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Jessica Cail- 120388740

Jessica Cail

Glocal Educational Tool-Kit

Whats in this tool-kit?!

Look inside this tool-kit to find fun and
interactive lesson plans to engage and educate
students about the world they live in. These lessons
are gauged to students grade 4-6 but could be altered
to fit other grades as well. The 5 activities included
are a great way to introduce students to global
citizenship, Glocal, and social inequalities in a
hand on environment. No previous background is
needed for students, as they will be introduced to all
themes prior to the activities. These 5 lessons will
not only ensure you are teaching students important
information but will also engage them and ensure
they are having fun in the classroom!

1
2

A fun interactive online activity

that will allow students to learn
about the United Nations and
topics the UN is involved in! Grade
for grades 4-6 social studies
classes!

United Nations
Cyber School Bus
United Nations Cyber School Bus is an
activity is a great introduction for students to
learn about the United Nations and topics
involved with the United Nations. All through
the screen of a computer students can explore
the social justices injustices that are taking
place in our world.

Intended Learning Outcomes:
Students will practice communication,
reading, writing and cooperation skills as they
explore the injustices that are happening
throughout our world. Through completing
this lesson students eyes will be open to what
is taking place in the world and how it differs
from their own community.
Resources needed:
A computer/laptop/tablet quipped
with internet access for either each student
or one per small groups. A
journal/notebook, markers and chart paper
to answer response questions and activity
after the activity is concluded.
Steps/Process:
Divide students into small groups
and they can work individually dependent
on access to computers. Instruct children to
visit the following website:
http://www.un.org/Pubs/CyberSchoolB
us/
Allow students to have individual
2

time to explore the site and participate in

activities, complete quizzes and educate
themselves on the material. Students can
attempt the flag quiz, look at each UN
country one at a time and learn about
them, plus explore topics.
After students have had about half
the period to become familiar with the site
divide students into small groups if they
were working individually prior to this.
Next assign a topic or theme to each
group. Topics can include: poverty/hunger,
racial and ethnic discrimination, human
rights or even specific countries for every
group. Once assigned topics, each group
will be given a large piece of chart paper
and some markers to create an
informative poster to present to the class.
Posters must include: topic theme,
definition, where it takes place globally,
statistics and facts, and answer the
question How can WE make a difference?
Students may also choose to provide
a comparison chart comparing Canada
(country of origin) with the country
studied, if their topic was a country.
Have each group present their
posters and conclude the presentations
with a group discussion. This discussion
can include coming up with possible
solutions and aid that the students could
provide.

If the World Were Our

Classroom
Resources Needed: The novel If
the World Were A Village, notebooks
for personal response from students
to be handed in.
Intended Learning Outcomes: After reading this book
students should be able to perceive the world in a new
way and have a new sense of global awareness along with
strengthening writing and communication skills.

If the World
Were Our
Classroom
Based on the book, If
the World Were a
Village, this activity
allows students to
actively discussion the
content of this book
and share their
opinions and outlooks
on global inequality.
Subject: Social Studies

Process: Read If the World Were a Village to the class.

After initially reading the book start with an open
discussion by posing the following questions. 1) Were
there things you were surprised by? 2) What did you find
the most interesting? 3) Why do you think there are
injustices within out world? After completing a discussion
with the students as a class have them pull our
paper/notebook and answer the following questions for
evaluation.
After reading this book think about our own life. Where in
the village do you think you would fit in? Why do you
think this? Do you think there is something that you
personally could do to eliminate the large differences in
peoples quality of life? Is there something that this class
could do? Do you see the differences in our community like
in this book?
The quality of these responses will vary dependent
on grade and teachers should mark accordingly. For those
students who dont have the capability to submit a
written response, a computer could be used for assistance
or a one-on-one conversation with the teacher for
assessment.
This lesson plan is an adaptation of:
http://www.nsa.gov/teachers/es/data70.pdf and
http://www.developingaglobalperspective.ca/wpcontent/assets/lessonplans/gr5/The_World_as_a_Village.pdf

Pay it Forward
Intended Learning Outcomes: Through completing
this activity students will not only be utilizing and
strengthening listening, teamwork, communication
and writing skills but will also gain a larger
understanding on micro financing and how it can be
useful when attempting to fix social injustices such as
decreasing poverty.

Process: Read One Hen to the class. In doing this
have a master chart paper available to write down
major themes and ideas as an aid for the students
during their task.

After reading to the class, divide students into
small groups (4-5 people each) and provide each
group with chart paper and some markers. Next give
the class instructions on what they will be doing in
their groups:

In your small groups you will be preparing a
presentation to the class based on the information we
just learned through reading One Hen. You must work
together to recall and summarize the positive changes
that took place in this book and how they happened.
This about the changes that not only happened to KoJo
but others as well. Can you come up with any examples
form your life or our society? You may present this
information in any way you would like such as; mind
map, pictures, charts, sentence format or even acting it
out if you would like.

