Countries rely on each other to sustain and care for a variety of natural resources, including living things. In
particular, animal migration encourages countries to develop shared ownership and responsibility for living
things such as butterflies, whales, and birds. Likewise, countries depend on each other to trade goods that
meet their needs and wants.
Using a globe, explain and discuss the migration of butterflies to Mexico each winter. Use geese
and human migration to activate prior knowledge about the term “migration”.
Mark the United States and Mexico on a map of North America. Discuss the scale and the
approximate distance from Ontario to Mexico for a Monarch butterfly.
Watch a video that describes firsthand life in urban and rural Mexico.
Read a variety of non-fiction texts that describes life in Mexico and the butterfly migration.
During the video, students complete a
comparison map identifying similarities and
differences between Mexico and Canada,
i.e., clothing, family, food, traditions, and
• Use visual arts and drama to further explore the
Day of the Dead by creating decorative
skeleton masks and constructing a symbolic altar
in the classroom.
• Follow-up: Release the butterflies when
they emerge from the chrysalis. Celebrate the
butterfly’s first flight.
During the video, students complete a comparison map
identifying similarities between urban and rural Mexico,
i.e., structures, modes of transportation, population.
• Graph population data from rural and urban
communities in Mexico.
• Use visual arts and drama to further explore urban
and rural life.
• Introduce the following scenario: John has decided to
move from his city apartment to a home in rural Mexico
or Ontario. What changes or differences will John
notice in his life by moving from an urban to a rural
Interdependence is rooted in shared beliefs, values and responsibilities. It encourages citizens, communities,
and countries to recognize the contributions to and from others to achieve a simple, common goal. As part
of this culminating task, students will synthesize their understanding of “interdependence” by demonstrating
and reflecting on their ability to “make a difference” in their school, local, and/or global community.
Use newspaper articles to introduce and explore examples of “enabling” among and within
Generate realistic ways that students can make a difference about school, local, or global issues.
As a whole class, organize a school-wide penny or pop can drive. Donate monies raised towards a
local community organization, i.e., Habitat for Humanity.
Show students a newspaper article about logging
in rural Mexico. How does logging in Mexico
affect Canadians? What can we do to make a
difference in Ontario? Generate a list of ways to
impact change in Mexico.
Discuss how change can occur by raising
awareness locally, (create a school flyer or
announcement, write to the local newspaper), or
globally, (write a persuasive letter to the Mexican
and/or Canadian government).
Discuss ways that urban and rural communities enable
Design a brochure or television commercial for
someone from another country or province who is
thinking about coming to Ontario. Highlight the key
features of living in both urban and rural Ontario. Also,
explore how these two communities enable each
other to provide services and resources within the