GlobalTrek Grade 3 Virtual Travel Adventure Kit:
(website visitors get these choices)

What is in the Kit: (TOP)

Grab your backpack, your camera, your journal and begin traveling to communities around the world!

Glimpses of global citizens your students will meet:

Meet Edita from Mozambique, AFRICA and learn about her typical day of chores and school. (Child’s view Series, MCC)

Meet many Haitian, from the CARIBBEAN who are fitted with used Canadian eyeglasses at the Rayjon Eyeglass clinic. The Haitian tell how their lives have changed because of these donations. (CKC0-CTV News- I Can See Clearly Now)

Meet Rehka from Dehli, INDIA. Her family moved to the city to find work. She shares her daily life with her family and friends. (World Vision)

Meet Phal a nine year old boy from SOUTHEAST ASIA, who got hurt by a hidden landmine while playing in a field with his friend. (UNICEF)

" The GlobalTrek kit is all you need for your class to embark on a travel adventure like no other. This kit equips teachers who are interested in creating globally minded students that learn about being a responsible Canadian citizen. Students will witness that the world is not the same as their community but yet it is connected. The students can work together to make a difference whether it is across the world or in their own backyard. It has been created in such a way that teachers can concentrate on content and not on searching for teaching material."

What students do….

Using their

• GlobalTrek Canadian Passports
• GlobalTrek Airplane tickets
• GlobalTrek Journals
• and the “I Can Make A Difference Handbook”

The kit The kit contains a binder of 300 pages of lesson plans, 29 corresponding video segments and resources from Canadians Agencies such as: UNICEF, MCC, World Vision, Canadian Heritage, Canadian Foodgrains Bank, CKY-TV, CKCO-TV and CRWRC, a world map, and the books No Two Snowflakes by Sheree Fitch, and If the World Were A Village written by David J. Smith. It includes black-line masters, and assessment suggestions.

Teachers with a desire for travel adventure, welcomed! Teachers interested in creating globally minded students welcomed!

Sample Lesson Plans (TOP)

( Click on these highlighted links for sample lesson plans and BLM activities: )

Unit 1: Canadians Connecting With the World

• Lesson 1 - The Global Village
• Lesson 2 - What is Canada? What does it mean to be Canadian?
• Lesson 3 - I Am Canadian
• Lesson 4 - Mapping Skills
• Lesson 5 - Introduction to Basic Human Rights
• Lesson 6 - Is the World Fair?
• Lesson 7 - Wrapping it up

Unit 2: India

• Lesson 1 - Finding India
• Lesson 2 - Country Facts Of India
• Lesson 3 - Traveling to India: Livelihood
• Lesson 4 - Daily Life in an Urban Setting: Clean water/Environment
• Lesson 5 - A Girl’s Life in India: Gender Equality
• Lesson 6 - Hunger Concerns
• Lesson 7 - Water and Health
• Lesson 8 - Wrapping It Up: India Festival

Unit 3: Countries of Southeast Asia

• Lesson 1 - Finding Southeast Asia
• Lesson 2 - Country Facts of Thailand
• Lesson 3 - Traveling to Thailand
• Lesson 4 - Country Facts of Cambodia
• Lesson 5 - Traveling to Cambodia
• Lesson 6 - Country Facts of Laos
• Lesson 7 - Traveling to Laos
• Lesson 8 - Country Facts of Indonesia
• Lesson 9 - Travelling to Indonesia
• Lesson 10 - Wrapping it Up: Rice Festival

Unit 4: Countries of Africa

• Lesson 1 - Finding Africa
• Lesson 2 - Country Facts of Tanzania
• Lesson 3 - Traveling to Tanzania
• Lesson 4 - Make a Splash
• Lesson 5 - Country Information of Mozambique
• Lesson 6 - Traveling to Mozambique
• Lesson 7 - Stories from Africa
• Lesson 8 - Country Fact of Ghana
• Lesson 9 - Traveling to Ghana
• Lesson 10 - Wrapping it Up: African Musical Festival

Unit 5: Central America and Caribbean

• Lesson 1 - Finding Central America and the Caribbean Islands
• Lesson 2 - Country Facts of Nicaragua
• Lesson 3 - Traveling to Nicaragua
• Lesson 4 - Country Information of Honduras
• Lesson 5 - Traveling to Honduras: The Natural Phenomena of Hurricanes
• Lesson 6 - Hurricane Mitch in Honduras
• Lesson 7 - Country Information of Haiti
• Lesson 8 - Traveling to Haiti
• Lesson 9 - Wrapping it Up: A Tropical Fruit Feast

