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Apple

Apple. Hold up the apple. It represents the Earth. Cut away ¾ of the apple. This represents the percentage of the Earth’s surface covered by water. Hold up ¼ of the apple. Half of this quarter is the desert. We can’t grow crops on desert. Cut the ¼ in half.

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Apple

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  1. Apple

  2. Hold up the apple. It represents the Earth.

  3. Cut away ¾ of the apple. This represents the percentage of the Earth’s surface covered by water.

  4. Hold up ¼ of the apple.Half of this quarter is the desert.We can’t grow crops on desert.Cut the ¼ in half.

  5. ¾ of the remaining land is rocky. Cut the piece into quarters and dispose of the unusable rocky land.

  6. The remaining piece is 1/32 of the original, 1/32 of the Earth’s surface.Trim off the peel.

  7. Of this 1/32 this peel represents the precious inches of topsoil we have available on which to live and with which to feed our world population.

  8. This topsoil supports virtually all plants and animals that live on land.

  9. It filters water, serves as the basis for forests and other land ecosystems, and provides the medium and nutrients which make agriculture possible.

  10. Questions • How can we keep topsoil from washing away? • How does it affect streams and waterways? • How does an increasing population affect topsoil? • How does this activity increase your awareness of the human-earth relationship?

  11. Reflection • How is this activity “literacy”?

  12. Activity Demonstrates: • Numeracy, Literacy, Eco-Schools • Using Active Listening Strategies • Critical Literacy • Making Inferences • Analyzing and Evaluating • Interconnected Skills • Generating and Developing Ideas

  13. Critical Literacy Social Justice and Sustainable Development

  14. Paulo Freire Suggests… • Literacy is about reading words and about reading the world

  15. Sustainable Development We all share this stuff! Food Water Earth Wealth Social Work

  16. The Miniature Earth

  17. Miniature Earth Clip • How would your students respond to this video? • What comments or questions do you think they would have?

  18. Brainstorming • How could you use this video in your teaching? • Consider some extension activities (including writing, oral communication, reading, and media) to use in a unit you currently teach.

  19. My Teaching Strategy List • Works well even on overhead projector • Extension activities: • Gratitude poems • Create solutions for a more equal world • What might a typical day be like for a teenager outside of North America? • List what unifies us as human beings • What might this village look like in 100 years? • Track how much money you spend in a day • Used this as an introduction to TKM

  20. Fair Trade Video

  21. Activity Demonstrates: • Numeracy, Literacy, Eco-Schools • Human Dignity • Rights and Responsibilities • Interpreting Texts • Extending Understanding of Texts • Interconnected Skills • Making Inferences • Reading Familiar Words • Interpreting Messages

  22. Where is the Power?

  23. What Do You Know About Water?

  24. What Do You See?

  25. Activity Demonstrates • Literacy, Numeracy, Eco-Schools • Global Solidarity • Promotion of Peace • Audience Responses • Form (Media) • Production Perspectives • Making Inferences • Interconnected Skills • Variety of Texts

  26. Resources Food and Water Environment Human Rights “The David Suzuki Reader” “Ecoholic” by AdriaVasil “The Golden Spruce” by John Vaillant “Blue Covenant” by Maude Barlow “In Defense of Food” by Michael Pollan Regular Free the Children newsletters for educators “Me to We: Finding Meaning in a Material World” by Craig and Marc Kielburger

  27. Stand By Me

  28. We are in This Together • As teachers we are in a position to make a difference • We can make our students aware of the world as a global village • We can encourage critical literacy through discussions about the environment, where we get our food, equal rights, and the importance of solidarity

  29. Jeff

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