Global Kidzresources4rethinking.ca/media/Global-Kidz-2008-English.Edition.pdf · Global Kidz DEVELOPMENT EDUCATION PROGRAM Grade 4: 10-Hour Curriculum (Can be adapted for Grades 5-6)

Global KidzDEVELOPMENT EDUCATION PROGRAM

Grade 4: 10-Hour Curriculum(Can be adapted for Grades 5-6)

1425 Bloor St.West,Toronto, ON M6P 3L6 Tel: (416) 369-0865

Toll Free 1-800-263-2727 Email: [email protected] www.cpar.ca

dpetersText BoxNEW 2008 VERSION!!

A C K N O W L E D G E M E N T S

This 2008 curriculum has been updated from the previous version initially released in 2002; however, it is heavily based upon that curriculum. Thus we would like to acknowledge again those who partnered with us in that project. The original curriculum could never have been created without the creative, knowledgeable and dedicated help of various teachers and curriculum advisors. CPAR would like to thank the Catholic District School Board of Eastern Ontario (CDSBEO) for their support and input, Nicole Vitello for all of her expertise and Patrice Palmer for her help with the pilot test and revisions. We would also like to thank the following teachers who volunteered to pilot test the curriculum: Susan Hoysted, Bridget vanderZweep, Joann Larin, Jeanne Nugent, Liz vanGerwen, Lisa Telewiak, Susan Thomas, and Sandra Theobald. They gave up valuable time to help us make sure this curriculum was effective, fun and easy to use. We would also like to recognize Ryan, Susan and Mark Hreljac, cofounders of the Ryan’s Well Foundation, for their inspiration and support on this project. Finally, the Canadian International Development Agency (CIDA) who through the Global Classroom Initiative funded the initial project. We are very grateful for their support!

Produced with the support of the Government of

Canada through the Canadian International Development Agency (CIDA)

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Global Kidz DEVELOPMENT EDUCATION PROGRAM

Contents

Global Kidz Introduction 4

Educators’ Guidelines 5

Additional Resources on the Web 9

Summary of Curriculum Expectations 10

Subject Expectations – Grades 4-6 The Arts (Visual) 11

The Arts (Drama) 12

Health and Physical Education 12 Language (Oral Communication) 13

Language (Writing) 14

Language (Reading) 15

Mathematics 16 Science and Technology 17

Social Studies 18

Curriculum Summary 19

Lesson 1: Introduction to Healthy Communities 21

Overhead Sheet 1: African Country Map 24 Overhead Sheet 2: How are Children Living 25

Lesson 2: Forests/Natural Resource Management I 26 Overhead: Mini-lesson 28

Handout: Word Search 29 Lesson 3: Forests/Natural Resource Management II 30

Rubric: Presentation Skills 34

Rubric: Writing Skills 35

Handout/overhead: Math Extension Sheet 36

Handout: Deforestation in Tanzania 37

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Handout: Deforestation in Ethiopia 38

Handout: Deforestation in BC, Canada 39 Lesson 4: Water and Sanitation 40

Overheads: Water Fact Sheets 43

Activity Sheet: Exploratory Centre 45 Handout: Kashechewan, Ontario 46

Handout: Walkerton, Ontario 47 Handout: Dumbechand, Tanzania 48

Handout: Karonga, Malawi 49 Lesson 5: Food Security, Nutrition and Health 50

Handout/Overhead: Map of World Hunger 53

Lesson 6: Income Generation 54

Handout: Money Sheets 58

Lesson 7: Everything Is Connected I 60

Handout: Connectivity IDs 63

Overhead: Everything is Connected Poem. 64 Lesson 8: Everything Is Connected II 65

Lesson 9:The Difference is You 67

Checklist: Assessment and Evaluation 69

Handout: The Difference is You Worksheet 70 Activity sheet: Hamburger Paragraph 71

Lesson 10: Presentation of Ideas 72

Handout: Student Reflection Paper 74

Global Kidz Certificate 75

Unit Wide Resources 76 Glossary of Terms 77

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Who We Are

Global Kidz is a program of Canadian Physicians for Aid and Relief (CPAR). CPAR is an innovative non-profit organization which works in partnership with vulnerable communities and diverse organizations to overcome poverty and build healthy communities in Africa. CPAR’s staff, which is 95 per cent African, takes a holistic view of health and addresses the underlying causes of chronic poverty and poor health, and responds by designing sustainable solutions with communities in Ethiopia, Malawi, Uganda and Tanzania. CPAR’s integrated approach focuses on working with communities to attain food security, adequate clean water and sanitation, primary health care, and a safe and healthy environment. CPAR is also committed to informing Canadians about and engaging them in the global effort for health and development, as together, we build healthy self-sustaining communities in Africa.

Getting Started

In the following document you will find how each lesson meets Grade 4, 5 and 6 curriculum expectations, a summary of each lesson, educator’s guidelines for delivering the curriculum, ten lesson plans, corresponding handouts/overheads, extra resources, and ideas on how to extend the lessons.

Global Kidz was originally designed for Grade 4. It is easily modified for Grade 5 and 6 however. Curriculum connections are listed as well as EXTENSION possibilities.

A new aspect of this curriculum is the integration of the Internet into activities. CPAR is willing to put student assignments (pictures, poems etc.) up on the Global Kidz website so that your students can help educate others.

We Are Here To Support You:

If you have any questions, comments or concerns while delivering this curriculum please feel free to contact our office. CPAR is committed to making this program a success and we are happy to provide you with assistance.

C O N TAC T:

Paul Tucker Public Engagement Coordinator, (CPAR) Tel: (416) 369-0865 ex. 34 or 1-800-263-2727 [email protected]

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Educators’ Guidelines (Please Read Prior to Beginning the Curriculum)

Definition of Global Education Global education involves learning about those problems and issues, which cut across

national boundaries and about the interconnectedness of systems — cultural, ecological, economic, political, social, and technological.

Global education also involves learning to understand and appreciate our neighbours

who have different cultural backgrounds from ours; to see the world through the eyes and

minds of others; and to realize that other people of the world need and want much the

same thing. (1991 Association for Supervision and Curriculum Development (ASCD) Yearbook entitled, Global Education: From Thought to Action).

The Global Kidz curriculum has been designed to introduce elementary students to the concept of global education. As you deliver this curriculum please keep this definition of global education in mind.

Purpose

Global Kidz was designed as a tool to educate Canadian children about issues in international development and to make connections between children’s lives in Canada and children’s lives in other countries.

Goal

The goal is to educate and inspire students to take action and become global citizens while engaging them in a fun, creative, and innovative way. Upon completion of the curriculum students will understand that even as one person, they can make a difference and help make the world a better place for everyone.

Theme

The theme of the curriculum is Building Healthy Communities. Students explore various issues that affect the health of a community and learn that all aspects are connected. Issues explored include Natural Resource Management, Water and Sanitation, Food Security, Nutrition and Health, and Income Generation.

Key Messages of the Curriculum

As you deliver this curriculum it is important to remember that the key message of this curriculum is “Everything is Connected.” The purpose is to understand that we are not healthy unless we have:

1. Clean water to drink

2. Adequate food to eat

3. An income to ensure access to the necessities of life and

4. A healthy environment to live in.

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When one of the above is absent, contaminated or inaccessible, the health of a child, family and community is compromised.

The first six lessons of this curriculum explore these sectors. The lessons highlight issues in Canada and the global South. As they explore these issues students will learn about life in selected African countries. They will learn about poverty in Africa and the challenges children in these African communities face. At the same time, those issues will be explored in a Canadian context.

