PBL Lesson Plan: Global Citizenship and You
PBL Lesson Plan: Global Citizenship and You
PBL Lesson Plan: Global Citizenship and You
Instructor: Jennifer Vincent Unit Title: Global Citizenship: Becoming an Informed Citizen
Planning
Behavioral Objectives:
Students will create a blog of Students will post regular updates By including findings such as
their research, thoughts, and and show their growing news articles, videos, or other
opinions of their subject using an knowledge and understanding of documents to support their topic
app or tool of their preference. the subject. using factual evidence.
National Standards:
NCSS Standard 1: Culture
NCSS Standard 5: Individuals, Groups, and Institutions
NCSS Standard 6: Power, Authority, and Governance
● Modern Slavery
● Child Soldiers
● Armed Conflicts
● Fair Trade
● World Hunger
● Access to Education
● Child Marriage
● Global Climate Change
● International Refugees
● Endangered Species
● Extreme Poverty
● Gender Equality
● Sustainability
● Clean Water and Sanitation
● Teacher Approved Topic
● Self Awareness
● Respect of Differences
● Sense of Global Connection
● Curiosity
● Flexibility
● Effective and Appropriate Communication
● Analytical and Critical Thinking
● Empathy
● Understanding of Global Issues
● Intercultural Knowledge
Planner:
Visual aids will be placed throughout the classroom, explaining the various topics in this
unit such as photographs, maps, and posters to enhance the various portions of the lesson.
Students will be encouraged to view and discuss the various items throughout the unit and add
others of their own choosing.
The unit will begin with the teacher showing the video, The Benefits of Global
Citizenship. The Global Competencies will also be introduced, including the infographic, Global
Competencies. The teacher will conduct a whole class discussion about the issues concerning
global citizens. Students will be put into small groups of the teacher’s choosing for the duration
of the project. Student groups will need to choose one topic from the list or submit one of their
own choosing for the unit.
By the end of the unit, students will develop an understanding of their subject, its
historical background, methods used to support its continued use or abuse in the modern world,
and its global impact today. They will demonstrate a clear understanding of the subject, provide
several methods of what has been done to resolve or improve it and make suggestions as to how
they can contribute to the awareness and improvement of their chosen subject.
This project will be a whole semester unit in addition to the regular coursework due to the
evolving nature of this project.
● Collaboration
● Problem Solving
● Communication
● Creativity
● Information, Media, and Technology Skills
● Digital literacy
● Critical Thinking
● Globalism and Cultural Understanding
Project timeline:
Milestone Condition Due Date
Milestone 1 Unit will be introduced to the September 27th
class by the instructor.
Milestone 2 Students will coordinate with October 4th
their groups and choose a subject
for the unit. Students will justify
their subject choice if they are not
using a pre provided topic.
Milestone 3 Students will create a blog, wiki, October 11th
or other resource to share their
findings and research as well as
their opinions.
The Community aspect of the unit will be graded on the following criteria:
Grading:
The blog or other digital media will be graded based on the following criteria.
Blog Assessment Rubric
Name: ___________________________________
Criteria 0-2 points 3-4 points 4-5 points 5-6 points Total
Topic Topic is not Topic is relevant Topic is approved Topic is both relevant and
Selection approved or but was not but only partially approved and thoroughly
and appropriate. approved. addressed. covered by the assignment.
Relevance
Reflection Misunderstands Understands key Understands key Student understands the
and Critical key concepts but does concepts and relates depth and breadth of the
thinking and concepts. Reflec not reflect as it back to the subject matter and how it
Creativity tion not relevant relates back to unit. Articulately relates to the unit. Quality
to material. the unit. reflects ideas, and of work
opinions. demonstrates personal
reflection. Work is of
exceptional quality.
Structure Chaotic, Poorly organized, Articulates ideas Demonstrates growth and
disorganized digressive, or effectively. maturation of
presentation of circular ideas. Reflections build on
material. presentation of the unit and relate to the
ideas. lesson at large.
Grammar Frequent use of Uses some Uses correct Writes eloquently free of
and poor grammar, incorrect grammar and all grammar, spelling and
Mechanics sentence grammar, has spelling, has some sentence structure.
structure, and some spelling sentence structure
spelling and sentence errors.
structure errors.
Citations Sources are not Some sources are Citation format is Citation format is correct to
and Format: cited or cited or have web followed but links Chicago Manual of Style.
Chicago credited. links, but citation are missing.
Style style is not
Citation to correct.
be used
Technology:
Technology will include video to introduce and enhance the lesson, both to set the tone,
as well as encourage students to make connections to the subject. Students will have access to
unit resources relevant to the lesson. Students will be encouraged to utilize these as well as
continue creating their graphic organizers and utilize online research to enhance learning.
ESOL Accommodations:
Students will be paired with a student mentor or a bilingual student if available.
Translation applications and or additional visual aids will be provided in the case of a newer
ELL, though for many abstract concepts, translation may be more useful. ELL will be
encouraged to keep a graphic organizer in order to enhance their understanding of the lesson or
other accommodations as provided in their IEP. ELL will be allowed to utilize translation
software to facilitate understanding using a mobile device or computer. ELL students will be
allowed to complete the blog portion of their project in their native language, but must provide a
translated (through Google Translate or other app) version for the teacher and their group. Group
members will need to work with their ELL paired students to proofread their submission for
understanding.
Beginning level students will be given simplified instruction and vocabulary, nonverbal
support, as well as bilingual aids in order to enhance their understanding of the lesson.
Intermediate students will be provided sentence frames, an expanded vocabulary list, visual aids,
and group work to include a strong English speaking partner. Advanced students will be given
targeted language instruction along with an enhanced vocabulary lists, and being paired with a
strong English speaking partner.
Because this is a complex unit with a tremendous amount of information, I would need to
provide vocabulary lists, leveled questions, L1 support to beginning ELL or other supports as
appropriate. The lessons include video and audio portions, small and whole group work,
mentoring, and other supports. Poll Everywhere allows you to create a question, but I don't think
I could easily level it for differentiation for students, but maybe a translation app would be
allowable in this case.
I will need to use increased fonts, orally transcribed images or videos, larger images or a 1:1
student screen device so that they can manipulate the size of the image or fonts. Depending on
the degree of visual impairment, this can also be satisfied by seating them closer to the
presentation or passing them physical copies for study.
I will need to provide transcriptions or closed captioning of any videos, wear a voice amplifier,
or allow the use of headphones for any audio presentations, depending on the degree of hearing
impairment.
I can provide copies of handouts in an easy to read font, many of which fall into the category of
sans-serif fonts. Additionally, the reading demands can be replaced with audio recordings in
some cases, or the student can use a recording of the lesson in class as a study aid.
Students will be allowed some freedom of movement during the lesson, or provided a fidget toy
or other items. Assignments may need to be broken down into smaller, progressive chunks.
Assignments can also have reduced length, or differentiated assignments can be used such as oral
or digital presentations.