Related SDGs: Climate Action, Life on Land, Life Below Water

Grade Level: 2-4

Intro:

Young students are often told to conserve energy by turning off the lights or air conditioning, but they are rarely taught about why we should do this. In this lesson, students will study the greenhouse effect, which is the process by which emissions of gases trap the sun's heat into the Earth's atmosphere, similarly to how a greenhouse traps heat to warm its plants. In our case however, excessive heat has fatal impacts on humans, plants, and animals.

Activity:

Read this article. Depending on the grade level, students may read independently or as a class. Lower grades may need to pause between sentences to decipher complex words (10-20 minutes depending on their reading level).

After reading, the class should watch the video on the top of the article to recap (3 minutes).

Students will spend the remainder of the class playing this game to test their knowledge and discover the impacts of ocean acidification.

Takeaways:

Ask each student to type a reflection answering the following questions:

What is the greenhouse effect?

Why is it called the greenhouse effect?

Name an example of a greenhouse gas.

Describe how burning fossil fuels impacts the greenhouse effect.

Describe the effect of plants on the greenhouse effect.

What could happen if humans emit too many greenhouse gases?

Students should submit their answers so that teachers may check for understanding.

Related SDGs: Life on Land, Climate Action, Life Below Water, Affordable and Clean Energy, Responsible Consumption and Production

Grade levels: 3-5

Intro: Want to really save the planet? In this short movie, you will be given concrete suggestions about how you can do your part. First, you’ll learn why protecting the environment is such an important thing--and how it got to be so vulnerable in the first place. Next, you’ll find out how everyday things we consume affect our environment on a large scale! And finally, you’ll learn three major ways in which you can help clean up the planet and protect it for future generations. From conserving energy to consuming less stuff, you’ll get some important tips on how we can all make the world a better place! This lesson makes for a good continuation of "Learning About the Greenhouse Effect" as it expands onto the effects of climate change on different ecosystems, and discusses what you can do to help the planet.

Activity:

1. Have each student write down what they do in their everyday lives to help the environment. Then, have them share what they wrote to the class. This collaborative approach will hopefully provide students with new ideas that they didn't already have.

2. Watch this BrainPOP video as a class

3. Take the quiz as a class (press the tab reading "quiz" to the right of "movie")

Takeaways:

On the same piece of paper they wrote on in the beginning of class, have students add one more habit they will start doing to help the environment. Have them share it aloud, and make sure to follow up on them next class to see if they've started doing what they wrote down!

During the class discussion, teachers may chime in to give students more ideas for environmentally-friendly habits. Check out this list and this list for ideas.

Related SDGs: Climate Action, Clean Water and Sanitation, Decent Work and Economic Growth

Grade levels: 3-8

Intro: The ecological footprint is a method promoted by the Global Footprint Network to measure human demand on natural capital, i.e. the quantity of nature it takes to support people or an economy. It tracks this demand through an ecological accounting system. This activity will show students how many Earths we would need if everyone in the world lived like them. It gives statistics and data to show how your daily actions impact the environment, and also explains what you can do to reduce your footprint.

Activity:

1. Have students take the Ecological Footprint quiz: https://www.footprintcalculator.org/

2. After receiving their results, write down three specific things you will to change about your lifestyle to reduce your ecological footprint. For example, if someone had a high carbon footprint because of their meat consumption, they can write down that they will abstain from meat three days per week.

Takeaways:

• Understanding the environmental impacts of one's lifestyle

• Setting goals to change your habits

*thumbnail image from foorptintcalculator.org

Related SDGs: Responsible Consumption and Production

Grade levels: 4-8

Intro:

Where does all your trash go? In this lesson on waste management, Tim and Moby tell you all about what happens after you take the trash out. You’ll discover how waste is treated to make it smaller, lighter, and easier to handle; how incineration can reduce waste volume by up to 90 percent; and how composting can create fertilizer for the soil. Plus, you’ll learn about what landfills are and why some of them are good for the environment, why recycling is important, and what waste-to-energy plants do.

Ecologists and activists have been vocal about the problem of plastic pollution for years: plastic pollution invades our communities as "litter," harms wildlife, and 8.8 million tons of it end up in our waterways and oceans every year.

Many people believe the current generation of children will solve the growing problems of plastic pollution and global warming. But how do we talk to kids about these global problems? Whether you are an educator, community leader, youth advocate, or parent, check out these resources to help kids have fun and learn about protecting our home: Planet Earth.

