Group 31 (age 12-15) INDIA A lesson on SDG 1 No poverty is being made by students and then complied by the teacher (me) into an Adobe Spark page. The page tries to invoke creative and actionable thoughts about the Goal , it's targets and indicators. The progress of Goal 1 in India is a highlight whose data is taken from Niti Aayog SDG index report. The report is taken as the students are citizens of India and they wanted to study the data and put it into the plan. To check the understanding of the data a Kahoot quiz on states running as front runners towards achieving the goal targets is put into it. Also a Padlet on various governmental programs running by the Government of India is also put up to help students understand the functioning of Government. The lesson tries to help students understand the role of Government and the alarming data. They being the 21st century learners will dive deep into the lesson and become crusaders towards achieving the goal targets. This lesson is a step towards creating awareness about the Goal 1 and encouraging everyone to take action towards its eradication.
Group 57 (age 9-12) USA After class discussion, we learned that many hadn't really thought much of EXTREME poverty. We also felt it was a tough goal to tackle as just one person or one class. Our goal was to collectively raise awareness so that efforts can be maximized. Our projects were a mix of physical posters, prototypes and digital creations. They hang in our school as a reminder of our commitment to learn about and act on the Global Goals.
Group 9 (age 6-9) USA Students brainstormed ways in which we could effect change locally. We decided to focus on bringing awareness to our fellow students and families. We created posters to encourage zero food waste by using leftovers or sharing your leftovers with others in need. Also, we decided to support companies that helped to end world hunger,
Group 27 (age 9-12) ENGLAND Initially we help a poster competition to raise awareness of SDG2 - we displayed the posters at the Village Show. We then used the Innovator's Compass to identify particular issues and how we can solve them. We decided to do The Big Soup Share - we are using some of our produce to make soups and next week on the 11th October we are inviting some of the residents of the old people's home to share our soup. Zero Hunger is also about sharing what we have to build a stronger community.
Group 44 (age 15-18) ITALY The boys first worked on the goal analysing facts and figures, then started considering what our community is doing in order to help people in need. They also visited the general store of solidarity which is present in our town and so could see how many people in our town are in real need.They worked in a collaborative way creating the pages of the final ebook
Group 53 (age 15-18) COLOMBIA "The opportunity shop" project aims to benefit mainly to the community at El Castillo School- it is planned to apply strategies to work on the Sustainable Development Goals, making emphasis on "Zero Hunger" and "Partnerships for the goals. "The students will sell mainly used goods such as groceries, clothing, books, toys, and furniture donated by members of the public or the school. Eleventh graders will serve as volunteers. They will restore the products. Because the items for sale will be obtained for free, and low business costs, the items will be sold at competitive prices. After costs will be paid, all remaining income from the sales will be used for the project to generate savings for the families. Furthermore, a responsible consumption, a decrease in the waste of products and the possibility of restoration will serve as an example of an initiative taken to get the SDGs.
Group 10 (age 6-9) SERBIA We formed teams in our kindergarten and every team worked on chosen activities. We shared tasks : sport activities outdoor ( on playground), morning gym, healthy food, hygiene , wellness, care about health... At first we discussed with children about various themes under SDG 3. Children were motivated to draw, dramatize, to create sport activities, to prepare healthy food. We all participated in sport games on playground, we shared results of work of various classrooms .
Group 43 (age 15-18) USA My students decided that our project should have 2 components. They wanted to educate others about the SDGs and SDG 3 specifically, and they wanted to take action to support good health and well-being in the world. They made t-shirts to educate their classmates about our global goal, decorated our classroom door, created a coin drive competition and prepared a coin drive for a sporting event to raise awareness and raise money to buy mosquito nets for people in areas affected by mosquito-borne illnesses.
Group 50 (age 11-15) UAE With the help of Physical Education Teachers, we had plank and push up sessions every Thursday in the month of September with more than 1000 push ups and plank. We had 3 sessions for 30 mins on 3 Thursdays in the month of September and we will be continuing the same process right now till the end of the academic year 2019-20.
Group 4 (age 6-9) USA St. Patrick Catholic School Grade 4 - Group #4 SDG #4 Books For Belize Follett BookFair - Gift Cards Media Campaign Here is a summary of Tech Skills our students used to promote the Books For Belize Fundraiser. >2019 Global Goals Project icon posters and weekly videos. >Google Classroom Slides to draft Elevator Pitches promoting gift cards to our local community. >SoundTrap Podcasts to prepare School Announcements each morning. >Headsets with microphones required troubleshooting in Tech Lab.
