- What is ESD?
- Review Process
- Take Action
- Professional Development
- A project of
The purpose of this resource is to use the global goals as a catalyst to enable students to define a local community problem they would like to solve and to begin by creating a plan of action.
In this activity, students will:
By doing this lesson, students will be able to identify solutions to determine how we can leverage our understanding of global goals to improve our community.
Students will learn how to produce a map of their community. In addition, they will learn how to do an interview with someone who can help them with their project. Students will also design and implement a plan to improve a problem in their community.
Since this resource has a very open action project, depending on what students decide to do, it could encompass any subject area. The project can also be very useful to cover English Language Arts outcomes on its own or in a cross-curricular project.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
Since students have to visit their own community to discover a problem, they form their own opinions and take an informed position. In addition, they must choose an action plan to begin in their community that comes from their class' ideas.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
Since the problem to be studied and the action plan is the students' choice and they come from a real community problem, it could be of environmental, economic or social dimensions.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
Students will take a walk in their community to observe a community problem. They then choose an action plan to help with the problem.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
Several questions of reflection are asked to students throughout the resource.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
Not considered in this resource
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
The resource focuses on a walk in the student's community.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
Everything happens in the student's community, the student has to find a problem in his community through a walk, interview someone in the community for more details and advice, and then an action plan that he will have to start in his community.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
Since students must find a problem in the community, they must look at the present. In addition, they must focus on the future since they must make an action plan and put it in place.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Students are encouraged to develop and share their opinions during class discussions or as reflection questions. Students also choose the problem to study and the action plan to put in place.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
This resource responds to the content and skills of several subjects that will be clearer once students determine the problem to study.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Very Good|
Students themselves determine the problem to study. They ask questions of people who can help them and take responsibility for solving the problem through an action plan.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The variety of activities of this resource makes it a great fit for the needs of visual, auditory and kinesthetic learners. On the other hand, there are strategies for learners with difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
Students must make a community map based on their community walk.
|Experiential Learning: |
Authentic learning experiences are provided
In order to solve the problem, students must work together to find solutions and put them into action.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Although no assessment tool is available, a large number of reflection questions are asked and could be used to assess student learning on the subject.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Unintentional teaching occurs throughout the lesson, but it would be easy to ask students to present their work and solution to the community.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
The action plan is using a real current problem of their own community.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Very Good|
Students themselves choose the problem to study and explore more deeply. They also choose how they want to help solve the problem.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|