Course: NEA Foundation Global Learning Fellows Class of 2013

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Course Description

Brazil Class of 2013, upload your lesson plans here!

Units and Lessons

Les Nicholas_Global Competency Taking Root Resources: 1

To enable students to compare and contrast foods, weather patterns, school calendars, and holidays of cultures throughout the world. To enable students to correspond with various classes throughout the world via ePals.

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Tom Young_Pollution, Our Role in Reducing the Global Pollution Problem Resources: 1

1. Students will have a basic understanding of history including cause and effect, chronology, concepts of time, continuity and change and global interconnectedness (local, state, nation, and world). 2. Students will understand the interactions between the environment and human societies, and the political, economic, and social impact of those interactions. 3. Students will develop an ability to think, including a process for problem solving, recognition of multiple perspectives, and analysis. 4. Students should investigate how everyday people have the ability to make changes and impact their "community" in unique ways. Knowing historical figures is important, but realizing that all people can make history is paramount. (4 month unit)

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Misha Quarles_Ratios and Exchange Rates Resources: 2

This lesson has students utilizing ratios while converting money using the current exchange rates. The focus of this lesson is on problem solving.

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Constance Russell_The Fruits We Eat and Where They Come From Resources: 1

I want students to understand that what resources we have available to us affects the choices we make. Access to food, fruit specifically, is different around the country and around the world. Students will identify a variety of fruits and determine their natural growing environment. Students will compare and contrast the fruits native to Maine, other parts of the United States and Brazil. Students will collect and analyze data to answer questions.

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Tom Pedersen_Environmental Ethics and Civil Disobedience Resources: 6

Students will read and discuss Ishmael by Daniel Quinn, and several other environmental essays to heighten their awareness of the human impact on the planet and our moral responsibility to future generations. The class will also watch and discuss The 11th Hour , a film about the consequences and solutions to global warming and City of God (DVD)” News from a personal war” a trailer documentary about the Brazilian slums. We will research the real environmental, cultural and economic connections between our class and the selected high schools in Sao Paulo and Rio. Students will also study the role of youth and civil disobedience in the 1960’s in America and in the summer of 2013 in Brazil

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Kristin Donley_Building Relationships- a Design Project to Improve School Climate Resources: 4

This series of activities are based on design principles to facilitate student voice. The objective is for students to talk about school climate issues and to subsequently pick an issue to develop into an action plan to change the school climate (a "pitch"). Hopefully there will be funds for the winning project to be completed by all students. As I learned from a recent trip to Brasil, building relationships is key to successful education. It is my hope that this lesson will help school communities start to foster a more positive school climate by building relationships and giving students a voice. Hopefully, after these activities are done at a building level, students can extend this to interviewing students from other areas and countries to evaluate similarities and differences in school climate issues, and, thus, develop a sense of global community. Also published: http://www.coloradoplc.org/lessonplans/building-relationships-improving-school-climate

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Robert Becker_Chemical Conflicts around the World Resources: 2

Working in pairs, students will research, develop and share creative presentations on the chemical elements as valuable resources, unevenly distributed around the world. These presentations will focus on what the elements are used for, in what countries they are mined/processed and what international conflicts/controversies/issues surround their use. These conflicts may concern economics, politics, environmental concerns, human rights or any combination thereof. The students are required to present both sides of the issue and to incorporate the cultural perspectives of the people affected by the issue.

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Christine Anderson_Samba and Sugar: The Effects of Imperialism in Brazil Resources: 2

This unit is designed to show the connection between colonization and imperialism with contemporary Brazil.

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Josh Stumpenhorst_Political Unrest Resources: 1

Teaching students the implications and causes of political unrest throughout history and contemporary events.

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Katie Ferguson_Community and Culture, Interconnected Across the World Resources: 1

Community and Culture: When we get to know and value cultural connections within other communities, we can then also recognize and value our own culture and our own community.

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Susan Sellers_Global Rescue Resources: 1

Students will discover the importance of sharing resources and work cooperatively with people from different parts of the world.

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Clare Taylor_Global Riches Unit Resources: 2

The theme of the unit will be exploring and researching the diverse cultures within our town border. We have over 70 languages spoken in our schools and many students are not connected to residents outside their neighborhood. Through the project the students will learn about the countries and languages represented in our town. They will work on creating a website that helps others understand the “Global Riches Within our Borders”. Through local study they will reach global understanding.

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Timmie Melancon_Save The Drama For Your Global Mama Resources: 2

Using student created plays, students will compare and contrast customs/family traditions of individual class members. The students will have a basic understanding of global interconnectiveness through the use of Promethean Board connected to the internet.

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Elizabeth Altemeier_Global Learning in the First Grade Classroom Resources: 1

Students will gain knowledge of other cultures, be able to locate specific countries and areas of the world that we are discussing. They will gain knowledge of cultural experiences and traditions that enrich the lives of the people in these countries.

