Where Inthe World

8/9/2019 Where Inthe World

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Where in the World

Learning for Life and Work (SLD)

In, Out and Beyond:

Thematic Unit


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Writers Group

Mary McKendry, Castle Tower School (Beechgrove Campus), Ballymena (Editor)

Helena Downey, Foyle View School, LondonderryPaula Jordan, Sperrinview School, DungannonAlison Millar, Sperrinview School, Dungannon

Associate Writer

Grainne Dunn

A CCEA Publication 2009

www.nicurriculum.org.uk

Cover Photograph: Jupiter Images


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1 In, Out and Beyond Thematic UnitWhere in the World

Unit Title: In, Out and Beyond

Sub Theme: Where in the World

Thinking Skills and Personal Capabilities: Thinking, Problem-Solving and Decision-Making

Curriculum Objective: To develop the young person as a contributor to the economy and the environment

Key Elements: Personal understanding, mutual understanding, moral character, citizenship, personal health, cultural understanding, ethicalawareness, employability, economic awareness, education or sustainable development

Attitudes and Dispositions: Personal responsibility, concern or others, openness to new ideas, community spirit, exibility, respect, tolerance

Learning Experiences: Investigating and problem-solving, linked to other curriculum areas, relevant and enjoyable, media-rich, skillsintegrated, active and hands on, oers choice, challenging and engaging, supportive environment, positive reinorcement, varied to suitlearning style, ongoing reection

The Thematic Units connect the Learning for Life and Work subject strands o Personal Development, Local and Global Citizenship, Home

Economics and Employability and demonstrate how they contribute to the understanding o a central theme. They provide a number o

learning, teaching and assessment activities (and are accompanied by supporting resources) to help you address, interpret and develop the

Northern Ireland Curriculums key elements and Statements o Minimum Requirement.

Each Thematic Unit contributes to the statutory requirement or Learning for Life and Work and also links to other Areas o Learning. In

addition, there are opportunities to develop learners Thinking Skills and Personal Capabilities, incorporateAssessment for Learning principles

and make connections to the Cross Curricular Skills.

The units are not intended to be prescriptive and are not the only way to approach the Northern Ireland Curriculum. You do not have to ollowthem rigidly. Instead, we encourage you to choose rom the wide range o learning, teaching and assessment activities in the units and adapt

and extend them as appropriate or your classes.


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2

In, Out and Beyond Thematic UnitWhere in the World

Statements o Minimum Requirement

These are the Statements o Minimum Requirement that are addressed in this unit:

Education or EmployabilityWork in the Local and GlobalEconomyDescribe dierent types owork and investigate the rangeo employment in the localarea, including any changes inemployment trends, takingaccount o the implications orcareer planning

Education or EmployabilityWork in the Local and GlobalEconomyInvestigate the local impacto the global economy

Education or EmployabilityWork in the Local and GlobalEconomyInvestigate how an employermight deal with issues aectingwork

Education or EmployabilityWork in the Local and GlobalEconomyInvestigate how workorganisations contribute to thecommunity


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Justiy methods,

opinions and

conclusions

Resource Sheet in this booklet

Online Activity (OA) or PowerPoint Activity (PP) available rom www.nicurriculum.org.uk

Skills tabs printed in yellow are Cross Curricular Skills

Skills tabs printed in red are Thinking Skills and Personal Capabilities

Communication -

Select and use

inormation rom a

range o sources

Communication -

Read a range

o texts or

inormation, ideas

and enjoyment

Using ICT -

Research,

select, process

and interpret

inormation

Key Question Learning Intention

Learners will haveopportunities to

Possible Learning, Teaching and Assessment Activities Skills and

Capabilities

Where in the

world do I live?

... investigate the world

they live in.

Show the learners a map o their country in an atlas and locate their town together.

Have them mark the town on the map o Ireland in Resource 1.

Resource 1: Wheres My Town?

Use Resource 2 to highlight and develop awareness o the wider geographical

context o the learners hometown. Discuss their county, country and continent

together, and fnd these areas on a map.

Resource 2: Alien Landing!

Where appropriate, have the learners complete Resource 3 by identiying the

countries that make up the United Kingdom and colouring them in dierent

colours.