Activity:

1. Play this BrainPop movie (5 minutes) on the projector or via screen share

2. Each student will state three new facts that they learned from the movie and discuss it in groups

3. Read this article as a class, or independently for higher grade levels. It is a higher-level text, so keep that in mind if this lesson is being taught to fourth and fifth graders (10-40 minutes depending on reading proficiency)

Takeaways

Have students answer the following questions:

• What is the most efficient way to manage waste? A: to reduce the amount you produce to begin with

• What are some alternatives to landfills? A: compost, recycling, waste-to-energy plants, etc

• What are some ways you can cut back on waste? A: open-ended (e.g. buying fewer packaged products, using reusable containers when shopping for groceries or eating lunch.

Related SDGs: Responsible Consumption and Production, Life Below Water

Grade levels: 3-6

Intro:

Ecologists and activists have been vocal about the problem of plastic pollution for years: plastic pollution invades our communities as "litter," harms wildlife, and 8.8 million tons of it end up in our waterways and oceans every year.

Many people believe the current generation of children will solve the growing problems of plastic pollution and global warming. But how do we talk to kids about these global problems? Whether you are an educator, community leader, youth advocate, or parent, check out these resources to help kids have fun and learn about protecting our home: Planet Earth.

Activity:

1. Play this movie (15 minutes) on the projector or via screen share

2. Each student will state three new facts that they learned from the movie and discuss it in groups

3. Play this shorter video (three minutes) on the projector or via screen share

4. Have students take note of at least three plastic-swaps

5. Using the remainder of class time, students will make infographic posters (on recycled paper!) about the effects of plastic on the environment, and strategies to reduce waste. This can be done individually or in small groups.

Takeaways

Homework: students will discuss with their parents how they can reduce single-use plastics and packagings in their households. They should try to convince their parents to commit to three goals to reduce plastic in the coming months, using their research and infographics as aids (e.g. eat ice cream in a cone rather than a cup, eat less takeout, and buy unpackaged produce when grocery shopping).

Related SDGs: Clean Water and Sanitation, Responsible Consumption and Production, Life Below Water

Grade levels: All

Intro: Is that water safe to drink? In this lesson, you will learn all about water pollution! Discover what water pollution even means as well as how water becomes polluted and where the pollution can come from. You’ll also find out why it’s not just bad chemicals that can be pollutants - as well as what happens, exactly, when a body of water gets polluted. Plus, find out why we’re to blame for a good deal of water pollution and what’s being done to help the problem. Go ahead, the water’s fine!

Activity:

1. Link to the BrainPop video which this lesson revolves around.

2. Invite all students to take the topic’s Quiz (in Review mode) to assess what they know about the topic.

3. Prompt a class discussion inviting students to share what they know about the topic, including what they may have learned from the Quiz.

4. Show the movie on the whiteboard or other display to the whole class. Turn on the closed caption option to aid in comprehension.

5. Pause as needed to discuss the movie.

6. Watch the movie a second time either as a whole class, in small groups, or independently.

7. Instruct students to open Assignments for the topic. Allow time for them to complete the assignments.

8. Bring the class together. Ask students what they could do to raise awareness about the topic. Explain to the class that Public Service Announcements (PSAs) are messages, often in the form of TV commercials, that share a message about health or safety concerning the general public. Show some samples from the Ad Council's PSA Central site. Discuss how making the public aware might change people’s attitudes and behavior.

9. Divide the class into pairs or small groups to produce a public service announcement, or PSA. Explain that are to use Make-a-Map to storyboard their PSA and then Make-a-Movie to produce it.

10. Allow time for students to discuss what aspect of the topic they’d like to address in their PSA. For ideas, they may want to review the Quiz questions.

11. Have pairs open Make-a-Map and select one of the storyboard templates to plan their PSA. Encourage students to use at least 3 vocabulary words when writing the text of the storyboard.

12. Using notes from their storyboard, partners collaborate to produce a awareness campaign using Make-a-Movie. One student student may want to take the lead on the visual elements of the PSA, and the other the writing or they may choose to share both jobs.

13. Students share their PSAs with the class. After everyone has presented, discuss how the PSAs were alike and different, what was most effective, and why.

Takeaways

1. Learning about human impacts on water pollution

2. Understanding how important water is to the world

3. Creating PSAs and using logos, ethos, and pathos to form a compelling message

*thumbnail image and lesson idea from brainpop.com

Related SDGs: Affordable and Clean Energy; Industry, Innovation, and Infrastructure

Grade levels: 3-7

Intro: In this lesson, students will learn about the different types of energy, how they behave, and how they interact with and affect the environment. They will be able to differentiate between renewable and nonrenewable sources of energy, and evaluate how we can utilize them to limit our footprint on the environment.

Activity:

1. After distributing these guided notes to each student, play this Bill Nye episode. It is about 25 minutes long, plus however long is needed to take notes.