Group 9 (age 6-9) JAPAN Students learned about Quality Education and how many other students have a difficult time to attend to school. Students decided to help a remote school in the border town of Mae Sot, Thailand where migrant students from Burma have a difficult time to attend to school due to lack of resources or time.
Group 12 (age 9-12) NIGERIA My pupils and I worked on goal 4: Quality Education. We discussed the present issues/ problems in education in Nigeria as a whole ; incondusive teaching and learning environment, no writing materials, unqualified or few teachers, lack of tables and chairs, few or no improved learning aids etc. We came up with solutions like : government involvement and private organizations in education; provision of learning materials, tables and chairs,prompt payment of teachers salary, 21st century teaching and learning aids. We worked extensively on Goal 4,target 6: Sustainable Development in education on Digital Citizenship. On Friday, 1st November, 2019, two digital citizenship trainers came to train the whole school with my classroom inclusive on digital citizenship. The class lasted for three hours; 9a.m - 11 a.m with 210 pupils and students in attendance.
Group 26 (age 9-12) USA We decided to complete two projects within our class. Half of the students are creating a comic that describes the problems children might encounter in trying to get an education. The comic will also show some possible solutions to those problems. Our other project is a poster, which we hope to also make a video presentation of, that compares educational opportunities on different continents to our own experiences. We hope to finish by mid October. Our link below is to the outline of our presentation to our district's Board of Education.
Group 28 (age 9-12) USA We brainstormed all the ways we could address this and came up with: 1. Before the school year began, I started a postcard and hat campaign for my class. People around the world have sent us hats and we have postcards from 24 of our 50 states in the US. This plan was put into place before this began, but we have learned more from it than many things so far this year. It has been awesome! Even our group leader Ms Annie sent us a package of educational materials from Australia (serendipity!!) 2. Better our own attitudes towards learning (get to come to school vs have to) 3. Send educational materials through our Operation Christmas Child Shoebox Drive 4.Learn/Study about schools around the world 5. Tutor/Assist other classes in our school with a buddy program.
Group 45 (age 12-15) THAILAND Students made a beautiful paper book to share with our primary students to help them understand some of the inequality in Thailand around the issue of education. They also included a personal solution which reflects their empathy and engagement with the project. We then scanned the book to make a digital version to share around the world.
Group 8 (age 6-9) SERBIA We started with introducing with all 17 goal in short. Children recognized importance of these goals. The next step was motivational story tightly connected with our goal SDG5. The name of the story is "Boys and girls" . We discussed after reading about gender equality . We put children,s statements on Linoit. In the next phase children were working in small groups and created posters which symbolise gender equality.
Group 17 (age 9-12) USA Students created an informative video and Google Form in an effort to spread awareness and generate ideas. The video will be shared with four 5th grade classes and three 6th grade classes. In the video students are encouraged to share their own ideas and innovations through submitting a Google Form. The information gathered from the Google Form will be used for a follow up video.
Group 20 (age 9-12) CANADA We have been exploring what gender equality means and why the female voice is important. We have been focusing on education as a tool to equality and learning about our school namesake Malala Yousafzai. Our learning is branching out to other female change-makers and role models. Our project is on-going so we are sharing a summary of our learning so far.
Group 32 (age 12-15) SWEDEN Our class project will be to highlight the issue through some short videos. After that we will have discussions in groups and our goal is to create a padlet with classroom rules that will be applicable. This will both give the students more knowledge about the SDG but will also be something that we can use after we finished this project.
Group 36 (age 12-15) GERMANY As we are very early in the school year, we, unfortunately, could not meet as often and the club itself had not officially started. Nevertheless, a group of students from Grade 10 worked on our contribution to this amazing goals project during our own Sustainable Development Project Week. The girls described their experiences with sexual harassment e.g. on their way home from school, cat calling and even inappropriate comments by peers. They created an action plan to design and create an entire unit plan for their Lifeskills class including many different activities, workshops, trainings and an official panel discussion event for the school community with representatives from the HeforShe Campaign, UN Women and many more on this issue of sexual harassment in their every day life.
Group 37 (age 12-15) USA Our project focused on gender equality at both the global and local scale. At the local scale, we educated ourselves on the issue of child marriage in Minnesota. A bill to set the minimum marriage age at 18 was passed by our House of Representatives last year, but has not yet passed our Senate. We crafted letters to Minnesota State Senators expressing opinions about the bill and look forward to a future classroom visit from the House bill's author, Representative Kaoly Her.