Once in their groups, continuously walk
amongst groups to help with any clarification or
questions. Dependent on age group, students could
submit a written response instead of an oral
presentation.

Resources
needed:
Book One Hen by
Katie Smith Milway,
Chart paper and
markers for each
groups presentation.

Subject: Social
Studies

Source: Robin
Blanchard, Pay it
Forward Lesson Plan,
http://www.developingaglob
alperspective.ca/wp-
content/assets/lessonplans/

Living on a Dollar
Intended Learning Outcomes: Students will practice
their mathematics, literacy and problem solving skills as
they see how hard living on a dollar would be in their
community. Through watching the videos and completing
the activity students will see how far a dollar a day would
get them in life.
Process: As a class, in small groups, or individually
watch the web series Living on a Dollar.
http://livingonone.org/changeseries/#.VdENkkJN3zJ
After watching these videos have a group discussion
about basic needs and necessities. Discuss topics such as
food, shelter, water and safety.
Next break the class into groups of four and tell
them that they will need to plan a grocery list for the
month. Distribute flyers from local grocery stores and
have them produce a list for enough food for 1 month for 4
people. They must add up the costs of things and estimate
how much they would spend (they may look online as well
for prices if they are not in the flyer). After completing
this tell the students that they only have $120 to do the
same activity. This $120 is made up of $30 for each
member of their group; One dollar a day.
After students realize how much they could buy for
1 month create a group discussion on other necessities
that we have that cost money. Discuss topics such as rent,
water, hygiene products, clothing and activities they
might do.
Have students write a personal response of what
they learnt from doing this activity and answer the
following question;
Do you believe you could successfully live on a dollar
and have all your basic needs met? Why do you think this
would be hard for you to do, but the people in Guatemala
have to do this?
Levels of responses can vary dependent on grade.
Having a class discussion for the last question is an option
as well.

Resources Needed:
computer/laptop to
watch living on a
dollar series, local
flyers, notebooks,
pens, calculators.

Subject: Social
Studies,
Mathematics.

After
watching the
Dollar a Day
videos,
students will
see if they
could really
live on a
dollar a day
in Canada

Work as a class
to collectively
discuss global
and local social
issues and
injustices.
Create a quilt to
represent these
topics and create
a constant
reminder for
your class!
Resources: news
paper, online
internet sources
for gathering
information on
social injustices
and issues in the
world, a piece of
cardstock for each
child to make a
quilt square,
markers and
pencil crayons to
create the square.
Subject: Social
Studies and Visual
Arts

Hope for a Better

World
Intended Learning Outcomes: Students will utilize
their reading, listening and communication skills as they
actively find and discuss social issues and injustices with
the class. Students by the end of this lesson will not only
have been utilizing their creative and visual arts skills but
will also have a better understanding to what Glocal is
and examples that go with the term. Students will
collectively create a great visual aid to help them be
reminded of the lesson and what they learnt.
Process: Start the lesson off by reading local news papers
as well as international sections to the class. Dependent on
when lesson is being done you may also need to utilize
internet sources that discuss social injustices of any type.
Introduce vocab to the students that pertain to this
lesson. Specifically discuss; glocal, social injustices, and
specific issues such as hunger, poverty, malnutrition,
education and peace. (United Nations is a great tool to use
to introduce topics to children)
Next show the students a series of photos that
depict a social injustice (hard copy or by using technology).
Hand out a piece of card stock to every student and
have him or her write a word to describe the photo that
stood out to them the most. After students are doing that
have them discuss their decision amongst them selves in
small groups.
Now students have the opportunity to decorate their
square as you explain it will be part of a quilt. Suggest for
them to make it eye catching and even have images that
depict their word.
After the students are all done, bring these issues
back to the local level and thus further discuss global
and local- glocal.
Finally hand the quilt in the classroom as a
constant reminder.
Original Lesson Plan:
http://www.developingaglobalperspective.ca/wpcontent/uploads/2010/02/Hopes_for_Better_World.pdf

Accommodations
Accommodations can be made to these
lessons for different learning styles and for
those with disabilities. Instead of working
individually teacher can match up mixed
ability students to work together, as well
should make groups according the ability
levels. Discussion can be used in place of
visual creations and audio descriptions can
be used instead of visual. Individual
responses can also be altered into group
discussion based on students ability and
grade level.

Sources:
Developing a Global Perspective for Educators,
http://www.developingaglobalperspective.ca/teac
hers-resources/lesson-plans/
United Nations,
http://www.un.org/Pubs/CyberSchoolBus/
Living on a Dollar Series,
http://livingonone.org/changeseries/#.VdENkkJN3zJ