Subject/Course: Civics / Name: Lauren Common
Grade Level: 10 / Date: 26 January 2006
Topic: Foreign Aid and Kenyan Drought / Time: 1-2h16 (76 min.)
2. Expectation(s) and Learning Skills
The students will:
· analyse responses, at the local, national, and international levels, to civic issues that involve multiple perspectives and differing civic purposes PCV.03
· analyse contemporary crises or issues of international significance (e.g., health and welfare, disasters, human rights, economic development, environmental quality, terrorism) IC4.01
· apply appropriate inquiry skills to the research of questions and issues of civic importance ACV.01
Today, students will:
· analyse a contemporary crises, the Kenyan drought
· work in groups to determine what (if any) foreign aid is being offered to Kenya
· determine their standing on giving foreign aid to countries outside of their own
· use problem solving and analytical skills to research and understand the involvement of individuals and non-governmental organizations that contribute to foreign aid for Kenya
3. Pre-assessment
A. (i) Students
· have an understanding of concepts of active citizenship from previous classes, such as our recent lessons on Walk for Life and Pick Ribbon Day
· have experience working in groups, formulating persuasive arguments, and engaging in class discussions or debates
· will have watched a documentary on TV the night before, as well as current newscasts
(ii) Differentiation of content, process, and/or product (may be accommodations
and/or modifications)
NOTE: THIS IS THE SAME
· S. P. has a significant word processing problem and requires someone to read to her and take notes – I will ensure the EA is present or pair her with J.J..
NOTE THIS MAY BE DIFFERENT
· T. J. and D D.Y. can not work together so I must ensure they are paired with cooperative students who complement them better, such as C. K. and K. M.
B. Learning Environment
· Classroom
· Seats may be moved together for the group work in pairs
NOTE THAT THIS IS DIFFERENT
C. Resources/Materials
· Kenyan drought article, Craig and Marc Kielburger, Toronto Star
· Famine Early Warning System: Kenya, December 2005 News release (http://www.fews.net/centers/innerSections.aspx?f=ke&m=1001786&pageID=monthliesDoc)
· World Food Programme: Fundraising Shortage (http://www.wfp.org/english/?ModuleID=137&Key=1980)
· Prime Minister of Canada: Report on the G8 Summit Results (http://www.pm.gc.ca/eng/news.asp?id=540)
· Data projector and screen; teacher laptop
· Handout of my slide show on Kenya with lines spaces for notes
· The chart students will complete is copied, hole-punched and ready to be handed out my student volunteers
4. Content (The What) / Teaching/Learning Strategies (The How)
A. Introduction (motivational steps/hook/activation of students’ prior knowledge)
Students’ background knowledge of Kenya via picture and TYP activity
THE CONTENT FOR THE INTRODUCTION IS THE SAME
Brainstorming Think/Pair/Share Activity:
· Have picture of Kenyan student(s) on screen
· Give the students forty-five seconds to think of and write down everything they know about Kenya. Then give them a minute to find a partner/turn to their seatmate, share their lists, and try to make an improved master list between then.
· Finally, go around the room and get one point from each partnership, writing their points on the board or on an overhead.
· Go around a second time before opening the floor to anyone who has anything to add to the master list.
· Teacher creates web on board with answers
B. Content for New Learning
Causes of drought:
- Short rain season
- cutting down of trees
- lack of crop rotation
Effects of drought:
- cattle dying, camels and donkeys, due to lack of pasture and water; land parched; no crops growing; children hungry and sick, as well as adults; people dying; higher temperatures
Roles of Foreign Aid:
- The Kenya Food Security Meeting (KFSM), comprising UN agencies and government officials, is feeding 1.2 million people, but fears numbers will soon double
- Mercy-USA for Aid and Development (M-USA) distributed maize (corn) meal and cooking fat to approximately 6,050 persons affected by severe drought in the Kajiado District of southwestern Kenya.
Shortfall of foreign aid:
-Not enough
- government corruption and lack of proper distribution
- a big percentage may goes for administrative costs
- who decides who is worthy of aid, e.g. who gets what
- lack of coordination between agencies
- Kind of food
ALTHOUGH THE CONTENT IS THE SAME AS THE APF, THE DIPF APPROACH IS MORE TEACHER CENTRED & USES DIRECT INSTRUCTION. IN THE APF, IT IS THE STUDENTS WHO WOULD BE ‘DISCOVERING’ THE NEW LEARNING. / B. Teaching/Learning Strategies for New Learning
PowerPoint: my presentation (attached handout of slides for reference); student listen and take notes on the slide sheet
1) Ask the following questions as slides progress to encourage group discussion:
What caused the drought in Kenya?
Were you in North Bay for the heat wave this summer? How did you cope?
What do you know about the effects on the environment? On people and animals in different regions?
When we had our recent tornado, what did you do? What did you see in the community? How do you think people felt in Kenya?
These children and starving: how does that make you feel?
What has Canada been doing to alleviate the situation? The USA? Other agencies?
For homework, I’m going to ask you: “If you were head of the Ontario Foreign Aid Agency, how would you use money donated by Canadians to ease the plight in Kenya?” Make sure you are reflecting on this and making notes.
