Topic McDonald’s Truth behind the Golden Arches
Developed by: Jordan Nowlan, Dominique Landry and Matt Ellis
Grade level: Grade 12
Universal Design for Learning
Representation
1.1 Offer ways of customizing
the display of information: use
of powerpoints, videos,
handouts and other materials
1.3 Offer alternatives to
auditory information: use of
subtitles on videos, use of FM
system if required, transcripts
of verbal components.
2.1 Clarify Vocabulary and
symbols: use of word walls,
checking for understanding,
providing alternate
explanations where applicable.
3.1 Activate or supply
background knowledge:
Use of bell work to get minds
engaged in the subject.
Action and Expression
4.1 Vary the methods for
response and navigation:
Students can verbally respond
to bell work and appreciations,
Graffiti strategy, write their
thoughts and questions on
handout.
5.1 Use of Multiple media for
communication:
Verbal, written, visuals
(powerpoints, video, handouts,
pictures, a book)
6.3 Facilitate managing
information and resources:
Space for note taking provided,
group graphic organizer
created (graffiti), word wall.
Engagement
Theme/Strand: World Issues, Globalization
Outcomes
GCO: What factors contribute to globalization
SCO: Students should understand that the future of
the planet and its people depends upon the choices
which the world community makes today. They
should be cognizant that these decisions will not
always result in purely beneficial results, but will
sometimes involve unforeseen side effects because
of the complexity of the issues.
What actions might individuals and institutions
take to enhance future environmental
prospects?
What trade patterns exist between developed,
developing and least developed nations?
SWBAT (in student friendly terms): demonstrate an
understanding of globalization and the effects global
companies have on the world at large.
Required Materials, Tools and
Technology
Fast Food Nation by Eric
Schlosser
Ppt- see attached
Case studies- see attached
Petition- attached
Jamie Oliver video:
http://www.youtube.com/watc
h?v=zbPK9mF4xqU
Chart Paper
Assessment(formative/summative, self/peer)
What prior data is informing your instruction?
Laptops
Students will be assessed on a knowledge target by
their ability to identify the components of
globalization
Markers
What assessment strategies will measure the learning
from the outcomes?
Assessment OF Learning:
Appreciations- Students will contribute what they
learned about Globalization using McDonalds as the
example
Special Concerns
Any students with mobility
exceptionalities will be
accommodated by allowing for
more space and time during
transitions.
Any students with hearing
impairments will be
accommodated by use of FM
system and subtitles on videos.
Assessment FOR Learning:
Graffiti Strategy- Students will conceptualize and
creatively convey what they covered in the 4
stations of the gallery walk.
Assessment AS Learning:
APK students will begin to build an understanding of
a global perspective.
Timeline / Elaboration
Before(APK)
_5_m
Focus Question
What qualifies a company as a global company?
Bell work Question- How many hamburgers does
McDonalds sell a year? A day? A second?
During
_50_m
1. Students are divided into four groups through the
Differentiation
We will...
Provide multiple ways to display
and present information,
incorporating various learning
styles. (Verbally, PowerPoint and
an active classroom).
MI’s: Linguistic, Logical,
Interpersonal, Naturalistic,
Kinesthetic
In-Class Support
-Attention getter (clapping, hand
7.1 Optimize individual choice
and autonomy: during the bell
work students will be able to
write their individual ideas,
students are given space on
their handouts to write any
thoughts or questions,
students can contribute
however they choose to their
group’s Graffiti.
7.3 Minimize threats and
distractions:
Each station of the gallery walk
will be an adequate distance
away from each other as to
keep distraction to a minimal
while still being able to
transition smoothly and
monitoring is achievable.
8.3 Foster collaboration and
community: During the Gallery
walk and Graffiti Strategy
students will be given the
opportunity to collaborate with
their peers.
9.3 Develop self-assessment
and reflection
-Use of graffiti activity will
allow students to reflect upon
what they learned
-Appreciations
use colored popsicle sticks.
2. Students complete bell work, ask for volunteer to
share their responses.
3. Discuss actual answer to bell work- McDonald’s
serves an average 6,480,000 hamburgers every day.
This translates to 23,652,000,000 hamburgers per
year. 75 McDonald's hamburgers are sold every
second.
4. Teachers introduce the topic of globalization and
the outcomes to that are to be covered in the lesson.
5. Teachers explain the gallery walk setup, table A
goes to the Environment station, Table B goes to the
Human Rights station, Table C goes to the
Globalization station and Table D goes to the Food
Table. The students will spend 5 minutes at each
station before rotating in a clockwise fashion.
(Environment station consists of various case studies
from multiple sources on what impact McDonalds
has the on the environment and what actions they
are taking.)
(Human rights station consists of teacher led
discussion regarding the book Fast Food Nation, the
focus being the treatment of workers of McDonalds
around the world)
(Globalization station consists of teacher led
powerpoint and discussion relating to the spread and
success of McDonalds around the globe)
(Food station consists of a video about food
production and a teacher led discussion about what a
meal at McDonald’s consists of)
6. Students record their findings at each station in
their handout.
7. After visiting each station students return to their
original tables.
8. Graffiti strategy- students will be given chart paper
and markers and asked to creatively share their
thoughts and opinions on “What McDonalds is doing
well on a global scale, where they need to improve
and what they need to think about looking towards
the future?”
9. Volunteers will be asked to present what their
groups created and the meaning behind their work.
Opportunity for individual/small group instruction
Students will work in groups throughout the gallery
walk.
Students will work collaboratively as they create their
graffiti for their table
After
_3-5_m
Appreciations- students will be asked to share their
thoughts and feelings on the lesson.
raising)
-Easy transitions
-Monitor groups while they
work together
-Circulation while students work
Cross-curricular Connections
Environmental Studies, Math,
English Language Arts
Reflection
When looking into the subject
matter we could do we realized
that we could approach the
curriculum document in a
creative way hence we decided
to go with a globalization theme
and to make it relevant to
everyone we used one of the
most recognizable companies in
the world.
In the formation of the lesson
we figured it would be best to
chunk the material and
approach it in various sections
that allowed the students to see
how deep and broad the topic is.
Presentation wise we had a few
technical issues but we powered
through and covered all the
material we wanted, too bad we
didn’t get enough time to do a
closing activity, we will alter the
delivery or the content
presented next time to ensure
that the students get to do the
graffiti we had planned.