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Facing the Future Presentation at NCSS 2012
 

Facing the Future Presentation at NCSS 2012

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We sometimes shelter students from challenging issues because we struggle with them ourselves. Learn about using children's literature to frame global challenges as opportunities to make a positive ...

We sometimes shelter students from challenging issues because we struggle with them ourselves. Learn about using children's literature to frame global challenges as opportunities to make a positive difference.

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    Facing the Future Presentation at NCSS 2012 Facing the Future Presentation at NCSS 2012 Presentation Transcript

    • Their Voices, Their World:Connecting Social Studies, Literacy, and Science Dave Wilton www.facingthefuture.org
    • Copyright © 2012, Facing the Future
    • Copyright © 2012, Facing the Future
    • "When asked if I am pessimistic or optimisticabout the future, my answer is always thesame: If you look at the science about what ishappening on earth and aren’t pessimistic,you don’t understand the data. But if you meetthe people who are working to restore thisearth and the lives of the poor, and you aren’toptimistic, you haven’t got a pulse." ~ Paul Hawken Environmentalist, entrepreneur, and author Copyright © 2012, Facing the Future
    • About Facing the Future Seattle-based nonprofit founded in 1995 Interdisciplinary global issues and sustainability curriculum for K-12 Over 1.5 million students reached annually All 50 U.S. states and over 120 countries Professional development www.facingthefuture.org and consulting Copyright © 2011, Facing the Future
    • Copyright © 2010, Facing the Future
    • Sustainability is . . .“. . . meeting theneeds of the presentwithout comprisingthe ability of futuregenerations to meettheir needs.”“Our Common Future,” UnitedNations Brundtland Report, 1987
    • Defining Sustainability Social Well-being SustainableFlourishing Communities StrongEnvironment Economy Copyright © 2010, Facing the Future
    • Teaching Global Sustainabilityin the Primary Grades 4 Lessons Simple, local, and personal learning experience Diverse learning modes Integral use of children’s literature & music Focus on systems and interconnections Copyright © 2012, Facing the Future
    • Lesson 1:Map of Myself
    • Lesson 1:Map of MyselfExplore personal identity and cultureRespect diversity of identities and cultures Copyright © 2012, Facing the Future
    • Lesson 1:Map of MyselfActivities ResourcesNon-verbal My Map Book introductions by Sara FanelliDefine identity Fish is Fish and culture by Leo LionniPoster and scavenger hunt “So Much the Same” by Judy and David Gershon Copyright © 2012, Facing the Future
    • Copyright © 2009, Facing the Future
    • Lesson 1:Extension and Action ProjectsInterview local community members (or older “student buddies”) to learn about their identities and cultures.Map their origins, draw portraits, take pictures, compile the biographies into a book, and/or create a mural. Copyright © 2012, Facing the Future
    • Lesson 2:Connections All Around Copyright © 2009, Facing the Future
    • Lesson 2:Connections All AroundActivities ResourcesField trip to a “The Green Grass dairy/produce Grows All Around” farm or garden If You Give a Mouse aDraw or journal Cookie about farming by Laura NumeroffFood webs The Lorax by Dr. Seuss Copyright © 2012, Facing the Future
    • Lesson 2:Connections to Children’s LiteratureK - 2nd grade If You Give a Mouse a Cookie by Laura Numeroff3rd - 4th grade The Lorax by Dr. Seuss Copyright © 2012, Facing the Future
    • BEEF BUN PATTY Connections Connections Wheat, water, sun, Grass, water, chemicals, tractor, feedlot corn, oven to cook buns, slaughterhouse, plastic bag for buns butcher, trucks CHEESE TOMATO Connections Connections Milk, cow, Soil, sun, fertilizer, water LETTUCE people to pick veggies, truckTo make a cheeseburger it takes cows for the beef patty, water and soil for thelettuce and tomato, trucks to transport the items to the market, and people togrow, harvest and move the food. Copyright © 2012, Facing the Future
    • Lesson 2: Food Web Assessment Rubric STANDARD EXCEEDS MEETS BELOW STANDARD STANDARD STANDARD FOOD WEBContent:Shows connections relatedto food item.Craftsmanship:The central food item imageand the parts of the web areclear and readable. SENTENCEContent:Sentence lists connectionsrelated to food item.Correctness:Sentence displays proper: - Spelling - Grammar - Punctuation Copyright © 2012, Facing the Future
    • Lesson 2:Additional ResourceEcological Footprint: the area of the Earth’s productive surface (land and sea) that it takes to produce the goods and services needed to support a given human lifestyle. www.kidsfootprint.org Copyright © 2012, Facing the Future
    • About the Teacher’s GuideFour Units1. Biodiversity & the Natural World2. Humans and the Environment3. Culture & Diversity4. Responsibility & TeamworkAppendix1. Background Info for Children’s Books2. Endnotes Copyright © 2010, Facing the Future
    • Linking Across CurriculumConnect children’s lit with foundational science & social studies conceptsScaffolding student learningAligns to Common Core in: reading, writing, speaking and listeningAligns with specific science & social studies standards for all 50 states Copyright © 2010, Facing the Future
    • Searchable Database ofState Education Standards Copyright © 2011, Facing the Future
    • Teaching for the FutureChallenging issues as opportunitiesInvolves students in solutionsDesigned for developmental needs of K-3 studentsDraws on students’ personal experiences and interests Copyright © 2010, Facing the Future