Why is there such a shortfall of foreign aid?
What are some problems associated with local government officials?
How is food distributed? Why does some food end up rotting in warehouses?
Since there are so many problems, why should we bother?
NOTE THAT THESE ARE THE KEY, EDUCATIVE QUESTIONS—DON’T WRITE 10-15 PAGES LESSON PLANS; 3-4 PAGES IS USUALLY ENOUGH
5. Consolidation/Recapitulation Questions (Check for understanding/scaffolded practice)
(5 minutes)
After the presentation, the teacher will show an overhead with “Kenya Drought” in the centre and the key concepts just covered in surrounding circles (Cause/Effects on Environment/Effects on People/Canada’s role/USA’s Role/Why lacK of $$?). Teacher probes and prompts will solicit their answers.
6. Application (Moving from guided, scaffolded practice to increasingly independent practice and understanding / gradual release of responsibility)
#1 (30 MIN): Choice: Students propose and create individual Plans of Actions, or plans in groups or 2, to alleviate the crises using the appended chart, such as:
- raising money to donate to non-governmental aid organisations working in the area
- lobbying the Canadian government to address the issue of the drought in Kenya and the surrounding areas
- lobbying the Canadian government to fulfil its aid promises, thereby calling international attention to the situation and hopefully prompting other G8 governments to do the same
- etc.
The teacher will circulate and help as needed. The teacher will collect Plans of Action.
#2: (5-10 MIN) after the consolidation questions, students will write a reflective summary in their Civics notebook: “If you were head of the Ontario Foreign Aid Agency, how would you use money donated by Canadians to ease the plight in Kenya?”
NOTE: THIS AKS THE STUDENTS TO APPLY & PRACTICE THE NEW KNOWLEDGE
7. Lesson Conclusion
The teacher will collect Plans of Action.
At the end of the period, I’ll briefly ask various students to respond to the three main content areas:
· Tell me three major effects of the drought in Kenya and surrounding areas, both in terms of environmental and human impact.
· What has hindered G8 foreign aid commitments, particularly regarding environment and health in Africa? Name 4 factors.
8. Assessment (collection of data) / Evaluation (interpretation of data)
I will collect and grade the completed charts with points per category, and a scale of 1 (LOW) 2 (AVERAGE) 3 (HIGH). This scale is for assessing, not evaluating. See appendix.
9. Teacher Candidate’s Reflections on the Lesson
A. (i) Evidence of Student Learning Related to the Lesson Expectation(s)
□ Overall, students understood and achieved my expectations. I’m glad!
□ SP (who has a word processing problem) worked very well with JJ, who is a strong mentor.
□ T. J. worked okay with CK.
□ D.Y. and K. M. complemented each other.
(ii) Next Steps for Student Learning Related to Lesson Expectation(s)
□ I’ll have SP and JJ work together again next class since they seem to be a good team.
□ Next time, I’ll put T.J. with K.L.
□ I’ll keep DY and KM together next time since KM seemed to help keep DY focused and cooperative!
B. (i) Evidence of the Effectiveness of the Teacher Candidate
□ I feel my hook was a success!
□ My classroom management was better today, and I feel I made progress with TJ and DY, who can be a bit arrogant and demanding at times.
□ My communication with students has improved since I started using anecdotal notes, recording behaviours, and giving increased positive feedback and praise while the work!
□ I think I can lessen the direct instruction component of my teaching.
□ I stayed in front of the class too much, despite my ole B.Ed. profs at Nipissing UNI warning me over and over, “Circulate! Circulate
(ii) Next Steps Related to the Effectiveness of the Teacher Candidate
□ I want to experiment some more with cooperative learning strategies, such as the TYP. Next time, maybe I’ll try a Match Mine hook?! That would be fun and motivating!
□ With TJ and DY, I’ll continue with the democratic, negotiating style. Meeting with them discreetly and after class seems to work, as well as giving them chances. They really seemed to appreciate that.
□ I’ll step up the use of anecdotal recording and praise since it seems to be working like a charm!
□ Next class, I’ll less the direct instruction component from 20-15 minutes, and increase the cooperative learning part since student reacted so positively to this.
□ From now on, I’ll make a more concerted effort to circulate all the time, In fact, I’ll ask the class to remind me if I get rooted again up front.
APPENDIX 1: Chart
Issue / Data / List the steps in your plan of action / Possible resources that might be utilized to support the plan / Possible human resources that might be utilized to support the plan / Timeline for
Implementation
Drought in Kenya
Impact of the Drought on the Kenyan Population
International responsibilities
APPENDIX 2: Rating Scale For Homework (Assessment)
PLAN OF ACTION Names:SCORE: 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3
Issue / Data / List the steps in your plan of action / Possible resources that might be utilized to support the plan / Possible human resources that might be utilized to support the plan / Timeline for
Implementation
Drought in Kenya
Impact of the Drought on the Kenyan Population
International responsibilities
Direct Instruction Planning Format
6 Nipissing University – Practice Teaching Handbook 2008-2009