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Our project connects to Sustainable Development goal #3
School and Student Demographics-
This project was implemented with 3rd graders at Faxon Elementary School. A K-6th grade urban, school located in the heart of Kansas City, Missouri. The school is 100% free-reduced lunch and breakfast. The class that participated was a group of 21 students consisting of 10 boys and 11 girls. The demographics include nine student who are English Language Learners (ELL), classified as "New Americans." These are students who receive additional services because they have moved to the U.S. within the last 12 month. The countries represented in my class are: Afghanistan, Brazil, Cuba, Democratic Republic of the Congo, El Salvador, Guatemala, Honduras, Mexico, Malawi, and Uganda. The languages include: Kinyarwanda, Pashto, Spanish and Swahili. These students attend my class and visit our Global Academy Center for two hours a day for supplemental support. Once they receive a language proficiency score of 2.0 or higher, they graduate from the center and remain at Faxon all day. Four or the nine students graduated out by January 2023. Additionally, there are 10 African American students and two Caucasian students. Five students receive speech services. At the start of the school year 86% of the class was two or more grade levels below in Reading. 73% of the class was two or more grade levels below in Math.
Helping my students become more globally competent was one of the highlights of my whole year. Both the students and I were equally engaged! Click the video to the right to see the process that helped us narrow down to goal #3 --->
Steps to becoming more globally competent:
Steps to becoming more globally competent:
Goal: Create a healthy habits book complied of our families healthy habits and one other country researched to learn some of their healthy habits.
Explore the Sustainable Development Goals (SDGs): Explain the goals through explicit teaching and open discussion.
Narrow down to one SDG: The students selected Goal #3: Good Health and Well-Being.
Create Anchor Chart: Activate our schema by creating an anchor chart. The first column is: "What I know about Good Health and Well-Being." The students had a solid background in what eating healthy means and were able to recall what they learned throughout the year about deep breathing and in Physical education about the food pyramid. Through quick writes and turn and talks, they were able to come up with things a little more outside the box like "get an education so you can get a job and feel proud of yourself." This helped us to jump into different categories of what being healthy means including: Mental, Physical, Emotional, and Spiritual health.
Learn: We read books and watched videos about how kids can attain good health and well-being.
Involve families: Before spring break, I sent home a small note explaining our topic. I asked that families discuss with their child what good health and well-being means to their family. The goal was to learn what other families in our community may be doing but also what other cultures do since we have such a diverse class. Ideally, I would have liked to send a survey but for this class, this was the best option.
Share and compile our learning: We did this over the course of several days so each student would have an opportunity to share. We could also make connections and spot differences.
Draft our books: Student began to narrow in on their own definitions of what Good Health and Well-being means to them and what they wanted to put in their books.
Choose a country: Individually or in partnerships, students researched a country to learn how other countries achieve Good Health and Well-Being.
Create our books: This book was like a guide for the kids to take home as a reminder of what their family as well as their chosen country does to have Good Health and Well-being.
Share and reflect: The students were eager to research their country every day as well as share their learning with classmates and other classrooms in the school.
Anchor chart: used to activate students schema. We referred back to this often as this project was completed over the course of weeks. See the Slide Deck to reveal what they learned!
Results: Flip through this slide deck to see pages from my students healthy habits books.
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