The purpose is to learn about life in other cultures, and to develop a respect and interest in these cultures. While poverty exists on a much higher level in African countries, it is important for students to realize that similar problems exist in Canada. This curriculum is designed to foster a sense of respect for other cultures and not an image of helplessness or despair. Students should develop a sense of commonality with children in other countries and feel connected in a common struggle to live healthy and productive lives. The purpose is to promote social justice – not charity.

Lessons Seven and Eight are designed to highlight the idea that “Everything is Connected.” Students will have an opportunity to reflect on the various issues that affect a healthy community and how these issues are all interrelated. These lessons are a time to reflect on what has been learned in previous lessons and to visualize how everything is connected.

Finally, students are encouraged to take action. By the end of the curriculum students will be aware of the various challenges faced by communities around the world. They must now become aware that it is up to each person to take positive action in order to make the world a better place. This component is very important to encourage a sense of Global Citizenship amongst your students.

After Completion of the Curriculum

Included with this curriculum package is a certificate. Once you have completed the program, you may make copies of the certificate and present one to each student. The certificate states that they are now a Global Kid!

Proposed Activities for Action Component

In Lesson Nine students will come up with an idea for changing the world. This plan could include any number of activities as decided upon by students with the guidance of their teacher. They may choose to serve their community or school in some way; they may choose to raise money for local, national or international organizations; they may choose to raise awareness about an issue within their school or community; or they may choose to write to a politician. They could also combine these approaches to change! Perhaps a great idea would be to do something local and something global – and even connect the two!

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As a result of what they have learned during Global Kidz your students may choose to raise money for a CPAR program in eastern or southern Africa. If this is the case, we have an easy way for them to raise money and a list of concrete things for which they can raise money.

Through CPAR’s Face of Giving site (www.faceofgiving.ca) students can raise money for specific projects. They can raise money for:

1. A rainwater harvesting tank at a primary school in Karatu, Tanzania

2. Bicycles for community counseling aides of landmine victims in Northern Uganda

3. Oxen to help farmers enhance their food production in Ethiopia

4. Tree planting in Ethiopia, Malawi, Tanzania, and Uganda

5. Safe Motherhood Kits in Uganda to increase the safety of birth

6. Energy-Saving stoves in Ethiopia to help decrease the rate of deforestation

You can learn more about these projects and the rationale behind them at www.faceofgiving.ca.

Students should set a goal. Then they can create a class profile on the Face of Giving website to keep track of how much they have raised. The site also allows them to seek donations from family members and friends.

Students can use their creativity and imagination to create activities and events to raise money for their chosen project. These activities can range from a car wash, a bake sale, a sale of foods from the project country, putting on a play, showing an appropriate film, creating artwork on the theme of their chosen project and selling it at a school event, charging an entrance fee to an educational event put on by the students, etc. You could contact CPAR staff for more ideas and help too!

www.faceofgiving.ca

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An Environmental Note

This resource is deliberately produced as a PDF in order to limit the impact on our forests. If you can avoid printing the resource in its entirety please do. Furthermore, handouts can be avoided by using overheads, projectors, computers etc. Some activities are paper and pen-based. Some of these can be avoided by making the activities web-based. This is most possible in the case of the poetry assignment in lesson 3.

Educating Others

It’s always important that we educate others about what we have learnt. One way for your class to do this is to post their art/poetry/paragraphs on the Global Kidz Webpage. If you’d like to do this e-mail [email protected]. We’d also just like to hear what your class does!

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Additional Resources on the Web

While teaching this curriculum you may find that you need further information or resources. There are many sites that have been created for Global Educators. We hope this list will be helpful.

1) Citizens for Change http://www.citizens4change.org/en/resources.php This website has a Global Education section. Find articles, links to other pages and resources.

2) Global Heroes http://www.globalheroes.com/ Developed for school and family use, this site provides information on how global human rights, environmental, health and economic issues affect the lives of Canadians. There are interactive and multimedia components, games and quizzes, radio documentaries, audio interviews, and links (including sites for teachers). Also available in French.

3) Exploring Africa: Africa in the Classroom http://exploringafrica.matrix.msu.edu/ The Exploring Africa initiative provides comprehensive learning materials from and about Africa aimed at four educational levels: K-6, 6-8, 9-12, and undergraduate.

4) Global Response http://www.globalresponse.org/index.html Global Response empowers people of all ages, cultures, and nationalities to protect the environment by creating partnerships for effective citizen action. At the request of indigenous peoples and grassroots organizations, Global Response organizes urgent international letter campaigns to help communities prevent many kinds of environmental destruction.

5) Resources for Rethinking – by Learning for a Sustainable Future http://www.resourcesforrethinking.ca Resources for Rethinking is a database that provides teachers with access to materials that integrate ecological, social, and economic spheres.

6) UNICEF Canada, The Global Schoolhouse http://www.unicef.ca You can access educational resources and activities.

7) Cyber School Bus http://www.un.org/Pubs/CyberSchoolBus There are student resources for all age levels, addressing topics such as the UN, country information and statistics, city profiles, and global trends.

8) GapMinder www.gapminder.org Although too advanced for Grade 4 students, this site can provide great statistical background for teachers on the latest development indicators per country. It holds many interactive graphs.

9) IEarn http://media.iearn.org Some of the projects involved in Global Kidz can be shared with other students around the world. This site allows you to do this as well as collaborate with other teachers, and do joint projects.

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SUMMARY OF GLOBAL KIDZ CURRICULUM CONNECTIONS

GRADE 4 GRADE 5 GRADE 6 Arts: Visual Arts Drama Language: Oral Communication Reading Writing Mathematics Science and Technology: Understanding Life Systems Social Studies: Canada and World Connections: Provinces and Territories

Arts: Visual Arts Drama Health and Physical Education Language: Oral Communication Reading Writing Mathematics Science and Technology: Understanding Earth and Space Systems

Arts: Visual Arts Drama Language: Oral Communication Reading Writing Mathematics Science and Technology: Understanding Life Systems Social Studies: Canada and World Connections: Canada’s Links with the World

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SUBJECT EXPECTATIONS

The Arts Visual Arts

GRADE 4 GRADE 5 GRADE 6 Overall Expectations • Produce two and three dimensional works of art that communicate (thoughts, feelings, experiences) for specific purposes and to specific audiences Creative Works

• Produce two and three dimensional works of art (i.e. works involving media and techniques used in drawing, painting, sculpting, printmaking) that communicate thoughts, feelings, and ideas for specific purposes and to specific audiences (e.g. create a poster for display in the school library to commemorate a personal literary hero, using an additive form of printmaking) Critical Thinking

• Explain how the elements of design are organized in a work of art to communicate feelings and convey ideas

Overall Expectations • Produce two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences Creative Works

• produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting, sculpting, printmaking) that communicate a range of thoughts, feelings, and ideas for specific purposes and to specific audiences (e.g., using electronic media, design an eye-catching title page for their science notebook that clearly communicates the topic for a specific unit of study);

Overall Expectations • produce two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences, using a variety of familiar art tools, materials, and techniques Creative Works

• produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting, sculpting, printmaking) that communicate a range of thoughts, feelings, and ideas for specific purposes and to specific audiences (e.g., create a sculpture out of clay that shows a figure engaged in a typical pioneer activity);

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The Arts Drama

GRADE 4 GRADE 5 GRADE 6 Overall Expectations

• interpret and communicate the meaning of stories, poems, plays, and other material drawn from a variety of sources and cultures, using a variety of drama and dance techniques

Creative Work

• represent and interpret main characters by speaking, moving, and writing in role

• demonstrate the ability to maintain concentration while in role

• demonstrate control of voice and movement by using appropriate techniques

Overall Expectations

• interpret and communicate the meaning of stories, films, plays, songs, and other material drawn from different sources and cultures, using a range of drama and dance techniques Creative Work • create characters and portray their motives and decisions through speech

