Culminating Assignment Part 2 - Glocal education toolkit

Kandice Shiell
Student No. 176700540

I created a toolkit for children from Grades 1 - 4, so each activity/lesson is simple but engaging.
Helping to open conversations, discussions and critical thinking of the world around them.
Using visual details in each lesson plan, maps, books, and pictures, students gain a deeper
understanding of the world and their place in it. It really helps them understand the Glocal
idea, that global and local are very interconnected.

This, taken directly from the ACT! Active Citizens Today website is true even to young children
between the ages of 6 and 10. We live in an interconnected and interdependent world in which
our lives are shaped by events that take place around the globe. We cannot isolate ourselves
from world events because recent trends in globalization mean that the social, economic,
political, and physical aspects of our lives are shaped by transnational forces. In order to help
students to understand the world in which they live, schools must teach about the
interconnectedness of the world...

As I was creating this toolkit I tried to think of things that could be used as a big unit, so all
activities can be used together. They all aim to teach the same lesson, and that is we are all
interconnected, different in our traditions and cultures but the same in how we feel, what we feel
and how we fit into this big world. The focus of my toolkit is cultures and traditions. I find it
fascinating to understand other traditions from around the world and as a child I always loved
that part of my own schooling. Learning, creating and being able to openly participate in
discussion around cultures is a great way for young minds to open the world of possibilities and
truly become a global citizen.

Below are 5 lesson plans that I created to focus on cultures and traditions within the realm of the
classroom. Each one can be used alone or they can all be used together to deepen the
understanding.

Enjoy!
Activity Name: PinIt Target Age Range: 6 - 10; Grades 1-4

Activity Duration: Multiple Lessons and Subjects: English, Social Studies,

Independent study time Geography

Intended Learning Outcomes: By visually seeing on a map just how diverse the classroom
is, it allows the students, especially young ones, to have a deeper understanding that
although we come from different places, cultures, religions, backgrounds, we are all very
similar as well. Making early connections to different cultures, races, traditions, etc. gives
children an opportunity to grow up being accepting, showing empathy and ultimately be a
global citizen.

Process & Set up:

Purchase a large world map that can be hung on a bulletin board in an open area of
the classroom. Something like this would work well
http://www.scholarschoice.ca/catalogsearch/result/?q=world+map+poster
Once the map has been mounted to the wall, with teacher assistance have the
students help find the location of the school. Once this has been found, using a
thumbtack, pin the location. This is HOME
Now give each student the chance to put a thumb tack where they or their families are
from. Some students may know this already but it would be a great take home
exercise for students.
Have the students explain to their guardians/parents, with an accompanying
note from the teacher, what they are doing in the classroom. Explain that
students are learning about different parts of the world and they would like to
learn more about theirs. Have parents/guardians write a quick note explaining
where they are from.
When every student has been plotted on the map, take a look and create a chart of
where all the students are from.
For younger children (6 years)
Give each student a take home project. Send them home with a note to parents
explaining the activity and that students are exploring the world around them. If
possible to please send an artifact related to their culture, family tradition, food,
picture, etc that the student can share with the class.
Setting up a schedule might be an ideal way of handeling who shares their
artifact at what point during the month.
Each student then has a chance to share with the classroom the item they brought.
Peers can ask questions, comment and touch the item (if applicable)
If possible, leave the item on a shelf/table in the classroom that the students can
independently observe.
For older children (7-10)
Once this is done the students have a chance to do some independent study, using
the internet, library, and other students as resource to gain knowledge of the country
of their choosing (you may have to choose to make it easier, and fair).
Have the student look at things like:
What do people in this country typically wear?
What do people in this country typically eat?
What do they do for fun?
What are some challenges this country faces?
What does the landscape of this country look like?
Are there any famous people from this country?
What are they famous for?
The student can then create a bristol board/digital slide show of all that they have
learned of this county and do a quick 10 minute presentation to the class

Resources Required: World Map, Thumb tacks, computer, internet, library books, bristol
boards, markers, pens, pencil crayons, glue, tape, paper.