2. Correct the notes as a class and clarify any misconceptions

3. Watch this video on renewable energy if class is within grades 3-5, and this video if the class is in grade 6-7

4. Read this article

5. Between both the videos and article, take note of the advantages and disadvantages of renewable energy

6. Brainstorm ideas to solve the disadvantages through industry, innovation, and infrastructure

Takeaways:

• Scientific understanding of energy transfer

• Understanding the differences between renewable and nonrenewable energy sources

• Acknowledging the pros and cons of each type of energy

• Proposing possible infrastructural solutions to make energy more efficient and sustainable

Related SDGs: Clean Water and Sanitation --> Good Health and Wellbeing --> Quality Education --> Decent Work and Economic Growth --> No Poverty (see this model)

Grade levels: 3-8

Intro: Ready to explore water footprints and learn more about your direct and virtual water use? In this lesson, you will learn about SDG 6: Clean Water and Sanitation. You will discover the effects of water scarcity and lack of sanitation on developing regions, and will connect it back to your own actions. By calculating your water footprint, you can learn about how your choices and habits affect your water use inside and outside of your home, through the food you eat, the products you buy and even the energy you use, and will get personalized instructions and recommendations on how to reduce your consumption!

Activity:

1. Present this video to the class via screen share or on the main projector. This will introduce SDG 6 and will provide a broad background and rationale about the importance of water conservation, while bringing awareness to global issues.

2. Present this video. It provides a first-person perspective on the effects of the water crisis on girls in sub-saharan Africa. Have the students reflect on the video and compare it to their own experiences (e.g. how girls in rural areas have to walk for an hour to get water, while we have an abundance flowing from our taps).

3. (optional; for grades 6-8) Present this video. It is slightly more assertive and delivers the urgency of the water crisis in developing Africa. Ask each student to share something new that they learned from the video.

4. Have students calculate their water footprints using this quiz (15 minutes).

5. After the quiz is complete, there will be a scroll-down menu that includes the analytics of their individual water usages. They will be able to see where the majority of their water footprint comes from, and by clicking the "tips" link on the right of each row, they will be directed to a page that explains more efficient alternatives, and what they can do in their own homes to preserve energy. Give them 15 minutes to scan through this.

6. Before the end of class, have each student share one thing they will do to preserve water at home

7. For further information, see https://www.watercalculator.org/how-to-save-water/

https://www.footprintcalculator.org/

Takeaways:

Before the end of class, have each student share one thing they will do to preserve water at home (e.g. avoid meat with my family three days a week).

Further Takeaways/Ways to Take Action:

• Reduce your water footprint by leaving taps off and limiting your meat consumption

• Donate to non-profit organizations

• Educate your peers

*thumbnail image from watercalculator.org

Related SDGs: Industry, Innovation, and Infrastructure; Sustainable Cities and Communities; Affordable and Clean Energy

Grade levels: All

Intro: In this activity, students will use their knowledge of environmental problems, science, and creativity to design their own product that can help the world in some way. It may be an appliance, a machine, or a city layout! Here are some ideas to get you started:

• Compost system

• Air freshener

• Grey water irrigation system layout

• Recycled fashion

• Biofuel vehicles (cars, trucks, bikes, or anything you can imagine!)

• Planting/Harvesting machine

• Smart lighting

• Sustainable city blueprint (with labels and details on how the system functions in terms of energy, roads, safety, and education)

Activity:

1. Students will create a drawing of their own sustainable product. Encourage them to think creatively, and make sure to add color and labels!

2. They may also wish to consider a suitable price for the product and advertising tactics

3. At the end of class, they will present their plans and advertise their product to the rest of the class, explaining how it functions, and what makes it sustainable

Takeaways:

• Creative thinking and problem solving

• Navigating potential solutions to climate change

• Introduction to product design, advertising, and brand purpose

Related SDGs: Decent Work and Economic Growth, No Poverty

Grade Levels: All

Introduction:

In this activity, students will learn about what honey makers, basket makers, and cocoa farmers do in a day! These short videos give students a new found appreciation for our mother earth who continues to provide us with what we need. It also teaches them about who takes care of these resources and how they do it.

Activity:

1. Visit this site for three animated day in a life videos on honey makers, basket makers, and cocoa farmers. Choose which videos you'd like our class to see.

• Each video is approximately three minutes long

2. After watching a video, these are the key takeaways students should have:

• The importance and advantage of properly taking care of our resources

• The role of humans which is to care but not to disrupt or damage resources

• All the possibilities we can do with our natural resources

• How all living things interact and help each other

3. Discuss they key takeaways with each other and how else can we support and protect these resources

Related SDGs: No Poverty, Zero Hunger, Good Health and Wellbeing, Quality Education, Clean Water and Sanitation, Decent Work and Economic Growth

Grade levels: 3-4

Intro: ISM is located in a very developed, urban area of Manila, and provides its students with a high-end education. However, this leaves many of its young students oblivious to the ongoing adversities in the world relating to poverty and unemployment. As the Philippines is a developing country, it is vital to educate ISM students about what is going on not too far from home, as well as challenges in developing regions of the world such as sub-Saharan Africa. The goal of this lesson is for students to understand their privilege and learn about ways to help the less-fortunate.

Activity:

1. Four corners! Teachers shall designate each corner of the room with one of the following opinions: strongly agree, agree, disagree, and strongly disagree. Teachers will read one of the following prompts at a time, and students will go to the corner that matches their opinion on the subject. Students will then raise their hands and explain why they chose the corner they did, and the class will engage in that discussion and hopefully gain new insights. If the activity is being done via Zoom, students shall hold up a number from one to four, or whichever hand-symbols were agreed upon. Here are the prompts:

   1. Every person is equal.

   2. Every person is treated equally.

   3. All kids go to school.

   4. My future is bright

2. After discussing these prompts, the students may leave their corners and sit on their desks or in front of the projector. This video should then be played.

Takeaway:

Students should reflect on the following topics, revisiting some from the "four corners" activity:

• Is every person treated equally?

• Do kids in poverty go to school?

• Do children in poverty have a bright future?

• What challenges do those living in poverty face?

• How can I help them?

Additional Activity (Optional, only if there is an additional 45-minute period)

Using their new knowledge of social development, students will work in randomly-assigned groups to create a presentation about poverty, what it's like, its effects, and what they can do to help. It may be a skit or play, an interview, or an instructional video. They will have approximately 30 minutes to work on it and will present at the end of class.

Related SDGs: Peace, Justice, and Strong Institutions, Reduced Inequalities

Grade levels: All

Intro:

In this set of activities adaptable for all elementary grade levels, parents and educators will find ideas for teaching about rights and responsibilities. These activities are designed to complement the BrainPOP Jr. Rights and Responsibilities topic page, which includes a movie, quizzes, online games, printable activities, and more.

Activity:

1. Watch this BrainPop video as a class

2. Bill of Students’ Rights: Together as a class, draft a Bill of Students’ Rights. You may want to review and discuss the differences between rights and responsibilities before drafting a set of rights. Many schools and states list students’ rights, and you may wish to bring in examples. Write the Bill of Students’ Rights together and post them in your classroom. Discuss the responsibilities each student has to uphold and protect their rights. Then draft a set of rules or class laws that protect students’ rights. For example, a right might be to express opinions and a class law might be to always be quiet and respectful when someone expresses his or her opinions. Write the rules or laws together and post them in your classroom.

3. Responsibility Day: Ask students to keep track of every responsible action they take during the course of one day. Save enough time at the end of the day for students to come together and make a class chart listing all the ways they exhibited responsibility. Examples might include, “held the door for the class”, “took turns on the swings”, “cleaned table after lunch”, “listened quietly during read aloud”, or “voted on snack.” If possible, have students make and decorate awards or badges that proclaim “I am a responsible member of my school community.”

4. Common Good: If possible, organize a class or school-wide event where community members can clean up or make improvements to the school. Invite students and their families to come and help the common good of the school. You can divide students into groups to manage different events and activities, such as a fund-raising bake sale, painting walls, picking up trash, planting trees or flowers, or getting donations for sports equipment the entire class or school can enjoy. Remind students that as community members they are responsible for maintaining their community and working for the common good.

Takeaways:

Home/Family Activities:

Community Issues: Empower your child to be an active citizen by thinking of ways to improve their communities. They may wish to petition for a stop sign or crosswalk at a busy intersection or add or revive a park or public space. Help your child find an issue that he or she cares deeply about and find ways to address the issue. Bring your child to community meetings or set up an appointment to talk to a community leader so your child’s voice is heard. Have your child research and learn about their community leaders so they can be better informed about who makes decisions that affect their lives. Being an active community member will allow your child to take more responsibilities and develop a sense of community pride.

Age of Responsibility: Celebrate how responsibilities change and grow as your child matures. Make a chart of responsibilities your child has taken on over the years. Examples might include: being responsible for washing hands at age 3, being responsible for tying shoes at age 4, being responsible for setting the table at age 5, being responsible for washing own hair at age 6, being responsible for an allowance at age 7. Be sure to list future responsibilities a child may look forward to, like caring for a pet, practicing an instrument, mowing the lawn, babysitting, driving, or graduating from school.

Related SDGs: Reduced Inequalities, Gender Inequality, Peace, Justice, and Strong Institutions

Grade levels: All

Intro: The majority of classic tales, fables, and children's stories focus their narratives on white males. However, it is vital for children to be well versed in the experiences of protagonists from different cultural backgrounds, races, and time-periods to expand their narratives and eliminate bias. We have listed in this post a variety of children's books with female protagonists and protagonists of color, many of which are set in major movements and social reforms, which will help students learn about history and its relationship with the present-day.

Activity:

1. Depending on the chosen book, teachers should spend approximately 20 minutes to research and prepare a short speech giving some context of the time period to which the story is set. This is simply to minimize confusion on the students' part

2. The teacher will read one of the following books to the class. It may be physical or via PDF to screen-share on Zoom. We have included short descriptions of each one to aid in your choosing:

• The Doctor with an Eye for Eyes: The Story of Dr. Patricia Bath by Julia Finley Mosca (This series by Julia Finley Mosca is brilliant. The lyrical element of the story makes the historical topics approachable to young children. It tells the story of Dr. Patricia Bath.)

• The Girl Who Thought in Pictures: The Story of Dr. Temple Grandin Julia Finley Mosca (This is another brilliant book published by The Innovation Press. Through the same lyrical storytelling, Julia Finley Mosca brings the reader into the life of Temple Grandin. I love how this story begins with Grandin’s childhood sharing the unique aspects of her being that made her the adult she is today.)

• Voice of Freedom: Fannie Lou Hamer: The Spirit of the Civil Rights Movement Carole Boston Weatherford (Often when children are taught about the Women Suffrage Movement the focus is on Susan B. Anthony and Elizabeth Cady Stanton. While these women are important let us not forget the Black women who were equally fighting for their rights. Voice of Freedom gives Fannie Lou Hamer the stage her life deserves through gorgeous illustrations.)

• Mama Miti: Wangari Maathai and the Trees of Kenya Donna Jo Napoli (Wangari Maathai is an amazing woman who began the Green Belt Movement in Africa to combat deforestation. In 2004 she became the first African woman to win the Nobel Peace Prize. In addition to the powerful story I am in love with the vibrant illustrations that bring to life the story of Wangari Maathai.)

• One Plastic Bag: Isatou Ceesay and the Recycling Women of the Gambia Miranda Paul (This true story from Gambia tells how one woman, Isatou Ceesay, grew a movement that educated people on the importance of recycling plastic bags. Prior to her activism plastic bags were just dropped in the streets after using them, or burned. Both of these actions were reeking havoc on the environment, animals and people of Gambia.)

• Red Bird Sings: The Story of Zitkala-Sa, Native American Author, Musician, and Activist Gina Capaldi and Q.L. Pierce (This book touches on the time period when Native American children were sent to boarding schools in the US in an effort to assimilate the children into Euro-American culture. The children were forced to cut their hair a certain way, not speak their indigenous languages and given Euro-American names. This is the true story of Zitkala-Sa who found comfort in music during her time in one of the residential schools. She would go on to be an Native American rights activist.)

• Harlem’s Little Blackbird: The Story of Florence Mills Renee Watson (Florence Mills is the daughter of two former slaves who was a famous Broadway singer in the 1920s. She used her talent and fame to support other black artists as well as fight for civil rights.)

3. Students will be put into groups of three prior to reading, each of whom will have an assigned role. There will be a scribe, who writes down words they don't know (many of these will be within historical context (e.g. Jim Crow Laws)) and defining them later on will educate them more about the chosen time period), someone who writes down the similarities between the protagonists and themselves, and someone who writes about the differences between the protagonists and themselves.

Takeaways:

After finishing the book, students will be put back into their groups of three. They will each share what they wrote and work together to uncover the meaning of their notes. Together, they will research the meanings of the new words and talk about how they are similar and different from the women in the novels. This activity will help them learn about women of different races, ethnic groups, and socio- economic backgrounds, while acknowledging their hardships and developing empathy. They will then go into the main room and share their findings with the class. Teachers should wrap up the lesson by clarifying the message of the story.

*thumbnail image from "One Plastic Bag"

Related SDGs: Sustainable Cities and Communities, Good Health and Wellbeing, Partnerships for the Goals

Grade levels: All

Intro: How can you be involved with your community? This lesson will describe different community helpers and how they help out. It will also share ways children can be active, responsible, and conscientious members of the community. Encourage children to be active citizens and help them understand that everyone plays an important role.

Remind children that a community helper is anyone who works to help the community. Civil servants such firefighters, police officers, and paramedics make sure that the community and its members are safe. Remind children that a firefighter puts out fires and also teaches people how to be safe during an emergency. Police officers help prevent crimes and make sure people in the community follow rules and laws. Review with children that a law is a rule set by the community. Paramedics are also community helpers. Explain to children that they help keep people safe during emergencies and take them to the hospital. Who else keeps the community safe? Discuss with children and brainstorm together.

Activity:

1. On a projector or using the screen-share function on Zoom, present this video about community helpers to the class.

2. Then, have the class take the quizzes by private-messaging their answers to the teachers. They will start with the easy, quiz, and then progress on to the hard quiz.

