In this lesson, students collaborate, communicate, and synthesize new learning about the importance of agriculture to society. This is the culminating lesson in the unit, that pulls all lessons (1-11) together. Note: This lesson was created in accordance with the VIF Global Competence Indicators for Grade 4. For more information about VIF and these indicators, please visit https://www.vifprogram.com/. This lesson was developed by Brenda Todd as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students will be given a PBL problem “How can we use data collected for Feed the Hunger to solve problems and be prepared for our packing day on November 10th?” Student’s will develop a plan to package food for this organization. They will work in groups of 4 or 5 as they work on this PBL. This lesson was developed by Erin Plummer as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will be instructed to read a passage from the New York Times titled "A List of Previous Disasters in Haiti, a Land All Too Familiar With Hardship" by Inyoung Kang from October 4, 2016. It would be beneficial to link (http://nyti.ms/2duhKk1)the article to a classroom web page so students can access the links embedded within the article. This lesson was developed by Erin Plummer as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students will use the knowledge they have gained from the previous lessons to determine a problem faced by the Haitians that they can try to solve. They will then create an invention to help solve that problem. Students will present their inventions to the class in a Powerpoint, poster, or another media outlet. Presentations should be no more than five minutes in length. This lesson was developed by Erin Plummer as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students will activate their prior knowledge of Haiti from Feed the Hunger PBL and answer a few questions about Haiti statistics and value of money. They will also relate fractions to the statistics and money amounts. This lesson was developed by Erin Plummer as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will learn what Japan has adopted as their physical fitness activity plan. Students will research the popular ways in which Japan exercises and stays in good physical condition. This lesson was developed by Paul Wilhoit as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students will learn what the United Kingdom has adopted as their physical fitness activity plan. Students will research the popular ways in which citizens of the United Kingdom exercise and stay in good physical condition. This lesson was developed by Paul Wilhoit as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students will learn what the United States has adopted as their physical fitness activity plan. Students will research the popular ways in which Americans exercise and stay in good physical condition. This lesson was developed by Paul Wilhoit as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students will talk about why the US, Japan, Western Australia, and the UK have physical fitness plans that are similar in many ways. They will then produce a physical fitness plan that is ideal for themselves. This lesson was developed by Paul Wilhoit as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students will learn what Western Australia has adopted as their physical fitness activity plan. Students will research the popular ways in which Western Australia exercises and stays in good physical condition. This lesson was developed by Paul Wilhoit as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

There are endless methods for decorating pottery, from the forming stage through final glazing and beyond. The students will explore decorations on various pottery pieces from different cultures. They will look at carved and painted designs as well as printed symbols and pictures that adorn the outer surfaces of pottery forms. We will also discuss how the designs relate to the individual cultures; expressing feelings, telling stories and following traditions. The students will also make a personal connection to their own pottery form and explain their individual connections and meanings through designs for their pottery (scratch art design). This lesson was developed by Belinda Coston as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

In this lesson, the students will examine a variety of pottery forms; discuss their meanings, functions, and the different cultures that created them. This lesson will explore ways that pottery characteristics can give clues about how the forms were used in the past and their value based on the cultures that created them. We will also include the pottery made by the students in the first class to compare their choices for form, function and discuss if their ideas were influenced from their past knowledge of pottery. We will discuss, compare and critique each group’s responses. This lesson was developed by Belinda Coston as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students will explore pottery through specific characteristics to form a vessel and discuss its meaning and its function. They will develop an understanding for the value and meaning of their objects based on the form and how it determines the pottery function (use). Their personal connections to what they know will determine their choices for the pottery form and its function. This lesson was developed by Belinda Coston as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students will explore pottery through specific characteristics to form a vessel and discuss its meaning and its function. They will develop an understanding for the value and meaning of their objects based on the form and how it determines the pottery function (use). Their personal connections to what they know will determine their choices for the pottery form and its function. This lesson was developed by Belinda Coston as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Using the Zimbabwean folktale "Mufaro's Beautiful Daughters" by John Steptoe, students will learn strategies and methods on how to describe the overall structure of a story. Students will also be shown how to show respect for other cultures through the use of this book, world maps, graphic organizers and other African folktales.This lesson was developed by Lisa Bruet as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

The teacher will use the book, Lon Po Po by Ed Young. The students will learn strategies and methods on how to describe the overall structure of a story. The students will also be shown how to show respect for other cultures through the use of this book, world maps, graphic organizers and other Chinese folktales. While reading this Chinese folktale, the students will be able to explain how the artistic expressions of the culture contributes to the community through food, crafts, and stories. This lesson was developed by Lisa Bruet as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students will compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. The students will be able to understand how the cultures differ in food, language and arts through the two stories that are being compared and contrasted. Then, the students will use these tools that they know to help broaden and expand their cultural views by intergrating the folktales into the math, language arts and social studies curriculum.This lesson was developed by Lisa Bruet as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. The students will be able to understand how the cultures differ in food, language and arts through the two stories that are being compared and contrasted. Then, the students will use these tools that they know to help broaden and expand their cultural views by intergrating the folktales into the math, language arts and social studies curriculum.This lesson was developed by Lisa Bruet as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. The students will be able to understand how the cultures differ in food, language and arts through the two stories that are being compared and contrasted. Then, the students will use these tools that they know to help broaden and expand their cultural views by intergrating the folktales into the math, language arts and social studies curriculum.This lesson was developed by Lisa Bruet as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will collaborate together to choose, design, plan, and implement groups roles to determine what materials are needed to complete the project.  The teacher observe as student groups complete projects during the school day to ensure participation is achieved in an equitable manner. Students will select and research a specific folktale from the unit  Upon completing the group project, students may research a folktale independently provided the group agrees and their project goals are met.This lesson was developed by Lisa Bruet to fulfill requirements of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.