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Class Description
The grade six class in which I am doing my practicum is a very diverse group.
Of the 24 students in the class, 20 are Asian and 4 are Caucasian. There are 9 boys
and 15 girls. For many students, English is not their first language, however only 2
students are designated as ELL and receive language assistance each day. Two
students are designated as special needs and are on individualized education plans.
One student is deaf in her right ear, however she manages very well. Overall, this is a
very warm and welcoming class that is excited about learning and is fun to work
with. When I did my two‐week practicum, I found the kids to be very kind and there
were few behavioral problems.
Unit Rationale
The main goals of this unit are (1) to create awareness about various global
issues, (2) to develop students’ empathy and understanding, (3) to learn about
people and organizations that are committed to improving the quality of life of
others, and (4) to inspire students and give them the tools to create change. The
focus of this unit will be on global issues that affect children so that the students in
the class can more easily relate. Students will learn about children who are victims
of poverty, child labour, little or no education and war. In addition to learning about
these global issues and their consequences, students will also acknowledge how
these issues affect several Canadians each year. As students learn more about the
conditions of poverty, continue to explore the consequences of severe inequality,
and learn about ways to make a difference, I am hoping that they will be motivated
and inspired to create change.
Prescribed Learning Outcomes
Social Studies:
A1: Apply critical thinking skills – including comparing, classifying, inferring,
imagining, verifying, identifying relationships, summarizing, and drawing
conclusions‐ to a range of problems and issues
A2: Interpret graphs, tables, aerial photos and various types of maps
A4: Deliver a formal presentation
A5: Implement a plan of action to address a selected local or global problem or issue
C4: Compare individual and collective rights and responsibilities in Canada with
those in other countries
C5: Describe the role of Canada in the world
D4: Compare Canada’s economy, technology, and quality of life with those in one or
more selected countries
Resource Critique:
1) Powrie, S & Sterling, S (2001) Global Citizens. Ontario. Oxford University
Press
Although out‐dated, this is a very insightful and comprehensible text. There
are lots of stories as well as informative text. I find that the stories make the
learning more realistic and relevant. This will make a great resource when
accompanied with up‐to‐date data. This text is available at the UBC library
2) Free The Children (2012) Poverty: Educating and Inspiring a Generation of Youth to Change the World. Retrieved from http://cdn6.freethechildren.com/wpcontent/uploads/2012/08/Poverty_Elem.pdf
This is a great resource. All lessons have engaging activities. Students do not
simply read and write, instead they are required to actively engage in a variety of
hands‐on activities. Students are also required to think critically about how they can
create change in the world and learn about what Free The Children is doing to create
change.
3) Teach Unicef (2013): Armed Conflict, Child Labour, Education, Gender
Equality, Poverty. Retrieved from http://teachunicef.org/explore/grade
This is a wonderful resource for many reasons. All units and lesson plans
have been adjusted for different age groups so the expectations and materials are
age appropriate. Furthermore, this resource provides stories, informative text,
websites to visit, videos, group activities and comprehension worksheets. Unicef
does a great job of providing multimodal resources for teachers. There is a story for
each issue (armed conflict, child labour, gender equality), and these stories can be
used like case studies where students apply what they are learning about global
issues to each individual case. I highly recommend this resource to anyone teaching
global issues or global citizenship.
4) Mortenson, G. & Roth, S. (2009) Listen to the Wind: The Story of Dr. Greg &
Three Cups of Tea. New York. Dial Books For Young Readers.
Three Cups of Tea is such a wonderful book for adults, I was very pleased
when I discovered it was adapted into a children’s book. This is a great book when
introducing global issues such as poverty and when discussing a child’s right to
receive an education. This text is available in the UBC library.
5) United Nations(2013). UN Cyber School Bus: Poverty. Retrieved from
http://www.un.org/cyberschoolbus/poverty2000/intro.asp
This is another great resource for teachers looking for hands on, interactive
activities. This resource offers important up‐to‐date content that is delivered in a
relevant manner.
Overview: (see rationale above)
Lesson # 1 2 3 4 5 PLO
A1, A2 A1, A2 A1, C4, D4 A1, D4 A1, C5
Objectives
SWBAT discuss and reflect on the unequal distribution of wealth and resources in the world. Students will observe patterns of wealth between the north and the south.
Students will understand how money is distributed amongst low, middle and high‐income groups and how living conditions differ based on that income.
Students will understand the conditions of poverty, differentiate between basic needs and wants, and develop empathy for those living in poverty.
