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Prepared by: Marquita Rawlins School/Location: The Meadows Elementary – DeSoto, Texas
Subject: Math Grade: 5th Interdisciplinary Unit Title: Education and Poverty
Time Needed: 9- Weeks
Unit Summary: Students will study the impact of quality education on poverty. The educational system of various countries will be explored to
determine the comparison of its poverty level. In this unit students will calculate poverty over the last 10 years for each country selected.
They will then graph their results for a visual comparison to be used to determine a viable solution or recommendation.
GLOBAL COMPETENCY:
● Investigating the world
● Recognize perspectives
● Communicate ideas
● Take action
TECHNOLOGY USED:
● ePals
● Padlet
● Google Classroom
● Google Docs
● Google Slides
● Skype
RESOURCES:
∙ Youtube
∙ http://cdn.worldslargestlesson.globalgoals.org/2016/06/21
-Education-Can-Transform-the-World.pdf
∙ http://cdn.worldslargestlesson.globalgoals.org/2016/06/12
-Why-Are-So-Many-Children-Still-Not-In-School.pdf
∙ Twitter
Stage 2 - Evidence
Assessment Evaluation Criteria (Learning target or Student Will Be Able To)
Assessments FOR Learning: 1. Share different ideas about views on education in the world
1. Observations 2. Share different questions about the causes and effects of
1. Rehearsal of presentations poverty
2. Think-Pair-Share “quick” talk among the 3. Describe the different views on poverty from the perspective
individual classrooms; then brainstorming and of different countries
listing ideas 4. Explain the causes and effects of education on poverty
2. Classwork Assignments 5. Make observations about what other countries are doing to
1. (Google Document Collaboration) Research increase education
and document the effects of education on 6. Discuss and work collectively, efficiently, and productively in
poverty within 2- assigned countries diverse groups.
2. (Google Sheets) Create graphs using data 7. Identify the global significance of increasing the education
collected to compare and contrast impact on level to reduce poverty
researched countries 8. Self- reflection of collaboration
3. Discussions
1. (Skype) Visit partner country and peers to
dialogue about stated problem, possible
causes, and resolutions
4. Exit Tickets
1. (Padlet) Post weekly what you know (K),
learned from your research and discussions
(L), and list any driving questions (W)
2. Presentations
∙ Families
∙ Students at our school
∙ Community
3. Reflection
∙ Students will present the progress of their work
weekly to generate ideas and modifications for peer
groups
∙ Students will present final findings and explain the
techniques acquired from their learning that was
used to arrive at the final result
Stage 3 - Learning Plan
Summary of Key Learning and Unit Plans - Students will collaborate with students from another country in
researching a global issue that impacts all individuals. The students will utilize problem solving and critical
thinking skills to assess the issue of literacy and its impact on the economy, in particular poverty. This will be
determined by graphing data, and comparing and contrasting trends of selected countries.
Week 1: Students will be introduced to the meaning of global education and its importance; and assigned to
their groups for collaboration.
Week 2: Students will meet their partner classroom and introduce themselves. Groups will present preliminary
discussions on assigned issue.
Week 3: Groups will conduct research on the causes and effects of education on poverty, and document
findings on Google Docs for collaborative sharing of information and discussions.
Week 4: Groups will collect data on the solutions that other countries are using to increase interest in
education.
Week 5: Groups will devise a plan to propose solutions for their increasing interest in education in their own
community.
Week 6: Students will peer review group presentations by commenting and listing any suggestions or
recommendations.
Week 7: Students will identify and discuss the global impact of their recommendations.
Week 8: Students will revise presentations and make final corrections; then publish for final analysis.
Week 9: Students will collectively present and defend their findings to 4th grade students during a campus
sponsored assembly.
Lesson Title: Introduction to Global Citizenship Subject: Math Prepared by: Marquita Rawlins
Where is the lesson going? SWBAT defined global citizenship; and being kind to others despite their
(Learning Target or differences.
SWBAT)
SWBAT 5.2B Compare and order two decimals to thousandths using
selected populations.
Students will jot their ideas of global citizenship on a post it ● Choose audiobook. Students can
note; then go to computer to type it on Padlet. Students will select to have story read to them.
discuss their responses at their tables, and rotate to each
table for discussion. Lastly, students will view video on ● Students can self-select to have
Learning to live together in peace through Global Citizenship words defined in story.
Education https://www.youtube.com/watch?v=KuKzq9EDt-0
Equip:
Evaluate:
Notes:
Organization: