Global Nomads Group - Student To World: Ocean Health 2020-2021 Educator Guide

GLOBAL NOMADS GROUP

STUDENT TO WORLD: OCEAN HEALTH 2020-2021 EDUCATOR GUIDE

© GLOBAL NOMADS GROUP

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Today there are more than two billion young people in our world. Each one of them is inherently powerful and capable of incredible humanity. They are teaching us. They inspire us.

They are truly leading the way.

Young people have access to information, the ability to connect with others, and the opportunity to shape our world in ways that are unlike anything we could have imagined.

In 1998, when Global Nomads Group (GNG) was founded, we needed to create the conditions that allowed young people to connect across difference and distance. We had to bring video conferencing equipment into remote areas so that these connections could happen for youth no matter where they lived.

Today, in many parts of the world, young people’s access to and comfort with technology is extraordinary. Connecting with others around the world is easy. So now, our work is focused on making these connections meaningful, giving all young people the skills and opportunity to engage with difference, harness the power of their voice, and experience deep empathy.

GNG’s work is anchored by our belief in and respect for the young people with whom we work.

We know that given the right opportunities and supports, they will far exceed anything we can dream of today. Ultimately, GNG envisions them as the generation that will lead us forward into a more just world, one that preserves the human dignity of each and every person.

GLOBAL NOMADS GROUP CAMPFIRE PROGRAMS ARE MADE POSSIBLE BY:

The Bezos Family Foundation supports rigorous, inspired learning environments for young people, from birth through high school, to put their education into action. Through investments in research, public awareness and programs, the foundation works to elevate the field of education and improve life outcomes for all children.

PhotoWings is a 501(c)(3) nonprofit organization dedicated to utilizing the power of photography to further deep thinking, communication, and action. PhotoWings' mission is to highlight and help facilitate the power of photography to influence the world. They help photography to be better understood, created, utilized, seen, and saved.

Poly is the global communications company that powers authentic human connection and collaboration. Face to face, they sift and sort millions of verbal and non-verbal cues to glean meaning. Poly is finding new ways to inject these cues into audio and video communication to replicate the face to face experience. To build intimacy. To break walls and span distance. To nurture the simplicity and beauty of human connection.

Global Nomads Group Campfire programs are supported by the Stevens Initiative, which is sponsored by the U.S. Department of State, with funding provided by the U.S. Government, and is administered by the Aspen Institute. The Stevens Initiative is also supported by the Bezos Family Foundation and the governments of Morocco and the United Arab Emirates.

The Public Affairs Section of the U.S. Embassy in Tunis explains and advocates U.S. foreign policy, American culture, and society while promoting dialogue between the U.S. and Tunisia through a variety of educational exchange programs, media relations, cultural activities, and English language training support.

STUDENT TO WORLD OVERVIEW

Welcome to Student-to-World, a personalized learning journey that will provide your students with access to thematic curricular content from around the world. By participating in Student-to-World, your students will explore aspects of their everyday lives, compare and contrast their lives with the lives of global peers, expand their understandings of thematic content in global context, and ultimately plan to take actions that benefit their local and global communities.

Student-to-World engages youth in personalized learning journeys in which students determine the pace of their work, select from robust curricular content curated by curriculum developers at Global Nomads Group, and engage with the stories of youth from different parts of the world.

The personalized learning in Student-to-World is designed to meet the varied learning styles, prior knowledge, preferences, and interests of your students. Students choose from an array of content to craft unique educational journeys.

Student-to-World is a classroom-based program that connects youth around the world so they can build global awareness and learn from one another, entirely online. The purpose of Student-to-World is to motivate cross-cultural, cross-national, digital learning among young people.

With the continual guidance of educators, students complete assignments that ask them to tell stories after engaging with carefully selected images, videos, academic and journalistic articles and stories written by their global peers. All assignments completed by students contribute to a global content resource library, which is accessible to your students and their global peers for reference as they complete their assignments.

STUDENT TO WORLD: OCEAN HEALTH Student-to-World Ocean Health  is intended for STEAM-related classes that aim to teach environmental sciences. Using stories written by participating youth from around the world, this curricular supplement brings to life both local and global ecosystems, connects individual behaviors with the health of our planet, and inspires youth to take action. Students learn the power of storytelling to leverage behavioral change as they explore their own and their global peers’ lived experiences of plastic use; consider their own and their global peers’ local waste management practices; discern the impact of their individual and collective behaviors on ocean health; and devise plans to increase ocean health. This program fits well into earth science, environmental science and biology courses and can be implemented in after-school programs, community centers and youth development organizations.

GLOBAL NOMADS GROUP

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CURRICULUM MODULES & ROLE OF THE EDUCATOR For this Ocean Health curriculum, students will complete the following four assignments:

#EVERYDAYPLASTIC

in which students tell a story about a plastic in their lives.

#EVERYDAYLOCALECOSYSTEM

in which students bring their communities into their stories, connecting their individual lives with their local contexts.

#EVERYDAYGLOBALECOSYSTEM

in which students see the interconnectivity and interdependencies across various contexts.

#EVERYDAYACTION

in which students plan for local actions that can achieve positive global impact.

ROLE OF THE EDUCATOR In personalized learning, educators have several important roles. They support students in making choices between curricular content options (in this case, curated resources to support each assignment and global peer stories). They support students in navigating the online platform used (in this case, Canvas). They bring the whole class together to surface individual learning, share information and ideas. They facilitate whole-class discussions. They assess student work using the quality criteria provided for each assignment and help students assess their own work as well. They help students with comprehension of unfamiliar words and the content of peer stories as necessary. They help students who are struggling to think of story topics by providing additional prompts and asking questions. They manage device distribution and storage.

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GLOBAL NOMADS GROUP

PERSONALIZED LEARNING OVERVIEW

In contrast to traditional classrooms where teachers present curricular content, personalized learning leverages technology to enable students’ direct engagement with such content. In this pedagogical model, teachers serve as coaches, mentors, facilitators, trouble-shooters, and problem-solvers.

The images below demonstrate the differences in student and teacher engagement with content in traditional and personalized learning educational environments.

TRADITIONAL

PERSONALIZED LEARNING

Research shows that students are more motivated to master skills and complete assignments when afforded choices related to the content and pace of their learning. In this Student to World: Ocean Health curriculum, participating students customize their learning paths based on their own interests, learning goals and prior knowledge. Students track their own learning progress, use quality rubrics to evaluate their own assignments, and work at the pace that suits their individual mastery of the content and skills.

The process of personalized learning highlights student accomplishments, rather than shortcomings. As they gain access to new content via assignment completion, they acquire badges that reward their progress through the learning paths that they help design through their choices among curated resources and global, peer-generated stories. Students can access curricular content anytime and anywhere, via the online platform where this course is housed.

By exercising the skills of independent learning, students feel empowered to seek resources and opportunities that suit their needs, to select the content of greatest interest to support their learning, motivated by the individual agency inherent in this self-directed pursuit of knowledge and skills.

Source: https://www.hanoverresearch.com/media/Best-Practices-in-Personalized-Learning-Environments.pdf 2012

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HOW THE EXCHANGE HAPPENS: EXCHANGE OF IDEAS, EXCHANGE OF STORIES In physical, global-exchange programs, students travel great distances and require considerable financial resources to meet and learn from one another. In virtual exchange, students can learn from one another via technological connectivity, without the often prohibitive expense of travel. Still, due to differences in time zones and increasing demands on educator time, virtual exchange programs that engage students in enduring synchronous or asynchronous dialogues commonly demand more co-planning with distant colleagues than many educators can fit into their busy days. Student-to-World curricula minimize the challenges faced by educators who are committed to global education through meaningful and sustained virtual exchange but who cannot find the time to collaborate with distant peers.

In Student to World: Ocean Health, students share stories and the global exchange happens at the pace of participating students. Students submit stories as assignments and those assignments become available to peers around the world. Each participating student can access content created as an assignment from peers around the world and each semester the repository of global student stories grows.

The virtual exchange happens at two levels:

(1) Exchange of stories: by completing each assignment, students contribute to the repository of global peer stories and learn from the stories they select to read from that same repository.