3. Charades! On index cards (or on a Quizlet set if done virtually), write the names of different community helpers such as firefighter, police officer, paramedic, veterinarian, dentist, mayor, sanitation worker, gardener, doorman, and letter carrier. If possible, use pictures to illustrate so that emerging readers can understand the cards.

4. Put the cards into a box or hat and have student volunteers come up and pull a card, then act out the job of that community helper. Have the class guess which job is written on the card. Discuss what the helper does and why the job is important. Then place the cards on a bulletin board or word wall display for student reference.

5. At the end of class, have students reflect and brainstorm one way that they can help their communities (e.g. donating clothes and goods to charity, having a non-profit bake sale in their village, or just greeting their neighbors more often).

Takeaways

Homework:

Interview with a Community Helper

Have each student interview contact a community helper that they may know, whether it's a family member, a neighbor, or that gardener who they see at the park! Have a set of questions to ask. What does the community helper do? What is his or her typical day like? What kind of education did the community helper receive? How did he or she train to be in her position? Have the community helper discuss his or her role in the community and suggest ways for your students to get involved. Getting firsthand stories and advice from a community helper is a great way for your students to become more active in and knowledgeable about the community. Have students submit notes from the interview, a zoom recording, or a selfie (with consent of the interviewee) as evidence.

*thumbnail image and lesson idea from jr.brainpop.com

Related SDGs: Reduced Inequalities

Grade levels: 4-8

Intro: Note to parents and educators: This topic seeks to address common questions children might have about the current Black Lives Matter protests in response to the death of George Floyd and other Black Americans. Because it describes racist violence, please preview the movie before watching it with young children. Please read this blog before teaching this lesson.

You might have been hearing about huge demonstrations in cities across the country and around the world. The protests are in response to the death of George Floyd, a Black man killed by a white police officer in Minneapolis, Minnesota. “Black Lives Matter” is both a rallying cry at the protests and a human rights organization that demands an end to violence against Black people in America. It began in 2013 when three Black activists, Alicia Garza, Patrisse Cullors, and Opal Tometi, used the hashtag after Trayvon Martin's killer went unpunished. It became a mass protest movement in 2014 when Michael Brown was killed in Ferguson, Missouri. It has continued to fight against structural racism and its effects in our society. Press “play” to learn how uniting in protest can help end injustice in our democracy.

Activity:

1. Discuss as a class what students have heard about protests and the Black Lives Matter movement

2. Watch this BrainPOP video as a class

3. Take this quiz as a class

Takeaways:

Discuss as a class what students have learned. Brainstorm ways for them to protest and make their voices heard. This should be an in-depth conversation, and teachers should monitor to ensure that students come to mature conclusions.

Related SDGs: Reduced Inequalities, Gender Inequality

Grade levels: All

Intro: The majority of classic tales, fables, and children's stories focus their narratives on white males. However, it is vital for children to be well versed in the experiences of protagonists from different social backgrounds, races, and time-periods to expand their narratives and eliminate bias. We have listed in this post a variety of children's books about being unique and transcending stereotypes.

Activity:

1. Depending on the chosen book, teachers should spend approximately 20 minutes to research and prepare a short speech giving some context of the time period to which the story is set. This is simply to minimize confusion on the students' part

2. The teacher will read one of the following books to the class. It may be physical or via PDF to screen-share on Zoom. We have included short descriptions of each one to aid in your choosing:

• "The Sneetches" by Dr. Seuss ("The Sneetches" explores the concept of the “haves” and the “have-nots”. Within a couple of pages Seuss breaks down the ridiculous nature of prejudice in any of its forms. This is a great starting point for conversations on discrimination and inequality.)

• "Yoko" by Rosemary Wells (This is a great book to explore in preschool and early elementary school as I have seen children be made fun of because their food choices are perceived as “weird” or a child is self-conscious to eat what they love for fear of being made fun of. Yoko demonstrates the importance of creating opportunities for our differences to be celebrated and explored.)

• "Amazing Grace" by Mary Hoffman (Amazing Grace tells the story of an imaginative young girl who wants to be Peter Pan in the school play. Her classmates tell her she can’t because she is black and a girl. Grace goes home saddened by this news. Luckily she has two strong women at home, her mother and her grandmother, who teach her that Grace can be whoever she wants to be.)

• "One" by Kathryn Otoshi ("One" is a book that should be read from preschool through high school. It should be read in every home and school. "One" explores the concept of a bully and what happens when everyone else stays silent and allows the bullying to continue. Silence fuels hatred and we need to learn to stand up to prejudice, discrimination and inequality.)

