UNIT 1. REFLECTION

Unit 1. Meeting Global Scholars, ,

GS FEEDING OUR CITIES UNIT 1 REFLECTION AND SELF-ASSESSMENT

 

  1. Who replied to your post on the ‘Say Hello’ discussion (name and city/country)? What did they comment on and what did they ask you?

 

  1. Who did you give feedback to on the ‘Say Hello’ discussion (name and city/country)? What did you ask them? What was the answer to your question?

 

  1. What did you learn from international peers that surprised you?

 

  1. Who gave feedback to your ‘Meet the Global Scholars’ video (name and city/country)? What did they comment on?

 

  1. Which ‘Meet the Global Scholars’ video (school name and city/country) did you give feedback to? What did you comment on?

 

  1. Fill in this table to self-assess your task and your team’s work in the creation of the ‘Meet the Global Scholars’ video (Unit 1 Digital Project). Be honest!

 

Tick in the right column:

Yes, definitely Quite a bit A little Not at all
We have talked about and agreed on the steps necessary to proceed with our task.
I have become better at sharing responsibility.
I have learned to be patient with others.
I have learned that it is necessary to work with different people.
I have become better at listening to the ideas of others.
I have showed others they can count on me.

 

 

Team members contributions.

 

Who has contributed more? ___________________________________________________________________________________________

Who has contributed less? ____________________________________________________________________________________________

 

 

MY PROJECT GRADE (CIRCLE ONE):

 

A+ A B/A B C/B C D/C D

 

Digital Project: Meet the Global Scholars

Unit 1. Meeting Global Scholars

What Makes a Global Scholar?

The What Makes a Global Scholar? video project is a 3-minute video about what it means to be a Global Scholar, and information about their city, school, and classroom. The project can take many forms.


Every Global Scholars unit ends with a digital project that you will share with your international peers. For each project, you will follow the design map to plan your project and stay organized.

Project Design Map

Brainstorm

Make a plan

Create your video

Test it out

Revise

Share

BRAINSTORM

1. What does it mean to be a Global Scholar?

2. What areas in your school and city will you show in your video? What will you say about them?

3. What foods, markets, or restaurants will you show in your video? What will you say   about them?

4. How do these foods represent your city´s culture?

 

Time Zones Around The World

Unit 1. Meeting Global Scholars

 

TIME ZONES AROUND THE WORLD

What time is it in each city in your collaboration right now?

The time in Barcelona is:

The time in cities in my collaboration ( LAGOON ) is:

       CITY             TIME           CITY          TIME
     BUFFALO        WARSAW
 FORT LAUDERDALE         TAIPEI
    HOUSTON        TEL AVIV
    JAKARTA        BOSTON
     LONDON

 

————————————————————————————————————————-

TIME ZONES MAP

Global Discussion: Say Hello to your International Peers

Unit 1. Meeting Global Scholars,

Say Hello

Hi everyone,

My name is … ………. …. and I live in ………………………….
My favourite activities are …………………………………………
My favourite foods are ………………………………………………
My city is unique and interesting because …………………………….
My question is for students from the city of ………………………….
I wonder .

Sincerely,

Global Scholars 2017-18 Curriculum Overview

General

Global Scholars 2017-18 Curriculum Overview

The 2017–18 Global Scholars curriculum explores the global food system and its impact on cities around the world. Students learn about nutrition and food access and their infl uence on public health.
They discover the complex systems needed to grow and distribute food to the world. At the end of the year, students create community action projects to address global food issues in their cities.
Unit 1: Introduction to Global Scholars
Students are oriented to Global Scholars and the e-classroom. They write their fi rst discussion posts to introduce themselves and share traditional foods that represent their cities. Students learn how to communicate with peers across cultures and share video projects about what it means to be a Global Scholar.
Unit 2: Nourishing Ourselves and Our Cities
Students explore basic principles of nutrition and investigate the health impact of processed foods and sugar.
They learn how issues such as obesity and access to healthy food affect public health, and what cities can do.
Students build media literacy skills by analyzing how advertisements and social media infl uence what we eat.
Unit 3: Growing the Food We Need
Students learn about the global system that produces our fruit, vegetables, grains, meat and seafood; and they consider how climate change impacts our food supply. Students develop critical thinking skills as they analyze whether innovations such as underwater farming and biotechnology make our food system more sustainable.
Unit 4: Delivering Food to the World
Students learn how food gets from the farm to their plates through a network of global food-supply chains.
They consider how geography, transportation, and current events affect food availability. Students brainstorm creative solutions to food waste and learn about organizations working to ensure food for all.
Unit 5: Community in Action
Students refl ect on what they have learned about nutrition and food security and design a project that addresses one of these topics. Together with their classmates, they look to cities around the world for inspiration as they implement solutions within their own city.