(2) Virtual Discussion Groups: the Student to World program offers whole class discussion guides for educators to use with their classes. These discussion groups are entirely optional. They will offer an opportunity for students to discuss the Student to World program and the stories they've read with others.

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WHY STORYTELLING? STORYTELLING AS ASSIGNMENT ANCHORS In order for youth to learn from each other’s lives, indeed to find each other’s lives plausible, Student to World leverages the power of storytelling. Rather than have global youth share opinions and information about themselves with one another, we engage them in sharing stories with one another.

The stories are often brief, yet impactful, revealing deep truths through small moments, bringing social issues to life through day-to-day realities.

The power of storytelling for enduring learning--in which students retain the information they learn beyond the classroom and course--is well established in research literature in the fields of communication, cultural studies and neuroscience. The brain reacts to stories based on triggers to the neurons that evoke empathy. Stories help students connect across great distance and difference.

RESOURCES: Fleming, Laura. “Connecting Meaning and Learning Through Storytelling.” The Huffington Post, TheHuffingtonPost.com, 4 June 2011, www.huffingtonpost.com/laura-fleming/connecting-meaning-andle_b_843923.html.

Juliani, AJ. “The Hidden Importance of Teaching With Stories.” A.J. JULIANI, 21 Mar. 2016, ajjuliani.com/hidden-importance-teaching-stories/.

Malamed, Connie. “Why You Need To Use Storytelling For Learning.” The ELearning Coach, 3 Dec. 2017, theelearningcoach.com/elearning2-0/why-you-need-to-use-storytelling-for-learning/.

Weinschenk, Susan. “Your Brain On Stories.” Psychology Today, Sussex Publishers, 2014, www.psychologytoday.com/us/blog/brain-wise/201411/your-brain-stories.

“Everything—faith, science, love—needs a story for people to find it plausible.”

-Adam Gopnick, The New Yorker.

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STANDARDS ALIGNMENT AREA

STANDARDS

NEXT GENERATION SCIENCE STANDARDS

MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

ASIA SOCIETY GLOBAL COMPETENCIES

Investigate the world Recognize perspectives Communicate ideas Take Action

21ST CENTURY SKILLS

Critical Thinking and Problem Solving Creativity and Innovation Information Literacy Media Literacy Technology Literacy Flexibility and Adaptability Initiative and Self-Direction Productivity and Accountability Leadership and Responsibility

CASEL SOCIAL &EMOTIONAL LEARNING

Self Awareness Self Management Responsible Decision Making

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STUDENT COURSE ORGANIZATION: UNLOCKING CONTENT As students progress through the Student to World program, they will access content and global peergenerated stories through GNG’s online platform (housed on Canvas LMS).

The program is organized into four modules. When students first log in to the Canvas course, they will click on the first module; when they return, they can resume where they left off by clicking Modules on the left side of the screen and selecting the last page they read.

Each module includes a Get Ready, Explore, and Share step.

1. The Get Ready step provides students with new information and the context necessary on a specific topic.

2. Then, the Explore step allows students to click through articles, videos, and stories from all over the world.

3. Once they're finished exploring, they can move onto the Share step, which provides a prompt for them to use to share their own story with their global peers. © GLOBAL NOMADS GROUP

GETTING STARTED INTRODUCTION

The rest of this facilitator guide will introduce the content of each module for you to use with your student.

© GLOBAL NOMADS GROUP

MODULE 1 : #EVERYDAYPLASTIC OVERVIEW:

Students examine everyday plastic use in multiple contexts to explore how plastic is used globally in everyday lives, how it comes to us and what happens once it leaves us, what we use it for, and what meaning it has to us.

#EVERYDAYPLASTIC: GET READY HOW MUCH PLASTIC DO YOU SEE FROM WHERE YOU SIT RIGHT NOW? Every day, people all over the world use plastic. Chances are, there is plastic in the device you are using to see this screen. Take a minute to look around and take stock of all the plastic you see.Plastic is a synthetic polymer, which means it is created by people and is made up of similar molecules. Plastic is flexible, strong, and lightweight, which makes it easier to use than other, more natural, materials.

THE HISTORY OF PLASTIC Plastic was invented in the mid1800s. It was the first material that could be used in the same ways as those found in nature, like wood, ivory, metal, stone and bone. People did not need to worry about running out of plastic like they did about other materials.

