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Stepping Stones for the Sustainable Development Goals

A workbook for community and adult education practitioners

Secondary

Description

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.

 

This Workbook is structured to provide educators and learners an introduction to the SDGs along withsome background information for each of the Goals which are addressed in turn. For each Goal, weprovide a learning activity, an action or an event, along with learning outcomes, local and global connections, and project ideasThis Workbook is structured to provide educators and learners an introduction to the SDGs along withsome background information for each of the Goals which are addressed in turn. For each Goal, weprovide a learning activity, an action or an event, along with learning outcomes, local and global connections, and project idea

General Assessment

What skills does this resource explicitly teach?

The Workbook helps to enhance students skills with respect to

  • critical thinking
  • communication
  • perspective consciousness

Strengths

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.

Recommendation of how and where to use it

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.

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.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-4 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
  • British Columbia
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Explorations in Social Studies 11: Social justice initiatives can transform individuals and systems
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Justice: Social justice initiatives can transform individuals and systems
  • Manitoba
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geographic Issues of the 21st Century: Natural Resources
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • World Geography: A Human Perspective - World Geography Overview
        • World Geography: A Human Perspective - World Resources, Energy, and Environment
      • Social Studies
        • Step 4Relevant matches
        • Citizenship and Sustainability: Area of Inquiry: Environment
        • Citizenship and Sustainability: Area of Inquiry: Poverty, Wealth and Power
        • Citizenship and Sustainability: Area of Inquiry: Social Justice and Human Rights
        • Area of Inquiry: Gender and Identity
        • Area of Inquiry: Health and Biotechnology
        • Global Issues
        • Global Issues
        • Global Issues
        • Global Issues: Citizenship and Sustainability
        • Global Issues: Citizenship and Sustainability
  • New Brunswick
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • World Issues 120: Humanity
  • Newfoundland & Labrador
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    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Canadian Geography 1202: Global Issues n Canadian Geography
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 1201: Power, Citizenship, and Change
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
        • Social Studies 10-4 (Living in a Globalizing World) Personal Response to Globalization
        • Social Studies 10-4(Living in a Globalizing World) Globalisation and Sustainable Prosperity
    • Grade 11
      • Step 3Select a subject
      • Civic Studies
        • Step 4Relevant matches
        • Challenges in the Global Environment
  • Nova Scotia
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    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • AP Environmental Science: Land and Water
  • Nunavut
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Canadian Response to Globalisation?
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
  • Ontario
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Civic Studies
        • Step 4Relevant matches
        • Civics and Citizenship (Open): Civic Engagement and Action
    • Grade 11
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Regional Geography (Univ./College Prep.): Sustainability and Stewardship
      • Social Studies
        • Step 4Relevant matches
        • Equity, Diversity, and Social Justice (Workplace Pre.) Foundations
        • Equity, Diversity, and Social Justice (Workplace Prep.) Promoting Equity and Social Justice
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Living in a Sustainable World (Workplace Prep.) Sustainability of Natural Resources
        • The Environment & Resource Management (Univ./College Prep.):Sustainability and Stewardship of Natural Resources
        • World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
        • World Issues: A Geographic Analysis (Univ. Prep.):Sustainability and Stewardship
      • Social Studies
        • Step 4Relevant matches
        • Equity and Social Justice: From Theory to Practice (Univ./College Prep.) :Personal and Social Action
        • Equity and Social Justice: From Theory to Practice (Univ./College Prep.) Addressing Equity and Social Justice Issues
  • Prince Edward Island
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    • Grade 10
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      • Geography
        • Step 4Relevant matches
        • Geography of Canada 421A: Canada’s Global Connections
    • Grade 12
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      • Geography
        • Step 4Relevant matches
        • Geography 621A Global Issues : Inquiry- What are the issues?
        • Geography 631A Global Issues: What are the issues?
  • Quebec
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    • Grade 11
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      • Social Studies
        • Step 4Relevant matches
        • Contemporary World: Wealth
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 20: World Issues -Human Rights
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Explorations in Social Studies 11: Social justice initiatives can transform individuals and systems
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Justice: Social justice initiatives can transform individuals and systems

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Citizenship (1)

  • General Guide to Taking Action

Economics (1)

  • Poverty Reduction

Energy (2)

  • Energy Generation
  • Energy Use

Food & Agriculture (1)

  • Food Security

Human Health & Environment (1)

  • Access to Health Care

Human Rights (4)

  • Education
  • Gender Equality
  • Poverty
  • Social Justice

Waste Management (1)

  • Rethink, Reduce, Reuse, Recycle

Water (1)

  • Water Quality

Sustainability Education Principles

Principle Rating Explanation
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:
  • 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 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.

  • 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 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

  • 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

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.  

  • 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 Good

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. 

  • 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

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.

Pedagogical Approaches

Principle Rating Explanation
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.

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

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

  • 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

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.   

  • 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 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.

  • 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

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

  • 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 Satisfactory

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.

  • 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 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.
Peer Teaching Good

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.

  • 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 Good

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.

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