Resource 3: The British Isles


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4





Capabilities

Where in the

world do I live?


they live in.

Broaden the theme to include other areas o the world that the learners or people

they know have visited. Use photographs and the map in Resource 4 to stimulate

discussion. Ask i the learners have any relatives or riends who live in other parts

o the world, or talk about your own experiences.

Resource 4: Where Have We Been?

Provide a map or use the internet to complete Resource 5 together, deciding which

o the countries listed are nearest and urthest away rom Northern Ireland. Oer

support by suggesting that two countries belong in the near category, three in the

urther away and three in the urthest away categories.

Resource 5: Near Or Far?

Discuss methods that we can use to communicate with people in other parts o the

world. Focus on our: talking on the telephone, and sending emails, text messages

and letters. Ater they complete Resources 6 and 7, encourage the learners to

express their opinions about the best ways to communicate.

Resource 6: Dierent Ways To Communicate: Matching

Resource 7: Dierent Ways To Communicate: Advantages And Disadvantages


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Capabilities

Where in the

world do I live?


they live in.

Investigate together what lie is like in another part o the world. Consider,

or example, the ood people eat, school days, hobbies and transport. Identiy

things that are the same in other countries and things that are dierent. Use TV

programmes (such as Neighbours and Home and Away) or flms to help raise the

learners awareness o similarities and dierences.

Discuss the countries listed in Resource 8 or 9, whichever is more appropriate or

your learners, and complete the table.

Resource 8: Similar Or Dierent? [Writing]

Resource 9: Similar Or Dierent? [Ticking]

In small groups or as a whole class, give the learners an opportunity to createa display about a country o their choice and, where possible, to prepare a

presentation about this country or the class.

Allow the learners to play the PowerPoint game based on aspects o lie in other

areas o the world.

PP: Where In The World?


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Sequence, order,

classiy and make

comparisons

Using Mathematics -

Organise and

present inormation

in mathematical

ormats

Communication -

Contribute

comments, ask

questions andrespond to others

points o view

Using ICT -

Research,

select, process

and interpret

inormation




Capabilities

How do we get to

other places?

... classiy and describe modes

o transport.

Discuss dierent ways o travelling to other places, both near and ar away.

Together list and compare dierent means o transport, or example aster/slower,

more comortable/less comortable.

Create charts to show the types o transport that the learners have travelled in or

their avourite ways to travel (such as car, bus, train, aeroplane or boat).

Discuss why we need dierent types o transport and how we can decide which

is most suitable or travelling to a particular place. Use the matching activity in

Resource 10 to show how we sometimes have more than one option.

Resource 10: How Could I Get There?

To develop the theme, make a set o transport cards rom Resource 11 and have thelearners match the six means o transport to the six destinations. This time, they

should only use each orm o transport once.

Resource 11: Transport Cards

Encourage the learners to select an area o the world they would like to visit, either

individually or as a group. Decide how they could get there and what they would

need to take with them (currency, type o clothes, etc).

Resource 12: Globe Trotter!

I possible, establish links with a school in another country. Use a virtual classroom

system to extend learning opportunities by enabling the learners to ask questions

to their peers in another country.


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Communication -

Communicate

inormation, ideas

and opinions

Examine evidence

Make links

between cause and

eect

Using Mathematics -

Read, interpret and

organiseinormation in

mathematical

ormats

Communication -

Read a range

o texts or

inormation, ideas

and enjoyment




Capabilities

What goods

are imported toNorthern Ireland?

... locate inormation or a

particular purpose.

At several points in this and subsequent key questions you will fnd suggestions

or interviews, visits and trips. Where possible, choose one or more o these

whichever best suit your groups location and circumstances to help reinorce the

topics o imports, local produce and exports or your learners.

Using the ruit and vegetables pictured in Resource 13 as a ocus, discuss which

oods are grown in Northern Ireland and which we have to import rom other

countries.

Resource 13: Home Or Away?

Ask the learners to bring in empty ood packaging rom home, or obtain a selection

o supermarket yers. Use these to classiy items into those which are importedand those which are produced locally. Create a histogram to display the results.