Source: https://www.youtube.com/watch?v=QW3OGMZ1bWc

Mid-1800s: Plastic is invented In the 1940s and 50s, plastic was used in most items that had been made out of natural materials before. It took the place of steel in cars, paper and glass in delivery, and wood in furniture. It was a part of everyday life throughout the entire world.

1940s & 50s: Plastic takes over In the 1960s, people first started reporting plastic bits in the ocean. The health of the ocean, fish, and the coral reef were in danger. Plastic pieces were found in the bellies of many sea animals. Large landfills in the middle of the oceans were sending toxins into the waters.

1960s: Plastic in the ocean In the 1960s, people first started reporting plastic bits in the ocean. The health of the ocean, fish, and the coral reef were in danger. Plastic pieces were found in the bellies of many sea animals. Large landfills in the middle of the oceans were sending toxins into the waters.

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PLASTIC AND THE ENVIRONMENT Many plastic products are designed for one-time use and plastic is not biodegradable, meaning it does not decompose. In other words, plastic lasts forever. With so many people using plastic items once and then throwing them away, the material to go somewhere.

Unfortunately, a lot of plastic ends up in the ocean.People are concerned about the effect of plastic waste on oceans and the environment, so many have participated in recycling efforts. Even though communities participate in recycling programs, plastic still ends up in landfills. The largest current landfill sits in the middle of the Pacific Ocean.

Living without plastic would change our lives dramatically. We are used to relying on products that have plastic in them, like: medical supplies cars water bottles phones straws computers bags Some scientists have tried to make bioplastics, a type of plastic that is better for the environment because it is made from natural materials like plants and is therefore biodegradable.

PLASTICS AROUND THE WORLD In most parts of the world, people use plastic. Each year, people produce nearly 300 million tons of plastic. The map below shows how much plastic ends up in oceans around the world.

Source: https://www.wsj.com/articles/which-countries-create-the-most-ocean-trash-1423767676t

Young people are leading the way in pushing for less plastic use. The challenge is reducing plastic use is not so easy. Think about all the plastic items in your life.

WOULD D I S C UITSBE S EASY I O N FOR Q UYOU E STO T I STOP O N SUSING PLASTIC? If your answer is no, you’re not alone. Now that you understand the history and common use of plastic, you’ll explore the specific items that you and other young people around the world use every day.

ASSIGNMENT 1: #EVERYDAYPLASTIC

#EVERYDAYPLASTICS MODULE ONE ASSIGNMENT 1. Take a picture of a piece of plastic you use in your everyday life.

2. Think about the story of the item you picked. Think about how you first got it, what you use it for, what it means to you.

3. Consider what happens/happened to the item you picked after you use/used it. __________________________________________________ In the box below: Share the story of the plastic item you picked with your global peers. Explain how and why you got the plastic item, what will happen to it when you're done using it, and what that plastic item means to you.

At the end of your story, share 2-4 stories you have explored that you would recommend to your global peers. __________________________________________________ Stories that are incomplete or include profanity, references to drugs or alcohol, explicit sexual content, or hate speech will not be added to the Global Peer Stories Library. ‫ ﻟﻦ ﻳﺘﻢ اﺿﺎﻓﺔ أي ﻗﺼﺔ اﱃ ﻣﺨﺰون ﻗﺼﺺ اﻟﻨﻈﺮاء اﻟﻌﺎﻟﻤﻴﻴﻦ ان ﻛﺎﻧﺖ ﻏﻴﺮ ﻣﻜﺘﻤﻠﺔ‬:‫ﻣﻼﺣﻈﺔ ﻫﺎﻣﺔ‬ ‫أو ﺗﺘﻀﻤﻦ ﻟﻐﺔ ﻏﻴﺮ ﻻﺋﻘﺔ أو أﻟﻔﺎظ ﺑﺬﻳﺌﺔ أو ﻛﺎن ﻣﻮﺿﻮﻋﻬﺎ اﻟﻤﺨﺪرات أو اﻟﻜﺤﻮل أو ﻳﻜﻮن ﻣﻀﻤﻮﻧﻬﺎ‬ .‫ﺧﻄﺎب ﻛﺮاﻫﻴﺔ أو اﻟﻌﺎدات اﻟﻤﻨﺎﻓﻴﺔ ﻟﻸﺧﻼق‬ Note: if you do not include a picture, GNG may add an image to compliment your story if it is .selected for the Global Peer Story repository

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MODULE 2 :

#EVERYDAYLOCALECOSYSTEM

OVERVIEW:

Students will explore how they interact with local ecosystems outside of their own home environment.