Students will create a “$1/day budget”, reflect on how difficult it is to live on a dollar/ day and reflect on the fact that 1 in 5 people in our world live on $1/day.
SWBAT gain an understanding about the poverty cycle, how it can be broken and different aid organizations that help break the cycle.
Activities/strategies
1) Musical chairs activity. Ten volunteers, and ten chairs. The ten students are divided into a group of 4 and 6 and the ten chairs are divided up into a group of 3 and 7. The group of 4 students plays musical chairs with 7 chairs and the group of 6 students plays musical chairs with 3 chairs. Take away a chair from the group of three chairs, add it to the group of 7 chairs, and play again. Continue this until there is only one chair left.
2) Students will write down what they think the chairs represent and what each group of people
1) Group students into one group of 4, one group of 8, and one group of 12. 2) Explain that the group of 4 represents the high‐income population in the world (about 15% of the world’s population), the group of 8 represents the middle‐income population (about 35% of the world’s population) and the group of 12 represents the low‐income population (about 50% of the worlds population). 3) Show students a pie chart. Explain to them that the chart represents the total amount of wealth in the world. 4) Cut out 80% of the pie and give it to the high income group, cut out 15%
1) Class brainstorm: Ask students to describe poverty. 3) Hand out needs/wants worksheet. Go over definitions of needs and wants 4) After students fill out their charts, ask them to share their lists. 5) As a class, define poverty; A person’s inability to access the basic needs for survival. 5) Ask students to remove 12 items from their Needs‐Wants lists. 6) Ask them to write down, in a few sentences, what their life would be like without those 12 items. (Collect) 7) Read “Surviving Poverty, Surviving War” from the Free the Children resource. Ask students to record whether or not
1) Ask students, “do you think living on $1 /day is possible?” ‐Discussion 2) Ask students to make a list of all their weekend and extra curricular activities. Ask students to record the approximate price of each activity. 3) Explain to students, “1 in 5 people in the world live on less than $1/day‐ that’s over a billion people.” 4) Ask students, “how would your life be different if you lived on $1/day? What would you buy? 5) Hand out “Entertaining ourselves on a budget”‐ (free the children resource). Get students to fill it out. 6) Ask students to write a short
1) Review the difficulties about living on $1/day. 2) Tell students, “We’re going to read about a woman who was living on $1/day and how she was able to change her life” 3) Read Mala’s story (page 75‐76), and locate India on a map. 4) Discussion: Ask students, “Was Mala’s family living in extreme poverty? How do you know? Which of her needs were not being met? How was Mala able to break out of the poverty cycle? Do you think this is a short term or long term solution to poverty?” 5) Ask students to complete a comprehension activity by reading pages 73‐75 in the text. (Collect)
represents. Students will share their ideas.
3) Pair and share: Students discuss with a partner how they feel about the activity, whether or not it’s fair, what needs to be done to make it fair and how it relates to the world we live in.
4) Class read aloud: pgs 68‐70. Discuss unequal distribution of wealth in the world and how the musical chair activity demonstrates this. Discuss up to date GNI Map.
5) Students will write a journal entry about the musical chairs activity, what it represents, how it make them feel, and how it relates to the world in which we live and what they can do as a global citizen about unequal distribution of wealth.
of the pie and give it to the middle income group and give the remaining 5% of the chart to the low income group. 5) Give a description of what life might be like for each income group (See UN cyberschool bus website) 6) Discuss activity. Ask students: Is this fair, just? What must we do to improve the fairness in our world? Ask students to write a short reflection about these questions. 7) Hand out HDI top‐15/bottom‐15 chart. Explain that the information in this chart represents the average income, life expectancy, and expected years of schooling per capita. 8) As a class read pages 71‐72. 9) Students complete activity sheet.
Hellen’s basic needs are being met. 8) Class discussion: Which of Hellen’s needs are not being met? Ask students, “What things do you think Hellen might put in her “wants” list and how they are different from yours?” 9) Compare how the rights of children in Canada differ from those like Hellen living in Sierra Leone. 9) Final Question: Do you think we’re doing enough for people who live in poverty?
reflection on the activity (was it hard/easy?). 7) Hand out “Grocery shopping on a budget” worksheet. Ask students to fill it out. 8) Ask students to write another short reflection on the activity (was it hard/easy?). 9) Closure: ask students, “Do you think we’re doing enough to help people who live like this? 10) Hand out poverty map
6) Quick brainstorm on different aid organizations. 7) Tell students that they will be leaning more about aid organizations that help people who live in poverty and in other difficult situations.