Unit 6: In Your Own Backyard

• Lesson 1 - Back to Canada
• Lesson 2 - Making a Difference
• Lesson 3 - Global Village Fair
• Lesson 4 - In Your Own Backyard

Basic Human Rights (TOP)

Basic human rights will be studied throughout the GlobalTrek kit. The United Nations Convention on the Rights of the Child identifies 54 rights. The following is a condensed version of the ten basic rights. These rights will be referred to in this kit:

Click here for a the Basic Human Rights Poster

Basic Human Rights

The UN Convention on the Rights of the Child identifies 54 rights. The following is a condensed version of the ten basic rights.

	The right to have enough food to eat.
	The right to equality of opportunity.
	The right to an education.
	The right to be free from violence.
	The right to a livelihood.
	The right to have clean water.
	The right to live in a safe environment.
	The right to healthcare.
	The right to a home.
	The right to a say in the future.

How Kids Can Make a Difference (TOP)

In the GlobalTrek kit, students reflect on their experiences through journal entries in the GlobalTrek Travel Journals. They record their impression of how they can make a difference as global citizens in their The Ripple Effect- I Can Make a Difference Booklet. This booklet is used throughout the GlobalTrek travel adventure as a record of ways students can promote change in their world.

This poem is featured to summarize the ultimate goal of the entire GlobalTrek kit. This poem encourages the student to realize that even a small drop of water makes a difference once the waves have grown.

The Ripple Effect Poem

A tiny drop falls in the water,
It makes a splash and then it’s gone
The spot of impact begins to widen
as hundreds of circles ripple on.

It all began there in the centre,
flowing out endlessly.
Each tiny drop of precious water
makes a difference in the sea.

We too can be like the drop of water,
making waves which affect it all.
Spreading our hope throughout the world,
Acting as one and heeding the call.

- GlobalTrek.ca

Teacher FYI (TOP)

The following websites may be used to find out how kids have made a difference or provide ideas for how your students can make a difference in the world:

http://www.bp208.ca/
The Butterfly Effect is a web site designed to help Canada’s youth, realize the power of their ideas and actions to help improve the quality of life in the world's 208 countries! The butterfly effect contest explores the human connection youth share with people from all the 208 countries of the world as even the smallest actions of Canadian youth can have a great impact.

http://www.youcan.ca
YOUCAN (Youth Canada Association) is an organization focused on youth-led initiatives in non-violent conflict resolution and violence prevention, both nationally and internationally. “YOUCAN's mission is to equip and inspire others to peacefully resolve conflicts and develop healthy relationships in their communities”.

http://www.kidsforcanada.ca
K-I-D-S represents: Keeping-Identities-Developing-Solutions and promotes getting to know the country of Canada and its many cultures: Understanding each other's different cultures in Canada with respect will: help Canadian unity, bring multiculturalism together and erase racism.

http://www.unac.org/learn/
Educating youth on the UN and global issues. This site includes activities for kids and youth and curriculum guides / resources for educators on issues such as world peace, poverty, charter of rights, UN, anti-racism and more.

http://www.ryanswell.ca
Ryan and the Ryan’s Well Foundation will inspire, motivate and empower. The Ryan’s Well Foundation aims to inspire and encourage children, adults, schools, and service organizations to engage in activities that will develop funds for water and health-related projects in African countries and other developing nations. He decided to dedicate his young life to building commitment, support and opportunities for children and youth to contribute to society through international co-operation.

http://www.giveitup4kids.ca
This web site is dedicated to creating awareness about the current HIV/AIDS crisis. The site encourages young people to donate their time and energy by organizing a “Don’t Just Sit There!” fundraising campaign in their school or university. At the heart of the campaign is the UNICEF AIDS Friendship Bracelet, a symbol of hope and a reminder of those affected by the disease.

http://www.justgive.org/html/kidscorner/inspiringkids.html
JustGive inspires kids to make a difference. JustGive is a nonprofit organization whose mission is to connect people with the charities and causes they care about and to increase overall giving. As the central gateway to giving, they provide people with the resources, services, and tools they need to give -- whether it's their money, their time, or their goods. There are many ways to support charitable causes and make a real difference in one life, in your community, and in the world. They have compiled a list of ideas and ways to give such as:

• 80 Ways to Save Animals
• 50 Ways to Help Children
• 35 Ways to Prevent Crime
• 50 Ways to Help the Environment
• 35 Ways to Help the Homeless
• 100 Ways to Create Peace

http://www.pacinfo.com/~handley/charity.html
This web site gives ideas for supporting the growth of a charitable spirit in children by providing ideas and resources where children can engage in meaningful charity work. It isn't difficult to create opportunities for children to do in charitable work. There are three broad categories of service work, and children can find opportunities in each.