They will map how their actions affect local ecosystems.

#EVERYDAYLOCALECOSYSTEM: GET READY Ecosystems are communities of animals, plants and elements interacting with one another. We all influence the ecosystems we live in and are influenced by them as well. When we inhale the oxygen produced by trees and exhale the carbon dioxide “breathed” by trees, we are part of an ecosystem involving humans, trees, air and soil.

Our plastic consumption is also part of the ecosystem, both locally and globally. In order to understand our local ecosystems, we can map the relationships between our specific behaviors and the effects those behaviors have on the broader community.

FEEDBACK LOOPS One of the first things human babies learn is the law of cause and effect. Babies experiment with crying to get a response and learn to communicate different cries to get different responses. As they grow older, they learn to play with toys that do something in response to an action they take, like hitting a switch to make a door pop open. Eventually, they learn that if they kick a ball, it will roll.

As we get even older, we learn that often there is an additional relationship between the cause and the effect: the effect in turn returns to and affects the cause. Going back to the example of a crying baby, as the child gets older, the parent’s response (or lack thereof) to crying will have an effect on what the child does to get the parents’ attention. If the child sees that crying gets the parents to do something the child desires, the child will likely cry again and expect the same response. The more the parent responds to the child’s crying in the way the child wants, the more the child will cry to get that response. We call this a reinforcing feedback loop. If at some point the parents want the child to develop other ways of communicating, responding to the child’s cry as before would contribute to a “vicious cycle.” The parents want the child to learn different ways to communicate, but they are reinforcing the crying by responding to it in the ways the child wants. Similarly, if a child responds to positive feedback (for example, the more we clap and smile at a young child’s cute smile, the more the child will smile) we are in another type of reinforcing feedback loop, but in this case, since we want the child to give us a cute smile, it is a virtuous cycle.

If at some point the parent does not want the child to cry as much, the parent might try not responding to the child’s crying. If a child cries and the parent consistently does not respond in the same way as before, the child will likely not cry as much. We call this a balancing feedback loop. The parent is changing a behavior in order to interrupt the reinforcing feedback loop with the hopes of changing the outcome of the child’s cries.

In every ecosystem, the connections between different elements can be drawn in reinforcing and balancing feedback loops.

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MAPPING ECOSYSTEMS You have likely drawn an ecosystem before, perhaps in elementary school. Maybe it looked something like this:

Here, younger you and the tree were in a symbiotic relationship of mutual benefit, a virtuous feedback loop. Unfortunately, as you know, not all ecosystems enjoy such symbiotic relationships. Indeed, human behaviors can have both positive and negative effects on ecosystems and the negative effects can exist within reinforcing feedback loops, thus worsening environmental concerns.

For example, let’s say a mosquito bit you while you were playing football/soccer outdoors.

Now, let’s imagine that this tiny mosquito bit you right as you were about to make a goal and threw your game. So the next time you played, you decided to use a bug repellent spray in an aerosol can to ward off mosquitos. If you were to draw the ecosystem reflected in this story, you might consider the effect of the aerosol bug spray on the ozone layer, the effect of a polluted ozone on the bird population, the effect of the bird population on the mosquito population, and it might look something like this:

In this reinforcing loop, there is a vicious cycle between the use of aerosol bug repellent and the mosquito population, all connected to your story about a football/soccer game.

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ASSIGNMENT 2: #EVERYDAYLOCALECOSYSTEM #EVERYDAYLOCALECOSYSTEMS MODULE TWO ASSIGNMENT 1. Think of an action you took that had an effect on your local environment.

2. Consider that action and its consequences on your local community, family, friends, and/or school. Think of what aspects of your environment might have been impacted.

