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The goal of the Global Schools Program Teaching Grade 4 lesson plans is to allow students to explore the topic of identity and to connect their personal values to those of their community by contributing to the health of the environment. This unit helps students develop a sense of their position in relation to the wider world, and understanding how elements in the world relate to each other in reference to one’s own values. The unit is designed to be a sequence of five lessons, though each lesson can be employed independently. Each lesson is also designed to preempt the concepts introduced in the next lesson.
Lesson 1 Developing Self Identities: The students will learn to describe their own values and then create personal storybooks by writing and drawing about their values. The books will be shared with the class and then put on display.
Lesson 2 Learning About the Environment: The students will be introduced to the three R's and then turn a plastic bottle into something creative that can be reused.
Lesson 3 Nations and Resources: The students will discover where a number of common objects are produced. Then, as a class, they will create a mind map of the pros and cons of importing products versus producing objects locally. After creating their own mind map in small groups, the students will debate the issue of importing versus local production.
Lesson 4 Sustainable Development Goals and Actionable Steps: After watching the video "If the World was 100 People...", the students will write one sentence from the video that caught their interest. The sentences will be translated into percentages. The students will then create a board around one topic from the video to present to the class.
Lesson 5 Tying It All Together: The students will write and present a play that ties all of their learning together from the previous lessons.
The focus of this resource is on developing knowledge and awareness rather than concrete skills.
This resource is a great resource for upper elementary students. It would work well in a Social Studies classroom in order for the students to make connections from themselves to the larger world.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
Much of the resource is devoted to exploring the students ideas and values. They are encouraged to do this via open ended discussions.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
The students work to re-imagine and creatively re-use a water bottle.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
This is a core component of this resource and, in particular, Lesson 1. The students learn about values and how to clarify their own beliefs.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
Lesson #4, in particular, allows for the students to see the world in a different way. They watch the video "If the World were 100 People..." and then work with the percentages given in the video to investigate what interests them.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The resource begins with a focus on the individual student and then gradually expands outward.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
It is through open ended discussions that the students explore much of the topics presented.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
There are no strategies included for learners with difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
This is not a focus of this resource.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
For each lesson there are assessment suggestions and some lessons provide a rubric.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
This is not a focus of this resource.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory|
There is some choice given in the later lessons as to the topic that the students will choose to explore.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|