LESSON PLAN

THE VR PRODUCER: My World360

Created in partnership with MYWorld360, students will learn to capture 360° media, a format that captures the world in every direction at once — up, down, and all around. It’s an incredible, immersive experience, as if you were dropped into someone else’s shoes.

Purpose

The goal of this lesson plan is to teach your students how to create 360° media, a new format that captures the world in every direction at once — up, down, and all around. It’s an incredible, immersive experience, as if you were dropped into someone else’s shoes.

BENEFITS:

  • Understand and critically evaluate a social issue.
  • Engage with the social issue and apply learning to one’s own community.
  • Collaborate with peers.
  • Learn how to structure and execute a production plan.
  • Learn advanced digital skills.
  • Exercise presentation and communication skills.

This lesson plan aligns with Global Competency standards, including:

Global Competence Assessment  – PISA

Global competence is the capacity to analyze global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.

Knowledge

  • Knowledge and understanding of global issues
  • Intercultural knowledge and understanding
  • Analytical and critical thinking

Skills

  • Ability to interact respectfully, appropriately and effectively
  • Empathy
  • Flexibility

Attitudes

  • Openness towards people from other cultures
  • Respect for cultural otherness
  • Global-mindedness
  • Responsibility

Global Competence – Asia Society, Center for Global Education

  1. Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
  2. Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
  3. Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
  4. Take action to improve conditions, viewing themselves as players in the world and participating reflectively.

This lesson plan aligns with these Common Core Standards:

  • CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
  • CCSS.ELA-LITERACY.CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • CCSS.ELA-LITERACY.CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
  • CCSS.ELA-LITERACY.CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
  • CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • CCSS.ELA-LITERACY.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

This lesson plan aligns with the International Baccalaureate focus and subjects.*

*License Pending

International Baccalaureate Programme

The IB prepares students to succeed in a world where facts and fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish. The programmes focus on teaching students to think critically and independently, and how to inquire with care and logic.

Diploma Programme 16-19 years (DP)

The DP aims to make students aware of the interpretative nature of knowledge, including personal ideological biases. It offers students and their teachers the opportunity to:

  • Reflect critically on diverse ways of knowing and areas of knowledge
  • Consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
  • Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
  • Recognize the need to act responsibly in an increasingly interconnected but uncertain world.

Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.

Subject groups:

  • Individuals and Societies
  • Studies in Language and Literature
  • The Arts (Film, Visual Arts)
  • Science (Biology, Chemistry, Physics, Computer Science, Design Technology, Sports, Exercise and Health Science)

Career-related Programme 16-19 years (CP)

The CP enables students to:

  • Follow their chosen education and career pathways in life
  • Combine academic subjects with their personal and professional interests and skills
  • Engage in learning that makes a positive difference to their community
  • Think critically and creatively
  • Communicate clearly and effectively in a variety of situations
  • Work independently and in collaboration with others
  • Consider new perspectives and other points of view
  • Develop greater self-confidence and self-awareness
  • Demonstrate high levels of resilience and flexibility
  • Be internationally-minded and globally aware
  • Apply their knowledge to real-world scenarios and situations

STEP 1: 360/VR AND EMPATHY

Begin by introducing the concept of 360° media to your students and share your thoughts about its use in developing empathy and awareness. 

Prior to viewing the films, introduce the SIFT Worksheet. This is a graphic organizer designed to help students keep track of their reactions while viewing the films. Using the worksheet during the film viewing, ask students to notice and record any physical SENSATIONS, any IMAGES that are particularly evocative, any FEELINGS that they experience, and any THOUGHTS that occur to them. Be sure to supply one worksheet per film for each student.

This lesson plan aligns with Global Competency standards, including:

Global Competence Assessment  – PISA

Global competence is the capacity to analyze global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.

