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- A project of LSF
In this guided inquiry, students learn about the Sustainable Development Goals and their importance in addressing some of the world’s greatest problems. They explore the role being played by technology in achieving the SDGs and are then charged with designing a technological system that will meet the targets of one of the goals. As a culminating activity, students present their designs to the class for discussion.
All parts of student inquiry and design process are well-supported by a power point presentation, video segments, activity sheets and direct links to additional information. A detailed teachers’ guide is also included.
Opportunities are provided for critical thinking, data analysis, consensus building and planning and presenting.
This lesson will be of interest to teachers of those courses that address sustainable development. It is an especially engaging tool for learning about the Global Goals.
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
In this inquiry, students are provided with accurate information and a number of tools for carrying out their own inquiry.
|Consideration of Alternative Perspectives:
|Multiple Dimensions of Problems & Solutions
In the design activity, students assess the advantages and disadvantages of their technological systems in the context of sustainable development.
|Multiple Dimensions of Problems & Solutions:
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The core activities and materials provide some understanding of the complexities involved in achieving the Sustainable Development Goals.
The complexity of the problems/issues being discussed is respected.
|Acting on Learning
A number of 'action' ideas are offered as extensions.
|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
Opportunities are not explicitly included.
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans
Each one of the five SDG's that students drill down into will raise issues of equity and foster empathy for the most vulnerable.
|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
The activities focus attention on five of the SDG's. Two of these, 'Clean Water & Sanitation' and 'Climate Action' will raise a number of environmental concerns for the students.
|Personal Affinity with Earth:
Encourages a personal affinity with -the natural world.
Students select a challenge of their own choosing.
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future
The resource does a good job in focusing student attention on today's challenges, future outcomes and the role of technology.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.
Students interpret information gathered through this inquiry and act on it based on their own analysis.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The lesson addresses a number of outcomes in social studies, science, technology and geography.
Learning brings together content and skills from more than one subject area
Learning is directed by questions, problems, or challenges that students work to address.
The activities making up the inquiry and the tools provided will address a range of student learning styles.
Activities address a range of student learning styles, abilities and readiness.
The inquiry does not provide experiential learning experience.
Authentic learning experiences are provided
Small group formats are utilized.
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation
Tools and suggestions for assessment are not included.
|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.
Much of the discussion on the role of technology in meeting SDG targets arises from students presenting their project designs to their classmates.
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Students are provided with a number of supplemental resources including case studies that describe the SDGs and the role of technology in achieving them.
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
Students select the topic and the tools needed to complete their design challenge.
|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.