United Nations
Sustainable Development Goals
Teachers’ Resource Book

1

Edited by: Carolina López C., Ajitha Nayar K., Iván Rodríguez
and Aixchel Cordero Hidalgo
Contributing Authors: Andrea Rivera, Edwin Gómez, Michelle Rivera, David Córdova,
Cristian López, Javier Pichardo, Jesús López, Ramón Hernández and Yessica Vega

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United Nations
Sustainable Development Goals
Teachers’ Resource Book

Edited by: Carolina López C., Ajitha Nayar K., Iván Rodríguez
and Aixchel Cordero Hidalgo
Contributing Authors: Andrea Rivera, Edwin Gómez, Michelle Rivera, David Córdova,
Cristian López, Javier Pichardo, Jesús López, Ramón Hernández and Yessica Vega

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Regional Centre of Expertise: Borderlands México-USAPublicado en el 2018 por
Transformation Press:
A subsidiary of Living Lab/
Centro de Diálogo y Transformación Inc.
Chihuahua, Chih., México
living.lab.cdt.inc@gmail.com
y Ediciones del Azar, A. C.
Chihuahua, Chih., México
golpededados@gmail.com© Living Lab/Centro de Diálogo y Transformación
Inc. 2018
Nuestro sincero agradecimiento a nuestroscolaboradores
M. Ed. Luis Alberto Fierro Ramírez
H. Rector
Dr. Armando Villanueva Ledezma
Director de la Facultad de Filosofía y Letras
Universidad Autónoma de Chihuahua

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EditoresProf. Dr. Carolina López C.
Dr. Ajitha Nayar K.
Lic. Iván Rodríguez
Dr. Aixchel Cordero Hidalgo
Autores de capítulos
Andrea Rivera- SDG 1
Andrea Rivera- SDG 2
Andrea Rivera- SDG 3
Edwin Gómez, Michelle Rivera y David CórdovaSDG 4

Edwin Gómez y David Córdova- SDG 5
Cristian López- SDG 6
Javier Pichardo- SDG 7
Jesús López- SDG 8
Javier Pichardo- SDG 9
Ramón Hernández y Yessica Vega- SDG 10
Javier Pichardo- SDG 11
Cristian López- SDG 12
Cristian López- SDG 13
Jesús López- SDG 14
Jesús López- SDG 15
Ramón Hernández y Yessica Vega- SDG 16
Ramón Hernández, Yessica Vega y David CórdovaSDG 17
Diseño Editorial: Rosa María Hernández M.
Asistente Técnico: Roberto Hidalgo V.
United Nations Sustainable Development Goals
Teachers’ Resource Book [Edited by] Carolina López
C., Ajitha Nayar K., Iván Rodríguez & Aixchel Cordero Hidalgo
El derecho del editor principal a ser identificado como
el autor del material editorial y de los autores para sus
capítulos individuales se ha sugerido de acuerdo conlas secciones 77 y 78 de los derechos de autor, diseñosy patentes.
Se autoriza la reproducción total o parcial de este libro
siempre y cuando se cite debidamente a los editores yautores correspondientes.
ISBN: 978-1-7320182-0-4

Disclaimer: The content and views expressed in this publication are thoseof the authors and do not necessarily reflect the position of UNU-IAS.

Table of Contents
Table of Contents
Preface
Prologue

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11
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Sustainable Development Goal1: No Poverty
SDG 1’s Content and Intent
Lesson Plans, Activities and Materials
Teacher to Student Evaluation Rubric
Peer Evaluation Rubric
Self-Evaluation Rubric
VideosExtra Videos
Bibliography
Extra videos
Readings
Extra Readings
Bibliography
Extra reading
Illustrations
Extra Information
Bibliography
Extra illustrations
Unit Author: Andrea Rivera

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17
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25
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Sustainable Development Goal 2: Zero Hunger
Summary of SDG 2’s Content and Intent
Lesson Plans, Activities and Materials
Teacher to Student Evaluation Rubric
Peer Evaluation
Self Evaluation
VideosExtra Videos

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Bibliography
Extra Videos
Readings
Bibliography
Illustrations
Extra Images
Bibliography
RealiaUnit Author: Andrea Rivera

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Sustainable Development Goal 3: Good Health And Wellbeing
Summary of SDG 3’s Content and Intent
Lesson Plans, Activities and Materials
Teacher to Student Evaluation Rubric
Peer Evaluation
Self Evaluation
VideosExtra Videos
Bibliography
Extra Videos
Readings
Bibliography
Illustrations
Extra Illustrations
Bibliography
Extra Bibliography
Unit Author: Andrea Rivera

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United Nations Sustainable Development Goal 4: Quality Education
Lesson Plans, Activities and Materials
Student Self-Evaluation Rubric
Teacher to Student Evaluation Rubric
Peer Evaluation Rubric
Videos

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Bibliography:
ArticlesBibliography
Illustrations
Bibliography:
Unit Authors: Edwin Gómez, Michelle Rivera and David Córdova

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Sustainable Development Goal 5: Gender Equality
Lesson Plans, Activities and Materials
Student Self-Evaluation Rubric
Teacher to Student Evaluation Rubric
Peer Evaluation Rubric
VideosBibliography:
ArticlesBibliography:
Illustrations
Bibliography:
Unit Authors: Edwin Gómez and David Córdova

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Sustainable Development Goal 6: Clean Water and Sanitation
Lesson Plans, Activities and Materials
Student Self-Evaluation Rubric
Teacher to Student Evaluation Rubric
Peer Evaluation Rubric
VideosBibliography
ArticlesBibliography:
Illustrations
Bibliography:
Unit Author: Cristian López

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Sustainable Development Goal 7: Affordable and Clean Energy
Lesson Plans, Activities and Materials
Student Self-Evaluation Rubric
Teacher to Student Evaluation Rubric
Peer Evaluation Rubric
VideosBibliography
Readings
Bibliography
ImagesBibliography
Unit Author: Javier Pichardo

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Sustainable Development Goal 8: Decent Work and Economic Growth
Lesson Plans, Activities and Materials
Student Self-Evaluation
Teacher to Student Evaluation
Peer Evaluation Rubric
ImagesBibliography
Videos
ArticlesBibliography
Unit Author: Jesús López

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United Nations Sustainable Development Goal 9:
Industry, Innovation and Infrastructure
Lesson Plans, Activities and Materials
Student Self-Evaluation Rubric
Teacher to Student Evaluation Rubric
Peer Evaluation Rubric
VideosBibliography
Readings
Bibliography

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Images
Bibliography
Unit Author: Javier Pichardo

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United Nations Sustainable Development Goal 10: Reduced Inequalities
Lesson Plans, Activities and Materials
Student Self-Evaluation Rubric
Teacher to Student Evaluation Rubric
Peer Evaluation Rubric
VideosBibliography
Readings
Bibliography
Unit Author: Ramón Hernández and Yessica Vega

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211
212
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United Nations Sustainable Development Goal 11: Sustainable
Cities and Communities
Lesson Plans, Activities and Materials
Student Self-Evaluation Rubric
Teacher to Student Evaluation Rubric
Peer Evaluation Rubric
VideosBibliography
Readings
Bibliography
ImagesBibliography
Unit Author: Javier Pichardo
United Nations Sustainable Development Goal 12: Responsible
consumption and production
Lesson Plans, Activities and Materials
Student Self-Evaluation Rubric
Teacher to Student Evaluation Rubric

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Peer Evaluation Rubric
VideosBibliography
ArticlesBibliography
Illustrations
Bibliography
Unit Author: Cristian López

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United Nations Sustainable Development Goal 13: Climate Change
Lesson Plans, Activities and Materials
Student Self-Evaluation Rubric
Peer Evaluation Rubric
Teacher to Student Evaluation Rubric
VideosBibliography
ArticlesBibliography
Illustrations
Bibliography
Unit Author: Cristian López

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United Nations Sustainable Development Goal 14: Life Below Water
Lesson Plans, Activities and Materials
Student Self-Evaluation Rubric
Teacher to Student Evaluation Rubric
Peer Evaluation Rubirc
VideosBibliography:
Articles:Bibliography:
Images:Bibliography:
Unit Author: Cristian López

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Sustainable Development Goal 15: Life on Land
Lesson Plans, Activities and Materials
Student Self-Evaluation Rubric
Teacher to Student Evaluation Rubric
Peer-Evaluation Rubric
Videos:Extra Videos
Bibliography:
Bibliography for extra videos:
Illustrations
Bibliography
Bibliography:
Unit Author: Cristian López

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Sustainable Development Goal 16: Peace, Justice and Strong Institutions
Lesson Plans, Activities and Materials
Student Self-Evaluation Rubric
Teacher to Student Evaluation Rubric
Peer Evaluation Rubric
VideosBibliography
ArticlesBibliography
Illustrations
Bibliography
Unit Authors: Ramón Hernández, Yessica Vega and David Córdova

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Sustainable Development Goal 17: Partnerships for the Goals
Lesson Plans, Activities and Materials
Student Self-Evaluation Rubric
Teacher to Student Evaluation Rubric
Peer Evaluation Rubric
VideosBibliography

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350
351
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ArticlesBibliography
Illustrations
Bibliography
Unit Authors: David Córdova and Yessica Vega

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Biodata of Book Editors, Authors and Collaborators359

Preface

The United Nations Sustainable Development Goals Teachers’ Resource Book has been written over the course of one year by English Language Majors enrolled in the Educational
Programs and Design Course at Autonomous University of Chihuahua in North Central
México. Known as the Young Authors, the nine student contributors to the book are partof the Youth Group at Living Lab/Centro de Diálogo y Transformación Inc., acknowledgedby United Nations University-Institute for the Advanced Study of Sustainability as Regional
Centre of Expertise on Education for Sustainable Development: Borderlands México-USA.
It is our sincere hope that the Teachers’ Resource Book will prove valuable for ushering insustainable development in communities around the world.
Prof. Carolina López C., Ph.D.
Living Lab/Centro de Diálogo y Transformación Inc.
Regional Centre of Expertise Borderlands México-USA
in collaboration with
Autonomous University of Chihuahua
Chihuahua, Chih. MÉXICO
14 November 2017

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Prologue

The Sustainable Development Goals (SDGs) are a universal (worldwide) set of goals,
targets and indicators that United Nations (UN) member states are expected to use to frame
their agenda and policies from 2015 to 2030. The 17 goals immediately follow and build on
the Millennium Development Goals (MDGs), which were agreed upon by the same UN
member states in 2001. Education for Sustainable Development (ESD) on the other hand is
the form of education that infuses sustainable development issues into the teaching and learning curricula using all forms of education (formal, non-formal and informal) to transformpeople, impact skills and change attitudes in the classrooms and the community.
The United Nations Sustainable Development Goals Teachers’ Resource Book considers boththe SDGs and ESD as tools that help students acquire knowledge and create awareness aboutsustainable development (SD), upturn their values and attitudes, improve their skills, contribute in changing their behaviors and lifestyle choices and also make it possible for their families
and communities to take transformative actions toward achieving Sustainable Devopment.
The nine young authors of this Teachers’ Resource Book have developed lesson plans,
activities and teaching materials that come with students’ self-evaluation, teacher to student
evaluation, as well as peer evaluation rubrics. The teaching materials, which include videos
and extra readings, will help students understand and elaborate the concept of sustainable
development. The book also has illustrations and visual contents to help students assimilate
the new information so that they will become agents of change toward achieving sustainable
development.
Usman Muhammad Mareri
Global RCE Youth Network
United Nations University

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17
Source: http://www.fctc.org/fca-news/opinion-pieces/1347-tobacco-use-hinders-development-in-many-ways

Unit Author: Andrea Rivera

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Sustainable Development Goal 1:
No Poverty
SDG 1’s Content and Intent
United Nations Sustainable Development Goals 1: No Poverty (SDG 1) aims to eradicate allforms of poverty everywhere on the planet by the year 2030. In addition to insufficient income, ‘poverty’ includes other challenges, such as the lack of economic, social and educational
opportunities; insufficient or non-existent basic services, hunger, exclusion, social discrimination and a lack of voice in decision making processes that impact on people’s lives.
Underlying causes of poverty include being part of a colonial past, where wealthy powerful countries settled in the homelands of others, utilizing natural resources and human labor
hours to repatriate wealth, raw materials and products to their homelands—leaving a deficit
where natural resources and the fruits of human labor were removed from the colonized regions only to add to the wealth of the colonizers. This historical dynamic has led to a stateof underdevelopment from which former colonies continue to struggle to emerge to this day.
A further cause of poverty is found in uneven wealth distribution between the rich and thepoor within countries while, in the global arena, developing nations may remain locked into
the subordinate role of providing raw materials and cheap labor for transnational industries,
whose products flood local markets and whose profits are repatriated to the countries fromwhich the finance capital has emerged.
Corruption creates an ‘internal hemorrhage’ of sorts where wealth is re-directed fromits intended purpose into the hands of powerful actors, and of everyday swindlers who may
overcharge, or fail to provide the quality of goods and services for which they have charged aclient or a customer. The ongoing misuse of wealth and its misappropriation from its intended
purpose weakens the overall economy within nations and localities, as well as harming thestandard of living and the wellbeing of families whose lives are affected by the corrupt practices of others.

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A deeply-rooted and common source of poverty is found in low wages that do not allow
families to enjoy a decent standard of living. The disparity between income, purchasing power
and the minimum amounts of capital needed to enjoy a decent living are often coupled withlack of access to services and benefits, such as healthcare, job security, home loans, a retirement
plan, and so on.
Women and children constitute segments of society that are disproportionately affectedby poverty. This is due largely to persistent gender inequality, which has been handed down
through the generations of human society. Females tend to earn less than their male counterparts who carry out the same work. This historical inequality limits women’s ability to provide
for their children, thereby exacerbating the multi-faceted aspects of poverty that impact onchildren’s lives. Reproductive issues pose further challenges to women and to the children forwhose lives they are responsible. Early pregnancy, the lack of education and of opportunities
to achieve a better income and lifestyle often plague females, and particularly female-headedhouseholds. The resulting poverty impacts heavily on young children, affecting their education, health, nutrition and security. It can also be detrimental to children’s spiritual and emotional development due to the environment that poverty creates.

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What awareness should students have acquired by the end of this teaching unit?
By the end of the teaching unit, students should be aware of the structural causes of poverty which are part and parcel of a system that allows for unbridled accumulation on the part of
the wealthy, often at the expense of the less well off. Students should further be able to identify
and discuss problems that disproportionately affect vulnerable groups, such as women, children and ethnic minorities—who frequently face crippling discriminatory practices on behalfof those who hold power over and in their societies.

What values and attitudes should students have developed by the end of this teaching unit?
An attitude of respect for all people should be a primary outcome of the unit on SDG 1.
Students should clearly see the fallacy in ideologies that blame the poor for their situation
while ignoring the structural causes that create and sustain poverty for billions of humanbeings around the planet. They should possess an awareness of how the comfort and theprivilege that some of us enjoy are partially responsible for the poverty that other segments ofhuman society face day-by-day.
What skills should students have developed by the end of this teaching unit?
Skills acquired should include the ability to analyze situations of poverty and privilege,
and to see the symbiotic relationship between them. Students should further be able toidentify, point out, articulate and help others see the myriad causes of poverty and the ways
forward on the path toward its full eradication by the year 2030.

What behaviors and lifestyle choices should students have adopted by the end of thisteaching unit?
Students should understand and be able to discuss situations of poverty and privilege.
They should be willing to advocate for the redirection of structural injustices that exist in policy regimes and in everyday life. Having adopted awareness and values that repudiate poverty
resulting from injustice, students may tend to consume less, to be more aware of salaries, benefits, profits and other aspects of how economic policies and practices impact on the fullnessof life, or the lack thereof, which arise from situations and structures that perpetuate poverty.

What transformative actions might students put forth to their families and communities
by the end of this teaching unit?
The first step is for students to generate awareness of poverty and its causes among family,
friends and community members. A further step would be for students and those aroundthem to encourage and support local businesses and services in order to help keep the local
economy vibrant and abundant. By increasing consumption from local sources and reducing
unnecessary expenditure on non-essential goods from faraway places, communities can begin
to shift the dynamic toward increased wellbeing in their respective localities.

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LESSON PLANS, ACTIVITIES AND MATERIALSSDG 1Theme/Topic:
No Poverty

Lesson Outcomes/Objectives:
Students will:
1.Gain awareness about poverty in their community, city, state, country and worldwide
2. Understand poverty around the world
3. Reflect on how we as a society can transform poverty into self-sufficiency for all

Activities/Tasks:

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1. Explain the concept of poverty to students by showing pictures displaying various conditions that reflect poverty and abundance -- poor households, rich households, poor neighbourhoods, rich neighbourhoods, slums, megacities. This will stimulate the thinking process and help students to contribute to the discussion ,1.1 Teacher and students work together to create a definition for the term ‘poverty.’ Showthe video “What is poverty?” (listed below)
2. Asks students to discuss what they know about poverty, first in their community, then in
their city, country and finally worldwide
3. Ask students what they can do to eradicate poverty, beginning from their locality, andthen building outward up to the global level.
• In teams: Students locate relevant information on the internet from reliable web pages (Remind them to cite all sources).
• Observe and discuss examples of solutions to local and global poverty given by organizations around the world.
Key Questions:- What is Poverty?
Assessment: (Teacher, Peer, Self )-Are there examples of poverty in your community? Please discuss.
- How can we help a locality transform itself (See the evaluation rubrics below)
out of poverty and into self-sufficiency?

Activities student will apply in his/her personal life
- Have students keep a daily log examining their lifestyle choices in terms of sufficiency,
abundance and sustainability- Ask students to reflect on personal actions they can take to increase self-sufficiency intheir lives, their family, their community, etc.
- Help students design a lifestyle exercise that encourages sustainability and sufficiency- Have students continue with the daily log comparing their ‘before’ and ‘after’ lifestyles interms of sufficiency, abundance and sustainability.
Activities student will apply with his/her community- Identify situations and places where poverty exists in their community- Discuss local situations and brainstorm solutions that the student can apply to help theirlocality transform into self-sufficiency
Readings & information sources:
Videos:“No poverty, Ted Talks.” https://www.youtube.com/watch?v=-vwy4FF4tcg.
”ECOSOC Youth Forum: Migration and Refugees – The Youth’s Perspective, with YouTuber Nabela.” http://www.un.org/sustainabledevelopment/blog/category/video-poverty/“What is Poverty?- Compassion International” https://www.youtube.com/watch?v=BoyioIdhAmg“Sustainable Development Goal #1 | No Poverty | Youth4GlobalGoals”
https://www.youtube.com/watch?v=rNDmxSQKZiM“#GlobalGoals 1: No Poverty - Can you make it happen?” https://www.youtube.com/
watch?v=sRSG66Wp_CQ
Illustrations:
http://www.carbonated.tv/…/the-poverty-line-a-photo-series-…
https://visual.ly/community/infographic/economy/ending-poverty-within-our-reachSubject skills utilized:
Geography

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Mathematics
Language
Arts
History
Science
Civics and Ethics
Physical Education

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Partnerships for the goals-Students begin by implementing their ‘Poverty Eradication Plan’ in their community. Be
sure that they create a calendar indicating dates for reaching each step in their implementation plan.
- Students and teacher analyze progress toward project goals. Identify strengths and weaknesses in the implementation process. Wherever weaknesses are identified in the implementation process, students will reassess and redirect project implementation plans in orderto maximize the transformative potential of their activities.
- Seek institutions that can help multiply and widen implementation beyond the immediate locality, moving outward in concentric circles.
- Involve parents, school personnel, community members, authorities, the business sector
and the non-governmental sector.
Resources/Organisation:
ImportantIndia Discover India with importantIndia.com http://www.importantindia.
com/19284/short-paragraph-on-poverty/
The Borgen Project
https://borgenproject.org/top-10-global-poverty-nonprofits/
The Guardian
https://www.theguardian.com/society/2012/may/06/lifestyle-communities-hebden-bridge-todmorden

TEACHER TO STUDENT EVALUATION RUBRIC
Student’s Name:
Student has identified and understands areas where he or she canhelp move his/her community toward sustainability and self-sufficiency.
Quality and feasibility of student’s
self-sufficiency project for his/hercommunity.
Student’s level of involvement inproject implementation.
Measureable advances toward
self-sufficiency and sustainability
in the locality.
Comments:

Poor
1

Fair
2

Average3

Good
4

Excellent
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PEER EVALUATION RUBRIC
Student evaluating:

Poor

Fair

AverageGood

ExcellentStudent evaluated:

1

2

3

4

5

Level of knowledge and ability toidentify self-sufficiency and sustainability challenges in the locality.
Usefulness of solutions created andimplemented by your classmate.
Genuine transformations are being
generated in the school and community as a result of my classmate’s
efforts.
Comments:

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SELF-EVALUATION RUBRIC
Student’s Name:

Poor
1

Fair
2

Average3

Good
4

Excellent5

I can identify, and I am concerned about lack of self-sufficiency and sustainability in mycommunity.
I will actively seek positivetransformations for my lifestyle and my community.
I will implement concrete actions to alleviate poverty.
I encourage my community towork against poverty.

27Videos“What is Poverty? - Compassion International”“ECOSOC Youth Forum: Migration and Refugees – The
Youth’s Perspective, with YouTuber Nabela by United Nations”“SDG 1- No Poverty- Ted Talks”

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Extra Videos“Sustainable Development Goal #1 | No Poverty |Youth4GlobalGoals”“#GlobalGoals 1: No Poverty - Can you make it happen?”Bibliography
Compassion International. (2012). What is Poverty? - Compassion International [Videofile]. Retrieved from https://www.youtube.com/watch?v=BoyioIdhAmg
Let’s change. (2017). SDG 1- No Poverty- Ted Talks [Video file]. Retrieved from https://www.youtube.com/watch?v=-vwy4FF4tcg
United Nations. (2018). ECOSOC Youth Forum: Migration and Refugees – The Youth’s
Perspective with YouTuber Nabela [Video file]. Retrieved from http://www.un.org/
sustainabledevelopment/blog/category/video-poverty/
Extra videos
AIESEC. (2016). Sustainable Development Goal #1 | No Poverty | Youth4GlobalGoals[Video File]. Retrieved from https://www.youtube.com/watch?v=rNDmxSQKZiM
Unilever. (2015). #GlobalGoals 1: No Poverty - Can you make it happen? [Video file]
Retrieved from https://www.youtube.com/watch?v=sRSG66Wp_CQ
Readings“What is Proverty?”

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“Top 10 Global Poverty Nonprofits”

Extra Readings“Goal 1: End poverty in all its forms everywhere”

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Bibliography
The Borgen Project. (2017). Top 10 Global Poverty Nonprofits. Retrieved from https://borgenproject.org/top-10-global-poverty-nonprofit/mWork, T. (2015). Short Paragraph on Poverty. Retrieved from http://www.importantindia.
com/19284/short-paragraph-on-poverty/
Extra reading
United Nations Sustainable Development. (n.d.). Goal 1: End poverty in all its forms everywhere. Retrieved from http://www.un.org/sustainabledevelopment/poverty
Illustrations“The Link Between Poverty and Hunger”
By IFDC31

“Ending poverty is within our reach” By
World Bank

Extra Information“Goal 1: End poverty in all its forms everywhere” By @xLontrax 201632
“Ending Poverty starts at home” By UCLG

“Why poverty” By Elizabeth O. Crawford,
Ph.D.

Bibliography
IFDC. (2015). The Link Between Poverty and Hunger. [Digital image]. Retrieved fromhttps://ifdc.org/2014/01/14/the-link-between-poverty-and-hunger/
World Bank (n.d.). Ending Poverty is Within Our Reach [Digital Image]. Retrieved fromhttps://visual.ly/community/infographic/economy/ending-poverty-within-our-reach
Extra illustrations
Borgen Project. (2017). Top 10 Global Poverty Nonprofits [Digital Image]. Retrieved fromhttps://borgenproject.org/top-10-global-poverty-nonprofit/
Crawford, E. (n.d.). Why Poverty? [Digital Image] Retrieved from https://www.elizabeth-o-crawford.com/goal1-poverty
Global Goals. (n.d.). Goal 1. No Poverty, End poverty in all its forms everywhere. [Digital
Image]. Retrieved from https://www.globalgoals.org/1-no-poverty

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https://sdgcompass.org/sdgs/sdg-2/

Unit Author: Andrea Rivera

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Sustainable Development Goal 2: Zero Hunger
Summary of SDG 2’s Content and Intent
The aim of United Nations Sustainable Development Goal 2 (SDG 2) is to end hunger, improve nutrition and promote sustainable agriculture worldwide.
Global statistics on nutrition indicate that 1 in 9 people are undernourished, with the
majority of these individuals living in developing countries. Inadequate nutrition is the underlying cause of death each year for approximately 3.1 million children under five years ofage. Major causes of hunger and malnutrition are linked with the global food supply system,
food distribution, and the use of food for geopolitical purposes. Monoculture food crops produced for export in impoverished regions of the planet leave a deficit, or a lack of food to be
consumed in the locality, exacerbating hunger and malnutrition in the very places where foodis grown to be consumed in the wealthier nations of the world. Transnational agribusinesses
often plant cash crops for export in the arable lands of developing nations. In other cases, local farmers grow agricultural products destined for consumers in wealthy nations, since export
crops often bring higher returns than growing food to meet the nutritional and caloric needsof local communities.
Agriculture in the wealthy nations tends to be highly subsidized, allowing farmers to produce cheap surplus foods that flood developing nations, making it difficult for local farmers
to sell their crops for a profit. Trade barriers imposed by rich nations on agricultural products
from abroad cause further distortions in the global food supply. Food stored in wealthy nations for sale when the market is favorable would go a long way to overcome world hunger;
however, difficulties in distribution as well as the use of food for profit and for geopoliticalstrategic purposes are all underlying causes of the food and nutrition problems felt aroundthe world.
Lack of infrastructure, inputs, access to seasonal credits, and dependence on Green Revolution agro-industrial technologies continue to have detrimental effects on food safety and on thehealth of the land on which our food is grown. SDG 2 aims to empower local farmers to produce nutritious, safe, affordable, and sufficient food for the localities where they live and beyond.

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Agricultural activities constitute the largest source of income and employment for rural
households worldwide, comprising 40% of the livelihoods for the global workforce. Of this
40%, women make up around 43% of the global agricultural workforce in developing countries; yet they own only 20% of the land. The disadvantages women face in owning agriculturalland is a major underlying cause of hunger and malnutrition in women and children in thedeveloping world.
By 2030, SDG 2 aims to ensure access for 100% of the human population to safe, nutritious and sufficient food, year round. All forms of malnutrition should be eliminated by
2025. Special attention is to be given to the caloric and nutritional needs of adolescent
girls, pregnant and lactating women, children and older persons. The agricultural productivity
and income of small-scale producers, women, ethnic minorities, family farmers, pastoralists
and fishermen should double between 2015 and 2030. In order to achieve this, sustainable,
resilient, high yield food production systems must be developed with techniques that help
maintain ecosystems, improve soil quality, and assist in the adaptation to climate change andextreme weather.

38

The genetic diversity of seeds, plants and animals must be conserved through well-administered seed and plant banks; and access to traditional genetic agricultural resources should
be fair. This requires a review of the legality and the ethics of patenting agricultural resources
through the World Trade Organization, which has put holders of traditional knowledge at a
disadvantage vis-à-vis Western agri-businesses over the last half century. Secure and equal
access to land, knowledge, financial services, markets, and opportunities for money making
must be guaranteed for all sectors of the human population across the planet.

What awareness should students have acquired by the end of this teaching unit?
By the end of the teaching unit, students should be aware of the role that the structures of the global food system play in the perpetuation of hunger and malnutrition. They
should know about the pros and the cons of Green Revolution-derived agro-technologies,
and how these offer high yield while putting in danger seed and plant genetics, traditional
agricultural knowledge, soils and ecosystem wellbeing, as well as the nutritional value and thesafety of the food supply for human consumption. Students should know how the demandof developed countries impacts on the food supply in developing regions of the planet. Theyshould have a general awareness of emerging high yield, healthy, organic, ecosystem-friendly
food production systems based, for example, on Agroecology, Permaculture and Biointensive
Organic Agriculture systems, among others.

What values and attitudes should students have developed by the end of this teaching unit?
The emergence of desired values and attitudes begins with the ability to detect interlinked factors that exacerbate hunger and malnutrition worldwide. Having developed thisvision, students will see the value of local consumption, and of supporting safe agriculture
and land-based practices. They will come to value the importance of seasonal consumption of
fresh agricultural produce, while recurring to products that have been preserved in a healthyfashion for consumption during the off seasons.

What skills should students have developed by the end of this teaching unit?
By the end of this teaching unit, students will understand and share their knowledge
about the importance of native seed crops and traditional knowledge, as well as the synergies
that must be established between the aforementioned and emerging agricultural systems, suchas Agroecology, Permaculture and Biointensive Organic Agriculture, among others.

What behaviors and lifestyle choices should students have adopted by the end of thisteaching unit?
Students should be mindful of the sources of their food, the transportation costs fromfarm to table, and the impacts that their eating habits have on communities and on agricultural lands around the world. Having discovered these connections, students may develop aninterest in supporting local agriculture, farmers’ markets, and the consumption of less meatsand more safely-grown fruits, nuts and vegetables.

39

What possible transformative actions can be put forth to students’ families and communities by the end of this teaching unit?
Students are encouraged to share their knowledge of the interdependence of g/local
food systems, food safety, transport costs, and how the agricultural demand in developed
countries impacts on distant lands and their peoples. Students may wish to start a community
garden, or encourage local authorities to develop edible parks and invest in edible landscaping.

40

LESSON PLANS, ACTIVITIES AND MATERIALSSDG 2Theme/Topic:
No Hunger

Lesson Outcomes/Objectives:
Students will understand:1. The concept of hunger
1.1 Structural causes of hunger around theworld
1.2 Causes of hunger and the impacts of malnutrition in their communities
Students will:
2. Know different examples where hunger has
been eradicated by social programs
2.2 Know about an institution in their country that helps eradicate hunger and malnutrition in different communities
Students will:
3. Create a proposal and an action plan where
they will work to eradicate hunger and malnutrition in their locality

Activities/Tasks:
1. Introduction to the topic: Hunger around the world.
1.1 Encourage students to give their personal ideas on ‘hunger.’ Help students to define theterm ‘hunger’ with the help of illustrations and anecdotes Identify places and examples
where hunger is prevalent.
2.1Analyze structural and local causes of hunger and malnutrition.
2.2 Discussion: How can hunger and malnutrition be eradicated locally? Globally?
2.3 Study solutions to hunger and malnutrition that have been applied around the world(Examples)· What examples can be applied in our communities?
· How can we apply those examples?
3. Imagine a situation, in which you are one of those who suffer from hunger in your community. How can you be self-empowered to help solve this problem so that you and your loved
ones can have sufficient food and adequate nutrition?

41

Key Questions:
Assessment: (Teacher, Peer, Self )- What are some of the underlying causes ofhunger in the world?
- What institutions globally and locally help
to solve problems of hunger and malnutrition?
(Please find the evaluation rubrics below)- What are some of the places around theworld where hunger is prevalent? Why?
- What solutions can we propose to eradicate
hunger and malnutrition locally? Nationally?
Globally?
Activities student will apply in his/her personal life.
- Can you identify communities or people in your locality who suffer from hunger and malnutrition?
- Please propose solutions to decrease hunger and increase good nutrition in your community,
nationally, globally.