Knowledge

  • Knowledge and understanding of global issues
  • Intercultural knowledge and understanding
  • Analytical and critical thinking

Skills

  • Ability to interact respectfully, appropriately and effectively
  • Empathy
  • Flexibility

Attitudes

  • Openness towards people from other cultures
  • Respect for cultural otherness
  • Global-mindedness
  • Responsibility

Global Competence – Asia Society, Center for Global Education

  1. Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
  2. Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
  3. Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
  4. Take action to improve conditions, viewing themselves as players in the world and participating reflectively.

This lesson plan aligns with these Common Core Standards:

  • CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
  • CCSS.ELA-LITERACY.CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • CCSS.ELA-LITERACY.CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
  • CCSS.ELA-LITERACY.CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
  • CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • CCSS.ELA-LITERACY.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

This lesson plan aligns with the International Baccalaureate focus and subjects.*

*License Pending

International Baccalaureate Programme

The IB prepares students to succeed in a world where facts and fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish. The programmes focus on teaching students to think critically and independently, and how to inquire with care and logic.

Diploma Programme 16-19 years (DP)

The DP aims to make students aware of the interpretative nature of knowledge, including personal ideological biases. It offers students and their teachers the opportunity to:

  • Reflect critically on diverse ways of knowing and areas of knowledge
  • Consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
  • Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
  • Recognize the need to act responsibly in an increasingly interconnected but uncertain world.

Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.

Subject groups:

  • Individuals and Societies
  • Studies in Language and Literature
  • The Arts (Film, Visual Arts)
  • Science (Biology, Chemistry, Physics, Computer Science, Design Technology, Sports, Exercise and Health Science)

Career-related Programme 16-19 years (CP)

The CP enables students to:

  • Follow their chosen education and career pathways in life
  • Combine academic subjects with their personal and professional interests and skills
  • Engage in learning that makes a positive difference to their community
  • Think critically and creatively
  • Communicate clearly and effectively in a variety of situations
  • Work independently and in collaboration with others
  • Consider new perspectives and other points of view
  • Develop greater self-confidence and self-awareness
  • Demonstrate high levels of resilience and flexibility
  • Be internationally-minded and globally aware
  • Apply their knowledge to real-world scenarios and situations

In addition, ask your students to write down any thoughts and questions they had while watching the films.

Screen the film(s). After watching each film, allow time for students to discuss their reactions either as a class or in small groups.

Hint: This reflection is a critical step in learning from the film as it allows an opportunity for participants to make an emotional connection to the issues through the storytelling.

STEP 2: CRITICAL THINKING Empower and inspire with VR

Facilitate a discussion using the following questions as guidelines: 

  • What do you think are the benefits of 360? In what ways is it different from a usual film?
  • What did you like about the story?
  • How can we use 360° media to empower and inspire people across the world to take action to make a positive change for people and the planet?
  • How are the SDGs important for you and the people around you?

Invite your students to transform their discussions into a concrete story that will get their message across, putting a spotlight on the issues most relevant to their community. These questions may help your students find their story:

  • What story do you want to tell?
  • How might you inspire action for positive change?
  • How might you help people learn something new?

Find more guiding questions in the MY World Challenge Program Guide.

This lesson plan aligns with Global Competency standards, including:

Global Competence Assessment  – PISA

Global competence is the capacity to analyze global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.

Knowledge

  • Knowledge and understanding of global issues
  • Intercultural knowledge and understanding
  • Analytical and critical thinking

Skills

  • Ability to interact respectfully, appropriately and effectively
  • Empathy
  • Flexibility

Attitudes

  • Openness towards people from other cultures
  • Respect for cultural otherness
  • Global-mindedness
  • Responsibility

Global Competence – Asia Society, Center for Global Education

  1. Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
  2. Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
  3. Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
  4. Take action to improve conditions, viewing themselves as players in the world and participating reflectively.

This lesson plan aligns with these Common Core Standards:

  • CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
  • CCSS.ELA-LITERACY.CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • CCSS.ELA-LITERACY.CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
  • CCSS.ELA-LITERACY.CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
  • CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • CCSS.ELA-LITERACY.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

This lesson plan aligns with the International Baccalaureate focus and subjects.*

*License Pending

International Baccalaureate Programme

The IB prepares students to succeed in a world where facts and fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish. The programmes focus on teaching students to think critically and independently, and how to inquire with care and logic.