Group 42 (age 12-15) USA The students created a presentation that will be shown on the hall tv monitors throughout the school to educate the students and visitors about Gender Equality. We did research, watched videos and had many class discussions. Most of the students were surprised by what they discovered about the amount of gender inequality around the world.
Group 11 (age 6-9) USA Our teacher started looking for books on the topic and found that information for second grade students about the water crisis was hard to find. So, we brought in several guest speakers who were experts in helping others around the world AND read as much information as we could find. Then, we combined our new learning into an ebook to help inform and motivate others to help with this global problem.
Group 4 (age 6-9) USA Our class was very excited to learn about the many sources for electricity. As a class we studied natural resources and how we can find useful sources of energy this way. Students broke off into groups. Each group researched their energy type and wrote a short script to share in our FlipGrid video. We are going to share the video with our school and community to continue the conversation about energy sources.
Group 10 (age 6-9) SERBIA We already have experience in composting and recycling of batteries. The wind energy was something new we worked with children. At first, we discussed about renewable energy related to composting and recharging of batteries. Than we watched video about windmills. In the next phase we created paper windmills and experimented with them. Children were discussing about their experiences with wind and concluded that wind has very strong energy which can be used for producing electricity or work of various machines.
Group 16 (age 9-12) INDIA Students learned about the 17 SDgs,several activities to reinforce and understand them were conducted.Guessed what their goal was! Researched about it.Were able to see some of them worked on campus.Take a pledge and promise to practice and spread the word about cutting down the carbon footprint and increasing the handprint.
Group 20 (age 9-12) USA My class decided on a few different projects that we were able to combine in one single project. One group of students designed a house that runs on renewable energy while another group worked on an art project (poster) that they can use to inform other members of our school community. A small group of students wrote a song and filmed a music video to spread information regarding clean and affordable energy. Finally, a few students researched affordable and clean energy solutions and compiled the information into BookCreator. Ultimately, we compiled all of the projects into a S'more flyer.
Group 31 (age 12-15) USA Students researched Goal #7 and created a Google slideshow to educate their peers. They brainstormed local connections and decided on 5 projects to work on throughout the school year. So far, we have taken the pledge through the Climate Project's #plantEd program to plant a tree in June for our Grade 8 graduation!
Group 40 (age 12-15) MEXICO My objective (#7) was approached through the study of bacteria since these organisms can be used as a source of electricity, which is a form of clean energy. Students made a model of the prokaryotic cell (bacteria) and made a presentation about the applications of this topic. Specifically, applications focused in clean energy (bacteria-powered solar panel and bio-batteries).
Group 49 (age 15-18) USA Students created and optimized a solar thermal water heater that uses the radiant energy of the sun to heat water for cleaning and cooking. While they used a solar panel and small pump, the heater could be recreated as a passive heater, using locally available materials. We included a written transcript with the video for easier understanding.
Group 11 (age 6-9) USA We discussed our SDG #8 (Decent Work and Economic Growth) and thought of ways that we can help at home, at school and in our community. The students decided that the way they wanted to share was by writing their ideas on post-its and placing on a chart. We would also love to Skype with another class to share ideas on how we can help.
Group 25 (age 9-12) USA The class began to brainstorm as a class, their understanding of our goal, then their ideas for our playground, and playgrounds they'd seen. They took their bubbling thoughts to their Seesaw journal to talk and get them out. Next, we sketched on paper, then drew on Seesaw those specific designs, along with a voice recording and written description of their handicap accessible playground designs. The teacher and I saved their Seesaw drawing to a folder on Google Drive, and had the class add this folder to each of their drives. Then we had each student create a Book Creator book, and import their drawing/design. They recorded their voice, typed descriptions, added more drawings from other angles, and further descriptions of their designs. The teacher and I combined their individual books into one class eBook, and had two students create the pages with descriptions of our process, and our Next Steps.
Group 32 (age 12-15) ITALY Students searched the web for resources in the form of documents, videos and texts. Paths on which it was discussed were analyzed and prepared. The pupils looked for workable solutions. One of these is to raise awareness with public opinion to draw the attention of governments.
Group 31 (age 12-15) USA Students researched Goal #8 and created a Google slideshow to educate their peers. They brainstormed local connections and decided on 5 ideas to work on throughout the whole school year. These include improving local families' economic situations by the follwing action steps: food pantry drives, clothing drives, supporting local farmers markets and local small businesses.