42

Activities student will apply with his/her community.
- Identify institutions and organizations in your community where you can collaborate as avolunteer.
Readings & Information Sources:
Videos:“SDG 2- Zero Hunger- Ted Talks” https://www.youtube.com/watch?v=YLldS3S_AOI“#SDGLive: Ertharin Cousin of the World Food Programme on ‘Healthy Not Hungry’’
http://www.un.org/sustainabledevelopment/blog/2017/01/video-ertharin-cousin-of-theworld-food-programme-on-healthy-not-hungry/“Ending Hunger in Our Lifetime | Asha Gomez | TEDxMarthasVineyard”
https://www.youtube.com/watch?v=lslZv4dYEF0“Moving toward a hunger solution: Bruce Ganger at TEDxJacksonville” https://www.kfla.
org/en/tedtalks/220-bruce-ganger-moving-toward-a-hunger-solution-bruce-ganger-attedxjacksonville“#GlobalGoals 2: Zero Hunger - Can you make it happen?” https://www.youtube.com/
watch?v=0ncskht7e8g

Illustrations:
IFDC Developing Agriculture from the Ground Up
https://ifdc.org/2014/03/03/food-waste-2/Causes.
https://ifdc.org/2014/05/29/family-farmers-fighting-against-food-waste-and-hunger/
SolutionsGlobal Hunger Index https://assets.weforum.org/editor/Sb6YghqNoZseov3im4RY_f7e8Lfpor_jouocJ_6Upk.png information.
Subject skills utilized:
Geography
Mathematics
Language
Arts
History
Science
Civics and Ethics
Physics
Partnerships for the goals:-Students must become aware of the problems of hunger and/or malnutrition in their communities.
- Each student must locate an organization that works to overcome hunger and malnutritionin their locality.
- They should seek to participate as a volunteer so that they may become part of the solution
to hunger and malnutrition in their community.
Resources/Organisation:
Organizations/ Solutions:“GreenGrow, Growers of food, flowers and neighborhoods”
http://www.greensgrow.org/urban-farm/what-is-urban-farming/“World Economic Forum”
https://www.weforum.org/agenda/2017/01/5-steps-towards-ending-hunger-worldwide“United Nations”
http://www.un.org/en/zerohunger/challenge.shtml

43

TEACHER TO STUDENT EVALUATION RUBRIC
Student’s name:
Student’s understanding of:1) Hunger and malnutrition
2) The causes of hunger
Quality and feasibility of student’s proposed solution tohunger and malnutrition in thelocality.
Degree and quality of the student’s involvement in a solution
to hunger and malnutrition.

44

Usefulness of students’ intervention for eliminating hunger
and malnutrition.
Comments:

Poor
1

Fair
2

Average3

Good
4

Excellent5

PEER EVALUATION
Student evaluating:Student evaluated:

Poor

Fair

AverageGood

Excellent

1

2

3

4

5

Poor
1

Fair
2

Average3

Good
4

Excellent
5Your classmate’s level of understanding of hunger and malnutrition
Quality and feasibility of his/her proposed solutions to hunger and malnutrition
Level of his/her commitment
and participation in providing
solutions to hunger and malnutrition
SELF EVALUATIONName:
My level of awareness and concern about hunger and malnutrition in my community
My level of commitment to being a part of the solution in thepresent and the future
What will I do to encourage
my community to work against
hunger and malnutrition in
my community? Nationally?
Around the world?

45

Videos“SDG 2- Zero Hunger”“#SDG Live: Ertharin Cousin of the World
Food Programme on Healthy Not Hungry”
by GlobalGoalsUN

46“Ending Hunger in Our Lifetime”

“Moving toward a hunger solution”

Extra Videos“#GlobalGoals 2: Zero Hunger - Can you
make it happen?”

Bibliography
Ganger, B. (2013). Moving toward a hunger solution: Bruce Ganger at TEDxJacksonville[Video file]. Retrieved from https://www.kfla.org/en/tedtalks/220-bruce-ganger-moving-toward-a-hunger-solution-bruce-ganger-at-tedxjacksonville
Global Goals UN. (2017) #SDGLive: Ertharin Cousin of the World Food Programme on‘Healthy Not Hungry’ [Video file]. Retrieved on from http://www.un.org/sustainabledevelopment/blog/2017/01/video-ertharin-cousin-of-the-world-food-programme-onhealthy-not-hungry/
Gomez, A. (2015). Ending Hunger in Our Lifetime | Asha Gomez | TEDxMarthasVineyard[Video file]. Retrieved from https://www.youtube.com/watch?v=lslZv4dYEF047

[Let’s change]. (2017). SDG 2- Zero Hunger- Ted talks [Video file]. Retrieved fromhttps://www.youtube.com/watch?v=YLldS3S_AOIExtra video
Unilever. (2015). #GlobalGoals 2: Zero Hunger - Can you make it happen? [Video file]. Retrieved from https://www.youtube.com/watch?v=0ncskht7e8g
Readings“What is Urban Farming?”

48“We can eradicate hunger by 2030. Here’s
how”

“The Challenge: Hunger can be eliminated in
our lifetimes”

Bibliography
Cousin, E. (n.d.). 5 steps towards ending hunger worldwide. Retrieved from https://www.
weforum.org/agenda/2017/01/5-steps-towards-ending-hunger-worldwide
Greensgrow. (n.d.). What is Urban Farming? Retrieved fromhttp://www.greensgrow.org/urban-farm/what-is-urban-farming/
United Nations. (n.d.). Zero, hunger, challenge, UN, United Nations, food, sustainable, children, systems, hunger, eliminated. Retrieved from http://www.un.org/en/zerohunger/
challenge.shtml
Illustrations

49

50

51

Extra Images

52

Bibliography
Global Goals. (n.d.). Goal 2: Zero Hunger [Digital Image]. Retrieved from http://www.
globalgoals.org/global- goals/no-hunger/
IFDC. (2015). Family Farmers: Fighting Against Food Waste and Hunger [Digital Image]. Retrieved from https://ifdc.org/2014/05/29/family-farmers-fighting-against-foodwaste-and- hunger/
IFDC. (2015). Food Waste [Digital Image]. Retrieved from https://ifdc.org/2014/03/03/
food-waste-2/
Oikosvienna, V. (2016). SDG 2: Zero Hunger [Digital Image]. Retrieved from https://oikosvienna-blog.com/2016/11/29/sdg-2-zero-hunger/
Realia

53

54

55

https://sdgcompass.org/sdgs/sdg-3/

Unit Author: Andrea Rivera

56

Sustainable Development Goal 3:
Good Health And Wellbeing
Summary of SDG 3’s Content and Intent
The aim of United Nations Sustainable Development Goal 3 (SDG 3) is to ensure healthy
lives and promote wellbeing for all people at all ages and all stages of life. In order to achieve
this goal, every individual should have access to quality affordable healthcare through universal coverage plans in countries throughout the developed and the developing world. Universal
healthcare should include financial risk protection and access to needed medicines and vaccines.
Significant advances have been made in our time to increase life expectancy and reduce
common causes of premature death as well as child and maternal mortality. Nonetheless,more must be done in order to reduce neonatal deaths and child mortality for children underfive. Women’s health care, sex education and family planning, as well as sexual and reproductive health are to be prioritized under SDG 3.
Advances in access to clean water and sanitation have decreased the incidence of diseases
across the globe. It is imperative, nonetheless, to continue reducing malaria infection, tuberculosis, polio, HIV/AIDS and tropical diseases, among others. Water borne and non-communicable diseases should be further reduced through healthy lifestyles, disease prevention,
early detection and timely effective treatment.
Mental health and wellbeing services need to be expanded and access made available
broadly across the globe. The consumption of tobacco, alcohol and other types of drugs needs
to be treated as an educational issue and, in the case of addiction, as a medical problem.
The incidence of road traffic death and injury must also be decreased. This target can beachieved through improvements in transportation infrastructure and through advanced vehicle safety features, drivers’ education, and programs designed to raise awareness of traffic
dangers and hazards.

57

SDG 3 further aims to reduce death and illness caused by pollution and contamination.
Action must be taken to decrease health problems arising from human-generated toxins, suchas hazardous chemicals, dangerous air quality, as well as food, water, and soil pollution orcontamination.

What awareness should students have acquired by the end of this teaching unit?
Students should be aware of the need for access to quality and affordable healthcare on
the part of all people everywhere. They should be able to detect linkages between lack ofaccess to medical care and vested monetary interests, such as those of the pharmaceuticaland the medical insurance industries. They should be capable of identifying differences in
the quality of healthcare, healthcare infrastructure and health services among different social
classes within countries, and between developed and developing countries around the world.
Students should also be aware of the special health-related challenges faced by women, young
children and the elderly.

What values and attitudes should students have developed by the end of this teaching unit?

58

Awareness gained through the present chapter should help instill values and attitudes thatencourage personal lifestyle choices promoting optimum health and wellbeing. Furthermore,
students will learn to value access to quality affordable healthcare for themselves and for thewhole of humanity.

What skills should students have developed by the end of this teaching unit?
Students will be able to explain the relationship between healthcare for profit and problemsof access and affordability for individuals in certain populations around the world. They will
identify and explain differences in the quality of healthcare services available to the wealthy
and the less-well-off, as well as similarities and differences between healthcare services andsystems in countries around the world.

What behaviors and lifestyle choices should students have adopted by the end of this teaching unit?
By the end of this teaching unit, students should be motivated to make healthy lifestylechoices in terms of nutrition, intimate practices, road safety, drug, alcohol and tobacco use,among others.

What possible transformative actions might be put forth to students’ families and communities by the end of this teaching unit?
Students will be encouraged to promote healthy lifestyle activities with family, friends andcommunity members. They may wish to engage in a series of topical discussions with peers
and family about health-related topics, such as drug, alcohol and tobacco consumption, sexual decisions, road safety, good nutrition, exercise, disease prevention and treatment, among
others.

59

LESSON PLANS, ACTIVITIES AND MATERIALSSDG 3
Theme/Topic:
Good Health and Well-being

60

Lesson Outcomes/Objectives:
1. Explore the meanings and the requirements for good health and wellbeing.
2. Create and implement steps to promoteand maintain good health & wellbeing foryourself, your family and the wider community.

Activities/Tasks:
1. Discuss: ‘What is involved in Good Health and Wellbeing?
1.1 Teacher introduces the topic and welcomes students’ ideas on Good Health, Wellbeing
and the differences between Good Health and Wellbeing. Students give examples of Good
Health and Wellbeing (Introduction)
2. In teams, brainstorm steps to achieve and maintain Good Health& Wellbeing
2.1 Present your steps to the group
2.2 As a group, put together all the steps in order to create a list of best practices.
2.3 Individually, students create a list of practices that will allow them to develop and maintain a lifestyle designed to maintain and promote health and wellbeing
2.4 All together, students will share their list and as a group; they will create a poster to postin their school so that the rest of school’s population can see their ideas for healthy lifestyle,good health and wellbeing.
Key Questions:-What constitutes good health and wellbe- Assessment: (Teacher, Peer, Self )ing?
-How can a person best ensure good healthand wellbeing for themselves, their family
and their community?
-What habits can help us have good health (Please find the evaluation rubrics below)
and wellbeing?

-Create a series of steps for developing habits for good health and wellbeing.
-Create an action plan for implementing
lifestyle habits that promote health andwellbeing.
Activities student will apply in his/her personal life.
-Students will follow the healthy lifestyle steps that they have created.
-Students will discuss their lifestyle plan with family and friends.
-Students will keep a diary of lifestyle changes for good health and wellbeing for themselves and their families.
Activities student will apply with his/her community.
Students will follow the healthy lifestyle steps they have designed for their personal life.
They will encourage their families, and then their communities to do the same. Posters willbe created and posted with healthy lifestyle information. Talks and other lifestyle activities
will be offered by the students.
Readings & information sources:
Videos:“The Sustainable Development Goals Explained: Good Health and Wellbeing” https://www.youtube.com/watch?v=Fzz3Rr8fd2Q“9 Simple Steps to Good Health & Wellbeing” https://www.youtube.com/watch?v=IOiqaC7PnI8“SDG 3: Good health and wellbeing” https://www.youtube.com/watch?v=dynOmPY8bhA
Illustrations:“5 simple steps to wellbeing” http://www.liveitwell.org.uk/poster-v3-copy/“The food pyramid” http://www.hse.ie/eng/about/Who/healthwellbeing/Our-Priority-Programmes/HEAL/Healthy-Eating-Guidelines/“Wellbeing and how to achieve it” http://www.instantdisplay.co.uk/phse.htm

61

Subject skills utilized:
Geography
Mathematics
Language
Arts
History
Science
Civics and Ethics
Physical Education
Partnerships for the goals:
Establishing all the steps and putting them into practice in our families, communities andourselves can be difficult. Nonetheless, we will try to make the shift little by little toward
healthy lifestyles.

62

Resources/Organization:“How can you improve your mental health and wellbeing in 2016?” http://www.medicalnewstoday.com/articles/286428.php“Meal Prep 101 For Beginners” https://www.kaylaitsines.com/blogs/lifestyle/18903859meal-prep-101-for-beginners“Goal 3: Ensure healthy lives and promote well-being for all at all ages” http://www.un.org/
sustainabledevelopment/health/

TEACHER TO STUDENT EVALUATION RUBRIC
Student’s name:
The student understands whatlifestyle habits are needed tohelp ensure good health andwellbeing

Poor
1

Fair
2

Average3

Good
4

Excellent
5

The student actively presents
healthy lifestyle choices information to help her/his community
The student is committed andinvolved in team work to promote healthy lifestyle choices
for self, family and community
The students’ lifestyle choices
proposal is useful for self, family and community
Comments:

63

PEER EVALUATION
Student Evaluating:Student Evaluated:
My classmate understands
what is involved in good
health and wellbeing.
Please rate your classmate’s
healthy lifestyle proposal ona scale of one to five.
My classmate offers useful
opinions to help develop
healthy lifestyles for him/
herself and others.
Comments:

64

Poor
1

Fair
2

Average3

Good
4

Excel lent
5

SELF EVALUATION
Name:

Poor
1

Fair
2

Average3

Good
4

Excel lent5

I am concerned about how
my choices impact on myhealth and wellbeing.
I am going to follow my lifestyle choices proposal in the
future.
I will encourage my family
and my community to develop healthy lifestyles
Answer this honestly.
What solutions did I propose that were possible tofollow in my society?

65Videos
SDG 3: Good Health and Wellbeing by
Green Economy

Extra Videos

66“9 Simple Steps to Good Health & Well Being”“Sustainable Development Goals Explained:
Good Health and Well-being”

“Well-being is a skill: Richard Davidson”“Kid Life Health & Wellbeing Workshops
For Kids”

Bibliography
Emergency Essentials. (2016). 9 Simple Steps to Good Health & Well Being [Video File].
Retrieved on from https://www.youtube.com/watch?v=IOiqaC7PnI8Green Economy. (2016). SDG 3: Good health and wellbeing [Video File] . Retrieved fromhttps://www.youtube.com/watch?v=dynOmPY8bhA
United Nations. (2015). Sustainable Development Goals Explained: Good Health andWell-being [Video File]. Retrieved from https://www.youtube.com/watch?v=Fzz3Rr8fd2Q

67

Extra Videos
Kid Life. (2015). Kid Life Health & Wellbeing Workshops For Kids [Video File]. Retrieved
from https://www.youtube.com/watch?v=e3Vin-M-phE
Wisdom 2.0 (2015). Well being is a Skill: Richard Davidson [Video File]. Retrieved fromhttps://www.youtube.com/watch?v=EPGJU7W0N0I
Readings“Goal 3: Ensure healthy lives and promote
well-being for all at all ages by United Nations Sustainable Development”

68“How can you improve your mental healthand well-being in 2016? by Honor Whiteman”

“Meal Prep 101 For Beginners”

Bibliography
Itsines, K. (2015). Meal Prep 101 For Beginners. Retrieved from https://www.kaylaitsines.
com/blogs/lifestyle/18903859-meal-prep-101-for-beginners
United Nations. (n.d.). Goal 3: Ensure healthy lives and promote well being. Retrieved fromhttp://www.un.org/sustainabledevelopment/health/Whiteman, H. (2016). How can you improve your mental health and well-being in 2016?
Retrieved from https://www.medicalnewstoday.com/articles/286428.php

69Illustrations

70

71

Extra Illustrations

72

Bibliography
Bandara, S (2016). Achieving Inclusive Health in Sri Lanka through SDGs [Digital Image].
Retrieved from http://www.ips.lk/talkingeconomics/2016/12/08/achieving-inclusivehealth-in-sri-lanka-through-sdgs/
Live it well. (2017). Mental Health [Digital Image]. Retrieved from http://www.liveitwell.
org.uk/Software, P. (n.d.). Healthy Eating Guidelines [Digital Image]. Retrieved from http://
www.hse.ie/eng/about/Who/healthwellbeing/Our-Priority-Programmes/HEAL/
Healthy-Eating-Guidelines/
Extra Bibliography
Toselli, M. (n.d.). Sustainable Development Goals Sketchnote Project #SDGSketch[Digital Image]. Retrieved from http://www.maurotoselli.com/sustainable-development-goals-sketchnotes.html
World Health Organization India. (n.d.). Sustainable Development Goals (SDGs) [Digital Image]. Retrieved from http://www.searo.who.int/india/topics/sustainable-development-goals/Sustainable_Development_Goals/en/

73

74

75

www.un.org/sustainabledevelopment/education

Unit Authors: Edwin Gómez, Michelle Rivera and David Córdova

76

United Nations
Sustainable Development Goal 4:
Quality Education
Summary of SDG 4’s Content and Intent
United Nations Sustainable Development Goal 4: Quality Education (SDG 4) aims to guarantee universal access to inclusive, equitable quality education worldwide. It further intends topromote meaningful lifelong learning for all. Students should be able to develop their full capacities; they should learn and adopt habits of excellence, which include punctuality, compliance, and responsibility in carrying out their school work to the best of their ability. Quality
Education helps students realize their full potential by providing basic knowledge; cognitive,social and emotional skills; creative thinking; problem solving skills; respect for human rights
and cultural diversity. Conditions needed in order to ensure the aforementioned include safe
schools, textbooks, equipment, water, toilets and electricity, among others.
By 2030 all boys and girls shall complete free, equitable and quality primary and secondary education. Equal access should be given to affordable technical and vocational training
as well. By the year 2030, gender and wealth disparities in access to quality education shouldhave been eliminated worldwide.
Children from the poorest households are four times more likely to drop out of school
than their wealthier counterparts. Attention must be paid to increasing adult and child literacy rates, and efforts must be made to enroll and retain more girls in school. In addition, a ruraland urban disparity in school attendance and completion perpetuates low educational levels
in rural areas compared to their urban counterparts.
Poverty, war, conflict, emergencies, child labor and certain cultural norms lead to a highdropout level for children in many parts of the world. In addressing the aforementioned problems, the authors hope that the dropout rates will decrease significantly.

77What awareness should students have acquired by the end of this teaching unit?
By the end of the teaching unit students should be aware of what constitutes quality education, and what amenities are required in order to help ensure its achievement. They should
further know about discrepancies in the quality of education provided within countries andamong counties around the world. They should be able to propose ways to enhance the quality of education locally and globally.

What values and attitudes should students have developed by the end of this teaching unit?
By the end of the unit, students should be aware of and value the multiplicity of factors
required to help ensure top quality education. They should know about the privileging andthe marginalization of different societal sectors in terms of education both locally and aroundthe world.

78

What skills should students have developed by the end of this teaching unit?
This particular unit focuses heavily on Constructivist approaches to education wherestudents learn by doing. By the end of the chapter they should be able to apply their newfoundknowledge and skills to the solution of education-related problems found in their locality.

What behaviors and lifestyle choices should students have adopted by the end of this teaching unit?
This teaching unit is designed to help students become proactive in terms of identifying
and understanding problems and challenges found in their locality. They should be able toapply the skills and knowledge acquired toward the betterment of their school, their homes
and their community.

What possible transformative actions might be put forth to students’ families and communities by the end of this teaching unit?
It is hoped that students will become agents of change by conversing and organizing

with those around them. In this way, they will promote awareness and they will likely initiate
sustainable development activities with peers and community members. In this manner the
students and their community will make use of their newfound knowledge in order to solve
genuine problems and challenges facing their locality.

79

LESSON PLANS, ACTIVITIES AND MATERIALSSDG 4Theme/Topic:

Quality Education

Lesson Outcomes/Objectives:
1. Students will learn what the concept of
Quality Education implies
2. Students will understand their own conditions identifying the main factors that influence the quality of education offered intheir locality
3. Students will be aware and be prepared totake action designed to enhance the qualityof educational opportunities offered in theirlocality
4. Students will spread the knowledge theyacquired with their family and their community

Activities/Tasks:

80

1 Introduction to the concept of Quality Education. What constitutes ‘quality education’?
Is education of equal quality for all people in all places at all times? What differences arefound among and across social groups in your community? In the country? The world?
What advantages are enjoyed by children who receive quality education? What disadvantages are faced by children in schools that lack basic aspects required to ensure educational
excellence? What can be done about these disparities?
2.1 Begin the class asking students how they feel when they are in class, if they feel bored,
angry, sad, happy, enthusiastic, interested, etc.
2.2 Ask them what causes them to feel as they do, exploring – for example – the reasons forthem to have a negative or positive attitude toward the class in several moments at school.
2.3 The teacher explains to them the different factors that influence students in their class-rooms, (health, good nutrition and nourishment, affective support by family or community,
environment, safety, etc. (See sources below)
2.4 Brief students about different factors that can impact on their quality of education (Seesources).
3.1 With the teacher’s help, the group will try to came up with ideas about how to ensure
quality education. Ask students about their personal conditions concerning education. Ask
how they can improve their quality of education.
4.1 The topic can be better understood by other students, teachers, or guests (such as student’s family or official authorities) by making them do different theatrical representations
in which students present skits about high quality education, poor educational situations,and ways to improve the quality of education overall. As a final activity the whole group willdevelop skits that address educational challenges, such as those caused by poor nutritionand nourishment, unsafe environmental conditions, social inequality, limited resources forschools, etc. Other students will assume the role of educational authorities, observing theconditions represented. They will analyze and take actions designed to improve the qualityof education according to the problems presented in the skits.
4.2 In groups of three, students will discuss the following topics: How do nutrition, earlysocial experiences, and family support impact on the quality of education? How is education different for different social classes within a community? A country? The world?
5.1 Ask students what is the purpose of education? Once they’ve brainstormed about thereasons and the objectives for learning, then they could judge the ‘quality’ by seeing how tobest help students fulfill the ‘purposes’ of education at the highest possible level.
5.2 Students must understand and give ideas of how they believe that quality education canbe ensured for all, regardless of economic status, ethnicity, gender, etc.
5.3 Students will provide examples of quality educational programs, and then they will
create one (in teams)

81Teaching materials: (Readings, audio visuals, illustrations, photos, realia)
E-readings (printed); markers, blackboard, smartphone, computers, projector.
“The Sustainable Development Goals Explained: Quality Education”
https://www.youtube.com/watch?v=j65FEmRHTzk“#EducationCan: Sustainable development begins with education”
https://www.youtube.com/watch?v=3OdP7bYe5wk“Quality Education for All”
https://www.youtube.com/watch?v=tluNLTttNJk“Quality Education for the World We Want”
https://www.youtube.com/watch?v=scMho9RAeEQ“High-Quality Education for Every Child, Every Day”
https://www.youtube.com/watch?v=slu9W1Qiqeg“The effect of pre-primary education on primary school performance’’
http://www.sciencedirect.com/science/article/pii/S0047272708001308
Key Questions:82- What does ‘Quality Education’ imply or
include?
- What is the purpose of education?
- What factors influence or improve thequality of education?
- Mention some factors that have an important impact on the quality of education.
- How can you promote Quality Education?
- Why and what should children learn to be‘quality’ students, ‘quality’ human beings and‘quality’ members of society?
- What is the real meaning of quality?
- What is required in order to ensure a quality education for all children in all places at
all times?

Assessment: (Teacher, Peer, Self )Students will be evaluated through a written
or oral quiz in which they have to demonstrate that they learned and understood theidea of Quality Education. They must beable to explain the concept to another person.
Students may do a public theatrical representation about Quality Education before
peers, their family and their community.

Activities student will apply in his/her personal life.
- Students will try to improve their own learning process by influencing external factors inorder to help ensure the highest possible quality of education.
- They will reflect on their own education and how it may be applied in real life. They will
discover what the needs of their respective societies are, and how their education is or is
not designed to fulfill these needs.
Activities student will apply with his/her community
Students will create and share the information they have learned with their relatives andcommunity members using leaflets, skits, etc. They will discuss and discover options thatcan best ensure a higher quality education.
Readings & information sources:- Defining Quality in Education.
https://www.unicef.org/education/files/QualityEducation.PDF- WHO Information Series on School Health
http://apps.who.int/iris/bitstream/10665/63907/1/WHO_HPR_HEP_98.3.pdf- Impacts of preschool environment upon children’s physical activity and sun exposure.
https://ac.els-cdn.com/S0091743505002380/1-s2.0-S0091743505002380-main.pdf ?_tid=1e74d69a-a39c-11e7-a9b5-00000aab0f01&acdnat=1506527838_b929393cf886094cb84ac43d6a6c8216- Indigenous peoples and poverty in Latin America: an empirical analysis
https://www.popline.org/node/294039
Subject skills utilized:
Language
Humanities
Arts
ComputingSocial Studies
CivicsGeography

83Partnerships for the goals: (How can we multiply this and link it at the local, national andinternational levels? i.e. private sector, government, education, civil society, families)- Give leaflets to people.
- Publish a video on the internet concerning diverse aspects of quality education and ensuring equal access to the best possible education for all- Publish education-related information in the school’s magazine or newspaper- Create local public events focusing on Quality Education
Resources/Organisation:
Quality Education
https://www.unicef.org/education/files/QualityEducation.PDF
WHO: Information Series on School Health
http://apps.who.int/iris/bitstream/10665/63907/1/WHO_HPR_HEP_98.3.pdf
Impact of preschool environment upon children’s physical activity and sun exposure
Readings
https://ac.els-cdn.com/S0091743505002380/1-s2.0-S0091743505002380-main.pdf ?_tid=1e74d69a-a39c-11e7-a9b5-00000aab0f01&acdnat=1506527838_b929393cf886094cb84ac43d6a6c8216

84[Indigenous peoples and poverty in Latin America: an empirical analysis] Los pueblos
indígenas y la pobreza en América Latina: un análisis empírico
https://www.popline.org/node/294039

STUDENT SELF-EVALUATION RUBRIC

Kindly provide a brief answer to each question below:

Student’s Name:

How is Quality Education perceived in mycommunity?
What is the importance of developing a
Quality Education?
What are the main factors that influencequality education?
What are the ways in which I can improveeducation? Name and explain them

TEACHER TO STUDENT EVALUATION RUBRIC
Student’s name:
The student understands thefactors required to ensure highquality education
The student demonstrates
knowledge of the importanceof quality education for children and for society.
The student is aware of thechallenges of developing quality education, globally and in
his/her community.

Poor
1

Fair
2

Average3

Good
4

Excellent
585

PEER EVALUATION RUBRIC
Student’s name:Classmate evaluating:
My classmate shows anawareness of the factors involved in developing a quality education.
My classmate understands
the importance of developing a quality education forchildren and for society.

86

My classmate can propose
ways to improve and ensure quality education for
all people in all places at all
times.

Poor
1

Fair
2

Average3

Good
4

Excellent5Videos‘‘The Sustainable Development Goals Explained: Quality Education’’‘‘#EducationCan: Sustainable development
begins with education’’‘‘Quality Education for All87‘‘Quality Education for the World We Want’’‘‘High-Quality Education for Every Child,
Every Day’’

88

Bibliography:
Duval Schools. (2014). Quality Education for All [Video File] Retrieved from https://www.
youtube.com/watch?v=tluNLTttNJk
Global Education First Initiative. (2015). #EducationCan: Sustainable development begins
with education [Video File]. Retrieved from https://www.youtube.com/watch?v=3OdP7bYe5wk
Global Education First Initiative. (2015). Quality Education for the World We Want. Global Education First Initiative [Video File]. Retrieved from https://www.youtube.com/
watch?v=scMho9RAeEQ
Responsive Classroom. (2014). High-Quality Education for Every Child, Every Day [Video
File]. Retrieved from https://www.youtube.com/watch?v=slu9W1Qiqeg
United Nations. (2015). The Sustainable Development Goals Explained: Quality Education[Video File]. Retrieved from https://www.youtube.com/watch?v=j65FEmRHTzk

Articles‘‘Impacts of preschool environment uponchildren’s physical activity and sun exposure”

Image notavailable‘‘WHO Information Series on School
Health’’89‘‘Defining Quality in Education’’90‘‘ [Indigenous peoples and poverty in Latin America: an empirical analysis]Los pueblos indígenas y la pobreza en América Latina: un análisis’’Bibliography
Boldemann C. et al. (2006) Impact of preschool environment upon children’s physical activity
and sun exposure. Retrieved from https://ac.els-cdn.com/S0091743505002380/1-s2.0S0091743505002380-main.pdf ?_tid=1e74d69a-a39c-11e7-a9b5-00000aab0f01&acdnat=1506527838_b929393cf886094cb84ac43d6a6c8216
Psacharopoulos G, Patrinos HA. (1994) [Indigenous peoples and poverty in latin America:
an empirical analysis]Los pueblos indigenas y la pobreza en América Latina: un análisis
empírico. Popline. 1994. Retrieved from https://www.popline.org/node/294039
UNICEF. (2000) Defining Quality in Education. Retrieved from https://www.unicef.org/
education/files/QualityEducation.PDF
World Health Organization (1998). Who information series on school health. Retrieved fromhttp://apps.who.int/iris/bitstream/10665/63907/1/WHO_HPR_HEP_98.3.pdf
Illustrations

91

92

93

Bibliography:
Ashwati. (2013). TN School Facilities Raised-Quality Edu’n Stay Low [Digital Image]. Retrieved from https://www.careerindia.com/news/2013/02/12/tn-school-facilities-raised-quality-education-stay-low-003982.html
Nasar Khan, H. (2016). Making Sense of Quality Education [Digital Image].Retrieved fromhttp://balochistanvoices.com/2016/05/making-sense-of-quality-education/
The Global Goals. (2017). 4 QUALITY EDUCATION. Ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all [Digital Image].
Retrieved from http://www.globalgoals.org/global-goals/quality-education/
UNESCO (2015). Quality Education [Digital Image]. Retrieved from https://en.unesco.org/
world-education-forum-2015/5-key-themes/quality-education

94

95

https://sustainabledevelopment.un.org/sdg5

Unit Authors: Edwin Gómez and David Córdova

96

Sustainable Development Goal 5:
Gender Equality
Summary of SDG 5’s Content and Intent
United Nations’ Sustainable Development Goal 5: Gender Equality (SDG 5) seeks to achieve
gender equality and to empower all women and girls. Around the world, persistent patriarchalsocial norms continue to deprive women and girls of their basic rights on equal footing withmen. Legal systems and judicial norms need to continue changing until full de facto and de jureequality is achieved between the genders.
In familial and intimate partner relationships, physical and sexual violence are frequently
exacted on women and, at times, on children. Non-consensual sex may be forced upon womenby their intimate partner, and decision making power may be denied to females concerning
the use of contraceptives, access to health services and the right to choose what happens to
her physical person.
In nearly half of the cases, intentional homicide against women is committed by an intimate partner or by another family member. This stands in stark contrast to an estimated 6%
of murders of males being committed by people who are not close to them.
Child marriage and the involuntary wedding of girls to older men continue to be problems in both the developed and the developing world. Though the incidence is dropping,female genital mutilation continues to be prevalent in many parts of the world.
Progress toward equality needs to be made in many areas concerning women and work.
Females continue to bear a disproportional burden compared to men in the areas of housekeeping, cooking and child rearing. Unpaid domestic work is a prevalent source of inequality
and economic limitations for women. Though slightly more than half of the world population
is female, women continue to be severely underrepresented in governance, in private sector
management and in public decision making roles in general.

97

A marked pay gap endures, where men around the world are paid significantly more than
women for the same work. In addition to limiting women’s freedom and purchasing power,
the gender pay gap has negative effects on children, since women may dedicate a larger percentage of their income to the children than their male counterparts. While progress is being
made to close the gender gap, patriarchal attitudes and the domination of women by men
have been the norm from time immemorial. As such, it will be a challenge to reach full genderequality by 2030 as proposed by SDG 5.

What awareness should students have acquired by the end of this teaching unit?
Gender relations favoring males over females have been prevalent for millennia. This
intergenerational normalized inequality often escapes people’s awareness because it is seen
simply as ‘the way things are,’ or ‘the way things should be.’ Furthermore, narratives of ‘what
it means to be a virtuous woman’ constitute societal norms that implicitly constrain females
and subordinate them to ancient, ever-prevalent patriarchal norms. By the end of this unit
students should be able to see the internalized structuring mechanisms that have kept womenin a subordinate role to men throughout the ages.

98

What values and attitudes should students have developed by the end of this teaching unit?
By the end of the unit, students should understand that gender equality is in the interest ofall. Women should be accorded the same respect as men, and students of both genders should
uphold this fundamental value in both their attitudes and their actions.

What skills should students have developed by the end of this teaching unit?
Students of both genders should have the skills and the willingness to carry out tasks
that have been traditionally gender-marked. For example, males should be able and willing tocarry out household chores, while women should be capable of conducting tasks in the publicsphere that have traditionally been delegated to men.

