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Global Schools Program Grade 7

Elementary, Middle

Description

In this resource, students will start to conceptualize themselves as changemakers. By learning from their peers and other members of the community, students will begin to make plans for how they can make the world around them a better place. 

Lesson 1: What SDG-related problem exist in my own country?

  • In this lesson, students will learn about the 17 Sustainability Development Goals (SDG). Students will then make a list of problems that they see in their community and connect them to the SDGs.

Lesson 2: How have other people solved these problems?

  • In this lesson, students will make a list of people they know or have heard about in their communities who have made change in their community so that they have role models to interview, as a foundational step towards becoming agents of change in their own towns, province, and country.

Lesson 3: How can I learn from other changemakers?

  • In this lesson, students will address how to conduct an interview so that they can conduct their own interview to changemakers in their communities. 

Lesson 4: What I learned from other changemakers?

  • This lesson aims to help students better understand the characteristics of changemakers by reviewing their findings after having conduced interviews with changemakers. Students will use sketch noting as a visual means to depict, organize and analyze information from interviews and build a Venn diagram to make comparisons and connections among their interviewees and each other. 

Lesson 5: What can we do now?

  • Based on the interview they have completed and their class presentations, students will explore ways that they themselves can become changemakers in their communities and the world. 
  • Students will use the scientific method to define the problem they are going to address, share their thoughts about the problem, hypothesize a solution to the problem, refine their solution, and develop an action plan. 

 

General Assessment

What skills does this resource explicitly teach?

In this resource, students will learn to complete a graphic organizer, conduct an interview, use a Venn diagram, use sketch note, and use the scientific method to solve a problem. 

Strengths

  • Every lesson is equipped with a good description of each activity and time frame. 
  • Every lesson is equipped with additional resources for the teacher and students.
  • The additional resources are direct-linked.
  • While the lesson is designed to be taught in its entirety, teachers could choose to only do one activity from the resource.
  • Multiple skills are taught in this resource and documents are included in the resource to help teachers with teaching these skills. 
  • An action project plan is included in the resource. 
  • Students will look at their own community for issues which makes it that much more relevant to them. 

Weaknesses

  • Activities for struggling learners are not included. 
  • Assessment ideas are provided in each lesson, however the resource does not provide rubrics. 
  • The action project is planned in class, but the resource does not provide accountability on completion of the action project.

Recommendation of how and where to use it

This resource would be excellent to use to do a cross-curricular project in Language Arts, Science and Social Studies courses. 

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Oral Language: Listening and speaking form the foundation for literacy development and improve communication, collaboration, and respectful mutual understanding.
        • Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Enhance Clarity and Artistry of Communication
        • Explore Thoughts, Ideas, Feelings and Experiences
        • Manage Ideas and Information
        • Respect, Support and Collaborate
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Enhance Clarity and Artistry of Communication
        • Explore Thoughts, Ideas, Feelings and Experiences
        • Manage Ideas and Information
        • Respect, Support and Collaborate
  • British Columbia
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.
  • Manitoba
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    • Grade 5
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language as Exploration and Design
        • Language as Power and Agency
        • Language as Sense Making
        • Language as System
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language as Exploration and Design
        • Language as Power and Agency
        • Language as Sense Making
        • Language as System
      • Social Studies
        • Step 4Relevant matches
        • People & Places in the World: Global Quality of Life
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language as Exploration and Design
        • Language as Power and Agency
        • Language as Sense Making
        • Language as System
  • New Brunswick
  • Newfoundland & Labrador
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Celebrate and Build Community
        • Clarify and enhance
        • Research, interpret and analyze
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Celebrate and Build Community
        • Enhance Clarity and Artistry of Communication
        • Manage Ideas and Information
  • Nova Scotia
  • Nunavut
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Celebrate and Build Community
        • Clarify & Extend
        • Plan, Focus, Interpret & Analyse
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Celebrate and Build Community
        • Enhance Clarity and Artistry of Communication
        • Explore Thoughts, Ideas, Feelings and Experiences
        • Manage Ideas and Information
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Celebrate and Build Community
        • Clarify and enhance
        • Research, interpret and analyze
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Access and Explore
        • Celebrate and Build Community
        • Enhance Clarity and Artistry of Communication
        • Manage Ideas and Information
  • Ontario
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language: Composition: Expressing Ideas and Creating Texts
        • Language: Foundations of Language
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language: Composition: Expressing Ideas and Creating Texts
        • Language: Foundations of Language
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language: Composition: Expressing Ideas and Creating Texts:
        • Language: Foundations of Language
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language: Foundations of Language
        • Language: Writing
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Other Ways of Representing
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Social Studies
        • Step 4Relevant matches
        • World Issues
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Other Ways of Representing
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Social Studies
        • Step 4Relevant matches
        • Canadian Identity: Citizenship
  • Quebec
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • To represent her/his literacy in different media
        • To use Language to communicate and learn
    • Grade 6
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • To represent her/his literacy in different media
        • To use Language to communicate and learn
    • Grade 7
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Represents her/his literacy in different media
        • Uses language/talk to communicate and to learn
        • Writes a variety of genres for personal and social purposes
    • Grade 8
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Reads and listens to written, spoken and media texts
        • Represents her/his literacy in different media
        • Uses language/talk to communicate and to learn
        • Writes a variety of genres for personal and social purposes
  • Saskatchewan
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.

Themes Addressed

Citizenship (2)

  • Community-Building and Participation
  • General Guide to Taking Action

Human Rights (1)

  • Social Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Students are exposed to the SDGs based on the issues that they choose to look at it in their community. They will participate in open discussions and will have the chance to form their own opinion and take informed positions. 

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Satisfactory

Students will look at all facets of the issues they choose to explore.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Satisfactory
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Good

In lesson 5, students will use the scientific method to find solutions to one of the issues in their community. They will develop an action plan, however there is no accountability to follow through their plan within this resource. 

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

Students will be consistently given opportunities to identify, clarify and express their own values in this resource. 

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good

Depending on which issue the students will choose, there could be connections to humans. Since they will try to solve the issue, they will foster empathy and respect for diverse groups of humans. 

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

Depending on which issue the students will choose, there could be connections to the natural world. Since they will try to solve the issue, they will foster appreciation and concern for their natural world. 

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

This resource is made relevant and has a local focus as students will have to pick an issue in their own community to try and solve. 

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Very Good

Students will get a chance to look at an issue, find why it is an issue, and come up with ways to make change for the future in regards to this issue in their community. 

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

In each lesson, students will get a chance to voice their opinion whether in a whole class discussion or in small group discussions.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Very Good

This lesson could be used for a cross-curricular project in English (conducting interview, sketch noting), in Social Studies (when looking at the SDGs and the issues in their community), and Science (when using the scientific method to find ways to solve the issue).

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Very Good

Students come up with their own issue to solve and their own ways to solve them. The suggested activities in the resource are self-directed learning. 

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

The variety of activities in this resource addresses a range of learning styles. However, there are no modification options for struggling learners. 

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Very Good

Students have to look within own community for the issues therefore taking place outside their school. 

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Very Good

Students will have to work in groups and the cooperative skills will be taught, practiced, and a rubric is included to assess these skills. 

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good

Assessment ideas are included in every lesson of this resource. However, rubrics are not included. 

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 Good
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

Students will be conducting interviews with real change makers in their community. 

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 Very Good
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.

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