• Social Action
• Volunteer Work
• Direct Aid

http://www.kidscheeringkids.org/
KIDS CHEERING KIDS, a non-profit organization, is a group of active, loved, and well cared for children between the ages of 5 and 23 who want to help and touch the lives of kids who may be less fortunate. They share their time, their allowance, their treasures and their optimism.The mission of KIDS CHEERING KIDS is to make available multiple opportunities for children to reach out and enrich each other's lives. We encourage the cultivation of friendships and help kids set and pursue goals together that will create a common bond.

http://www.kindplanet.org/kindkids/kidscan1.html
A community celebrating life (redesigning open May 25)

http://www.trschools.com/gtalent/
This is a website where caring and creative kids share what they are thinking about worldwide issues. Kids share ways to solve problems that affect us all: locally, nationally, and globally.

http://dailynews.yahoo.com/fc3/yahooligans/great_kids
This website has news about the world for kids, and countries to explore. Lots of information. Is available to help kids “see the big picture.”

http://www.occdsb.on.ca/~sel/mine/
Students Against Landmines is an interactive website that is not only an online resource created by students for students to learn about issues surrounding anti-personnel landmines, but also showcases activities undertaken by students world-wide, both in raising awareness on landmines and in devising campaigns to help raise funds to help demine schoolyards in Mozambique and Afghanistan. The project is a witness to the fact that when given a chance kids can make a difference in creating a better world.

http://www.globalschoolhouse.com/cf/diff/peace.html

http://www.ucando.org/whatucando.html
The Can Do! web site offers stories, activities, and resources to help create a better understanding and deeper appreciation of how people can overcome their challenges and reach their dreams by using their abilities and a "can-do" attitude. By understanding how our attitude and abilities help us make a difference in our own lives, and in the lives of others, people of all ages will discover for themselves that "anything is possible!"

http://payitforwardfoundation.org
The premise of the novel Pay It Forward is one that any person can implement in his or her own life, at any time. It begins with doing a favor for another person-- without any expectation of being paid back. Indeed one would request that the recipient of that favor do the same for someone else: ideally for three other people. Pay It Forward in the classroom: As children create their own ideas for how to pay it forward within their school or community, teachers can incorporate relevant social issues and current affairs into their discussions. A Pay It Forward project can be applied to all aspects of academic structure.

http://actsofkindness.org
The Random Acts of Kindness™ Foundation inspires people to practice kindness and to “pass it on” to others. The web site provides free educational and community ideas, guidance, and other resources to kindness participants.

http://pbskids.org/zoom/action/way08.html
Help your kids ZOOM into action with the ideas and resources offered on this web site.! Help kids volunteer and make a difference. Behind every young volunteer is an adult who provides guidance and supervision. Kids need help choosing activities, gathering materials, calling volunteer organizations, and reflecting on their experiences.

Manitoba social studies 2004 curricular connections: (TOP)

Manitoba Curricular Connections

The “Kindergarten to Grade 8 Social Studies: Manitoba Curriculum Framework of Outcomes” (2004) includes Skill, Value, and Knowledge outcomes. Listed below are the outcomes in this program that match those of the grade 3 curriculum. This information is also available on line at http://www.edu.gov.mb.ca/ks4/cur/socstud/framework/index.html

Social Studies Skills

3-S-100 Collaborate with others to share ideas, decisions, and responsibilities in groups.
3-S-101 Resolve conflicts peacefully and fairly.
3-S-102 Interact fairly and respectfully with others.
3-S-103 Make decisions that reflect care, concern, and responsibility for the environment.
3-S-104 Consider the rights and opinions of others during interactions.

Managing Information and Ideas

3-S-200 Select information from oral, visual, material, print, or electronic sources.
Examples: maps, atlases...
3-S-201 Organize and record information in a variety of formats and reference sources appropriately.
Examples: maps, charts, outlines, concept maps...
3-S-203 Select and use appropriate tools and technologies to accomplish tasks.
3-S-205 Construct maps that include a title, legend, and compass rose.
3-S-206 Interpret maps that include a title, legend, and compass rose.
3-S-207 Use cardinal directions to describe the relative locations of places on maps and globes.