What behaviors and lifestyle choices should students have adopted by the end of this teaching unit?
Irrespective of gender, students should begin to adopt a lifestyle where both domestic andpublic work are carried out with equal willingness and ability by all.

What transformative actions might be put forth to students’ families and communities by
the end of this teaching unit?
Students will help raise awareness of persisting gender inequalities in their peer groups,
their homes and their communities. They should become role models for genuine respect
across the genders and for an equal sharing of work by males and females.

99

100

LESSON PLANS, ACTIVITIES AND MATERIALSSDG 5Theme/Topic:
Gender Equality

Lesson Outcomes/Objectives:
1. Students will learn the definition of
Gender Equality.
2. Students will learn some historical facts
regarding Gender Equality.
3. Students will understand some negative
impacts of gender inequality on society, on
children, women, national and international
economies.
4. Students will generate ideas to contributeto the goal of Gender Equality in theircommunity, town, city, country, and theworld.

Activities/Tasks:
1.1 The teacher starts the class by asking students their opinion on Gender Equality. 		
(You may wish to organize an informal debate or discussion about how someone 			would feel discriminated due to his or her gender in a hypothetical situation. The class 		
will discuss and individuals write a personal definition of “gender inequality.”
1.2 Give students a complete definition of Gender Equality (See sources below)
2.1 Brief students about historical events concerning Gender Equality (see sources).
3.1 Discuss the negative repercussions of Gender Inequality. Share your own personal
experiences and asks students if they would like to share their experiences or opinions about
the topic. Males and females alike should be asked to share their personal experiences and/or situations they may have observed.
3.2 Tell students about facts and the impacts regarding the consequences of Gender Inequality in different countries.
4.1 Organize a brainstorming activity in which all students, individually or in groups, comeup with personal ideas to increase Gender Equality in their surroundings. They can promote
their ideas by putting them on a mural, giving leaflets to people, publishing a video on a
YouTube-like webpage or any other way students feel convenient.

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4.2 Students will brainstorm a hypothetical ‘world’ where the genders are genuinely equal,
i.e. in terms of raising children, household responsibilities, equal pay, equal numbersofmales and females in genuine positions of power, etc.
Teaching materials: (Readings, audio visuals, illustrations, photos, realia)
E-readings (or printed e-readings), markers, blackboard, Smartphone, computer, projector.
‘‘Gender Equality’’
https://www.youtube.com/watch?v=j85fGU3PeeY“Calling for Gender Equality in Education”
https://www.youtube.com/watch?v=RQ669Y-SAFg‘‘Gender Equality: the power of change’’
https://www.youtube.com/watch?v=OIsyVZCB3KM‘‘Gender Equality: Now’’
https://www.youtube.com/watch?v=4viXOGvvu0Y“An Introduction to Gender Equality In Education” https://www.youtube.com/
watch?v=7W4l4zpPQOs

102

Key Questions:- What is Gender Equality?
- What are the impacts of Gender Inequality on women? On families? On societies?
On the local and global economies?
- What historical facts do you know about
Gender Equality?
- How can you promote Gender Equality?
- What lifestyle changes can you make topromote gender equality in your immediate
environment?

Assessment: (Teacher, Peer, Self )Students will be evaluated through a written
or an oral quiz, or in teams in which they
have to each develop a key question and record it to upload it on the internet (optional). They may also develop a skit representing a situation of Gender Inequality using
satire (optional).

Activities student will apply in his/her personal life.
- Students will do a self-reflection in order to identify and improve their own ideology,
attitudes and behaviors regarding gender equality.
Activities student will apply with his/her community.
- Students will share what they have learned about gender equality with their family,
friends and community. They will disseminate the information they have learned withthe people with whom they interact, (For example, using pamphlets, infographics, etc.).
Readings & information sources:- ABCs of Women Workers’ Rights and Gender Equality
http://www.ilo.org/wcmsp5/groups/public/---dgreports/---gender/documents/publication/wcms_087314.pdf- The Impacts of Gender Inequality in Education on Economic Growth in Turkey
http://ac.els-cdn.com/S1877042813038822/1-s2.0-S1877042813038822-main.pdf ?_tid=5435b52e-9d93-11e7-8650-00000aacb35e&acdnat=1505864355_bd3f4fda6b67f2840ebeba3fad2e0390- The Women’s Timeline https://www.mmu.ac.uk/equality-and-diversity/doc/gender-equality-timeline.pdf- 12 Steps to Achieve Gender Equality in Our Lifetimes
https://www.theguardian.com/global-development-professionals-network/2016/mar/14/
gender-equality-women-girls-rights-education-empowerment-politics
Subject skills utilized:
Social Studies
Language
Geography
History
Arts
Computing
Civics103

Partnerships for the goals: (How can we multiply this and link it at the local, national andinternational levels? i.e. private sector, government, education, civil society, families)- By giving leaflets to people.
- Publishing a video on internet- Publishing the information in the school’s magazine or newspaper
Resources/Organisation:
International Labour Office. The ABCs of women workers’ rights and gender equality. pp.
91-92. Geneva. 2007. http://www.ilo.org/wcmsp5/groups/public/---dgreports/---gender/
documents/publication/wcms_087314.pdf Accessed September 19, 2017.
The Women’s Timeline.
https://www.mmu.ac.uk/equality-and-diversity/doc/gender-equality-timeline.pdf
Yumusak, I. G., Bilen, M., Ates, H. The Impacts of Gender Inequality in Education on
Economic Growth in Turkey. pp. 1. Elsevier Ltd.
http://ac.els-cdn.com/S1877042813038822/1-s2.0-S1877042813038822-main.pdf ?_tid=5435b52e-9d93-11e7-8650-00000aacb35e&acdnat=1505864355_bd3f4fda6b67f2840ebeba3fad2e0390

104

12 steps to achieve gender equality in our lifetimes.
https://www.theguardian.com/global-development-professionals-network/2016/mar/14/
gender-equality-women-girls-rights-education-empowerment-politics

STUDENT SELF-EVALUATION RUBRIC
Student’s Name:

Kindly provide a short answer below

How is gender equality perceived in mycommunity?
What is the importance of fostering
gender equality?
What are the main negative impacts ofgender inequality?
What are the ways in which I can improve gender equality? Name and explain them.
TEACHER TO STUDENT EVALUATION RUBRIC
Student’s name:
The student knows about theconceptof Gender Equality
			The student demonstrates
knowledge of the detrimental impacts of Gender Inequality
The student is aware of somehistorical facts regarding
Gender Equality
The student is aware of
the importance of Gender
Equality
				

Poor
1

Fair
2

Average3

Good
4

Excellent
5

105

PEER EVALUATION RUBRIC
Student evaluating:

Poor
1

Fair
2

Average3

Good
4

Excellent5

Student evaluated:
My classmate showed an interest in the importance of improving gender equality.
My classmate shows an awareness of the negative impacts ofgender inequality.
My classmate can explain theimportance of gender equality.
My classmate now knows how
to improve gender equality in
our locality.

106

Videos‘‘Calling for Gender Equality in Education”
by GEM Report UNESCO (2015)

‘‘An Introduction to Gender Equality In Education”

107Bibliography:
GEM Report UNESCO. (2015). Calling for Gender Equality in Education [Video File].
Retrieved from https://www.youtube.com/watch?v=RQ669Y-SAFg
IPPF. (2015). Gender Equality: the power of change [Video File]. Retrieved on from https://www.youtube.com/watch?v=OIsyVZCB3KM
OECD. (2012). Gender Equality [Video File]. Retrieved fromwatch?v=j85fGU3PeeY

https://www.youtube.com/

United Nations Girls’ Education Initiative. (2012). AN INTRODUCTION TO GENDER
EQUALITY IN EDUCATION BY EAP UNGEI [Video File]. Retrieved from https://www.youtube.com/watch?v=7W4l4zpPQOs
WorldFish (2014). Gender Equality: Now [Video File] Retrieved on from https://www.youtube.com/watch?v=4viXOGvvu0Y
Articles108Bibliography:
International Labour Office (2007). ABC of women workers’ rights and gender equality.
Retrieved from http://www.ilo.org/wcmsp5/groups/public/---dgreports/--gender/documents/publication/wcms_087314.pdf
Leach Anna. (2016). 12 steps to achieve gender equality in our lifetimes. Retrieved fromhttps://www.theguardian.com/global-development-professionals-network/2016/
mar/14/gender-equality-women-girls-rights-education-empowerment-politics
MMU.AC.(n.d.). The Women’s Timeline. Retrieved from https://www.mmu.ac.uk/equality-and-diversity/doc/gender-equality-timeline.pdf
Yumusak, I. G et al. (n.d.). The Impacts of Gender Inequality in Education on Economic
Growth in Turkey. Retrieved from http://ac.els-cdn.com/S1877042813038822/1-s2.0S1877042813038822-main.pdf ?_tid=5435b52e-9d93-11e7-8650-00000aacb35e&acdnat=1505864355_bd3f4fda6b67f2840ebeba3fad2e0390

109Goal 5: Achieve gender equality and empower all women and girls

Gender equality and education debate

110

111

Face the facts: Gender Equality

Online Course: Engaging Men and Boys in
Gender Equality Programming

Gender Equality a dogma!

112

Bibliography:
Australian Human Rights Commission. (2017). Face the facts: Gender Equality [Digital Image]. Retrieved from https://www.humanrights.gov.au/education/face-facts/
face-facts-gender-equality
European Trade Union Committee for Education. (2016). Gender equality and Education
debate organised by the UNESCO Liaison Office in Brussels with ETUCE [Digital Image]. Retrieved from https://www.csee-etuce.org/en/news/archive/1420-gender-equality-and-education-debate-organised-by-the-unesco-liaison-office-in-brussels-with-etuce
iKnowPolitics. (2015). Online Course: Engaging Men and Boys in Gender Equality Programming [Digital Image]. Retrieved from http://iknowpolitics.org/en/learn/knowledge-resources/online-courses/online-course-engaging-men-and-boys-gender-equality

Salman, A. (2017). Gender equality, a dogma! [Digital Image]. Retrieved from https://dailytimes.com.pk/25033/gender-equality-a-dogma/
United Nations. (2017). Goal 5: Achieve gender equality and empower all women andgirls [Digital Image]. Retrieved from http://www.un.org/sustainabledevelopment/gender-equality/

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115

Unit Author: Cristian López

116

Sustainable Development Goal 6:
Clean Water and Sanitation
SDG 6’s Content and Intent
The aim of United Nations’ Sustainable Development Goal 6: Clean Water and Sanitation(SDG 6) is to ensure the availability and the sustainable management of water and sanitation
for people around the world. Water scarcity. or the lack of sufficient hydrological resources
to meet human water needs is a growing problem around the world. Approximately 39% of
the world’s population faces a situation of water scarcity during some period each year, while
nearly 17% of the total world population lacks access to clean drinking water. Water scarcity
and shortages are exacerbated by climate change – as droughts, floods, water pollution and increased human demand lead to overuse and to the ongoing degradation of existing sources offresh water. When human demand exceeds the amount of potable water available, the resulting overuse leads to the depletion of freshwater and groundwater sources. Each of us can help
solve water depletion problems by reducing our demand for this vital liquid, and by reusing it
whenever possible; we can also look for alternative forms of freshwater capture for household,agriculture and industrial consumption. In addition, wastewater and seawater can be treatedin order to make it fit for human consumption and for agricultural and industrial uses.
One alternative to extraction from freshwater and groundwater sources involves the capture and harvest of rainwater. Looking something like a mesh billboard, ‘fog catchers’ andother devices capture and condense atmospheric moisture. Upon collection, the water is sent
through a filtering system for purification and eventual usage. Other systems include desalinization plants that extract the salts from sea water to make it fit for various forms of humanusage. Wastewater treatment facilities capture, clean and purify used water, making it available
once again to meet our demand. These and other emerging technologies aim to increase andperpetuate the ongoing supply of potable water destined for human consumption.
The term ‘water sanitation’ refers to the processes involved in making clean and safe water
available for all. Among other concerns, SDG 6 calls for the elimination of open defecation,
while paying special attention to the sanitation and hygiene needs of women, girls, and othergroups in situations of vulnerability. Water quality and sanitation can be improved by reducing

117

the release of hazardous chemicals and materials into water systems, eliminating dumping
and reducing the pollution of water sources. Hygiene and sanitation can be increased greatly
through the reduction of standing untreated wastewater, as we seek to increase water recycling
and safe water reuse for peoples around the globe.
Experts note that the achievement of SDG 6 paves the way for reaching several of theother sustainable development goals. For example, hygienic toilets and safe drinking water
increase a society’s productivity by protecting people from water borne diseases. Clean waterand sanitation enhance education (SDG 4) and employment (SDG 8) by allowing people toattend school and to work without disruption. Both education and employment are necessary
for alleviating poverty. In terms of water reuse, the recovery of nutrients embedded in humanwaste, in addition to the reusable water and energy, can contribute to sustainable consumption
and production as expressed in SDG 12. Successful management of wastewater and sanitation further contributes to SDG 11: Sustainable Cities and Communities, among others.

What awareness should students have acquired by the end of this teaching unit?

118

By the end of this unit, students should be aware of the challenges of water scarcity andoveruse, with the accompanying tendency toward fresh and groundwater source depletion.
These processes lead to the dire need for water conservation. Students will be familiar withemerging freshwater capture technologies, as well as methods for wastewater treatment andwater reuse. In addition, they will understand the need to ensure ongoing, affordable accessto clean water and sanitation as a prerequisite for achieving other of the Sustainable Development Goals.

What values and attitudes should students have developed by the end of this teaching unit?
Students should begin to develop habits of water conservation. They should be well awareof how human waste, rubbish and pollution have adverse effects on our water supply which, inturn, reverts back to the human community in the form of health and water scarcity problems.
Both water conservation and the desire to keep water sources clean and safe are values andattitudes which will emerge by the end of the present unit.

What skills should students have developed by the end of this teaching unit?
Students will have the skills that enable them to take concrete steps toward conserving
water and ensuring the cleanliness of our freshwater sources.

What behaviors and lifestyle choices should students have adopted by the end of this teaching unit?
Students will make lifestyle changes in relation to amounts of water that they consume intheir daily lives. They will be aware of and take concrete steps to ensure the cleanliness andsafety of water in their homes, at wastewater sites and in freshwater sources in and aroundtheir communities.

What possible transformative actions might be put forth to students’ families and communities by the end of this teaching unit?
Students will dialogue with family, friends and community members about water scarcity and overuse. They will inform others about emerging technologies aimed at freshwater
capture, treatment, recycling and reuse. They will encourage members of their households todevelop habits of water conservation, as well as educating others about the need and the ways
to help keep freshwater sources clean and safe within their communities.

119

LESSON PLANS, ACTIVITIES AND MATERIALSSDG 6Theme/Topic:
Clean water as a need for our society and forthe environment

120

Lesson Outcomes/Objectives:
1. Students will be able to identify the hydrographic features of their communities
2. Students will learn to value water as a necessity for any type of living being
3. Students will learn the importance of hygiene and clean water
4. Students will learn different ways to sanitize water
5. Students will become aware of emerging
technologies and different ways to obtainwater

Activities/Tasks:
1.1 The teacher will provide relevant and reliable information resources (i.e. books, internet,
firsthand information, etc.) to identify a valuable water body near the school, the neighbourhood or the community. Field trips and nature study tours may be organized wherein
students acquire direct experience in the identification and the study of various water bodies in the community. Students will draw a map and identify in it the location of the bodyor bodies of water.
1.2 Students are required to search for the most important bodies of water in their country
with available information resources.
2.1 Students will think of all the things that they use water for, and make a list of them, as
well as all the places where water can be found. Where does our water come from? Whatfunctions does it serve? (Provide sustenance, host an ecosystem, irrigate plants, etc.). This
activity will be conducted with the aid of the teacher.
2.3 Watch video “Why care about water?”
2.4 Hold a group discussion on the impact of water in life and the role of the human species in the water cycle.

2.5 Reading: “What can you do?” (Kindly refer to the reading below).
3. Watch Video “SDG 6 – Clean Water and Sanitation – Ted Talks.” Discuss and write
down the main reasons to protect clean water and promote sanitation as illustrated in thevideo.
4.1 In teams, think of a contingency scenario and try to imagine whether water will be available in that scenario. If so, would the water be drinkable and safe? If not, what steps can betaken to ensure water availability, safety and hygiene?
4.2 Reading “Water quality” (Kindly refer to the reading below).
4.3 Students make a water filtration system by themselves and filter water with it.
4.4 Video: The solution to water pollution (Kindly refer to the video below)
5.1 Students will think of places in their communities where water procurement is a hardtask for the people living there. They will try to develop a way to help them get water, making a drawing or writing a description about it.
5.2 Videos: “Harvesting Water From the Sky in Arid Peru” and “Warka Water Towers harvest drinkable water from the air”
Teaching materials: (Readings, audio visuals, illustrations, photos, realia)“Why care about water?” https://www.youtube.com/watch?v=Fvkzjt3b-dU“What can you do?” http://www.water -pollution.org.uk/preventingyou.html“SDG 6- Clean Water and Sanitation- Ted Talks” https://www.youtube.com/
watch?v=U5TxygvcmU8“Water quality” http://www.fondriest.com/environmental/measurements/parameters/water-quality/“The solution to water pollution” https://www.youtube.com/watch?v=6Hjlj73zUF0“Harvesting Water From the Sky in Arid Peru” https://www.youtube.com/watch?v=bqZw1MqISvM“The Sustainable Development Goals Explained: Clean Water and Sanitation” https://www.youtube.com/watch?v=LCKsU4bPFOQ

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Key Questions:
Assessment:
What is the role of water on our planet?
Kindly see the Teacher, Peer and Self-assessHow is water important in our everyday ment rubrics below
lives?
What are some important sources of waterprocurement?
How is water used in the home, in industry
and agriculture?
What can I do to preserve water?
How can we ensure that it is clean and safe?
Activities student will apply in his/her personal life.
Please refer to reading “What can you do?” below

Activities student will apply with his/her community
Awareness activities with neighbors and active patrolling of water usage and resources ascommunity members go about their normal activities
Readings & information sources:
https://www.youtube.com/watch?v=Fvkzjt3b-dU

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Subject skills utilized:
Geography
Biology
Natural Science
Social Studies
Civic and Ethics
Partnerships for the goals: (How can we multiply this and link it at the local, national andinternational levels? i.e. private sector, government, education, civil society, families):
With the filter students made in school, ask them to use it at home. Encourage them toteach their friends and neighbors how to build and use one
Resources/Organisation:
How to filter radiation from water http://www.buzzle.com/articles/how-to-filter-radiation-from-water.html

Goal 6—Rising to the Challenge: Enabling Access to Clean and Safe Water Globally
https://unchronicle.un.org/article/goal-6-rising-challenge-enabling-access-clean-andsafe-water-globally
Progress of Goal 6 in 2017 https://sustainabledevelopment.un.org/sdg6
Organization:
The Water Pollution Guide http://www.water-pollution.org.uk/
World Health Organization http://www.who.int/en/

STUDENT SELF-EVALUATION RUBRIC
Student’s Name:

Kindly provide brief answers to the ques		
tions below.

What are the sources of water in my community?
What is the value of clean water for ourcommunity? How is it used? What would
we do without it?
What are the good sanitation conditions I
have? / What are the sanitation deficits I
have?
Which are the ways in which I can access clean water if/when unavailable?
Name and explain them.

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TEACHER TO STUDENT EVALUATION RUBRIC
Student’s name:
The student knows about thesources of water in his/hercommunity
The student demonstrates
knowledge of the importanceof water
The student is aware of thechallenges of providing cleanwater and sanitation globallyand in his/her community
The student is aware of the importance of clean and drinkable water

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Poor
1

Fair
2

Average3

Good
4

Excellent5

PEER EVALUATION RUBRIC
Student’s name:

Poor
1

Fair
2

Average3

Good
4

Excellent
5Classmate evaluating:
My classmate shows an interest in conserving ourcommunity’s water sources
My classmate shows anawareness of the role of water in the environment
My classmate can explain
the importance of clean water and sanitation
My classmate now knows
how to procure and conserve
water for his/her family andcommunity125Videos“Why care about water”?

SDG 6- Clean Water and Sanitation- Ted
Talks ”

126

“The solution to water pollution”

“The Sustainable Development Goals Explained: Clean Water and Sanitation”“The Water Cycle”

Bibliography
Cape Breton Regional Municipality. (2015). The Solution to Water Pollution. [Video File].
Retrieved from https://www.youtube.com/watch?v=6Hjlj73zUF0
Dezeen. (2016). Warka Water Towers harvest drinkable water from the air [Video File]. Retrieved from https://www.youtube.com/watch?v=THJVuinPbc0
Let’s Change. (2017). SDG 6- Clean Water and Sanitation- Ted talks [Video File]. Retrieved
from https://www.youtube.com/watch?v=U5TxygvcmU8
Makeshift. (2015). Harvesting Water From the Sky in Arid Peru [Video File]. Retrieved
from https://www.youtube.com/watch?v=vqZw1MqISvM
National Geographic. (2010). Why Care About Water? | National Geographic [Video File].
Retrieved from https://www.youtube.com/watch?v=Fvkzjt3b-dU
National Science Foundation (2013). The Water Cycle [Video File]. Retrieved from https://www.youtube.com/watch?v=al-do-HGuIk

127

United Nations. (2015). The Sustainable Development Goals Explained: Clean Water andSanitation [Video File]. Retrieved from https://www.youtube.com/watch?v=LCKsU4bPFO
Articles“What can you do?”“A Primer on Water Quality”“Water Quality”

128

Bibliography:
Guides Network. (n.d.). What can you do? Retrieved from http://www.water-pollution.org.
uk/preventingyou.html
FONDRIEST. (2016). Water quality. Retrieved from http://www.fondriest.com/environmental/measurements/parameters/water-quality/
USGS. (2016). A Primer on Water Quality. Retrieved from http://pubs.usgs.gov/fs/fs-02701/
Patane, D. (2011). How to Filter Radiation from Water. Retrieved from http://www.buzzle.
com/articles/how-to-filter-radiation-from-water.html

Illustrations
Homemade water filter

Clean Water and Sanitation

129

Holistic Water Goal

Clean Water and Sanitation

Clean Water and Sanitation

130

Bibliography:
Buzzle. (2017). Homemade Water Filter [Digital Image] Retrieved from https://www.buzzle.
com/articles/homemade-water-filter.html
Global Goals (n.d). Clean Water Sanitation [Digital Image]. Retrieved from http://www.
globalgoals.org/global-goals/clean-water-sanitation/
UN Water. (2016). Holistic Water Goal [Digital Image]. Retrieved from http://www.unwater.org/full-picture-holistic-water-goal/
United Nations India (n.d.). Clean Water and Sanitation [Digital Image]. Retrieved fromhttp://in.one.un.org/page/sustainable-development-goals/sdg-6/
United Nations. (n.d.). Water and Sanitation [Digital Image]. Retrieved from http://www.
un.org/sustainabledevelopment/water-and-sanitation/

131

132

133

https://sustainabledevelopment.un.org/sdg7

Unit Author: Javier Pichardo

134Sustainable Development Goal 7:
Affordable and Clean Energy
SDG 7’s Content and Intent
United Nations Sustainable Development Goal 7: Affordable and Clean Energy (SDG 7)
seeks to ensure access to modern, sustainable, affordable and reliable energy services for all
people everywhere. Targets to be achieved by or before 2030 include providing universal accessto reliable modern energy systems, increasing renewable energy sources in the global energy
mix, improving energy efficiency, providing access to clean energy research and technology,
investing in clean energy, efficient infrastructure and technology, and supplying sustainableenergy services for all people in all places.
Traditional sources of energy production include coal, natural gas and petroleum. Thesefossil fuels have formed under the Earth’s surface through the decomposition of dead organisms
containing energy derived from photosynthetic processes that occurred millions of years ago.
Fossil fuels contain high percentages of carbon, so when they are burned to create energy, thecarbon emissions released contribute alarmingly to atmospheric pollution and global warming.
Nuclear energy is found in the force that holds together the nuclei of atoms, which are
the basic building blocks of all matter found on Earth. In nuclear power plants, nuclear fission is used to create energy by splitting atoms. This process releases vast amounts ofenergy which is then captured to generate electricity. Emitting very small levels of greenhouse gases, nuclear energy production is essentially a clean process compared to emissions generated through the combustion of coal, oil or gas. However, there is a disaster risk
potential if overheated nuclear fuels escape the reactor into the natural environment. In
addition to catastrophic environmental damage, human exposure to high amounts of radiation can cause death, disfiguration and/or illnesses, such as cancer, leukemia, etc.
Renewable energy comes from sources which are naturally replenished, like waves, tides,
rain, wind, sunlight and geothermal heat. Energy obtained from biomass comes from burningorganic material – such as straw, wood, manure, sugarcane, etc. – that has stored sunlight in135the form of chemical energy. These fuels generate energy through biomass combustion, which
releases carbon emissions. In spite of the emissions, they are classified as a renewable energy
sources, since the plants used in energy production can be replaced by growing more plants.
Biofuel produces energy through biological processes, such as anaerobic digestion as opposed to burning fuel produced through non-renewable geological processes – as in the caseof petroleum and natural gas. Wind power utilizes the flow of air through wind turbines topower generators that produce electric power; this is a clean, plentiful renewable and widelydistributed source of energy that does not produce greenhouse gases. Hydropower is a clean
and renewable energy source that utilizes fast running water to power turbines which, inturn, produce energy. Solar energy comes from capturing the radiant light and the heat fromthe sun for generating electricity, heating homes and other useful purposes. Geothermal energy comes from heat sources that are stored in the Earth. It can be utilized, for example,
by harnessing the steam from geysers to generate heat and electrical power. Tidal energy
capture is a form of hydropower that converts the energy from sea and oceanic waves into
electricity. Scientists around the world are currently developing these and other ‘green technologies’ in the hopes of guaranteeing a clean and renewable energy future for the planet.

136

What awareness should students have acquired by the end of this teaching unit?
By the end of the teaching unit, students should have a general awareness of the energy situation of communities and countries around the world. They will have a basic understanding of how
energy is created using ‘traditional’sources – such as fossil fuels and nuclear power.They will know
the advantages and the risks of the conventional forms of energy production. Students will understand the carbon cycle and how carbon stored in natural elements is released in the process of producing energy through traditional sources, thereby exacerbating the process of global warming.
Students will be familiar with renewable and clean sources of energy, and how each ofthese emerging technologies works. They will know the basic premises of SDG 6 and thetargets that are to be met by the year 2030 or before.

What values and attitudes should students have developed by the end of this teaching unit?
Students should understand the need for energy conservation which they will practicein their school, homes and families. Their awareness of the dangers of conventional energy
sources should lead them to value renewable and clean sources of energy production.

What skills should students have developed by the end of this teaching unit?
By the end of the unit students will know how to create simple power generators using
renewable sources, such as flowing water, wind, tidal energy and so on. They should be able toname several sources of clean and renewable energy and to provide a basic explanation of howeach one functions.

What behaviors and lifestyle choices should students have adopted by the end of this teaching unit?
Students should adopt behaviors oriented toward energy conservation in all spheres of
their lives. They should show a preference for, and a basic knowledge of renewable and clean
energy sources.

What possible transformative actions might be put forth to students’ families and communities by the end of this teaching unit?
In formal dialogue sessions and informal conversations, students will share their knowledge
about advantages and disadvantages of different energy options with family, friends and community members. They will provide a basic explanation of how each energy-production technology
functions. Students will make lifestyle changes toward reducing their energy consumption, while
showing a preference for the use and adaptation of clean and renewable energy technologies.

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LESSON PLANS, ACTIVITIES AND MATERIALSSDG 7Theme/Topic:

Affordable and Clean Energy

Activities/Tasks:

138

Lesson Outcomes/Objectives:
Students will:
1. Reflect on the impact that different energy sources could have on our lives
2. Propose ideas relating the global challenges that the world faces concerning Affordable and Clean Energy
3.Understand the advantages and disadvantages of the diverse energy sources
4. Reflect on and understand which energy
sources would be the most appropriate forthe students’ region

1. Reflect on the impact that the different energies sources could have on our lives.
1.1 Students will have an open discussion about their knowledge of non-renewable andrenewable energy sources.
1.2 The teacher and students will watch and discuss the videos “Renewable Energy Explained in 2 ½ Minutes” and “Renewable Energy 101” (See sources below).
1.3 Students will go outside the classroom to investigate and take notes on the knowledge of other people concerning energy sources.
1.4 Non-renewable Energy Sources. The students will watch and reflect with the teacher on the videos “Fossil Fuels 101”, “Coal 101”, “Natural Gas 101” and “Oil 101” (See sources below).
1.5 Renewable energy sources. The students will watch and reflect with the teacher on
the videos “Wind Power 101”, “Water 101”, “Hydropower 101”, “Tidal Power 101”, “Solar101”, “Solar Photovoltaics 101”, “Solar Thermal 101”, “Biomass 101”, “Nuclear 101” and“Geothermal 101” (Below).
1.6 Each student will create a mind map about the energy sources; he or she will present
about his/her preferred source in front of the class.
2. Students will reflect and propose ideas relating the global challenges for Affordable andClean Energy that the world faces today.