Group 2 (age 3-6) USA We had a meaningful discussion about communication, and what it would mean to us if we were unable to FaceTime or text a grandma who lives far away. Then we played telephone in a circle. Students struggled to get a clear message while whispering to one another, even though they could say operator a number of times. They were amazing, respectful, and kind to one another. When we did this again, they were in smaller groups. This time, they had a better result, but it still wasn't perfect.
Group 10 (age 6-9) NORD MACEDONIA Accessibility View #innovation project 2018 Kristiyanong Marunong | Filipino Christian Blog Banats and ... We need to live out our faith in… From Moncton, New Brunswick, Canada to Macedonia Moncton 2.jpgMoncton.8.gif Moncton, New Brunswick moncton 1.jpg Downtown Moncton lupins 3.jpg Spring has arrived and the lupin… lupins 2.jpglupins 1.jpglighthouse.jpg Lighthouses are common in… wharf.jpg Fishing is an important industry. Students worked together to study innovation. What is innovation? How does innovation change the world? 7fc85fcf8cddd942ae423ccc47d47855f4e233b6_9-goal-resources.png With a focus on industry and… 20 Ideas for Content that People Love to Share on Social ... Students brainstormed ideas for… 25 Amazing Ideas to Organize All Your Little Things They shared their ideas and the… Here is what they came up with: IMG_6039.jpg To reduce air pollution- a moving… IMG_6040.JPGIMG_6041.jpgIMG_6042.jpg To address environmental pollutio… "Innovation can only be defined as a new idea, device or method. It is achieved through more efficient business product, processes, services, technology or business models that are easily accessible to market, government and society." From our partner school in Macedonia working on Week 2 of the project From our partner school in Macedonia : "Solar phone A strong side can be replenished on the sun and works continuously. Less use of electric power. It's a weird thing to do when the day is not sunny" Students brainstormed world issues and then took a second look at their inventions. They were inspired to think deeper and be more creative in their approach. Students were asked how this project connects them to God and the plans He has for their life. Climate Change Anti-Bullying Robot Safe Housing Your ideas could change the world! Just like there are moving sidewal… Students worked collaboratively in groups to determine how this could be invented. Our next step is to meet a city engineer to learn about the actual structural design of such an invention. Made with Microsoft Sway Create and share interactive reports, presentations, personal stories, and more.
Group 13 (age 9-12) USA Our class made a video in the style of CNN 10. The theme was meant to teach others about Industry, Innovation, and Infrastructure. Our anchor, Corina D, did a very good job of being a lot like Carl Azus. Many people helped contribute to posters explaining the three parts of Goal 9. We used these posters at the Fishers Public Library where we hosted a booth all day on September 28th. At our "How To Advocate for the Global Goals" booth, we also passed out many #GlobalGoals bracelets our last year's class designed and Dum Dums suckers, each labeled with a Global Goal sticker. Many students came and helped set up and run our booth. We showed our video at the library. We passed out cards with QR codes that took you to the global goals website Goal 9. We informed over 100 people about the problems in the world and Goal 9 during the Public Library How-To Festival. Our video was posted on Twitter and YouTube and sent to our French penpals, our school, and our community.
Group 22 (age 9-12) MALAYSIA We are doing Goal 9 : Industrial Innovation and Infrastructure. Our project is a vision of an industrial park which uses green technology. We named this industrial park Tiara Permai Industrial Centre (TPIC). It has a residential area for the workers 10 km away and transportation is free for the workers. TPIC covers all the 17 United Nation Sustainable Goals.
Group 26 (age 9-12) USA Students were inspired to create a wide variety of projects to help reduce inequalities in our community. In addition they are inspired to continue to campaign to make others aware of global inequalities. Some students shared their thinking on a flipgrid to summarize our learning and give you a glimpse of some of our projects.
Group 33 (age 12-15) ITALY LESSON DESCRIPTION: Students will work in teams to develop posters of the various global goals and goal n.10 in particular. Students will gather and examine elements of an informational poster to learn about what makes a good poster. They will brainstorm lists of different kinds of activities to accomplish with posters creation and then use the ideas to create the final project about Goal 10.
Group 42 (age 12-15) USA Students worked in one of the four groups we chose: disabilities, LBGTQ, poverty, and race. They were VERY passionate about the groups they chose and were challenged to find a focus for the project. Three groups made a podcast and one made a mini website. We learned a lot about disabilities and also working in groups, planning, and revising. We still need to work on revision, but we have a completed podcast from our disabilities group. We shared the podcast with the Superintendent of our district and the students will be participating in a podcast with the Superintendent for Disabilities Awareness Month.
