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Project Based Learning Unit Plan - Template
Name:
Molly Coffman
School Type:
Public School
Subject:
Global Studies
Grade Level:
4th Grade High Ability
Project Title:
Going Global Through Agriculture; Connecting Indigenous Peoples, Plants, and Animals in the Cultivation of Cuisine
Project Concept
Driving Question
Project Summary/Big Idea
How are all people connected through food? What is Agriculture?
Guiding questions:
· Before farming/agriculture, how did people find food?
· “How do you think the food may have varied-based on where the people were located?”
· “What role did migration of animals play with regard to the migration of people?”
· How did indigenous peoples use resources available to create the first regional cuisine?
Unit is a 15-week-long exploration of culture and how cuisine has been cultivated from native plants, animals, and resources by the indigenous peoples of a region.
The overarching concept is “Connections” as people of the world share connections through food, belief systems, communication, stories, and the Arts.
Students will engage in exploration of multiple cultures making connections to indigenous peoples, plants & animals, geography, environment and agriculture. During the month of November, students will explore the danger of a single story with a partnered school classroom and engage in PBL learning focused on different North American tribal First Nations.
Students will then:
*Educate peers/school community on their learning through group poster/infographics and presentations
*Engage in civic action by writing local policy makers to advocate for Native Americans via Pulitzer’s Global Change Writing Contest
Unit also includes extension PBL lesson that addresses SDG’s 12, 13, 15, 16 focused on environmental activism based on We Are Water Protectors and the Great Pacific Garbage Patch. See: Responsible Consumption lesson under “Teacher Reflection”
Subject Content and Interdisciplinary Connections
Geography/Geo-Inquiry
History
Reading/Writing/Research
Technology as a research tool
Power of story/representation and cultivation of multiple perspectives/identities
PBL: student choice/voice
Collaboration, communication, and critical thinking/problem solving
Reflection & contemplation of possible next steps
Global Competencies
*Investigate the world
*Communicate Ideas
*Take Action
Learning/Curriculum Standards: Indiana Department of Education
Geography
5.3.1 Demonstrate that lines of latitude and longitude are measured in degrees of a circle, that places can be precisely located where these lines intersect, and that location can be stated in terms of degrees north or south of the equator and east or west of the prime meridian.
5.3.4 Identify Native American Indian and colonial settlements on maps and explain the reasons for the locations of these places.
5.3.10 Using historical maps and other geographic representations/texts (written, maps, graphs, timelines, etc.) locate and explain the conflict over the use of land by Native American Indians and the European colonists.
Geography-World-History
GWH.5.4; Analyze and assess the impact of urbanization on the physical and human environments in various parts of the world
Social Studies-History
5.1.3 Compare and contrast historic Indian groups of the West, Southwest, Northwest, Arctic and sub-Arctic, Great Plains, and Eastern Woodlands regions at the beginning of European exploration in the late fifteenth and sixteenth centuries.
5.1.5 Compare and contrast the religious, political and economic reasons for the colonization of the Americas by Europe
5.1.6; Identify & explain instances of cooperation and conflict between Native Americans and colonists/translate to modern day
5.2.8; Describe group and individual actions that illustrate civic virtues (civility, cooperation, respect, responsible participation).
5.2.9; Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change
5.3.7; Identify major sources of accessible fresh water and describe the impact of access on the local and regional communities
6.1.10; Examine and explain the outcomes of European colonization on the Americas and the rest of the world
ELA
5RN.2.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text
Authentic Product and Audience
Student selected tribal nation study & research
Group/Partner work to create infographic/poster/projects to disrupt “single story” narratives and harmful stereotypes during Indigenous Peoples’/Native American Heritage Month
Project Management
Project Timeframe and Milestones (how many class periods/weeks is this PBL?)
Length of Unit is designed for an ongoing 40-minute block one day each week. However, time and frequency can be adapted depending on teacher/classroom need/time
What will Students Need to Know and How will they Get to Know Them?
Students need to understand how geography, climate, and resources impacted the change from hunter/gatherer migrating to sustainable agriculture, how those components cultivated cuisine
Students need to understand the danger of a single story and how stereotypes perpetuate harm
Students need to understand that they can curate their learning and take action on topics they feel passionate about.
Students will scaffold their previous learning with guidance from teachers and work to engage on learning about different First Nation tribes, collaborate in project work that interrupts stereotypes and engages in civic action involving SDG’s
Authentic Performance Based Assessment
Students will be presented with opportunities and choice in which to research aspects of a particular culture. Additionally, students will receive time to ‘show what you know’ with peers and other students around the school by showcasing their work and sharing their learning with the peers and teachers in the school community.