Critical and Creative Thinking

3-S-302 Draw conclusions based on information and evidence.
3-S-303 Revise ideas and opinions based on new information.
3-S-304 Distinguish fact from opinion.

Communication

3-S-400 Listen actively to others to understand their perspectives.
3-S-401 Use language that is respectful of human diversity.
3-S-402 Support their ideas and opinions with information or observations.
3-S-403 Present information and ideas orally, visually, concretely, or electronically.

Cluster 1 - Connecting with Canadians

Knowledge

3-KC-001 Recognize citizenship as membership in the Canadian community.
3-KC-002 Give examples of responsibilities and rights of Canadian citizens.
3-KI-007 Identify factors that may influence their identities.
Examples: culture and language, time and place, groups and communities, arts and media...

Values

3-VC-002 Be willing to contribute to their groups and communities.
3-VP-011 Respect positive leadership in their groups and communities and in Canada.
3-VP-011A Respect the teachings of Elders, leaders, parents, and community members.

Cluster 2 – Exploring the World

Knowledge

3-KC-005 Recognize that people around the world have basic human rights.
Examples: access to food, water, shelter, a secure environment, education, fair and equal treatment...
3-KC-006 Explain the importance of fairness and sharing in groups and communities.
3-KI-008 Describe countries as types of communities defined by borders.
3-KL-014 Locate on a map or globe the equator and the Northern and Southern hemispheres.
3-KL-015 Locate on a map or globe the continents and oceans.
3-KL-016 Identify maps, aerial photographs, and satellite images as representations of the surface of the

Earth.

3-KG-027 Give examples of concerns common to communities around the world.
3-KG-028 Identify organizations that support communities in all countries of the world.
Examples: United Nations and UNICEF, Red Cross, Médecins sans frontières...
3-KG-029 Identify ways in which community services can help people acquire their basic human rights.
Examples: ensure quality housing, education, security, food and water...
3-KG-030 Describe similarities and connections between communities around the world.
3-KG-031 Give examples of personal decisions and actions that may positively affect people locally or
globaly.

Examples: charitable donations and projects,recycling...

Values

3-VC-001 Support fairness in social interactions.
3-VC-003 Respect the equality of all human beings.
3-VG-009 Be willing to accept differences among people, communities, and ways of life.
3-VG-010 Appreciate their connections to people and communities elsewhere in the world.

Cluster 3 - Communities of the World

Knowledge

3-KI-009 Define the elements that constitute a culture.
Include: ways of life, language, art, clothing, beliefs.
3-KI-010 Describe characteristics of daily life in communities studied.
Examples: housing, tools, work, use of the land, recreation, education...
3-KI-011 Give examples of cultural expression in communities studied.
Examples: language and stories, art, music and dance, architecture, traditions, clothing...
3-KI-012 Recognize the diversity of cultures and communities in the world.
3-KI-013 Compare daily life in their own communities to life in communities studied.
3-KL-017 Describe the influence of natural phenomena on ways of life in communities studied.
Examples: climate, vegetation, natural resources, landforms, floods, droughts, storms...
3-KL-018 Give examples of the use of natural resources in communities studied.
3-KL-019 Recognize that people have diverse ways of living on or with the land.
3-KL-020 Locate communities or countries studied on a world map or globe.
3-KE-035 Give examples of work, goods, and technologies in communities studied.
3-KE-036 Give examples of how the natural environment influences work, goods, technologies, and trade
in communities studied.
3-KE-037 Describe diverse ways in which communities meet their members’ needs.
3-KE-038 Identify media influences on their perceptions of people and places elsewhere in the world.

Values

3-VI-004 Express interest in the ways of life of diverse cultures and communities.
3-VL-005 Appreciate the diversity of the global natural environment.
3-VL-006 Value the land for what it provides for communities.
3-VE-012 Value the contributions individuals make to their communities.

Assessment (TOP)

In this kit assessment takes a variety of forms. Assessment suggestions are normally given with the lesson and include:

• video viewing sheets
• comparison sheets and compare and contrast charts
• mapping activities
• web organizers
• group projects
• anticipation guides
• GlobalTrek Travel Journal
• Exit slips
• Self-evaluation sheets
• At-A-Glance Observation sheets
• Reflections