Discuss how much or, more probably, how little is produced locally.

Have the learners complete Resource 14 by cutting out the labels o six imported

items and sticking them onto the worksheet. Alternatively, they could draw

pictures.

Resource 14: Northern Ireland Imports

Visit a supermarket together, use a supermarket website or take a variety o oods

into class to identiy countries o origin or the items pictured in Resource 15. Use a

wall map or an atlas to show how ar away these countries are.

Resource 15: Trolley Travellers!


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Capabilities

What goods



particular purpose.

Together fnd the brand names o imported products in the categories listed on

Resource 16.

Resource 16: Supermarket Imports

Where appropriate, ocus on how we sometimes have a choice: we can buy a local

or an imported brand o the same product. During your supermarket visit, or using

a website, search or the items listed in Resource 17. Where possible, identiy a

Northern Irish brand and an imported brand, and note the names and prices. Guide

the learners to products o a similar size or weight or the price comparison to be

useul.

Resource 17: Supermarket Sleuth!

I possible, ask in a local supermarket i you can interview a member o sta about

the products that they import and local produce that they sell.

Choose an imported product, or example a banana, and investigate together its

journey rom tree to tummy. Begin by visiting a local ruit shop and asking where

they source their bananas. Contact or visit the supplier and ask the same question.

Continue until you reach the banana plant. Where personal contact or visits are not

possible, search appropriate internet sites (or example www.yes.com/products/

bananas.htm) to gain the necessary inormation. Then have the learners order the

steps in Resource 18.

Resource 18: Importing Bananas: From Tree To Tummy!

Create a class display depicting the journey o the ood you have investigated. Each

learner or small group o learners could be responsible or one part o the display

ocusing on one step o the journey.


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Capabilities

What goods



particular purpose.

You may also wish to access the ollowing Oxam resources and lesson plans about

bananas, cotton and sugar:

www.oxam.org.uk/education/resources/go_bananas/ (bananas)www.oxam.org.uk/education/resources/clothes_line/?30 (cotton)

www.oxam.org.uk/education/resources/fnd_your_way_through_trade/?30 (sugar).

Use Resource 19 to highlight and discuss items other than ood which are imported

into Northern Ireland (such as clothes, cars and electrical items).

Resource 19: Around The World In A Day!

The gap-fll activity in Resource 20 allows you to explore urther some major

reasons or importing products.Resource 20: What Do We Need Imports For?

Considering all the evidence, decide together i we could live without imported

products. Ask the learners i they think there are any items grown or made in

another country that we could not live without.

Hold a local produce break time, and encourage the learners only to eat products

made in Northern Ireland.


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Justiy methods

and conclusions

Examine options

and weigh up pros

and cons

Communication -

Develop, express

and present ideas

in a variety o

ormats

Communication -Speak clearly and

structure talk so

that ideas can be

understood by

others

Using ICT -

Research and

select inormation




Capabilities

Why should we buy

local produce?

develop an awareness o

helping others.

Investigate local producers in the school area to fnd out what products they make.

Display the learners fndings through artwork.

You may wish to explore some company websites together, such as:

www.dalearm.co.uk

www.moypark.com

www.genesisbreads.com

www.irwinsbakery.co.uk

www.tayto.com

Choose a locally produced ood (or example yoghurt) and investigate its journey,

rom its origin to the consumer. Where possible, take the group to watch how the

ood is produced. Collect photographs and insert them into the Talking Book

rame on PowerPoint.

PP: The Journey O A Yoghurt

Talk about the people and the dierent jobs involved in producing goods locally.

Estimate together how many people work in local industry, and fnd out i any o the

learners amily members work or local producers.


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Capabilities

Why should we buy

local produce?

develop an awareness o

helping others.

Find out about jobs associated with industry in the locality, and talk together about

jobs associated with transporting goods (or example docker or lorry driver). Have

the learners match the statements in Resource 21 to the job cards.

Resource 21: Job Cards

Show some o the photographs romwww.belast-harbour.co.uk/portinpictures.htm

to illustrate a class discussion about importing and exporting.

Where possible, visit the airport, train station or docks, etc, and interview people

who work there to fnd out what their jobs entail. Ask the learners to suggest

suitable interview questions.