Diploma Programme 16-19 years (DP)

The DP aims to make students aware of the interpretative nature of knowledge, including personal ideological biases. It offers students and their teachers the opportunity to:

  • Reflect critically on diverse ways of knowing and areas of knowledge
  • Consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
  • Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
  • Recognize the need to act responsibly in an increasingly interconnected but uncertain world.

Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.

Subject groups:

  • Individuals and Societies
  • Studies in Language and Literature
  • The Arts (Film, Visual Arts)
  • Science (Biology, Chemistry, Physics, Computer Science, Design Technology, Sports, Exercise and Health Science)

Career-related Programme 16-19 years (CP)

The CP enables students to:

  • Follow their chosen education and career pathways in life
  • Combine academic subjects with their personal and professional interests and skills
  • Engage in learning that makes a positive difference to their community
  • Think critically and creatively
  • Communicate clearly and effectively in a variety of situations
  • Work independently and in collaboration with others
  • Consider new perspectives and other points of view
  • Develop greater self-confidence and self-awareness
  • Demonstrate high levels of resilience and flexibility
  • Be internationally-minded and globally aware
  • Apply their knowledge to real-world scenarios and situations

STEP 3: COLLABORATION Make it together

Show your students the skills and knowledge they need to be able to amplify their voices using 360° media. There will be three stages in this process.

Pre-production

  • Create a production plan
  • Build a storyboard of each scene
  • Get all the permissions and media releases to start filming

Production

  • Start capturing their media

Post-production:

  • Edit the elements that contain the story together

 

See resources below for more information on each of these steps.

This lesson plan aligns with Global Competency standards, including:

Global Competence Assessment  – PISA

Global competence is the capacity to analyze global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.

Knowledge

  • Knowledge and understanding of global issues
  • Intercultural knowledge and understanding
  • Analytical and critical thinking

Skills

  • Ability to interact respectfully, appropriately and effectively
  • Empathy
  • Flexibility

Attitudes

  • Openness towards people from other cultures
  • Respect for cultural otherness
  • Global-mindedness
  • Responsibility

Global Competence – Asia Society, Center for Global Education

  1. Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
  2. Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
  3. Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
  4. Take action to improve conditions, viewing themselves as players in the world and participating reflectively.

This lesson plan aligns with these Common Core Standards:

  • CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
  • CCSS.ELA-LITERACY.CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • CCSS.ELA-LITERACY.CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
  • CCSS.ELA-LITERACY.CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
  • CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • CCSS.ELA-LITERACY.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

This lesson plan aligns with the International Baccalaureate focus and subjects.*

*License Pending

International Baccalaureate Programme

The IB prepares students to succeed in a world where facts and fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish. The programmes focus on teaching students to think critically and independently, and how to inquire with care and logic.

Diploma Programme 16-19 years (DP)

The DP aims to make students aware of the interpretative nature of knowledge, including personal ideological biases. It offers students and their teachers the opportunity to:

  • Reflect critically on diverse ways of knowing and areas of knowledge
  • Consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
  • Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
  • Recognize the need to act responsibly in an increasingly interconnected but uncertain world.

Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.

Subject groups:

  • Individuals and Societies
  • Studies in Language and Literature
  • The Arts (Film, Visual Arts)
  • Science (Biology, Chemistry, Physics, Computer Science, Design Technology, Sports, Exercise and Health Science)

Career-related Programme 16-19 years (CP)

The CP enables students to:

  • Follow their chosen education and career pathways in life
  • Combine academic subjects with their personal and professional interests and skills
  • Engage in learning that makes a positive difference to their community
  • Think critically and creatively
  • Communicate clearly and effectively in a variety of situations
  • Work independently and in collaboration with others
  • Consider new perspectives and other points of view
  • Develop greater self-confidence and self-awareness
  • Demonstrate high levels of resilience and flexibility
  • Be internationally-minded and globally aware
  • Apply their knowledge to real-world scenarios and situations

STEP 4: SHOW TIME Share it together

Ask your students to share their final productions with the class. Each group should introduce their 360° media, explaining why they decided to tell this story and what they learned about production.

