Search for Resources

Making Sense

Growing Up Global: Early Years Global Education Handbook

Elementary, Middle

Description

Making Sense is part of a larger compilation entitled Growing Up Global: Early Years Global Education Handbook. This resource book and supporting CD demonstrates how global education can be introduced to students at a very young age (five and under) through the use of fun activities such as songs, games, poems and recipes. The resource contains background information, suggested activities, such as songs and games, stories, book lists, useful website links, ideas for extension learning and a resource CD with pictures, colour photos and reproducible sheets.

Making Sense has students experience the world using their senses. Students learn that we do not all have the same range of senses which may make us good at some things and not so good at others. We all have the right to be respected despite our different abilities and contributions.

Musical Mix/Sound - Students learn about different instruments from around the world by listening carefully and identifying instruments by their sound.

On Your Head/Balance - Students carry a variety of objects made from different materials in their arms, on their heads to help them understand that we all carry things.

Things We See/Sight - Students group different objects according to colour, shape, material, etc.. to raise their awareness of similarities between objects from around the world.

What's In The Box/Touch - By putting their hand in a box and feeling an object, students try to identify the object using their senses other than sight.

Smell It, Taste It - Students smell and taste a variety of foods from around the world and discuss their preferences.

Welcome Everyone - Students listen to a story about a child who is disabled. They discuss the child's different needs and abilities. They brainstorm ways they could make that child comfortable and happy if they were to visit the classroom.

World Wide Web - Students play some cooperative games to help them understand that people's behaviours have an impact on the environment.

General Assessment

What skills does this resource explicitly teach?

  • To develop children's awareness of the wider world.

Strengths

  • The resource is available to download immediately.
  • The resource is well organized, easy to use and supplies all necessary materials.
  • Activities are very hands-on, very age-appropriate.
  • Excellent background information, list of website links and extensive book list.
  • Each lesson plan includes learning objectives, goals, materials needed and detailed teaching instructions.

Weaknesses

  • There are no out-of-doors experiences included.
  • The resource lacks a significant action component.
  • No opportunities to share what they have learned with their parents or peers.
  • No opportunity for students to clarify their values.
  • The activities suggested do not always attain their learning objectives.

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
    • Kindergarten
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Music
      • Physical Education & Health
        • Step 4Relevant matches
        • Active Living: A healthy way of life includes regular practice of meaningful active livin
        • Movement Skill Development: A healthy way of life includes regular movement
    • Grade 1
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Music
      • Social Studies
        • Step 4Relevant matches
        • Active citizenship contributes to the vitality of communities that can promote pluralism among diverse people in a democratic society
  • Manitoba
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Music
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Movement
    • Grade 1
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Music
    • Grade 3
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Music
    • Grade 4
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Music
    • Grade 5
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Music
    • Grade 6
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Music
    • Grade 7
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Music
    • Grade 8
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Music
  • New Brunswick
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Movement Skills and Concepts
    • Grade 1
      • Step 3Select a subject
      • Music
        • Step 4Relevant matches
        • Music: Understanding and Connecting Contexts of Time, Place and Community
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Movement Skills and Concepts
      • Social Studies
        • Step 4Relevant matches
        • You and Your World: Community
        • You and Your World:Groups
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Identity
    • Grade 1
      • Step 3Select a subject
      • Music
        • Step 4Relevant matches
        • Music: Contexts
      • Science
        • Step 4Relevant matches
        • Materials, Objects & Our Senses
      • Social Studies
        • Step 4Relevant matches
        • Groups
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 1: Music
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Activity
  • Nova Scotia
  • Nunavut
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Movement
      • Social Studies
        • Step 4Relevant matches
        • Being Together: Culture & Community
        • Being Together: Global Connections
    • Grade 1
      • Step 3Select a subject
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Movement
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Movement
      • Social Studies
        • Step 4Relevant matches
        • Connecting and Belonging: Global Connections
        • Connecting and Belonging::Culture & Community
  • Ontario
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Music
      • Physical Education & Health
        • Step 4Relevant matches
        • Health and Physical Education: Movement Competence: Skills, Concepts and Strategies
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Music
        • Step 4Relevant matches
        • Music
  • Quebec
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • To construct his/her representation of space, time and society
  • Saskatchewan
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Exploring Our World
    • Grade 1
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 1: Creative/Productive
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 1: Physical Education: Skillful Movement

Themes Addressed

  • Human Rights (2)

    • Cultural Diversity
    • Social Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory
  • The activities in the resource enable students to look at the world and the people in it with respect despite our different abilities and contributions.
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
  • social
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 Poor/Not considered
  • Not considered in this resource.
Respects Complexity:

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

Acting on Learning Poor/Not considered
  • No action activities are included.
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 Poor/Not considered
  • Students are not explicitly given an opportunity to clarify their own values.
Values Education:

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

Empathy & Respect for Humans Good
  • The activities encourage the students to focus on the similarities and differences between people. It teaches students to develop an awareness of the world.
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
  • No outdoor activities are suggested.
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
  • The resource allows students to develop a positive sense of their own identity and to respect the identities of others. One of the key messages is we all have the right to be respected despite our different abilities and contributions.
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
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 Good
  • The hands-on activities are very age-appropriate and encourage the students to discover objects through the use of their senses.
Open-Ended Instruction :

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

Integrated Learning Satisfactory
  • Music
  • Language Arts
  • 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 Good
  • The tasks allow five year old to discover and build knowledge for themselves. The tasks are age-appropriate and encourage students to manipulate and discover through hands-on activities.
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
  • Activities include a variety of learning styles tactile, auditory, visual. Some of the lessons include adaptations for children with hearing and sight impairments.
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 Satisfactory
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
  • Students work in groups for some of the games and activities.
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 Poor/Not considered
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 Poor/Not considered
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
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 Poor/Not considered
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.