Author:
Melody Casey
Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
5
Tags:
  • GEDB
  • Global Education
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    GEDB 5th Grade Poverty Unit: Video Research (Lesson 3 of 6)

    GEDB 5th Grade Poverty Unit: Video Research (Lesson 3 of 6)

    Overview

    In this lesson, students will be shown four images of how people eat when living in poverty around the world. Students will have to discuss what is taking place in the images and how poverty may look different in other countries. Students will analyze two videos from different parts of the world in which there is a high percentage of people living in poverty. The students will be placed into groups and rotate through the videos. They will use these videos to conduct research and answer questions to reflect and further their knowledge. This lesson was developed by Jena Hazelwood 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.            

    Lesson Plan

    Description

    In this lesson, students will be shown four images of how people eat when living in poverty around the world. Students will have to discuss what is taking place in the images and how poverty may look different in other countries. Students will analyze two videos from different parts of the world in which there is a high percentage of people living in poverty. The students will be placed into groups and rotate through the videos. They will use these videos to conduct research and answer questions to reflect and further their knowledge.


    Content

    Student Engagement/Motivation

    Student Engagement/Motivation (15 minutes):

    The teacher will use the book Hungry Planet: What the World Eats by Peter Menzel to show students four images centered around poverty in the world. The teacher will pass out copies of the handout: Lesson 3 Hungry Planet: What the World Eats by Peter Menzel Image Questions (see Lesson 3 Hungry Planet: What the World Eats by Peter Menzel Image Questions attachment). If the resource is not available, the teacher may use images from other books or websites that reflect hunger around the world. The handout includes the following questions:

    • What is happening in the photo?
    • How are these photos similar and different?
    • How does poverty look around the world?

    After the four images are shown, students and a partner share the answers to the above questions. Each student will have 30 seconds to share and discuss (total of 1 minute).

    After students have had time to discuss all four images in pairs, they will discuss each images as a whole group.

    The teacher will introduce the words food insecurity, food security, and malnutrition. The teacher will discuss with students the meaning of these words  and provide examples.


    Learning Targets and Criteria for Success

    I can define poverty.

    I can compare and contrast poverty in different places around the world.

     

    I will use photos and research data to help me compare and contrast poverty around the world.

    I will watch three videos about poverty in different places around the world to become more aware of what is going on around me.


    Supplies/Resources

    Print Resource:

    Hungry Planet:What the World Eats by Peter Menzel

     

    Website Resources:

    India-Asia video: http://pulitzercenter.org/reporting/it-grows-india-faces-problems-feeding-itself

    Alternative Website if technology is not available: https://www.huffingtonpost.com/2012/05/15/india-child-hunger_n_1517098.html (print copies for students to read at station)

    Nigeria-Africa video:http://pulitzercenter.org/reporting/nigeria-families-left-hungry

     

    Supplies:

    Poverty Video Research Questions (see attachments)

    Hungry Planet What the World Eats by Peter Menzel Image Questions Handout (see attachments)

    Laptops (if laptops are not available you may watch the videos as a whole group on a Smartboard or other device)

    Document camera (if there is no document camera, the teacher can walk around the room) to view images from Hungry Planet:What the World Eats by Peter Menzel (if the book is unavailable the teacher may use an interactive whiteboard to show the e-book version)

    Poverty in India Reflection Questions (see attachments)-alternative if no technology available