• rehearse and perform small-group drama and dance presentations drawn from novels, poems, stories, plays, and other source materials

• select words, visual images, and sounds from other subjects in the curriculum for interpretation and dramatization

• identify the elements of drama and dance that are best suited for conveying a specific subject or theme in drama and dance


• interpret and communicate the meaning of novels, scripts, legends, fables, and other material drawn from a range of sources and cultures, using a variety of drama and dance techniques Creative Work

• interpret and perform some types of dances and forms of drama

• create, rehearse, and present drama and dance works to communicate the meaning of poems, stories, paintings, myths, and other source material drawn from a wide range of cultures

Health and Physical Education

GRADE 4 GRADE 5 GRADE 6

Overall Expectations • analyse information that has an impact on healthy eating practices

Healthy Eating

• explain the purpose and function of calories and the major food nutrients

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Language Oral Communication


• listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

• use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes Listening to Understand

• demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups

• demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details

• make inferences using stated and implied ideas in oral texts

• identify the point of view presented in oral texts and ask questions about possible bias Speaking to Communicate

• demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing and small- and large-group discussions

• communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form





• demonstrate an understanding of the information and ideas in oral texts by summarizing important ideas and citing a variety of supporting details

• make inferences about oral texts using stated and implied ideas in the texts as evidence

• identify the point of view presented in oral texts and ask questions to identify missing or possible alternative points of view

Speaking to Communicate

• demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large- group discussions

• communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form





• demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways

• interpret oral texts by using stated and implied ideas from the texts

• identify the point of view presented in oral texts, determine whether they agree with the point of view, and suggest other possible perspectives Speaking to Communicate

• demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions

• communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information

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Language Reading


• read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

• recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning

• use knowledge of words and cueing systems to read fluently Reading for Meaning • identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts


• express opinions about the ideas and information in texts and cite evidence from the text to support their opinions

• identify the point of view presented in a text, citing supporting evidence from the text, and suggest some possible alternative perspectives Reading with Fluency

• automatically read and understand high-frequency words, most regularly used words, and words of personal interest or significance in a variety of reading contexts




• use knowledge of words and cueing systems to read fluently Reading for Meaning

• identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts


• make judgements and draw conclusions about the ideas and information in texts and cite stated or implied evidence from the text to support their views

• identify the point of view presented in texts, ask questions to identify missing or possible alternative points of view, and suggest some possible alternative perspectives Reading with Fluency • automatically read and understand most words in common use




• use knowledge of words and cueing systems to read fluently Reading for Meaning

• identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts

• demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details

• make judgements and draw conclusions about ideas in texts and cite stated or implied evidence from the text to support their views

• identify the point of view presented in texts; determine whether they can agree with the view, in whole or in part; and suggest some other possible perspectives Reading with Fluency

• automatically read and understand most words in a range of reading contexts

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Language Writing


• generate, gather, and organize ideas and information to write for an intended purpose and audience

• draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience

• use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively Developing and Organizing Content

• identify the topic, purpose, and audience for a variety of writing forms

• generate ideas about a potential topic using a variety of strategies and resources Using Knowledge of Form and Style in Writing • write more complex texts using a variety of forms

• use specific words and phrases to create an intended impression

• use sentences of different lengths and structures Apply Knowledge of Language Conventions and Present Written Work effectively


• generate, gather, and organize ideas and information to write for an intended purpose and audience • draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience



• generate ideas about a potential topic and identify those most appropriate for the purpose Using Knowledge of Form and Style in Writing

• write longer and more complex texts using a variety of forms

• establish an appropriate voice, with a focus on modifying language and tone to suit different circumstances and audiences

• use some vivid and/or figurative language and innovative expressions to add interest

• vary sentence types and structures, with a focus on using conjunctions to connect ideas, and pronouns to make links within and between sentences

• identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on specific features

• produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style, and use of conventions Apply Knowledge of Language Conventions and Present Written Work effectively


• generate, gather, and organize ideas and information to write for an intended purpose and audience

• draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience



• generate ideas about a potential topic and identify those most appropriate for the purpose Using Knowledge of Form and Style in Writing

• write longer and more complex texts using a wide range of forms

• establish a distinctive voice in their writing appropriate to the subject and audience

• use some vivid and/or figurative language and innovative expressions to enhance interest

• create complex sentences by combining phrases, clauses, and/or simple sentences

• identify elements in their writing that need improvement, selectively using feedback from the teacher and peers, with a focus on supporting details and precise language

• produce revised draft pieces of writing to meet identified criteria based on the expectations

Apply Knowledge of Language Conventions and Present Written Work effectively

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Mathematics


Number Sense and

Numeration Overall Expectations

• read, represent, compare, and order whole numbers to 10 000, decimal numbers to tenths, and simple fractions, and represent money amounts to $100 Quantity Relationships

• read and print in words whole numbers to one thousand, using meaningful contexts

• solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 10000 Operational Sense • add and subtract money amounts by making simulated purchases and providing change for amounts up to $100, using a variety of tools

• multiply whole numbers by 10, 100, and 1000, and divide whole numbers by 10 and 100, using mental strategies

Data Management and

Probability • read, describe, and interpret primary and secondary data presented in charts and graphs…

Number Sense and Numeration Overall Expectations

• read, represent, compare, and order whole numbers to 100 000, decimal numbers to hundredths, proper and improper fractions, and mixed numbers

Quantity Relationships • read and print in words whole numbers to ten thousand, using meaningful contexts

• read and write money amounts to $1000

• solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 100000 Operational Sense • add and subtract decimal numbers to hundredths, including money amounts

Data Management and

Probability • read, describe, and interpret primary and secondary data presented in charts and graphs…

Data Management and

Probability • read, describe, and interpret data and explain relationships between data sets

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Science and Technology


Understanding Life Systems:

Habitats and Communities


• analyse the effects of human activities

• investigate the interdependence of plants and animals within specific habitats and communities

• demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them Relating Science and Technology to Society and the Environment

• analyse the positive and negative impacts of human interactions with natural habitats and communities, taking different perspectives into account, and evaluate ways of minimizing the negative impacts Understanding Basic Concepts

• identify factors that affect the ability of plants and animals to survive in a specific habitat

• demonstrate an understanding of a community as a group of interacting species sharing a common habitat

• describe ways in which humans are dependent on natural habitats and communities

Understanding Earth and Space

Systems: Conserving Matter and

Energy


• analyse the immediate and long term effects of energy and resource use on society and the environment, and evaluate options for conserving energy and resources Relating Science and Technology to Society and the Environment

• analyse the long-term impacts on society and the environment of human uses of energy and natural resources, and suggest ways to reduce these impacts

• evaluate the effects of various technologies on energy consumption Developing Investigation and Communication Skills

• use a variety of forms to communicate with different audiences and for a variety of purposes

Understanding Life Systems:

Biodiversity


• assess human impacts on biodiversity, and identify ways of preserving biodiversity

• demonstrate an understanding of biodiversity, its contribution to the stability of natural systems, and its benefits to humans Relating Science and Technology to Society and the Environment • assess the benefits that human societies derive from biodiversity Developing Investigation and Communication Skills

• use a variety of forms to communicate with different audiences and for a variety of purposes

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Social Studies


• name and locate the various physical regions, provinces, and territories of Canada and identify the chief natural resources of each

• use a variety of resources and tools to determine the influence of physical factors on the economies and cultures of Ontario and the other provinces and territories Knowledge and Understanding

• identify Ontario's major natural resources and their uses and management

• identify the natural resources necessary to create Canadian products, and the provinces and territories from which they originate Application