2.1 The teacher and students will watch and discuss the video “SDG 7 Affordable andClean Energy:” The reading “SDG 7– Ensure access to reliable, sustainable and affordable
energy for all;” and the Mind Map of SDG 7 to reflect on the global challenges faced intrying to ensure Affordable and Clean Energy for all.
2.2 Students will ask in their homes, schools, on the street, etc. what the people know,
and what they think about Affordable and Clean Energy.
2.3 Students will draw and create posters explaining the challenges concerning Affordable and Clean Energy that the world faces today. They will discuss the matter with theirfamilies and classmates.
3. Understand the advantages and disadvantages of the different energy sources.
3.1 Students will create posters explaining the advantages and disadvantages of renewable and non-renewable energy sources and will present them, preferably in other classes andat home.
3.2 The posters will be placed in different locations around the school and the classroom.
4. Reflect and decide which energy sources would be the most appropriate for the locality.
4.1 In teams or with the whole class, students will reflect on and present the characteristics of the region. The teacher will write them on the board and answers will be discussedwith the students.
4.2 Based on the characteristics of the region, individually or in teams, the students will
present the energy sources that they consider most adequate for the region. The presentation
should include: The name of the energy source, the pros and cons, why that energy source
would be the most adequate, where they would locate it (a point near the city that they
could use).
4.3 If possible, students will present their clean energy proposals to a school authority –like the principal, and to their parents.
Teaching materials: (Readings, audio visuals, illustrations, photos, realia)- “What is Solar Power?” https://video.nationalgeographic.com/video/101-video-shorts/
what-is-solar-power?source=searchvideo- “Renewable Energy 101” https://video.nationalgeographic.com/video/101-videos/renewable-energy-101- “Alternative Energy” https://video.nationalgeographic.com/video/alternative-energy?source=searchvideo

139

140

- “Energy Conservation” https://video.nationalgeographic.com/video/energy-conservation?source=searchvideo- “The future of clean-energyhttps://www.youtube.com/watch?v=jPLiUm9Rp9k.
- “Can 100% renewable energy power the world? - Federico Rosei and Renzo Rosei” https://www.youtube.com/watch?v=RnvCbquYeIM- “A guide to the energy of the Earth - Joshua M. Sneideman” https://www.youtube.com/
watch?v=fHztd6k5ZXY&t=44s- “How do solar panels work? - Richard Komp” https://www.youtube.com/watch?v=xKxrkht7CpY- “Wave and Tide Energy for Prize Money” https://video.nationalgeographic.com/video/
news/saltire-prize-vin?source=searchvideo- “Iowa Wind Power” https://video.nationalgeographic.com/video/wind-power?source=searchvideo.
- “Solar Powered Water Heaters” https://video.nationalgeographic.com/video/culhane-solar-wc?source=searchvideo- “Solar Cooking” https://video.nationalgeographic.com/video/solar-cooking?source=searchvideo- “Solar Roads: Can Streets Become Giant Solar Panels?” https://video.nationalgeographic.
com/video/news/160310-solar-road-france-vin?source=searchvideo- “India: The Power of Pine Needles” https://www.youtube.com/watch?v=mzMoGYbJmVs- “Nuclear Power in the 21st Century – IAEA” https://www.youtube.com/watch?v=8D1SVKjTJE4- “Iceland: Geothermal Energy” https://www.youtube.com/watch?v=ij6h97f3wt4- “VIDEO: Sustainable Energy For All Forum-Clean and affordable energy for all – Howare countries doing?” http://www.un.org/sustainabledevelopment/blog/2017/04/sustainableenergy-for-all-forum-clean-and-affordable-energy-for-all-how-are-countries-doing/- “DSG 7– Ensure access to affordable, reliable, sustainable and affordable energy for all”
(http://www.mdgmonitor.org/sdg7-ensure-access-to-affordable-reliable-sustainable-andmodern-energy-for-all/).
- https://sustainabledevelopment.un.org/content/sdgs/large/Goal-7.jpg

Key Questions:
Assessment: (Teacher, Peer, Self )- What is the impact of the energy sourcesin my life?
- What are the advantages of r e n e w a b l e (Please see the assessment rubrics below)
energy compared to non-renewable energy?
- How can I apply the idea of clean energy
in my region and immediate s u r r o u n d ings?
Activities the student will apply in his/her personal life.
- Students can comprehend, develop and discuss the advantages of Renewable and Affordable Energy Sources as something tangible and attainable for their community.
- Each student will keep an Energy Diary, drawing and counting the houses or buildings
with renewable energy. He or she will also write about ways to gradually promote the shift
to clean energy in the locality.
Activities student will apply with his/her community.
- Explain and present the advantages that Affordable and Clean Energy can bring to thecommunity.
- Work to plant the seeds of awareness among family, friends and community members.
- Explain and present about challenges the world faces today in the area of Affordable andClean Energy.
Readings & information sources:- “What is Solar Power?” https://video.nationalgeographic.com/video/101-video-shorts/
what-is-solar-power?source=searchvideo- “Renewable Energy 101” https://video.nationalgeographic.com/video/101-videos/renewable-energy-101- “Alternative Energy” https://video.nationalgeographic.com/video/alternative-energy?source=searchvideo- “Energy Conservation” https://video.nationalgeographic.com/video/energy-conservation?source=searchvideo- “The future of clean-energy https://www.youtube.com/watch?v=jPLiUm9Rp9k.
- “Can 100% renewable energy power the world? - Federico Rosei and Renzo Rosei” https://www.youtube.com/watch?v=RnvCbquYeIM

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142

- “A guide to the energy of the Earth - Joshua M. Sneideman” https://www.youtube.com/
watch?v=fHztd6k5ZXY&t=44s- “How do solar panels work? - Richard Komp” https://www.youtube.com/watch?v=xKxrkht7CpY- “Wave and Tide Energy for Prize Money” https://video.nationalgeographic.com/video/
news/saltire-prize-vin?source=searchvideo- “Iowa Wind Power” https://video.nationalgeographic.com/video/wind-power?source=searchvideo.
- “Solar Powered Water Heaters” https://video.nationalgeographic.com/video/culhane-solar-wc?source=searchvideo- “Solar Cooking” https://video.nationalgeographic.com/video/solar-cooking?source=searchvideo- “Solar Roads: Can Streets Become Giant Solar Panels?” https://video.nationalgeographic.
com/video/news/160310-solar-road-france-vin?source=searchvideo- “India: The Power of Pine Needles” https://www.youtube.com/watch?v=mzMoGYbJmVs- “Nuclear Power in the 21st Century – IAEA” https://www.youtube.com/watch?v=8D1SVKjTJE4- “Iceland: Geothermal Energy” https://www.youtube.com/watch?v=ij6h97f3wt4- “VIDEO: Sustainable Energy For All Forum-Clean and affordable energy for all – Howare countries doing?” http://www.un.org/sustainabledevelopment/blog/2017/04/sustainableenergy-for-all-forum-clean-and-affordable-energy-for-all-how-are-countries-doing/- “DSG 7– Ensure access to affordable, reliable, sustainable and affordable energy for all”
(http://www.mdgmonitor.org/sdg7-ensure-access-to-affordable-reliable-sustainable-andmodern-energy-for-all/).
- https://sustainabledevelopment.un.org/content/sdgs/large/Goal-7.jpg- Mario Toselli Sustainable Development Goals Sketchnote Project (http://www.maurotoselli.com/sustainable-development-goals-sketchnotes.html).
Subject skills utilized:- Geography- Physics- Natural Sciences- Art and Design- Social Studies

- Civics- Mathematics
Partnerships for the goals: (How can we multiply this and link it at the local, national andinternational levels? i.e. private sector, government, education, civil society, families)- Parents- School authorities- Family- Friends- Elders- Small businesses that students frequent- Governmental authorities
Resources/Organisation:- “SDG 7 – Ensure access to affordable, reliable, sustainable and affordable energy for all”
(http://www.mdgmonitor.org/sdg7-ensure-access-to-affordable-reliable-sustainable-andmodern-energy-for-all/).
- SUSTITUCIÓN https://sustainabledevelopment.un.org/content/sdgs/large/Goal-7.jpg- UN SDG 7 (http://www.un.org/sustainabledevelopment/energy/)- UN Sustainable Goal 7 (https://sustainabledevelopment.un.org/sdg7).
- Clean technica (https://cleantechnica.com/2017/01/22/renewables-now-cheapest-renewable-energy-costs-low-too-high/).
- Video: “A reality check on renewable” (https://www.youtube.com/watch?v=E0W1ZZYIV8o).
- Video: “The missing link to renewable energy” (https://www.youtube.com/watch?v=Sddb0Khx0yA).

143

STUDENT SELF-EVALUATION RUBRIC
Student’s Name:
What are the sources of energy in my community?
How does abundant and reliable energy
make our lives easier? In what ways do we
use it?
What are the challenges that the world faces
today concerning clean and affordable energy? How can we help our communities inthe transformation to clean and affordable
energy sources?

144

Kindly provide a brief response.

TEACHER TO STUDENT EVALUATION RUBRIC
Student’s name:

Poor
1

Fair
2

Average3

Good
4

Excellent
5

The student has learned
about different clean energy
sources and how they function.
The student showed an improvement in the awarenessof the importance of clean
and affordable energy.
The student understands thechallenges faced in the transition to Clean and Affordable Energy in the worldand his/her community.
The student understands theadvantages and disadvantages of each of the different
energy sources.

145

PEER EVALUATION RUBRIC
Student’s name:Classmate evaluating:

Poor
1

Fair
2

Average3

Good
4

Excellent
5

My classmate shows an interest in helping our community transition to clean energy
sources.
My classmate shows anawareness of the importanceof clean energy in the environment.
My classmate can describe
the importance of clean andaffordable energy.

146

My classmate now knows
how to distinguish and present the differences between
clean, renewable and conventional energy sources.
Videos“What is Solar Power?” by National Geographic (n.d)

“Renewable Energy 101” by National Geographic (n.d).

“Alternative Energy” by National Geographic(n.d).

“Energy Conservation” by National Geographic (n.d)

147

“The future of clean-energy” The National(2016)“Can 100% renewable energy power theworld? - Federico Rosei and Renzo Rosei” by
TED-Ed (2017)148“A guide to the energy of the Earth - Joshua
M. Sneideman” by TED-Ed (2014)

“How do solar panels work? - Richard Komp”
by TED-Ed (2016)“Wave and Tide Energy for Prize Money” by
National Geographic (n.d)“Iowa Wind Power” by National Geographic
(n.d)

149

“Solar-Powered Water Heaters” by National
Geographic (n.d)“Solar Cooking” by National Geographic
(n.d)

150

“Solar Roads: Can Streets Become Giant Solar Panels” by National Geographic (n.d)

“India: The Power of Pine Needles” by United
Nations (2015)“Nuclear Power in the 21st Century – IAEA”
by United Nations (2017)“Iceland: Geothermal Energy” by United
Nations (2012)151

“VIDEO: Sustainable Energy For All Forum-Clean and affordable energy for all – Howare countries doing?” by United Nations (2017)

Bibliography
National Geographic. (n.d). “Alternative Energy” [Video file]. Retrieved from: https://video.
nationalgeographic.com/video/alternative-energy?source=searchvideo
National Geographic. (n.d). “Energy Conservation” [Video file]. Retrieved from: https://video.nationalgeographic.com/video/energy-conservation?source=searchvideo
National Geographic.(n.d).“Iowa Wind Power” [Video File]. Retrieved from: https://video.
nationalgeographic.com/video/wind-power?source=searchvideo

152

National Geographic.(n.d).“ Solar Cooking” [Video File]. Retrieved from: https://video.nationalgeographic.com/video/solar-cooking?source=searchvideo
National Geographic.(n.d).“ Solar Powered Water Heaters” [Video File]. Retrieved from:https://video.nationalgeographic.com/video/culhane-solar-wc?source=searchvideo
National Geographic.(2016).“ Solar Roads: Can Streets Become Giant Solar Panels?” [Video File]. Retrieved from: https://video.nationalgeographic.com/video/news/160310-solar-road-france-vin?source=searchvideo
National Geographic.(2016).“Wave and Tide Energy for Prize Money” [Video File]. Retrieved
from:https://video.nationalgeographic.com/video/news/saltire-prize-vin?source=searchvideo
National Geographic. (n.d). “What is Solar Power?” [Video file]. Retrieved from: https://video.nationalgeographic.com/video/101-video-shorts/what-is-solar-power?source=searchvideo

National Geographic. (n.d). “What Renewable Energy 101” [Video file]. Retrieved from:https://video.nationalgeographic.com/video/101-videos/renewable-energy-101
TED-Ed. (2014).“A guide to the energy of the Earth - Joshua M. Sneideman” [Video File].
Retrieved from: https://www.youtube.com/watch?v=fHztd6k5ZXY&t=44s
TED-Ed. (2017). “Can 100% renewable energy power the world? - Federico Rosei and Renzo
Rosei” [Video file]. Retrieved from: https://www.youtube.com/watch?v=RnvCbquYeIM
TED-Ed. (2016).“How do solar panels work? – Richard Komp” [Video File]. Retrieved from:https://www.youtube.com/watch?v=xKxrkht7CpY
The National. (2016). “The future of clean-energy” [Video file]. Retrieved from: https://www.
youtube.com/watch?v=jPLiUm9Rp9k
United Nations. (2012).“Iceland: Geothermal Energy” [Video File]. Retrieved
United Nations.(2015).“India: The Power of Pine Needles” [Video File]. Retrieved from:https://www.youtube.com/watch?v=mzMoGYbJmVs
United Nations. (2017).“Nuclear Power in the 21st Century – IAEA” [Video File]. Retrieved
from: https://www.youtube.com/watch?v=8D1SVKjTJE4
United Nations.(2017).“VIDEO: Sustainable Energy For All Forum-Clean and affordable
energy for all – How are countries doing?” [Video File]. Retrieved From: http://www.
un.org/sustainabledevelopment/blog/2017/04/sustainable-energy-for-all-forum-cleanand-affordable-energy-for-all-how-are-countries-doing/

153

Readings“SDG 7 – Ensure Access to Affordable, Reliable, Sustainable and Modern Energy for All”
by MDG Monitor (2016).

“Sustainable Development Goal 7 – Ensure
Access to Affordable, Reliable, Sustainable
and Modern Energy for All” by UN (2017).

154“Renewables Now Cheapest, But How To
Enable Faster Renewable Energy Growth?”
by Clean Technica (2017).

Bibliography
MDG Monitor (2016). “SDG 7 – Ensure access to affordable, reliable, sustainable and affordable energy for all”. MDG Monitor. Retrieved from: http://www.mdgmonitor.org/
sdg7-ensure-access-to-affordable-reliable-sustainable-and-modern-energy-for-all/.
United Nations (2016).”UN Sustainable Development Goal 7”. United Nations Retrieved
from: https://sustainabledevelopment.un.org/sdg7
Zachary Shahan (2017).“Clean technical”. Clean Technica. Retrieved from:https://
cleantechnica.com/2017/01/22/renewables-now-cheapest-renewable-energy-costs-lowtoo-high/Images“Ensure Access to Affordable, Reliable, Sustainable and Modern Energy for All”

155
Goal 7: Affordable and Clean Energy, by UN
India

Goal 7: Affordable and Clean Energy by
Margreet de Heer (2015)

156“The World in 2030” by Trollbäck + Company (N/A)

UN Energy Statistics by UN (2015)

Bibliography
Margreet de Heer (2015) “Goal 7: Affordable and Clean Energy”. Reading With Pictures.
Retrieved from: http://www.margreetdeheer.com/eng/globalgoals.html
Sustainable Development.(n.d).ENSURE ACCESS TO AFFORDABLE, RELIABLE,SUSTAINABLE AND MODERN ENERGY FOR ALL [Digital image]. Retrieved
from: https://sustainabledevelopment.un.org/content/sdgs/large/Goal-7.jpg
Trollbäck + Company (N/A). “The world in 2030”. getty images. Retrieved from: http://www.
globalgoals.org/outcomes/access-to-electricity/
UN India. “Goal 7. Affordable and Clean Energy”. UN India. Retrieved from: http://in.one.
un.org/page/sustainable-development-goals/sdg-7/
UN (2015). “UN Energy Statistics”. United Nations. Retrieved from: http://www.la.one.
un.org/sdgs/sdg-7-energy

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158

159

Unit Author: Jesús López

160

Sustainable Development Goal 8:
Decent Work and Economic Growth
Summary of SDG 8, Content and Intent
Sustainable Development Goal 8: Decent Work and Economic Growth (SDG 8) promotes
inclusive and sustainable economic growth, full productive employment and decent work forall. While many definitions exist of what constitutes ‘decent work,’ common attributes include
a safe working environment, a living wage, job security, medical and pension plans and, ideally,home loans or other benefits as a part of the employment package. An economic system thatworks on the premise of the ‘greatest possible gain for the least possible input’ doesn’t lend
itself to the sort of work situation described above, as employers, shareholders and financial
institutions seek to maximize their share of the profits generated in a given workplace. In thecurrent system, ongoing growth is required to keep the global and the local economy going.
This ‘growth’ depends on the infinite production of goods that must be consumed by people
around the planet. When the perpetual production and consumption cycle fails, capitalist
economies grind to a halt.
The profit maximization imperative of the business and financial class drives the tendency
toward low wages, with few or non-existent benefits, lack of job security for workers, coupledwith a constant need to exploit natural resources as inputs into the production system. In
today’s economy, the same workers who produce the goods need to be consumers of the goods
produced. However, due to wage suppression, workers often lack sufficient discretionary capital to continue consuming products available on the markets; and without consumption,
demand falters, leading to recessions, depressions, financial collapses and other detrimental
tendencies inherent within the existing economic system.
A further challenge lies in the depletion of natural resources, which must be continually fed into the economic production mechanism at a rate much faster than they are able toreplenish themselves. These and other deep contradictions reveal to us that the global-local
economic system as it functions today is out-of-sync with both human and environmental161

wellbeing – since its very nature requires the ongoing exploitation of human labor and thenatural environment. Sustainable development as a discipline seeks to achieve and to maintain a symbiotic and ongoing balance among economic concerns, human wellbeing, and therestoration and sustainable usage of the natural environment.
Targets of SDG 8 include the aim to sustain a minimum of 7% gross domestic productgrowth per year in least developed countries. To achieve this, economic productivity should be
increased through technological upgrading, innovation and diversification. High value added
and labor intensive productive sectors should be prioritized. Policies need to emphasize productive activities, entrepreneurship, decent job production, creativity and innovation, aiming
to consolidate micro-, small- and medium-sized enterprises, which requires access to reasonably-priced financial services.
Economic growth should be decoupled from environmental degradation. Resource efficiency
as well as sustainable consumption and production should be priorities. Full, productive anddecent employment must be made available for all youth, women, men and people with disabilities who seek it, with equal pay for equal work. All forms of forced labor, modern slavery,
human trafficking and abusive child labor practices should be eliminated. Labor rights andthe provision of safe and secure workplaces need to be guaranteed. Finally, sustainable tourism
shall be promoted in order to create jobs while promoting local culture and products.

162

What awareness should students have acquired by the end of this teaching unit?
By the end of the present unit, students will understand the structural relations between
production, consumptions, wages, worker rights and the environmental challenges caused by
the perpetual consumption-production imperative. They should be familiar with the primarytargets expressed in SDG 8, particularly those pertaining to labor equality, job security, decent
wages, full employment and equal pay for equal work. They will be able to identify the complex links and interdependencies found within the g/local economic system.
What values and attitudes should students have developed by the end of this teaching unit?
Students should value and demand economic justice for all. They should have developed

an awareness and adopted an attitude of advocacy for human wellbeing and for environmental
restoration and sustainable usage.
What skills should students have developed by the end of this teaching unit?
Students should have the analytical skills needed to identify the symbiotic relationships
between profit, wages and worker rights, as well as those between consumption, productionand environmental degradation. They should understand and be able to explain how low
worker’s wages, and the privileging of capital over labor impacts on demand and consumption.

What behaviors and lifestyle choices should students have adopted by the end of this teaching unit?
Students can have a positive impact on the local economy by making conscientious decisions related to their consumption patterns and habits. By knowing the source of available products, students can select those that are environmentally and worker friendly.
They can choose to buy locally and to avoid transnationally-produced items which compete with local industry. Such products have high transport costs and leave a large carbon footprint due to the long distances from the production site to the end consumer.

What possible transformative actions might be put forth to students’ families and communities by the end of this teaching unit?

Students should be able to dialogue with friends, family and community members
about how depressed wages, job insecurity and the lack of basic benefits impact on people’s lives. They should know how the lack of a living wage effects consumption patterns
both globally and locally. They should be able to identify and understand the links between consumption, production and environmental degradation. Students will communicate this knowledge to others, and the authors hope they will take the initiative to create a Local Consumption Campaign for their neighborhood and their larger locality.

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LESSON PLANS, ACTIVITIES AND MATERIALSSDG 8Theme/Topic:
Decent Work and Economic Growth164

Lesson Outcomes/Objectives:
1. To understand ways and means of securing a sustainable living wage for the family.
2. To create social awareness concerning
wage/work hours, worker benefits, health,retirement, producers/consumers, and gender equality in the workplace.
3. To be sensitized toward the balance between families’ needs and income
4. To acquire awareness of safe and effective utilization of Earth’s resources

Activities/Tasks:
1. Familiarize Students with SDG 8
1.1 Show video “Learning about SDG 8” (Referenced below)
1.2 Activity with students where teacher uses cookies representing an economic chartof how different countries have more per capita income than others. Each student will
receive a certain amount of cookies depending on the country designated, in this way
creating awareness of economic inequalities around the world. (See Hunger Banquet
Instructions https://www.oxfamamerica.org/take-action/events/hunger-banquet/ or
http://penniesoftime.com/awareness-activity-teach-kids-about-hunger-through-ahunger-dinner/).
2. Research on local businesses (Field work)
2.1 Students will research in order to discover what the main sources of business 		
and economy are in their community
2.2 Students will interact with small business owners in order to learn about supply, demand, cost and profit-related issues
2.3 Students will observe gender and power dynamics in the work place
3. Offer/propose better ideas for management
3.1 In the classroom, students will discuss their research findings

3.2 In the classroom, students will offer/propose ideas for efficient and sustainable 		management of the place they did their research
4. Students will reflect on how they can improve their families’ economic wellbeing
4.1 Students will write a reflection page with their opinion on the importance of theeconomy, a living wage and how these factors affect their household
4.2 Include ideas on sustainability in the workplace, and how we can still take care of		the planet both at work and at home.
Teaching materials: (Readings, audio visuals, illustrations, photos, realia)
Videos:https://www.youtube.com/watch?v=mZpyJwevPqc
https://www.youtube.com/watch?v=JHGKyunsZBA“Decent Work in the Sustainable Development Goals” https://www.youtube.com/
watch?v=Du0b1brKBhg“Fostering Sustainable Economic Growth, Transformation and Promoting Sustainable
Consumption and Production” https://www.youtube.com/watch?v=akG_50JwUJQ- 17 Goals to Transform our World https://www.flickr.com/photos/xlontrax/28660306374- Sustainable Development Goal 8 https://sustainabledevelopment.un.org/sdg8- Sustainable Development Goals http://www.fao.org/sustainable-development-goals/
goals/goal-8/en/- “Ethiopia – Making Finance for Youth Now” https://www.youtube.com/watch?v=RInju07r9pQ- Economy Chart Illustration https://sc.cnbcfm.com/applications/cnbc.com/resources/
files/2014/04/30/economies_chart_0.jpg
Illustrations:- 10 Principles of Fair Trade http://wfto.com/fair-trade/10-principles-fair-trade- “Decent work and economic growth” http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-8-decent-work-and-economic-growth.html- Economy Chart Illustration
https://sc.cnbcfm.com/applications/cnbc.com/resources/files/2014/04/30/economies_
chart_0.jpg- World Alliance for Breastfeeding Action
http://waba.org.my/breastfeeding-a-key-to-sustainable-development-unicef-worldbreastfeeding-week-2016-message/

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Key Questions:
Assessment: (Teacher, Peer, Self )- How does the larger economy impact on
my family?
Evaluation tables/charts are provided below.
- What contributions can I make to thefamily income?
- How can I make people in my social circle aware of the balance between work andfamily?... About the requirements for a living wage?
Activities student will apply in his/her personal life
Students will write a reflection paper on the impact of the larger economy on their families’
aggregate income in order to gain awareness of what things cost and how the economy
works. They will create a list of the prices of household items they are familiar with, taking note of the cost and later asking parents about the family’s income in relation to theaforementioned costs. This will give students a better view of how their family’s income isdistributed in order to sustain their home.

166

Activities student will apply with his/her community
Students will create awareness about the importance of work and family time by asking
friends in their neighborhood how much time their parents work, how much time they
spend at home and on other activities. As a group, they will generate ideas for economic
growth within their social circle.
Readings & Information Sources:- Sustainable Development Goal 8 https://sustainabledevelopment.un.org/sdg8- Sustainable Development Goals http://www.fao.org/sustainable-development-goals/
goals/goal-8/en/- World Alliance for Breastfeeding Action http://waba.org.my/breastfeeding-a-key-tosustainable-development-unicef-world-breastfeeding-week-2016-message/Subject skills utilized:- Civic and Ethics- Economics- Administration- Math- Social Studies
Partnerships for the goals: (How can we multiply this and link it at the local, national andinternational levels? i.e. private sector, government, education, civil society, families)
1. Create socioeconomic profiles of families in the class, school, neighborhood, city, state,country, etc.
2. Compare global trends in occupations and wage/work hours, health, retirement and other benefits, producers/consumers, and gender equality in the workplace
3. Highlight lifestyles and livelihoods in light of international standards of well being
4. Articles or investigations on utilizing the Earth’s resources without damaging or tampering with its natural course
Resources/Organization:
SDG 8. Decent Work and Economic Growth www.fao.org. (n.d.). Retrieved October 08,
2017, from http://www.fao.org/sustainable-development-goals/goals/goal-8/en/
Breastfeeding: A Key to Sustainable Development UNICEF and WHO Joint Message forWorld Breastfeeding Week 2016. (n.d.). Retrieved October 08, 2017, from http://waba.
org.my/breastfeeding-a-key-to-sustainable-development-unicef-world-breastfeedingweek-2016-message/
Goal 8: Sustainable Development Knowledge Platform. (n.d.). Retrieved October 08, 2017,from https://sustainabledevelopment.un.org/sdg8

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STUDENT SELF-EVALUATION
Student’s Name:
How did my perspective change after thisresearch?
How was my awareness of my family’s income before the research? What new
insights and appreciation have I gained
through the research?
How can I contribute to my family’s income
and economic wellbeing?
What are some things I would like to change
in my family’s economic or labor situation?

168

Please provide brief answers below:

TEACHER TO STUDENT EVALUATION
Student’s name:

Poor
1

Fair
2

Average3

Good
4

Excellent5

Student’s awareness of
economic dynamics in his/her household.
Student’s research reflectsinterest on how to improve
economic growth in theirfamily and social circle.
Student creates awarenessfor others concerning thebalance between work andfamilyStudent contributes ideas
on how to improve local
economic growth without
negatively affecting themselves, their family, or theplanet.

169

PEER EVALUATION RUBRIC
Student’s name:Classmate evaluating:
My classmate understands
the importance of economic sustenance within
his/her family and social
circle.
My classmate demonstrates awareness concerning his/her family’s
income relative to the costof living170

My classmate has developed an idea about how
he/she can contribute totheir family’s overall income and wellbeing.

Poor
1

Fair
2

Average3

Good
4

Excellent5Images:
10 Principles of Fair Trade. By World Fair
Trade Association.

Breastfeeding: A Key to Sustainable Development. By World Alliance for Breastfeeding
Action.

Twelve largest economies by share of world
GDP. By Rightaways.

171

Bibliography
Sarcauga, M. (2017, May 18). 10 Principles of Fair Trade. Retrieved October 08, 2017, fromhttp://wfto.com/fair-trade/10-principles-fair-tradeToselli, M. (2016, August 28). Goal 8. Decent Work and Economic Growth. Retrieved October 08, 2017, from https://www.flickr.com/photos/xlontrax/28660306374
Breastfeeding: A Key to Sustainable Development UNICEF and WHO joint message forWorld Breastfeeding Week 2016. (n.d.). Retrieved October 08, 2017, from http://waba.
org.my/breastfeeding-a-key-to-sustainable-development-unicef-world-breastfeedingweek-2016-message/
Videos:Economic Growth is the Defining Challenge. By Ted Talks.

172“Ethiopia – Making Finance Work for Youth
Now” by United Nations (2018)

“Decent Work in the Sustainable Development Goals” by International Labour Organization (2015)"Fostering Sustainable Economic Growth,
Transformation and Promoting Sustainable
Consumption and Production” by United
Nations (2015)

Economic Growth easily explained (explainity® explainer video)

173
Intro to Economics: Crash Course Econ #1

Articles:
Breastfeeding: A Key to Sustainable Development
UNICEF and WHO Joint Message for World
Breastfeeding Week 2016

Sustainable Development Goal 8: Promotesustained, inclusive and sustainable economic
growth, full and productive employment anddecent work for all

174

Sustainable Development Goal 8: Promotesustained, inclusive and sustainable economic
growth, full and productive employment anddecent work for allBibliography for videos, images, articles
Videos:
Crash Course.(2015). “Income and Wealth Inequality: Crash Course Economics #17” [Video
File]. Retrieved from: https://www.youtube.com/watch?v=0xMCWr0O3Hs
Crash Course.(2015). “Intro to Economics: Crash Course Econ #1” [Video File]. Retrieved
from: https://www.youtube.com/watch?v=3ez10ADR_gM&list=PL8dPuuaLjXtPNZwz5_o_5uirJ8gQXnhEO
Explainity Channel.(2014).”Economic Growth easily explained (explainity® explainer video)” [Video File]. Retrieved from: https://www.youtube.com/watch?v=qC-U76O76X0
International Labour Organization.(2015). “Decent Work in the Sustainable Development
Goals.” [Video File]. Retrieved from: https://www.youtube.com/watch?v=Du0b1brKBhg
International Labour Organization.(2015). “The World of Decent Work Today” [Video File].
Retrieved from: https://www.youtube.com/watch?v=JHGKyunsZBA
International Labour Organization.(2015). “What is Decent Work?” [Video File]. Retrieved
from: https://www.youtube.com/watch?v=mZpyJwevPqc
United Nations Development Programme.(n.d)“Decent work and economic growth” [Digital
Image]. Retrieved from: http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-8-decent-work-and-economic-growth.html
United Nations.(2018).“Ethiopia – Making Finance for Youth Now” [Video File]. Retrieved
From: https://www.youtube.com/watch?v=RInju07r9pQ
United Nations.(2015).”Fostering Sustainable Economic Growth, Transformation and Promoting Sustainable Consumption and Production” [Video File]. Retrieved from: https://www.youtube.com/watch?v=akG_50JwUJQArticles:Food and Agriculture organization of the United Nations.(nd). Promote inclusive and sustainable economic growth, employment and decent work for all. Retrieved from: http://
www.fao.org/sustainable-development-goals/goals/goal-8/en/

175

Sustainable Development.(2017). “Progress of goal 8 in 2017”. Retrieved from: https://sustainabledevelopment.un.org/sdg8
UNICEF.(2016).Breastfeeding: A Key to Sustainable Development UNICEF and WHO
joint message for World Breastfeeding Week 2016. (n.d.). Retrieved from: http://waba.
org.my/breastfeeding-a-key-to-sustainable-development-unicef-world-breastfeedingweek-2016-message/
Illustrations:
Sarcauga, M. (2017). 10 Principles of Fair Trade [Digital Image]. Retrieved October 08, 2017,from http://wfto.com/fair-trade/10-principles-fair-trade
United Nations Development Programme.(nd). Goal 8. Decent Work and Economic Growth[Digital Image]. Retrieved from: http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-8-decent-work-and-economic-growth.html
World Alliance for Breastfeeding Action.(2016).Breastfeeding: A Key to Sustainable Development UNICEF and WHO joint message for World Breastfeeding Week 2016. Retrieved October 08, 2017, from http://waba.org.my/breastfeeding-a-key-to-sustainabledevelopment-unicef-world-breastfeeding-week-2016-message/

176

177

https://sustainabledevelopment.un.org/sdg9

Unit Author: Javier Pichardo

178

United Nations Sustainable Development Goal 9:
Industry, Innovation and Infrastructure
Summary of SDG 9’s Content and Intent
United Nations Sustainable Development Goal 9: Industry, Innovation and Infrastructure(SDG 9) aims to promote sustainable and inclusive industrialization, to foster innovationthat enhances human life while helping restore and manage sustainable environmental usage, and to build sustainable and resilient infrastructure. Investment in innovation and infrastructure are primary drivers of economic growth and, as such, SDG 9 can help guideinvestment decisions in ways that are enhancing to human life and planetary wellbeing. Areas of primary concern for building a sustainable future include green mass transportation
systems and renewable energy, as well as the development of information-communication
technologies and new industries designed specifically for achieving sustainable development.
Technological innovation will be increasingly aimed at providing solutions to environmental and economic challenges in the global and the local milieus. Through green technologies and industries, new jobs are arising in areas that promote energy efficiency and scientificresearch for innovation designed to support sustainable development.
SDG 9 further aims to promote global access to the internet making available the vastand varied forms of knowledge that it provides. Efforts are currently underway to bridge thedigital divide, so that people in the developing world may access information and knowledge that can help them promote innovation and entrepreneurship, as well as the restorationand sustainable usage of the physical environment in their home communities and beyond.

What awareness should students have acquired by the end of this teaching unit?
Students should become aware of the global and local need to develop sustainable industries, lasting and resilient infrastructure, and innovations designed to enhance the g/local

179advance toward a sustainable future for all. They should comprehend and be capable of seeing
the interdependent nature of all the components of SDG 9, as well as understanding causes
and possible solutions to current inequalities arising from unequal levels of development andaccess to development opportunities both locally and around the world.

What values and attitudes should students have developed by the end of this teaching unit?
By the end of this unit students should have a general understanding of the current stateof industry, innovation and infrastructure found at the global and the local levels. They should
comprehend the shifting and dynamic nature of development, and be able to identify theirown personal power to become a part of the movement toward sustainability and inclusiveness wherever they find themselves now and in the future. The authors are confident that thisunderstanding will lead students to adopt values and attitudes that will orient their preference
and their decisions toward seeking employment in industries that prioritize sustainable, inclusive and equitable development for all.

What skills should students have developed by the end of this teaching unit?

180

Students should gain the ability to discern between industries, their technological advances and infrastructural systems that are unsustainable and those that are evolving toward genuine sustainability. They should be able to suggest orientations and directions for furthering
advances toward sustainable industrial development, sustainable and resilient infrastructure,and innovations aimed at promoting ongoing sustainability.

What behaviors and lifestyle choices should students have adopted by the end of this teaching unit?
In addition to the awareness gained, it is hoped that students will shift their consumptionof technological innovations to sustainable usage and re-usage – in this manner opting outof the market-driven race to keep up with technological advances in the myriad gadgets anddevices offered today. As infrastructure for mass, public and green forms of transportation
continues to grow, students should opt for environmentally-friendly forms of mobility when
it is within their power to do so.

What possible transformative actions might be put forth to students’ families and communities by the end of this teaching unit?
Students will be encouraged to sustain an ongoing conversation with family and community members designed to make visible the potential for shifts toward sustainability in local
and global industry, green and sustainable innovation, and infrastructural development using
resilient, environmentally friendly and often re-used or recycled materials, such as the newroads and highways being developed in India employing recycled plastic materials1. Students
are further encouraged to organize and carry out activities with friends, family and community that promote awareness and lifestyle changes toward sustainable industry, innovation andinfrastructure.

