newpoem.htm] - Template of form (see lesson plans below) - Writing journals - Laptop computers (//D2L or Voice Thread)//
 * Materials: **

__ PART 1 __ All About Me Poem - Brainstorm a list of characteristics to describe selves - Students complete the poetry template (found below) from the ETCC website - Edit poems with peer/teacher - Students compose their good copy on-line (note it will print spelling errors etc. and you cannot save) - Print good copy - __ PART 2: __ // Partner Message (rough draft) // - Students compose an introduction to share with their partner which includes:
 * Activity: **
 * // Interesting facts, ideas etc. that they wish to share about themselves //
 * // A response to the prompt: To me a global citizen… //
 * // Their All About Me poem //

__ PART 3: __// D2L or Voice Thread Message // - Students compose good copy of their message using _ - Review and respond to their partner’s response - ask them questions

- Review student responses to identify level understanding related to global citizenship
 * Formative Assessment: **

- Shows concern for the dignity and equality of all - Demonstrates appreciation for individual and cultural differences -Seeks to learn about and from unfamiliar ways of thinking and living
 * ENDS ** – Citizenship


 * Lesson 4: **** Identifying Background Knowledge (Pre-assessment activity) **
 * Question: ** What are the eight Millennial Goals?
 * [[image:Screen_shot_2012-03-03_at_6.50.29_PM.png]] || [[image:Screen_shot_2012-03-03_at_6.46.10_PM.png width="206" height="215"]] ||
 * Materials: **
 * Chart Paper with Headings (8 Millennial Goals):
 * Poverty and Hunger
 * Education
 * Gender Equality (Fairness for Women)
 * Children’s Health
 * Mother’s Health
 * Diseases
 * Environment (water, homes, resources)
 * Development (global connections)

- Spread out the 8 pieces of chart paper around the room - Divide students into 8 groups - Provide each group with a specific colour of marker (the same colour will used for both the pre/post assessment activity) - Give students 4 minutes at each chart to record their ideas about the topic (they should provide examples if possible) - Students rotate through all 8 stations - Each group is then rotated through each station a second time (2 – 3 minutes at each station) to provide opportunity for reflection and to build on other’s ideas
 * Activity: ** Round Robin Exercise

Teachers review the charts to identify background knowledge, gaps, and key information that the students have identified. Assess if the groups need to be reorganized?
 * Assessment: **

media type="file" key="Gr3 email ques compositionMemo 2.mp3" align="center" width="240" height="20"
 * ENDS ** – Citizenship: Works and communicates effectively with others

// Explore the program and gain an understanding of features, functions and purpose. //
 * Lesson 5: **** Learning to Use Voice Thread **
 * Learning Objectives: **

How can we use Voice Thread to enhance our learning?
 * Questions: ** How can Voice Thread be used for collaboration?

- SMART Board - Voice Thread website: [] - Notebook slides
 * Materials: **

- Display Voicethread web to be completed as a class - Pose the questions to be answered (see above) - Students have 15 minutes to explore VT - As a group, share findings to complete the web
 * Activity: **

- Teachers will record anecdotal notes
 * Assessment: **

- Shows concern for the dignity and equality of all - Demonstrates appreciation for individual and cultural differences - Seeks to learn about and from unfamiliar ways of thinking and living
 * ENDS ** – Citizenship

// Explore the program and gain an understanding of features, functions and purpose. //
 * Lesson 6: **** Uploading Avatar **
 * Learning Objectives: **


 * Purpose: ** To learn how to sign-in, navigate and upload a jpeg file to a VT

- SMART Board - Voice Thread website: [] - D2L shell, put the link to the Hawkwood Voice Thread URL: [] in D2L to make student access more simplistic
 * Materials: **

- Log into D2L and click on the link [] - Click on **sign in** (up in the top right corner) - type Email/**Username**: PranavA (first name and last initial, case and space sensitive) - type **Password**: student ID # (those with 0 at the start of their number will need to leave the 0 off) - Go to **My Voice** - ** Groups ** (on left-hand side) and select teacher name
 * Activity: **
 * Part 1: **
 * VoiceThread Sign-In **

- sign in (see steps above) - Click on **Create** - Click **Upload** - Select **My Computer** - Go to your **Documents folder** and select Avatar picture with the .JPG ending - Go to **Comment** - Select **upload it** - Go to your **Documents folder** and select Avatar picture with the .JPG ending - Go to **Share** - Click on (Add title and description) and type **Introduction** - Click on your username in the top right corner to **Sign out** - Teachers will record anecdotal notes
 * Part 2 **
 * Creating a new Voice Thread (adding Avatar): **
 * Assessment: **