• identify and describe a cause-and-effect relationship between the environment and the economy in a province or territory

Overall Expectations • identify and describe Canada's economic, political, social, and physical links with the US and other regions of the world

• use a variety of resources and tools to gather, process, and communicate information about the domestic and international effects of Canada's links with the US and other areas of the world • explain the relevance to Canada of current global issues and influences Knowledge and Understanding

• identify some countries with which Canada has links

• describe some of the connections Canada shares with the rest of the world

• identify products that Canada imports and exports

• identify the countries to which Canada exports goods

• identify the countries from which Canada imports goods

• identify some important international organizations/ agreements in which Canada participates

• identify Canada's connections with the US through the media, trade, immigration, culture, technology, tourism, history, and geography

• describe distinguishing characteristics of a country in another region with which Canada has links Inquiry/Research and Communication Skills

• analyse, classify, and interpret information about the US and at least one other country from another region of the world Application

• describe Canada's participation in international efforts to address current global issues

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Curriculum Summary Introduction to Healthy Communities

Students learn the definition of stereotype. By completing a graffiti activity and discussion that follows, the lesson attempts to challenge misconceptions some students may have about people living in African countries. They will also discuss what they have in common with children living in African countries.

Forests/Natural Resource Management I

Through the story of The Great Kapok Tree and a mini lesson, students are introduced to the importance of trees and the various roles they play in the lives of humans and animals.

Forests/Natural Resource Management II

In this lesson, students will build on the knowledge they gained in Lesson 2. Students will learn about deforestation in three countries and the importance of forest management.

Water and Sanitation

Through exploratory centres students are given the opportunity to examine water and sanitation issues faced by four communities. They will learn about the wide range of effects a contaminated water supply has on other parts of the ecosystem and will be challenged to propose some viable solutions.

Food Security, Nutrition and Health

This lesson introduces students to the concept of food and nutrients. They will become aware of the need not only for food but also different varieties of food. They will then be introduced to the concept of food security and the effects of malnutrition.

Income Generation

Students will explore the concept of income generation by role-playing buyers and sellers in an African marketplace.

Everything Is Connected I

At this point students have learned about life in various communities across Africa and Canada. They have learned specifically about Forests/Natural Resource Management, Water and Sanitation, Food Security, Nutrition and Health and Income Generation. In the next two lessons students will make the connection that all of these things are dependent on the other to ensure the health of a community, anywhere in the world.

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Everything Is Connected II

Lesson 8 is a continuation of Lesson 7 where students are encouraged to illustrate how everything is connected. The class will work together in groups to illustrate through art how everything is connected.

The Difference is You…

This lesson begins with a clip from a Film (Water Detectives, Pay it Forward, or Ryan’s Well). After viewing this clip, students are then encouraged to take initiative and think of an idea to change our world and put it into action.

Presentation of Ideas

Students are given an opportunity to share their ideas for social change with their classmates. After each student has presented their idea they will decide on one idea to complete as a group. Then the class will develop an action plan and carry it out.

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Introduction to Healthy Communities

DESCRIPTION

Students learn the definition of stereotype. By completing a graffiti activity and discussion that follows, the lesson attempts to challenge misconceptions some students may have about people living in African countries. They will also discuss what they have in common with children living in Africa.

SUPPLIES YOU WILL NEED

• One piece of paper (approx. 1/2 sheet) per student with tape

• Photocopy the map of Africa for each student, use as an overhead, or convert to a projection slide

• Crayons, pencil crayons, markers

• Photographs of people, villages, cities etc. in Africa, make sure you use a variety of images including urban and rural areas, and show images of people in everyday settings and extraordinary settings. You can access these many images at the websites below:

CPAR website: http://www.cpar.ca

Exploring Africa: http://exploringafrica.matrix.msu.edu/students/curriculum/m1/

Global Eye: http://www.globaleye.org.uk/secondary/focuson/index.html

National Geographic: http://kids.nationalgeographic.com/Places/Find

BBC News (Africa): http://news.bbc.co.uk/2/hi/africa/default.stm

EXPECTATIONS

Language: (Oral Communication)

• Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

• Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

The Arts: (Visual Arts)

• Produce two and three dimensional works of art that communicate (thoughts, feelings, experiences) for specific purposes and to specific audiences

BACKGROUND INFO

It is important as educators to advocate a feeling of understanding and appreciation of other cultures and societies. Many people tend to judge other people’s actions and way of life by their own cultural values. We need to steer away from this ethnocentric view. In teaching about African countries, stereotypes and biases naturally creep in. Be on guard to present a balanced view of the African continent and its people.

LESSON 1

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INTRODUCTION TO HEALTHY COMMUNITIES CONTINUED…

Africa is a very large and diverse continent. There are 53 countries, over 1000 languages spoken and equally as many ethnicities. Countries range in size and population. There are vast land masses like Sudan and small islands like Seychelles. The largest population is in Nigeria with apx. 922 million people and the smallest population is in the Seychelles Islands with apx. 86,000 people. Source.

The media often doesn’t depict Africa as a land full of vibrant people living their lives. They often show it as a place of deserts, savanna, and animals. In reality, Africa contains a large portion of the world population: 14 percent! Countries contain large urban centers Lagos in Nigeria has apx. 8 million people and Cairo in Egypt has 9.2 million people. Urban areas have everything from skyscrapers and mansions to so-called slums. The African population is predominantly rural (World Bank estimates 70%). Many people live in small villages dependent upon small-holder farming. There are also big commercial farms, forests dwellers, pastoralists, and the list goes on. Between and within countries are many different cultures with different traditions, varying types of food and different styles of housing. Life for African people is not the same as it was in past eras. Cultures are fluid!

The media also often resorts to only reporting on wars, famines, and epidemics. Indeed, these occur periodically. Africa though is also a continent full of life, struggle, ingenuity, and daily routines: working, preparing meals, securing housing, taking care of the family, and having fun. Try and point out the diversity in languages, nations, urban and rural during this lesson. If you feel you need additional resources for this lesson go to: http://www.africa.upenn.edu/K-12/AFR_GIDE.html

http://www.globaleye.org.uk/secondary/focuson/

http://exploringafrica.matrix.msu.edu/

Teaching Strategies MENTAL SET

1. Write on the board, in capital letters, the following statements:

GIRLS ARE BETTER READERS AND WRITERS THAN BOYS. GIRLS ARE CLEANER THAN BOYS. GIRLS LISTEN BETTER THAN BOYS. BOYS ARE BETTER AT MATH THAN GIRLS. BOYS CAN RUN FASTER THAN GIRLS. BOYS ARE TALLER THAN GIRLS. Discuss these statements as a class. Ask the students if they think these statements are always true. Ask them if they think these statements are fair. Point out that each statement has exceptions.

23


INTRODUCTION TO HEALTHY COMMUNITIES CONTINUED…

2. Define stereotypes: Stereotypes involve generalizations about people based on physical or cultural characteristics. A stereotype focuses on a few simple, vivid and widely recognized characteristics about a person, or group of persons, and reduces everything to those traits. Stereotypes about people result from a comparison between our own values, norms and practices and those that are seen as different. Refer back to the stereotypes you wrote on the board to help students understand what they are.

INPUT

Pass out a piece of paper to each student. Ask each student to write down one word they think of when they hear the word Africa. Have each student to paste her or his piece of paper on the blackboard. Together with students discuss what words they have used to describe Africa and if these words might be stereotypes. You can use the photos you have collected to show a diversity of images from Africa. Remember that photographs only show what is in that frame at that time, one photo or several photos can never represent a whole continent! You can also use a map of Africa to illustrate the many nations within Africa.