3. Include a description/depiction/drawing of the local ecosystem you are part of with your story. __________________________________________________ In the box below: Show your global peers the ecosystem you impacted with a drawing or description. Then share the story of your impact on the local ecosystem.

At the end of your story, share 2-4 stories you have explored that you would recommend to your global peers. __________________________________________________ Stories that are incomplete or include profanity, references to drugs or alcohol, explicit sexual content, or hate speech will not be added to the Global Peer Stories Library. ‫ﻏﻴﺮ‬ ‫ﻛﺎﻧﺖ‬ ‫ان‬ ‫اﻟﻌﺎﻟﻤﻴﻴﻦ‬ ‫اﻟﻨﻈﺮاء‬ ‫ﻗﺼﺺ‬ ‫ﻣﺨﺰون‬ ‫اﱃ‬ ‫ﻗﺼﺔ‬ ‫أي‬ ‫اﺿﺎﻓﺔ‬ ‫ﻳﺘﻢ‬ ‫ﻟﻦ‬ :‫ﻫﺎﻣﺔ‬ ‫ﻣﻼﺣﻈﺔ‬ ‫اﻟﻜﺤﻮل‬ ‫أو‬ ‫اﻟﻤﺨﺪرات‬ ‫ﻣﻮﺿﻮﻋﻬﺎ‬ ‫ﻛﺎن‬ ‫أو‬ ‫ﺑﺬﻳﺌﺔ‬ ‫أﻟﻔﺎظ‬ ‫أو‬ ‫ﻻﺋﻘﺔ‬ ‫ﻏﻴﺮ‬ ‫ﻟﻐﺔ‬ ‫ﺗﺘﻀﻤﻦ‬ ‫أو‬ ‫ﻣﻜﺘﻤﻠﺔ‬ ‫ﻟﻸﺧﻼق‬ ‫ﻣﻨﺎﻓﻴﺔ‬ ‫ﻋﺎدات‬ ‫ﻣﻀﻤﻮﻧﻬﺎ‬ ‫ﻳﻜﻮن‬ ‫أو‬ ‫ﻛﺮاﻫﻴﺔ‬ ‫ﺧﻄﺎب‬ ‫أو‬ Note: If you do not include a picture, GNG may add an image to compliment your story if it is selected for the Global Peer Story repository.

GLOBAL NOMADS GROUP

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MODULE 3:

#EVERYDAYGLOBALECOSYSTEM

OVERVIEW:

Students will visualize how local ecosystems are connected to and have an effect on global ecosystems. Students will focus on ocean health and how our everyday actions affect the ocean and coral reef.

#EVERYDAYGLOBALECOSYSTEM: GET READY WE’RE ALL IN THIS TOGETHER The great artist Leonardo da Vinci wrote: “To develop a complete mind, study the art of science; study the science of art.

Learn how to see. Realize that everything connects to everything else.”

It’s true! Everything is connected. Understanding how a person’s individual actions are connected to the whole world is important if you want to make a difference.

HOW DOES YOUR INDIVIDUAL USE OF PLASTIC CONNECT TO THE HEALTH OF THE OCEANS? You are connected to the rest of the world by bodies of water, by the air you breathe, and by the environment you create. Your behavior in one small part of the world affects the world at large.

This Plastic Use Calculator should help you think about how you use plastic and how you might decrease that use.

This graphic demonstrates how the small act of brushing our teeth and washing our faces affects the entire world.

Source: https://www.naturalblaze.com/2018/02/microplasticsgreater-threat-land-water.html

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ASSIGNMENT 3: #EVERYDAYGLOBALECOSYSTEM

#EVERYDAYGLOBALECOSYSTEMS MODULE THREE ASSIGNMENT

1. Express yourself with a creative story or poem that connects your use of a single item of plastic to ocean health.

2. Think about your initial use of the plastic item, what happened to the item when you were done with it, the path your plastic item traveled from your initial use to the ocean.

3. Consider the ways that item of plastic affects the ocean and the coral reefs. __________________________________________________ In the box below:Share your story or poem with your global peers. Be sure to include how you felt learning about the consequences of plastic waste (e.g., anger, fear, sadness, guilt, indifference, relief, concern, resignation, helplessness, confusion).