 * Lesson 7: **** Sharing the Introduction with their Wildwood Partners **

// Explore the program and gain an understanding of features, functions and purpose. //
 * Learning Objectives: **


 * Purpose: ** To learn how to sign-in, navigate and upload a jpeg file to a VT

- SMART Board - Voice Thread website: [] - D2L shell, put the link to the Hawkwood Voice Thread URL: [] in D2L to make student access more simplistic
 * Materials: **

- Log into D2L and click on the link [] - Click on **sign in** (up in the top right corner) - type Email/**Username**: PranavA (first name and last initial, case and space sensitive) - type **Password**: student ID # (those with 0 at the start of their number will need to leave the 0 off) - Go to **My Voice** - ** Groups ** (on left-hand side) and select teacher name
 * Activity: **
 * VoiceThread Sign-In **

- Teachers will record anecdotal notes
 * Assessment: **

// Explore the program and gain an understanding of features, functions and purpose. //
 * Lesson 8: **** Sharing the Introduction with their Wildwood Partners **
 * Learning Objectives: **


 * Purpose: ** To learn how to sign-in, navigate and upload a jpeg file to a VT

- SMART Board - Voice Thread website: [] - D2L shell, put the link to the Hawkwood Voice Thread URL: [] in D2L to make student access more simplistic
 * Materials: **

- Log into D2L and click on the link [] - Click on **sign in** (up in the top right corner) - type Email/**Username**: PranavA (first name and last initial, case and space sensitive) - type **Password**: student ID # (those with 0 at the start of their number will need to leave the 0 off) - Go to **My Voice** - ** Groups ** (on left-hand side) and select teacher name
 * Activity: **
 * VoiceThread Sign-In **

- Teachers will record anecdotal notes
 * Assessment: **



Voice Thread Introduction

// Explore the program and gain an understanding of features, functions and purpose. //
 * Lesson 9a: **** Sharing the Introduction with their Wildwood Partners **
 * Learning Objectives: **


 * Purpose: ** Practice signing in, navigate and upload a jpeg file to a VT

- SMART Board - Voice Thread website: [] - D2L shell, put the link to the Hawkwood Voice Thread URL: [] in D2L to make student access more simplistic
 * Materials: **

- Log into D2L and click on the link [] - Click on **sign in** (up in the top right corner) - type Email/**Username**: PranavA (first name and last initial, case and space sensitive) - type **Password**: student ID # (those with 0 at the start of their number will need to leave the 0 off) - Go to **My Voice** - ** Groups ** (on left-hand side) and select teacher name
 * Activity: **
 * VoiceThread Sign-In **

- Teachers will record anecdotal notes
 * Assessment: **

Teacher reflections regarding lesson… a need for lesson 9B:
 * Make a collage of the headlines from the Globe and Mail, CBC etc. to put onto a slide that we can project for the students to look at and discuss. **
 * - perhaps we can copy this and the students can cut and paste this under the Headings **

Lesson 10: Constructing an Understanding of the UN Millennial Goals Question: ** What are the eight Millennial Goals and why do they matter? **

Objectives:
 * Students will locate, analyze, interpret and organize key information to gain a deeper understanding of the Millennial Development Goals. **

Materials: ** - SMART Board - laptops - Cyberschool Bus website: [] - Chart Paper with Headings (8 Millennial Goals):
 * Poverty and Hunger
 * Education
 * Gender Equality (Fairness for Women)
 * Children’s Health
 * Mother’s Health
 * Diseases
 * Environment (water, homes, resources)
 * Development (global connections)

- On the SMART Board, introduce/discuss United Nations Organization website: [] - Pose challenge: Each group will be assigned one of the eight Millennium Development Goals to investigate on the Cyberschool Bus website (using laptops, etc.) - Students record on Chart paper their information and ideas - Discuss what each of these are and provide examples (i.e. poverty) - Group shares findings with the class
 * Activity: **

Anecdotal notes – locating, interpreting and analyzing skills, presentation skills, cooperative/effective group participant
 * Assessment: **

Character: - Takes responsibility and action to find solutions to everyday problems - ·Identifies possible choices in decision making processes and evaluates them in light of the needs of self and others - ·Makes decisions that reflect high regard for self and others - ·Reflects on and takes responsibility for the impact of actions and decisions - ·Shows courage and conviction in raising issues and making difficult decisions
 * ENDS: **

