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Global Education Tool-Kit

Culminating Assignment

Wilfrid Laurier University

Mantaj Sahota - 210558930

March 31st, 2023

The Educational Divide: EM 202 - OC2

Dr. Nadeem Saqlain

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Table Of Contents:

Summary of Activities……………………………………………………………………….. 3

Activity 1: Planning Your Day……………………………………………………………….. 4

Activity 2: The Survey Of Gender Inequality…………………………………………….. 5 - 6

Activity 3: Health Is Wealth………………………………………………………………. 7 - 8

Activity 4: Without Clean Water, Your Life Becomes Harder……………………………9 - 10

Activity 5: Taking Action On The Climate To Create A Better Environment……………… 11

Developmentation Of Tool-kit - Reflection……………………………………………..12 - 13

References…………………………………………………………………………………... 14
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Summary of Activities:

This educational tool-kit helps students understand and develop knowledge to promote global

engagement and understanding on multiple topics including global hunger, gender inequality,

healthy living, the importance of clean water, and climate change. We are all fortunate

enough to be living in an environment where we do not have to experience these harsh

realities, not thinking about the issues going on in other countries. The lessons provided in

this tool-kit will be fun and interactive activities students will participate in with their

classmates. The lessons brought up are targeted towards students in grades 6-8.
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Activity One: Planning Your Day

Intended Learning Outcomes:

Gain a better understanding of harsh realities in certain countries
Encouraging communication among classmates
Inspire creativity in the classroom
Developed management skills

Required Resources:
Device to do research
Link to website: https://actionagainsthunger.ca/worlds-hungriest-countries/
Paper
Writing utensils

Process/Steps:
1. Students will be placed into groups of 4-6 (depending on class size) and will
randomly be assigned a country that has high hunger rates from the website listed
above
2. Each group will be given 15-20 minutes to do research on the specific country.
Students should answer the following questions:
a) How is a normal day spent by children, adults, and the elderly?
b) What is the yearly average income?
c) What is the average intake of calories for different age groups?
3. Once the research time is completed, students should be given an additional 8 minutes
to come up with their daily timeline on how they would spend a normal day in their
assigned country and how they would spend their income to produce the most
efficient outcomes.
4. After the 8 minutes has passed, each group will be given 3 minutes to present their
findings to the questions listed above in front of the class and then state how they
would plan their days based on the amount of average income their country has.
5. Other groups can ask questions or state some changes on how they would spend a day
in the country presented once the group is done talking

How does this activity promote global education and understanding?

This activity allows students in the classroom to research multiple countries in the world that
face high levels of overall hunger. It ensures that students complete research to better
understand world hunger and increases management skills as they will have to picture
themselves in the rough situation. By making each group present their findings and allowing
others to ask questions, students will be more engaged and interested in their classmates'
findings and they will get a rough understanding on the problems other countries face on top
of the country they researched.
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Activity 2: The Survey Of Gender Inequality

Intended Learning Outcomes:

Educate students on how gender plays a role in most scenarios
Develop critical thinking skills
Encourage communication between classmates
Improve understanding on intersectionality

Required Resources:
A copy of survey questions:
● Put a checkmark under the column that applies. (This is a sample of survey
questions).
1. Have you been told you cannot achieve something because of your gender?
Yes - Boy Yes - Girl No - Boy No - Girl

2. Have you experienced discrimination directly tied to your gender?

Yes - Boy Yes - Girl No - Boy No - Girl

3. Was there a time where you were not taken seriously because of your gender?
Yes - Boy Yes - Girl No - Boy No - Girl

Writing utensils

Process/Steps:
1. Students are put into groups of 3-4 (depending on class size) with at least one boy and
one girl. The groups are given 10 minutes to brainstorm some gender inequality
survey questions that relate to one person (ex: “Have You” questions)
2. Once the 10 minutes are up, students are required to choose 2 questions out of their
bunch that they believe best suit gender inequality today
3. The teacher writes out all the questions with the same format as above and hands out a
survey copy to each group. The groups are given 10 minutes to answer all the survey
questions and share their personal experiences to why they chose the specific column
4. The teacher collects the survey copies from each group and shares the results to the
class
5. It is likely that most girls chose “Yes”, whereas most boys chose “No”. Based on this,
the teacher will then ask the class some questions that they will discuss with their
groups
● Sample questions:
a) Did you expect the survey to have an outcome similar to what it did?
b) If so, why do you believe this was the outcome? Why do you think this
outcome was already predetermined in your mind?
c) After doing this exercise, do you believe gender inequality exists in
today’s world? Why or why not?
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6. Encourage students to share their answers to the class and have a class conversation
about the conclusion of the survey and how the results may differ in other countries

How does this activity promote global education and understanding?