CLOSURE

Using the overhead sheet included with this lesson, the images of Africa you have collected, and referring back to the discussion on Africa, begin to talk about how children in Africa are like children in Canada. Try and include things such as going to school, playing sports, listening to music, living with their family etc. The key to this conversation is for students to realize the commonality they have with children in Africa.

After the discussion have students draw a picture illustrating similarities between their lives and those of children in Africa.

EXTENSIONS

A. Students can work on a journal entry (Are stereotypes fair? What are three things I learned about Africa today?) B. Teachers of grade 5 or 6 can get students (possibly in groups) to research two African countries of different sizes and from different regions and compare them to each other. They can research population, cultures, rural-urban divides, land size, resources, pass times, etc. Students can then give a short presentation on the similarities and differences between these two countries as well as those with Canada. C. Alternatively, grade 5 or 6 students could spend time going through a selection of magazines, newspapers, predetermined online articles examining the portrayal of Africa within those publications. They could present on the stereotypes that they have found. Teachers could integrate more on media literacy if they wish.

24


INTRODUCTION TO HEALTHY COMMUNITIES – INPUT OVERHEAD/HANDOUT

Look How Many Countries are in Africa!

This map is available @: http://www.freeworldmaps.net/africa/political.html

25


INTRODUCTION TO HEALTHY COMMUNITIES – CLOSURE OVERHEAD

How Are Children Living in Countries in Africa Like Me?

All Different, All Equal

“There are people from one end of the world to the other. Some people are very old, like your grandparents, others are grown-ups, like your mom and dad, and of course there are children like you. Children all over the world like the same thing: having fun with friends and family.”

Boys and Girls of the World, Barron’s Educational Series Inc., 2002

1. EVERYONE LIKES TO PLAY! THE MOST POPULAR SPORT IN AFRICA IS SOCCER. MANY CHILDREN SPEND THEIR FREE TIME PLAYING SOCCER. DO YOU LIKE SOCCER? 2. WE ALL NEED TO EAT FOOD. IN MALAWI, AFRICA SOME OF THE FOODS CHILDREN EAT ARE RICE, FISH, CASSAVA, CORN AND POTATOES. DO YOU EAT ANY OF THESE FOODS? 3. WE ALL NEED A HOUSE TO LIVE IN. IN CITIES IN ETHIOPIA MANY PEOPLE LIVE IN APARTMENT BUILDINGS AND IN THE COUNTRY THEY LIVE IN CEMENT HOUSES OR HUTS MADE OF CLAY. WHAT KIND OF HOUSE DO YOU LIVE IN? 4. CAN YOU THINK OF OTHER SIMILARITIES BETWEEN CHILDREN IN AFRICA AND CHILDREN IN CANADA?

_________________________________________________________

_________________________________________________________

_________________________________________________________

26


Forests/Natural Resource Management I

SS DESCRIPTION

Through the story of The Great Kapok Tree and a mini-lesson, students are introduced to the importance of trees and the various roles they play in the lives of humans and animals.

Supplies You Will Need

• The Great Kapok Tree, by Lynne Cherry • Enough copies of the word search for each student • Overhead (or PPT slide) of Mini Lesson

EXPECTATIONS

Language: (Oral Communication)



Science and Technology (Understanding Life Systems: Habitats and Communities)

• Analyse the effects of human activities

• Investigate the interdependence of plants and animals within specific habitats and communities

• Demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them

NOTE TO TEACHER

The Great Kapok Tree is a tale of the Amazon Rain Forest. Though the book contains a wealth of information on tropical rainforests, the story was chosen because it illustrates beautifully the relationship between forests, animals, the global environment and the impact human beings can have on this delicate friendship. We suggest that as you read the story you emphasize this relationship to engage students and encourage them to see the interconnectedness of our world.

Teaching Strategies

MENTAL SET (Optional)

Think of a tree and something you get from that tree. Using non-verbal communication, take turns and try to tell others what product/service you are thinking about. For example the teacher should model using the Maple tree and the product being syrup. She/He would pretend to dip their pancakes in syrup and get sticky syrup on their fingers. To be done within seating groups of 4 or 5.

LESSON 2

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FORESTS/NATURAL RESOURCE MANAGEMENT I CONTINUED… INPUT

Listen

Teacher reads The Great Kapok Tree by Lynne Cherry, periodically asking the students to recount events that are occurring.

Summarize

Teacher asks students to briefly summarize what the story says about the importance of trees.

It lists trees: � provide habitat to wildlife (whole food chain depends upon them) � prevent soil erosion � provide beauty � produce oxygen � provides sustainability

Mini-Lesson

Use the overhead provided to discuss the importance of forests.

CLOSURE

Students complete the word search.

EXTENSION

Teachers of grade 5 or 6 might get students to illustrate their understanding of the importance of trees through graphic organizers. They should show the links between trees and their own lives as well as those between African people in rural areas and trees. For example, in a graphic indicating “Wood Products” (which is connected to a picture of them at the centre of the page) students should list wood products they use and possibly if their caregivers’ jobs depend upon such products. In another organizer students should also put how wood products affect a rural African person (eg. as an alternative income source). Graphic organizers could then be turned into hamburger paragraphs (if desired).

26

The Great Kapok Tree:

A Tale of the Amazon Rain Forest

Author: Lynne Cherry, Deborah Halverson

Published By Harcourt Trade Publishers

Published 2000 Trade Paperback

28


FORESTS/NATURAL RESOURCE MANAGEMENT I – INPUT OVERHEAD

Mini-lesson: The Importance of Trees

WILDLIFE AND ECOLOGY:

Trees provide shelter and food for a variety of plants and wildlife. Can you name some of the animals from the story and the various things the forest provided for them?

SOIL IMPROVEMENT:

Trees stabilize soil against erosion from wind and water and also absorb extra rainfall around streams so that they do not overflow/flood.

RAIN:

The presence of trees increases the amount of precipitation.

AIR:

Trees clean the air we breathe and act as Carbon Sinks.

ECONOMICS:

Many people work in the forest industry or as a result of the forest industry. 1.6 million people depend upon the forest directly for their income. These include foresters and research scientists who experiment with ways to improve the health and variety of trees. It also includes people who harvest the forest.

WOOD PRODUCTS:

Thousands of products can be made from wood. Can you name some products that are made from wood?

RECREATION AND SCENIC BEAUTY:

Forests are used for hiking, camping, skiing, bird watching, fishing and canoeing. Have you ever been to a forest for fun?

ENERGY:

Approximately 2.5 billion people rely on fire wood to meet energy needs, mostly domestic needs for cooking and heating. 80% of African people rely on wood for their fuel.

MEDICINE:

The leaves and bark of many trees can be used for medicine. E.g. Oak leaves and bark are rich in tannin. They can be used to stop bleeding, treat infections, and cure ulcers.

29


FOREST/NATURAL RESOURCE MANAGEMENT I – CLOSURE HANDOUT

WORD SEARCH

What do Trees provide us with?

FRUIT OXYGEN SHADE FURNITURE

HOUSES PAPER TOYS CLIMBING

NUTS SOIL FIREWOOD EMPLOYMENT

FLOWER MEDICINE BEAUTY ENVIRONMENT

L G P A P E R B N C E D Z M P F U R N I T U R E W M S D J R L W X N G F W Y H I P T O Y S I O G N I B M I L C L M H C X O F X F R U I T F M O E V Z E S I Q H O U S E S L Y D X A X X R F K H N U T S V M I A N B V E L U P C B K Q Z E C S K S W W O N B E A U T Y N I C J H M O W W P J U Y V Q T N Z E A T O E E N V I R O N M E N T D W D R M O X Y G E N L J K M E

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DESCRIPTION

In Lesson Two students learned about the importance of trees and the various roles they play in the lives of humans and animals. To build on this knowledge, in lesson three, students will learn about deforestation and the importance of forest management.