Differentiation and Scaffolds
In recognition of the individual differences of students within the classroom, opportunities for student interest/choice are included within each major cultural study. Deeper questioning and compacted lessons for those needing an extra challenge (High Ability/Gifted) are embedded Students can work as partners, small group or as a group depending on lesson as well as a visual SIOP visual strategy for ENL/ESL students to assess their comprehension.
Resources
National Geographic Educator Maps
Indigenous Fairy & Folk Tales Resource
Smithsonian Museum of the American Indian American Indian Removal Source (Smithsonian)
Pulitzer indigenous narratives
PBS Native America documentary
Zoom
YouTube (video clips/story)
World’s Largest Lesson Global Goals
Project Kick-Off and Building Background Knowledge
Kick-Off Event and Driving Question
Kick-off: Images of cuisine from around the world through gapminder.org
Question: How does geographic location, resources, native plants/animals shape cuisine over time?
Building Background Knowledge
Prior to this unit, students were provided glimpses of what school looks like in different parts of the world, how transportation differs based on location and landscape, what ‘play’ looks like in multiple countries and basics of geography-essential comprehension needed before launching into a cultural study.
Project Development Outline
Project Daily Outline - Overall Objectives and Practices for Each Class or Week
*Week1: Kick Off Inquiry Event
Week 2: Geography 101
Week 3: Chinese Cultural Study Day1
Week 4: Chinese Cultural Study Day 2
Week 5: Chinese Cultural Study Day 3 (research ½ day)
Week 6: Chinese Cultural Study Day 4 (presentations)
Week 7: Columbus-The Real Story
*Week 8: Latin America/Mexico Cultural Study Day 1 (Maya)
Week 9: Latin America/Mexico Cultural Study Day 2 (Current Day)
Week 10: Indigenous People of the Americas Day 1
*Inter-school activity
*Research remaining time
Week 11: Indigenous People of the Americas Day 2
*Additional mini-lesson (20 minutes) for Growth Lesson
Week 12: Indigenous People of the America’s Day 3: *Sharing of learning with peers/school community by highlighting project work
Week 13: Greek Cultural Study Day 1
Week 14: Greek Cultural Study Day 2
Week 15: Reflections/Connections
*Socratic seminar*
*Denotes possible extension/extra mini-lesson as to meet student need
Lesson Number & Number of Days for the Lesson
Lesson Title and Brief Description
Readings/ Resources Used
Unit Goals Addressed
Subject Matter Standards
Week 1:
Kick off/Inquiry Event & Review of previous learning
How are all people connected through food? What is Agriculture?
Use lesson 7 of OERlesson on Agriculture
YouTube
OERlesson 7
Foundation/assessment
Guiding questions:
· Before farming/agriculture, how did people find food?
· “How do you think the food may have varied-based on where the people were located?”
· “What role did migration of animals play with regard to the migration of people?”
3.3.4, 3.37, 3.3.9, 5.3.1
Week 2:
Geography 101: A crash course of geography
What IS Geography?
Introduce migration of people/food impact focus on vocabulary
Review:
Threshold 7: Agriculture
Google Maps
Use Infographic to explain concepts
Review of intro/kick off lesson
Vocab:
· Community (local)
· City/Town/Village
· State/Region/Province
· Country/Nation
· Continent
· Hemisphere (N/S/E/W)
· Planet/Globe/World
Discussion of migration and emergence of agriculture as it relates to geographic location/climate/resources
3.3.4, 3.37, 3.3.9, 5.3.1
Weeks 3-6:
China
4 40-minute lessons broken down into halves. Teacher-directed 20-minute lesson & 20 minutes of student collaboration (teacher conferring)
We Begin in the East
Intro to China/history and culture-used as a deep dive in which to scaffold upon future learning
A Year Full of Stories, BrainPop, National Geo Kids, *Lon Po-Po, Panda Express video, *The Seven Chinese Brothers, *What is the Great Wall of China
*Denotes book titles
Indigenous Folk Tales
Discuss of migration and emergence of agriculture as it relates to location. Discuss China’s natural barriers/terrain (ocean, mountains, desert) and impact on would-be invaders. Facts about China’s size, language, provide imagery. Underscore the differences in climate, language, religion
5.RL.1, 5.RL.2.1, 5.RL.2.2, 5.RL.2.4, 5.RL.4.2, 6.1.1, 6.1.2, 6.1.15
Week 7:
Columbus, Conquistadors, and Colonization
1 40-minute lesson
Columbus-the Real Story
Before Columbus, BrainPOP study.com
Book: Encounter
Correct any misinformation taught/learned about Columbus and present the findings of his journal as well as the ramifications of the Colombian exchange for indigenous people around the world. This will help build foundation for further exploration into the indigenous people of the Americas.
