Lesson Plan

Grade/Subject: 3/4 Social Studies Unit: Global Citizenship Lesson Duration: Two classes- 70
minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Overview of lesson: The students will catch up on any missed work from last class before
they start anything new (first 15-20 minutes of class). The students will watch a video based
on Childrens Rights. The students will then learn about rights and responsibilities as well as
how they are the same and how they differ. Students will look up their rights in the
Convention on the Rights of the Child. They will create a table that lists both rights and
responsibilities. Finally, the students will choose a right from the CRC and create a quilt piece
demonstrating their right with an illustration.

General Learning Outcomes: Students will demonstrate an understanding and appreciation

of Canadas roles and responsibilities in global citizenship in relation to communities in India,
Tunisia, Ukraine, and Peru.

Specific Learning Outcomes:

3.2.1 appreciate elements of global citizenship:
recognize how their actions might affect people elsewhere in the world and how the
actions of others might affect them (C, GC)
respect the equality of all human beings (C, GC, I)
3.2.2 explore the concept of global citizenship by reflecting upon the following questions for
inquiry:
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)
3.S.1 develop skills of critical thinking and creative thinking:
compare and contrast information from similar types of electronic sources, such as
information collected on the Internet
3.S.7 apply the research process:
draw conclusions from organized information

LEARNING OBJECTIVES

Students will:
1. Understand the concepts of rights and responsibilities
2. Know the importance of knowing your rights
3. Create an illustration that displays one of their rights

Inquiry Question: What are rights? Why are they important?

Guiding Questions: What is the difference between a right and a responsibility? Why should I know my
rights?

ASSESSMENTS
Formative:
Discussion
Prior knowledge check-in
Observation/Anecdotal
Reflections
Worksheet Chart

Summative:
Quilt Piece

LEARNING RESOURCES CONSULTED

Resource #1:
http://www.centreforglobaleducation.org/documents/Global_Citizenship_guide_for_Teachers_
WEB.pdf This link provides insight as to what the unit of Global Citizenship should convey to
the students
Resource #2:
https://www.unicef.ca/sites/default/files/imce_uploads/UTILITY%20NAV/TEACHERS/DOCS/GC/C
RCPosterEN_FA.pdf -Convention On The Rights Of The Child

MATERIALS AND EQUIPMENT

* Global Citizenship Booklets

* Paper for quilt piece
* Chromebooks
* Pencil crayons

PROCEDURE

Introduction (23 min.):

Have the students grab chromebooks

The students will get the first 20 minutes of class to finish their work from last class
o New links have been e-mailed to them
Formative Assessment
After the students are caught up, the lesson will move on to the next section.
Ask the students, Have you ever heard of the term human rights or childrens rights? What
might a right be?
If you have the right to do something, what might that mean?
o Provide examples (a right to go to school, a right to live with your parents etc)

Body (45 min.):

Learning Activity #1:

Watch the video about childrens rights
Formative Assessment:
o Post-questions: What was an example of a right explained in the video? Why are rights
important?
Learning Activity #2:
Go over the terms: rights, responsibility, and convention
Formative Assessment:
o Ask the students, Why do you think it is important for you to know about your own
rights?
Let a few students share
To use or take advantage of them, such as the right to an education
Formative Assessment:
Have the students complete the chart on the next page comparing and contrasting My Rights
and My Responsibilities
o Students will need a chromebook
o For students who are using chromebooks, remind them to stay on task
o They will find their rights posted in the link provided under Convention on the Rights of
the Child
o The responsibility section will be filled out with the students own personal
responsibilities such as chores at home, feeding their pet, taking care of their sibling
etc
o Give the students approximately 10-15 minutes to complete their chart
o They may have 3-5 answers on each side of the chart
o Walk around to observe and assist the students when needed
Once the students are finished creating their chart, or when time is up, they will move onto the
Quilt of Rights
This will be introduced to the students afterwards so that there isnt too much extraneous load
all at the beginning of the lesson

Learning Activity #3:

Summative Assessment- Quilt of Rights
Students will choose and research (if need be) a right from the Convention on the Rights of a
Child
Once a student chooses a right, they must come show me which one they will choose
If I approve it, the students will be given a piece of paper
They will write their right at the top of the page and then provide an illustration underneath
o Their picture must be coloured
o Example: Article 28: Children have the right to a good quality education. You should
be encouraged to go to school to the highest level you can.
o Illustration: A picture of the student with their friends
Write these steps on the board:
Step 1: Choose a right from the CRC
Step 2: Go and see Miss. Omilon with your right
Step 3: Start your project
*Have the students clarify with you and the class what needs to be done from start to finish*

Closure (7 min.):

Consolidation/Assessment of Learning: Were the students on task? Did some students finish? Were
other students far behind? Did the students follow instructions?
Have the class begin cleanup and agendas seven minutes before the end of class
Transition To Next Lesson: Next week well begin learning about World Organizations--students may
need the first part of next class to finish their Quilt Piece