Supplies You Will Need

• Photocopy each expert group information sheet; there are three in total. Make sure there are enough of each information sheet for 1/3 of your class.

• Six pieces of chart paper

• Green construction paper and white paper, one for each per student (or computers)

• Glue, scissors, markers, pencil crayons

EXPECTATIONS

The Arts: (Drama) • Interpret and communicate the meaning of stories, poems, plays, and other material drawn from a variety of sources and cultures, using a variety of drama and dance techniques

Language: (Oral Communications) • Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

Language: (Reading)

• Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

Language: (Writing) • Generate, gather, and organize ideas and information to write for an intended purpose and audience

Science & Technology (Understanding Life Systems: Habitats and Communities)


• Investigate the interdependence of plants and animals within specific habitats and communities

• Demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them

BACKGROUND INFO

The world has 4 billion hectares of forest which covers about 30% of the world’s landmass. From 1990 to 2005 the world lost 3% of its forest – an annual decrease of 0.2%. Reasons for this destruction are different in each country, but include: overuse for fuel which is linked to poverty (UN says that 81% of deforestation in developing world due to energy needs),

LESSON 3

31


FORESTS/NATURAL RESOURCE MANAGEMENT II CONTINUED…

commercial logging (both in colonial and post-colonial eras), movement to large-scale farms, war and conflict (both historic and contemporary), and international debt payments (selling of wood and clear cutting for commercial farming).

In 2000 the UN Millennium Development Goals (MDGs) aimed to reverse the loss of forests by 2015. This goal is not on track globally. The rate of deforestation differs between regions. Between 2000 and 2005 Africa lost 4,040,000 hectares or an annual decrease of 0.62%. This is 55% of the world’s deforestation. Forest levels are also decreasing in Latin America at only slightly lower rates. The FAO reports, however, that levels are stable in Europe and North America; and even increasing in Asia.

CPAR’s integrated approach to community development recognizes the vital need to create a healthy environment in order to develop a healthy community. The overall health of forests is key to this.

Source: FAO (2007), State of the World’s Forests 2007, www.fao.org/forestry/site/38935/en

ON 3 Teaching Strategies

MENTAL SET

Review with students all the reasons why trees are important. This should be a brief review where students can call out different uses of trees. You can refer back to the overhead sheet from Lesson Two or The Great Kapok Tree, if necessary.

INPUT Modified Jigsaw

Students will explore issues affecting forests in Canada and Africa. There are three information sheets that address issues of deforestation in Tanzania, Ethiopia, and British Columbia. Split the class into six groups, giving two groups the Tanzanian information sheet, two groups the Ethiopia information sheet, and two groups the BC information sheet.

Expert Groups as follows: • Expert Group 1, Deforestation in Tanzania • Expert Group 2, Deforestation in Ethiopia • Expert Group 3, Deforestation in British Columbia

As a means of checking for understanding and sharing information with the rest of the class expert groups will be asked to do a 5-minute presentation about the knowledge they obtained and answer any questions other classmates may have. Presentations can be in the form of a drama skit or they may use a piece of chart paper to write the main points that will be presented to the class.

Discuss solutions to deforestation challenges with the class

CLOSURE

The objective of this exercise is for students to write a short poem about the importance of a tree.

1. Each student receives a piece of green construction paper and a sheet of white paper.

2. Students should then draw the shape of a tree on the white paper, cut it out and paste it on the green construction paper.

32



3. On a scrap piece of paper students should create a poem about trees. They can talk about what trees are used for, why we should protect our trees etc.

4. Once they have written their poem using pencil crayons or markers they can write their poem on the cut-out of a tree they created.

ENVIRONMENTAL ALTERNATIVE: Instead of using construction paper, students could type their poems and post them on a class wiki-page or they could send them for display on the Global Kidz page (e-mail: [email protected]).

EXTENSION

A. Using the Extension Data Chart provided assign students questions based on the deforestation data. These questions will differ with each grade and data can be simplified. They could include:

Order the countries from largest to smallest in terms of total land forested/ total forest lost How much forest was there in 2000? How much forest was there in 1990? What is the average forest lost in these countries? Estimate what is the percentage forest lost of these countries? Draw graphs demonstrating the amount of forest in each country

Draw graphs demonstrating the percentage of forest in each country Draw graphs demonstrating the amount of forest lost in both periods. Which country has improved the most with regards to deforestation?

What is the percentage of forested land as a fraction?

B. Plant some trees!

Take the students outside and plant some trees in your school grounds or in your community: 1. Teach students how to plant trees. You can learn some very handy tips from the book The Simple Act of Planting a Tree (Chapter 6). The most relevant is available online at: http://www.treelink.org/books/simpleact/chapter6.htm. Pictures and diagrams are only included in the hard copy. If you would like a hard copy of the book please contact CPAR for a free copy (plus Postage and Packing – apx. $10).

2. Have the students plant some trees.

3. It may be possible to have students demonstrate how to plant trees to parents and community members at a demonstration day. Show the Mayor!

4. Make a demonstration film and put it up on You Tube also send it to CPAR and we may put it up on the Global Kidz Website!

5. Teachers may want to draw links between trees here and in Africa by fundraising to plant trees in Africa. You can do this through: http://www.faceofgiving.ca/projects.aspx?project=5

C. Show a film like: The Man Who Planted Trees (directed by Frédéric Back)

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Additional Information on Jigsaw

1. ARRANGE COOPERATIVE GROUPS & ASSIGN MATERIAL

Within each Cooperative Group, each team member is assigned different material to learn and present to one another

2. EXPERT GROUPS STUDY AND PREPARE PRESENTATIONS

Expert Groups are formed with the students who have the same assigned subject material. Students read, study and plan ways to teach their material to their Cooperative Group teammates.

3. RETURN TO COOPERATIVE GROUPS FOR TEACHING AND CHECKING

Students return to their Cooperative Groups where they take turns presenting to one another.

4. INDIVIDUAL AND GROUP ACCOUNTABILITY

Groups are accountable for ensuring that all members know all of the material. This can be demonstrated in many ways including responding orally to random questions, writing a quiz or making an oral presentation.

Bennett B., Rolheiser C., Stevahn L. Cooperative Learning: Where Heart Meets Mind, Page 220, (1991)

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LESSON 3 - CHECKLIST: PRESENTATION SKILLS

Name: ____________________________________ Teacher: __________________________________ Date of Presentation: ________________________ Topic: ____________________________________

Assessment & Evaluation Tool

CRITERIA PRESENTATION

SKILLS Level 1 (1 POINT) (Beginning, Passable, Emerging)

Level 2 (2 POINTS) (Acceptable, Adequate, Approaching, Standard)

Level 3 (3 POINTS) (Accomplished, Effective, Skilled Proficient)

Level 4 (4 POINTS) (Excellent, Outstanding, Accomplished, Effective)

POINTS

Organization Student presents information in logi-cal, interesting sequence which audience can follow.

Content Knowledge Student demonstrates full knowledge effectively with explanations and elaboration.

Visuals Student used visuals effectively to rein- force screen text and presentation

Mechanics Visual aids have no misspellings or grammatical errors.

Delivery Student displays con-fidence and makes eye contact. Student uses a clear, loud, confident voice, and correct, precise pronunciation of terms.