Explore the importance o supporting local industry. Have the learners completethe matching activity in Resource 22 to highlight some possible dierences between

local and imported products. Give them an opportunity to design and display a Buy

Local poster or leaet.

Resource 22: Why Buy Local?


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Make links

between cause

and eect

Communication -

Contribute

comments, ask

questions and

respond to others

points o view




Capabilities

What products do

we export?

... investigate local produce. Where possible, contact a local producer that exports products (or example Moy

Park or Dale Farm) and arrange a group visit, or ask i a representative can come

to the school. Use the questions in Resource 23 to interview one o the workers andintroduce the concept o exports to the learners. Encourage the learners to think o

urther questions to ask.

Resource 23: Interview Sheet: Local Producers

Mark on a map the places your chosen company exports to, and fnd out how their

produce gets to each destination. I appropriate, visit the docks, airport or train

station together to see the product on its way.

Investigate a wider variety o products that are grown or made locally and then

exported to other countries. Create wall displays o local businesses which export

goods abroad. Use InoMapper/uLearn to identiy where locally produced goods are

exported to, and fnd out how they get there.

Resource 24: Northern Ireland Exports

The British Council has ree European resources that you can use to investigate

some o these countries, or example booklets about countries in the EU, maps,

and stickers o ags o EU countries. See www.britishcouncil.org/nirelandor email

the European Resource Centre at [email protected]

Give the learners an opportunity to complete the online activities. These include

exercises on selecting local and imported goods, flling in the missing words,

selecting jobs involved in the import/export market, and a wordsearch.

OA: Imports And Exports


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Communication -

Find, select and

use inormation

rom a range o

sources

Make connections

between learning

in dierentcontexts

Using ICT -

Investigate and

solve problemsthrough interaction

with electronic

tools

Using ICT -

Present ideas

using digital media




Capabilities

Which companies

in my town havestores elsewhere?

... explore dierences

between local, national and

multi-national companies.

Use the internet or a telephone directory to identiy companies which are local (in

the local area only), national (have stores throughout Northern Ireland) or global

(have stores across the world).

Resource 25: Local, National Or Global?

Use the internet to research national and multi-national companies, such as

McDonalds, Spar, B&Q, Marks & Spencer, and Tesco.

Identiy the countries where these companies operate and their associated ags.

Visit one or more national or multi-national companies. Identiy ways in which they

dier rom local companies (or example the size o their buildings or number o

employees).

Take photographs or a video during your visit(s). Use these in conjunction with

inormation rom the internet to compile a booklet or PowerPoint presentation

about the company or companies.

PP: All About... [Talking Book]


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14


Generate possible

solutions, try

out alternativeapproaches and

evaluate outcomes

Communication -

Communicate

inormation, ideas,

opinions, eelings

and imaginings,

using an expanding

vocabulary

Communication -

Find, select and use

inormation rom a

range o sources

Using ICT -

Investigate and

solve problems

through interaction

with electronictools




Capabilities

Why are there

problems withsome industries inother countries?

... develop an awareness o

airness and unairness in the

workplace.

Focus on what people should get when they have a job. Discuss, or example, air

pay, working conditions, hours o work and uniorms.

Have the learners classiy the sentences in Resource 26, to raise their awareness

that some workers in the developing world do not get the same air treatment as

local workers. Compare the unair working conditions described with the working

conditions o people that the learners know.

Resource 26: Fair Or Unair?

Use Resource 27 to explore how workers in sweatshops are treated compared to

those working in air conditions.

Resource 27: Spot The Dierences!

See the ollowing websites or urther inormation and resources:

www.oxam.org.uk/education/resources/looking_behind_the_logo/?30 includes a

PowerPoint presentation about a woman who works in a sweatshop.

www.simsweatshop.com/gameis a game which demonstrates how people who

work in sweatshops do not get paid airly.

www.waronwant.org includes photographs and inormation about sweatshops.

www.maketradeair.com/en/index.htm gives up-to-date inormation on the trade

campaign.

As a group, investigate ways that you could get involved in helping to make

trade air.