Additional Ideas and Resources:

Assessment:
For younger children:
Did the student actually take the time to find out something about their own culture?
Did the student bring an artifact into the classroom?
Was the student willing to discuss the artifact with the classroom and engage in
question and comments?
For older children:
Was this student willing to research the country they were given?
Was the information cohesive, factual and put together nicely?
Were they competent researching via books, internet on their own with little to no
guidance?
Did the student put together a nice presentation
Speak clearly and slow enough for peers to hear and understand?
Were they able to answer questions confidently when asked?
Was the presentation (bristol board or digital slideshow) put together nicely,
neat and tidy, include pictures and text?

*** Try to have each student research and study a different country than the one they thumb
tacked on the map. This helps broaden students knowledge of the world and cultures and
traditions found in it.
Activity Name: PenPals from around the world Target Age Range: 6 - 10; Grades 1-4

Activity Duration: Once a month for the Subjects: English, Social Studies,
duration of the school year Geography, Liberal Arts

Intended Learning Outcomes: Writing Pen Pal letters helps students build confidence in
writing, helps develop brainstorming skills and builds a better global sense. Students learn
about the cultures and traditions of other parts of the world. Pen Pal writing is an exciting
thing to look forward to in the classroom.

Process & Set up:

Determine whether or not you would like to have your Pen Pal program set up digitally
or traditionally via snail mail. Snail mail opens up the possibilities to receiving, trinkets,
pictures, drawings, and more, while digitally will solely be text and digital photos. Both
are great options, determine whats best for your classroom. **
There are numerous ways of finding a classroom PenPal, some as easy and posting
on a teacher's message board looking for another classroom. There are also services
that will match you/your class up with someone else looking for the same (see
additional ideas and resources for links) **
Determine whether each child will be writing a letter to your PenPal or if there will be a
collaborative letter **
If each child is writing a letter
Make sure you read it over before it is sent to ensure no personal
information is written - address, telephone, personal family information,
etc.
Have the child brainstorm before they write their letters.
Are they all set at once, or staggered throughout the month?
If one letter is being sent as a collaboration
Have the children sit in groups to brainstorm questions, comments,
details, etc that can be set to the PenPal
Come together as a class to share ideas, information, questions, details
that the class would like to share, etc.
Write down all questions, you may need to figure out a way to
divide the questions throughout the school year. Students will
have a lot to ask.
Make sure students are equally giving details
School life, cultures, and traditions. Weather, local
events, etc.
Read the letter once it has been put together to the class, so everyone
has a chance to hear their questions, details, etc.
Do this once a month for the school year, each month your class/students will receive
a letter/package and each month you send a letter/package
There are many options when it comes to actually writing the letters, some examples:
Choose a monthly theme:

based on the month

September -> Beginning of School
October -> Halloween
February -> Valentine's Day
May -> Spring time, etc.

Culture of the classroom - How long students spend at school, what does the day look like for
them, what subjects do they take in school, etc.

Local Events - Maple syrup festival, multicultural festival

Food: What are favourite foods found in the classroom

Activities: What do students like to do outside of the classroom, what are their favourite
activities within the classroom?

Resources Required: Pen, paper, chart paper, envelopes (if using snail mail), stamps,
possibly souvenirs, trinkets, drawings, pictures, etc that can be sent to the PenPal, computer
and internet access if using email to communicate to PenPal.

Additional Ideas and Resources:

Services to help set up a classroom PenPal

http://members.ozemail.com.au/~penpals/ (written, snail mail)
http://www.epals.com/#/connections (digital)

Tips and Tricks for PenPal programs within your classroom

https://www.thoughtco.com/pen-pal-program-for-your-classroom-2081821

PenPal activity sheets/kits

https://www.teacherspayteachers.com/Product/Penpal-Kit-1960385
https://www.teacherspayteachers.com/Product/Pen-Pal-Letter-Kit-Graphic-Organizers-and-St
ationary-for-the-Whole-School-Year-1764462
https://www.teacherspayteachers.com/Product/Perfect-Pen-Pals-a-graphic-organizer-pack-23
01420