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Joyce Baumann_My World, Your World, Our World-Exploring Needs and Wants Resources: 11

This mini unit will help students develop a basic understanding of "needs" and "wants". They will compare and contrast needs and wants with children around the world and increase their awareness of other cultures through these activities.

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Scott McKim_Global Competency Resources: 1

The idea of this lesson is use knowledge of a far away place (Brazil) to better understand our own local environment. I'm using energy and electricity production as the lens for this study. Students are to recreate their own town in a very deliberate and process-based approach, concentrating on efficiency, transportation, production, and a healthy environment for its citizens. For the purposes of this lesson, students are exposed to and research different forms of energy production. Exhibits from the world are used to launch into the topic of our relationship with our resources. Students analyze the pros and cons of different energy sources and how they can best conserve locally used energy.

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Loryn Windwehen_Nutrition: Too Much or Too Little? A Global Epidemic Resources: 11

For years, most have been dying of too little nutrition. In many cases, this is still the case, but today more often than not, people are dying due to complications of being overfed - obtaining too much nutrition of the wrong kind. Students will: explore the causes and trends of obesity and starvation by analyzing data and articles, compare these trends between countries, and form a campaign within their school, home, community, and further to promote healthy eating and nutrition education. Skills used: technology, writing across the curriculum, collaboration, and research.

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Brenda Stewart_Globization in the classroom Resources: 6

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Catherine Boehme_Global Opportunities: Careers in the International Arena Resources: 3

Students will research international opportunities for their chosen career fields, use presentation tools to share their research, design a recruiting tool for an imaginary buisness and reflect on what they need to do now to prepare for international opportunities in their future.

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Deanna LeBlanc_"Water" We Fighting For? Resources: 1

Students explore issues of water scarcity and quality as a class while learning research and presentation techniques. They begin to form their own questions about local and/or worldwide water issues, and finally they conduct small group research to present to the class.

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Sherry Helus_Factors Affecting Population Densities Resources: 1

Students will explain the relationship between landforms and climate and how they can affect population density. Kansas Social Studies Standards (Grades 5-7) Geography Skills which apply to human (cultural) and natural (physical) systems: 1. Ask geographic questions such as spatial distributions, place, location, and scale. 2. Acquire geographic information from sources such as primary and secondary sources, photographs, observation, maps, etc. 3. Organize geographic information using a variety of methods including maps, graphs, diagrams, tables, charts, etc. 4. Analyze geographic information to seek patterns, infer relationships, make predictions, make inferences, evaluate bias, and synthesize information. 5. Answer geographic questions to construct knowledge and connect to the real world.

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Peter Mili_Exploring Life Expectancy With Global Data Resources: 5

This lesson has students examining Life Expectancy and per capita Gross Domestic Product data for a sample of countries around the world. This data will be displayed and analyzed to help address this question: Does your purchasing live determine how long you will live?

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Amber Augustus: What Can I Do? Creating Global Citizens Through Education and Service Learning Resources: 2

Students will integrate and build upon learning gained in world history through a global outreach initiative. Students will conduct research on the country affiliated with their outreach effort and present their findings to diverse audiences.

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Karen Toavs_The Power of Homelands- An Introduction to Diaspora Literature Resources: 3

This is a 5 day unit introducing students to the global issue of human displacement. Diaspora literature is a genre by and about the struggles of displaced populations.

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Noelle Clark_Follow That Trash! Resources: 6

The global theme for this unit is our global resources. This particular unit will focus on waste management by implementing the 3 R’s; reduce, reuse, and recycle. We live on a planet with limited resources that we as global citizens must learn to share fairly. 2nd graders can easily grasp this concept in relation to their own lives when using shared materials. This connection is a great stepping point in which to teach students the 3 R’s and how they might create a smaller footprint on the planet.

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Leigh VandenAkker_The Big Picture: "Chega" Bullying (Stop Bullying) Resources: 7

Students will create a vision of a safe environment for their school. Students will learn the cycle of violence and the skills to intervene. Students will learn how to ask for help using magic questions before the violence takes place. Students will become empowered to stand up against bullying in their school.

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Melissa Collins_"Sounds ALL Around"

Students will read a selection about sounds. Then the students will create instruments.

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Josh Parker_Defining Culture Resources: 4

A Lesson that helps to expand the definition of culture with the help of my experience in Brazil. Applicable to Social Studies and English/Language Arts.

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Kristin Shelby_Unity, Equity, and Hope Resources: 7

This lesson is designed to focus on critical thinking skills and understanding others' perspectives about social justice issues.

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Becky Rivera _Shots Heard Around The World Resources: 1

Students will be able to identify available immunizations, risks, and requirements. Students will be able to evaluate personal cultural beliefs regarding immunizations. Students will be able to evaluate other cultures and their beliefs in relation to immunizations.

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Laura Schneider_All Eyes (and Ears) on the World: An Approach to Journaling in the Humanities Resources: 3

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