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Resources


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16

Wheres My Town? Resource 1

Use an atlas to locate the town that your school is in. Mark its location on the map o Ireland below.


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Alien Landing! Resource 2

What town have I landed in?

What county am I in?

What country am I in?

What continent am I in?

Imagine that an alien has just landed in your town. Can you help him by answering his questions?


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The British Isles Resource 3

Key: Northern Ireland

England

Scotland

Wales

Northern Ireland, Scotland, Wales and England are part o the United Kingdom. Can you fnd them on thismap o the British Isles? Use an atlas or the internet to help you. Colour each country a dierent colour,and complete the key.


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Where Have We Been? Resource 4

Mark the countries that people in your class have visited on the map.


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Near Or Far? (1 o 2)

Use a map to help you decide how near or ar away the countries listed are rom Northern Ireland.Cut and paste the ags into the correct area: near, urther away or urthest away.

Resource 5

Northern Ireland

near

urther away

urthest away


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Resource 5

USA England

Italy Japan

Spain France

Australia Wales

Near Or Far? (2 o 2)

MayerJohnsonPCSSymbolsMayerJoh

nsonLLC(contactWidgitSoftwarewww.widgit.com)


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22

Different Ways To Communicate: Matching

What do these pictures tell you about how we can communicate with people in dierent parts o the world?Write the correct words below the pictures.

Resource 6

Answers

send an email

send a text message

talk on the telephone

write a letter


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Different Ways To Communicate: Advantages And Disadvantages (1 o 2)

How would you describe these ways o communicating with the world (speaking on the telephone, sendingemails, writing letters and text messaging)? Use the pictures to help you, and add your own ideas.

Resource 7

Way of communicating Description


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24

ast slow cheap

need a telephone need a computer need a stamp

expensivecan hear the

persons voice need a mobile

Different Ways To Communicate: Advantages And Disadvantages (2 o 2) Resource 7




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Similar Or Different? (Writing)

How are these countries similar or dierent to the country we live in? Record the language and money thatpeople use, the ood they eat and what the weather is usually like.

Resource 8

Country Language Weather Money Food

USA

Scotland

France

Australia

Spain

Arica




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Similar Or Different? (Ticking) Resource 9

Country Language Weather Money Food

USA

Scotland

France

Australia

Spain

Arica

Compare these countries with your country. Put aa i things are similar or anr i theyre dierent.

MayerJohnsonPCSSymbolsMayerJohnsonLLC(contactWidgitSoftwarewww.widgit.com)


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How Could I Get There? Resource 10

train

car

bus

aeroplane

USA

Dublin

Scotland

France

Australia

Imagine you had to travel to these places. Which types o transport might you decide to use?You can use each type o transport more than once.



boat


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Transport Cards (1 o 2) Resource 11

The seaside Australia Scotland

France Space Dublin


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Transport Cards (2 o 2) Resource 11

Eurostar Space Shuttle car

aeroplane bus ship



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Globe Trotter!

Imagine you could visit any place in the world! Where would you go? Fill in the blanks to help you planyour trip.

Resource 12

I would visit

I would travel there by I would need to bring these itemswith me

When I was there I would I would like to go there because


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Home Or Away? Resource 13

pineapples

potatoes

turnips

apples

kiwis

bananas

grapes

mushrooms

Some items that we can buy in shops and supermarkets can be grown here, and some items aregrown in other countries. Are these items which are grown here, at HOME, or AWAY in anothercountry? Write H or those grown here and A or those grown in another country.

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Northern Ireland Imports

Find six products that are IMPORTED into Northern Ireland, and draw or cut and paste a picture into theboxes.

Resource 14


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Trolley Travellers! Resource 15

Visit a supermarket and look or the items in the trolley. What country did they come rom?Write the name o the country on their label.


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Supermarket Imports

Find products in these categories which are imported. Write the types o product and/or brand namesbeside each category.

Resource 16

Type of product Imported

fruits

vegetables

meats

dairy

bread

other

MayerJohnsonPCSSymbolsMayerJo

hnsonLLC(contactWidgitSoftwarewww.widgit.com)


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Supermarket Sleuth!

Find these products in the supermarket. Can you fnd brands made in Northern Ireland and brands madein another country? Write their names and how much they cost.