This lesson plan aligns with Global Competency standards, including:

Global Competence Assessment  – PISA

Global competence is the capacity to analyze global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.

Knowledge

  • Knowledge and understanding of global issues
  • Intercultural knowledge and understanding
  • Analytical and critical thinking

Skills

  • Ability to interact respectfully, appropriately and effectively
  • Empathy
  • Flexibility

Attitudes

  • Openness towards people from other cultures
  • Respect for cultural otherness
  • Global-mindedness
  • Responsibility

Global Competence – Asia Society, Center for Global Education

  1. Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
  2. Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
  3. Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
  4. Take action to improve conditions, viewing themselves as players in the world and participating reflectively.

This lesson plan aligns with these Common Core Standards:

  • CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
  • CCSS.ELA-LITERACY.CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • CCSS.ELA-LITERACY.CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
  • CCSS.ELA-LITERACY.CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
  • CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • CCSS.ELA-LITERACY.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

This lesson plan aligns with the International Baccalaureate focus and subjects.*

*License Pending

International Baccalaureate Programme

The IB prepares students to succeed in a world where facts and fiction merge in the news, and where asking the right questions is a crucial skill that will allow them to flourish. The programmes focus on teaching students to think critically and independently, and how to inquire with care and logic.

Diploma Programme 16-19 years (DP)

The DP aims to make students aware of the interpretative nature of knowledge, including personal ideological biases. It offers students and their teachers the opportunity to:

  • Reflect critically on diverse ways of knowing and areas of knowledge
  • Consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
  • Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
  • Recognize the need to act responsibly in an increasingly interconnected but uncertain world.

Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge.

Subject groups:

  • Individuals and Societies
  • Studies in Language and Literature
  • The Arts (Film, Visual Arts)
  • Science (Biology, Chemistry, Physics, Computer Science, Design Technology, Sports, Exercise and Health Science)

Career-related Programme 16-19 years (CP)

The CP enables students to:

  • Follow their chosen education and career pathways in life
  • Combine academic subjects with their personal and professional interests and skills
  • Engage in learning that makes a positive difference to their community
  • Think critically and creatively
  • Communicate clearly and effectively in a variety of situations
  • Work independently and in collaboration with others
  • Consider new perspectives and other points of view
  • Develop greater self-confidence and self-awareness
  • Demonstrate high levels of resilience and flexibility
  • Be internationally-minded and globally aware
  • Apply their knowledge to real-world scenarios and situations

Duration

These stages may be spread over four lessons or a whole semester depending on how the tasks are assigned to the students.

Preparation

Review the program guide from Digital Promise Global, which includes resources to help you get ideas about how to use and create 360° media. Select 3-5 films from the SIMA 360/VR films or the Sustainable Development Goals (SDGs) Spotlight. You can also find more information about the Sustainable Development Goals here.

Bonus Option

Invite students to create and implement a plan to share their work with a wider audience (school, community, organizations, etc.) Consider the following questions to think about how to present the 360° media project.

  •     How can my 360° media make an impact?
  •     How can I get my story in front of the right audience?
  •     What is the best way to share 360° media?
  •     How do I know what impact I made?

Last but not least: Apply for the SIMA Changemaker Award

Apply here. Applications close November 15 every year, winners are announced November 29. Rolling submissions!

Suggested Films:

Sustainable Development Goals (SDGs) Spotlight Playlist

SIMA VR/360 Playlist

Resources:

MY World 360º Challenge Program Guide

MY World survey tool

Google Street View Apps (to capture 360º images)

Pre-production / Production / Post-production

This resource is adapted from MY World 360º, a partnership between Digital Promise Global, the United Nations SDG Action Campaign, and Oculus inviting youth worldwide to create 360° media as a way to share their perspectives and advance positive action toward the Sustainable Development Goals (SDGs). Learn more and get involved here.