Assessment
I will assess students’ journal entries. I will be looking for insightful reflections on the unequal distribution of wealth, the patterns of wealth in the world, and for suggestions to improve the situation.
I will assess students’ activity sheets, to see if students can make connections b/w the GNI map and the HDI chart. I will also assess students’ reflections about distribution of wealth and ways to solve this problem.
I will assess students’ worksheets. I will assess them based on their understanding of poverty, basic needs and wants, and on their insights regarding Hellen’s needs and wants and how they differ from their own
I will assess students’ reflections relating to the $1/day budget. I will be looking to see if the reflections demonstrate empathy towards people living in extreme poverty.
I will assess students’ worksheets. I will be looking to see if they understand the poverty cycle, how it can be stopped, and the difference between long‐term and short‐term aid.
Materials and Resources ‐Music/Chairs ‐Brainstorming chart ‐Up‐to‐date GNI map ‐Text book ‐Journal entry/Exit slip
Pie chart ‐Low, middle and high income posters and description ‐text book ‐Worksheet ‐HDI/GNI map
Needs and wants worksheet ‐HDI chart ‐Surviving Poverty, Surviving War story (Free the Children resource)
‐Entertainment and Grocery budget worksheet (Free the Children resource) ‐Poverty map
‐Text book ‐Worksheet ‐Brainstorming paper for discussing Mala’s story and different aid organizations
Lesson # 6 7 8 9 1012 PLO
C4, D4 A1, A5,C4 A1 A1, C5 A4, A5
Objectives
Students will learn about different aid organizations and about the United Nations’ goal to protect human rights. Students will also learn more about issues surrounding child poverty.
By using Himal’s story as a case study, students will learn more about the causes and indicators of poverty, children’s rights, and about creating change
Students will continue to analyze Himal’s story. They will: identify the both the short and long‐term consequences of Himal’s living situation.
Students will learn about Craig Kielburger and the individual who inspired him to create change for children living in poverty. Students will be introduced to children who might inspire them to create change
Students will create a campaign about the global issue facing the child they are studying. Students will include ways to help solve the global issue
Activities/strategies
1) Review how Mala was able to break the poverty cycle. 2) Read Sita’s story (page 22‐global citizens) 3) Compare Sita’s life to “The Convention on the Rights of the Child”. In a “Tee‐Chart” students will list which rights Sita has and which she does not. 4) Students will read pages 18‐21. After they will write a short paragraph on the different aid organizations that can provide aid for children like Sita. 5) Students will read an article on child poverty on the Unicef website.
1) As a class watch video on Himal. Answer Unicef’s corresponding questions on the indicators and causes of poverty 2) Locate Nepal on a map. 3) Individually students will read Himal’s story and answer Unicef’s corresponding questions. 4) Students will compare Himal’s living situation to, “The Convention on the Rights of the Child”. 5) With a partner students will brainstorm ways that they can help improve Himal’s quality of life.
1) Give out “Deprivation cards”. Each card will describe a need that is not met when a person lives in poverty: Shelter, Sanitation, Water, Information, Nutrition, Health and Education” 3) Ask students to stand up when their type of deprivation is called and ask one student from each category reads out the description and %. 4) Discussion‐ see Unicef questions 5) Review Himal’s living situation. Discuss how Himal is being deprived and the possible short and long term consequences of this deprivation. 6) Ask students to write a short reflection on how Himal’s life is being affected by poverty and the consequences he will face if this poverty continues.
1) Review about the “Me to We” day. 2) Ask students if they know whom the Kielburger brothers are. 3) Show first five minutes on Criag Kielburger’s documentary. 4) Introduce students to inspiring children who have faced issues of poverty, war, gender inequality and child labour. 5) Ask students to choose a child that inspires them: Iqbal Masih, Malala Yousafi or Michel Chikwanie. 6) Students will write a short summary of the child and a reflection on how their chosen child inspires them to create change. 7) Students will learn about their summative tasks.
1) Show students various campaigns (commercial, poster, speeches). 2) Analyze the elements of each campaign 3) Ask students to create a campaign which addresses the global issue the child they are studying faces and what others can do to change this child’s situation. 4) Students will be given time to work on their campaigns 5) At the end of the 11th lesson, students will share their campaigns and put them into action if possible.
Assessment
I will assess students “Tee‐Charts” and their reflections
I will collect and assess the Unicef question sheets. I will also assess students as they are brainstorming ideas to create change.
I will assess student’s reflection.
I will assess students summaries. I will be looking to see how the child they read about inspires them to make change.