    • Lesson StructureEach lesson can stand aloneReach all learnersComponents: • Hands on lessons • Step-by step instructions • Vocabulary • Critical Thinking Questions • Additional Resources & Service Learning Projects Copyright © 2010, Facing the Future
    • Unit 1: Biodiversity& the Natural World Objectives  Determine if items are essential or nonessential for survival  Compare their survival needs with those of other animals  Experience simulations of high and low biodiversity  Read or hear stories about endangered species  View and label photos of eco-systems with high and low biodiversity  Discover ways to support biodiversity locally and globally Copyright © 2011, Facing the Future
    • Unit 1: Biodiversity& the Natural World Critical Thinking Questions  What things do we need to survive?  How are basic human needs similar to the needs of animals?  Why is high biodiversity important?  Why is it important to protect endangered species? Key Concepts  Essential needs  Habitat  Biodiversity  Endangered species Copyright © 2011, Facing the Future
    • Activity 1:Needs vs. Wants What things do you need to survive? Do animals need the same things that we do to survive? Could we survive without other animals and plants? Copyright © 2011, Facing the Future
    • Activity 2:Biodiversity Game Part 1 K-1: Each plant must pair up with an animal 2-3: Each animal must pair up with an plant that it depends on Temperature then rises over the years, how does weather affect plants? Copyright © 2011, Facing the Future
    • Activity 2:Biodiversity Game Part 2 K-1: Each plant must pair up with an animal 2-3: Each animal must pair up with correspon-ding animal Temperature continues to rise, how does weather affect plants? How are animals affected? Copyright © 2011, Facing the Future
    • Activity 3: Children’s Literature 2 books per lesson, 8 books total Books available in late fall at http://www.dot-to-dot-books.org Copyright © 2011, Facing the Future
    • Activity 4:Picturing Biodiversity Is it easier to meet your needs, like food, when biodiversity is high or low? Sort and then label as high or low biodiversity This picture shows high/low biodiversity because . . . Copyright © 2011, Facing the Future
    • Appendix:Country Background Info Copyright © 2011, Facing the Future
    • Endangered SpeciesBackground Information Copyright © 2011, Facing the Future
    • Picturing Life in . . . Copyright © 2011, Facing the Future
    • Unit 2: Humans & the Environment Objectives  Recognize that everyday items are made from natural resources  Explore a local environment and identify why nature is important  Determine ways that humans impact a local environment  Read or listen to stories about endangered species in different This Chapter Availableas a FREE Download at ecosystemswww.facingthefuture.org  Discover ways that humans can improve local environments and protect endangered species Copyright © 2011, Facing the Future
    • Unit 2: Humans & the Environment Critical Thinking Questions  What are some ways that we use Earth’s resources?  How do humans affect the environment in which they live?  How can humans help the natural environment? Key Concepts This Chapter Available  Natural resourceas a FREE Download at  Environmentwww.facingthefuture.org  Conservation  Endangered species Copyright © 2011, Facing the Future
    • Unit 3:Culture & Diversity Objectives  Explore elements of their own cultures  Read or listen to stories about endangered species and personal identity  Interview classmates to learn about different cultures  Compare and contrast our own culture to the cultures of others  Discover ways to promote cultural diversity Copyright © 2011, Facing the Future
    • Unit 3:Culture & Diversity Critical Thinking Questions  What is culture?  How can we celebrate our own cultures while also respecting other cultures?  What are some similarities and differences that exist among all people? Key Concepts  Culture  Diversity  Tradition  Unity Copyright © 2011, Facing the Future
    • Unit 4:Responsibility & Teamwork Objectives  Determine why responsibilities exist  Participate in a role-play about rights and responsibilities  Create an action plan that promotes taking responsibility in school  Discover ways to promote rights and responsibilities to humans and the environment  Read or listen to stories about responsibilities and teamwork Copyright © 2011, Facing the Future
    • Unit 4:Responsibility & Teamwork Critical Thinking Questions  What is a responsibility?  What responsibilities do each of us have as a member of a community?  How can we benefit from working with other people to solve problems? Key Concepts  Rules  Responsibility  Teamwork  Problem solving Copyright © 2011, Facing the Future
    • www.facingthefuture.orgWebsite Resources Global Issues Tours Classroom Examples Service Learning Database Lesson Finder www.facingthefuture.org Copyright © 2012, Facing the Future
    • Lesson Finderwww.facingthefuture.org
    • Classroom Exampleswww.facingthefuture.org
    • Searchable Database ofState Education Standards Copyright © 2012, Facing the Future
    • Review ofCurriculum ResourcesTeacher’s GuidesOver 60 free lessons availableat www.facingthefuture.org Student Textbooks Written for grades 6-12. Preview chapters available onlineCurriculum Units1-2 weeks in length. Mostfree to download online Copyright © 2011, Facing the Future
    • Staying Connected www.facingthefuture.org www.facebook.com/FacingtheFuture www.twitter.com/facingthefuture dave@facingthefuture.org Copyright © 2012, Facing the Future
    • “We must teach our students thatthey can be architects of the future, rather than its victims.” ~ Buckminster Fuller, Architect and Philosopher Copyright © 2011, Facing the Future