Resource 17

Product

Brand made in

Northern Ireland Price

butter

cheese

yoghurt

crisps

bread

milk

Brand made outside

Northern Ireland Price


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Importing Bananas: From Tree To Tummy! (1 o 2) Resource 18

The boxes are put in anaeroplane.

They are taken to aactory and put into

boxes.

Banana plants areplanted.

Then they are takento the supermarket

warehouse.

They are transported tothe supermarkets and

put on the shelves.

Ater growing, thebunches are cut rom

the trees.

We buy and eat them! The banana trees grow.

How do bananas get to us? Cut and paste these cards in the correct order.


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Importing Bananas: From Tree To Tummy! (2 o 2) Resource 18

1

5

2

6

3

7

4

8

38


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38

Around The World In A Day!

Every day we use things which are made or grown in other countries. Find out which countries helped youto do these things. Use the internet to help you, or check the labels!

Resource 19

How do other

countries help youget to school? Find

out where the car orbus was made.

Which country was

the ood you haveeaten produced in?Check the labels.

Where were your clothes made?Check the labels.

How have other

countries helpedto entertain you?

Check the brandname or labels onyour TV or games.


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What Do We Need Imports For? Resource 20

Word Bank

natural resources

people

weather

machinery

Some ruits and vegetables needcertain types o this to grow.

Other countries are able toproduce goods because they have

the correct type o this.

These need to have special skillsto make some products.

Some products are made with thehelp o resources we do not have

enough o.

Use the pictures to help you understand why we need to import some goods to Northern Ireland.



40


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40

Job Cards Resource 21

I take the goods

rom the docks tothe warehouse.

I work at the

docks, loading

the goods ontothe ship.

I sell thegoods in my

shop!

I take the goodsrom the warehouse

to the shops.

I grow the

goods!

I pack the

goods intoboxes!

Match the worker to the correct speech bubble!


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Why Buy Local?

These apples look the same, but one was grown in the United States o America (USA) and one was grown

in Northern Ireland. Draw a line rom each statement to the apple it describes.

Resource 22

was grown by local

people

has travelled ar

is resher

was transported on a

boat or aeroplane

was transported on a

lorry or van

grownin theUSA



grown inNorthernIreland

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Interview Sheet: Local Producers Resource 23

1. What product does your company make?

2. Where do your employees come rom?

3. What countries do you export your product to?

4. How do you export your product?

5. Why should I buy your product and not one rom another country?



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Northern Ireland Exports Resource 24

Find six products that are EXPORTED rom Northern Ireland, and draw or cut and paste a picture intothe boxes.

44


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Local, National Or Global?

Find the names o shops or companies that are either LOCAL (can only be ound in your area), NATIONAL(can be ound across Northern Ireland) or GLOBAL (can be ound in many countries o the world).

Resource 25

Local

National

Global


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Fair Or Unfair? Resource 26

You must start very early and fnish when the boss says.

You will get an hour or lunch.

You can work here ull time when you are 12.

You will work rom 9.00am to 4.00pm.

There are no breaks. You will work all day.

The shirt you are making will cost 40 to buy, but you will get paid 50p per day.

You have to be 17 to work in this actory.

I you do not make 100 shirts each day you will not get paid.

The actory is not sae to work in.

Some people are treated unairly at their work. Read these rules, and decide which rules are air andwhich are not. Give the air rules a happy ace and the unair rules a sad ace.

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Spot The Differences! (1 o 2) Resource 27

Both these T-shirts look the same, but the people who made them were treated dierently. Enlarge eachT-shirt to an A3 page. Then cut and stick the pictures on the next page on the correct T-shirt.

made in asweatshop

Stick pictures showing how workers in sweatshops are treated onto this T-shirt.

made in agood factory

Stick pictures o air working conditions onto this T-shirt.



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car

dangerousconditions

workers belongto a union

low pay child workers long working day

air employers sae conditions breaktimes unair employers good pay

no unions allowed

air working hours no support romthe government

unair rules orworking

holidays

12

93

6

Spot The Differences! (2 o 2) Resource 27



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Where Inthe World

Documents

Transcript of Where Inthe World