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The purpose of this resource is to provide a tool for students to understand the Sustainable Development Goals (SDGs) and to take meaningful action on those Goals.
This Workbook is structured to provide educators and learners an introduction to the SDGs along with some background information for each of the Goals which are addressed in turn. For each Goal, the guide provides a learning activity, an action or an event, along with learning outcomes, local and global connections, and project ideas. Teachers may select those elements of the Workbook that are curricular relevant and pedagogically appropriate.
The Workbook helps to enhance students skills with respect to
The resource is ambitious. It serve as an introduction to the SDGs, allows teachers to select lessons on those SDGS that are relevant to their curriculum mandate, includes references to relevant background information, offers a diversity of activities that engage students, and links the local with the global.
Teachers can be selective in the use of the Workbook. It may be used as an introduction to the SDGs or as a pool of lesson plans from which they may choose those that are relevant to their curriculum purposes.
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||Good|
The Workbook introduces each of the 17 Sustainable Development Goals (SDGs) and assumes that these are aspirational but attainable. The competing perspectives emerge in debating how to best realize the Goals throughout the world in order to achieve a just and equitable society.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
The Goals are very ambitious and therefore any discussion of their merits and how they might be realized must acknowledge the interplay of environmental, economic and social factors and thereby encourage systems thinking.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
There are obviously no easy answers as to how to achieve such goals as No Poverty, Zero Hunger, Good Health and Well-Being. The Workbook , however, does serve to begin a discussion about the causes and consequences of poverty, hunger, and poor health and possible solutions to these challenges.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
The Workbook has adopted the pedagogy associated with development education and adult and community education. In both cases attention is given to social action or community based initiatives that are intended to be empowering.
|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|
Any investigation of the SDGs will require student to consider their position with respect to inequality, fairness, justice, individual and collective responsibility at both the local and global level.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
The SDGs focus on equality and justice at both the local and global level. The titles of the individual goals - End Poverty, Zero Hunger, Gender Equality, Reduced Inequalities, etc. suggest something of the Goals ambitions to create greater empathy and respect for those living on the margins.
|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||Poor/Not considered|
While not the focus, the resource includes two case studies that explore two of the Sustainable Development Goals, Life Below Water, which is intended to raise awareness about the alternatives to single-use plastics and Life on Land, which describes the establishment of school and community gardens aimed at promoting sustainable living within those communities.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
There is a natural synergy between Development Education (DE) and Adult and Community Education (ACE). The Workbook borrows the pedagogy adopted by these movements. Both share an emphasis on social analysis and political participation as well as key skills including critical thinking, active citizenship, social inclusion, learner focus and collaborative learning. This resource engages with learners on their own terms and explores issues that are important both at a local level and a global one.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
A study of the SDGs helps students understand the challenges that face today's world and offers a path towards a preferred future where these challenges are engaged.
|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|
The lessons encourage students to develop and share their perspectives on a number of issues such as the relative importance of the various SDGs, the causes of homelessness, the criteria for well-being, fashion and ethical concerns, and the merits of sustainable energy.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
Issues such as poverty, hunger, gender equality, inequality, and sustainable communities require a multidisciplinary approach and a reliance on system thinking if students are to understand the challenges involved in addressing these issues.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Each of the lessons has clearly defined outcomes but the issues addressed are very broad and complex and may be expected to take students in unanticipated directions as they explore the causes of the problems addressed by the SDGs and the merits of any proposed solutions.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The lessons take advantage of a variety of learning activities. Students analyze data, conduct audits, create storyboards and videos, make presentations, measure their environmental footprint, debate, and create design prototypes.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
A number of the activities require students to investigate practices in their homes and communities with respect to such issues as food waste, climate change and water usage and to affect change and raise awareness within their communities.
|Experiential Learning: |
Authentic learning experiences are provided
The lessons include many opportunities for students to work in small groups, to share perspectives, to debate, and to make oral and video presentations to their classmates.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
Student developed charts and videos, make presentations, engage in debates, and organize community events. This will allow teachers to take the measure of student understanding.
|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.|
Small group projects, perspective sharing and student presentations and debates create opportunities for students to learn from their colleagues.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
The Workbook includes casebook studies for four of the SDGs in order to demonstrate what integration of the Goals looks like in local practice. Case studies deal with Decent Work and Economic Growth, Life Below Sea, Life on Land and Partnership for the Goals.
|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|
Many of the lesson plans invite students to continue their investigation of the issue being studied by suggesting Project Extensions, Additional Actions, Project ideas, Further ideas or Extension Ideas.
|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.|