• "Skin Again" by Bell Hooks (Skin Again is simple in words and illustrations, but full of meaning. Exploring the concept of race and racism, Skin Again shares the importance of looking within each person you meet.)

• "Crow Boy" by Taro Yashima (The story of Crow Boy depicts Chibi, the main character, as a shy boy who is made fun of by the other students. In a small Japananese village Chibi travels far to come to school each day only to feel sad and alone. Finally a teacher celebrates his talents. The children are genuinely sorry for their horrible actions and learn the importance of caring for each other."

• "The Country Bunny and the Little Gold Shoes" (The Country Bunny and the Little Gold Shoes is so much for than a story about Easter. In fact, whether or not you celebrate Easter you need to check this book out. It is hard to believe Du Bose Heyward wrote this tale of feminism in 1939. With some of the most breathtaking illustrations I have seen this story speaks with intelligence about the importance of a dream, a purpose, a plan and strength of mind, body and spirit.)

• "A Bad Case of Stripes" by David Shannon (A Bad Case of Stripes is a Kindergarten class favorite. Camilla Cream is afraid to eat her favorite food, lima beans, because the other kids make fun of her. This book explores what happens when we start caring so much about what other people think that we forget to be true to ourselves.)

3. Students will be put into groups of three prior to reading, each of whom will have an assigned role. There will be a scribe, who writes down words they don't know (many of these will be within historical context (e.g. Jim Crow Laws)) and defining them later on will educate them more about the chosen time period), someone who writes down the similarities between the protagonists and themselves, and someone who writes about the differences between the protagonists and themselves.

Takeaways:

After finishing the book, students will be put back into their groups of three. They will each share what they wrote and work together to uncover the meaning of their notes. Together, they will research the meanings of the new words and talk about how they are similar and different from the women in the novels. This activity will help them learn about women of different races, ethnic groups, and socio- economic backgrounds, while acknowledging their hardships and developing empathy. They will then go into the main room and share their findings with the class. Teachers should wrap up the lesson by clarifying the message of the story.

*thumbnail image from "The Sneetches"

Related SDGs: Responsible Consumption and Production, Good Health and Wellbeing, Zero Hunger

Grade Levels: All with adult supervision

Introduction:

Every day, so much food gets thrown away for many reasons such as being rotten or left overs. In a year, 1,300,000,000,000 kilograms of food is wasted (The World Counts) and that affects the earth through carbon emissions but also waste resources that others have worked to provide and foods that could go to those who are hungry. So, what better way to enjoy food, spend some bonding time, and save almost spoiled food than making treats, drinks, foods and more with them!

Activity:

1. Use this link to find 25 foods you can save and how. There is a wide variety like fruits, fish, dairy, meats and vegetables and some foods here will bring you to a wider list of recipes!

2. Find an adult to do this with for safety and extra bonding time!

3. Enjoy your super delicious treat!

Key takeaways:

• Brings awareness on what food waste does and how much of it there is

• Teaches students that "one man's waste is another man's treasure." Meaning that so much can be done to not waste resources and if others see it as trash, another person can make do out of it

• Teaches students that there are always new solutions and possibilities to any challenge we face

Related SDGs: All

Grade levels: All

Intro: The Sustainable Development Goals or Global Goals are a collection of 17 interlinked global goals designed to be a "blueprint to achieve a better and more sustainable future for all". The SDGs were set in 2015 by the United Nations General Assembly and are intended to be achieved by the year 2030. In this activity, each student will be assigned a Sustainable Development Goal to research and create a presentation on. Note that there are 17 goals, so students may double-up or partner depending on class size.

Activity:

1. Have each student select on Sustainable Development Goal via a random wheel or on a first-come first-serve basis

2. Students will have 45 minutes to research their goal and create a slideshow explaining what the goal aims to do. It should include targets and indicators, progress and info, statistics, and examples of real-life case studies. Their primary research should be from official UN Development website: https://sdgs.un.org/goals

3. Students will present in front of the class or in breakout rooms depending on time restrictions.

4. After listening to each presentation, students will write one sentence describing how their assigned SDG relates to the goal just presented

Takeaways:

• Improved awareness of society

• Learning basic functions of the United Nations

• Understanding the interconnectedness between global issues

*thumbnail image from United Nations

Related SDGs: All

Grade levels: 4-8

Intro:

The impact of human activity on climate is becoming more and more visible each year. In this activity, students will visualize and hypothesize what they think the planet will look like in the future, and then will watch a video showing the conditions of our planet using our current statistics and rate of greenhouse gas emissions. If we do nothing to change our current way of life, this is what we can expect from our planet in 100 years.

Activity:

1. Students will have 15 minutes to draw a picture and write about what they think Earth will be like in 100 years. They can discuss what the environment will look like, the condition of the climate, or social and governmental policies.

