This resource explores the concepts of inquiry and problem-solving using the STEM (science, technology, engineering, and mathematics) educational resource kit and the United Nations Sustainable Development Goals. The resource provides an approach to teaching and learning that incorporates co-creation, 21st-century learning, innovation and design thinking using formal and informal learning, such as student-driven STEM, inquiry-based design projects, lesson plans and activities. The activities target the Science curriculum for grades 6 to 8 but can be adapted for other grades.
Toolkit tasks:
The design project consists of five lessons:
The STEM education toolkit provides easy-to-use lesson plans, instructional slides, curriculum connections and worksheets. Each skill challenge provides instructional slides, curriculum connections, materials needed, and a detailed lesson plan to complete the challenge.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
Principle | Rating | Explanation |
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Consideration of Alternative Perspectives | Very Good | Using inquiry and problem-based learning students brainstorm their own solutions to a current problem linked to an SDG. Students brainstorm solutions to the specific issues they would like to address and in small groups, they consolidate ideas to choose a group solution and prototype design. Students consider different points of view regarding issues and discuss. |
Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Good | Students will use an innovation design process based on a United Nations Sustainable Development Goal affecting their local community. Students brainstorm solutions to the specific issues and recognize how these issues have environmental, economic and social dimensions. Students may address the environmental, economic and social dimension in their prototype design |
Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
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Respects Complexity | Very Good | There are no easy answers to achieving such goals as No Poverty, Zero Hunger, Good Health and Well-Being. The design process, however, does provide an opportunity to discuss the causes and consequences of poverty, hunger, and poor health and possible solutions to these challenges affecting their local community. |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Poor/Not considered | Action planning is one of the key competencies for addressing SDGs that the resource focuses on. The follow-through to implementation is not included. |
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
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Values Education | Good | Students have the opportunity to identify and express their own values during the presentation of their prototype and the reflecting and sharing activity. |
Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
Empathy & Respect for Humans | Satisfactory | This could be achieved depending on the chosen SDG for the student project. |
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 | Students could explore two of the Sustainable Development Goals, Life Below Water, and Life on Land, for their problem-based design project |
Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Very Good | Students will use an innovation design process based on a United Nations Sustainable Development Goal affecting their local community. |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Good | An introduction to the SDGs helps students understand the challenges facing today's world and offers a path toward a preferred future in which these challenges are achieved. |
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Very Good | Teachers and students identify a topic of interest or relevance based on the UN’s SDGs to contextualize the Problem-based Design Project. They brainstorm solutions to the specific issues they would like to address and in small groups, they consolidate ideas to choose a group solution and prototype design. |
Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Very Good | Curriculum connections will vary based on selected UNSDG, such as the Inquiry process, science, math, technological problem-solving skills and geography links. |
Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Very Good | The STEM toolkit is based on inquiry and problem-based learning using a topic of interest based on an SDG. The resource provides an approach to teaching and learning that incorporates co-creation, 21st-century learning, innovation and design thinking using formal and informal learning such as student-driven STEM and inquiry-based design projects. |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Good | The resource addresses the needs of visual, auditory, and kinesthetic learners. The hands-on activities, such as designing, building, and testing a device, and the skill challenges, will engage the students. |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Good | Students will use an innovation design process based on an SDG affecting their local community. They brainstorm solutions to the specific issues they would like to address, and in small groups, they consolidate ideas to choose a group solution and prototype design. |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Good | |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Very Good | Assessment tools, such as a planning template for STEM assessment, sample language assessment and an observational checklist, are provided. The reflection and sharing activity offers more opportunities to assess students. |
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 | Very Good | Students share their prototype ideas with a panel of peer entrepreneurs. They are also provided with other suggestions for presenting their knowledge in different media forms, such as blogs, a STEM fair, infographics, a podcast, or a TED Talk. |
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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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 | The section Alternate Lesson Options provides opportunities to enhance the learning. |
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. |