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Tikho’s Story is an authentic tale about water and sanitation issues from a youth perspective. Tikho is a young girl from Zambia, whose community is working to improve its access to safe drinking water. The slideshow includes short videos made by the young Zambian Tikho, providing students with a glimpse into daily life without easy access to clean water. The resource includes a multi-media presentation, curriculum-linked lessons plans, card sorting games, posters, and action sheets. The resource activities encourage students to take action within their own community on global or local water issues.
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|Consideration of Alternative Perspectives||Good|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
|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: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
|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|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The activities are structured so that multiple answers are possible. The activities present many opportunities for open discussion and sharing of opinions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Topics in Science, Social Studies and Language Arts are addressed.
|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.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
An authentic story about global water and sanitation issues from a youth perspective.
|Experiential Learning: |
Authentic learning experiences are provided
Students work in groups
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
Reflective questions and activities are suggested to gather information about students' learning.
|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.|
Students suggest ways to promote action locally and globally.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
The activities are based on an authentic account of global water and sanitation issues in Zambia.
|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||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.|