Once a PenPal has been set up, use a different coloured thumb tack to take note on the world
map in the classroom, where the Pen Pal class is from. This location can be used in the PinIt
presentations as well
** Set this up before the school year starts so that the first couple of weeks of school the
students can start participating in the Pen Pal activities

Assessment:
Were students able to come together and brainstorm questions, ideas and thoughts to
be put into the letter to the pen pal?
Were students able to stick to the theme of the letter?
If writing an individual letter,
Was writing neat, clear and understandable?
Was the letter written in proper structure for letter writing?
Was the writing spell checked and there proper use of grammar?
Activity Name: Picture my world Target Age Range: 6 - 10; Grades 1-4

Activity Duration: 60-80 minutes Subjects: Social Studies, Art, Language

Intended Learning Outcomes: This activity gives children a chance to look at their own
culture and get a deeper understanding of how they interpret it in their world. It also gives
children a chance to visually see peers ideas of culture, and family traditions. With such
diverse classrooms there will be lots to see.

Process & Set up:

Hand out one paper plate to each child.
Place some drawing materials in between groups.
Ask students to draw and use keywords to depict their family and their familys culture.
Have them illustrate a celebration/tradition that they celebrate with their family.
Encourage them to include pictures of people, places, food, symbols that
represent that particular celebration/tradition.
Who do you celebrate with?
What nationality/culture is your family?
Where do you usually celebrate?
Why is it important to celebrate?
What symbols/food/clothing/music is associated with that celebration?
When all children are finished with their paper plate culture pictures ask students to
join you on the carpet
If willing, have each child to display their world and explain the picture on the plate.
Ask them to tell about the food/symbols/clothing/music that their family or friends
celebrate with.
If students have questions, give them a chance to ask.
When all children have shared their plates, take a moment to ask students if they saw
any similarities/differences.
Hang these plates somewhere around the classroom so that students can observe
and view the plates at any time and open discussion amongst themselves. ***

Resources Required: Paper plates, craft supplies (felt, coloured paper, scissors, glue, gems,
etc), markers, pencils, crayons, pencil crayons

Additional Ideas and Resources:

Teachers can take this activity further by reading books related to celebrations from around
the world.
Special Celebrations Around the World by Jay Dale
Any of these books relating directly to a specific celebration would be another good
kick off to more open discussion.
http://www.scholarschoice.ca/catalogsearch/result/?q=celebrations+around+the+world
 Additional Ideas:
*** if space permits hang/attach the plates close to the PinIt map so that students can look at
the world and plates all together. To give them a chance to put the two activities together and
open further discussion

Assessment:
Did the student follow directions, and use the materials provided for this activity?
Was the student able to do most of the brainstorming on their own?
Was the student willing to participate in class discussion regarding their art activity?
Was the student able to answer questions and comments regarding their
activity?

Idea used and modified slightly from Global Neighbourhood resource book from the website Developing a
Global Perspective for Educators
http://www.developingaglobalperspective.ca/wp-content/assets/thematicpackages/global_neighbourhood_re
source_book.pdf
Activity Name: Day in the life of(Ethiopian Voices: Tsion's Life)
Target Age Range: 6 - 10; Grades 1-4

Activity Duration: 1 lesson, but can be used Subjects: English, Social Studies,
multiple times with different books Geography,

Intended Learning Outcomes: We take for granted what our day to day entails, from the
time we wake up in the morning until the time we go to sleep at night looks very different for
every person. Taking a look at what other children from other countries do in their day to day
life opens up opportunities for discussion, curiosity, and more.

