Developing Understanding of Refugees

I have been meaning to write this post for a while and after having a clear out/organisation of my Google Drive - I revisited this project from a couple of years ago and realised how valuable it was and will use some of the ideas next year in our immigration unit.

We did a unit of study on refugees and focused on those in our host country - Malaysia and wanted to highlight the health (both physical and mental) challenges that are faced.  Our end goal was a stage presentation for an evening event on global issues (each class had their own issue).

Step 1 - Research
We read books on refugees, including one written by Myanmar child refugees in Malaysia. 
We used a variety of online resources: UNHCR, Online Encyclopedias, Current News Articles from student friendly sites (NewsELA, BBC Newsround, Youngzine, DogoNews, etc.)

Video for Steps 2 - 4

Slides for Steps 2-3

Step 2 - Combine Information and Synthesize using Compass Points (Nature, Economy, Society, Wellbeing)
Students worked in small groups to take the information that we collected and used compass points to help discuss and organise the information.  It was then collated on to one large paper.

Step 3 - Mind Maps

We created a list of words that came up during Step 2 and gave them to students.  They then made mind maps to help explain their thinking.  Some students categorised and others showed connections.  A couple groups made causal diagrams.

Step 4 - 3-2-1 Protocol

Using their in-depth knowledge, students had to work in their groups to come up with 3 most challenging problems refugees face, 2 possible solutions, 1 big question

Step 5 - Interview with Refugee Worker

With lots of information now at hand we had the opportunity to ask questions to a doctor who worked with the local refugee community.  We came up with questions based on our research/synthesis.  I took notes to refer to later.

Step 6 - Script Writing

We then broke our information into sections and each group wrote part of the script.  The whole class then revised and edited it. (Script Ideas, Final Script)

Step 7 - Presentation

After much practice and adding in movement and expression, we presented our program to build awareness in our community on the Health of Refugees.

Global Read Aloud - Water for South Sudan

We did the Global Read Aloud 2017 in my 5th grade classroom.  We partnered with a school in calendar by partnering the students and having them set up Padlets to connect with each other.  It brought awareness to the plight of refugees as well as the challenges of accessing clean water in South Sudan.  As a read aloud on its own, it develops great discussions around the SDGs.

After reading the book, we explored more about Salva's project Water for South Sudan.  Students were truly inspired by the stories and information provided on the website.  Some of them are looking into promoting the Iron Giraffe Challenge at our school.  I will keep you posted on some of their ideas to promote awareness and fundraise.

We also did a home learning connected to our Maths unit - coordinate planes.  We looked at our water use over a week, just through showering.  This could definitely be adapted for different units and ages.  They could also record how much water they drink per day or total water use including shower, drink, washing dishes, cleaning, etc.  Just looking at showers sparked some good observations of their patterns of behaviour - many students realised that they could probably take less showers.