5.RL.1, 5.RL.2.1, 5.RL.2.2, 5.RL.2.4, 5.RL.4.2, 6.1.1, 6.1.2, 6.1.15
Week 8:
Maya/Conquistadors
1 40-minute lesson
Sophisticated Civilization:-Precontact
A Year Full of Stories, Native Language Map
Indigenous Folk Tales
Introduce students to Maya civilization and the scientific sophistication that existed pre-Columbian contact. Discuss the conquistadors and the impact it made on Meso/South America.
5.RL.1, 5.RL.2.1, 5.RL.2.2, 5.RL.2.4, 5.RL.4.2
Weeks 9:
Mexico Today
1 40-minute lesson
A Blend of the Old and New
Is That You, Abuelito? Michoacán YouTube
Tease: SDG’s
Reintroduce Infographic
Exploring current day Mexico and reflecting on the blend of ancient culture and Spanish influence. Focus on belief system, monarch migration, food, and Día de Muertos.
5.RL.1, 5.RL.2.1, 5.RL.2.2, 5.RL.2.4, 5.RL.4.2
Weeks 10 & 11:
Indigenous People of the Americas
2 40-minute lessons &
2 20-minute mini-lesson/student project work
Growth Lesson: Responsible Consumption: How Can We Reduce Plastic Waste Enrichment
The Native Peoples of North America, 10,000 Years of History
Team Study
PBS Native America
Pulitzer Lesson: Treaties
Intro activism contest
Build upon foundation of indigenous people of Meso America and apply a different narrative to students-from the perspective of Native Americans-spanning pre-contact to current day.
Cultivation of 60% of the world’s agriculture for food consumption
Discuss why ‘Thanksgiving’ is not a holiday celebrated by all.
Implementation of SDG work
5.RL.1, 5.RL.2.1, 5.RL.2.2, 5.RL.2.4, 5.RL.4.2, 6.1.1, 6.1.2, 6.1.15
Weeks 13 & 14:
Greek Mythology
40-minute lesson
Oh-My-gods! How Belief Systems Explain the Mysteries of Life
The gods and goddesses of Olympus,
From Zeus to Hestia, an introduction to Greek Mythology and how stories/belief systems were used to explain the (then) unexplainable. Connect to mythologies of China and Mexico as well.
5.RL.1, 5.RL.2.1, 5.RL.2.2, 5.RL.2.4, 5.RL.4.2,
6.1.1, 6.1.2, 6.1.15
Week 15:
Connections/Reflections
1 40-minute lesson
*Socratic Seminar
A Voyage Through Time-What Connections Have We Made?
Review Previous readings and infographics
Pausing to reflect and discuss the unit learning. Review readings-what sort of connections can be made between cultures? What are some over-arching themes we see with civilizations growing thousands of miles apart from one another? How can the SDG’s be implemented in our learning moving forward?
6.1.1, 6.1.2, 6.1.15
Authentic Audiences
Student Connection with Authentic Audiences
Collaboration with students from inter-school pairing (Week 10 & 11)
Student sharing of learning with grade-level peers & presentation to admin
Student action with local government letter-writing campaign (Pulitzer)
Student inter-school enrichment opportunity with Sister City school (Week 10 & 11)
Student Reflection
How will students reflect on their growth and learning after the project?
Lesson Exit Tickets:
To be completed weekly so teacher can assess, revisit, scaffold, and deepen student interest, voice, and learning.
The pre-and post-assessment are the same questions-denoting what the student knew before the indigenous people lesson, and after. The summative assessment is a culmination of PBL challenge, and a look at student’s enrichment project work.
Survey
Anecdotal data/Reflection with Socratic Seminar
Next steps in learning ideas (can repeat second semester using same framework, but studying different cultures; New Zealand, Brazil, Kenya, Japan).
Teacher Reflection
Note: This reflection pertains specifically to the Sustainable Consumption Lesson outlined below as it was one that I taught:
PBL Enrichment Lesson to Unit for H.A. Learners
Responsible Consumption: How Can We Reduce Plastic Waste?
~A collaborative lesson fostering environmental activism
Unit:
Going Global Through Agriculture; Connecting Indigenous Peoples, Plants, and Animals in the Cultivation of Cuisine
Date:
November 19th, 2021-ongoing
Standards: Indiana Dept. of Education Standards used are 5th grade for 4th grade High Ability classroom.