Process & Set up:

For younger children (age 6)
Sit as a group on the floor and chart out your day in the life of., the teacher can
draw, write, or a combination of both on chart paper.
Use details like:
Wake up by alarm/mom/dad, eat breakfast - what is breakfast?, go to
school - what do you do here? how long do you spend at school? do
you walk to school? What do you eat at school? Who makes the food,
etc. What do you do after school? Walk home?, babysitter? Activities?,
etc.
For older children (7-10)
Instead of sitting in a group and discussing your day in the life, have your students
use a flowchart or other form of mapping that shows their daily activities. Use text,
drawings, symbols to show what your day looks like, use as much detail as possible
For both younger and older children (6-10)
Sit in the circle and read the book Ethiopian Voices: Tsions Life, focus on her day to
day activities. Show the pictures, discuss the text.
Once the book is complete, discuss similarities/differences in your students detailed
day vs. Tsions day. What looks the same? Does she go to school by bus? By Car?
Walking? Does she play soccer, dance, karate after school, etc. What does Tsion eat
everyday?
Allow students to freely discuss their thoughts on the book and Tsions Life.

Resources Required: Ethiopian Voices: Tsions Life by Stacy Bellward, paper, chart paper,
pens, pencils

Additional Resources:

More Day in the life- type books

Day of Ahmeds Secret by Florence Perry Heid
Cassios Day: From Dawn to Dusk in a Brazilian Village
Additional Ideas and Resources:
After reading the book(s), use yet another different coloured thumb tack to pinpoint the
location on the world map. This location can be used in the PinIt presentations as well, if
there are not enough locations for everyone.

Assessment:
Did the student follow directions?
Did the student understand the task at hand?
Did the student appropriately create a day in the life of flowchart, activity tracker,
etc.?
Was the student willing to participate in class discussion regarding
similarities/differences in the books character and their own daily activities?
Activity Name: Find someone who has Target Age Range: 6 - 10; Grades 1-4

Activity Duration: 1 lesson Subjects: English, Social Studies,

Geography,

Intended Learning Outcomes: A quick and easy lesson that shows differences in culture
can be found within the classroom. This lesson gives students a chance to discuss their own
personal cultures, traditions, and families within a safe, friendly and accepting environment.

Process & Set up:

Print of enough Find someone who has boards for each student in the classroom
Hand each student a Find someone who has sheet and pencil/pen
Each student then travels around the classroom asking students these questions.
If the student is a match, they can write their name in the box
Only one student per board
Once the students have finished (either by giving the an allotted amount of time, a
row, a full board, etc) have the students sit on the carpet
By raising hands the students should say:
Whose name was written for one board space ie. Fred Speaks more than
one language
That person then stands up (if willing), and shares with the class what the
board space represents ie. What language they speak, and if willing shares
one sentence in their language with the class.
This can then proceed on to another student in the same manner.

Resources Required: Find someone who has printed sheet, pens

Additional Ideas and Resources:

Use the map that was used in PinIt and thumb tack (if not already) the country that
was used on the Find someone who has board. This helps link the lessons and gives
a deeper understanding of just how diverse the classroom is.

Assessment:
Did the student participate in the activity by finding people within the classroom to sign
their printed sheet?
Was the student willing to discuss with the class their findings?
 Find someone who has.

Learned something Speaks more than Has watched a TV Live in a home where
about another one language show made in more than one
country recently another country language is spoken

_________________ _________________ _________________ _________________

Travelled to another Has a parent or Owns a TV or Can name a famous

country relative born in computer made in sports star from
another country another country another country

_________________ _________________ _________________ _________________

Enjoys food from Is wearing something Heard about another Likes music from
another country made in another country in the news another country
country recently

_________________ ________________ _________________ _________________

Has talked to Has a friend in Has received an Has a family car

someone who has another country email from someone made in another
lived in another in another country country
country

_________________ _________________ _________________ _________________

***This lesson plan idea and Globe-INGO board have been taken from the ACT! (Active Citizens Today):
Global Citizenship for Local Schools Learning activity 1 lesson plan http://www.tvdsb.on.ca/act/
References

https://www.edutopia.org/blog/literature-teaches-global-lessons-elementary-becky-morales
http://www.scholarschoice.ca
https://www.teacherspayteachers.com
https://www.thoughtco.com
http://www.tvdsb.on.ca/act/