In this guided inquiry, students learn about the Sustainable Development Goals and their importance in addressing some of the world’s greatest problems. They explore the role being played by technology in achieving the SDGs and are then charged with designing a technological system that will meet the targets of one of the goals. As a culminating activity, students present their designs to the class for discussion.
All parts of student inquiry and design process are well-supported by a power point presentation, video segments, activity sheets and direct links to additional information. A detailed teachers’ guide is also included.
Opportunities are provided for critical thinking, data analysis, consensus building and planning and presenting.
This lesson will be of interest to teachers of those courses that address sustainable development. It is an especially engaging tool for learning about the Global Goals.
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 | Good | In this inquiry, students are provided with accurate information and a number of tools for carrying out their own inquiry. |
Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Good | In the design activity, students assess the advantages and disadvantages of their technological systems in the context of sustainable development. |
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 | Satisfactory | The core activities and materials provide some understanding of the complexities involved in achieving the Sustainable Development Goals. |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Satisfactory | A number of 'action' ideas are offered as extensions. |
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 | Poor/Not considered | Opportunities are not explicitly included. |
Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
Empathy & Respect for Humans | Good | Each one of the five SDG's that students drill down into will raise issues of equity and foster empathy for the most vulnerable. |
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 | The activities focus attention on five of the SDG's. Two of these, 'Clean Water & Sanitation' and 'Climate Action' will raise a number of environmental concerns for the students. |
Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Satisfactory | Students select a challenge of their own choosing. |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Good | The resource does a good job in focusing student attention on today's challenges, future outcomes and the role of technology. |
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 | Good | Students interpret information gathered through this inquiry and act on it based on their own analysis. |
Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Good | The lesson addresses a number of outcomes in social studies, science, technology and geography. |
Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Good | |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Good | The activities making up the inquiry and the tools provided will address a range of student learning styles. |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Poor/Not considered | The inquiry does not provide experiential learning experience. |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Satisfactory | Small group formats are utilized. |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Poor/Not considered | Tools and suggestions for assessment 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 | Satisfactory | Much of the discussion on the role of technology in meeting SDG targets arises from students presenting their project designs to their classmates. |
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 | Satisfactory | Students are provided with a number of supplemental resources including case studies that describe the SDGs and the role of technology in achieving them. |
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 select the topic and the tools needed to complete their design challenge. |
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. |