Group 2 (age 3-6) USA The kindergarteners chose a campaign to inform their schoolmates about why they don't like the litter on the playground. They made posters for the doors leading out to the playground, they recorded videos of each other for the middle schoolers (our schedules didn't match up for face to face 'lectures'!) and made an announcement at their lunch (K-2). They have been vigilant about monitoring the playground and cleaning up when they see trash.
Group 11 (age 6-9) INDIA We make seedballs and students throw these balls after school when they return back to their home.. Check this YouTube Link.. https://youtu.be/DiwvueJyL3o Also we celebrate water conservation energy day.. Make some banners and toom rally on the road.. Check our Facebook post.. https://m.facebook.com/story.php?story_fbid=1578263392310007&id=100003790839882 Also we celebrate Indian Festival Rakshabandan in different manner.. We use some seeds to prepare Rakhi.. Check this facebook post... https://m.facebook.com/story.php?story_fbid=1587154654754214&id=100003790839882 While in community there is major problem of education of girl child.. We celebrated their birthdays to let them know, she is especial.. Also took survey through google form.. This news will break out soon in newspaper.. check our Facebook post... https://m.facebook.com/story.php?story_fbid=1568980859904927&id=100003790839882
Group 13 (age 9-12) USA We first researched sustainable communities in general. Then we split into groups to do further research in the areas of housing, trees, parks, sustainable water supply, farming, community gardens, and sustainable transportation and energy. Each group created one or more slides for our presentation. We also decided to build a model of what we thought a sustainable city would look like. To build our model we used many materials that otherwise would have gone into the trash, like cereal boxes, sporks from our lunches, and shipping boxes.
Group 17 (age 9-12) TURKEY We thought about the effects of plastic pollution, specially at the seaside. Together with our students we decided to do a beach clean-up. By doing this we though we'd help decrease the amounth of plastic that goes into our seas and creates pollution as well as setting example fot the others.
Group 18 (age 9-12) INDIA Our global goals class are an excited lot when it comes to speaking about the pressing issues where they live and how they can make lives of people who are not so fortunate, better. We do have a big slum right behind our school and students from our school do indulge in donation drives and other charitable causes to help them in their situation. By looking at our lifestyles and talking about the kind of pressure we are putting on our environment, students tried make digital posters and ppt to share.
Group 28 (age 9-12) INDIA OBJECTIVES OF GOAL11 IN CLASS 1)Introducing Sustainable development of goal to students, Teachers and Parents 2)Took Drawing Compitetion on sustainable logos 3)Plant trees on public places for greenary and over pollution 4)Make seedlings and throw it on the roadsides for better community. 5)Enjoyed to learn Traffic rules through singing songs.
Group 33 (age 12-15) USA Group of 6th grade students at Renaissance Secondary in Castle Rock, CO worked on #11 Sustainable Cities. They worked collaboratively to prototype a city that would flourish in a particular region in the Western Hemisphere, taking into consideration the climate and local issues facing that area. They will continue their work with this goal and plan to make an impact locally in their own community.
Group 38 (age 15-18) USA My high school students are developing a lesson that they will teach to a 2nd Grade classroom to help them identify what a sustainable city looks like. The lesson will start with two students teaching what sustainable communities look like. Three students are building Minecraft villages to show poor structure, an okay structure, and a sustainable structure. Students will build houses, roads, green spaces, and even public transportation to show what a sustainable community looks like. The final part of the lesson is to have students play a game to see how many people they can have survive by trying to get to "sustainable practices" on the game board.
Group 42 (age 12-15) USA We have decided to do something related to the possibly dangerous algae problem that is developing on our local lake, Peach Lake. Fellow students and teachers live along this lake, and it is a focal point of recreation and beauty in our community; however, blue-green algae has been a growing problem in our area as it is toxic to animals and people, and Peach Lake may have signs that the algae there is becoming worse, possibly including blue-green algae. We would like to find out more about the health of our lake and then somehow inform people along the lake and in our community about what we can do to help clean it up. This will be an ongoing project for the next few months.
Group 3 (age 6-9) THAILAND Our class project was based on experiential learning and inquiry as the children were not aware (due to their age) of the meaning of consumption and production. We had an amazing learning journey that led the kids to identify the excessive production of plastic in their community, and propose a solution: take the school into a sustainable path by creating a reusable/metal cup that will decrease the consumption of plastic.
