Audrey Sun

Title: Exploring Global Citizenship

Grade Level: Kindergarten
Approximate Time Needed: 45 minutes

Subject Matter & Topic: Global Citizenship – Exploring What We Know and Don’t Know
Instructional/contextual setting: I teach kindergarten in an independent private Catholic
school. The 26 students in my class are made up of a combination of different ethnicities, with
some students being biracial and most are native English speakers. My students’ families come
from all over the world, I even have one student whose family lived abroad in France for a few
years before moving to the United States.
I cover a wide range of academics in the classroom, including English language arts, phonics,
writing, math, character education, etc. My students also get instruction for Spanish, music,
art, religion, PE, and computer classes from different teachers.
California Department of Education Common Core or Content Standard(s) addressed in
this Lesson:
Subject:

 CCSS.ELA-LITERACY.RI.4.7

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,

diagrams, timelines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.

Objectives:
 SWBAT recognize that there are different countries and places all over the world.
 SWBAT show respect towards other people all over the world.
 SWBAT identify where they/their family comes from.

Materials and Resources:

 Giant world map
 Anchor chart paper
 Markers
 What Does It Mean to be Global? By Rana DiOrio
 YouTube video on Global Citizenship for kids: https://www.youtube.com/watch?
v=oL8_1isEWIw

Procedures/ Guided Practice:

Opening (10 minutes)
 I will open the lesson by showing my students a giant world map and a giant KWL
chart. KWL stands for Know, Wonder, and Learned. With the map in front of them, I
will ask my students to contribute what they “know” about different countries, places,
 names of different places, if they have visited any countries, if their family is from
someplace different, etc. Students will then begin to tell me what countries they may
have visited, or where their parents/grandparents are from. While they are sharing, I
will be filling in the KWL chart, the “know” section of what the kids are sharing with
the class. Each student will get a chance to contribute something to the chart/map. I
will help by pointing out specific countries that I know that students may have direct
relation to. For example, I have a student who lived abroad in France for several years
so I will point out Paris, France.

Body (25 minutes)

 After each student has contributed to the map and the “know” part of the anchor chart, we will
move onto the “wonder” section. To prompt some questions from the class, I will read the
book What Does It Mean to be Global? By Rana DiOrio. This short picture books explains
what the word global means and how citizens of the world have different traditions, cultures,
values, but are all part of a community that is diverse. This book will talk about citizens having
different traditions and values, which will lead into the next part of my lesson, the “wonder”
portion. After the book is read, I will ask students to wonder about different places in the
world. They will ask questions such as: What kind of different holidays do other people
celebrate? How do they show respect in their culture? What are some foods that are native and
unique to them? And etc. I will guide students in their wondering and questions to accumulate
a fair portion of questions. Each student will contribute something that they wonder about
different citizens in the world. If a student asks a question that someone may know the answer
to, we will answer and address it right away. This will encourage students to not only
participate but share their cultures and traditions that they might already know.

Closing (10 minutes)

 After filling in the “know” and “wonder” portion of the KWL anchor chart, I will stop
the lesson there. I will close the lesson by reviewing the “know” and “wonder” sections
of our KWL. I will then play a short YouTube video about Global Citizenship for kids.
The video is three minutes long and is designed to introduce and review the idea with
kids, a “three-minute concept” video. We will then discuss the video as a class and
come up with some main ideas they we can take away from the overall lesson. I will
then introduce the “assessment” that will be used to assess their understanding of
global citizenship. This assessment will be a take home project that students will get to
work on together with their parents. This project is also a chance for students to
research and learn more about their heritage and family history.

Assessment:
To “assess” the students in a take home project, each student will be given a country to
research and make a simple poster with their family. The poster can contain facts, drawings,
pictures, graphs, and other visuals to show what they researched and learned. The country the
children will be given will be something familiar to their family. For example, my student that
lived in France will make a simple poster about France and my student who has a grandmother
from Japan will make their poster about Japan. If there are students with similar backgrounds,
the countries will be chosen at random, or I will assign the countries to them. The students will
get two weeks to complete and bring back the project. Students will use this opportunity to
present their country to the class while also practicing their public speaking and presenting
skills, two things we work very hard on in kindergarten. As the students are presenting, we
will also fill in our “learned” portion of our KWL chart. After all students have finished
presenting, our KWL chart will be completed and students will have learned all about 26
different countries and their traditions, religions, values, etc.