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Stephanie, Summer, Michael - Sustainable agriculture

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Stephanie, Summer, Michael - Sustainable agriculture

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1. Basic knowledge of vocabulary related to sustainable agriculture.

How are agricultural problems created?

What types of of agricultural problems exist and what are related sciences and areas if inquiry?

2. Background reading, documentary films, expert interviews, visits to

areas related to sustainable agriculture (farms, factories, etc.)

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1. Background Knowledge:

-Have student's ID their own definition of equality

-Share a video clip to activate student's prior knowledge/considerations about equality/human rights

-Understand history + equality as a process + complete equality will not be gained overnight

2. How will students learn this knowledge + skills?

-Have students learn throughout our study of equality education's role in acquiring equality (using video clips, primary/secondary sources)

-Have students from U.S. + China compare their different definitions of equality (Skype, WeChat, Wikispaces, etc.)

-As students understand the different definitions of equality they can then begin their inquiry (design their compelling questions) and explore the government's role, or education's role in equality in both cultures.

For Example: After comparing definitions of equality across cultures, students gather + analyze sources about the role of gov't and edu. in improving equality and use what they have learned about the other society to create first steps to a more equitable society.

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Caroline & John - Sustainable Agriculture

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Caroline & John - Sustainable Agriculture

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1.Students should know:

Their country's agricultural history & where the food they eat now comes from

Climate

Irrigation System

Specific locations & the influential agricultural factors there

The food industry. (ex. supply & demand, purchasing and marketing, etc.)

2. Field trip to specific location of study.

Speaking with local farmers & agricultural specialists (in person or via technology)

Experience the terrain and land forms of the specific locations of study.

Using technological resources to look at previous agriculture statistics.

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1. Information about what GMOs are.

Information about both sides of the debate: pros and cons

Extensive knowledge of the arguments for and against GMOs.

Experiences they have with GMOs in daily life.

The political aspects of GMOs.

The recent findings about GMOs and their effects.

How GMOs are viewed and used in other countries.

The history of GMOs and why they were created.

The challenges of GMO research.

The ethical ramifications.

2. Reading articles and watching videos of prominent scientists.

Go the the grocery store and research how GMOs are in their everyday life.

Guest speakers in person or on skype can talk to them about how GMOs effect people and the environment.

Visit organizations and farms to interview leaders and farmers.

Debate with other students to learn both sides of the argument.

Write to politicians expressing their views.

Communicate with students from other countries to gain different perspectives on the issue.

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1. Religious background, differences and similarities, students need research skills, open mindedness

2. Students can share their own experience, then connect in diverse groups

Students can visit and learn from local religious community centers

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Casey, Ella, Andrew : Cultural Understandings

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Casey, Ella, Andrew : Cultural Understandings

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1. ID definition of culture (B,V,C). Evaluate and Analyze your culture. ID and assess Cultural understandings and stereotypes

2. Students create group definition of culture, Read Text (outside of class) to create common language, Create product (student choice cartoon, poem, diary, animoto) where they ID and ASSESS 5 cultural characterisitcs of USA and Chines culture, Students have a real time discussion where they evaluate each others characterisitcs and challenge their understandings.

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1. What infectious disease is being examined? How does it spread? Include examples of infectious diseases relative to the local community. Include a simple model of a disease (ie. influenza) to show how the disease transfers and how quickly is spreads. Mathematical, quantitative, and statistical literacy is required to gather and understand and analyze data relevant to the disease. Basic medical knowledge to understand the spread, origin, and transformation of the disease. Also, they would need to know population and density figures of the location of the disease.

2. Online resources, example project, guest speakers (medical professionals, statisticians, victims of disease), forums, collaborative learning, handbooks, medical journals, prevention resources, learning by showing, museum trips for historical understanding, personal experience

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1. What kind of background knowledge and skills will students need before conducting PBI Global?

2. How will students learn this knowledge and skills?