Group 8 (age 6-9) CAMBODIA Goal 12 - Our goal was responsible consumption and production. We decided to focus on the food in our cafeteria. We interviewed the staff and found most of the food is produced in Cambodia which we thought was better than importing food from other countries. We were shocked that so much food is wasted and we asked many other students in the cafeteria why they left food. The main reasons seemed to be that children were given too much food, they didn’t like it or they didn’t have enough time to eat it all. We made a video for ISPP TV encouraging people to ask for “just a bit” and then go back for more if they like the food to try and reduce the waste we create.
Group 10 (age 6-9) ALBANIA We took act on goal 12.5.1 "Substantially reduce waste generation through prevention, reduction, recycling and reuse". We decided to stop using plastic bottles and bags on the daily use. Students took action on buying glass bottles or other ecologic chooses for the daily meal. We recycled all the plastic we gathered.
Group 18 (age 9-12) INDIA Our class debated about the way people consume and what will the result of that. We started off small talking about just owning a cotton shirt and what goes behind in producing a shirt. They went around school to see what were the patterns and were shocked to find out the amount that was being wasted. This was a learning they took back and are spreading the message in their communities.
Group 23 (age 9-12) ITALY Our class project is called The Trash we pass Through brainstorming and discussions, we found useful to make a sort of Olympic Games , focusing on reducing consumption of paper, plastic, water, energy, food. Pupils are working in groups. Each group will work on good routines, with some good habits to improve. Each group will be responsible of checking and helping schoolmates to improve reducing.
Group 40 (age 12-15) TURKEY eTwinning is an excellent platform that connects schools around the world.My class is involved in a project called “Zero Waste” related to SDGs. Zero Waste; It is a goal defined as waste management philosophy which includes preventing waste, minimizing waste generation by reviewing the reasons of waste generation, collecting separately at source and providing recovery in case of waste. We aimed to make them aware of the assessment in the fields. Objectives: 1- To gain recycling awareness 2- To be able to realize that wastes are recycled differently. 3- To be able to raise generations. 4- To be able to produce products from waste materials. 5- To be able to educate environmentally sensitive students. 6- To raise awareness to prevent waste. 7- To learn how to use natural resources efficiently. 8- Use Web 2.0 tools.
Group 3 (age 6-9) USA Our class explored Global Goal 13, Climate Action, and what is happening to our world daily. We looked at our impact on Global Warming at school. We used design thinking and the LAUNCH cycle to create our own school campaign. Our students decided to track how much plastic we use at snack time at school. They found that our school produces 155 one gallon bags a week of plastic trash during snack time. Students also researched how plastic contributes to climate change. They used their collected plastic to create campaign posters to hang in our school. They also created a movie with the images of from posters.
Group 6 (age 6-9): USA For our project our learners worked in small groups to create informational videos to teach and persuade others to take action towards climate change! We have four different projects to share: https://www.youtube.com/watch?v=DOlDaZYvZSQ https://www.youtube.com/watch?v=k0GL26f9fnU&disable_polymer=true https://www.youtube.com/watch?v=ADMSxD-rsU4 https://www.youtube.com/watch?v=LVMiEl_geOQ&disable_polymer=true
Group 7 (age 6-9) USA We learned about the UN Sustainable Development Goals, then Climate Action by reading about Greta Thunberg, listening to her Ted Talk, thinking about how she inspires us and doing individual projects to share her message about action needed for climate change. Then we did our own climate action march with signs around our school and in our schoolyard on Friday 9/27 after we saw images of marches from all over the world.
Group 30 (age 12-15) CANADA We decided to attempt to create a social media movement around climate action. We split into smaller, focused groups, who created hashtags, videos, and memes around a specific climate action. We collated all of our ideas into a website for others to explore and learn about climate actions that they can take.
Group 44 (age 15-18) CANADA Each student was responsible for creating one slide on any topic related to climate action. The purpose of the project is to create awareness, and if possible, give solutions people can use to help combat climate change. As a class, we are going to vote on the top 5, which will be featured in our morning announcements over the next 5 weeks. The students in the university level section of the course also had to submit a one page research report on their particular topic.
Group 10 (age 6-9) USA Our students conducted research about how pollution, erosion, and other issues are affecting our beaches and marine life. They created Pic Collage posters to explain their research, which we later added into Apple Clips to create the video. We also created "Puppet Pals" videos in Seesaw, but didn't include those in the video.