Notes: Total:

/20

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LESSON 3 - CHECKLIST: WRITING SKILLS

Name: ____________________________________ Teacher: __________________________________ Date of Presentation: ________________________ Topic: ____________________________________

Assessment & Evaluation Tool

CRITERIA PRESENTATION

SKILLS Level 1 (1 POINT) (Beginning, Passable, Emerging)

Level 2 (2 POINTS) (Acceptable, Adequate, Approaching, Standard)

Level 3 (3 POINTS) (Accomplished, Effective, Skilled Proficient)

Level 4 (4 POINTS) (Excellent, Outstanding, Accomplished, Effective)

POINTS

Organization Student presents information in logi-cal, interesting sequence which reader can follow.

Content Knowledge Student demonstrates full knowledge (more than required).

Grammar and Spelling Work has no misspellings or grammatical errors.

Presentation Work is clean and neatly presented.

References Work displays the correct number of references, written correctly.

Notes: Total:

/20

36


FORESTS/NATURAL RESOURCE MANAGEMENT II – EXTENSION HANDOUT/OVERHEAD


EXTENSION: MATH ASSIGNMENT DATA SHEET

Forest Statistics from 2005

Source: FAO (2007), State of the World’s Forests 2007.

Country Total Forest in 2005 (1000

hectares)

% of Land Forested

Forest Change,

1990-2000 (1000

hectares)

Forest Change,

2000-2005 (1000

hectares) Brazil 477 698 57.2 % - 2 681 - 3 103

Canada 510 134 33.6 % 0 0

China 197 290 21.2 % 1 986 4058

Ethiopia 13 000 11.9 % - 141 - 141

France 15 554 28.3 % 81 41

Malawi 3 402 36.2 % - 33 - 33

Tanzania 35 257 39.9 % - 412 - 412

Uganda 3 627 18.4 % - 86 - 86

United Kingdom

2 845 11.8 % 18 10

37


FORESTS/NATURAL RESOURCE MANAGEMENT II – INPUT HANDOUT (EXPERT GROUP 1)

Deforestation in Tanzania _________________________________________________________________________________________

Tanzania is located in East Africa. It has many different environments including savannas, mountains, forests, and coastal regions. 39 million people live there. Tanzanian people are connected to forests for many reasons:

• Fuel-wood for cooking, as well as curing other goods

• Clearing land for farming

• Commercial Logging

• Production of wood-based items, including homes, tools, and crafts

Tanzania is home to a great amount of forest. In fact, it has over 35 million hectares. That’s an area bigger than Finland! These forests are being cut down though. At the moment 412 000 hectares of Tanzanian woodland are being cut down every year. Deforestation has been occurring in Tanzania for a long time – including when Tanzania was a colony of the British Empire. Today the main reason for deforestation is that people cut down trees to use them to cook with. Other fuels are just too expensive. Tanzania is also losing its forests because more land is needed for farming. Some small farmers have been clearing trees because they need to feed more people locally and have no means to intensify their production sustainably. The population has increased naturally, but also because refugees from Tanzania’s neighbours have come to Tanzania. Large farmers have also been cutting down many trees. These farms often grow non-food crops like tobacco and tea which they export them to countries like Canada. They must do this so Tanzania can pay off debts to other countries. To make tea and tobacco, curing is also needed and wood is essential for this too!

In the past the logging industry has also cut down many trees for export. This is now illegal, but sadly it still happens. Some of the effects of deforestation in Tanzania have been:

Soil Erosion: Trees reduce wind speed. When trees are cut down bare soil is exposed to stronger winds and the fertile topsoil blows away. Fertile soil is soil that supplies plants with the food they need to grow.

Water Problems: When soil washes into rivers it can cause flooding. Deforestation also prevents soil holding much water so the climate becomes drier. Less Resources: There has been less resources available for local people to use for personal needs like cooking.

Canadian Physicians for Aid and Relief (CPAR) is helping communities fight deforestation. CPAR is helping communities re-plant trees. It is teaching farmers how to increase the amount of food they grow without having to use more land. It is also helping people use less wood by showing them how to build cooking-stoves that use less wood.

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Deforestation in Ethiopia _________________________________________________________________________________________

Ethiopia is a country located in East Africa. It is a very mountainous country. Ethiopia has a population of around 79 million people.

Trees used to cover one third (⅓) of Ethiopia in the early twentieth century. Now they cover a little more than a tenth (1/10) of the land. This area is still shrinking.

Many Ethiopians are connected to the forest. They clear it to plant crops. They clear it to graze their cattle. They use the wood to cook their food. They build things out of the wood.

There are many reasons why there has been so much deforestation. A growing population needs more food, but a farmer cannot grow more food on her or his farm since fertilizer and better seeds are expensive. She or he must use more land. This means she or he must cut down trees. Also, non-wood fuels are expensive so most people must use wood to cook their food.

Some large farms do not grow food but also clear the land of trees. These farms grow things like tea, and coffee for export to places like Canada. Exports allow Ethiopia to pay off debts. This means there is pressure to cut down more trees and plant more tea. Commercial Logging also exports timber to foreign countries and causes deforestation.

Deforestation has had the following effects in Ethiopia:

1. Soil Erosion: Tree canopies, (the part of a tree where the leaves are) reduce wind speed. When trees are cut down bare soil is exposed to stronger winds and the fertile topsoil blows away. Fertile soil is the soil that supplies plants with the food they need to grow.

2. Less Rainfall: When trees are cut down there is less rainfall and often drought. A drought occurs when there is no rain for a long period of time for e.g. 30 days. Farmers’ crops are often destroyed by drought.

3. Desertification: With the soil blowing away in the wind and less rainfall the soil will turn to sand.

Deforestation in Ethiopia has caused soil erosion, drought, and desertification. The problems caused by deforestation mean that families have trouble growing enough food. It is also difficult to find wood for fuel.

Canadian Physicians for Aid and Relief (CPAR) is helping many communities in rural Ethiopia to re-plant some of the trees that have been cut down. Trees are grown in community nurseries and are planted around farmers’ fields, and in small plantations that will later be used as firewood and building material. CPAR has helped communities in Africa plant more than 50 million trees.

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Deforestation in British Columbia, Canada _______________________________________________________________________________________

About one quarter (1/4) of Canada is covered by forest. British Columbia is a province in western Canada. This province is famous for its beautiful Rocky Mountains and vast forests. For many, many years Canadians have been cutting down (logging) the trees in British Columbia. The forests of British Columbia are very important for the following reasons:

1. Thousands of species of animals, plants and insects live in the forest.

2. British Columbia is home to a large amount of the world’s only remaining old growth forests. Old growth forests are home to trees that are hundreds of years old.

3. The forests of British Columbia help to clean the air.

4. The forests of British Columbia provide lumber needed to build homes, make furniture and many other materials.

British Columbia’s forests are very important to the environment. But the forests of this province are being threatened by a practice called clear cutting. Clear cutting happens when a logging company cuts down an entire area of trees (all the trees) and destroys part of a forest. The largest motivation for this is that Canada gets $68 billion from forestry each year.

British Columbia cuts one acre of forest every 12.9 seconds. That is over 4.5 acres a minute and about 276 acres every hour. That is a huge amount of forest disappearing. Cutting down the forests at such a fast rate has the following effects:

1. Many species of animals, plants and insects are becoming extinct, (they no longer exist), or are in danger of becoming extinct.

2. Air pollution becomes worse because there are fewer trees to clean the air.

3. The beauty of the forests will be lost forever.

4. Water and soil quality decreases

40


Water and Sanitation

4 DESCRIPTION

Through exploratory centres students are given the opportunity to examine the water and sanitation issues faced by four communities. They will learn about the wide range of effects a contaminated water supply has on other parts of the ecosystem and will be challenged to propose solutions.