At the end of your story, share 2-4 stories you have explored that you would recommend to your global peers. __________________________________________________ Stories that are incomplete or include profanity, references to drugs or alcohol, explicit sexual content, or hate speech will not be added to the Global Peer Stories Library. ‫ﻏﻴﺮ‬ ‫ﻛﺎﻧﺖ‬ ‫ان‬ ‫اﻟﻌﺎﻟﻤﻴﻴﻦ‬ ‫اﻟﻨﻈﺮاء‬ ‫ﻗﺼﺺ‬ ‫ﻣﺨﺰون‬ ‫اﱃ‬ ‫ﻗﺼﺔ‬ ‫أي‬ ‫اﺿﺎﻓﺔ‬ ‫ﻳﺘﻢ‬ ‫ﻟﻦ‬ :‫ﻫﺎﻣﺔ‬ ‫ﻣﻼﺣﻈﺔ‬ ‫اﻟﻜﺤﻮل‬ ‫أو‬ ‫اﻟﻤﺨﺪرات‬ ‫ﻣﻮﺿﻮﻋﻬﺎ‬ ‫ﻛﺎن‬ ‫أو‬ ‫ﺑﺬﻳﺌﺔ‬ ‫أﻟﻔﺎظ‬ ‫أو‬ ‫ﻻﺋﻘﺔ‬ ‫ﻏﻴﺮ‬ ‫ﻟﻐﺔ‬ ‫ﺗﺘﻀﻤﻦ‬ ‫أو‬ ‫ﻣﻜﺘﻤﻠﺔ‬ ‫ﻟﻸﺧﻼق‬ ‫ﻣﻨﺎﻓﻴﺔ‬ ‫ﻋﺎدات‬ ‫ﻣﻀﻤﻮﻧﻬﺎ‬ ‫ﻳﻜﻮن‬ ‫أو‬ ‫ﻛﺮاﻫﻴﺔ‬ ‫ﺧﻄﺎب‬ ‫أو‬ Note: If you do not include a picture, GNG may add an image to compliment your story if it is selected for the Global Peer Story repository.

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MODULE 4 : #EVERYDAYACTION OVERVIEW:

Students will explore everyday behaviors and their effects on ocean health. Students will design a campaign that utilizes storytelling to take positive action and preserve ocean health.

#EVERYDAYACTION: GET READY Youth all over the world are changing their behaviour to help the local and global ecosystems. It turns out that very small changes can have very big impacts.

Globally, there are many stories of youth making a difference in the actions they take. Take Zero Waste Youth, for example. This international organization engages youth and young professionals in activities, campaigns, and link-ups that help protect our environment by reducing our production of waste.

Zero Waste Youth has teams in various parts of the world and inspires youth to act locally on behalf of our global wellbeing.

Infographic by: Alexandra Case Source: http://www.urbanmarketbags.com/blog/post/Earth-Day-2018-The-end-of-plastic-pollution

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ASSIGNMENT 4: #EVERYDAYACTION

#EVERYDAY ACTION MODULE FOUR ASSIGNMENT 1. Design your own local campaign with global impact, considering the following: The Ecosystem you want to focus on and the chain reactions within it.

Where will you intervene in the ecosystem and what will that do to the current chain reactions?

2. Create a SMARTIE Goal for the campaign? For your goals to be SMARTIE, they must be:

☝ S - Specific: Say you want to improve ocean health by reducing the use of plastic. But saying that you want to

reduce plastic use is not Specific enough. You’ll need to get more concrete, narrowing your goal and locating it within a particular context. One possible way to make your goal more specific is to narrow it to eliminating the use of plastic water bottles in your community, which you can further narrow to your school, your grade, or even this class.

M - Measurable: Think of a way to measure your goal. Let’s say you decide that reducing plastic water bottle use by 50% among the students in your grade would be more realistic than discontinuing use in your entire community.

You now have a specific, measurable goal.