Group 11 (age 6-9) USA The students created bracelets - using hair ties and recycled plastic bags. Since we could not make a bracelet for all GoalsProject participants (like we wish we could do), a video was created to teach others how to make them on their own. We made our bracelets blue for Life Below Water, but we discussed that it would be fun to make bracelets of different colors as well.
Group 14 (age 9-12) CANADA The students are beginning to take action about the plastics that are left on the playground. The plastics are going down through the drainage of the stormwater. The plan is to have students take a better responsibility at cleaning up and signing a pledge to recycle outside. They are also planning on placing a filter on the sewage top to prevent plastics from slipping down through the top.
Group 37 (age 12-15) USA We brainstormed together and made a list of activities to accomplish. We are still working on several of these projects. 1. Plastic Straw Ban Campaign 2. Public Service Announcements 3. Plastic Bag Recycle Center at our School (materials ordered but not arrived) 4. New River (local water source) Clean Up Field Trip (we wrote a grant but haven't received funding yet)
Group 43 (age 15-18) USA Our class project is a Geo-Inquiry Story of Goal 14. We divided into 3 small groups to explore what is polluting our rivers (locally) and seas (globally), the issues of over fishing and the implementation governmental and non-governmental efforts to combat these issues and fund clean up, more sustainable practices and conservation efforts. Students did a great job exploring the complex scales and perspectives of Goal #14 and how human actions have either helpful or harmful effects on our natural world. They definitely saw connection to this goal and other SDGs (such as responsible consumption and life on land) and just how much products, practices and perspectives of culture influence this goal. Plastic is such as globally used/ accessible product and we are challenging our current practices around the world. This is especially true in the United States where we live in a fast-paced culture of convenience. This project helped my students see the value in questioning our single use plastics habits and how our current lifestyle choices could be the root of our current crisis at sea! This project really helped my students open their eyes to the interconnected of the human and nature world and was a great springboard to other units we will study this year that address global challenges. My hope is that my students can see themselves as agents of change and we can take some of the doom and gloom out of these issues and inspire positive action in our future!
Group 28 (age 9-12) KOREA Our group decided to split up and produce two unique projects to showcase their understanding of Goal #15: Life on Land. The first group created a great padlet that included lots of research into endangered animals here in Korea and how we can help them. The second group wanted to find ways to reduce our paper use at school to help with deforestation. They did a lot of research and conducted various interviews. They have created a presentation of their work so far but still want to continue working on the project.
Group 32 (age 12-15) USA We worked to learn how we can protect the forest around our school. We made a website with a series of videos about our goal, community, and action we want to take. We have a nature trail in the woods and want to preserve it as a natural habitat. Our goal is to have it certified as a National Wildlife Federation habitat. We still have to build shelters, ensure a local water source, and get funding for this part of the project.
Group 57 (age 9-12) ARGENTINA Our students created a song “Change with Us” to raise awareness about the importance of this goal. Kids wrote the lyrics and together with our Singing teacher they composed the music. They recorded their voices and played different instruments. They also prepared some posters to share their thoughts on the topic. We are submitting a video that shares the song, the posters and the making process.
Group 3 (age 6-9_ CANADA Learning about how strong institutions play a role in our communities. Looking at the plight of refugees who are forced to leave their home and how they have the right to live in a community that is peaceful, just and has strong institutions. Students studied an article about refugees from Syria that came to live in Canada and the precious keepsakes they brought with them. Students then created a flat lay photo to connect their learning to the precious keepsakes in their life.
Group 9 (age 6-9) CANADA We had to have a lot of discussions about what exactly Peace, Justice, and Strong Institutions are so we made an anchor chart to help us remember our discussions. Something that really resonated with the students is how some children do not get to go to school. We discussed that there are a number of reasons why this is including fear for the children's safety. We discussed Malala and what she stood for and we ultimately decided that we wanted to help spread peace and justice within our community and around the world. We thought about where to start and figured we needed to start locally first - at our school. We discussed what kind of conflict we face at our school compared to children from other places around the world. We then decided we needed to educate the students from our school about ways to problem solve in peaceful ways and also how we can help other children live more peacefully as well. We decided to hold "A day for Peace and Justice" at our school. We want to support UNICEF world children's day and hold an assembly to educate students from our school about the conflict that children around the world are facing and hold a bake sale to raise money to donate to the organization. We plan to continue to promote peaceful problem solving around the school all year long and will continue to come up with ways to raise money to promote peace and justice around the world. We are currently still working on our project and plan to hold our assembly/bake sale on World Children's Day (November 20).