Materials and Resources ‐Global Citizens text ‐Tee‐Chart ‐Ipads to visit the unicef website
‐ Unicef worksheets ‐ Video (access to library/ipads) ‐Himal’s story
“Deprivation cards” ‐Deprivation chart for the students
Lesson # 1315 16 PLO
C4, D4 A4, A5
Objectives
By imagining they are reporters writing for the international news section of the Vancouver Sun, Students will learn more about the life of the child they have chosen.
Students will demonstrate their learning in a gallery walk
Activities/strategies
1) Students will be given the criteria for their summative task. 2) Students will be put into groups and will do group research on the story/ global issue of the child they have chosen. 3) Students create a poster that includes: the profile of the child they are studying, indicators of poverty, causes of poverty, consequences of poverty, and a persuasive piece of writing convincing the audience to help their cause and informing them about how they can help.
1) Gallery Walk 2) Students will give peer assess each group using 2 stars and a wish
Assessment
I will assess students’ work habits to be sure they’re on task
I will assess posters based on the expectations describied in the criteria
Materials and Resources ‐ipads ‐Criteria sheet ‐Various resources for students
‐Posters
Newspaper Criteria Imagine your group is a team of reporters writing about the person in the story you have read. Your team has been requested to write about this person in the International News section of the Vancouver Sun. In your newspaper please include: 1) A picture of the person you are learning about. 2) A world map that shows the country in which this person lives. 3) A profile of the person you have read about. Include the following: name, age, home country, living situation, responsibilities, occupation (labourer/student?) and any other details you think are important. 4) Identify the indicators of poverty. 5) In a few paragraphs explain some of the cause(s) of poverty (history, war, climate, natural disaster, corrupt government). 6) Write a persuasive piece of writing. You can begin by explaining the possible consequences the person you are learning about will face if his/her life does not change. After this, convince the reader to contribute to your campaign and to help you on your mission to bring about change regarding this global issue.
LESSON PLAN Grade: Six Subject: Social Studies Theme: Global Issues School: MacCorkindale Teacher /TC: Anna Boots
Lesson 2: 50 min.
P.L.O.(s): A1: Apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, identifying relationships, summarizing, and drawing conclusions‐ to a range of problems and issues A2: Interpret graphs, tables, aerial photos and various types of maps
Objective: Students will learn how money is distributed amongst low, middle and high‐income groups and how living conditions differ based income groups. Students will also analyze the HDI and observe where many high‐income groups live and where many low‐income groups live in the world. Students will reflect on the inequality that is so prevalent in this world and share any thoughts they have on solving this issue.
Materials and Resources: • http://www.un.org/cyberschoolbus/poverty2000/introclass.asp (has a
description of what life might be like for each income group and data on how the world’s population is divided into low, middle and high income groups)
• Global Citizens Text • Pie Chart • Human Development Index (top 15 and bottom 15 countries) • Worksheet
10 min. Lesson Hook:
Ask students, “What do you know about high, middle and low income groups?” ‐Discussion Ask students, “What percentage of the world’s population do you think is considered High income? Middle income? Low income?” ‐Discussion ‐Divide 24 students into one group of 4, one group of 8, and one group of 12. Explain to students that the group of 4 represents the world’s high‐income population (about 15% of the worlds population), the group of 8 represents the world’s middle‐income populatio (about 35% of the worlds population) and the group of 12 represents the world’s low‐income population (about 50% of the worlds population). ‐Compare these numbers to earlier discussion.