181

1“Plastic Roads: India’s Radical plan to bury its garbage beneath the streets,” https://www.theguardian.com/
sustainable-business/2016/jun/30/plastic-road-india-tar-plastic-transport-environment-pollution-waste

LESSON PLANS, ACTIVITIES AND MATERIALSSDG 9Theme/Topic:

Industry, Innovation and Infrastructure

Lesson Outcomes/Objectives:
Students will:- Reflect on the importance of Industry, Innovation and Infrastructure for the development of their community.
- Learn about the challenges and the advantages of developing sustainable Industry,Innovation and Infrastructure.
- Explore the Industry and Infrastructure
found in their communities.
- Present innovative ideas that favor the development of sustainable industry and infrastructure in their locality.

Activities/Tasks:

182

1. Infrastructure
1.1. Students will brainstorm about how industry, innovation and infrastructure maketheir life easier. They will compare today’s industrial and infrastructural advances with different moments in the past.
1.2 The teacher and students will discuss what is infrastructure, with the teacher explaining the different types of infrastructure and its importance in our daily life.
1.3 Students will go around the school 1) identifying infrastructure and how it adds
to our lives. 2) They will discuss what aspects of the existing infrastructure can be improvedin the school.
1.4 Based on their observations, students will discuss what they think their school needs
in terms of infrastructural improvement and why.
1.5 Students will go outside the school to observe and take notes on the infrastructurein their community, 1) to inventory what exists and, 2) to make possible suggestions for
improvement.
1.6 Based on their observations, students will discuss what they think their community
needs in terms of infrastructural improvement and why.

1.7 Students will present a proposal about infrastructure to school and community authorities. They will explain aspects of infrastructural improvement and why they think it is needed.
2. Industry.
2.1 Students will have an open discussion about their knowledge of industry and its importance in their communities in terms of employment, products, services, etc.
2.2 Teacher and students will watch and discuss the videos “Types of industries” (listed
below).
2.3 Students will go outside the school to research and take notes on the types of industry
that are predominant in their region. What functions do the existing industries serve? How
can they be improved? What is the environmental impact that the industries have on theircommunities? What industries are lacking in the locality?
2.4 Based on their observations, students will discuss what is needed in their community interms of industry and why.
2.5 Students will create posters representing the industries present in their community, andthe economic and environmental impacts that they have.
2.6 Students will present and explain the posters to other students and to school authorities. The posters will then be placed around the school
3. Innovation
3.1 Students will have an open discussion about their knowledge of innovation and its
importance in their community.
3.2 Teacher and students will watch and discuss the videos “What is Innovation?” and “TheInnovator” (listed below).
3.3 Students will view the videos “What Makes Bridges so Strong?” and “The twelve mostamazing bridges ever built” (listed below).
3.4 Students and teacher will bring gum, candy and raw pasta to class in order to build abridge, or some type of infrastructural element. The bridge or other element that they build
must be able to sustain itself, or to stand on its own. The teacher will stimulate students’ creativity by encouraging them to explore their ideas about innovation.
3.5 Based on the bridge-construction activity, the students and the teacher will discuss
what they think ‘innovation’ is, how it works, and what must be done in order to support people’s innovative ideas.
3.6 Students will watch the video “Where good ideas come from;” they will discuss andreflect on it (listed below).
3.7 Students will create posters on the importance of innovation.

183

3.8 Students will present the posters to other students and to school authorities. The
posters will be placed around the school.
4. Students will reflect and propose ideas relating to the global challenges faced as we seek
to develop sustainable industries and infrastructure.
4.1 Teacher and students will watch and discuss the videos “Green Growth: a new model for sustainable development in Asia”, “Green Economy and Sustainable Development:
Bringing Back the Social”, “Growing Green Economies” and the ‘Mind Map of SDG 9’(listed below) to reflect on the global challenges concerning Industry, Innovation and Infrastructure that the world faces today.
4.2 Students will create a mind map proposing innovations for sustainable infrastructuraland industrial development for their community and the world.
4.3 Students will draw and create posters explaining the challenges concerning Industry,Innovation and Infrastructure that the world faces today. They will try to discuss it with
their families and classmates.

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Teaching Materials: (Readings, audio visuals, illustrations, photos, realia)- “Sustainable Development Goals Explained: Industry, Innovation and Infrastructure”
https://www.youtube.com/watch?v=wCfNiGLTg-I&t=8s- “Haiti recovery: Rebuilding infrastructure” https://www.youtube.com/watch?v=y4plfLb237M- “UNCDF and inovation”https://www.youtube.com/watch?v=YH9XPqWKHeE&list=
PLwoDFQJEq_0ZM6lHylytd9tNhFYizO_xx- “Infrastructure Development: Four Cities To Benefit From UN-Habitat Project” https://www.youtube.com/watch?v=OTUxQbUVnog- “Infrastructure and Urban Development” https://www.youtube.com/watch?v=kNvmaq3e3Hk- “The 4 commandments of cities - Eduardo Paes” https://www.youtube.com/watch?v=C_
QRAHTw4M8- “10 Innovative Student Projects Reimagine Bangladesh’s Future” https://www.youtube.
com/watch?v=vRVFFNF8rUc- “Branching Out for a Green Economy by Sir David Attenborough”- “Green Growth and Development – It’s Possible https://www.youtube.com/
watch?v=UaDEW26ZeoA- “Mind map of SDG 9” (http://www.maurotoselli.com/sustainable-development-goals-sketchnotes.html)

Key Questions:
Assessment: (Teacher, Peer, Self )- What types of infrastructure support mylife day-by-day?
- What is the importance of infrastructure
for sustaining our way of life each day?
- What is the importance and impact of ex- Please see the evaluation rubrics below
isting industry in my community?
- What can I do to improve both infrastructure and industry in my community?
- What is ‘innovation’ and how can I innovatefor the betterment of my community?
Activities student will apply in his/her personal life.
- Students will keep a diary of “innovation and infrastructure,” exploring and expressing
new ideas that could improve their communities.
- Students will take pictures and draw the “infrastructure” in their community, trying to
make it visible for themselves, and so that others can become more aware of its presence
and its functions in society.
Activities student will apply with his/her community.
- Students will explain the importance and the impact of infrastructure and industry in theircommunities to the adults and people they know.
- Students will make new posters or projects pointing to “infrastructure,” making it visible.
- Students will continue to innovate and help other people to understand the transformative
power of innovation.
Readings & information sources:- “Sustainable Development Goals Explained: Industry, Innovation and Infrastructure”
https://www.youtube.com/watch?v=wCfNiGLTg-I&t=8s- “Haiti recovery: Rebuilding infrastructure” https://www.youtube.com/watch?v=y4plfLb237M- “UNCDF and inovation”https://www.youtube.com/watch?v=YH9XPqWKHeE&list=
PLwoDFQJEq_0ZM6lHylytd9tNhFYizO_xx- “Infrastructure Development: Four Cities To Benefit From UN-Habitat Project” https://www.youtube.com/watch?v=OTUxQbUVnog

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- “Infrastructure and Urban Development” https://www.youtube.com/watch?v=kNvmaq3e3Hk- “The 4 commandments of cities - Eduardo Paes” https://www.youtube.com/watch?v=C_
QRAHTw4M8- “10 Innovative Student Projects Reimagine Bangladesh’s Future” https://www.youtube.
com/watch?v=vRVFFNF8rUc- “Branching Out for a Green Economy by Sir David Attenborough”- “Green Growth and Development – It’s Possible https://www.youtube.com/watch?v=
UaDEW26ZeoA- “Mind map of SDG 9” (http://www.maurotoselli.com/sustainable-development-goals-sketchnotes.html)-“The importance of infrastructure” (https://www.thoughtco.com/what-is-infrastructure-why-important-177733)-“Goal 9: Build resilient infrastructure, promote sustainable industrialization and foster innovation” (http://www.un.org/sustainabledevelopment/infrastructure-industrialization/)-“Goal 9—A Sustainable Future of Infrastructure” (https://unchronicle.un.org/article/
goal-9-sustainable-future-infrastructure

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Subject skills utilized:- Mathematics- Geography- Physics- Natural Sciences- Geography- Arts and Design- Administration
Partnerships for the goals: (How can we multiply this and link it at the local, national andinternational levels? i.e. private sector, government, education, civil society, families)
Engage:- Parents- School authorities- Family- Friends- Older people- Local authorities- Organizations responsible for the infrastructure of the community- Government
Resources/Organisation:- “The importance of infrastructure” (https://www.thoughtco.com/what-is-infrastructurewhy-important-177733)- “Goal 9: Build resilient infrastructure, promote sustainable industrialization and foster
innovation” (http://www.un.org/sustainabledevelopment/infrastructure-industrialization/)- “Goal 9 – A Sustainable Future of Infrastructure” (https://unchronicle.un.org/article/
goal- 9-sustainable-future-infrastructure)

STUDENT SELF-EVALUATION RUBRIC
Student’s Name:

Explain the importance of infrastructure inyour community.
What services do infrastructure and industry provide in my community?
What infrastructure is lacking in my community, or how can existing infrastructure be
improved in line with sustainable development?
What is the importance of innovation?
How can I innovate for positive transformations in my community?
Explain the challenges that the world faces
today concerning Industry, Innovation andInfrastructure.

Kindly provide short answers below.

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TEACHER TO STUDENT EVALUATION RUBRIC
Student’s Name:
The student can identify thedifferent types of infrastructure existing in the community.
The student is aware of theservices provided and theoverall impacts of infrastructure and industry on people’s
lives.
The student is aware of thechallenges facing his/hercommunity in the areas of Industry, Innovation and Infrastructure.

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The student is able to propose
and innovate transformative
solutions to challenges facedin the community.

Poor
1

Fair
2

Average3

Good
4

Excellent5

PEER EVALUATION RUBRIC
Student’s name:

Poor
1

Fair
2

Average3

Good
4

Excellent
5Classmate evaluating:
My classmate has identified
and understands benefits andchallenges concerning Industry, Innovation and Infrastructure in our community.
My classmate is aware of therole of industry, infrastructure
and innovation in our daily
lives.
My classmate is aware of thelimitations and the challenges
facing industry, infrastructure
and innovation in our community.
My classmate knows how topresent and distinguish advantages of having green andresponsible industry and infrastructure in the community.

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Videos“Urbanization and the future of cities” byVance Kite (2013).

“Sustainable Development Goals Explained:
Industry, Innovation and Infrastructure” byUnited Nationes (2015).“What is Innovation?” by David Brier & Rafa Galeano (2013).

190“Haiti recovery: Rebuilding infrastructure” byUnited Nationes (2015).

“UNCDF, and Innovation” by United Nationes (2018).

“Infrastructure Developmnet: Four Cities to
Benefit from UN-Habitat Project” by United
Nations (2016).

“Infrastructure and Urban Development” byWorld Economic Forum (2013).

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“The 4 commandments of cities – Eduardo
Paes” by TED-Ed (2013).

“10 Innovative Student Projects Reimagine
Bangladesh’s Future” by World Bank (2016).

192“Branching Out for a Green Economy by
Sir David Attenborough” by United Nations(2011).

“Green Growth and Development – It’s possible by World Bank (2010)

Bibliography
Topic 1: Infrastructure.
Kite V. (2013).“Urbanization and the future of cities- Vance Kite”. Ted Talks. Retrieved from:https://ed.ted.com/lessons/urbanization-and-the-future-of-cities-vance-kite
Topic 2: Industry.
Channels Television.(2016).“Infrastructure Development: Four Cities To Benefit From
UN-Habitat Project” [Video File]. Retrived from: https://www.youtube.com/watch?v=OTUxQbUVnog
TED-Ed.(2013).“The 4 commandments of cities - Eduardo Paes” [Video File]. Retrieved
from: https://www.youtube.com/watch?v=C_QRAHTw4M8
United Nations.(2011).“Branching Out for a Green Economy by Sir David Attenborough”[Video File]. Retrieved from: https://www.youtube.com/watch?v=aIknTqWNy9Y&t=55s
United Nations.(2010). “Haiti recovery: Rebuilding infrastructure” [Video File]. Retrieved
from: https://www.youtube.com/watch?v=y4plfLb237M
United Nations.(2015). “Sustainable Development Goals Explained: Industry, Innovation
and Infrastructure” [Video File]. Retrieved from: https://www.youtube.com/watch?v=wCfNiGLTg-I&t=8s
United Nations.(2018). “UNCDF and inovation” [Video File]. Retrieved from: https://www.
youtube.com/watch?v=YH9XPqWKHeE&list=PLwoDFQJEq_0ZM6lHylytd9tNhFYizO_xx

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World Bank.(2010).“Green Growth and Development – It’s Possible” [Video File]. Retrieved
from: https://www.youtube.com/watch?v=UaDEW26ZeoA
World Economic Forum.(2013).“Infrastructure and Urban Development” [Video File]. Retrieved from: https://www.youtube.com/watch?v=kNvmaq3e3Hk
World Bank.“10 Innovative Student Projects Reimagine Bangladesh’s Future” [Video File].
Retrieved from: https://www.youtube.com/watch?v=vRVFFNF8rUc

Readings“The Importance of Infrastructure” by Jackie
Kraven (2017).

194“Goal 9: Build resilient infrastructure, promote sustainable industrialization and foster
innovation” by UN.

“Goal 9—A Sustainable Future of Infrastructure” by UN (2015).

Bibliography
Faremo G, (2015).“Goal 9—A Sustainable Future of Infrastructure”. United Nations. Retrieved from: https://unchronicle.un.org/article/goal-9-sustainable-future-infrastructure
Kraven, J. (2017)“The importance of Infrastructure”. Thought Co. Retrieved from: https://www.thoughtco.com/what-is-infrastructure-why-important-177733
United Nations.“Goal 9: Build resilient infrastructure, promote sustainable industrializationand foster innovation”. United Nations. Retrieved from: http://www.un.org/sustainabledevelopment/infrastructure-industrialization/

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Images“Goal 9: Industry, Innovation and Infrastructure” by Margreet de Heer (2015).

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“Goal 9: Build resilient infrastructure, promote
inclusive and sustainable industrialization andfoster innovation” by Mauro Toselli (2016).

Bibliography
Topic 1: Infrastructure
De Herr, M. (2015).“Goal 9: Industry, Innovation and Infrastructure”. Comics United Nations. Retrieved from: http://cdn.worldslargestlesson.globalgoals.org/2016/06/A-To-DoList-for-the-Planet_Page_10_Image_0001.jpg
Topic 3: Innovation
Toselli, M. (2016).“Goal 9: Build resilient infrastructure, promote inclusive and sustainableindustrialization and foster innovation”. SDGsketch. Retrieved from: http://www.maurotoselli.com/sustainable-development-goals-sketchnotes.html

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199

Unit Author: Ramón Hernández and Yessica Vega

200

United Nations Sustainable
Development Goal 10: Reduced Inequalities
Summary of SDG 10’s Content and Intent
United Nations Sustainable Development Goal 10: Reduced Inequalities (SDG 10) aims to
reduce inequalities that continue to widen among various sections of the society and the community. The gap between the rich and the poor, the advantaged and the disadvantaged withregard to education, availability of resources and access to opportunities is widening in spiteof urbanization, developments in science and technology, knowledge generation and the information explosion. In developing countries, inequality has increased by eleven percent if wetake into account population growth. Sound policies are required to reduce inequalities and toempower the lower percentile of disadvantaged segments of local, national and global society.

What awareness should students have acquired by the end of this teaching unit?
SDG 10 will build awareness and enhance knowledge with regard to the harsh reality ofpersistent inequalities among countries and among societal sectors within nation-states. The
various forms of inequality are addressed, and students will be able to ascertain the structural
reasons for the prevalence of ongoing inequalities. Through the lesson, students will develop
the capacity to address the underlying causes of persistent inequalities and do their bit toreduce the gaps by understanding what is in their control to change and what is beyond it.
Students will also be prepared to address inequalities that exist in terms of gender, ethnicity,
availability of resources and wealth. Students will be motivated and inspired to attempt lifestyle changes that reduce inequality in the aforementioned and in other aspects of life.

What values and attitudes should students have developed by the end of this teaching unit?
By the end of this unit students should have a general understanding of the prevalenceof inequality and its various dimensions across different parts of the world. They should havedeveloped the social values of service-mindedness, empathy, inclusiveness, tolerance, respon-

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sible livelihood, independent thinking and accountability. The authors are confident that
this understanding will lead students to adopt values and attitudes, and to provide them withskills that help them recognize their power to become an instrumental force to minimize inequalities among peers, classmates, other students in the school, family members, parents andmembers of the larger community.

What skills should students have developed by the end of this teaching unit?
By the end of the unit, students will have developed analytical and critical thinking on
issues related to inequality. Problem solving skills will be enhanced through constructive engagement with issues and practices of inequality found in their lives and in their locality.
Students will apply knowledge acquired by offering and disseminating solutions to societal,
economic and environmental inequalities.

What behaviors and lifestyle choices should students have adopted by the end of this teaching
unit?

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In addition to the awareness gained, students will recognize and be concerned about local,
national and global inequalities. They will engage as responsible members of society in orderto reduce the inequalities. After the unit, students will be equipped with the skills required tobuild capabilities and to negotiate in favor of disadvantaged members of society, treating allwith respect and dignity. They will strive to educate others who are educationally disadvantaged, imparting digital literacy to the digitally disadvantaged. Once students gain confidence
and realize that they can make a difference in other people's lives, they will be motivated, encouraged and inspired to behave responsibly toward achieving the goals targeted for SDG 10.

What possible transformative actions might be put forth to students’ families and communities
by the end of this teaching unit?
Students will be encouraged to communicate with peers, family and community members
in order to motivate, encourage and inspire others to do their part toward reducing inequali-

ties in their local milieu. Awareness building with their peers about disadvantaged sections ofsociety will contribute to adopting best practices for emulation and replication. Students arefurther encouraged to organize and carry out activities with friends, family and community
members that promote awareness and lifestyle changes towards reducing inequalities locally,nationally and globally.

LESSON PLANS, ACTIVITIES AND MATERIALSSDG 10
Theme/Topic:
Reduced Inequalities

Lesson Outcomes/Objectives:- Students will acquire information on inequality- Students will attain concepts on various
forms and diverse aspects of inequality i.e.
gender, structural, racial, wealth distribution, access to myriad types of resources, etc.
- Students will be able to propose lifestylechanges that reduce inequality in the aforementioned and other aspects of life
- Students will develop analytical and critical thinking on issues related to inequality- Students will develop problem solving
skills through their constructive engagement with the issues and practices of inequality- Students will apply knowledge acquiredby generating and disseminating solutions
to societal, economic and environmental inequalities- Students will develop skills towards eliminating all forms of inequality203

Activities/Tasks:- A brainstorming activity will be conducted to assess students’ awareness of the concept ofinequality and issues related to inequality that exist around them
- The teacher will ask students to identify areas where inequality is prevalent- Students will cite reasons for the prevalence of inequality- The teacher and students will discuss where and why various forms of inequality exist- The teacher will show the students a set of videos with information on inequality (Seevideo listings below)- Students will be given a scenario in which they will analyze, identify and propose ways torectify various forms of inequality that exist in human societies
Teaching materials: (Readings, audio visuals, illustrations, photos, realia)

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Videos- Familiarize Students with SDG 10- Students browse the content and acquire preliminary information on inequality. A platform for discussion and generating new ideas may be attempted by watching following
videos:- “These are the best countries at reducing inequality”https://www.youtube.com/
watch?v=ptdqs88Jd5Q- “10 best countries at sharing wealth” https://www.youtube.com/watch?v=i53NGThBdoc- Bill Gates: How to Narrow the Gap of Inequality https://www.youtube.com/
watch?v=9omR20_jF68- Why Some Countries Are Poor and Others Rich. https://www.youtube.com/watch?v=94V3HR696k-“The Sustainable Development Goals Explained: Reduced Inequalities” https://www.youtube.com/watch?v=09pF3-qrpoQ- Goal 10: Reduced Inequalities http://4dj7dt2ychlw3310xlowzop2.wpengine.netdna-cdn.
com/wp-content/uploads/2016/09/de_heer_full_set-page-011.jpg- “Goal 10 - Reduced Inequalities” https://www.gsma.com/betterfuture/wp-content/uploads/2016/02/GSMA_UN_SDG_Microsite-Infographics_02-10.png- The Miniature Earth http://www.miniature-earth.com/- “UNICEF:Progress on the Millennium Development Goals, with Equity, in Nepal”
https://www.youtube.com/watch?v=3zcqRrotJJM

- “Reduce inequality within and among countries” https://r3a8snvjie-flywheel.netdna-ssl.
com/wp-content/uploads/Goal-10-e1439199969963.jpg- Students will become aware of the actual situation concerning inequalities - why inequality exists and what as global citizens we can do to reduce it or eliminate it altogether. http://
www.comicsunitingnations.org/comics/- Students in groups will analyze the information collected, and based on facts acquired
will think of possible solutions to address these inequalities- Students will explore examples and contexts of inequalities that exist in their communityand locality
Key Questions:- What is inequality?
- Where do you see inequality?
- What are the various forms of inequality
found in human societies?
- What are the historical and present-day
causes of these inequalities?
- Are some forms of inequality necessaryand helpful? If so, please give examples
and explain why they are useful or necessary.
- What forms of inequality were you awareof before this course?
- Once you’ve identified various forms of inequality, what sort of solutions can you propose in order to reduce them?

Assessment: (Teacher, Peer, Self )In-class participation
Quizzes
Presentation(Please see the evaluation rubrics below)

Activities student will apply in his/her personal life
- Students will assess the level of inequality found in their society, i.e. with respect to classmates, peers, neighborhoods, etc. They will reflect on whether the inequality needs to be
overcome and, if so, how?
- What are the underlying causes of the inequalities identified?
- What steps can we take as individuals to reduce inequalities that are evident in our community and society?
- Students will be encouraged to get involved in local programs regarding inequality issues

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Activities student will apply with his/her community- Students will propose a project focusing on a particular type of inequality, i.e. gender, class,racial, educational, economic, digital, social, economic, etc.
- Each student will present a study based on first-hand information collected from theirlocality- Students will brainstorm on possible solutions and means to minimize inequalities- Students will reflect on measures that can be taken at the individual, local and governmental levels to reduce inequalities
Readings & Information Sources:- SDG 10: Reduced Inequalities, The Challenge http://in.one.un.org/page/sustainable-development-goals/sdg-10/ http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-10-reduced-inequalities.html- How I teach students about equality: only Smarties have the answer https://www.
theguardian.com/teacher-network/2015/jan/28/teach-students-equality-smarties- “Equality: why it matters” http://www.un.org/sustainabledevelopment/wp-content/uploads/2018/01/16-00055j_Why-it-Matters_Goal10_Equality_new-icon.pdf- Poor concentration: Poverty reduces brainpower needed for navigating other areas of life
https://www.princeton.edu/news/2013/08/29/poor-concentration-poverty-reduces-brainpower-needed-navigating-other-areas-life

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Subject skills utilized:- Social Studies- Civics and ethics- Mathematics- Analytical thinking- Critical thinking- Problem solving skills
Partnerships for the goals:- Students will work together as a group- Students will talk about inequality and enhance awareness in their social circle- Students can encourage the family to take an active part in activities in the community
regarding inequality

STUDENT SELF-EVALUATION RUBRIC
Student’s Name:

Give a brief summary of the types and thenature of inequalities among members ofsociety

Kindly provide brief answers
to the questions below.

Briefly cite structural reasons for inequalities
Briefly explain the challenges your community, your country and the world face withrespect to reducing inequalities
Compare your country with neighbouring
countries with respect to various inequalities
Compare your country with countries onother continents with respect to various inequalities

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TEACHER TO STUDENT EVALUATION RUBRIC
Student’s name:
The student understands theconcept of inequality
The student understands thevarious types of inequalities
The student understands thevarious reasons for the prevalence of inequalities andthe structures underlyingthem
The student is aware of thechallenges to be faced as weseek to establish equality
among all citizens

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The student can identify andpropose solutions for the
existing challenges to SDG
10: Reducing Inequalities

Poor
1

Fair
2

Average3

Good
4

Excellent5

PEER EVALUATION RUBRIC
Student’s name:Classmate evaluating:

Poor
1

Fair
2

Average3

Good
4

Excellent
5

My classmate shows an understanding of the conceptsof equality and inequality
My classmate is aware of
the various types of inequalities
My classmate is aware of
the challenges to promoting
and implementing equality
among all citizens
My classmate can identify
and propose solutions forthe existing challenges for
SDG 10: Reducing Inequalities

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Videos“These are the best countries at reducing inequeality”
by World Economic Forum (2017)“10 Best Countries at Sharing Wealth”
by The Daily Conversation (2017)

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Bill Gates: How to Narrow the Gap of Inequality

Why Some Countries Are Poor and Others
Rich

The Sustainable Development Goals Explained: Reduced Inequalities.

Bibliography
Bloomerang. (2015). “Bill Gates: How to Narrow the Gap of Inequality” [Video File]. Retrieved, from https://www.youtube.com/watch?v=9omR20_jF68
The School of Life. (2014). “Why Some Countries Are Poor and Others Rich” [Video File].
Retrieved from: https://www.youtube.com/watch?v=9-4V3HR696k
The Daily Conversation. (2017).“10 best countries at sharing wealth” [Video File]. Retrieved
from: https://www.youtube.com/watch?v=i53NGThBdoc
United Nations.(2015). “The Sustainable Development Goals Explained: Reduced Inequalities” [Video Files]. Retrieved from: https://www.youtube.com/watch?v=09pF3-qrpoQWorld Economic Forum. (2017). “These are the best countries at reducing inequality” [Video
Files]. Retrieved from: https://www.youtube.com/watch?v=ptdqs88Jd5Q

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Readings
1-Poor concentration: Poverty reduces brainpower needed for navigating other areas oflife.

2-How I teach students about equality: only
Smarties have the answer.

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“Equality: why it matters”

Bibliography
Arnold-Forster, A. (2015). How I teach students about equality: only Smarties have theanswer. Retrieved from: https://www.theguardian.com/teacher-network/2015/jan/28/
teach-students-equality-smarties
Kelly, M. (2013). Poor concentration: Poverty reduces brainpower needed for navigating otherareas of life. Retrieved from: https://www.princeton.edu/news/20/3/08/29/poor-concentration-poverty-reduces-brainpower-needed-navigating-other-areas-life
United Nations. (n.d.).Equality: why it matters. United Nations. Retrieved on March 18, 2018,from:http://www.un.org/sustainabledevelopment/wp-content/uploads/2018/01/1600055j_Why-it-Matters_Goal10_Equality_new-icon.pdf

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214

215

Unit Author: Javier Pichardo

216

United Nations Sustainable Development Goal 11:
Sustainable Cities and Communities
Summary of SDG 11’s Content and Intent
United Nations Sustainable Development Goal 11: (SDG 11) aims to promote the development of Sustainable Cities and Communities. Rapid urbanization is exerting multiple typesof pressure on life in cities. Most of the world’s cities face problems of overpopulation andconstraints on space, infrastructure, fresh water supplies, sewage, housing, education, publichealth, etc. At the time of writing, in 2017, half of humanity – 3.5 billion people – lives in cities, and by 2030 it is estimated that six out of 10 people will be city dwellers. The world’s cities
account for 60 to 80% of all energy consumption and 75% of the planet’s carbon emissions.
Thirty percent of the world’s urban population lives in slums, and in Sub-Saharan Africa, overhalf of all city dwellers are slum dwellers.
What awareness should students have acquired by the end of this teaching unit?
Students will gain awareness of the characteristic features of urban dwelling. They will
understand the multiple challenges faced as we attempt to shift toward sustainable cities,
sustainable communities and sustainable livelihoods. By the end of the unit students will beaware of the problems and the constraints of living in cities. They will be able to propose corrective measures that may be implemented as society moves toward sustainability.
What values and attitudes should students have developed by the end of this teaching unit?
By the end of this unit students will have a general understanding of the current state ofdevelopment in cities. They will have developed values of environmental stewardship, sustainable living and responsible livelihood. They may become advocates for green technologies.
They will see and appreciate the sustainable choices made by others, and they will likely adopt
sustainable practices for their own lives, their families and communities.

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What skills should students have developed by the end of this teaching unit?
By the end of the unit, students should be equipped with skills that help them evolve toward
ever-more sustainable lifestyles. The development of these skills begins with environmental
consciousness and conscientization. Problem solving, analytical and critical thinking will also beenhanced as students become aware of challenges and seek ways to evolve toward more sustainable urban spaces and lifestyles. Students will apply knowledge acquired by articulation and dissemination of right practices through social engagements with peers and community members.
What behaviors and lifestyle choices should students have adopted by the end of this teaching unit?
In addition to the awareness gained, it is hoped that the students will recognize
the attributes of sustainability and develop tendencies toward sustainable living. They
will adopt and adapt to sustainability and advocate for right and best practices for sustainable living. As responsible and informed members of society students will assumeroles as agents of change and sustainable engineers of the future. They will be involved inknowledge dissemination and capacity building with other members of the community.

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What possible transformative actions might be put forth to students’ families and communities by the end of this teaching unit?
Students will communicate with peers, family and community members in order to encourage them to adopt sustainable practices in their day-to-day lives at home, and in their
immediate surroundings, neighbourhoods, schools and public places. They will gain confidence, direction and inspiration from youth-led initiatives of other countries; they will be
motivated to make solid efforts toward achieving urban sustainability as expressed in SDG 11.

LESSON PLANS, ACTIVITIES AND MATERIALSSDG 11
Theme/Topic:
Sustainable Cities and Communities

Lesson Outcomes/Objectives:
Students will:
1. Understand the impact of architecture andurbanization on their lives and the environment
2. Question how the design of the city affects
their daily lives and the natural environment
3. Question the design of the city and community, reflecting on what can be improved
and what has been done right in terms ofsustainability and wellbeing
4. Identify challenges to developing sustainable cities and communities locally andglobally
5. Propose options designed to help communities evolve toward sustainable cities andcommunities

Activities/Tasks:
1. Buildings
1.1 Students will brainstorm on what makes a good building and how buildings affecttheir daily lives
1.2 The teacher and students will watch and discuss the videos “What Is Sick Building
Syndrome?,” “Sick Building Syndrome” and “Why design matters.”
1. Students will go around the school observing, drawing and writing what they think
about the school’s design – what they like, what they don’t like, what they find ugly, what
they find beautiful, etc. They will brainstorm how to make the school grounds more sustainable
1.4 This exercise will also be applied in their homes
1.5 The teacher and students will watch and discuss the videos “AD Interviews: Alejandro Aravena / Pritzker Laureate 2016”,“Bjarke Ingels “Good design is careful, bad design

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220

is careless””, “Art/Architecture - Dieter Rams”, “How to make an attractive city” and “Tu
Delft –Tu Delft | Global Initiative – SDG 11: Sustainable cities and communities”
2. Students will present a proposal, including drawings to one of the school authorities explaining how the school can be made more sustainable
3. City
3.1 Students will brainstorm about how the design of their city affects their lives and theenvironment.
3.2 The teacher and students will watch and discuss the videos “How to build a bettercity” and “One Reason Homes Cost So Much” “Adam Ruins Everything–Why jaywalking
is a crime”.
3.3 Students will go outside the school and they will walk the city observing, drawing andwriting what they think about the city -what they like, what they don’t like, what they findugly, what they find beautiful, etc.
3.4 Based on their observations, students will brainstorm on how their city can be mademore sustainable
3.5 The teacher and students will watch and discuss the videos “How highways wreckedAmerican cities” and “Superblocks: How Barcelona is taking city streets back from cars”“The real reason street cars are making a comeback.”
3.6 Students will create posters describing what they think can be improved in their city,
why and how.
3.7 Students will present the posters to other students and school authorities and they
will be placed around the school.
4. SDG 11 Sustainable Cities and Communities.
4.1 The teacher and students will watch and discuss the videos “Learning about SDG
11,” “Creating Sustainable Cities,” “What is an Eco City” and “The sustainability challenge
explained (through animation)” .
4.2 Based on the videos the students will brainstorm with the teacher, reflecting on thechallenges for SDG 9 and possible solutions.
4.3 Students will watch the videos “Water Sensitive Urban Design,” “Berlin is Becominga Sponge City,” “Detroit Voices: A Community Calls Out for Change,” “Urban Farming
Grows in Detroit” and “DIF Animation 1: Regenerative Cities.”
4.4 Students will create posters explaining the challenges and possible solutions for SDG
11.

