Activity 1: MOst Meter
1. Teach the new vocabulary (adjectives) students need to complete the activity.
2. Explain to students they are nearing the end of their mission and when people complete a project it’s always helpful to reﬂect on the project, identifying what worked well and what didn’t work so well or was challenging. Elicit reasons why it’s helpful to reﬂect on these points (to apply them later, to learn more about themselves)
3. Introduce and show an image of the machine Mo built and explain it helps us identify our ‘MOst moments’.
4. Teach the new vocabulary students need to complete the activity.
5. If there are photos or videos taken during the course of students doing activities then sharing these to the class may help students identify ideas. 6. Optional – students wear a cap made of ‘tinfoil’, with pipe cleaners coming out of it, etc as a way to help them role play the reﬂection process. 7. Introduce the Mission Director’s instructions and students complete the activity.
8. Students share ‘answers’ with a partner.
9. In a group of 4, students then share reﬂections that were similar and diﬀerent and discuss why they were similar and/or diﬀerent.
10. Explain that a new group of students will do the program again, but this time with fewer activities. For each category (eg. the Most Fun), the group must delete one of the activities they’ve identiﬁed for that category, eg. If the MOst fun activities for their group were: Healthy Eating, Culture Clubbing, Sports Gear and Rescue Mission, the group must agree to get rid of one of the activities. All students must agree on the one being deleted.
1. Ask students to raise their hand if one of their activities was the one agreed to be deleted. How did they feel?
2. Elicit how the groups decided to delete one activity. Were the strategies used in the class the same or diﬀerent?
3. In life, do we sometimes have to make a personal sacriﬁce for the ‘good of the group’? Is it easy or hard to do this? How does it make students feel?
Activity 2: Introspection
1. As a class brainstorm what skills would make an awesome ‘Culture Agent’.
2. Students share in pairs which of these skills they think they improved on while on the Culture Agents program.
3. Introduce the Mission Director’s instructions and students complete the activity.
4. Students share in a group their reﬂections to ﬁnd similarities and diﬀerences.
5. Students share ideas to the class about what were similar and diﬀerent reﬂections.
Students work in small groups. One student in each group lies down and has their body traced around on butchers paper to make a body outline. The group writes things that make them great ‘Culture Agents’ on the inside of the body outline and on the outside of the body outline things they’d like to improve on or learn to make them an even better ‘Culture Agent’.
Students share their ‘body outlines’ with the class or another group. These can be displayed in the classrooms.