A - Ambitious: Then, make sure that the goal you’re trying to accomplish is challenging enough. You don’t want your goal to be something too easy. You want to try to make some kind of significant progress with your goal. For example, if you already recycle in your house, it’s not an ambitious goal to continue to do that. An ambitious goal should cause a change in your life. ✅ R - Realistic: You’ll also want to make sure your goal is realistic. This should be something you can accomplish with the skills and resources that you have. While you may want to set the goal of ridding the world of single-use plastic (that would be very ambitious), you may be setting yourself up to feel frustrated if you’re unable to complete that goal. The trick is to find something that is both challenging but possible.

T - Time-bound: A very important aspect of goal-setting is deciding on a deadline that determines when your goal should be complete. This helps to motivate you to take action quickly. Think about it: if your teacher told you your homework assignment was due ‘whenever you want’, do you think you would do it? How about when a teacher says that a homework assignment is due tomorrow - doesn’t that inspire you to get to work faster? Your own goals work the same way! Try to think of a date when you’d like to accomplish what you’ve planned. Maybe you’d like to organize a beach cleanup to take place in the next month. Or maybe you’d like to use one less plastic bottle each week for the next three weeks. Figure out a time that works best for you.

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ASSIGNMENT 4: #EVERYDAYACTION #EVERYDAY ACTION MODULE FOUR ASSIGNMENT I - Inclusive: You’ll want to make sure that your goal is considering all different kinds of people and not ignoring the perspectives of those who are often overlooked. For example, if you decide to start a campaign to encourage people to use sustainable materials, be sure to think about what groups of people may need to purchase singleuse plastic because it is all they can afford. This is a great way to expand your goals to benefit your local community. ⭐ E - Equitable: The last step of forming your goal is to make sure it includes an element of fairness and justice.

This is your reasoning behind making your goal, and it’s one of the most important aspects you can use to motivate yourself to accomplish your goal. For example, you might want to encourage people to use metal straws because you believe the overuse of plastic is harming our global ecosystem and will make living difficult for future generations. If you ever feel stuck trying to accomplish a goal, remind yourself of the equitable reasons for creating that goal; it’ll help!

3. Create a slogan for your campaign! __________________________________________________ In the box below: Tell your global peers what action you plan to take, what your SMARTIE goal is, and share your slogan!

At the end of your story, share 2-4 stories you have explored that you would recommend to your global peers. __________________________________________________ Stories that are incomplete or include profanity, references to drugs or alcohol, explicit sexual content, or hate speech will not be added to the Global Peer Stories Library. ‫ ﻟﻦ ﻳﺘﻢ اﺿﺎﻓﺔ أي ﻗﺼﺔ اﱃ ﻣﺨﺰون ﻗﺼﺺ اﻟﻨﻈﺮاء اﻟﻌﺎﻟﻤﻴﻴﻦ ان ﻛﺎﻧﺖ ﻏﻴﺮ ﻣﻜﺘﻤﻠﺔ أو ﺗﺘﻀﻤﻦ ﻟﻐﺔ‬:‫ﻣﻼﺣﻈﺔ ﻫﺎﻣﺔ‬ ‫ﻏﻴﺮ ﻻﺋﻘﺔ أو أﻟﻔﺎظ ﺑﺬﻳﺌﺔ أو ﻛﺎن ﻣﻮﺿﻮﻋﻬﺎ اﻟﻤﺨﺪرات أو اﻟﻜﺤﻮل أو ﻳﻜﻮن ﻣﻀﻤﻮﻧﻬﺎ ﺧﻄﺎب ﻛﺮاﻫﻴﺔ أو اﻟﻌﺎدات‬ ‫اﻟﻤﻨﺎﻓﻴﺔ ﻟﻸﺧﻼق‬.

Note: if you do not include a picture, GNG may add an image to compliment your story if it is selected for the Global Peer Story repository.

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L E S S O N YOU O N EHAVE : CONGRATULATIONS! COMPLETED I NWORLD: T R O D U OCEAN C T I O N HEALTH

STUDENT TO

By completing the Student To World: Ocean Health curriculum, you join over 1,000,000 students and educators in over 60 countries on all 7 continents who have participated in Global Nomads Group programs. We welcome you to our community of curious and compassionate people who work together to address the world's most complex challenges.

We invite you to participate in other Global Nomads Group programs. Please stay in touch by following us on Facebook, Instagram and Twitter, by visiting our website at www.gng.org, and by telling your friends and colleagues about your experience.

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