If the World were a Village David J. Smith Topic: Grade 5/6 7 interdisciplinary Math/literacy
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- If the World were a Village - David J. Smith Topic : Grade 5/6 7 interdisciplinary Math/literacy
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               If the World were a Village
- David J. Smith Topic: Grade 5/6 7 interdisciplinary Math/literacy- connecting knowledge of percentages, decimals and fractions to everyday life. Using the book “If the World were a Village” as modelled/shared reading- students will be able to see how math (percentages, decimals, fractions) can be used to help us better understand the world around us. Using “world-mindedness” (knowledge of the world) as the vehicle for acquiring data, students will use world statistics on nationalities, languages, ages, religions, food, air and water, schooling and literacy, money and possessions, and electricity to understand percentages, fractions and decimals if the world were a village of 100 people. Introduction: Taking a look at the website http://www.worldometers.info/ students will be introduced to large numbers regarding the current world population. (record the number of births when we start the lesson and then go back and look at it at the end of the lesson and see how it changes). Noting that these statistics are very large numbers and very hard to work with, show video http://hubpages.com/hub/-If-This-World-Were-a-Village-of-100-people . Introduce students to the book “if the world were a village” explaining that this book has been created for children by taking a look at some world statistics as if the human population fit into a small village of only 100 people.
-Have a group discussion about the story: how can breaking the population down into 100 people help us better understand the information? - assign students to one of the following 9 groups (there will be two students both working on the same category)
Extensions: There are MANY extensions for this lesson, so it can take as little to one hour or as much as a month. To introduce this lesson with a BANG I use the “food” statistics from “if the world were a village.” It says that each night: 60 people are always hungry, 16 other people sometimes go to bed hungry and 24 people always have enough to eat. Choose three colours of paper and cut them into squares. Give your students a square to represent what group they are from. (I had 10 students to it was easy. I gave 6 kids a pink paper, 2 kids a blue paper, and the green paper to two kids) They were excited because they wondered what it meant. Then, I took out some brownies. I explained to them that everyone in the world does not have the same opportunities and that our classroom is going to become a refkection of what life is like for many people. First I called on the green students, I called them the “have” group- they each got a huge chunk of brownie. Then I called the blue group, and I gave each kid a small piece of brownie. The final group was the pink group (the biggest one) who got NOTHING. This provided shock value for the kids because it was pretty obvious to them that more of half the people in the world do not get enough food to eat. Language/socials: extensions: very simply, you could look up how to say hello in the major languages. You could also research the countries where these languages originate. Humanitarian extensions: contact volunteer groups, or sponsor a family overseas. It is easy to get students interested in the difference they can make around the world. For Christmas, my classroom fundraised and purchased a goat for a family in Bangladesh. It was really cool for them to see how one small gift can change a whole family. A great book for helping teach this to students is called “One Hen.” Science: There are many ways you could introduce the concept of ecological footprint using this book. You could also look at electricity and the science behind how electricity works and discuss why some countries might still not use electricity. You could also discuss first, second and thirld world countries. This would be a great avenue to look at cultures and practices. Overall, the possibilities are endless for the book “If a world were a village.” If you have an great ideas, please send them my way so I can turn this book into a “unit.” I think if we put our minds together we could create a curriculum based around this incredible book! If you need help navigating this lesson plan, feel free to contact me at sarah.whiting6@gmail.com Happy lesson planning In the global village there are almost 6000 Languages, but more than half the people speak these 8 languages: 22 speak a Chinese dialect 9 speak English 8 speak Hindi 7 speak Spanish 4 speak Arabic 4 speak Bengali 3 speak Portuguese 3 speak Russian If you could say hello in these 8 Languages you could greet well over half the people in the village. Languages 
Who are the people of the global village? Where to they come from? Of the 100 people in the global village: 61 are from Asia 13 are from Africa 12 are from Europe 8 are from South America, Central America and the Caribbean. 5 are from Canada and the United States 1 is from Oceania (New Zealand, Australia) Nationalities
There are many children in the village. One-fifth of the village are nine years age or under. More than half are under 30. Here are the ages of the villagers: 10 are children under the age of 5 10 are children between 3 and 9 19 are between 10 and 19 16 are between 20 and 39 15 are between 30 and 39 11 are between 40 and 49 9 are between 50 and 59 6 are between 60 and 69 3 are between 70 and 79 1 is over 79 Ages
What Religions do the people of the village follow? In the village of 100 people: 32 are Christians 19 are Muslims 13 are Hindus 12 practice shamanism, animism and other folk religions 6 are Buddhists 2 belong to other global religions 1 is Jewish 15 are non-religious Religions
There is no shortage of food in the global village. If all the food were divided equally, everyone would have enough to eat. But the food isn’t divided equally. So although there is enough food to feed the villagers, not everyone is well fed: 60 people are always hungry and 26 of them are severely undernourished. 16 other people go to bed hungry at night at least some of the time. 24 people always have enough to eat. Food
Air and Water
In most of the village the air is healthy and the water is clean. Fresh air and drinkable water are necessities. How many people in the village have clean air and a nearby source of clean water? Water 75 have access to safe water either in their homes or within a short distance. 25 do not and must spend a large part of each day simply getting water. Air 68 breathe clean air 32 breathe air that is unhealthy because of pollution
Schooling and Literacy How many people in the village of 100 go to school? There are: 38 school age villagers, but only 31 of them attend school. 1 villager is a teacher
Not everyone in the village is encouraged to learn to read, write and think. Of the 88 people old enough to read:
More males are taught to read than females.
Money and Possessions If all the money in the village were divided equally, each person would have about $6200 per year. But in the global village money isn’t divided equally. How much money do the people in the global village have? 20 of the richest villagers have more than $9000 a year. 20 of the poorest villagers live on less than $1 a day. 60 of the remaining villagers have something in between. The average cost of food, shelter and other necessities in the village is about $4000-$5000 per year. Many people do not have enough money to meet these basic needs.
Electricity
In many homes, electric light spills into the streets. In other, the dark is kept away with candles, oil lamps, and lanterns. How many of the people in the village have electricity?
Of the 76 who have electricity most use it only for light at night. But some villagers have other luxuries that depend on electricity. In the village there are: 42 radios 24 televisions 14 telephones 7 computers 1. Use the hundredths charts to fill in the percentages of each world money and possession statistics. (Use legend) 2. Express each world language as a percent, a decimal, and a fraction (in lowest terms)
3..If the amount of people in the village who do not have electricity were to decrease by 200%, how many people in the village would not have electricity? Making Connections Earth is a crowded place, and its getting more crowded all the time. As for January 2002 the worlds population was 6 billion, 200 million- that’s 6 200 000 000 people. Numbers are big and hard to understand, but what if we imagined the world as a village of just 100 people? In our imaginary village, each person would represent 62 million people (62 000 000) from the real world. One hundred people would fit nicely into a small village. By learning about the villagers- who they are and how they live- perhaps we can find out more about our neighbours in the real world and the problems our planet may face in the future. After analyzing various statistics from the global village, including: Languages, Nationalities, Age, religions, food, air and water, school and literacy, money and possessions and electricity, we have gained a greater understanding of the current world population. Use your assigned category to answer the following questions:
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