Lesson Title and number

1 ) Rights and Responsiblities?

Time for lesson (1=30 min) 1 of 2

Required resources

Outcome Clusters

Set

Activity

Closure

Specific Assessment tasks

Chart paper Textbook Master line 42

3.2.2 - A

Class will share opinions on what a right is, why we have them, and how the rights affect how we live.

Using Master line 4-2, and chapter seven of the textbook, students will get into groups, each one assigned to fill in a right of children in Canada. The children will then share what they have written to the class until the whole sheet is filled.

The teacher will lead the students in an

The teacher will take anecdotal notes on discussion and the master lines will be handed in for assessment of comprehension. Ideas will be taken from the master lines on where more focused discussion will be needed

2 of 2

Master line 42

Class will share opinions on what a responsibility is.

Class will respond to the question: are rights and responsibilities related?

Projector computer TV linkup

In what ways can individuals and groups contribute to positive change in the world? (C, GC, PADM)

Students will watch videos on different public figures on missions with UNICEF. These videos will provide the students with examples of why being a global citizen is important. Through the videos students will learn how one person can make a difference if they make the effort. It is the responsibility of global citizens to help those less fortunate.

Anecdotal notes on classroom discussion participation, with a focus on using respectful language when discussing those less fortunate in the videos.

What are examples of international organizations formed by individuals? (C, GC) What are examples of international organizations formed by nations? (C, GC, PADM) How do international organizations support communities in need throughout the world? (C, GC)

3.2.1 - Students will appreciate elements of global citizenship:  Students will recognize how their actions might affect people elsewhere in the world and how the actions of others might affect them (C,

Students perform a think-pair-share exercise in which they will brainstorm a list of international aid organizations that will be put on chart paper by the teacher. Students will be required to distinguish between international organizations formed by individuals and formed by nations. Students will use technology to locate and record information helping organization Using a list of websites provided by the teacher, students will look online at the different organizations that help around the world. They will choose one and write down important details about when it started, why, and one community that the organization positively contributes to The topic will be introduced with the children s book UNICEF by Anastasia Suen. The book provides examples of how children make an impact in the world through fundraising for UNICEF. The students will be asked how their actions can affect people around the world. Students will

Anecdotal notes will be written focusing on the distinguishing skills the students display. These notes will be used to develop a more complete assessment method for the students.

Students will use a selfchecklist to evaluate their success in terms of whether or not they were able get the requirements for the assignment

Rubric will be used to assess the various elements of the performance assessment.

GC)

Respect the equality of all human beings (C, GC, I)

then go to the computer room where they will access the UNICEF website to look for ideas on the different projects that UNICEF sponsors. The students will pick a UNICEF project that they feel best reflects what they believe are rights and responsibilities of global citizens. The students will then research the project keeping in mind that they will be developing a presentation or brochure. Students will use the brochure to fundraise for their project using the UNICEF gift cards depicted in the book. Read Skin like mine as a class. Students will write a personal response picking out three characteristics shared by everyone (skin, bones, feelings etc) and then three differences. Through this activity, students will reflect on themselves and the similarities that exist among all people. The students will then take one similarity and turn it into a sentence. The class will combine their sentences to create a letter that the class will send to the author.

The students will self assess their performance with regards to: whether or not they were respectful of people s differences, contributing to the conversations in class, and whether or not their ideas reflect a global citizen s point of view.

3.2.2

Outcome Legend How are the rights, responsibilities and roles of citizens in communities around the world the same or different than those of Canadian citizens? (C, GC)