This activity allows students to engage in a continuous, crucial problem going on in the
world. Although this problem may be diminishing in certain parts of the world, this activity
will show that gender inequality still does exist. Also, having a conversation of how this
survey may differ in other countries such as Pakistan or India, countries with high gender
inequality will cause students to learn more about this problem outside of Canada and how it
is affecting the lives of people around the world.
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Activity 3: Health Is Wealth

Intended Learning Outcomes:

Encourage a healthier lifestyle
Understand the benefits of a healthy lifestyle
Increased motivation for healthy living
Developing resilience/persistent skills

Required Resources:
Tom’s paragraph:
● Tom is a student at ________ public school. His favourite subject is Gym class
as he loves to play sports, do physical exercise, and lift weights. Tom has had
a healthy lifestyle since he was a child as his parents have encouraged him to
go down this path, so their son can reap the benefits. Tom’s favourite dish
consists of chicken, deep green vegetables, almonds, and his preferred
dressing to top it off. He eats fast food once a month, with his favourite food
chain being McDonald’s. Tom is a happy individual who enjoys his lifestyle as
it makes him feel clean and fresh.
David’s paragraph:
● David is a student at ________ public school. David does not enjoy any
subjects at school but looks forward to his lunch break as he usually enjoys the
food sold from his cafeteria. He enjoys a variety of dishes served such as
poutine, hamburgers with french fries, and pizza, but usually switches what he
buys depending on the day. David also enjoys eating fast food on the
weekends as it makes him feel happy with his favourite fast food chain being
KFC. David sometimes thinks about changing his lifestyle as he often thinks
of himself as “greasy and sweaty” but enjoys unhealthy food so much that he
cannot resist it.
Link to video: https://youtu.be/JY4wFitoAqk
Projector to play video

Process/Steps:
1. Split the class into groups of 3-4 (depending on class size) and hand each student a
copy of both the paragraph’s listed above.
2. Give the groups 5-10 minutes to read both paragraphs and think about what scenario
they would like to be in more.
3. Provide the students with an additional 5-10 minutes to discuss with their group
members on what lifestyle they chose and why.
4. Ask the classroom to raise their hand if they chose Tom’s scenario and then ask the
classroom to raise their hand if they chose David’s scenario. Although answers will
vary between classrooms, it is almost certain that some students will choose David’s
scenario.
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5. Show students the video linked above. Once the video ends, ask the same questions in
step 4 to see if the results change to favour Tom’s lifestyle more.

How does this activity promote global education and understanding?

This activity helps promote the idea of good health and well-being as it allows students to
discuss with their classmates when put into groups on why they chose Tom’s or David’s
lifestyle. The students that chose Tom’s lifestyle can try to convey those that chose David’s
lifestyle in the discussion time. This activity also provides a video that shows the
consequences of unhealthy living which may also change students’ perspectives on their
chosen answer.
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Activity 4: Without Clean Water, Your Life Becomes Harder

Intended Learning Outcomes:

Understand the importance of clean water
Become aware of the clean water crises
Increased problem-solving skills

Required Resources:
Writing Utensils
Water-usage table:

Daily activities that use water

Amount of water
used (in mL or L)

Total Water Used Total =

Calculator
Device

Process/Steps:
1. Handout a copy of the table above to each student to take home. Students will record
daily activities that use water and measure the amount of water used beforehand to the
best of their ability. Activities can include, but are not limited to washing dishes,
washing clothes, making food, watering grass, etc.
2. Once these activities have been listed and measured, students will add the numbers to
get the total amount of water used.
3. The next day in class, students will be put into groups of 3-4 (depending on class size)
and will be given 5-10 minutes to compare their numbers to see how each household
may differ.
4. Students will then be given 15-20 minutes to answer the following questions (some
may require devices):
a) Did you think your household used more water, or less water?
b) Do you believe you can survive with less water used?
c) What would you do if your tap water randomly began to come out
contaminated?
d) Do any countries face the problem listed above? If so, which ones
e) What can you do to try and help fix these issues?
5. Once the time is up, the class will have a chance to share their opinions on questions
c), d), and e) to help classmates understand the importance of clean water and how
dangerous it is if you do not have access to it.
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How does this activity promote global education and understanding?