Social Studies 5.1.3; Compare & Contrast Indigenous First Nation tribes by region
Social Studies 5.1.6; Identify & explain instances of cooperation and conflict between Native Americans and colonists/translate to modern day
Social Studies 5.2.8; Describe group and individual actions that illustrate civic virtues (civility, cooperation, respect, responsible participation).
Social Studies 5.2.9; Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change
Social Studies 5.3.7; Identify major sources of accessible fresh water and describe the impact of access on the local and regional communities.
Geography-World-History
GWH.5.4; Analyze and assess the impact of urbanization on the physical and human environments in various parts of the world
Learning Objective:
Inspired by activism of Lakota Nation in response to Dakota Access Pipeline and the Book, We Are Water Protectors, engage students in discussion of SDG’s that can be impacted by reduction of single-use plastic waste with Sister City school; collaborative conversation about conservation, responsible consumption, and ways in which recycling initiatives can empower student activism.
Do Nows:
· Collect unused plastic utensil packages (COVID19 protocol) used by school over the course of the week as baseline data of 100% wasted single-use plastics
· Campaign: Save the Seas to educate students on “The Why”
· Ideas for greener initiatives (repository): Compostable/Plant Based Utensils, Recycling Pens
Modeling/Mini-Lesson:
· Define consumable in multiple contexts (relating to food and usage)
· What is pollution? What creates pollution?
· What is a single-use plastic?
· Intro the Great Pacific Garbage Patch (video)
· Who is impacted by this issue? When/How?
· Tie SDG’s to pollution and reduced plastic waste (6/12/13/14/15)
· How can students be active change-makers for a better tomorrow?
· How can we work with other students for more global impact?
Collaborative Learning:
· Teacher collaboration/co-teaching toward Global Goal work
· Student groups collaborate to capture image of/better understand school in a country other than their own
· Students research ways in which to incorporate more sustainable practices & more responsible consumption of single-use plastics at the school level (and at home)
· Students share their research and work as a paired school for positive change
· Students and teacher-facilitators grow their global competencies
Independent Practice:
· Initial group work to share what school looks like (images of lunch/classrooms/playground/art room/music room/gym/library) for better understanding of what a typical school day is like in Indiana, and in Essex, England
· Groups work to research ways in which single-use plastics can be reduced, alternatives to single-use plastics, and potential recycling initiatives that can be implemented at the school level
· Present learning and ideas to teacher facilitator(s)
Facilitator Responsibilities:
· Build foundation and continue to scaffold concepts regarding indigenous peoples’ history, activism, conservation, and oppression
· Introduce objective(s) in partnering with Sister City school in Billericay, England, and how global collaboration builds competencies of communication, critical thinking and problem resolution
· Set up initial meeting using vetted platform (Empatico) and discuss with partner teacher short and long-term goals
· Create student groups
· Follow up/schedule future meetings
· Gather student feedback (exit tickets)
Exit Ticket:
Assessment:
No formal assessment for this lesson, student feedback/anecdotal data collected via exit ticket.
Visual for ENL/Twice exceptional learners:
Deliverables:
· Exit Ticket
· Group designations
· Visual SIOP Strategy (for ENL Ss)
What am I proud of from the project? Describe a highlight moment.
I am most proud of the enthusiasm to be changemakers I witnessed in my students. Many were making connections to #teamseas (Youtuber) and were able to comprehend the enormity of wasteful consumption, and how it has led to the Great Pacific Garbage Patch. Students felt they were empowered to take small steps for big change. Some of the comments and questions I heard were:
“This is terrible!”
“This is everyone’s problem.”
“I don’t want to inherit a planet of garbage!”
“Why are we trying to go to Mars? We should be trying to clean up our planet first?”
“Why are people making plastic if they know it is bad for the planet?”
“Why are we not using silverware that can be washed instead of wasting plastic?”
“Did you know that food waste is also a problem in landfills? And old clothes!”
“If we cut up our old clothes and made toys for our dog out of them, is that recycling?”
“My dad is so wasteful. I’m going to have to have a talk about this with him!” (I will probably get some heat from parents who were chastised by their children for this lesson).
How did my students grow during the project (think about core content, global competence and personal growth)?
Students really stretched their learning as they made connections to their own life, identity, and perspectives as they related to those on a global scale. Students
What would I change or improve for next time?
Next time, I would allow for more class time devoted to project work and attempt collaboration with teachers in the building for more impact and student activism.