5 min 5 min
Activity: 1) Show students a pie chart. Explain to them that the pie chart represents the total amount of wealth in the world. Cut out 80% of the pie and give it to the high‐income group, cut out 15% of the pie and give it to the middle‐income group and give the remaining 5% of the chart to the low‐income group. 2) Ask low‐income group, “Do you think your life will be difficult with only 5% of the worlds wealth and 50% of the worlds population? Do you think this distribution of wealth is very fair?” ‐Discussion 3) Using the UN cyber school bus website, give a short description of what life might
Table 1 - Human Development Index and its components
Human Development Index (HDI)
Life expectancy at birth
Expected years of schooling
Gross National Income (GNI) per
capita
HDI rank Value (years) (years) (Constant 2005
PPP$)
2011 2011 2011a 2011
VERY HIGH HUMAN DEVELOPMENT 1 Norway 0.943 81.1 17.3 47,557 2 Australia 0.929 81.9 18.0 34,431 3 Netherlands 0.910 80.7 16.8 36,402
4 United States 0.910 78.5 16.0 43,017 5 New Zealand 0.908 80.7 18.0 23,737 6 Canada 0.908 81.0 16.0 35,166 7 Ireland 0.908 80.6 18.0 29,322 8 Liechtenstein 0.905 79.6 14.7 83,717 9 Germany 0.905 80.4 15.9 34,854
10 Sweden 0.904 81.4 15.7 35,837 11 Switzerland 0.903 82.3 15.6 39,924 12 Japan 0.901 83.4 15.1 32,295
13 Hong Kong, China 0.898 82.8 15.7 44,805
14 Iceland 0.898 81.8 18.0 29,354
15 Korea (Republic of) 0.897 80.6 16.9 28,230
173 Zimbabwe 0.376 51.4 9.9 376
5 min 5 min 5 min 10min 15min
Activity: 1) Show students a pie chart. Explain to them that the pie chart represents the total amount of wealth in the world. Cut out 80% of the pie and give it to the high‐income group, cut out 15% of the pie and give it to the middle‐income group and give the remaining 5% of the chart to the low‐income group. 2) Ask low‐income group, “Do you think your life will be difficult with only 5% of the worlds wealth and 50% of the worlds population? Do you think this distribution of wealth is very fair?” ‐Discussion 3) Using the UN cyber school bus website, give a short description of what life might be like for a person who belong to each income group. 4) Discuss activity. Ask students, “Do you think the distribution of wealth in our world is this fair, just? What can we do to improve it?” Ask students to answer the first critical question in their worksheet 5) Hand out up to date HDI top 15 and bottom 15 chart and GNI map. Analyze and observe any patterns in the chart/map. 6) Hand out worksheets. As a class read pages 71‐72 in global citizens text. 7) Students will finish worksheet and after completion hand in.
Lesson Closure: I will give students a 5 min warning before they hand in their short reflection and worksheet.
Assessment
I will assess students’ worksheets. I will be looking for competition, evidence that they learned something and were engaged in the lesson. I will also be looking to see if students were able to make connections between the distribution of wealth and the HDI chart and the GNI map. Lastly I will be looking for signs of empathy and problem solving when considering the distribution of wealth in the world
174 Ethiopia 0.363 59.3 8.5 971 175 Mali 0.359 51.4 8.3 1,123 176 Guinea-Bissau 0.353 48.1 9.1 994
177 Eritrea 0.349 61.6 4.8 536 178 Guinea 0.344 54.1 8.6 863
179 Central African Rep. 0.343 48.4 6.6 707
180 Sierra Leone 0.336 47.8 7.2 737
181 Burkina Faso 0.331 55.4 6.3 1,141 182 Liberia 0.329 56.8 11.0 265 183 Chad 0.328 49.6 7.2 1,105 184 Mozambique 0.322 50.2 9.2 898 185 Burundi 0.316 50.4 10.5 368 186 Niger 0.295 54.7 4.9 641
187 Congo 0.286 48.4 8.2 280
Lesson Two Vocabulary: Gross National Income (GNI) per capita: __________________________________________________
_________________________________________________________________________________________________
Human Development Index (HDI):
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Short Question: Approximately what percentage of the world’s population is part of the high‐income group, middle‐income group and low‐income group? _________________________________________________________________________________________________
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When looking at the GNI map, what patterns do you see? _________________________________________________________________________________________________
_________________________________________________________________________________________________
When looking at the HDI chart, what patterns and connections do you see? (Do you see a connection between life expectancy, expected years of schooling and GNI?) _________________________________________________________________________________________________
_________________________________________________________________________________________________
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Critical Questions: What do you think about the way wealth is distributed in our world? Is it just/fair? Why or why not? How do you think it could be improved? _________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
On the HDI, Canada is ranked as number six. Are there people who still suffer from poverty in Canada? Can you give examples? _________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________________________________________________________________
LESSON PLAN: Grade: Six Subject: Social Studies Theme: Global Issues School: MacCorkindale Teacher /TC: Anna Boots
Lesson 3: 50 Min
P.L.O.(s): A1: Apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, identifying relationships, summarizing, and drawing conclusions‐ to a range of problems and issues C4: Compare individual and collective rights and responsibilities in Canada with those in other countries D4: Compare Canada’s economy, technology, and quality of life with those in one or more selected countries
Objective: Through various activities, students will learn about the conditions of poverty, differentiate between basic needs and wants, and develop empathy for those living in poverty.