4.5 Students will present the posters to other students and school authorities explaining
their posters, which will be placed around the school.
Note: The teacher will show the posters presented in “Sustainable Communities in NY”
and “Goal 11. Sustainable Cities and Communities by Mauro Toselli” to the students as
examples.
Teaching materials: (Readings, audio visuals, illustrations, photos, realia)- “What Is Sick Building Syndrome?” (https://www.youtube.com/watch?v=mmho_iKsfQo)- “Sustainable Development Goals Explained: Sustainable Cities & Communities” https://www.youtube.com/watch?v=j7dzyJTw7Tc-“Why design matters” (https://www.youtube.com/watch?v=J6LtABooE2c)“Three ways cities can build sustainable communities for all” https://www.youtube.com/
watch?v=nFn6Eucdq9E-“Art/Architecture - Dieter Rams” (https://www.youtube.com/watch?v=nXwpn90Gdec)-“How to make an attractive city” (https://www.youtube.com/watch?v=Hy4QjmKzF1c)- “Sustainable Development Goals Explained: Communities and Resilience” https://www.
youtube.com/watch?v=-K-y83EDmtU-“AD Interviews: Alejandro Aravena / Pritzker Laureate 2016” (https://www.youtube.com/
watch?v=10g60sZqNpg)-“How to build a better city” (https://www.youtube.com/watch?v=TRb52O76HxQ)- “Partnering with islands for a sustainable world” https://www.youtube.com/
watch?v=Z6B4kBsbp0A-“One Reason Homes Cost So Much” (https://www.youtube.com/watch?v=dcbjWGj3jBk&list=PL4LVaXbLZiOYhWLQt8xxamA1GjROHxsE-&index=2)-“How highways wrecked American cities” (https://www.youtube.com/watch?v=odF4GSX1y3c&index=6&list=PL4LVaXbLZiOYhWLQt8xxamA1GjROHxsE-)-“Superblocks: How Barcelona is taking city streets back from cars” (https://www.youtube.com/watch?v=ZORzsubQA_M&list=PL4LVaXbLZiOYhWLQt8xxamA1GjROHxsE-&index=5)-“The real reason street cars are making a comeback” (https://www.youtube.com/
watch?v=RftqoygXXHk)- “Sustainability and Urban Planning | RMIT University” https://www.youtube.com/
watch?v=Lmo6BL2wihw- “Creating Sustainable Cities” (https://www.youtube.com/watch?v=fcDDUSUbq9A)

221

- “Masdar, the World’s First Eco City | Arts.21” https://www.youtube.com/watch?v=AyD4k8Du83I- “7 principles for building better cities | Peter Calthorpe” https://www.youtube.com/
watch?v=IFjD3NMv6Kw“Water Sensitive Urban Design” (https://www.youtube.com/watch?v=b_DTnOzYTR4)-“Berlin is Becoming a Sponge City” (https://www.youtube.com/watch?v=uWjGGvY65jk)- “Safer Cities & Urban Development” https://www.youtube.com/watch?v=3KxcJ81SF_k
En manuscrito: p. 220-“Urban Farming Grows in Detroit”( https://www.youtube.com/watch?v=b9HVOtNN8Uc)- “Building a More Climate-resilient Community” https://www.youtube.com/
watch?v=bO59AiGnadM-“Sustainable communities in NY” (https://jeff-tester.cbe.cornell.edu/research/asresh_guttikonda_research.html?fref=gc&dti=142461823015892)- “Sustainable cities and communities” http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-11-sustainable-cities-and-communities.html

222

Key Questions:
Assessment: (Teacher, Peer, Self )- What is the influence that building design
has in my life?
(Please see the assessment rubrics below)- What is the impact that the city and building design have over me, my communityand nature?
- Is my city well designed? How can I improve it?
- What are the challenges that SDG 11:
Sustainable Cities and Communities faces?
- How can I apply SDG 11: Sustainable
Cities and Communities in my community?

Activities student will apply in his/her personal life.
- Students will keep a diary of the city and design, exploring and expressing new ideas thatcan make their cities and communities more sustainable.
- Students will take pictures and draw the city and buildings, developing critical thinking
about the design of the buildings and their impact on people and the environment.
- Students may start their own personal Urban Farm.
Activities student will apply with his/her community.
- Students will explain the importance, the impact and the need for Sustainable Cities andCommunities to adults and other people they know.
- Students will make posters or projects promoting Sustainable Cities and Communities
and their advantages.
- Students will continue to innovate and create more functional and responsible designs.
- Students can help create an Urban Farm in their community.
Readings & information sources:-“James Kunstler: How bad architecture wrecked cities” (https://www.youtube.com/
watch?v=Q1ZeXnmDZMQ)-“How Do You Like the Long Emergency So Far? Jim Kunstler at TEDx Albany 2010”(https://www.youtube.com/watch?v=-zluPQEcK0Y)-Bjarke Ingels Will Make You Believe in the Power of Architecture (https://www.youtube.
com/watch?v=n9rye_X-qhY)-“Alejandro Aravena: My architectural philosophy? Bring the community into the process”(https://www.youtube.com/watch?v=o0I0Poe3qlg)- “Triumph of the city: Urbanism and why it matters” (https://www.youtube.com/watch?v=zSnt0MTMcbw)- How to Build a Sustainable City (https://www.nytimes.com/2015/12/07/opinion/howto-build-a-sustainable-city.html)- 8 ways to build more sustainable communities (http://www.smartcitiesdive.com/ex/sustainablecitiescollective/8-ways-build-more-sustainable-communities/70701/)- Ten quirky ideas for making our cities more sustainable (https://www.theguardian.com/
sustainable-business/2015/apr/16/ten-quirky-ideas-for-making-our-cities-more-sustainable)

223

Subject skills utilized:- Geography- Physics- Natural Sciences- Art and Design- Social Studies- Natural Sciences- Shop224

Partnerships for the goals: (How can we multiply this and link it at the local, national andinternational levels? i.e. private sector, government, education, civil society, families)- Parents- School authorities- Family- Friends- Older people- Small businesses that students frequent- People on the street- Government- Architects- Urban Planners
References:- “James Kunstler: How bad architecture wrecked cities” (https://www.youtube.com/
watch?v=Q1ZeXnmDZMQ)- “How Do You Like the Long Emergency So Far? Jim Kunstler at TEDxAlbany 2010”(https://www.youtube.com/watch?v=-zluPQEcK0Y)- Bjarke Ingels Will Make You Believe in the Power of Architecture (https://www.youtube.
com/watch?v=n9rye_X-qhY)- “Alejandro Aravena: My architectural philosophy? Bring the community into the process”(https://www.youtube.com/watch?v=o0I0Poe3qlg)- “Triumph of the city: Urbanism and why it matters” (https://www.youtube.com/
watch?v=zSnt0MTMcbw)- How to Build a Sustainable City (https://www.nytimes.com/2015/12/07/opinion/howto-build-a-sustainable-city.html)

- 8 ways to build more sustainable communities (http://www.smartcitiesdive.com/ex/sustainablecitiescollective/8-ways-build-more-sustainable-communities/70701/)- Ten quirky ideas for making our cities more sustainable (https://www.theguardian.com/
sustainable-business/2015/apr/16/ten-quirky-ideas-for-making-our-cities-more-sustainable)

STUDENT SELF-EVALUATION RUBRIC
Student’s Name:

Kindly provide brief answers to thequestions below

What are some aspects of my city that are
well-designed or poorly designed in terms ofhuman and environmental wellbeing?
Why is it important for our cities and communities to be sustainable?
How can I personally help make my home,school and community more sustainable?
How could I explain the challenges that theworld faces today with SDG 11?

225

TEACHER TO STUDENT EVALUATION RUBRIC
Student’s name:
The student understands
the need for sustainable urban architectural designs
The student is aware of theimportance of Sustainable
Cities for the environment
and the community
The student understands
the challenges for developing Sustainable Cities andCommunities both locallyand globally

226

Poor
1

Fair
2

Average3

Good
4

Excellent5

PEER EVALUATION RUBRIC
Student’s name:

Poor
1

Fair
2

Average3

Good
4

Excellent
5Classmate evaluating:
My classmate understands
our community’s potential
for sustainable design anddevelopment
My classmate is aware of theadvantages of transforming
our communities toward
greater sustainability
My classmate can distinguish and explain the differences between Sustainable
and Non- Sustainable Cities
and Communities

227

Videos“What Is Sick Building Syndrome” by BrainStuff – HowStuffWorks (2016).

“Sustainable Development Goals Explained:
Sustainable Cities & Communities” by United Nations (2015).

228“Why Design Matters” by The School of Life
(2015).

“Three ways Cities Can Build Sustainable
Communities for All” by World Bank (2018)“Art/Architecture - Dieter Rams” by The
School of Life (2016).

“How to make an attractive city” by The
School of Life (2015).

229

“Sustainable Development Goals Explained:
Communities and Resilience” by United Nations (2015).

“AD Interviews: Alejandro Aravena / Pritzker Laureate 2016” by ArchDaily (2016).

230“How to build a better city” by MinuteEarth(2014).

“Partnering with islands for a sustainable
world”“One Reason Homes Cost So Much” by The
School of Life (2015).

“How highways wrecked American cities” by
Vox (2016).

231

“Superblocks: How Barcelona is taking city
streets back from cars” by Vox (2016).

“The real reason street cars are making acomeback” by Vox (2017).

232“Learning about SDG 11” by United Cities
and Local Governments (2016).

“Creating Sustainable Cities” by GreenTV(2014).

“Masdar, the World’s First Eco City | Arts.21”“7 principles for building better cities” | Peter
Calthorpe

233

“Water Sensitive Urban Design” by landscapeinstituteuk (2013).

“Berlin is Becoming a Sponge City” by
Bloomberg (2017).

234“Safer Cities & Urban Development”

“Urban Farming Grows in Detroit” by VOANews (2015).

“DIF Animation 1: Regenerative Cities”
by Urban Institute, University of Sheffield(2016)

Bibliography
ArchDaily (2016). “AD Interviews: Alejandro Aravena / Pritzker Laureate 2016”. [Video
File]. Retrieved from: https://www.youtube.com/watch?v=10g60sZqNpg
BrainStuff – HowStuffWorks (2016). “What Is Sick Building Syndrome” [Video File]. Retrieved from: https://www.youtube.com/watch?v=mmho_iKsfQo
Bloomberg (2017). “Berlin is Becoming a Sponge City” [Video File]. Retrieved from: https://www.youtube.com/watch?v=uWjGGvY65jk
DW English.(2009). “Masdar, the World’s First Eco City | Arts.21” [Video File]. Retrieved
from: https://www.youtube.com/watch?v=AyD4k8Du83I
GreenTV (2014). “Creating Sustainable Cities” [Video File]. Retrieved from: https://www.
youtube.com/watch?v=fcDDUSUbq9A

235

landscapeinstituteuk (2013). “Water Sensitive Urban Design” [Video File]. Retrieved from:https://www.youtube.com/watch?v=b_DTnOzYTR4
MinuteEarth (2014). “How to build a better city” [Video File]. Retrieved from: https://www.
youtube.com/watch?v=TRb52O76HxQRMIT University.(2017). “Sustainability and Urban Planning | RMIT University” [Video
File]. Retrieved from: https://www.youtube.com/watch?v=Lmo6BL2wihw
TED.(2017). “7 principles for building better cities | Peter Calthorpe” [Video File]. Retrieved
from: https://www.youtube.com/watch?v=IFjD3NMv6Kw
The School of Life (2016). “ART/ARCHITECTURE - Dieter Rams” [Video File]. Retrieved from: https://www.youtube.com/watch?v=nXwpn90Gdec
The School of Life (2015). “How to make an attractive city” [Video File]. Retrieved from:https://www.youtube.com/watch?v=Hy4QjmKzF1c
The School of Life (2015). “One Reason Homes Cost So Much” [Video File]. Retrieved from:https://www.youtube.com/watch?v=dcbjWGj3jBk&list=PL4LVaXbLZiOYhWLQt8xxamA1GjROHxsE-&index=2
The School of Life (2015). “Why Design Matters” [Video File]. Retrieved from: https://www.youtube.com/watch?v=J6LtABooE2c

236

United Nations Development Programme (UNPD).(2017). “Building a More Climate-resilient Community” [Video File]. Retrieved from: https://www.youtube.com/
watch?v=bO59AiGnadM
United Nations.(2014). “Partnering with islands for a sustainable world” [Video File]. Retrieved from: https://www.youtube.com/watch?v=Z6B4kBsbp0A
United Nations Development Programme (UNPD).(2015). “Safer Cities & Urban Development” [Video File]. Retrieved from: https://www.youtube.com/watch?v=3KxcJ81SF_k
United Nations.(2015). “Sustainable Development Goals Explained: Sustainable Cities &Communities” [Video File]. Retrieved from: https://www.youtube.com/watch?v=j7dzyJTw7Tc
United Nations.(2015). “Sustainable Development Goals Explained: Communities and Resilience” [Video File]. Retrieved from: https://www.youtube.com/watch?v=-K-y83EDmtU

Vox (2016). “How highways wrecked American cities” [Video File]. Retrieved from: https://www.youtube.com/watch?v=odF4GSX1y3c
Vox (2016). “Superblocks: How Barcelona is taking city streets back from cars”. Vox. Retrieved from: https://www.youtube.com/watch?v=ZORzsubQA_M
Vox (2017). “The real reason street cars are making a comeback” [Video File]. Retrieved from:https://www.youtube.com/watch?v=RftqoygXXHk
VOA News (2015). “Urban Farming Grows in Detroit” [Video File]. Retrieved from: https://www.youtube.com/watch?v=b9HVOtNN8Uc
World Bank.(2018). “Three ways cities can build sustainable communities for all” [Video
File]. Retrieved from: https://www.youtube.com/watch?v=nFn6Eucdq9E
Readings“How to Build a Sustainable City” by Jaime
Lerner / NY Times (2015).

237

“8 ways to build more sustainable communities” by futurecaptown / smartcitiesdive(2012).

“Ten quirky ideas for making our cities moresustainable” by Oliver Balch / The Guardian(2015).

238

Bibliography
futurecaptown (2012). “8 ways to build more sustainable communities”. smartcitiesdive. Retrieved from: http://www.smartcitiesdive.com/ex/sustainablecitiescollective/8-ways-build- more-sustainable-communities/70701/
Jaime Lerner (2015). “How to Build a Sustainable City”. NY Times. Retrieved from: https://www.nytimes.com/2015/12/07/opinion/how-to-build-a-sustainable-city.html
Oliver Balch (2015). “Ten quirky ideas for making our cities more sustainable”. The Guardian. Retrieved from: https://www.theguardian.com/sustainable-business/2015/apr/16/
ten-quirky-ideas-for-making-our-cities-more-sustainable
Images“Sustainable cities and communities” by
United Nations Development Programme239

“Goal 11: Sustainable cities and communities” by Margreet de Heer (2015)

240“Goal 11: Sustainable cities and communities” by UN India (N/A)

Sustainable Communities in NY by Cornell
University (N/A)

Fases de una ciudad by Ciudades
Sostenibles (2017)241

Bibliography
Cornell University.(nd). “Sustainable Communities in NY” [Digital Image]. Retrieved from:https://jeff-tester.cbe.cornell.edu/research/asresh_guttikonda_research.html?fref=gc&dti=142461823015892
Ciudades Sostenibles. (2017). “Fases de una ciudad. Ciudades Sostenibles” [Digital Image].
Retrieved from: https://twitter.com/BID_Ciudades/status/827617979336650752
Margreet de Heer (2015). “Goal 7: Affordable and Clean Energy” [Digital Image].Retrieved
from: http://www.margreetdeheer.com/eng/globalgoals.html
United Nations Developmental Programme.(n.d). “Sustainable cities and communities”[Digital Image]. Retrieved from: http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-11-sustainable-cities-and-communities.html
UN India.(N/A). “Goal 11: Sustainable cities and communities” [Video File]. Retrieved from:http://in.one.un.org/page/sustainable-development-goals/sdg-11/

242

243

Unit Author: Cristian López

244

United Nations Sustainable Development Goal 12:
Responsible Consumption and Production
SDG 12’s Content and Intent
The present teaching unit helps sensitize students and build their awareness of current trends
in production and consumption. Some of the steps required include promoting the efficientmanagement of natural resources and adopting safer means to dispose of toxic waste andpollutants. Alternative and innovative strategies for recycling and waste reduction become
equally important. Students will reflect on current practices regarding food consumption.
They will explore healthy ways to produce and consume food in order to reduce waste. The
environmentally sound management of chemicals and waste materials throughout their life
cycle also becomes important in this context. Students will recognize the role of industries incontributing to pollution; they will identify mechanisms for reducing the level of hazardous
chemicals in air, water and soil. They will develop an understanding of the need to practicesustainable lifestyles.
What awareness should students have acquired by the end of this teaching unit?
Students will develop an understanding of unhealthy consumption trends found in modern society. They will explore safe and healthy practices with regard to making the right consumer choices; they will further analyze the significance of responsible production.
What values and attitudes should students have developed by the end of this teaching unit?
By the end of the unit students should have a general understanding of the prevalence of
unhealthy production-consumption practices and their harmful consequences. They shouldhave developed values of science consciousness, scientific temperament, responsible livelihood
and accountability. The authors are confident that this understanding will lead students toadopt values and attitudes that will enable them to be role models for sustainable thinking andsustainable lifestyles in their community.

245

What skills should students have developed by the end of this teaching unit?
By the end of the unit, students will have developed analytical and critical thinking concerning healthy consumption and production practices. Problem-solving and decision-making skills will also be enhanced. Students will apply knowledge acquired by articulation anddissemination of right practices through social engagements

What behaviors and lifestyle choices should students have adopted by the end of this teaching
unit?

246

In addition to the awareness gained, it is expected that students will recognize how consumption is linked to sustainability, and they will be concerned about unsustainable consumption practices. As responsible and informed members of society, they will assume roles
as agents of change and sustainable engineers of the future. After the unit, students will haveadopted and identified wise and right choices about food and sustainable lifestyles. They will
be advocates for sound and sustainable waste management techniques; they will be proficientin building the capability of other community members as well. Once students gain confidence and realize that they can make a difference in the ecological balance of the planet, they
will be motivated to work to achieve the goals targeted for SDG 12.

What possible transformative actions might be put forth to students’ families and communities by the end of this teaching unit?
Students will communicate with peers, family and community members in order to encourage others to do their part toward living healthily through sound and wise food choices,and through adopting scientifically sound techniques for waste reduction. Case studies fromglobal contexts and actions by countries worldwide to reduce solid and chemical waste willfurther sensitize students, their families and the community about the concerns expressed in
SDG 12. Students are further encouraged to organize and carry out activities with friends,
family and community members which promote awareness and lifestyle changes toward rightfood choices, and toward reducing and eliminating waste at the level of the household, schooland neighbourhood.

LESSON PLANS, ACTIVITIES AND MATERIALSSDG 12
Theme/Topic:

Lesson Outcomes/Objectives:

Responsible consumption and production

1.Students will acquire knowledge enablingthem to make good consumer choices
2. Students will be able to explain what responsible production entails

Activities/Tasks:

Introduction. Video: “The price of materialism” (listed below).
1. Essential Needs and Created Needs Exercise: Individually, students will make a list ofthings that they consider necessary for living and another list of the things they own, useor consume that are not necessary (commodities and luxuries). They will share the lists withclassmates. Teacher and classmates will compile the individual lists so that the ideas of thewhole group are reflected. Discussion will be necessary when disagreements arise on whether
things are necessary for living or not.
1.2 From the Essential Needs list students will choose one item. They will create a scaleranging from having/using in excess to having/using too little to be useful. In this scale, students will make an effort to place themselves and their consumption/usage behaviors on it
according to their lifestyle.
1.3 Students will brainstorm ways to reach a compromise between the Necessary Things List
and the Commodities & Luxuries List.
1.4 View Video “SDG 12 Responsible Consumption and Production” (listed below) as aConclusion for the aforementioned activities.
2.Video “SDG 12- Responsible Consumption and Production- Ted Talks” (listed below) –Used to introduce the topic of Responsible Production.
2.1 Students will brainstorm in order to identify the main economic activities found in theircommunity and their country. Each student will choose one activity and find out 1) what
raw materials are required for its production, 2) how are they transported to the production
site, and at what cost? 3) What are the production processes, and what costs are required for
production? 4) What waste is produced from the production process and how is it disposedof ? 5) How does the product reach the consumer market and at what cost? 6) What happens247

to the product when the user disposes of it? 7) What impacts does this have on the naturalenvironment?
2.2 Students will write an essay that 1) summarizes and explains the 7 Steps mentioned
above. 2) proposes ways to make these processes a) more efficient, 2) less costly, 3) lessharmful for the natural environment.
2.3 Video: “The Story of Electronics (2010)” (listed below)
2.4 Reading:“Responsible Production” (listed below)

248

Materials and readings:-“The Story of Electronics (2010)” https://www.youtube.com/watch?v=sW_7i6T_H78-“Are you eating plastic for dinner?” https://video.nationalgeographic.com/video/shortfilm-showcase/are-you-eating-plastic-for-dinner?source=searchvideo- “SDG 12 Responsible Consumption and Production” https://www.youtube.com/
watch?v=KFkM-s6hBsM-“SDG 12- Responsible Consumption and Production- Ted Talks” https://www.youtube.
com/watch?v=dR0dzsFxjXc&fref=gc&dti=142461823015892&app=desktop- “Sustainable Development Goal #12 | Responsible Consumption and Production |Youth4GlobalGoals” https://www.youtube.com/watch?v=6YupFzmIjr4- “#GlobalGoals 12: Responsible Consumption and Production - Can you make it happen?”https://www.youtube.com/watch?v=EdkDiUAAeGY-Responsible Production http://businesscasestudies.co.uk/business-theory/operations/responsible-production.html
Key Questions:-What is consumerism?
-What is responsible production?
-What are the impacts of consumerism onhuman and planetary wellbeing?
-How does a wasteful lifestyle affect theplanet?
-What are alternatives to a materialistic lifestyle?
-What are the positive consequences of responsible consumption and responsible production?

Assessment: (Teacher, Peer, Self )Kindly find the assessment documents below

Activities student will apply in his/her personal life.
-Students will try to repair and reuse broken things instead of throwing them away andreplacing them.
-Students will think twice before buying things that are not a necessity.
-Students will search for items produced by responsible companies.
Activities student will apply with his/her community.
-Students will engage in open communication about responsible consumption with family
and friends.
-Students will create publicity and encourage others to make use of recycling facilities andservices their community provides.
-Students will encourage more people to join organizations that watch over companies andgovernment to regulate production.
Readings & information sources:- “Consumers can be the vanguards of sustainability” https://unu.edu/publications/articles/
consumers-vanguards-sustainability.html?fref=gc&dti=142461823015892- Goal 12: Ensure sustainable consumption and production patterns http://www.
un.org/sustainabledevelopment/sustainable-consumption-production/?fref=gc&dti=142461823015892- Introducing the Global Sustainable Consumption & Production (SCP) Clearinghousehttps://www.youtube.com/watch?v=xLWB7LJPckQ
Subject skills utilized:-Natural Sciences-Ethics-Social Studies-Civics-Art
Partnerships for the goals:
Students can reach out to their local communities through the neighborhood council, town
meetings, the local government, etc. in order to promote local consumption and sustainableproduction.

249

Resources/Organisation:
Sustainable Development Knowledge Platform https://sustainabledevelopment.un.org/
sdg12
UN Sustainable Development http://www.un.org/sustainabledevelopment/sustainable-consumption-production/
Fair Trade International https://www.fairtrade.net/

STUDENT SELF-EVALUATION RUBRIC
Student’s Name:
How can I explain the relationship between
consumerism, waste and the environment?
What aspects of my life can I change to
avoid excessive consumerism?

250

What are the impacts of responsible consumption?
What are the impacts of responsible production?
How can we best ensure responsible production? Responsible consumption?

Kindly provide short answers to thequestions below.

TEACHER TO STUDENT EVALUATION RUBRIC
Student’s name:

Poor
1

Fair
2

Average3

Good
4

Excellent
5

The student recognizes
what is a consumeristic
lifestyle
The student identifies thenecessary actions to practice responsible consumption
The student can identify
the positive impacts of responsible production251

PEER EVALUATION RUBRIC
Student’s name:

Poor
1

Fair
2

Average3

Good
4

Excellent
5Classmate evaluating:
My classmate is able toexplain the concept ofconsumerism
My classmate shows anawareness of how to practice responsible consumption

252

My classmate is able toidentify the positive impacts of responsible production

Videos“SDG 12: Responsible Production and Consumption” by What can you do

“SDG 12: Responsible Consumption and
Production TED Talks” by Let’s Change“Introducing the Global Sustainable Consumption & Production (SCP) Clearinghouse”“Sustainable Development Goal #12 | Responsible Consumption and Production |Youth4GlobalGoals” by AIESEC (2016)253

“Are you eating plastic for dinner? by National Geographic (n.d)“#GlobalGoals 12: Responsible Consumption
and Production - Can you make it happen?”

254

Bibliography
AIESEC.(2016). “Sustainable Development Goal #12 | Responsible Consumption and Production | Youth4GlobalGoals” [Video File]. Retrieved from: https://www.youtube.com/
watch?v=6YupFzmIjr4
Let’s Change. (2017). “SDG 12- Responsible Consumption and Production- Ted talks” [Video File]. Retrieved October 18, 2017, from https://www.youtube.com/watch?v=dR0dzsFxjXc&fref=gc&dti=142461823015892&app=desktop
National Geographic.(n.d). “Are You Eating Plastic For Dinner?” [Video File]. Retrieved
from:https://video.nationalgeographic.com/video/short-film-showcase/are-you-eating-plastic-for-dinner?source=searchvideo
The Story of Stuff Project. (2010).The Story of Electronics [Video File]. Retrieved from:https://www.youtube.com/watch?v=sW_7i6T_H78

UN Environment.(2013). “Introducing the Global Sustainable Consumption & Production (SCP) Clearinghouse” [Video File]. Retrieved from: https://www.youtube.com/
watch?v=xLWB7LJPckQ
Unilever.(2015). “#GlobalGoals 12: Responsible Consumption and Production - Can you
make it happen?” [Video File]. Retrieved from: https://www.youtube.com/watch?v=EdkDiUAAeGY
What Can You Do.(2017). “SDG 12 Responsible Consumption and Production” [Video File].
Retrieved October 18, 2017, from https://www.youtube.com/watch?v=KFkM-s6hBsM&feature=youtu.beChromeHTMLShellOpenCommand
Articles“Consumers can be the vanguard of sustainability” by Zafar Adeel“Ensure Sustainable Consumption and Production Patterns” by UN.

“Responsible Production” by Business Case
Studies.

255

Bibliography
Adeel, Z. (2015). Consumers Can Be the Vanguard of Sustainability. United Nations University. Retrieved October 18, 2017, from https://unu.edu/publications/articles/consumers-vanguards-sustainability.html?fref=gc&dti=142461823015892
Business Case Studies. (n.d.). Operations Theory. Business Case Studies. Retrieved October 18, 2017, from http://businesscasestudies.co.uk/business-theory/operations/responsible-production.html?fref=gc&dti=142461823015892
United Nations. (n.d.). Sustainable consumption and production. United Nations. Retrieved
October 18, 2017, from http://www.un.org/sustainabledevelopment/sustainable-consumption-production/?fref=gc&dti=142461823015892
Illustrations“SDG 12 Sustainable Consumption and
Production”. By UN Indonesia.

256

“No title” By Food Day Organization.

“SDG 12: Responsible Production and Consumption”by Margreet de Heer.

257

“No title” by Getty Images.

“SDG 12: Responsible Production and Consumption” by Mario Toselli.

258

Bibliography
De Heer, M. (2015). Goal 12: Responsible Consumption and Production [Digital image]. Retrieved October 18, 2017, from http://margreetdeheer.com/eng/globalgoals.html#goal12
FoodDay. (2013, October 16). No title [Digital image]. Retrieved October 18, 2017, fromhttp://www.gracelinks.org/blog/3314/food-day-2013
Getty Images. (n.d.). No title [Image regarding Sustainable Development 12]. Retrieved October 18, 2017, from http://www.globalgoals.org/global-goals/responsible-consumption/
Toselli, M. (2016, August 28). Goal 12. Responsible Consumption and Production [Digital image]. Retrieved October 18, 2017, from https://www.flickr.com/photos/xlontrax/29204234571/in/album-72157672078902171/
UN Indonesia. (n.d.). Goal 12. Responsible Consumption and Production [Digital image].
Retrieved October 18, 2017, from http://www.un.or.id/what-we-do/sustainable-development-goals-sdgs/19-sdg/102-goal-12-responsible-consumption-and-production?fref=gc&dti=142461823015892

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Unit Author: Cristian López

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United Nations Sustainable Development Goal 13:
Climate Change
Summary of SDG 13’s Content and Intent
The teaching unit on SDG 13 will sensitize students and create consciousness of the impactsof climate change on the planet and all its creatures. The impacts of climate change, such as
today’s mega-storms, and the urgent warnings of the scientific community have become aformidable call for change in human practices and a rethinking of the perpetual growth imperative which strips away natural resources for production at a rate much faster than they canbe replenished. Environmental disasters have succeeded in changing relief features making it
appear not as temporary events but as changes that last. The World Meteorological Organization also noted that the extent of global sea ice fell to a minimum of 4.14 million km2 in 2016,
the second lowest extent on record. Atmospheric carbon dioxide levels also reached a record
high of 400 parts per million that year. Mitigating climate change and its impacts will requirethat we build on the momentum achieved by the Paris Agreement on Climate Change, which
entered into force on November 4, 2016.
This unit will educate students on the issues of climate change, the reasons for its occurrence and what can be done to reduce or eliminate it altogether. As future torch bearers of thehuman race, today’s younger generations will assume responsibility for ensuring the longevityof planet Earth through safe and environmentally friendly practices.
What awareness should students have acquired by the end of this teaching unit?
Students will understand how climate change works, and the impacts it has on the environment and human life. They will reflect about how their personal behaviors, habits andlifestyles impact on the climate. Also, students will understand how climate change correlateswith natural disasters, which will lead them to recognize the importance of disaster preparedness. Students will be able to develop disaster-preparedness schemes for diverse typesof natural disasters. Finally, they will understand and propose options and alternatives for asustainable lifestyle.

263

What values and attitudes should students have developed by the end of this teaching unit?
By the end of this unit, students should have a general understanding of climate change;
they will be able to cite underlying reasons and identify steps that need to be taken to face
the consequences of climate change. They will have developed values of concern for the environment, and undertake steps for remedial action and safeguarding the health of planet
Earth. Reducing the use of fossil fuels, and stopping the use of plastics will enable students tobecome role models for sustainable lifestyles and thinking.
What skills should students have developed by the end of this teaching unit?
By the end of the unit it is hoped that students will develop skills of judging practices andthinking concerning issues related to climate change. Problem solving and decision-making
skills will also be enhanced. Students will apply knowledge acquired by articulating and disseminating right practices through social engagements.
What behaviors and lifestyle choices should students have adopted by the end of this teaching
unit?

264

In addition to the awareness gained, it is hoped that the students will recognize how
climate change is associated to irresponsible human actions. As responsible and informed
members of society, they will assume roles as agents of change and sustainable engineersof the future. By the end of the unit, students will identify and adopt wise and right approaches to environment and ideal practices, which will help to some extent to undo theeffects of climate change, such as global warming, rising sea levels, the melting of ice, etc.
Furthermore, they will adopt sustainable lifestyles. They will be advocates for sound andsustainable lifestyles, and will be proficient in building the capacity of other people of thecommunity too. Once students gain confidence and realize that they can through individual choices and practices make a difference in the ecological balance of the planet, they
will be motivated to behave responsibly toward achieving the goals targeted for SDG 13.

What possible transformative actions might be put forth to students’ families andcommunities by the end of this teaching unit?
Students will be encouraged to communicate with peers, family and community memberswith regard to encouraging others to do their part toward healthy living, making responsible
choices and adopting scientifically sound techniques to reduce climate change. Case studies
from global contexts and steps taken by countries worldwide to reduce climate change willfurther sensitize students to the issue of climate change. Awareness building of safe andscientifically sound lifestyles will contribute to students imbibing and adopting best practices
for emulation and replication. They are further encouraged to organize and carry out activities
with friends, family and community that promote awareness and lifestyle changes towards
right behavioural actions.

