- Review Process
- Take Action
- A project of
In this resource, students will start to conceptualize themselves as changemakers. By learning from their peers and other members of the community, students will begin to make plans for how they can make the world around them a better place.
Lesson 1: What SDG-related problem exist in my own country?
Lesson 2: How have other people solved these problems?
Lesson 3: How can I learn from other changemakers?
Lesson 4: What I learned from other changemakers?
Lesson 5: What can we do now?
In this resource, students will learn to complete a graphic organizer, conduct an interview, use a Venn diagram, use sketch note, and use the scientific method to solve a problem.
This resource would be excellent to use to do a cross-curricular project in Language Arts, Science and Social Studies courses.
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|
Students are exposed to the SDGs based on the issues that they choose to look at it in their community. They will participate in open discussions and will have the chance to form their own opinion and take informed positions.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
Students will look at all facets of the issues they choose to explore.
|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||Good|
In lesson 5, students will use the scientific method to find solutions to one of the issues in their community. They will develop an action plan, however there is no accountability to follow through their plan within this resource.
|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|
Students will be consistently given opportunities to identify, clarify and express their own values in this resource.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
Depending on which issue the students will choose, there could be connections to humans. Since they will try to solve the issue, they will foster empathy and respect for diverse groups of humans.
|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|
Depending on which issue the students will choose, there could be connections to the natural world. Since they will try to solve the issue, they will foster appreciation and concern for their natural world.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
This resource is made relevant and has a local focus as students will have to pick an issue in their own community to try and solve.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
Students will get a chance to look at an issue, find why it is an issue, and come up with ways to make change for the future in regards to this issue in their community.
|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|
In each lesson, students will get a chance to voice their opinion whether in a whole class discussion or in small group discussions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
This lesson could be used for a cross-curricular project in English (conducting interview, sketch noting), in Social Studies (when looking at the SDGs and the issues in their community), and Science (when using the scientific method to find ways to solve the issue).
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Very Good|
Students come up with their own issue to solve and their own ways to solve them. The suggested activities in the resource are self-directed learning.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The variety of activities in this resource addresses a range of learning styles. However, there are no modification options for struggling learners.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
Students have to look within own community for the issues therefore taking place outside their school.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning||Very Good|
Students will have to work in groups and the cooperative skills will be taught, practiced, and a rubric is included to assess these skills.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
Assessment ideas are included in every lesson of this resource. However, rubrics 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.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
Students will be conducting interviews with real change makers in their 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|
|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.|