Materials and Resources: • Wants and Needs worksheet • Hellen’s story from the “Free the Children Resource”
http://cdn6.freethechildren.com/wp‐content/uploads/2012/08/Poverty_Elem.pdf
• HDI chart/GNI map 5 Min.
Lesson Hook: I will begin with a “Mad Minute” where students will take out a piece of paper and for one minute write down everything they know or anything that comes to mind about poverty. Students will then be asked to share some of these ideas.
10 Min 10 Min 10 Min 5 Min 10 min.
Activity: 1) I will hand out needs and wants sheet. As a class we will define needs and wants and compare the two. Students will then be asked to write down 12 things they need in their lives, and 12 things they want in their life. ‐Discussion 2) As a class, we will define poverty: A person’s inability to access the basic needs for survival. 3) Students will be asked to eliminate 12 of the items off their list and then to write about how their life would change without those 12 items. Students can discuss with their partner before writing. 4) I will read Hellen’s story “Surviving Poverty, Surviving War” to the class. As I am reading, I will ask students to record whether or not Hellen’s basic needs are being met. 5) Students will take out their their GNI map and HDI chart. They will then look at Sierra Leone (the country in which Hellen lives) and discuss whether or not the majority of people living in Sierra Leone are able to meet their basic needs. 6)Students will then be asked to complete their worksheet where they will write down what Hellen might put on her wants lists and how that differs from their own. Lastly, students will write about how they would feel if they lived in the same conditions as Hellen.
Needs Wants
What things must we have to live? What things do we desire? 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10 11 11 12 12 Poverty:_______________________________________________________________
________________________________________________________________________
You have been forced to eliminate 12 items from your lists above. In the box below, list the 12 items that you will keep.
10 Min 10 Min 10 Min 5 Min 10 min.
Activity: 1) I will hand out needs and wants sheet. As a class we will define needs and wants and compare the two. Students will then be asked to write down 12 things they need in their lives, and 12 things they want in their life. ‐Discussion 2) As a class, we will define poverty: A person’s inability to access the basic needs for survival. 3) Students will be asked to eliminate 12 of the items off their list and then to write about how their life would change without those 12 items. Students can discuss with their partner before writing. 4) I will read Hellen’s story “Surviving Poverty, Surviving War” to the class. As I am reading, I will ask students to record whether or not Hellen’s basic needs are being met. 5) Students will take out their their GNI map and HDI chart. They will then look at Sierra Leone (the country in which Hellen lives) and discuss whether or not the majority of people living in Sierra Leone are able to meet their basic needs. 6)Students will then be asked to complete their worksheet where they will write down what Hellen might put on her wants lists and how that differs from their own. Lastly, students will write about how they would feel if they lived in the same conditions as Hellen.
Lesson Closure: Students will be given a 5 min warning before they are asked to turn in their worksheet.
Assessment
I will assess students’ worksheets. I will assess them based on their understanding of poverty, basic needs and wants, and on their insights regarding Hellen’s needs and wants and how they differ from their own
Reflections/Notes for Next Time: What happened? What would you change?
Briefly explain what your life would be like without those 12 items. ___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Are Hellen’s basic needs being met? If not, which ones are not being met? ___________________________________________________________________________________
___________________________________________________________________________________
What do you think Hellen would put in her wants list? Are these different from yours? ___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
How would you feel if you lived in the same conditions as Hellen? Explain. ___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
LESSON PLAN: Grade: Six Subject: Social Studies Theme: Global Issues School: MacCorkindale Teacher /TC: Anna Boots
Lesson 4: 50 minutes
P.L.O.(s): A1: Apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, identifying relationships, summarizing, and drawing conclusions‐ to a range of problems and issues D4: Compare Canada’s economy, technology, and quality of life with those in one or more selected countries
Timing Objective: Students will learn about how difficult it is to live in poverty by creating a “$1/day budget”, reflecting on that budget and reflecting on the fact that 1 in 5 people in our world live on $1/day.