2. They will then share their ideas in groups of 4-5 and select which member they think has the most realistic prediction

3. Groups will present their images and predictions to the rest of the class, using evidence to explain how and why this may come about

4. After doing so, they will watch this video about Stephen Hawking's prediction as well as this video. You may also present this optional video about the prevention of climate change, if time allows.

Takeaways:

• Awareness of the reality of human actions to the Earth

• Awareness of the rate at which humans are polluting the atmosphere

• Forming a sense of urgency for the climate crisis

• Discussing and proposing potential solutions

*thumbnail image from NASA

Related SDGs: Peace, Justice and Strong Institutions + any other SDG depending on the chosen prompt

Grade levels: 2-8

Intro: Debates are a staple of middle and high school social studies classes. But have you ever thought about using debates at the lower grades? In this lesson, you will utilize a four-corners strategy where students will respond to specific topics, and then debate why they agree on a certain stance. This will allow students to verbalize their opinions, while integrating new viewpoints, to arrive at a logical consensus.

Activity:

1. Label the corners of the room: strongly agree, agree, disagree, and strongly disagree

2. Have the students start in the middle of the room. You may have as many rounds as necessary or that may fit in the allotted class period; each round will have a different prompt:

Grades 2-5:

• Zoos are good

• Parks are good

• Trees should be cut down in order to build new buildings

• All races are treated equally

• It is everyone's responsibility to use sustainable energy

• Climate change needs governmental support to be solved

Grades 6-8:

• The Philippines has strong policies regarding climate change

• The Philippines has strong policies regarding ocean pollution

• The wealth gap in the world is fair

• Socialism is the solution to poverty

• The minimum-wage should be increased

• There should be a fishing ban

• Capitalism is sustainable

• Consumerism contributes positively to the economy

• Consumerism contributes positively to the climate crisis

• Filipino elections should be held every four years instead of every six years

• The Philippines has done a good job responding to the Covid-19 pandemic

• The term "all lives matter" is derogatory towards minorities

• It is more important to protest for rights than to stay home and self-isolate

• More money in the government should be allocated to sustainable policies and diplomacy

3. Each student will go to a corner of the room based on their opinion about the prompt. The four groups will discuss, and one representative from each stance will share their reason for picking their side. Students may change views based on other groups' rationales, and groups may debate and build off of each other's arguments.

4. Each group will discuss amongst themselves, and will agree on a policy to implement in order to help solve the problem according to their views. One representative from each group will share their policy.

5. Groups will debate the best policy, and change theirs in order to have a more democratic an sustainable solution

Takeaways:

• Understanding global issues

• Learning about policy-making and the legislative branch of government

• Integrating different viewpoints and embracing empathy

• Constructing positive global solutions

Related SDGs: Sustainable Cities and Communities; Affordable and Clean Energy; Industry, Innovation, and Infrastructure

Grade levels: All

Intro: In this activity, each student will use their knowledge of environmental problems and sustainable energy to design their dream house that is efficient and may reduce carbon emissions. It may be a suburban home, a backyard, a van, a building, or an entire city!

Activity:

1. Students will create a drawing or blueprint of their own sustainable home. Encourage them to think creatively, and make sure to add color and labels! Here are some ideas for facilities to include:

• Solar panels

• Energy efficient air-conditioner replacement

• Grey water system

• Compost system

• Garden

• Construction material (recycled wood, concrete, eco-bricks, etc)

• They may also wish to consider a suitable price for the product and advertising tactics

2. At the end of class, they will present their plans and advertise their house to the rest of the class, explaining how it functions, and what makes it sustainable

Takeaways:

• Creative thinking and problem solving

• Navigating potential solutions to climate change

• Introduction to product design, advertising, and brand purpose

Related SDGs: All

Grade levels: 2-4

Intro

What is Newsela you may ask? Newsela is an online platforms where students can read articles that have been modified to their lexile levels. Articles also include a short quiz at the end to check for understanding.

Current events regarding sustainability are often inaccessible to younger learners, so this application allows students to be informed about the same topics which their older counterparts are. The reading levels are based on lexile scores, which teachers can access from the students' MAP test results. Here are some general approximations:

• Grade 2: 300-500

• Grade 3: 501-620

• Grade 4: 621-780

Lesson plan templates:

1. First 5 minutes: Short introduction about sustainability and current events

2. 10 minutes: Teaching students how to use Newsela via screenshare

3. 15 minutes: Students read their articles, take notes, and answer the quiz

4. Seven minutes: Students share their take-aways in breakout rooms

5. Last eight minutes: Students and teacher discuss the main idea of the article

More lesson ideas

Takeaway:

At the end of each Newsela article, there is a quiz to test for reading comprehension. Have the students take that quiz and share what they read about in table groups.

*thumbnail image from newsela.com