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Shawneen Dayman

ID: 130764570

Glocal Education Tool-kit

Age Range: Grades 4-6
Activity Name: Understanding Food Insecurity
Intended Learning Outcomes: Understanding what factors influence food security and
how. Exploring ways to address the issue of food insecurity.
Resources Required:
- Internet in a computer lab or tablets/laptops for each child to use.
- White board and markers
- Paper and pens for each student
1) Brainstorm what factors determine what we eat in small groups of 3-4 children.
(Example: allergies, environment, cost) Have groups write their ideas on a white
board and read through the factors as a class.
2) How might these factors differ between countries? (Class discussion)
3) Review/ explain to the class what the following terms mean:
- Environmental
- Political
- Economic
- Social/cultural
4) Organize the ideas the children brain stormed in step one into the above four
5) Imagine what I would be like to not have healthy food to eat. What parts of your
life would be effected? How would you feel? How would your health be affected?
Jot ideas on board as a class.
6) In a computer lab have children access the following map and answer the
following questions:
- Who is hungry in the world?
- Which areas of the world have higher rates of hunger than others?
- Why might this be the case?
7) Discuss answers to the questions about the hunger map as a class. Have
students consider ways in which people could work together to address the
environmental, economic, and political and social/cultural aspects of providing
food security for all. Discuss their ideas as a class

Activity Name: Experience Flight & Consider Life in a Refugee Camp
Intended Learning Outcomes: Imagine what it would be like to have to leave home to
seek safety. Develop an awareness of the needs of refugees. Explore what life in a
refugee camp might be like for a child.
Resources Required:
- Computer lab
- Pencil and paper
1) Reflect on a time when you packed up to leave (eg, going on a holiday, moving
house). What did you take? How long did it take to get ready to leave?
(Independent writing)
2) Imagine you have to leave home in a hurry in fear, the roads are blocked and you
cannot use your phone or electricity.
What will take? (Remember: you have a short time to pack, you will have to carry
your bag and there may be few other resources to help you until you reach
Where will you go?
How will you travel? (Still independent writing or jot notes)
3) Use current news reports from a conflict area to expand ideas
4) Develop four mind maps showing how being forced to leave home in a hurry
would affect your:
o Health
o Safety
o Family
o Future
5) Gain an insight into life in a refugee camp using resources such as:
6) Outline the needs of refugees and how they are addressed as a class after
having students explores the question independently on the Internet.
7) In partners have students develop a 'life in a day of a refugee child' timeline with
descriptions or drawings.
8) Have students imagine they are in charge of a refugee camp with about 1,000
people. Use the following as minimum requirements to determine the resources
and personnel needed to provide for the refugees (Source: Sphere Project):
o 15 liters of water (per person per day)
o 2,100 calories of food (per person per day)
o 1 toilet for 20 people
o A maximum walking distance of 50 minutes from shelter

o 1 tent or plastic sheeting for a family of 5

o Immunization against measles
o Education.
9) Discuss ideas to step eight as a class and brainstorm ideas on the white board
10) In pairs outline how goods will be transported to your camp 90 kilometers from
the nearest town, accessed on a dirt road through hostile territory.
Activity Name: Be a Global Citizen
Intended Learning Outcomes: Understand what it means to be a global citizen.
Consider ways to become a good global citizen. Understand how the world is
Resources Required:
- Pen and paper/journal for each student

Print page one of the activity for each child

Read the first part of the page aloud as a class
Have children do the word scramble
Have children independently do the writing activity on everyday global
5) Skip the did you know section of the document (Too much about U.S)
6) As a class do the debate/discussion questions. Note: instead of discussing how
being a active global citizen will make you a better U.S citizen discuss how being
a global citizen could make you a better Canadian citizen.
Activity Name: Me in the World
Intended Learning Outcomes: Understand how much of our lives are influenced by
global connection.
Resources Required:
- Paper printed activities from the TVDSB link (Lesson one, pages 27-37)
- Scissors

Pens or pencils

Steps/ Process:
1) Have students freely walk around the classroom and fill in their Globingo sheet
by asking questions to other students (Print page 32)
2) Review sheets as a class discussion and examine how global the class is
3) Have students bring home and complete the global treasure hunt activity (Print
page 33)
4) When students return their completed activity have them form groups of five and
share their answers with one another
5) In the same groups have students read The Global Kid story aloud (Print page
6) Print and cut up stop cards for each group
7) Hand out the stop cards to each group and within each group divide up the cards
evenly amongst all but one child
8) Have the one child who does not have any stop cards read the story once again
out loud.
9) Have the children with the stop cards stop the reader at the specified part and
read their card aloud to the group.
10) At the end of the lesson have a class discussion about how connected the are
with the world
Activity Name: What causes poverty?
Intended Learning Outcomes: Understand some of the human and physical factors that
cause poverty
Resources Required:
- Internet to view short video clip
- Printer and paper to print work sheets
- Pencil for students to complete activities
1) Have students view the video in the link provided above
2) Have a class discussion and list the differences between Ruth and Sams lives
3) Read the second page of the worksheet found on the website aloud as a class.
Ask students to explain in their own words, to the person beside them, what they
think the quote about poor people being like trees means.
4) After 5 minutes of discussion have students write a few sentences about what
the quote means in their own words

5) Next, give students copies of page 3&4 of the resource worksheet

6) Have students read the animations independently and fill in the What causes
poverty chart