Timing Materials and Resources: • Entertaining yourself on a budget worksheet (Free the Children Resource) • Grocery Shopping on a budget worksheet (Free the children Resource) • http://cdn6.freethechildren.com/wp‐
content/uploads/2012/08/Poverty_Elem.pdf • $1/day map
10 Min.
Lesson Hook: I will introduce the lesson by asking students, “Do you think it’s possible to live on $1/day?” ‐Discussion I will ask students to make a list of all the activities they take part in over the span of one week and to put an approximate price beside each activity. Students will then add the total price multiply it by 4 and determine how much they spend on activities I will then ask again, “Do you think it’s possible to live on $1/day?” ‐Discussion
5 min 15 min 15 min
Activity: 1) Explain to students, “1 in 5 people in the world live on less than $1/day‐ that’s over a billion people.” 2) Ask students, “How would your life be different if you lived on $1/day? What you buy?” Remind students about the Needs and Wants chart. Ask them if they would buy things they need or want. ‐Discussion 3) Hand out, “Entertaining Ourselves on a Budget” worksheet. Tell students to create an entertainment budget using only $30 for the entire month. 4) Ask students to write down how the activity made them feel. Was it easy/ hard? How does the $30 budget compare to the normal monthly activity budget? How do you think others in the world survive on $1/Day? 5) Hand out, “Grocery Shopping on a Budget” worksheet. Tell students to create a food budget for their entire family using only $30 for the entire month. Remind students that they are buying groceries for a whole month and that each family
5 min 15 min 15 min 5 min
Activity: 1) Explain to students, “1 in 5 people in the world live on less than $1/day‐ that’s over a billion people.” 2) Ask students, “How would your life be different if you lived on $1/day? What you buy?” Remind students about the Needs and Wants chart. Ask them if they would buy things they need or want. ‐Discussion 3) Hand out, “Entertaining Ourselves on a Budget” worksheet. Tell students to create an entertainment budget using only $30 for the entire month. 4) Ask students to write down how the activity made them feel. Was it easy/ hard? How does the $30 budget compare to the normal monthly activity budget? How do you think others in the world survive on $1/Day? 5) Hand out, “Grocery Shopping on a Budget” worksheet. Tell students to create a food budget for their entire family using only $30 for the entire month. Remind students that they are buying groceries for a whole month and that each family member eats three meals/day 6) Ask students to write down how the activity made them feel. Was it easy/ hard? Is it possible for a family to survive on $30/month for groceries? How do you think others in the world survive on $1/Day? 7) Hand out “$1/day Map”. Ask students to observe the countries that have a high population of people living on $1/day.
Lesson Closure: Ask students, “Do you think we’re doing enough to help people who live like this?
Assessment
I will collect the budget worksheets. I will assess the budget component for completion. I will also assess the reflective component to see if students realize how hard it is to live on $1/day and how difficult life must be for those living on $1/day.
This
map
doe
s no
t ref
lect
a p
ositi
on b
y U
NIC
EF
on th
e le
gal s
tatu
s of
any
cou
ntry
or t
errit
ory
or
the
delim
itatio
n of
any
fron
tiers
. Dot
ted
line
repr
esen
ts a
ppro
xim
atel
y th
e Li
ne o
f Con
trol i
n Ja
mm
u an
d Ka
shm
ir ag
reed
upo
n by
Indi
a an
d Pa
kist
an. T
he fi
nal s
tatu
s of
Jam
mu
and
Kash
mir
has
not y
et b
een
agre
ed u
pon
by th
e pa
rties
.
72 %
45 %
3 %
23 %
23 %
49 %
64 %
56 %
42 %
8 %
36 %
11 %
35 %
17 %
67 %
26 %
61 %
70 %
45 %
11 %
36 %
57 %
54 %
22 %
3 % 16 %
8 %
14 %
14 %
18 %
18 %
8 %
4 %
21 %
31 %
16 %
10 %
45 %
7 %
17 %
12
%
13 %
35 %
39 %
36 %
7 %
17 %
16 %
27 %
8 %
8 %
13 %
3 %
4 %
5 %
22 %
31 %
38 %
85 %
16 %
61 %
52 %
55
%
26%
34 %
3 %
Ext
rem
e an
d R
elat
ive
Po
vert
y:P
recu
rso
rs t
o E
xclu
sio
n
MDG
1 fo
cuse
s on
hal
ving
ext
rem
e po
verty
by
201
5. W
hile
the
mos
t wid
ely
used
m
easu
re o
f pov
erty
is th
e pr
opor
tion
of
peop
le w
hose
inco
me
is le
ss th
an $
1 a
day,
pov
erty
has
mul
tiple
def
initi
ons
and
num
erou
s w
ays
of a
ffect
ing
child
ren.
Child
ren
expe
rienc
e ex
trem
e po
verty
di
ffere
ntly
than
adu
lts: C
hild
pov
erty
ca
nnot
be
unde
rsto
od o
nly
in te
rms
of
fam
ily in
com
e, a
nd re
spon
ses
mus
t tak
ech
ildre
n’s
expe
rienc
es in
to a
ccou
nt. F
orth
em, p
over
ty is
exp
erie
nced
as
both
m
ater
ial a
nd d
evel
opm
enta
l dep
rivat
ion.