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LESSON PLANS, ACTIVITIES AND MATERIALSSDG 13
Theme/Topic:
Climate Action

266

Lesson Outcomes/Objectives
1. Students will understand how climatechange works, and the impacts it has on theenvironment, climate and on human life
2. Students will reflect about how their personal behaviors, habits and lifestyles impact
the environment
3. Students will recognize the importance ofdisaster preparedness
4. Students will be able to develop disaster-preparedness schemes for diverse typesof natural disasters
5. Students will be able to propose alternatives for a sustainable lifestyle

Activities/Tasks:
Introduction: “Video Climate Change 101 with Bill Nye | National Geographic” 			(listed below)
Climate change
1. Videos: “Climate change explained in under 2 minutes” and “A blanket around Earth”(listed below)
1.1 Taking into account the previous videos, the class will brainstorm in order to identify all the changes in weather and in landscape they’ve seen in their community or country
1.2 From the aforementioned climatic changes, each student will choose one and writeor draw all the factors they think have led to that change. They will discuss the possible
consequences of each climatic event they have mentioned
1.3 Video: “How climate change makes hurricanes worse” (listed below)
2. Students will read “What is a carbon footprint” and watch the video “Household electricity and carbon footprint” (listed below).
2.2 Students will calculate their personal ecological footprint in a Footprint Calculator(listed in Teaching Materials).

2.3 According to their personal results and to suggestions made by the Footprint
Calculator, students will write down the things they can do to reduce their personal Carbon Footprints, what can be done by talking to their families, and what is tentatively beyond their reachNatural disasters
3. Videos. “Natural disasters” (listed below).
3.1 Students will identify severe climate events that can or have occurred in their communities. They will walk around their schools listing every place or object they notice thatmight pose a hazard in a disaster
3.2 Videos. “Act Now, Save Later- Invest in Disaster Preparedness” “Bellevue OEM Ways to Survive (Animated Video)” (listed below)
4. Students will think of areas of opportunity to improve/create security measures and/or
ideas to be prepared for natural disasters. Students will make a drawing or a poster with
the ideas and present it in class
4.1 Students’ disaster-preparedness artwork will be posted in the classroom and aroundthe school grounds
5. With their own communities in mind, students will gather in teams to discuss aboutbuilding sustainable communities. Each team will choose one of the following topics: Location, water resources, food resources, energy resources and waste management. Taking
into account what they have learned from this unit and previous ones, each team will createand discuss their own community in terms of the topics and each team will present theirplans to their classmates.
Teaching materials: (Readings, audio visuals, illustrations, photos, realia)- Video Climate Change 101 with Bill Nye | National Geographic https://www.youtube.
com/watch?v=EtW2rrLHs08- Global climate change: Causes https://climate.nasa.gov/causes/- How climate change makes hurricanes worse https://www.youtube.com/watch?v=_0TCrGtTEQM&t=14s- What is a carbon footprint? https://www.theguardian.com/environment/blog/2010/
jun/04/carbon-footprint-definition- Household and Carbon Footprint https://www.youtube.com/watch?v=hfH4JXixa1s

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- Footprint calculators (UK) http://footprint.wwf.org.uk/home/calculator_complete.
(USA) https://www3.epa.gov/carbon-footprint-calculator/ (General public) https://www.
carbonfootprint.com/calculator.aspx- Severe Weather: Crash Course Kids #28.2 https://www.youtube.com/watch?v=QVZExLO0MWA&t=2s- Act Now, Save Later- Invest in Disaster Preparedness https://www.youtube.com/
watch?v=HhD85cQejTg- Bellevue OEM - Ways to Survive (Animated Video) https://www.youtube.com/
watch?v=aci5kB0v78I&t=42s

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Key Questions:
Assessment: (Teacher, Peer, Self )- What is climate change?
- How do human activities affect climate Listed Belowchange?
- What are the personal choices which may
contribute positively or negatively in climatechange?
- What steps can I take to be prepared fornatural disasters?
- How can I help my family and community
with disaster-preparedness?
- What elements are required for an individual, family and community to reach agenuinely sustainable lifestyle? (Remember
to include human, environmental and economic concerns in your sustainable living
answer).

Activities student will apply in his/her personal life
- Students will make changes in their lifestyles which contribute to mitigating climatechange. They will keep a diary reflecting on the changes implemented and the impacts
these have had on their lives, the families and their communities.
- Students will make contingency plans for natural disasters.
- Students will involve their families in making lifestyle changes.
Activities student will apply with his/her community- Students will discuss with friends and neighbours about climate change.
- Students will initiate discussions for making community plans to be prepared for natural
disasters.
- Students will promote sustainable lifestyles in their community. They will lead by example.
Readings & information sources:- Goal 13: Take urgent action to combat climate change and its impacts http://www.un.org/sustainabledevelopment/climate-change-2/- How to Talk to Your Kids about Climate Change https://www.1millionwomen.com.au/
blog/how-talk-your-kids-about-climate-change/- Goal 13—Taking Urgent Action to Combat Climate Change—SDGs and the Paris Climate Agreement https://unchronicle.un.org/article/goal-13-taking-urgent-action-combat-climate-change-sdgs-and-paris-climate-agreement- When will humans be horrified by climate change? When the media give it the coverage
it deserves http://www.latimes.com/opinion/readersreact/la-ol-le-climate-change-brainsmedia-20170922-story.html
Subject skills utilized:- Natural Sciences- Social Studies- Civics- Geography
Local, national and international partnerships for SDG 13 i.e. private sector, government,
education, civil society, families. (How can we multiply this and prepare drills for the community?)- Get in touch with neighbourhood councils for making disaster-preparedness plans

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- Reach the local government to make local contingency plans- Invite family businesses to get involved- Search for local libraries, hospitals and schools to participate as rendezvous points in caseof an emergency
Resources/Organisation:
UN: Sustainable Development Goals http://www.un.org/sustainabledevelopment/

STUDENT SELF-EVALUATION RUBRIC
Student’s Name:
Why is it important to be aware about climate change?
In what manner am I able to make positive
lifestyle and behavioral changes in order totackle climate change?

270

In what ways are my personal choices partially responsible for climate change?
How can planning for natural disasters benefit my community?

Please answer yourself

TEACHER TO STUDENT EVALUATION RUBRIC
Student’s name:

Poor
1

Fair
2

Average3

Good
4

Excellent
5

The student fully understands what climate changeisThe student understands
the role of human action inclimate change
The student can perceive
his/her own role in climatechangeThe student knows what are
the primary climate-related hazards that can pose athreat to humanity
The student understands
the importance of disaster
preparedness					

271

PEER EVALUATION RUBRIC
Student’s name:

Poor
1

Fair
2

Average3

Good
4

Excellent5

Student evaluating:
My classmate is able toexplain climate change inbroad terms
My classmate understands
how s/he contributes toclimate change both positively and negatively

272

My classmate is able toexplain the importance ofplanning and constructing
in preparation for natural
hazards

Videos“SDG 13” Climate Action by What can you
do?

“Natural disasters” by BBC Earth

Climate Change 101 with Bill Nye | National Geographic by National Geographic

SDG 13 – Climate Change Action – Ted
Talks by Let’s Change273

Household electricity and Carbon Footprint

Bibliography
BBC Earth. (n.d.). Natural Disasters - facts, videos & pictures. Retrieved from http://www.
bbc.co.uk/science/earth/natural_disasters
Energy and Evironmental Research Center. (2014). Household electricity and Carbon Footprint [Video file] Retrieved from https://www.youtube.com/watch?v=hfH4JXixa1s
Let’s Change (2017). SDG 13- Climate Action- Ted talks [Video File]. Retrieved fromhttps://www.youtube.com/watch?v=gdBOPDcdqbc

274

National Geographic. (2015). Climate Change 101 with Bill Nye | National Geographic by National Geographic [Video File]. Retrieved from https://www.youtube.com/
watch?v=EtW2rrLHs08
What Can You Do. (2017). SDG 13 Climate Action [Video file]. Retrieved from https://www.youtube.com/watch?v=HvvuUjDV6M8&feature=youtu.be
ArticlesWhat is a carbon footprint? By Mark Berners-Lee and Duncan Clark

Goal 13: Take urgent action to combat climate change and its impacts. By UN

How to talk with your children about climatechange. By Eva Davis-Boermans

Goal 13—Taking Urgent Action to Combat
Climate Change—SDGs and the Paris Climate Agreement. By Christina Figueres

When will humans be horrified by climatechange? When the media give it the coverage
it deserves. By Pam Brennan
Bibliography
Berners-Lee, M., & Clark, D. (2010). What is a carbon footprint. Retrieved from https://www.theguardian.com/environment/blog/2010/jun/04/carbon-footprint-definition
Bernnan, P. (2017). When will humans be horrified by climate change? When the media giveit the coverage it deserves. Retrieved, from http://www.latimes.com/opinion/readersreact/la-ol-le-climate-change-brains-media-20170922-story.html
Davis-Boermans, E. (2017). How To Talk To Your Kids About Climate Change. Retrieved from https://www.1millionwomen.com.au/blog/how-talk-your-kids-about-climate-change/

275

Figueres, C. (2015). Goal 13-Taking Urgent Action to Combat Climate Change-SDGs andthe Paris Climate Agreement | UN Chronicle. Retrieved from https://unchronicle.un.org/article/goal-13-taking-urgent-action-combat-climate-change-sdgs-and-paris-climate-agreement
NASA. (2017). Climate change causes: A blanket around the Earth. Retrieved February 28,
2018, from https://climate.nasa.gov/causes/
UN Sustainable Development Platform. (n.d.). Goal 13: Take urgent action to combat climate change and its impacts. Retrieved from http://www.un.org/sustainabledevelopment/
climate-change-2/
Illustrations
The Global Goals By Getty Images

276

Goal 13: Climate Action by Margreet de
Heer

277

No title, by Global Goals“13 Climate Action” by María Albilllos

278

Goal 13: Take urgent action to combat climate change and its impacts by Mauro Toselli

Bibliography
Albillos, M. (n.d.). 13 Climate Action [Digital image]. Retrieved October 29, 2017, fromhttp://www.globalgoals.org/global-goals/protect-the-planet/
De Heer, M. (n.d.). Goal 13: Climate Action [Digital image]. Retrieved October 29, 2017, fromhttp://margreetdeheer.com/eng/globalgoals.html#goal13
Getty Images. (n.d.). Global Goals [Digital image]. Retrieved October 29, 2017, from http://
www.globalgoals.org/global-goals/protect-the-planet
Getty Images. (n.d.). No title [Digital image]. Retrieved October 29, 2017, from http://www.
globalgoals.org/global-goals/protect-the-planet/
Toselli, M. (2016, August 28). Goal 13: Take urgent action to combat climate change and its impacts [Digital image]. Retrieved October 29, 2017, from https://www.flickr.com/photos/
xlontrax/29249025176/in/album-72157672078902171/

279

280

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Unit Author: Jesús López

282

United Nations
Sustainable Development Goal 14:
Life below Water
Summary of SDG 14’s Content and Intent
Two-thirds of the Earth’s surface is comprised of water- being either from the fresh water orthe salt water systems. Oceans constitute the largest of the Earth’s ecosystems and therefore,
the sustenance of seas and oceanic bodies is of utmost importance. SDG 14 has recognized
the significance of water and has listed Goal 14 as a call for conserving water and ensuring its
sustainable usage. It further aims to minimize threats like acidification, overfishing and waterpollution. Pollution and excess amounts of nutrients in water can lead to dense plant growth
and the death of animal life from lack of oxygen. Overfishing reduces food production andharms the balance of life in the oceans which, in turn, harms the water and oxygen cycles.
In the present unit, students will become aware of the challenges presented to life below
water in the oceanic and the freshwater environments. They will identify the consequences of
not caring for fresh water and oceanic resources and will be motivated to help create social
awareness about human impacts on oceanic and freshwater resources based on current practices.
What awareness should students have acquired by the end of this teaching unit?
Awareness of the planetary water cycle and its impact on human life will be acquired.
Concepts related to living organisms found in water bodies, their roles in the food chain,and knowledge of the water cycle will be attained by the end of the lesson. Knowledge about
microorganisms inhabiting water bodies, their role in water purification, in oxygen production and in the food chain will make students realize the importance of sustaining plant andanimal life in the oceans, seas, lakes and rivers. Knowing the dangers of polluted water bodies
will encourage them to think about solutions and immediate practices to be adopted for asafe Earth with safe and healthy water bodies. Students’ engagement in educating the society,283

community and neighborhoods will contribute to knowledge and skills transfer related tosustainable practices regarding water health and conservation.
What values and attitudes should students have developed by the end of this teaching unit?
By the end of this unit students will develop a general understanding of the ecosystems
and the organisms entailed in the topic of life below water. The values of harmonious coexistence, cohabitation and respect for natural resources will be instilled throughout the lesson.
Students will become empowered and they will be capable of contributing toward safe andhealthy water resources. Knowledge and respect for aquatic life will be instilled, and the authors are confident that this understanding will lead students to adopt conservation-oriented
values and attitudes. Some may decide to seek future employment in water-based industries
like fishing, pearl and prawn culture with an orientation that helps convert these livelihoods
into sustainable occupations.
What skills should students have developed by the end of this teaching unit?

284

Skills developed through this unit include knowledge generation and dissemination,
problem-solving, decision-making, formulating judgments and undertaking projects toward
the sustainable use of water. Students will develop the capability to suggest orientations anddirections for reducing risks, minimizing threats and enhancing the potential of water as a
viable renewable natural resource that must be deeply valued and conserved.
What behaviors and lifestyle choices should students have adopted by the end of this teachingunit?
Students will create awareness of the importance of water ecosystems and life below waterby telling friends, family and community members about the effects of human activities on theplanet’s water ecosystems. They will develop ideas for solving water ecosystems issues within
their social circle. Together with family members, friends and neighbors, students will strive
to create awareness on how we can all commit and act to protect life below water and aquatic
ecosystems. In addition to the awareness gained, it is hoped that the students as consumers,
will highlight the best practices for utilization of oceans as a food resource.

What possible transformative actions might be put forth to students’ families and communities
by the end of this teaching unit?
Students will be equipped with skills in knowledge generation, dissemination and awareness-building among the school community, family and members of the society. Green practices and technologies attempted elsewhere will help to motivate and inspire good practices
and discourage harmful ones in the locality. Students will be better equipped to offer solutions
and eliminate consequences of mismanagement like the Great Pacific Garbage Patch by taking the right action and corrective measures to protect water bodies in their local environments.

285

LESSON PLANS, ACTIVITIES AND MATERIALSSDG 14
Theme/Topic:

286

Lesson Outcomes/Objectives
1. Students will understand the planetary
Life below Water
water cycle, how it impacts on human life,
and the impacts that humans have on life
Water Cycle- Fresh water, lakes, rivers, below water
streams, glaciers, industrial, domestic and 2. Students will become aware of how muchhuman waste
we depend on life below water and on oceanic and freshwater resources
3. Students will understand how life on land
depends on the water-based food chain, andhow we rely of water-based phytoplankton
for producing large amounts of oxygen andsustaining the food chain
4. Students will become aware of the problems that life below water is facing in theoceanic and the freshwater environments
5. Students will become aware of the consequences of not caring for fresh water andoceanic resources
6. Students will help create social awarenessabout human impacts on oceanic and freshwater resources with our daily lives and actions
7. Students will communicate proposals to
decelerate damage and to help recover oceanic and freshwater life and environments

Activities/Tasks:
1. Familiarize Students with SDG 14
1.1 Review the water cycle system of planet Earth
1.2 Brainstorm sources of fresh water, how they service human needs and how they are
related to oceanic environments and cycles
1.3 Students will identify how we obtain fresh water and the uses it has 1) for the human community and 2) beyond just supplying humans- View NASA | Show Me the Water https://www.youtube.com/watch?v=4HSFKwho7MQ- Fresh water scarcity: An introduction to the problem - Christiana Z. Peppard https://www.youtube.com/watch?v=otrpxtAmDAk*Videos to create awareness in students*- Show video “Will the ocean run out of fish?” https://www.youtube.com/
watch?v=vWEAd4HLV-g-Students will become aware of the actual situation of overfishing and its effects on thenatural ecosystem below water
What is water pollution https://www.environmentalpollutioncenters.org/water/-Show video of “What really happens to plastic you throw away” https://www.youtube.
com/watch?v=_6xlNyWPpB8-Students will become aware of daily life activities that have an effect on the water ecosystem.
1.4 After viewing the videos, students will develop a mind map about how to reduce or
eliminate the misuse of water.
2. Research activities on local water streams, rivers, lakes and beaches (As available)
2.1 Through on-site research, students will discover levels of pollution of natural watersupplies in their localities
2.2 In the classroom, students will discuss what they found and explain their researchfindings
2.3 Students will propose ideas for improving the conditions of life below water andwater resources where they did their research
2.4 Students will interact with their community, family, friends and classmates to createawareness of what we are doing to the water habitat
3. Offer/propose ideas for sustainable water management
3.1 Show video of “Acuaponics” https://www.youtube.com/watch?v=QKIH2dBhGe4287

4. Students will reflect on how to decelerate, improve, and reverse the negative effects thathumans have on water sources and life below water
4.1 Students will write a reflection piece on how humans can actively improve the conditions of life below water
4.2 They will reflect on how humans, oceanic and freshwater ecosystems can coexist
without causing damage
4.3 They will analyze and propose the best usage of freshwater sources
4.4 Include ideas on sustainable management of water and aquatic life as natural resources288

Teaching materials: (Readings, audio visuals, illustrations, photos, realia)
Videos:- Fresh water scarcity: An introduction to the problem - Christiana Z. Peppard https://www.youtube.com/watch?v=otrpxtAmDAk- NASA | Show Me the Water https://www.youtube.com/watch?v=4HSFKwho7MQ- “What really happens to plastic you throw away?” https://www.youtube.com/watch?v=_6xlNyWPpB8- “How much trash is in the ocean?” https://www.youtube.com/watch?annotation_id=annotation_585288167&feature=iv&src_vid=vWEAd4HLV-g&v=hfwmlps0Lco- “How much plastic is in the ocean?” https://www.youtube.com/watch?v=YFZS3Vh4lfI- What is water pollution https://www.environmentalpollutioncenters.org/water/- “Aquaponics DIY Eco-Garden 10 Gallon Fish Tank Kit” https://www.youtube.com/
watch?v=QKIH2dBhGe4
Illustrations- “Goal 14: Life below Water” http://cdn.globalgoals.org/2015/09/Goal-14-V21-640x452.
jpg- “ONE; Life Below Water” https://www.one.org/us/globalgoals/life-below-water/- “Flicker; Goal 14, Life Below Water” https://www.flickr.com/photos/xlontrax/
28660260284/in/album-72157672078902171/

Key Questions:
Assessment: (Teacher, Peer, Self )- What constitutes life below water in the
freshwater environment? In the oceanic en- Evaluation tables/charts are provided after
vironment? How are they interrelated?
the lesson plan format- What are some of the human-induced
problems faced in conserving life below water and water-based ecosystems?
- What contributions can I make to help
solve these issues?
- How can I make people in my social circle
aware of the problems and solutions concerning water and aquatic life?

Activities student will apply in his/her personal life
- Students will make a mind map on the impact of overexploitation, degradation and thepollution that humans are causing to planetary water systems and life below water- Students will give ideas on how we can solve the effects we are having on the aforementioned- Students will propose ways to use freshwater resources conscientiously, by not wastingwater and thinking of how to best conserve it
Activities student will apply with his/her community- Students will create awareness on the importance of water systems and life below waterby telling friends, family and community members about the effects of human activities on
the planet’s water ecosystems- They will develop ideas for solving these issues within their social circle- Together with family members, friends and neighbors, students will strive to create awareness on how we can all commit and act to protect life below water and aquatic ecosystems
Readings & information sources:“Impacts of Overfishing on Human Lives” http://marinesciencetoday.com/.../impact-of-overfishing.../“Your cool tips on overfishing” http://www.eschooltoday.com/.../impact-of-overfishing.
html“Conserve and sustainably use the oceans, seas, and marine resources for sustainable development” https://www.one.org/us/globalgoals/life-below-water/289

“Conserve and sustainably use the oceans, seas, and marine resources for sustainable development” http://datatopics.worldbank.org/.../SDG-14-life-below..
“Goal 14: Conserve and sustainably use the oceans, seas and marine resources” http://www.
un.org/sustainabledevelopment/oceans/
Subject skills utilized:- Civic and Ethics- Administration- Geography- Biology- Natural Sciences- Social Studies- Arithmetic

290

Partnerships for the goals: (How can we multiply this and link it at the local, national andinternational levels? i.e. private sector, government, education, civil society, families)- Students will create awareness in the social system concerning natural water supplies
and pollution, oceanic and freshwater ecosystems, and life below water. They will leadreflections on how our daily human activities are affecting each of the aforementioned
sub-ecosystems.
- Students will research and talk to the authorities in charge of regulating game and fishinglaws, i.e. concerning the size or quantity that is permitted to fish depending on the species
being caught. They will analyze the effectiveness of existing policies for preventing overfishing and other practices that might deplete or harm life below water.
Resources/Organization:- “Goal 14: Conserve and sustainably use the oceans, seas and marine resources”
http://www.un.org/sustainabledevelopment/oceans/- “Conserve and sustainably use the oceans, seas, and marine resources for sustainable development” https://www.one.org/us/globalgoals/life-below-water/

STUDENT SELF-EVALUATION RUBRIC
Student’s Name:

Kindly provide brief answers below.

How was my appreciation toward life below
water before the research?
How has my perspective on life below waterchanged after this research?
How can I contribute to keep freshwaterand oceanic aquatic eco-systems healthy?
How can I promote their sustainable usage?
What are some things I wish to change
about how my social circle manages life below water?

291

TEACHER TO STUDENT EVALUATION RUBRIC
Student’s name:
Student’s awareness of life
below water and the services it provides to humanlife
Student’s awareness of the
impacts of humans on life
below water
The student is able to communicate the information
above in his/her family andsocial circle

292

Student’s research showsunderstanding of the challenges and research findings
suggest ways to improve thesituation of life below water
The student creates awareness for others on how they
can help take care of life
below waterStudent can contribute
ideas about how to conserve and care for life below
water in oceanic and freshwater environments

Poor
1

Fair
2

Average3

Good
4

Excellent5

PEER EVALUATION RUBIRC
Student’s name:Classmate evaluating:

Poor
1

Fair
2

Average3

Good
4

Excellent
5

My classmate is able tocommunicate the importance of life below wateramong his/her social circle
My classmate demonstrates
awareness concerning life
below water and how muchhumans depend on it
My classmate has developed an idea of how to
improve water quality andto reduce or eliminate human-caused damage to life
below water293

Videos:“How Much Plastic is in the Ocean?”“NASA | Show Me the Water”

294“What really happens to the plastic you throw
away - Emma Bryce”

“How Much Trash is in The Ocean?”“Fresh water scarcity: An introduction to the
problem - Christiana Z. Peppard”

Bibliography:
Bryce, E. [TED-Ed]. (2015). What really happens to the plastic you throw away - Emma
Bryce. [Video file]. Retrieved from https://www.youtube.com/watch?v=_6xlNyWPpB
Hanson, J. [It’s okay to be smart]. (2017). How Much Plastic is in the Ocean? [Video File].
Retrieved from https://www.youtube.com/watch?v=YFZS3Vh4lfI
I. (2017, March 28). How Much Plastic is in the (MarcadorDePosición1)e Ocean? Retrieved
October 19, 2017, from https://www.youtube.com/watch?v=YFZS3Vh4lfI
NASA Goddard, (2014). Show me the water [Video file]. Retrieved from https://www.youtube.com/watch?v=4HSFKwho7MQ
Peppard, C. [TED-Ed]. (2013). Fresh water scarcity: An introduction to the problem - Christiana Z. Peppard [Video file]. Retrieved from: https://www.youtube.com/watch?v=otrpxtAmDAk

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T. (2015, April 21). What really happens to the plastic you throw away - Emma Bryce. Retrieved October 19, 2017, fromh ttps://www.youtube.com/watch?v=_6xlNyWPpB
Seeker. (2014). How Much Trash Is In The Ocean? [Video File]. Retrieved from https://www.youtube.com/watch?annotation_id=annotation_585288167&feature=iv&src_
vid=vWEAd4HLV-g&v=hfwmlps0Lco
Articles:“What are the impacts of overfishing?”“Impacts of overfishing on human lives”

296“Conserve and sustainably use the oceans,seas, and marine resources for sustainable development”

Bibliography:ONE. (2015). Conserve and sustainably use the oceans, seas, and marine resources for sustainable development. Retrieved from https://www.one.org/us/globalgoals/life-below-water/
Environmental Pollution Centers. (n.d.). What is water pollution. Retrieved from: https://www.environmentalpollutioncenters.org/water/
eSchoolToday (n.d.). What are the impacts of overfishing. Retrieved from http://www.eschooltoday.com/overfishing/impact-of-overfishing.html
Jetson, K. (2014). Impact of Overfishing On Human Lives. Retrieved from http://marinesciencetoday.com/2014/04/09/impact-of-overfishing-on-human-lives/
ImagesGoal 14: Life bellow Water by Mauro Torselli

297
Individually we are one drop, toghether we’rean ocean by Meuerer

Bon Appétit by Christopher Godin

Bibliography images:
Godin, C. (n.d.). Bon Appétit [Digital Image]. Retrieved from http://cdn.globalgoals.
org/2015/09/Goal-14-V3-640x677.jpg

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Meurer, S. (n.d.). Individually we are one drop, together we’re an ocean [Digital Image]. Retrieved from http://cdn.globalgoals.org/2015/09/Goal-14-V21-640x452.jpg
Toselli, M. (2016). Goal 14. Life Below Water [Digital Image]. Retrieved October 25, 2017, fromhttps://www.flickr.com/photos/xlontrax/28660260284/in/album-72157672078902171.

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Unit Author: Jesús López

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Sustainable Development Goal 15:
Life on Land
Summary of SDG 15’s Content and Intent
The planet Earth is comprised of myriad land forms such as mountains, deserts, plains andplateaus. It is estimated that one-eighth of the Earth’s surface is suitable for humans to live on.
Half of that area is desert (14%), while high mountains and other rough terrains comprise an
estimated 27% of the total land surface. The area under habitation is increasing through human encroachment in areas such as forests, riparian and coastal environments, and the razingof mountains and hillsides.
Land resources are being exploited at rates that render them unusable for cultivation andhuman habitation. Drought, floods, rising sea levels and desertification have resulted in the
degradation and loss of land area and- concerning life on land- of the 8,300 known animal
species, 8% are extinct and 22% are currently at risk of extinction.
This unit will inform and invoke action aimed at conserving and restoring terrestrial ecosystems such as forests, wetlands, dry lands and mountains. Halting deforestation is vital tomitigating the impact that climate change is having on terrestrial life. Urgent action must be
taken to reduce the loss of natural habitats and biodiversity, which are part of our common
planetary heritage. By the end of the unit, students will have acquired familiarity with sustainability issues related to land. Unit content is designed to stimulate conscious action towardsafeguarding the future of the planet and all of its human and non-human inhabitants.
What awareness should students have acquired by the end of this teaching unit?
Awareness of land ecosystems and their vital importance to sustaining life will be acquired. Concepts related to life on land and threats to its survival will be learned. The importance of soil, water and air for the survival of life on land will be emphasized. Knowing theconsequences of water pollution will provide students with insights to think about solutions
and immediate practices they can adopt and adapt for a safe and living Earth. Educating301

the society, community and neighborhoods will contribute to the transfer and disseminationof skills related to sustainable practices with regard to conserving water.
What values and attitudes should students have developed by the end of this teaching unit?
By the end of this unit, students will have a general understanding of the concerns, consequences and constraints relating to life on land. The values of harmonious coexistence, cohabitation and respect for natural resources will be acquired through the lesson. Students will
become motivated and they will identify their personal power to contribute toward safe andhealthy land resources. Respect for plant, animal and human life will be instilled. The authors’
are confident that this understanding will lead students to adopt values and attitudes that willorient their preference and decisions toward seeking technologies and adopting lifestyles that
honor all forms of life on land.
What skills should students have developed by the end of this teaching unit?

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Students will be equipped with skills of knowledge generation and dissemination, problem-solving, decision making, judgment formulation and undertaking projects toward preserving life on land. They will be prepared to suggest orientations and directions for reducing
risks, minimizing threats and enhancing the potential of water as a natural resource that isnecessary for sustaining life on land.
What behaviors and lifestyle choices should students have adopted by the end of this teachingunit?
Students will create awareness of the importance of land ecosystems and life on land by
telling friends, family and community members about the effects of human activities on theplanet’s land ecosystems. They will develop ideas for solving ecosystem concerns within theirsocial circle. Together with family members, friends and neighbors, students will strive to create awareness on how we can all commit to protecting the Earth’s ecosystems. In addition to
the awareness gained, it is hoped that the students as consumers will highlight and live by thebest practices for utilization of land resources.

What possible transformative actions might be put forth to students’ families and communities
by the end of this teaching unit?
Students will be equipped with skills for knowledge generation, dissemination and awareness-building among the school, community, family and members of society. Green practices and technologies attempted elsewhere will help to inspire good practices and discourage
harmful ones. Students will be equipped to offer solutions and to act against irresponsible
land filling, quarrying, mining and other harmful practices. In addition, they will become
practitioners and role models for safe and environmentally friendly solid waste management.

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LESSON PLANS, ACTIVITIES AND MATERIALSSDG 15
Theme/Topic:
Life on Land

304

Lesson Outcomes/Objectives:
Students will:
1. Acquire knowledge about the multiple
ways in which land sustains human, plant
and animal life
2. Learn about the degradation humans are
causing to the land, and the consequences ofcontinuing with our habitual behaviors
3. Apply their new knowledge in the community by planning and creating solutions todecelerate this problem, and to restore damaged lands
4. Acquire skills in awareness building andknowledge sharing among the community
concerning the land-based problems faced,
as well as the consequences of continuingwith current human practices and behaviors
5. Analyze, discuss and propose options formoving toward full land restoration and sustainable usage

Activities/Tasks:
Warm up- Students will create a mind map or list of multiple ways in which land sustains human,
animal and plant life
- Familiarize Students with SDG 15- Show video SDG 15- Life on land https://www.youtube.com/watch?v=xEdNS3xBg38-Students will become aware of the actual situation concerning unsustainable land usage
and what effects current practices have on land-based ecosystems- Learning to protect biodiversity https://www.youtube.com/watch?v=kHhspf5IfdE

-Show video Why is biodiversity so important https://www.youtube.com/watch?v=GK_
vRtHJZu4- Research on local green areas, industrial parks, and home complexes- Students will research to discover the level of pollution, degradation and unsustainableusage of the land ecosystem in their home community- Students will study industrial parks and garbage disposal areas in their localities to determine if waste disposal practices are adequate and if ecological regulations are being
followed properly- In class, students will discuss the data they have collected and explain their research findings- Students will propose ideas designed to lead to optimal land management- Show video of “50 Years Ago, This Was a Waste Land. He Changed Everything”
https://www.youtube.com/watch?v=ZSPkcpGmflE- In class, students will propose ideas for improving the state of Life on Land in the areas
where they did their research- Reflect on how we can improve or decelerate the detrimental effects that humans arehaving on land and the life forms found on land
- Students will make a mind map with their knowledge about life on land, and the many
ways that the land sustains us- Students will reflect on ways to help humans learn to interact sustainably with the land
and all forms of life on land
- Students will propose ways to reconstruct and restore our planet in order to coexist sustainably with nature and all life forms- Students will include ideas on how humanity can make the transition to sustainable lifestyles, and the sustainable usage of natural resources that the land offers to us
Teaching materials: (Readings, audio visuals, illustrations, photos, realia)
Videos:- Conservation and the race to save biodiversity https://www.youtube.com/watch?v=-u8xi7KFHY4- Learning to protect biodiversity https://www.youtube.com/watch?v=kHhspf5IfdE- “Human Activities that Threaten Biodiversity” https://www.youtube.com/
watch?v=2RC3Hsk90t8- An Introduction to SDG 15 by GVI https://www.youtube.com/watch?v=9Ac2VGihinA305

- “Land Degradation Neutral World” https://www.youtube.com/watch?v=DPgtdEw5lgI- Biomes | Biology | Ecology https://www.youtube.com/watch?v=RFEV-hiP2Gq- Act now and stop land pollution https://www.youtube.com/watch?v=ePPIy3L_cxA- Why is biodiversity so important? https://www.youtube.com/watch?v=GK_vRtHJZu4- Climate 101: Deforestation| National Geographic https://www.youtube.com/
watch?v=Ic-J6hcSKa8- SDG 15- Life on Land https://www.youtube.com/watch?v=xEdNS3xBg38- “50 Years Ago, This Was a Waste Land. He Changed Everything” https://www.youtube.
com/watch?v=ZSPkcpGmflE

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Illustrations:- “Global Goals: Life on Land” http://www.globalgoals.org/global-goals/life-on-land/- “Google Images” https://cdn.artstation.com/p/assets/images/images/001/380/073/large/
ericka-picar-tree.jpg?1445415513- “SDG 15: Life on Land” http://in.one.un.org/page/sustainable-development-goals/sdg15/- “Mauro Toselli. Goal 15. Life on Land” https://www.flickr.com/.../in/album-72
157672078902171/
Key Questions:
Assessment: (Teacher, Peer, Self )- What is the importance of land for s u s taining human and other forms of life?
- What sort of problems and challenges are Evaluation rubrics are provided below
humans causing to life on land?
- What contributions can I make to help
solve these issues?
- How can I make people in my social circle
aware of the destruction we are causing toour planet?
- How can I encourage my friends, family
and community members to be a part of thesolution to these problems?

