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This resource has students envision a world where the Global Goals have been achieved. The resource begins with an activity designed to provide an entry point to the Goals, either one Goal or a theme from the Goals. Students view an animation to learn more about the goals and connect them to their personal lives.
During the main activity, students will
Students will turn their learning into action by taking a personal pledge and sharing it with the class and family. Teachers can input their lesson onto the World’s Largest Lesson interactive map to show the class how many lessons are happening around the globe!
An excellent activity to begin the school year by having students draw connections between the Global Goals and their own lives.
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|
Students envision a world where the Global Goals have been achieved, they share their opinions with their peers and listen to others points of view.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
The students address the environmental, economic and social dimensions in their vision of a Global Goals country.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
Students declare a personal pledge to take action for the Global Goals. They share their personal pledge with their peers and family.
|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 share information about their vision and declare a personal pledge to take action for the Global Goals.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
Students participate in a social inequality activity to learn how the Global Goals have been created to reduce inequality across all aspects of life and to create a world that is fair for everyone and where no-one is left behind.
|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|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
Students draw connections between the Global Goals and their own lives. They identify what world they want in 2030.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
Students design their own vision of a Global Goals country where no one is left behind.
|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|
Students are encouraged to develop and share their opinions during class discussions or as reflection questions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The resource provides questions as a guide to prompt student thinking and discussion about the Global Goals.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The resource provides visual, auditory and kinesthetic activities.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
The students participate in a group learning activity to create their vision of a Global Goals country.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
A list of reflection questions are provided.
|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.|
Students connect their world vision pieces together and present their piece to the class. They respond to the presentation and make connections between this and their own section of their country
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|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|
Students take a personal pledge for the Global Goals and discuss how every person has the potential to make a difference for the Goals and that there are many different ways of doing this.
|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.|