This interactive activity promotes global education and understanding on the topic of clean,
sanitated water as it allows students to communicate with classmates on the issues that can be
caused if one has to live with contaminated water. This activity also allows an opportunity for
students to think about solutions to these problems and what they can do today to help
decrease the clean water crisis going on in certain countries around the world.
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Activity 5: Taking Action On The Climate To Create A Better

Environment

Intended Learning Outcomes:

Increased awareness on climate action
Communication and Teamwork skills
Fostering Creativity

Required Resources:
Writing Utensils
Devices for each student
Projector and computer to play presentation

Process/Steps:
1. Students split into groups of 3-4 (depending on the class size).
2. One member from each group comes up and picks a climate action topic from a bowl.
Topics include, but are not limited to plastic waste reduction, wildlife protection,
lowering pollution levels, and increasing the use of renewable energy.
3. Each group will create a 5-8 minute presentation centering around the idea of making
one cartoon that best represents their chosen topic and doing research to explain the
meaning behind it and how it promotes the topic at hand.
4. Once all groups have presented, each student will vote on what group best presented
their cartoon. Students must choose a different group other than theirs.
5. After the voting is complete, the winning group will have their cartoon printed out
and pasted somewhere in the class to remind students about the importance of taking
action to help the climate.

How does this activity promote global education and understanding?

The activity promotes global education and understanding as it allows students to complete
research on their chosen topic at hand. Not only will this research open the eyes of the
students on the consequences that may arise if no action is taken, but it will also help students
come up with a better cartoon to present in front of the class. By making each group present,
it allows all students to get a better understanding on multiple environmental issues, instead
of just the one assigned to them. Lastly, printing the winning cartoon and putting it up
somewhere in the classroom reminds the students of this important activity they have done,
and what they can do every day to combat the environmental issues at hand.
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Developmentation of Tool-kit - Reflection:

Developing my tool-kit on ways students can promote global engagement and

understanding in the classroom was an amazing way to apply my knowledge learned

throughout the course in a teaching style. Understanding and implementing different

activities students can use to help understand certain problems was a challenge as I wanted to

make sure each activity was engaging in some way. Being a student myself, being a part of an

activity that is not engaging defeats the purpose of it as you start to feel uninterested, and I

knew from the beginning this is not what I wanted in my tool-kit.

To help develop my activities, some questions I asked myself was: Would I be

interested in participating in this type of activity with my classmates? Does this activity

promote global engagement while educating students on the topic? Is this activity somewhat

challenging to the point where students use certain skills such as critical thinking or problem

solving? Having a challenging task at hand may sound counterintuitive to engagement since

students may not want to participate in the activity, but after working at Canada’s Wonderland

and knowing how bored I was when continuously doing easy tasks, adding some type of

challenge to the activities above was important for student engagement and to develop certain

essential skills. Making sure each activity answered these questions was important as it would

not only ensure the criteria of the assignment was met, but it would allow me to use this

tool-kit in my future career.

Although these activities can be done by any age group, I decided to aim it towards

students in grades 6-8 as this is the age students should be looking to develop their skills for

their future success. The five activities above help develop multiple skills such as

management skills, critical thinking skills, resilience skills, problem solving skills, and more.

After completing all discussion posts in the course, the one post that stuck out to me

was Lesson 10, post 2: Living on One Dollar. The series was very eye-catching not only
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because these people were living off of one dollar, but also because of the tough conditions

surrounding them. I cannot imagine living in the conditions shown, let alone living off of one

dollar. As this was the most memorable post in this course, I made sure my first activity was

related to world hunger and poverty.

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References:

Insider Tech. (2015, December 7). Unhealthy diet consequences. YouTube.

https://youtu.be/JY4wFitoAqk

The world's hungriest countries. Action Against Hunger. (2022, June 15).

https://actionagainsthunger.ca/worlds-hungriest-countries/