Get ready for takeoff – pack a bag, grab your boarding pass, and find your seat!

We’re flying off to explore the world with scheduled stops in India, Ukraine, Peru and Tunisia. Learn about celebrations, discuss exports, test your map skills, and more in this overview field trip experience of all 4 countries!

Take-Home: Diwali Lantern

Highlights

  • Theme: Airplane ride around the world
  • Activities: Assemble a Diwali lantern, visit a Tunisian Souk, play Peruvian string games, act out a traditional Ukrainian folktale, learn terms in four languages, explore imports and exports unique to the 4 countries visited.
  • Cross-curricular connections
  • Take-Home: Each student constructs and decorates a Diwali lantern to take home.

The Presenter arrived prepared and had so many visuals and centres for the students. I was extremely impressed with this in-school field trip, and will for sure be booking again at my new school. I went to the other teachers in my school and told them how great this field trip was, and that they should for sure book for the upcoming school year. They will surely NOT be disappointed. It was a great great great experience. Outcomes were covered which benefits teachers.

C.B., Grade 2 TeacherSt. Rose of Lima School

This was the best Teacher’s Pet one I’ve done. It was informative, interactive, and well organized. I liked that they imagined travelling around the world on an airplane with our presenter as the pilot. Then, they got to keep their lantern craft to take home. Good to have a physical memory of the day.

Grade 2 TeacherAsasa Academy

The variety of activities and the variety of information. The packages that were laid out for each volunteer made it really easy for them to run the centres.

J.T., Grade 2 TeacherMillgrove School

The ease of the field trip and the children felt like they were on a "real" field trip. I will be booking again!

D.M., Grade 2 TeacherC.B. McMurdo School

Students will demonstrate an understanding and appreciation of how geographic, social, cultural and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru.

*Specific Outcomes – Outcomes marked with a (✔) have been discussed in the presentation as they pertain to India, Peru, Ukraine and Tunisia.

3.S.1 develop skills of critical thinking and creative thinking:

  • Evaluate ideas and information from different points of view
  • Choose and justify a course of action
  • Generate original ideas and strategies in individual and group activities compare and con-trast information from similar types of electronic sources, such as information collected on the Internet

3.S.2 develop skills of historical thinking:

  • Correctly apply terms related to time, including past, present, future
  • Arrange events, facts and/or ideas in sequence (✔)

3.S.3 develop skills of geographic thinking:

  • Create and use a simple map to locate communities studied in the world (✔)
  • Use cardinal and intermediate directions to locate places on maps and globes (✔)
  • Apply the concept of relative location to determine locations of people and places
  • Apply the terms hemisphere, poles, equator (✔)

3.S.4 demonstrate skills of decision making and problem solving:

  • Apply new ideas and strategies to contribute to decision making and problem solving
  • Support proposed ideas, strategies and options with facts and reasons
  • Collaborate with others to devise strategies for dealing with problems and issues use technology to organize and display data in a problem-solving context

3.S.7 Apply the research process:

  • Make connections between cause-and-effect relationships from information gathered from varied sources (✔)
  • Evaluate whether information supports an issue or a research question develop questions that reflect a personal information need follow a plan to complete an inquiry access and retrieve appropriate information from electronic sources for a specific inquiry navigate within a document, compact disc or other software program that contains links organize information from more than one source process information from more than one source to retell what has been discovered draw conclusions from organized information make predic tions based on organized information formulate new questions as research progresses (✔)

3.1.1 appreciate similarities and differences among people and communities:

  • Demonstrate an awareness of and interest in the beliefs, traditions and customs of groups and communities other than their own (CC) (✔)

3.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:

  • Demonstrate cooperative behaviour to ensure that all members of the group have an opportunity to participate (✔)
  • Demonstrate willingness to seek consensus among members of a work group (✔)
  • Consider the needs and points of view of others (✔)
  • Work and play in harmony with others to create a safe and caring environment share information collected from electronic sources to add to a group task

3.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as:

  • Participate in projects that improve or meet the particular needs of their school or community

3.S.8 Demonstrate skills of oral, written and visual literacy:

  • Organize and present information, such as written and oral reports, taking particular audiences and purposes into consideration
  • Listen to others in order to understand their points of view (✔)
  • Interact with others in a socially appropriate manner create visual images for particular audiences and purposes use technology to support and present conclusions (✔)

3.S.9 Develop skills of media literacy:

  • Compare information on the same issue or topic from print media, television, photographs and the Internet
  • Identify key words from information gathered from a variety of media on a topic or issue

3.1.2 examine the social, cultural and linguistic characteristics that affect quality of life in communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:

  • What determines quality of life? (CC)
  • How does daily life reflect quality of life in the communities (e.g., employment, transportation, roles of family members)? (CC, ER, GC)
  • How does access to public services affect the communities? (e.g., schools, hospitals, libraries, transportation systems)? (ER, GC, PADM)
  • What are the traditions, celebrations, stories and practices in the communities that connect the people to the past and to each other (e.g., language spoken, traditions, customs)? (CC, GC, TCC) (✔)
  • How is identity reflected in traditions, celebrations, stories and customs in the communities? (CC, I, TCC) (✔)
  • How are the various leaders chosen in the communities (e.g., within families, within schools, within communities, within government)? (GC, PADM)
  • How are decisions made in the communities? Who is responsible for making the decisions? (CC, PADM)
  • How do the individuals and groups in the communities maintain peace? (GC, PADM)
  • How do the individuals and groups in the communities cooperate and share with other group members? (C, CC) (✔)
  • How is cultural diversity expressed within each community? ( CC, I) (✔)

3.1.3 examine the geographic characteristics that shape communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:

  • Where, on a globe and/or map, are the communities in relation to Canada? (LPP) (✔)
  • In what ways do the people in the communities depend on, adapt to and change the environment in which they live and work? (ER, LPP) (✔)
  • In what ways do the communities show concern for their natural environment? (GC, LPP)
  • How does the physical geography influence the human activities in the communities (e.g., availability of water, climate)? (CC, LPP) (✔)

3.1.4 examine economic factors that shape communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:

  • What are the main goods and services produced by the communities studied (i.e., agricultural activities, manufacturing activities)? (ER, GC) (✔)
  • What goods and services do the communities import from and export to other parts of the world? (ER, GC)
  • What are the main forms of technologies, transportation and communication in the communities? (ER, GC) (✔)

Glossary of Terms and Concepts

Equator – The imaginary circle around the Earth that is the same distance from the North and South Poles and divides the Earth into the northern and southern hemispheres.

Export – To sell goods and services to another country.

Global – Relating to the whole world.

Global citizenship – A feeling of responsibility, beyond a country’s borders, toward humanity.

Goods – Items that are produced and have an economic value.

Hemisphere – One half of the Earth, especially a half north or south of the equator or west or east of the Prime Meridian.

Relative location – A geographic location that is described by comparing its location to another location.

Resources – Useful or valuable possessions or qualities of a country, organization or person.