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What World Do You Want in 2030?

Elementary, Middle

Description

This resource has students envision a world where the Global Goals have been achieved. The resource begins with an activity designed to provide an entry point to the Goals, either one Goal or a theme from the Goals. Students view an animation to learn more about the goals and connect them to their personal lives.

During the main activity, students will

  • draw connections between the Global Goals and their own lives,
  • design their own vision of a Global Goals country,
  •  synthesize their group information
  • declare a personal pledge to take action for the Global Goals.

Students will turn their learning into action by taking a personal pledge and sharing it with the class and family. Teachers can input their lesson onto the World’s Largest Lesson interactive map to show the class how many lessons are happening around the globe!

General Assessment

Strengths

  • excellent lesson to introduce the Global Goals to any age group
  • provides visual, auditory and kinesthetic learning activities
  • interesting activities and final project
  • well organized and easy to use
  • allows for student choice and voice throughout the activities
  • the resources are available in both official languages
  • background information on the Global Goals is provided

Weaknesses

  • no assessment tools are provided
  • no suggestions for students with learning difficulties

Recommendation of how and where to use it

An excellent activity to begin the school year by having students draw connections between the Global Goals and their own lives.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
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    • Grade 3
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      • Social Studies
        • Step 4Relevant matches
        • Active citizenship contributes to the vitality of communities that can promote pluralism among diverse people in a democratic society
        • Analyzing diverse worldviews and experiences fosters our ability and willingness to live well together
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world
    • Grade 4
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      • Social Studies
        • Step 4Relevant matches
        • Active citizenship contributes to the vitality of communities that can promote pluralism among diverse people in a democratic society.
        • Analyzing diverse worldviews and experiences fosters our ability and willingness to live well together
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world
    • Grade 6
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      • Social Studies
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        • Democracy: Action and Participation: Citizens Participatiing in Decision Making
  • British Columbia
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        • Canadian Issues and Governance: Canada’s policies and treatment of minority peoples have negative and positive legacies
    • Grade 6
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      • Social Studies
        • Step 4Relevant matches
        • Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.
  • Manitoba
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      • Social Studies
        • Step 4Relevant matches
        • Communities of the World: Connecting with Canadians
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      • Social Studies
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        • Manitoba, Canada, and the North: Places and Stories: Living in Manitoba
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      • Social Studies
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        • Canada - A Country of Change (1867 to Present):Canada Today: Democracy, Diversity and the Influence of the Past
    • Grade 7
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      • Social Studies
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        • People & Places in the World: Global Quality of Life
  • New Brunswick
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      • Social Studies
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        • Provincial Identity: Citizenship
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        • Social Studies: Exploring our World
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      • Social Studies
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        • Investigating Past Societies: My Society
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        • World Cultures: World Issues
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      • Social Studies
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        • Empowerment: Introduction
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      • Social Studies
        • Step 4Relevant matches
        • Atlantic Canada in the Global Community: Culture
  • Newfoundland & Labrador
  • Northwest Territories
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        • Communities of the World:Connecting with Canadians
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        • Our Northern Land and Its People: The North's Resources
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      • Social Studies
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        • Our Place in the Nation: The Faces
  • Nova Scotia
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      • Social Studies
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        • Social Studies 3: Citizenship
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      • Social Studies
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        • Social Studies 4: Humans and the Physical Environment
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      • Social Studies
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        • Social Studies 6: World Issues
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      • Social Studies
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        • An Introduction to Empowerment
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      • Social Studies
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        • Citizenship
  • Nunavut
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    • Grade 3
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      • Social Studies
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        • Connecting With the World: Citizenship
        • Connecting With the World: Global Connections
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      • Social Studies
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        • Our Northern Land and Its People: The North's Resources
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      • Social Studies
        • Step 4Relevant matches
        • Our Place in the Nation: The Faces
  • Ontario
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    • Grade 5
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      • Social Studies
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        • People and Environments: The Role of Government and Responsble Citizenship
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      • Social Studies
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        • People and Environments: Canada's Interactions With The Global Communty
  • Prince Edward Island
  • Saskatchewan
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      • Social Studies
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        • Community Comparisons: Power and Authority
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      • Social Studies
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        • Saskatchewan: Interactions and Interdependence
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      • Social Studies
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        • Canada: Resources and Wealth
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      • Social Studies
        • Step 4Relevant matches
        • Social Studies 6: Canada & Our Atlantic Neighbours -Resources and Wealth
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Canadian Issues and Governance: Canada’s policies and treatment of minority peoples have negative and positive legacies
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.

Themes Addressed

  • Citizenship (2)

    • Community-Building and Participation
    • General Guide to Taking Action
  • Human Health & Environment (1)

    • Quality of Life
  • Human Rights (1)

    • Social Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

Students envision a world where the Global Goals have been achieved, they share their opinions with their peers and listen to others points of view.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Very Good

The students address the environmental, economic and social dimensions in their vision of a Global Goals country.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Good

Students declare a personal pledge to take action for the Global Goals. They share their personal pledge with their peers and family.

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

Students share information about their vision and declare a personal pledge to take action for the Global Goals.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good

Students participate in a social inequality activity to learn how the Global Goals have been created to reduce inequality across all aspects of life and to create a world that is fair for everyone and where no-one is left behind.

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 Satisfactory
Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

Students draw connections between the Global Goals and their own lives. They identify what world they want in 2030.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

Students design their own vision of a Global Goals country where no one is left behind.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

Students are encouraged to develop and share their opinions during class discussions or as reflection questions.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

The resource provides questions as a guide to prompt student thinking and discussion about the Global Goals.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

The resource provides visual, auditory and kinesthetic activities.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good
Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Good

The students participate in a group learning activity to create their vision of a Global Goals country.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

A list of reflection questions are provided.

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.
Peer Teaching Good

Students connect their world vision pieces together and present their piece to the class. They respond to the presentation and make connections between this and their own section of their country

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered
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 Good

Students take a personal pledge for the Global Goals and discuss how every person has the potential to make a difference for the Goals and that there are many different ways of doing this.

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.