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Global Schools Program Grade 1

Elementary, Middle

Description

The goal of the Global School Program Teaching for Grade 1 is to teach students to become active contributing members of their community and to have respect for cultural diversity and an understanding of equality and fairness.  The resource is comprised of five lessons.

Lesson 1- Who am I? What makes me happy? Students will create a self-portrait after a discussion of activities that they like and don't like.

Lesson 2 - What is community? Students will discuss their daily activities and recognize the members of their community who help them. They will also participate in a role play of daily activities without the key people who help them and present it to the class.

Lesson 3 - Inequality Through a hands on experiment with M&Ms the students will learn about inequality and relate the idea to the everyday needs of people.

Lesson 4 - Equality and Fairness  After reflecting on the activity in lesson 3, the students will listen to the story "The Fairest Teacher of Them All" and discuss the idea that fairness is not always giving the same to everyone.                                                                           

Lesson 5 - Our Very Own Declaration of Human Rights  The class will share simplified versions of the United Nations Declaration of Human Rights and discuss. Students will choose and vote on 10 items for the class' own declaration of human rights.  In groups, the students will illustrate each item in order to make a class book of their declaration of human rights.

 

General Assessment

What skills does this resource explicitly teach?

This resource is focused on building awareness rather than teaching skills.

Strengths

  • Strong resource that is well organized and easy to follow.
  • Interesting and engaging activities
  • Good quantity of information for the teacher

Weaknesses

  • Some external links do not work.
  • No concrete assessment tools.
  • No accommodations for struggling learners.

Recommendation of how and where to use it

This resource is suitable for early elementary classroom.  It connects very well to the Social Studies curriculum and can be used early in the year to develop a well balanced learning environment for the students based on respect and an understanding of everyone's needs.

Relevant Curriculum Units

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        • Active citizenship contributes to the vitality of communities that can promote pluralism among diverse people in a democratic society
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        • Rights, roles, and responsibilities shape our identity and help us build healthy relationships with other
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        • Arts: Drama: To appreciate dramatic works, personal productions and those of classmates
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        • Numbers represent quantities that can be decomposed into smaller parts.
        • One-to-one correspondence and a sense of 5 and 10 are essential for fluency with numbers
      • Social Studies
        • Step 4Relevant matches
        • Rights, roles, and responsibilities shape our identity and help us build healthy relationships with other
        • Our communities are diverse and made of individuals who have a lot in commo
        • Identity and Families
        • Identity and Families
    • Grade 1
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • Numbers to 20 represent quantities that can be decomposed into 10s and 1s.
      • Social Studies
        • Step 4Relevant matches
        • Local Communities: Our rights, roles, and responsibilities are important for building strong communities.
        • Local Communities:: We shape the local environment, and the local environment shapes who we are and how we live.

Themes Addressed

  • Human Health & Environment (1)

    • Quality of Life
  • Human Rights (2)

    • Gender Equality
    • Social Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good
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 Very Good
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 Very Good

Although the resource is geared towards younger students, the activities and resources do a very good job of describing the issues in a easy to understand and manageable manner for younger students without losing the value of the message.

Respects Complexity:

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

Acting on Learning Very Good

By creating their own Declaration of Human Rights for their classroom, the students gain an understanding of each person's rights and can work towards respecting them on a daily basis.

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

By working on their class' own declaration of human rights, the students are learning to express what they believe to be important.

Values Education:

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

Empathy & Respect for Humans Very Good

This is at the core of this resource: respecting all.

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 Poor/Not considered

This is not a focus for this resource.

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 Good

This resource has a local focus of the classroom. 

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 Poor/Not considered

This is not a focus for this resource.

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

The activities are structured so that they students direct the discussions and are able to express what they value.

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
  • Language Arts
  • Math
  • Visual Arts
  • Drama
  • Social Studies
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 Satisfactory
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

Unfortunately, there are no strategies for learners with difficulties.

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 Good
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 Satisfactory
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

There are suggestions made for assessments and a rubric is provided in a few of the lessons but there are no concrete tools for the teacher to use.

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 Satisfactory
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 Poor/Not considered

This is not included in 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

As the resource is intended for very young students this would be very difficult to achieve with the age group, therefore, there is limited choice.

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.