Group 37 (age 12-15) GREECE Varnakioti Foreign Language Institute students watched videos relevant to the project and particularly to Goal 16 for brainstorming. Then the children extensively discussed the new things that they learnt. They were deeply moved and impressed! Finally our students enthusiastically created their artwork for the #GoalsProject!
Group 38 (age 15-18) USA Our humanities classes are partnering with Voice Theater, a local theater company who works with refugees in our area, for a series of workshops designed to create original monologues. We are also creating original works of art on white canvas sneakers that represent the unit's themes ideas, and experiences. We will hold a silent auction at Rough Draft bookstore in Kingston, NY with the proceeds benefitting Voice Theater's youth workshops in Ulster County and New York City. Attached is a rough draft of our flyer, The even will take place on November 19th. Please email firstname.lastname@example.org if you are interested in coming!
Group 47 (age 15-18) CANADA We are creating an awareness campaign using instagram. If children are aware of the symptoms of child abuse, maybe they can recognize it and speak out. Access to professional helplines are used in our campaign. By spreading this news, maybe we can remove children from a situation where they are being abused. Our instagram account will include student made videos and posters to promote sharing and awareness.
Group 57 (age 9-12) INDIA Mahatma Gandhi's birth date - October 2nd is also known as Gandhi Jayanti and is widely celebrated as the PEACE DAY in India. No Occasion could have been better to culminate in our month-long GoalsProject. The primary school observed the Peace by chanting Raghupati Raghav Rajaram and meditated to invoke the peace from within. Post the meditation our SDG Ambassadors conducted the assembly to educate the students about the 17 SDGs by reciting the SDG poem composed by Ms. Chandni Hemdev and Sailesh Singhal. To mark the occasion the students particularly spoke about Goal 16 - PEACE JUSTICE AND STRONG INSTITUTIONS
Group 3 (age 6-9) PORTUGAL Kids tried to explain in their way what was about each goal and why are they important. Then we printed all of them and put them all together in a big poster. To glue all the papers they had to work all together at once. That's the effort everybody must focus on and not just in one single goal but on the 17.
Group 20 (age 9-12) ARGENTINA We worked with our children investigating and disscusing each goal and the importance of taking action on the matter. Then we decided to make a video using a song and changing the lirics!. We chose the song LETS GET LOUD on purpose because we want all the world to know about the SDGs!!!!!
Group 21 (age 9-12) THAILAND We will be using Padlet to create an information board that shows the global goals and links to the local community of Bangkok and wider community of Thailand so students an see partnership links to a goal. They can then communicate with these groups to take further action.
Group 28 (age 9-12) CANADA The students in my class are working on a few different projects and we are still in our early stages. There are some students running a poster campaign to help the rest of our school understand what they can do to help support the global goals. Another group of students are on a mission to get everyone in our school to use both sides of their papers before recycling it. A couple of other groups of children are creating digital books and hope to use social media channels to share their books beyond our school.
Group 31 (age 12-15) USA Students researched Goal #17 and created a Google Slideshow to educate their peers. Students brainstormed potential partnerships to support the global goals throughout the year. We recently partnered with the Surfrider Foundation of Massachusetts to do a beach clean-up of a local beach. We completed data sheets to record the types and amounts of trash collected, which will be reported to Surfrider, using their online data input tool. In addition, we used the trash to create "found object art" in the sand. We entered the #SurfriderFound photo contest to help raise awareness of the need for clean oceans!
Group 36 (age 12-15) GERMANY In order to let the class come to a common action plan we carried out the project in different steps: 1. Understanding the Global Goals (team activities in the class, during a short class trip into the forest, Global Goals icons hanged in the class at the end) 2. Investigating the local community (students focused on a Goal and discussed issues in the local community, mapped the community and carried out interviews to find out if there were any solutions, students visited institutions and some experts were invited at school) 3. Students worked in groups to exchange ideas 4. Students decided to take part in many actions in the local community, partly organised by themselves with support of other institutions (Lauf gegen Rassismus, climate weeks, conferences at the University, etc.) 5. Students discussed action plans and started to realize a few projects at school and outside it, asking for cooperation from other local institutions, parents, teachers, individual and other stakeholders: plastic free, plant a tree in the forest, collect chestnut for the animals in the forest, ride a bike, etc.