    Learning Tasks and Practice

    • Guided Practice and Reflection: (45 minutes)
      • The teacher will introduce the station activity by reviewing how students are to act when working in a group (taking, turns, listening while others are talking, everyone participating, comment after someone speaks, etc.). The teacher will explain to the students that they will rotate through two stations and have time for reflection.
      • Students will be placed in groups to rotate through two stations to learn about poverty in Asia and Africa. The teacher will determine the number of groups and the number of students in each group. Groups will rotate every 25 minutes until they have been to both stations. While the students are conducting research and reflecting on the question stems, the teacher will be observing and guiding groups who are in need of further instruction.
        • Station 1 (25 minutes): At this station there will be five computers that will show a video on poverty in India (Asia). Each of the five groups will watch the video and use the following questions to reflect on their learning. To reflect, the research question handout will be placed at each workstation (see Poverty Video Research Questions attachment). Each group will use one piece of paper to answer the questions. To ensure that all group members are participating and reflecting, they will take turns answering the questions by passing the paper to each group member after discussing the answer as a group.
          • What type of food insecurity is found in India?
          • Do they have adequate amount of water? How does that affect their food insecurity?
          • What impact will water pumps, dry season cropping, fertilizers, pesticides, and other food insecurity solutions have on the environment?

     

    * If there are is no technology available to show the video, the teacher may use the following website to print off a short article for students to learn about poverty in India: https://www.huffingtonpost.com/2012/05/15/india-child-hunger_n_1517098.html

          • The teacher can use the following questions for reflection if the article is used (see attachments):
            • What are the consequences of malnutrition for children?
            • What do families eat to stay nourished? How does this make you feel?
            • What plagues welfare systems in India? How does this affect children living in poverty?

     

        • Station 2 (25 minutes): At this station there will be five computers that will show a video on poverty in Nigeria (Africa). Each of the five groups will watch the video and use the following questions to reflect on their learning.  To reflect, the research question handout will be placed at each workstation (see Poverty Video Research Questions attachment). Each group will use one piece of paper to answer the questions. To ensure that all group members are participating and reflecting, they will take turns answering the questions by passing the paper to each group member after discussing the answer as a group. If there is no technology available, the teacher will print off the transcript for the video for the students to read instead of watching the video.
          • What type of food insecurity is found in Nigeria?
          • What causes this food insecurity?
          • How does the government affect food security?

     

    • Sharing and Closure: (10 minutes)

    Students will come together as a whole class and share their findings. Each group will pick a spokesperson to speak, but all group members will come to the front together. The teacher will note important points to ensure that students understand the similarities and differences of poverty around the world. To conclude the lesson, the teacher will share with students that in the next lesson they will continue their research on poverty by researching poverty in North Carolina. They will also participate in another simulation activity.


    Technological Engagement

    Students will use laptop devices to conduct research by watching videos about poverty around the world (if laptops are not available you may watch the videos as a whole group on a Smartboard or other device. The teacher may also use the aternative activity provided in station one as well as the transcript for station two's video under learning tasks and practice). The teacher will use the document camera to enhance the viewing of images of people eating around the world (if there is no document camera, the teacher can walk around the room). If the book is unavailable, the teacher may use an interactive whiteboard to show the e-book version.


    Collecting and Documenting Evidence of Learning

    The teacher will use observations while the students are watching videos in groups to research about poverty around the world.

    The teacher will review the video research group answers to the questions provided during the activity to assess understandings of poverty in different locations around the world.


    Student Self-Reflection and Action Steps

    Students are given opportunities to share thoughts to a partner as well as the whole group. If students have not met instructional goals they will be paired with students who have met the instructional goals and can help further understandings. Students that have met the instructional goals can help coach students who need further support. The teacher can monitor throughout the lesson to support students who need additional instruction.


    Feedback/Instructional Adjustments

    Throughout the lesson students are given opportunities to work together and reflect on their understanding of poverty. Students are given time to share their thoughts and are given feedback from their peers and teacher. There is paired discussion throughout the lesson as well as whole group discussion that will enable the teacher ample opportunities to provide feedback. The teacher can adjust the lesson by spending more time on certain topics if the students are not showing adequate knowledge. There can be further conversations about poverty if the teacher feels that it is necessary before moving on to another activity.


    Extended Learning Opportunities

    Students can create a brochure of different ways that the community can help those living in poverty. Students can research different organizations around the world that help those living in poverty and create a service project to help one of the organizations.


    Teacher Reflection of Learning

    The teacher will review the group video reflections and use observations throughout the lesson to ensure that students are meeting the goals of the lesson.