*
The
excl
usio
n re
sulti
ng fr
om p
over
ty c
anha
ve li
felo
ng im
pact
s.
Child
ren
do n
ot h
ave
to li
ve in
ext
rem
epo
verty
to fe
el e
xclu
ded.
Res
earc
h su
gges
tsth
at w
hen
child
ren
do n
ot c
onsi
der t
hem
-se
lves
to b
e pa
rt of
fam
ilies
who
se m
ater
ial
cond
ition
s ar
e cl
ose
to w
hat i
s co
nsid
ered
‘nor
mal
’ for
thei
r com
mun
ity, t
he im
pact
is
gre
atly
felt.
**Th
is re
lativ
e de
priv
atio
n is
base
d on
the
idea
that
peo
ple
deci
de h
oww
ell o
ff or
dep
rived
they
are
– w
hat t
hey
shou
ld d
eser
ve o
r exp
ect –
by
com
parin
gth
emse
lves
to o
ther
s. M
easu
ring
the
dist
ribut
ion
of w
ealth
with
in a
cou
ntry
or
terr
itory
by
com
parin
g th
e di
ffere
nces
inre
sour
ces
avai
labl
e to
the
wea
lthie
st a
ndpo
ores
t sec
tions
of s
ocie
ty is
one
sim
ple
way
to g
auge
ineq
ualit
y.
Even
if th
e go
al to
end
the
extre
me
pove
rtyfa
ced
by m
illio
ns is
ach
ieve
d, re
lativ
e de
priv
atio
n –
the
ineq
ualit
y an
d ex
clus
ion
face
d by
chi
ldre
n an
d th
eir f
amili
es –
will
cont
inue
unl
ess
spec
ific
mea
sure
s to
enco
urag
e eq
ualit
y an
d so
cial
mob
ility
are
purs
ued,
incl
udin
g th
e al
loca
tion
ofre
sour
ces
for e
duca
tion,
hea
lth c
are
and
othe
r int
erve
ntio
ns to
ens
ure
that
the
right
sof
eve
ry c
hild
are
fulfi
lled.
A D
ecen
t St
anda
rd o
f Li
ving
Wor
ld
Leas
t dev
elop
ed c
ount
ries
Deve
lopi
ng c
ount
ries
Mid
dle
East
and
Nor
th A
frica
Cent
ral a
nd E
aste
rn E
urop
e
Latin
Am
eric
a an
d Ca
ribbe
an
East
Asi
a an
d Pa
cific
Sout
h As
ia
East
ern
and
Sout
hern
Afri
ca
Wes
t and
Cen
tral
Afri
ca
55%
38%
33%
14%
10%
4%
3%
22%
41%
21%
Sour
ce: D
eriv
ed fr
om W
orld
Ban
k, 2
005
Wor
ld D
evel
opem
ent I
ndic
ator
s,as
repo
rted
in S
tatis
tical
Tab
le 7
, pp.
122
-125
.
Prop
ortio
n of
the
popu
latio
n liv
ing
on le
ss th
an $
1 a
day
by re
gion
Di
strib
utio
n of
inco
me:
ra
tio b
etw
een
riche
st 1
0% a
nd p
oore
st 1
0%
No d
ata
0 - 9
times
gre
ater
10 -1
9 tim
es g
reat
er
20 -
39 tim
es g
reat
er
40 -
59 tim
es g
reat
er
Over
60
times
gre
ater
Sour
ce: U
NDP
Hum
an D
evel
opm
ent R
epor
t 200
4.
%
Prop
ortio
n of
the
popu
latio
n liv
ing
on
less
than
one
dol
lar a
day
(whe
re g
reat
er th
an 2
%)
So
urce
: Wor
ld B
ank,
200
5 W
orld
Dev
elop
men
t Ind
icat
ors.
* U
NIC
EF, S
tate
of t
he W
orld
’s Ch
ildre
n 20
05,
New
Yor
k, 2
004,
p. 1
6.
** S
ee, f
or e
xam
ple,
Chr
istia
n Ch
ildre
n’s
Fund
, Chi
ldre
n in
Pov
erty
: The
Voi
ces
of
Chi
ldre
n, 2
003.
32TH
E S
TATE
OF
THE
WO
RLD
’S C
HIL
DR
EN
200
6TH
E R
OO
TC
AU
SE
S O
F E
XC
LUS
ION
33