SUPPLIES YOU WILL NEED

• Photocopies of each exploratory centre. Make copies of each centre for 1/4 of your class

• Photocopies of question sheet, enough for each student

• Possibly: Computers with Google Earth or hard copy maps

• Ryan’s Well or Water Detectives Films

EXPECTATIONS

Language (Oral Communication)



Language (Reading)

• Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

• Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning

Science and Technology (Understanding Life Systems: Habitats and Communities)


Social Studies • Name and locate the various physical regions, provinces, and territories of Canada and identify the chief natural resources of each

• Use a variety of resources and tools to determine the influence of physical factors on the economies and cultures of Ontario and the other provinces and territories

BACKGROUND INFORMATION

Worldwide, 1.1 billion people (one sixth of the world’s population) lack access to safe drinking water and 2.6 billion to adequate sanitation. This leaves people without such access susceptible to waterborne diseases such as cholera, hookworm, and schistosomiasis. Many countries in Africa have among the lowest percentage access to clean water and sanitation: 58 percent and 36 percent respectively. Only the Pacific as a region has lower percentage access to improved sources of drinking water (Source). The reason for this is not necessarily an absence of water but more an absence of infrastructure to access that water (See UNwater, Pg 2).

LESSON 4

www.unicef.org/wes/index_statistics.htmlwww.unwater.org/wwd07/downloads/documents/wwd07brochure.pdf

41


WATER AND SANITATION CONTINUED…

There is a difference between physical and economic scarcity. The International Water Management Institute Map on the overhead shows which countries are which. Economic scarcity generally means that there is enough water present, but a lack of the right infrastructure prevents access to it. Although most of those living with unsafe drinking water are located in the global South, drinking water is a Canadian issue too. Unsafe water occurs in emergency situations (that is, for a limited time) as well as in more sustained situations. For example, in 2008 the Canadian Medical Association Journal reported that 1,766 communities were under boil-water advisories. Of these, 93 were First Nations communities (Source). Each year 9 people die because of contaminated water in Canada. Access to clean drinking water is a necessity for any community, as is water conservation. In Canada, most people and industries use far more water than they need. Canada is second only to the USA in water consumption per capita; using 1,600 cubic metres of water per person per day. This is 65 percent above the OECD average (Source). Yet people rarely think about the fact that there is a finite amount of water available. Only 2.5 percent of the earth’s water supply is fresh water. CPAR partners with vulnerable communities to find local solutions to the problem of water supply in rural East Africa. CPAR and its partner communities build rainwater harvesting tanks (see: CPAR_Rainwater_Harvesting) or wells.

MENTAL SET

First, ask students why water is important. Encourage discussion. Second, write the list of water facts (below) on a piece of chart paper, the chalkboard, create a transparency with the Water Facts Overheads below, or project the Water Facts Overheads with a projector. As you read the facts, have students split into groups to visually illustrate the statistics. For example: 1.1 billion people is roughly one sixth of the world population, so tell one sixth of the class to stand on one side of the classroom to represent those who do not have access to clean water. This will not work for all of the statistics. You can be creative though! As you go through also stop to check for understanding and encourage students’ comments. Ask what the significant of these statistics are. Having a 1 L bottle of water may also help students understand the amount of water that you are discussing. Discuss with the students where most people without access to clean water and sanitation live by looking at the maps provided. Be sure to point out though, that there are many people in Canada who also do not have access to clean water. (NOTE: “improved water sources” do not necessarily indicate clean water sources).

http://www.cmaj.ca/cgi/content/full/178/10/1261?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=&fulltext=first+nations&andorexactfulltext=and&searchid=1&FIRSTINDEX=0&sortspec=date&resourcetype=HWCIThttp://www.environmentalindicators.com/htdocs/indicators/6wate.htmhttp://cpar.ca/youcanhelp.asp?page=cleanwater

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WATER AND SANITATION CONTINUED… INPUT

Exploratory Centres

Students are exposed to the water and sanitation concerns of specific communities in Malawi, Tanzania, and Ontario. Information packages for one centre are provided to each group as well as an activity sheet that asks students to list the name of the community, the issue, the consequences (how the problem affects food supply, health, livestock) and potential solutions. It is also suggested that students use Google Earth or hard-copy maps to find their communities. (Note: Karatu will have to be searched rather than Dumbechand). Once each group has finished their centre they will present what they have learned to the class. Groups can select one speaker to explain what they have learned. Alternatively, students can present to smaller groups of students made up of a member from each centre.

CLOSURE

As a class, discuss solutions for each centre. Students must propose one solution for each challenge explored and document these in the space allotted at the bottom of the handout. Students should also be encouraged to discuss the similarities of the problems between Africa and Canada.

EXTENSION

A. You may choose to watch the Ryan’s Well or Water Detectives video at this time. There is also time allotted for the video towards the end of curriculum but if time permits it also fits nicely with this lesson. B. Take the class to a local river to discuss the pollution in that river and how it would contaminate your water if it were not treated. Also talk about how pollution harms the whole ecosystem. A class could also measure the quality of the river with a water test kit. C. You may also have students design a small rainwater harvesting system out of used soda bottles and various other materials. Once made, these can be put outside to collect rainwater (preferably in spring or fall) to demonstrate how to collect water. NOTE: do not let students drink the water that has been collected since they are not professionally monitored or trained. Students can use the systems to collect water to water the trees that they have planted though.

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WATER AND SANITATION – MENTAL SET OVERHEAD

Water Facts

• Only 2.5 % of the world’s water is fresh water, the rest is salt water in the oceans and is unfit for us to drink

• 1.1 billion people do not have access to safe drinking water

• 2.6 billion people do not have access to sanitation facilities

• The UN says that a person needs 20-50 L of water a day for drinking, cooking, bathing, and leisure

• On average, one Canadian will uses 300L per day and on average flushes 50L down the toilet

• 70 % of water is used to produce food; 22 % in industry; and 8 % in homes

• It takes 15,000 L of water to produce 1 Kg of grain-fed beef, while it takes 1,000 L of water to produce 1Kg of wheat

• Many countries whose people have trouble accessing safe water actually have enough water. Many people just do not have access to it.

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WATER AND SANITATION – MENTAL SET OVERHEAD II

Water Facts II

Where in the World has less access to clean water?

Where in the World has less access to sanitation facilities?

http://www.who.int/water_sanitation_health/monitoring/jmp04_3.pdfhttp://www.who.int/water_sanitation_health/monitoring/jmp04_3.pdf

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WATER AND SANITATION – INPUT HANDOUT

Exploratory Centre - Activity Sheet

Name of Community: Location:

What is the problem the community has?

How is the community being affected?

Proposed Solutions:

Stamp of Completion:

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WATER AND SANITATION – INPUT HANDOUT

WATER AND SANITATION EXPLORATORY CENTRE 1

Kashechewan, Ontario

The Community

You have entered the fly-in-only Cree First Nations community of Kashechewan, Ontario. The population of Kashechewan is 1,900.

Water cleanliness has long been a problem in Kashechewan. In 2003, the community was forced to boil their water before they drank it, washed vegetables, brushed their teeth or made ice. They had to do this because the water was being contaminated with E. Coli.

In the fall of 2005, people were told not to drink the water at all! Many people did not even want to bathe in it since it caused skin irritations called scabies and impetigo. Cuts became infected when they touched water. In October and November of 2005 almost 1000 people were evacuated from Kashechewan and sent to other towns until the emergency was addressed.

The outbreak had these effects on the community and Canada generally:

• People had to boil water for two years!

• People had to drink bottled water to avoid getting sick

• People couldn’t bathe in the water for fear of infections

• Almos

Documents

Global Kidzresources4rethinking.ca/media/Global-Kidz-2008-English.Edition.pdf · Global Kidz DEVELOPMENT EDUCATION PROGRAM Grade 4: 10-Hour Curriculum (Can be adapted for Grades 5-6)