NOTES: * Email Hawkwood staff to ask people to donate their Calgary Herald (Global Section) / purchase 8 Calgary Herald papers
 * Lesson 11: **

To identify the most important global issues addressed in the media.
 * Objectives: **

- 8 copies of the Calgary Harold (Global Section) - Chart Paper with Headings (8 Millennial Goals):
 * Materials: **
 * Poverty and Hunger
 * Education
 * Gender Equality (Fairness for Women)
 * Children’s Health
 * Mother’s Health
 * Diseases
 * Environment (water, homes, resources)
 * Development (global connections)

- In groups or partners, students look through their section to identify and collect headings (i.e Hunger). They cut these and glue them onto the appropriate chart. - Review the charts to identify which topic has been the most prevalent in the media - Use this information to compose a possible question (i.e. Based on the frequency of occurrence within the Calgary Herald, the greatest issue facing global citizens is . What do you think is the greatest global issue? (they select from the 8 Millennial choices). – slide 1 - Slide 2: Why do you think this issue is important? (submit button that would take them back to the preamble slide and reset for next response)
 * Activity: **
 * Part 1 ** :


 * Follow-up ** to the Global newspaper lesson (amended lesson as teachers found the first activity in Part 1 was a bit too challenging and did not encourage students to make greater global connections). The video found on Charity Water Org. : [|http://www.charitywater.org/whywater/] ) was especially engaging for the students.




 * NOTE… due to problems with the CBE Innovation Wall, this activity was not actioned via the description below. An email survey was created instead (see Lesson 12). **

Creating a Notebook Document (slides) to gather data from participants at the CBE Education Building: - Slide 1 – Introduction of the project and purpose of the survey - Slide 2 – will contain the following: - Slide 3 – clone slide one and repeat steps ensuring that each slide is linked correctly - Gather 50 responses? (what number would be reasonable to analyze and synthesize)?
 * Part 2 **
 * Next button
 * Link this button to slide 2
 * Question 1: What do you think is the greatest global issue?
 * Answers options: the eight Millennial Goals
 * Question 2 (comment box): Why do you think this issue is important?
 * A submit button that will reset the survey for the next participant.
 * Link the submit button to slide 3


 * Assessment: ** Anecdotal notes

Character: - Takes responsibility and action to find solutions to everyday problems - ·Identifies possible choices in decision making processes and evaluates them in light of the needs of self and others - ·Makes decisions that reflect high regard for self and others - ·Reflects on and takes responsibility for the impact of actions and decisions - ·Shows courage and conviction in raising issues and making difficult decisions
 * ENDS: **


 * Lesson 12: **
 * Question: ** Which Millennial Goal does the public identify as the most significant and why?

- Students will apply critical thinking skills and transfer their background knowledge from previous lessons to select the goal they believe to be the most significant. - Students will compose a question for data collection.
 * Objectives: **

Discussion with students: data will be gathered from people that work for the Calgary Board of Education downtown, teachers within the participating schools, and from interested parents. They will email us their responses but first we must compose a question.
 * Activity: **

// With a partner or on your own, consider the following questions. What do you think is the most significant global issue and why? //
 * Part 1 **
 * Identification of most significant goal (student responses): **

What do you think might be the most important Millennium Goal and why do you think this?

What do you think might be the worst problem for the world and why do you know that?

Which millennium goal (list 8) do you think has the biggest global issue? Why did you pick this millennium goal?

What do you think out of all the millennium goals is the most issue? Why do you think that?

Out of the millennium goals what do you think has the biggest issue? Why do you think that?


 * Part 2 **
 * Identification of most significant goal (Calgarian responses): **

// With a partner or on your own, think of a question that you would ask 50 or more people to find out what they think the biggest global issue is. //

Students will create a question with the starter: We want to find out, what do other people think is the biggest global issue: -mother’s health -children’s health -poverty and hunger -diseases -environment -gender equality -education -development ** Assessment: ** Anecdotal notes – locating, interpreting and analyzing skills, presentation skills, cooperative/effective group participant
 * Part 3 **

Character: - Takes responsibility and action to find solutions to everyday problems - ·Identifies possible choices in decision making processes and evaluates them in light of the needs of self and others - ·Makes decisions that reflect high regard for self and others - ·Reflects on and takes responsibility for the impact of actions and decisions - ·Shows courage and conviction in raising issues and making difficult decisions
 * ENDS: **
 * [[image:Screen_shot_2012-03-03_at_7.14.36_PM.png width="310" height="451"]] || [[image:Screen_shot_2012-03-03_at_7.15.39_PM.png width="422" height="300"]] ||

Resources

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