Glocol Education Tool Kit

for children in grades 4-6.

Source: Google Images

EM202
Emily Trudell
141471240
18 July 2017

Activity 1 - Hello, From Around the World!

Intended Learning Outcomes: This activity will be used as a simple introduction activity in the

Glocol Education Tool Kit. This activity will encourage students to research and expand their

knowledge on different countries throughout the world. This activity is aimed at generating

discussion and sparking conversation about how the world is full of unique and different

countries that are vastly

different from where the

students live.

Resources required:

Computer

Coloring utensils

Construction paper

Magazine clippings

Glue

Process/Steps:

The first step in this activity is to have students use a computer to pick a country of their choice

and find out what the main language of that country is. Once a country and language has been

determined students will be required to translate the word Hello using the language of their

selected country.

The second step in this activity is so students to create a large cut of out using construction

paper of the world Hello in the language of their country. Students will then use the

computer to research cultural traditions and uniqueness of that specific country.

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The third step of this activity is for students to creatively decorated their translated Hello

using the information found when completing step two. This can involve the use of the

countrys flag colors, traditional meals or anything that represents the specific country.

The fourth and final step in this activity to have students present to the class the country they

chose and explain two things that make their specific country different from Canada.

Source: Google Images

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Activity 2 Right to A Name

Intended Learning Outcomes: In this activity students are asked to consider why their name is

an important aspect of their identity and central to their sense of self and belonging in the

world. They are encouraged to understand the value of having name and how it allows access

to services. Students are encouraged to consider what their lives would be like if they were

never given a name and show the importance of being recognized by a name.

Resources required:

Blindfold

Construction paper

Coloring utensils

Lined paper

Pencils

Process/Steps:

The first step in the activity is to have children use paper and coloring supplies to draw their

name, students will be directed to think the following questions when drawing their names;

1. Why are you called by this name?

2. What does it mean to you?

This activity is aimed at attempting to make the students understand the value of their name

and how it has become apart if their live.

The second step of this activity is for students to be blindfolded and identify the person who

says hello to them. Students will then be asked to describe what if feels like if;

1. They are not recognized or your name is mispronounced

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2. To be called by more than one name by different people

3. To be ignored by someone who doesnt know your name

The third and final step to this activity will be for students to write a one page reflection on the

important of having a name. The written part of the activity will be paired with the students

drawing of their name in the first part and displayed on a board to the entire class.

Sources: http://www.globaleducation.edu.au/global-issues/gi-human-rights.htm, google

images
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Activity 3 GloBingo

Intended Learning Outcomes: This is an activity designed to excite students about the topic of

global citizenship. In this activity students will be encouraged to think about the connections

they have as individual people and how their classmates have connections to the rest of the

world. This activity promotes engagement and discussion.

Resources Required:

Pencils

Handout prepared for this lesson (on following page)

Process/Steps:

Students are required to take the handout provided for in this activity and walk around the

classroom and engage with other students by answering questions on the sheet. When the

students have completed the worksheet, they will be encouraged to share their results in a

classroom discussion.

Source: http://www.tvdsb.on.ca/act/
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Activity 4 Food Security

Intended learning outcomes: This is an activity designed to make students consider what

influences the food they eat and have them explore the key elements of food security as a

global issue.

Resources Required:

Pen

Lined paper

Process/Steps:

The first step of this activity is for students to make a list of all the foods they have eaten in the

past 24 hours. Students will then be asked to compare their lists in small groups and discuss the

different ways the food you ate can be classified, i.e. by food group or place of origin, and

weather the food is fresh or processed. Students will then be asked to brainstorm and list

factors that influence or determine what we eat, this includes preferences, cultural traditions

and access to food.

The second step of this activity is to discuss as a class how and why might your answers differ

from the experiences of people in other countries? Students will be encouraged to participate

in active discussion and come up with reasons of as to why food access may be different in

different parts of the world.

Source: http://www.globaleducation.edu.au/3007.html
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Activity 5 Mystery Skype

Intended Learning Outcomes: This activity serves as a great way to engage with other students

across the world interactively without have to travel to another place. Through this process

students will learn about geography, culture and have the opportunity to talk to students from

the different parts of the world they have learned about when completing previous activities.

Resources required:

Computer with webcam

Participating classroom from other country

Process/Steps:

In this activity, the teacher will have the children gather in one area and use skype to connect

with a classroom from another part of the world. Students will be encouraged to try and guess

the mystery location and vis versa with the other class. Students will be encouraged to ask

questions about culture, traditions and other aspects of that specific country. This activity gives

students the opportunity to see over skype the different countries they have learned about and

interact with students in the global community.

Sources: http://kidworldcitizen.org/2013/10/25/global-education-early-childhood/, google

images