Grade 7 Language Arts - Brian

Brian Boyce

PLO - Grade 7 Language Arts 

1. B1  read fluently and demonstrate comprehension of a range of grade-appropriate literary texts, including – stories from various Aboriginal and other cultures
   
   – stories from a variety of genres (e.g., myths, fantasy)

When teaching mythology teachers in the West will often explore European and Aboriginal mythologies, but often neglect myths from other cultures.  However, there is great wealth of mythologies from all over the world that delve into universal truths. 

If students were introduced to mythologies from around the world, they would gain a much richer understanding of how cultures share similarities and differences. 

Regards, 

Brian 

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Jennifer Towers

UBC - IB Cohort Faculty Advisor

Science Teacher

MYP Personal Project Coordinator

Biology - Evolution unit - Justin Siray

Evolution is a topic that effects all of is in a unique way. Each and every living species on this planet has undergone some kind of evolutionary process and are continuing to experience evolution as we speak. Evolution is not summarized or explained by one single factor or event. It is a cumulation of many factors both biotic and abiotic in our world. To promote international mindedness in the topic of Evolution, I would get students to think of ways how evolution could possibly differ around the globe. Looking specifically at things that occur within nature, including the habitat, ecosystem, life forms present, weather, etc. On top of this I would encourage students to look at how different cultures effect evolution in our world, how would they differ? What kind of selective pressures could exist in one country but not in another? To tie it all together I would get students to investigate and discuss whether these selective pressures are a good thing or a bad thing, should humans be guiding evolution through technological advances? This topic can promote great international mindedness as well as topics dealing with many ethical and interconnected issues that affect evolution in our world today and more importantly in the future. 

Regards

Justin

International Mindedness in Music - Jocelyn Liu

Instrumental Music 12: Structure (Elements of Rhythm, Melody and Expression) Units

International mindedness can be incorporated into the structure units if students play music that features different musical folk elements from different cultures. Instead of playing the standard concert band charts, there can be a programme made up of repertoires composed/arranged by different composers from different areas of the world. By playing in these different music styles, students can learn about the linkage between tradition and music that can be found specifically in each culture. Students can then compare and contrast the differences in rhythm, harmony, and articulations used between the pieces. If possible, guests should be brought in to show and talk about the different performance techniques in his/her specialty area. This experience of playing music from all over the world can later easily be turned into another international minded unit focusing on the historical/cultural context. 

- Jocelyn

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Jocelyn Liu

B. Ed Candidate 2014 | University of British Columbia

B.Mus 2012 | University of British Columbia
VP External 2010-12 | Music Undergraduate Student Association
jocelynct.liu@gmail.com
(C) 778-865-1388

International Mindedness in Music - Colin Van de Reep

Instrumental Music 11: Context (Historical and Cultural) unit.

PLO: Analyse instrumental music from a range of historical and cultural contexts.

On the surface, this PLO seems to be internationally minded however in the context of a grade 11 band class, this is often realized by simply listening to music from different cultures or by playing shallow western interpretations of music from different traditions. In order to teach this PLO in a truly internationally minded way, the teacher would need to avoid the mindset that the western tradition of music is the "alpha" tradition. By fully immersing the students in the cultural context and teaching that each culture has a musical tradition that is distinct, highly advanced and steeped in tradition, students will learn that the western way is not the only way of realizing sound as music. Because instrumental music classes are taught in the western tradition exclusively, attempts at so-called "cultural music" are often non-authentic, floofy, and in some cases even racist. If the students are completely immersed in the other traditions respectfully and holistically, It could be a much more internationally minded experience.

-Colin Van de Reep

International Mindedness (Mathematics) –Jason Liu

A1. Demonstrate an understanding of the Système International

A2. Demonstrate an understanding of the imperial system

 

The lesson will provide the students an introduction to the different units of measurements that they encounter in their daily life. Other less familiar measurement units will be introduced. The students will be introduced to the units that Canadians don't really use and asked to suggest reasons why different set of measuring units are used in different countries and different regions.

The students should be able to learn how to convert between different set of standard units and develop an idea of the convenience and/or inconvenience of having so many different measurement units. For example, different units will be compared to provoke questions such as: how did the unit measurement come to be (why is a foot called a foot and the cultural aspects behind it), why are the units not standardized worldwide (miles vs km), what are the advantages/disadvantages of an imperial system of measurement.

International Mindedness in Biology - Natalie Liu

Biology 11: topic - Ecology

Prescribed Learning Outcomes

D1 analyse the functional inter- relationships of organisms within an ecosystem

 Lesson Plan

I would try to approach PLO through an international minded lens two ways: in the process of science, and through the content of ecology.

One activity where students could understand international mindedness is the study of ecology and the value of ecologists throughout the world.  Students would be able to analyze the history of scientific thought in ecology, from local and natural observation, to a global community of collaborative work worldwide.  This will also enable students to understand competing theories throughout history and current conflicting theories that still exist today.

The second activity would be to understand that the world is compromised of several different types of ecosystems.  Students can be grouped and assigned a certain ecosystem.  They can study the biotic and abiotic factors within their ecosystem and present these relationships to the other groups.  Discussion will surround the value of each ecosystem and the interdependence between all different types of environments to maintain genetic diversity.

-Natalie Liu

International Mindedness - English LA - Jenny

One of the PLOs in English 8 state:

B2 - read, both collaboratively and independently, to comprehend a variety of information and persuasive texts with some complexity of ideas and form, such as

– articles and reports 

– biographies and autobiographies

– textbooks, magazines, and newspapers

– print and electronic reference material

– advertising and promotional material

To incorporate international mindedness, a world map could be set up and articles and events could be pinpointed onto the areas that the texts come from, as well as a bulletin board or collection of the responses and articles. This creates a more culturally diverse classroom, conversation between students and also a visual that others can view and learn from to foster respect and understanding for other cultures. Responses to the text could include the student's own personal experiences, their questions, why a certain text was written the way it was written and so on. This could build up critical thinking and analytical skills while still being something that can assess for the student's understanding. 

Jenny