Evaluation of Lesson Plan

October 20, 2018

Name: ​Jemmalyn U. Peralta

Website Used: ​http://worldslargestlesson.globalgoals.org/introduce-the-global-goals/

http://cdn.worldslargestlesson.globalgoals.org/2017/08/13-Introducing-the-Global-Goals-60min2.pdf

Lesson Plan Name and Content Area: ​Introducing the Global Goals (​ SDGs); Citizenship, Geography, Social
Sciences-open to any discipline for introduction

Description of Lesson:
The expected outcome of this lesson is for learners to explain what the SDGs (sustainable development goals)
are, why they are relevant, how they relate to oneself, and look through themed resources and information to
develop its importance. Students reflect individually of problems they face in the world, and then students are
grouped to visit 6 themed stations where they discuss, ask questions, and analyze resources about poverty,
health & well-being, education, skills, & jobs, a safe & fair world, sustainability, and environment. Students
reflect again on how all the goals are related to one another.

Assessment of its Global Competence:

The lesson plan on ​Introducing the Global Goals​ is a great introductory lesson for students since many
students have never heard about the SDGs or millennium goals created by the UN. It allows plenty of time for
students to evaluate their own understanding of issues that are facing them in their context but also provides
multiple opportunities to talk with peers and interact with texts, videos, and other resources to gain a
foundation of all the SDGs. Overall, I found the lesson to be a great resource for someone like me who is still
diving into global education. I believe any teacher can use this in any discipline, but the pitfall would be what to
do next with this lesson to further develop the learning outcome and connecting any curriculum with the global
goals. The challenge in this lesson is prepping all the resources (in color), hyperlinks, and thinking about
accessibility for all learners especially those who are ELLs. Using the Global Competence Matrix these would
be my recommendations and positives of the lesson.

Investigating the World

Positives:
Students are introduced in the lesson to think about the “biggest problems faced by people around the world
today” which helps generate questions and their own perspectives on global issues. Students compare and
contrast their list to the one provided and work through 6 situations analyzing resources, gathering information,
writing down facts, and creating questions they may have about the themes and SDGs. The lesson supports
the use of a variety of resources to address global information and what is already being done in the world.

Recommendations:
The lesson provides differentiation and alternatives to have a question sheet, although as the teacher that
would need to be developed by the instructor. It would help to have students further their analysis of resources
into a more developed argument and dig deeper as to why there are these issues in the world. Incorporating
the 3Y’s to a quick write would also help center the analysis of the goals and provide a universal language with
other global education resources. Also, depending on the extensive pre-work by the instructor, one can include
more examples, social issues/outcomes from other parts of the world, and that would increase the variety of
seeing different perspectives and stances on the global issues.

J.Peralta
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Recognize Perspectives
Positives:
The lesson provides plenty of thinking, pair, share, and time for students to connect with their own knowledge
about issues they see in a local and personal context. It also extends for students to tweet about the global
issues and why they are important. Students also have the opportunity to talk in a group over the 6 stations to
bring up other perspectives from each other.

Recommendations:
The lesson could increase its rigor by connecting with another class doing the same lesson to have multiple
perspectives or possibly connect via technology to another classroom around the world and provide their
perspective on the global issues. Since this is an introductory lesson, finding videos of students explaining their
first encounter to the SDGs could open up the multiple perspectives that are more global. This would help
support the competence matrix of understanding cultural perspectives and influences. Also, since the instructor
is expected to find and print short case studies, personal stories, photos, and graphs for the 6 stations the
variety of artifacts will extend the perspective aspect further.

Communicate Ideas
Positives:
Students are provided with multiple opportunities to discuss the resources and their own perspectives and
questions of the SDGs. The lesson also extends further for students to tweet why the SDGs are important.
Students are also given an alternative to sort the goals out and decide what is important, how they relate and
depend on one another to create a graphic organizer.

Recommendations:
I would recommend implementing structured student talk in the groups to ensure all students are expected and
can share their opinions and ideas. Examples could be numbered heads where all 4 need to share one
idea/question or build on another idea to further the conversation. Also providing sentence frames for ELLs to
help express their ideas and direct language to an analysis (compare and contrasting language). The lesson
would also benefit in taking it further by connecting with a classroom outside the US using Skype to gain
multiple perspectives and cross-cultural communication.

Take Action
Positives:
The lesson provides an alternative that students can view some of the problems and how the goals hope to
change the world. Students could then decide which goals could help tackle the problems. Students are also
asked to write about why these goals are important and relevant.

Recommendations:
Since the nature of this lesson is an introduction, the call for action is not implemented in the lesson. This
would need to be the next step for students to ponder about and empower them to think about how each
individual (themselves) could impact or support a cause/change in one of the SDGs. A follow-up lesson would
be to create an action plan around one of the goals that can be done at a local level and/or school site, then
act on it.

J.Peralta
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