Cambridge Lower Secondary

Cambridge Lower Secondary Global Perspectives 1129 – example lesson plan

Global Perspectives Stage 8 Challenge: What everyone needs: How is aid money spent?
This Challenge is an example of how you can provide opportunities to develop learning objectives for UN Sustainable Development Goals alongside the skills
of Cambridge Lower Secondary Global Perspectives. This Challenge includes:
• an example lesson plan for one activity in this Challenge
• a short video about how the lesson plan was created.
All Challenges are designed to be adapted to suit your learners and your context.
CLASS: Global Perspectives Stage 8
DATE: Week 3 of the 6-week Challenge: What everyone needs: How is aid money spent?
Topic: Development, trade and aid
Challenge activity: What are or have been the risks in our region?
GP learning objectives  Collaboration: 78Cl.01 Work positively within a team to achieve a shared outcome and improve teamwork, for example by
from Challenge contributing useful ideas, offering solutions to problems, encouraging other team members to participate and being open to
others' ideas.
 Research: 78Rs.02 Identify and begin to reference a range of print and multimedia sources and use them to locate relevant
information and answer research questions.
UN Sustainable Sustainable Development Goal 1: No Poverty
Development Goal and  The learner knows about causes and impacts of poverty such as unequal distribution of resources and power, colonization,
learning objectives conflicts, disasters caused by natural hazards and other climate change-induced impacts, environmental degradation and
technological disasters, and the lack of social protection systems and measures.
 The learner is able to show sensitivity to the issues of poverty as well as empathy and solidarity with poor people and those
in vulnerable situations.
Lesson focus / success This activity may need more than one lesson to complete.
criteria Learners research a range of risks for a specific region and understand that risks change over time and can have outside

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 influences.
Success criteria:
 I can construct a variety of questions for research working in a small group.
 I can work with my team to divide research tasks.
 I can work with my team to agree which factor(s) in our chosen region represents the greatest risk and the greatest benefit
to human and economic needs.
 I can begin to understand how and why poverty and inequality are experienced differently by people in different places and
times.
 I can begin to understand that poverty can be a result of economic, social, technological and environmental factors.
Prior knowledge / In the previous lesson, learners learned about human and economic needs and that both are not always stable. Learners played a
previous learning trading game where some groups were successful, and others had limited success. Learners understood from the game that some
countries have more resources than others, which can make them more successful. However, changes in circumstances have an
impact on the resources and ability to trade.
Plan
Lesson phase Planned activities Notes
and timings
Introduction Ask learners what they know about their region: This discussion can
 What natural resources does it have? E.g., water, timber, oil provide some useful
 What resources does it need from other regions? formative feedback about
how much learners know
 How has technology shaped this region, or is it still developing? E.g., access to internet, mobile phones
about their region. A group
 Has this region ever experienced a mass migration of people into, out of or within the region?
discussion helps increase
 What other factors have had an influence?
the knowledge of the
 Have other factors had positive, negative, or mixed results? whole group. You may
 Is this region subject to any natural events that are a risk to its people? E.g., earthquakes, hurricanes want to write the main
 Has the frequency of these risks changed over time? ideas on the board.
If the topic of migration is
sensitive in your region,
you can omit it.
Main Learners begin to research the risks to human and economic needs in their region or choose another region to This research aims to get
activities investigate (in small groups). To guide their research, learners could create a planning chart in the form of a learners to move beyond
table with the headings: just factual recall of items
 Changes to people and population about a region. By giving
focus to their research,

Stage 8 Challenge: What everyone needs Version 1.0 2

 Lesson phase Planned activities Notes
and timings
 Technological resources/risks learners will begin to make
 Environmental resources/risks connections about how
 Agreements with other countries/organisations. different factors can have
an impact on a region.
Learners can divide the research up individually, or collectively be responsible for the research and selecting
Like the trading game they
information to include or omit.
participated in in a
During this time, observe how groups are progressing and monitor whether they need some extra, targeted previous lesson, they will
support. For example, ask learners to summarise what they have researched and how it connects to the causes see how human and
and impacts of poverty or wealth, trade, and aid. This helps learners to focus their research and you can offer economic needs are
specific guidance on how to further their research. It is important for learners to regularly evaluate the strength of always influenced from
their own research. Encourage learners to go beyond researching facts and to engage with the cause and internal and external
impact on people and places to create a successful timeline. factors which may lead to
First plenary: When their research is complete, learners in their groups work together to reflect and agree on increased wealth and
which factor or combination of factors in the region represent the greatest risk and the greatest benefit to human prosperity for the country,
and economic needs. These findings can be mapped onto a timeline. or a decline.
Second plenary: Groups can share their findings with other groups and discuss: The OECD website is
 Are there any similarities? useful for looking at
 What are the differences? individual countries,
offering data and sources
This activity could be extended by comparing the research with a different region, perhaps a region that has a
of information about
different level of wealth or poverty:
economic wellbeing in that
 Which factors in the comparator region represent the greatest risk to human and economic needs? country.
 Which factors represent the greatest benefits?
The World Bank website
By comparing two regions, learners focus on selecting useful sources of information, as well as analysis and has a useful document
evaluation of how and why these regions are different or similar. highlighting different
regions and comparing
them according to GDP
that could be used to show
learners how to search for
reliable sources of
information.
End/Close/ Display the timelines for all learners to see. Next lesson (if needed),
Reflection/ Invite learners to take a ‘Gallery walk’. create a set of reliable
Summary websites or articles for
Formative Assessment opportunity: Observe the types of sources that learners have selected to use. Reflect on
Stage 8 Challenge: What everyone needs Version 1.0 3
 Lesson phase Planned activities Notes
and timings
how competent learners are with reliable and trustworthy sources of information. Have they selected mainly learners to use to support
primary sources or secondary sources? Are they checking the information with another source for reliability? their choices.
Learners evaluate their own work and the work of their group, identifying areas of success and areas for further
improvement.

Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.

Next steps
Use the space below to plan what you will teach next, based on learners’ understanding of this lesson.

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