Activities student will apply in his/her personal life
Students will write a list or create a mind map about the impacts humans are causing onland and life forms on land. They will include observations about human-generated pollution and natural resource depletion. They will gain awareness of the causes and the negative
effects humans have on nature. They will give ideas on how we can reverse the negative
effects humans have on the land and land-based life forms.
Activities student will apply with his/her community- Students will interact with family members, friends, classmates, and their community tocreate awareness of human-generated impacts on the land and land-based life forms- Students will invite members of their social circle to develop ideas for solving existing
challenges to life on land
- Students will organize family members, friends, and neighbors to develop activities oriented to protecting life on land
Readings & information sources:- “Global Goal 15: Protecting life on land”
https://www.globalcitizen.org/es/content/goal-15-protecting-life-on-land/- “Sustainable Development Goal 15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, halt and reverse landdegradation and halt biodiversity loss”
http://www.fao.org/sustainable-development-goals/goals/goal-15/en/- “Goal 15: Sustainably manage forests, combat desertification, halt and reverse land degradation, halt biodiversity loss” http://www.un.org/sustainabledevelopment/biodiversity/- “SDG 15 Indicators” https://medium.com/sdgs-resources/sdg-15-indicators-9450fe
6f9e35
Subject skills utilized:- Civic and Ethics- Administration- Geography- Biology- Social Studies- Natural Sciences

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Partnerships for the goals: (How can we multiply this awareness and link it at the local,
national and international levels? i.e. private sector, government, education, civil society,families)- Create and disseminate social awareness of natural resources we use and the level ofpollution we are causing- Conduct student-led empirical research on the state of life on land and implement solutions to improve the places researched- Discuss students ‘findings. Propose solutions and extend this knowledge to community,
family and everyone in students’ social circles- Regulate the cutting of trees and implement reforestation measures to help revert thenegative effects that humans have caused to the land
Resources/Organisation:- World Wildlife Fund: WWF - Endangered Species Conservation- “Stand For Trees” http://www.standfortrees.org/manvsearth

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STUDENT SELF-EVALUATION RUBRIC
Student’s Name:

Kindly provide brief answers to thequestions below:

How did my perspective change after thisunit concerning Life on Land?
How was my appreciation toward life onland before conducting my research?
How can I contribute to solving the many
challenges concerning human land usage
and the conservation of all forms of life on
land?
What are some things I would like tochange about how my social circle is managing life on land? How can we as a community begin to implement these changes?

309

TEACHER TO STUDENT EVALUATION RUBRIC
Student’s name:
Student’s level of awarenessof the ways that land sustains
human life.
Student detects problems
and proposes solutions forfacing existing challenges tolife on land.
Student creates awarenessfor others about how humans
can take care of life on land.

310

Student contributes ideas on
how to take care of life onland without negatively affecting natural resources, thehuman community, and other land-based life forms.

Poor
1

Fair
2

Average3

Good
4

Excellent5

PEER-EVALUATION RUBRIC
Student’s name:Classmate evaluating:

Poor
1

Fair
2

Average3

Good
4

Excellent
5

My classmate demonstrates
awareness concerning life
on land and how much humans depend on it.
My classmate understands
the importance of life onland and is able to createawareness of the topic within his/her social circle.
My classmate has developed ideas about how humans can help restore life
on land and stop damaging
it.

311

Videos:
Conservation and the race to save biodiversity by California Academy of Scienec“Human Activities that Threaten Biodiversity” by California Academy of Sciences

312“Learning to protect biodiversity” by UNESCO

“An introduction to SDG 15 by GVI” by GVI“50 Years Ago This Was a Waste Land” by
National Geographic

Extra Videos“Land Degradation Neutral World” by: UNCCD

313

Biomes | Biology | Ecologyhttps by greatpacificmedia“Act now to stop land pollution” by UN Environment

314“Why is biodiversity so important? - Kim
Preshoff ” by TED-Ed

“Climate 101: Deforestation | National Geographic” by National Geographic“SDG 15 Life on Land” by What Can You
Do?

Bibliography:
California Academy of Science. (2014). Conservation and the race to save biodiversity [Videofile]. Retrieved from:https://www.youtube.com/watch?v=-u8xi7KFHY4
California Academy of Science. (2014). Human Activities that Threaten Biodiversity [Videofile]. Retrieved from https://www.youtube.com/watch?v=2RC3Hsk90t8
GVI. (2017).An Introduction to SDG 15 by GVI [Video file]. Retrieved from https://www.
youtube.com/watch?v=9Ac2VGihinA
National Geographic. (2017). 50 Years Ago, This Was a Wasteland. He Changed Everything | Short Film Showcase [Video file]. Retrieved from https://www.youtube.com/
watch?v=ZSPkcpGmflE

315

UNESCO. (2012). Learning to protect biodiversity [Video file]. Retrieved from: https://www.youtube.com/watch?v=kHhspf5IfdE
Bibliography for extra videos:
greatpacificmedia. (2010). Biomes | Biology | Ecology [Video file]. Retreived from https://www.youtube.com/watch?v=RFEV-hiP2Gq
Kim Preshoff [TED-Ed]. (2015).Why is biodiversity so important [Video file]. Retrieved
from: https://www.youtube.com/watch?v=GK_vRtHJZu4National Geographic. (2017). Climate 101: Deforestation | National Geographic [Video file].
Retrieved from: https://www.youtube.com/watch?v=Ic-J6hcSKa8
UNCCD. (2015). Land Degradation Neutral World [Video file]. Retrieved from https://www.youtube.com/watch?v=DPgtdEw5lgI
UN Environment. (2017). Act now and stop land pollution [Video file]. Retrieved from: ]https://www.youtube.com/watch?v=ePPIy3L_cxAWhat can you do. (2017). SDG 15- Life on land [Video file]. Retrieved from https://www.
youtube.com/watch?v=xEdNS3xBg38

316

Illustrations:Life on Land - Goal 15 by Global Giving

Goal 15: Life and Land by Margreet De Heer

GOAL 15: Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manege forests cobat desertification andhalt and reverse land degradation and halt
biodiversy loss by Mauro Toselli

317

Life on Land - Goal # 15 by Global Giving

Goal 15: Life on Land by THE GOBAL
GOALS

318
Bibliography illustrations:
De Heer, M. (n.d.). Goal 15: Life on Land [Digital Image]. Retrieved from http://in.one.
un.org/page/sustainable-development-goals/sdg-15/
Global Giving (n.d.). Life on Land - Goal #15 [Digital image]. Retrieved from: https://www.
globalgiving.org/sdg/life-on-land/
Global Giving (n.d.). Life on Land - Goal #15 [Digital Image]. Retrieved from: https://www.
globalgiving.org/sdg/life-on-land/
THE GLOBAL GOALS (n.d.). Goal 15: Life on Land [Digital Image]. Retrieved from:http://www.globalgoals.org/global-goals/life-on-land/Toselli, M. (2016). Goal 15: Protect, restoreand promote sustainable use of terrestrial ecosystems sustainably manage forests combat desertification and halt and reverse land desertification halt biodiversity loss [Digital Image]. Retrieved from https://www.flickr.com/
photos/xlontrax/28660249804/in/album-72157672078902171/
Bibliography Articles:
FAO. (n.d). Sustainably manage forests, combat desertification, halt and reverse land degradation, halt biodiversity loss. Retrieved from http://www.fao.org/sustainable-development-goals/goals/goal-15/en/
Fleischner, N. (2015). Global Goal 15: Protecting Life on Land. Retrieved from https://www.
globalcitizen.org/es/content/goal-15-protecting-life-on-land/
UN. (n.d.). Forests, Desertification and Biodiversity - United Nations Sustainable Development. Retrieved from http://www.un.org/sustainabledevelopment/biodiversity/
sdgcounting. (2016). SDG 15 Indicators SDG 15: Life on Land — Indicators by Targets. Retrieved from https://medium.com/sdgs-resources/sdg-15-indicators-9450fe6f9e35

319

320

321

Unit Authors: Ramón Hernández, Yessica Vega and David Córdova

322

Sustainable Development Goal 16:
Peace, Justice and Strong Institutions
Summary of SDG 16’s Content and Intent
Issues of peace and justice are urgent for our conflict ridden world, and the need for institutions designed to ensure peace, justice and wellbeing has become imminent. Systemic normalized violence has emerged as the most significant and destructive challenge to the survival ofnation-States, the planet and mankind. Spurred by violent conflict, the world is continuallyfacing the menace of mass migrations, which threatens the very foundations of stability anddevelopment. Crime as well as sexual and gender-based violence remain global challenges.
Young people are especially vulnerable; 43% of all homicides globally involve youth between
10 and 29 years of age, and children continue to be innocent victims of human trafficking. The
institutional violence of unaccountable judicial systems and depriving people of their humanrights and fundamental freedoms all constitute forms of violence and injustice. In this unit
students will develop an understanding of the structural causes of conflict. They will be familiarized with the processes involved in peace building, and through the activities offered in theunit they will acquire skills for building bridges of understanding in order to promote peacefuland inclusive societies for sustainable and dignified development.

What awareness should students have acquired by the end of this teaching unit?
Students will develop a deep understanding of the main causes of institutional weakness
and impunity around the world. Understanding of the concepts and the processes of peaceand justice will be instilled, and students will acquire knowledge of the various institutions
that support inclusive values in the community. Students will further be enabled to identify
existing challenges to peace, justice and institutional efficiency that are detrimental to humanand environmental justice. They will be equipped with skills that enable them to reflect and to
put forward possible steps to overcome these challenges.

323

What values and attitudes should students have developed by the end of this teaching unit?
By the end of this unit students will have developed a general understanding of the concerns, constraints and significance with regard to peaceful co-existence for the survival of thehuman community and planet Earth. The values of harmonious coexistence and respect for
fellow human beings and the planet will be imbibed throughout the lesson. Students will beable to identify their personal power to contribute toward a peaceful Earth, free from conflicts,
with an emphasis on respect for human life. The authors are confident that this understanding
will lead students to adopt values and attitudes that will orient their decisions toward working
for peace and building a climate of understanding among the world’s diverse communities.

What skills should students have developed by the end of this teaching unit?

324

Students will be equipped with skills for accepting criticism, accommodating difference,and negotiating to resolve conflicts and to identify solutions allowing groups to move forward
in mutually-beneficial collaboration. They will further acquire the skills necessary for reflection and decision making, formulating judgements and undertaking peacebuilding initiatives.
By the end of the unit, students will have developed capabilities to suggest orientations anddirections for reducing risks, minimizing threats and promoting peace. They will be able toidentify the attributes of strong institutions and to propose ways of strengthening peace andjustice in their communities.

What behaviors and lifestyle choices should students have adopted by the end of this teachingunit?
Students will promote awareness of the importance of peace and justice by practicing
peace and justice in the school. They will engage in peaceful activities and intervene to develop amicable solutions in the event of conflicts among schoolmates, family and community
members. Together with family members, friends and neighbors, students will strive to createawareness on building communities of peace and working toward peace in their locality. Students will learn about the legal and institutional frameworks designed to ensure peace; they
will analyze current events in light of institutional ‘official lines,’ and they will propose ways

to bring actual practice more into line with the narratives espoused in local, national and international institutions.

What possible transformative actions might be put forth to students’ families and communities
by the end of this teaching unit?
Students will be equipped to propose peace building initiatives; they will have received
basic training in conflict transformation and negotiation to be applied among the schoolcommunity, family and members of society. The study of peace building and conflict transformation will help to motivate and inspire good practices while simultaneously discouraging
anti-social behaviors that might lead to conflict. By the end of the unit, students will be better
equipped to offer solutions and to eliminate conflicts by taking the right action and corrective
measures in their community.

325

LESSON PLANS, ACTIVITIES AND MATERIALSSDG 16

Theme/Topic:
Peace, Justice and Strong Institutions

326

Lesson Outcomes/Objectives:
Students will:
1. Develop a deep understanding of the maincauses of impunity in their local context
2. Gain understanding of the importance ofpeace, justice and strong institutions
3. Acquire familiarity with the various institutions that support peace and justice intheir community and worldwide
4. Identify existing challenges to peace, justice and institutional efficiency
5. Propose ways to overcome these challenges in order to strengthen institutions
designed to ensure peace and justice both
locally and globally

Activities/Tasks:
1. The teacher will explain the concepts of ‘peace,’ ‘justice,’ ‘impunity,’ ‘violence’ and ‘discrimination’2. Teacher and students will discuss the global and local Institutions that are dedicated toensuring peace and justice in the community. They will identify strengths and weaknesses
in the Institutions, and in the peace and justice procurement processes
3. Students will identify contexts a) where peace and justice are exercised constructively and,b) areas where peace and justice are weak or lacking in their community, their country andworldwide
4. Students will analyze reasons for the weakness or the lack of peace and justice in the
aforementioned situations
5. Teacher and students will discuss which Institutions they can turn to in the event ofproblems concerning peace and justice. Students will locate these Institutions in their locality with the help of Google Maps
6. Linking the local and the global, students will give their opinion about what is right andwrong in their community concerning peace and justice7. Students will compare and contrast different countries with regard to ‘impunity,’ ‘violence,’ ‘peace’ and ‘justice’
8. Students will identify and present factors that determine disparity between the different
countries
9. Students will propose and present possible solutions to issues of weak or lack of peace andjustice. They will propose ways to strengthen the Institutions in charge of ensuring peaceand justice in their locality
Teaching materials: (Readings, audio visuals, illustrations, photos, realia)
Readings (articles), Audio visuals (news), Realia (what they see in the community)- “The Sustainable Development Goals Explained: Peace, Justice and Strong Institutions”
https://www.youtube.com/watch?v=5e0a7rpp1sw- SDG 16 Peace Justice and Strong Institutions Mary Grace Vella https://www.youtube.
com/watch?v=8BUjY482aN8- 2030- SDG 16- Peace, Justice and Strong Institutions- Ted Talks https://www.youtube.
com/watch?v=6aqY-iY7s_Q- “SDG16: Peace, Justice and Strong Institutions” https://www.youtube.com/watch?v=xonBEFWin74- “SDG 16 Peace” https://www.youtube.com/watch?v=2zEdpbdoFSY
Key Questions:- What is justice? Please give examples of injustice- What cases of injustice do you see in your community?
- Why do you think these injustices occur?
- What do you do when something unfair happens to you?
- Have you ever done something unfair? Please explain- What do you think about the police in your community?
- Do you watch the news? What topics and issues are discussed in the news programs you
watch?
- What do you know about politicians and their relationship to peace, justice and theinstitutions designed to guarantee these values?
- Who do you admire? Why?
- If you have a Civics and Ethics class, what issues do you study that are related to peaceand justice?
- What countries did you research about?

327

- What did you find about them with regard to peace, justice and strong institutions?
- How do you compare the cases that you have studied to your own community?
Assessment: (Teacher, Peer, Self )- Participation in class- Quizzes- Presentation- Self-evaluation- Peer-evaluation- Teacher-evaluation
Activities student will apply in his/her personal life
- Have a group and personal reflection on ‘justice.’- Have a critical thinking session about unfair behavior which students have experienced
from others. Identify communications strategies for appropriately pointing out the injusticeto the perpetrator. Write a reflection on these.
- Students reflect on their own behavior to become aware of their possible past and present
unjust behaviors and attitudes. Formulate a plan to substitute their unjust behaviors andattitudes with more just alternatives. Write a reflection on these.

328

Activities student will apply with his/her community- Chat with people about societal notions of ‘right’ and ‘wrong’. Ask people about what in
the community supports peace and justice, and which aspects of community life run counter to basic peace and justice.
- Discuss how to be proactive when something unethical is happening. Challenge it withappropriate words; offer peaceful and just alternative solutions to the issue at hand.
Readings & information sources:- “Samuel: Helping keep the peace in Kenya” https://www.one.org/international/blog/samuel-helping-keep-the-peace-in-kenya/- “Justice and peace go hand in hand – you can’t have one without the other” https://www.
theguardian.com/global-development/2015/oct/26/justice-peace-conflict-affected-societies- “SDG 16 – Promote Peace, Justice and Inclusive Societies” http://www.mdgmonitor.org/
sdg16-promote-peace-justice-and-inclusive-societies/- “Goal 16: Peace, justice and strong institutions” http://www.government.se/govern-ment-policy/the-global-goals-and-the-2030-Agenda-for-sustainable-development/goal16-peace-justice-and-strong-institutions/- “Understanding Peace, Justice & Strong Institutions SDG16” http://safecity.in/understanding-peace-justice-strong-institutions-sdg16/
Subject skills utilized:- Civics and Ethics- Social Studies- Geography- History- Oral Expression- Communicative Skills- Critical Thinking- Analytical Skills
Partnerships for the goals:
Children in the community discuss these issues with children in another part of the world
via Skype or other social networks
Resources/Organisation:- “Goal 16: Promote just, peaceful and inclusive societies” http://www.un.org/sustainabledevelopment/peace-justice/- “Ensuring Sustainable Peace: Strengthening Global Security and Justice through the
UN Peacebuilding Architecture” https://cedricdeconing.net/2015/11/29/ensuring-sustainable-peace-strengthening-global-security-and-justice-through-the-un-peacebuilding-architecture/329

STUDENT SELF-EVALUATION RUBRIC
Student’s Name:
What are the main causes of injustice?

Kindly provide brief answers to thequestions below:

Briefly describe peace and justice.
Briefly mention about a case that you witnessed of injustice.
How can we promote peace and justice?

TEACHER TO STUDENT EVALUATION RUBRIC
Student’s name:330

The student understands theconcepts of peace and justiceThe student demonstrates
knowledge of the importanceof peace, justice and strong
institutions
The student is aware of thechallenges that we face whenseeking justice and peace
The student is now able topropose solutions and strategies for peace and justice in
his/her community

Poor
1

Fair
2

Average3

Good
4

Excellent5

PEER EVALUATION RUBRIC
Student’s name:

Poor
1

Fair
2

Average3

Good
4

Excellent
5Classmate evaluating:
My classmate shows an understanding of the conceptsof peace, justice and strong
institutions.
My classmate shows anawareness of the importance of peace, justice andstrong institutions.
My classmate can explain
the importance of justice insociety.
My classmate is now awareof the situations in which
there is injustice.

331

Videos“The Sustainable Development Goals Explained: Peace, Justice and Strong Institutions” by United Nations (2015)

SDG 16 Peace Justice and Strong Institutions Mary Grace Vella by President’s Foundation for the Well Being of Society

332““2030- SDG 16- Peace, Justice and Strong
Institutions- Ted Talks” by Let’s Change

“SDG16: Peace, Justice and Strong Institutions” by IOPD OIDP (2016)“SDG 16 Peace” by What Can You Do (2017)

Bibliography
IOPD OIDP. (2016). SDG16: Peace, Justice and Strong Institutions [Video file]. Retrieved
from https://www.youtube.com/watch?v=xonBEFWin74
Lets Change. (2017). 2030- SDG 16- Peace, Justice and Strong Institutions- Ted talks [Video File]. Retreived from https://www.youtube.com/watch?v=6aqY-iY7s_Q
United Nations. (2015). The Sustainable Development Goals Explained: Peace, Justice and Strong Institutions [Video file]. Retrieved from https://www.youtube.com/
watch?v=5e0a7rpp1sw
Vella, M. [President’s Foundation for the Well Being of Society]. (2016). SDG 16 Peace Justice and Strong Institutions Mary Grace Vella [Video file]. Retrieved from https://www.
youtube.com/watch?v=8BUjY482aN8
What Can You Do. (2017). SDG 16 Peace [Video file]. Retrieved from https://www.youtube.
com/watch?v=2zEdpbdoFSY333

Articles“Understanding Peace, Justice & Strong Institutions SDG16” by Safecity (2016)“Samuel: Helping keep the peace in Kenya”
by One (2015)334

“Justice and peace go hand in hand – you can’t
have one without the other” by The Guardian(2015)

SDG 16 – Promote Peace, Justice and Inclusive Societies” by MDG Monitor (2016)335

“Goal 16: Peace, justice and strong institutions” by Government Offices of Sweden(2015)

Bibliography
Shaikh, S. (2016). Understanding Peace, Justice & Strong Institutions SDG16. Retrieved
from http://safecity.in/understanding-peace-justice-strong-institutions-sdg16/

336

Guy-Allen, C. (2015). Samuel: Helping keep the peace in Kenya. Retrieved from https://www.one.org/international/blog/samuel-helping-keep-the-peace-in-kenya/
Bennett, W., and Wheeler, T. (2015). Justice and peace go hand in hand – can’t have one without the other. Retrieved from https://www.theguardian.com/global-development/2015/
oct/26/justice-peace-conflict-affected-societies
Max. (2016). SDG 16 – Promote Peace, Justice and Inclusive Societies. Retrieved from http://
www.mdgmonitor.org/sdg16-promote-peace-justice-and-inclusive-societies/
Government Offices of Sweden. (2015). Goal 16: Peace, justice and strong institutions. Retrieved from http://www.government.se/government-policy/the-global-goals-and-the2030-Agenda-for-sustainable-development/goal-16-peace-justice-and-strong-institutions/Illustrations
16 Peace, Justice and Strong Institutions by
The Global Goals (2017)17 Days, 17 Goals: Progress made on the
Sustainable Development Goals by United
Nations (2017)337

SDG 16: If you want peace, work for justiceby Ekantipur (2017)

Advocate Peace and Stability with #SDG16
by United Nations in India (2017)338
SDG 16: Peace, Justice and Strong Institutions by United Nations in India (2017)

Bibliography
Derek. (2016). Advocate Peace and Stability with #SDG16 – [GSC 17/17, week 16] [Digital
image]. Retrieved from https://www.gscouncil.org/advocate-peace-and-stability-withsdg16-gsc-1717-week-16/
Dhungel, S. (2017). SDG 16: If you want peace, work for justice [Digital Image]. Retrieved
from http://kathmandupost.ekantipur.com/printedition/news/2017-08-15/sdg-16-ifyou-want-peace-work-for-justice.html
The Global Goals. (n.d.). 16 Peace, Justice and Strong Institutions [Digital Image]. Retrieved
from http://www.globalgoals.org/global-goals/peace-and-justice/
Sustainable Development Goals. (2016). #17days17goals: Progress Made on the Sustainable Development Goals [Digital Image]. Retrieved fromhttp://www.un.org/sustainabledevelopment/blog/2016/07/17goals17days-progress-made-on-sustainable-development-goals/
United Nations in India. (n.d.). SDG 16: Peace, Justice and Strong Institutions [Digital Image]. Retrieved from http://in.one.un.org/page/sustainable-development-goals/sdg-16/

339

340

341

Unit Authors: David Córdova and Yessica Vega

342

Sustainable Development Goal 17:
Partnerships for the Goals
Summary of SDG 17’s Content and Intent
SDG 17 aims to strengthen the implementation of development initiatives and revitalize
global and local partnerships for sustainable development. It underscores the need to forge
g/local linkages through a strong commitment to partnerships and collaborative action. Developments in technology have made geographic boundaries less impenetrable, and they allow
us to forge linkages with like-minded individuals and organizations around the world as wework to achieve sustainable development. It is vital to coordinate policies to help countries
manage their debt, and to promote investment that will allow the least developed to achievesustainable growth and development. Partnerships are built upon principles, values, a sharedvision and shared goals that place people and the planet at the centre. These common values
must be espoused at the global, regional, national and local levels in order to achieve sustainable development and dignity for all. Areas of particular relevance include sustainable energy,
infrastructure and transport, as well as information and communications technologies.

What values and attitudes should students have developed by the end of this teaching unit?
By the end of this unit, students will have a general understanding of the necessity of building partnerships with like-minded people around the globe. The values of knowledge-sharing,working as a team, collaboration and communication will be instilled through the content
and activities offered below. Students will realize the need to share and to learn from theexperiences of others. The importance of fostering development through mutual cooperationand support will be cultivated through the myriad activities and reflections offered in the unit.

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What skills should students have developed by the end of this teaching unit?
Students will be equipped with skills that enable collaboration, communication and negotiation designed to foster linkages and build lasting relationships with others who strive forsustainable development. They will have developed capabilities to build social networks and towork in teams toward shared goals. Students will acquire the abilities required for knowledge
sharing and information transfer. They will gain skills in persuasive argumentation in order
to articulate their opinions in ways that motivate and advance the collective consciousness
toward sustainable development and dignity for all people and the planet.

What behaviors and lifestyle choices should students have adopted by the end of this teaching
unit?

344

Students will create awareness among others on the importance of forging linkages, andbuilding sustainable social and economic relationships. They will learn to appreciate the bestpractices of others and make individual attempts to follow and to become leaders who champion sustainable practices in their community. They will engage in developmental activities
which involve partnerships and collaboration with other segments of society, members of
the community, social organizations and economic institutions at the global and local levels.

What possible transformative actions might be put forth to students’ families and communities
by the end of this teaching unit?
By the end of this unit, students will emerge as meaningful partners and as leaders forsustainable development both locally and globally. They will encourage and motivate membersof their family, community and society to work collectively to realize the goals of sustainable
development as expressed through the UN SDGs.

LESSON PLANS, ACTIVITIES AND MATERIALSSDG 17

Theme/Topic:
Partnerships for the Goals

Lesson Outcomes/Objectives:
Students will learn:
1. What kinds of institutions can help countries develop and how these institutions
function.
2. About the impacts of technology on
countries and how technological innovation
has changed and affected developing communities.
3. About the implementation of different
capacity building activities designed to support all of the goals.
4. The pros and cons of the international
trade and commerce system that both pushes and binds developing countries.

Activities/Tasks:
1. Finance
1.1 Students will read “Development” They will make a drawing that illustrates what a developing country ‘looks like’ according to their understanding
1.2 Students will understand the role played by the International Monetary Fund (IMF)
and how it can help and possibly hurt developing countries (Video “Capacity Development”)
1.3 Using as an example the IMF techniques, students will create an association designed
to help their country have better management of their finance
2. Technologies
2.1 Students will reflect and brainstorm with the teacher about how technology affects orchanges the lives of individuals, communities and countries
2.2 Students will brainstorm about the impact of technologies and internet access in developing countries
2.3 Students will go out and observe access to technology, or the lack thereof, in their community that would help them be economically competitive

345

346

2.4 They will make posters about the importance and the impacts of technology on developing communities and countries
3. Capacity building
3.1 Students will become acquainted with the international support available for capacity-building trainings in developing countries. They will be familiarized with support systems available for regional implementation of all the UN Sustainable Development Goals
4. Trade
4.1 Students will watch the video “Is the European Union worth it or should we end it?”
(Listed below). They will create a mind map that illustrates the pros and cons of economic
union among countries
4.2 Students will read “World Trade Organization- WTO.” They will write a composition
which summarizes what is the WTO
4.3 As a final activity, students will be divided into small groups. Each team will represent
a country as designated prior to beginning the activity. Depending on the type of country
they are, each team will be given symbols of resources to make some type of food or dishand a certain amount of symbolic currency
4.4 Each team will set a price for their own resources, which they will either sell or use to
make their own dishes. The teams that are developing countries will want to negotiate formore resources and affordable prices according to the value of their own currency, while thedeveloped countries may grant or deny the negotiations proposed by the developing nations
4.5 One team will act as a mediator and other teams might resort to them in order to negotiate successfully with other teams
The goal of this activity is to be able to make the most dishes possible
Possible outcomes:- Developed countries help developing countries and every team makes many dishes- Developed countries deny developing countries help and they end up with more dishes- The teacher should explain after the activity that cooperation would have provided thebest results
5. Systematic issues
5.1 Students will get acquainted with development policy and its institutional coherence
through a series of presentations. They will learn about multi-stakeholder partnerships andthe ways to collect development-related data, to ensure accountability and to monitor policy implementation outcomesTeaching materials: (Readings, audio visuals, illustrations, photos, realia)- “Development” https://www.nationalgeographic.org/encyclopedia/development/- “Is the European Union worth it or should we end it?” https://www.youtube.com/
watch?v=XxutY7ss1v4&t=2s- “Capacity Development” http://www.imf.org/external/np/ins/english/index.htm- “Sustainable Development Goals Explained: Partnerships for the Goals’’ https://www.
youtube.com/watch?v=Ta8PIPxDR4U- “How Public-Private Partnerships Can Help Achieve the SDGs’’ https://www.youtube.
com/watch?v=g9p3t275eCA- SDG 17 Partnership for the Goals Marie Briguglio https://www.youtube.com/watch?v=to-CPX18oT0- “SDG 17- Partnerships for the Goals- Ted Talks’’ https://www.youtube.com/
watch?v=eUhc2S5FlL8
Key Questions:- What is the purpose and the mission of the International Monetary Fund?
- What is a developing country?
- How has technology changed or affected communities?
- What is the World Trade Organization and what is its mission?
- What are the main issues that must be faced in order to strengthen partnerships for the
Sustainable Development Goals?
Assessment: (Teacher, Peer, Self )- Students will be evaluated through a written or oral quiz in which they have to demonstrate that they learned and understood what Partnership for the Goals really means andhow they can be achieved- They will work in teams to meet the established goals by developing and sustaining mutually-beneficial partnerships
Activities the student will apply in his/her personal life
Students will reflect on how to hone their skills in order to become more efficient at reaching solutions to shared problems in collaboration with a variety of partners and stakeholders347

Activities student will apply with his/her community.
Students will share what they’ve learned with peers, relatives and community members
They will seek to improve their partnership skills as well. They will try to improve how they
communicate with others in order to become a hardworking society in which everybody
participates to make the world a better place
Readings & information sources:- Goal 17: Partnerships for the goals http://www.sdgfund.org/goal-17-partnerships-goals- SDG 17: Strengthen the means of implementation and revitalize the Global Partnershipfor Sustainable Development http://www.unwomen.org/en/news/in-focus/women-andthe-sdgs/sdg-17-partnerships-for-the-goals- Sustainable Development Goal 17: Strengthen the Global Partnership https://www.greenbiz.com/article/sustainable-development-goal-17-strengthen-global-partnership-sustainable-development- Sustainable Development Goal 17: Strengthen the means of implementation and revitalize the global partnership for sustainable development http://www.fao.org/sustainable-development-goals/goals/goal-17/en/

348

Subject skills utilized:- Sociology- Humanities- Social Studies- Technology- Civics
Partnerships for the goals: (How can we multiply this and link it at the local, national andinternational levels? i.e. private sector, government, education, civil society, families)- Give leaflets to people with information about the SDGs and about associations they cancontact in order to become active in working to achieve the goals- Create local public events focusing on Partnership for the Goals- Publish information in and around communities about how to improve partnerships toreach each one of the different goals

Resources/Organisation:
Sustainable Development Knowledge Platform https://sustainabledevelopment.un.org/
sdg17
SDG 17: Strengthen the means of implementation and revitalize the global partnership forsustainable development https://sdgcompass.org/sdgs/sdg-17/
Goal 17: Revitalize the global partnership for sustainable development http://www.un.org/
sustainabledevelopment/globalpartnerships/

STUDENT SELF-EVALUATION RUBRIC
Student’s Name:

Kindly provide a brief answer to eachquestion below:

How is the Partnership for the Goals perceived in my community?
What is the importance of developing multiple partnerships for the goals?
What are the main ways to develop efficientpartnerships and collaborative activities forthe goals?
What are the ways in which I can strengthen the partnership for the goals? Name andexplain them349

TEACHER TO STUDENT EVALUATION RUBRIC
Student’s name:
The student understands
the factors required to ensure partnerships for all thegoals
The student demonstrates
knowledge of the importance of partnerships forachieving goals for the society
The student is aware of thechallenges of a partnershipfor the goals, both globallyand in his/her community

350

Poor
1

Fair
2

Average3

Good
4

Excellent5

PEER EVALUATION RUBRIC
Student’s name:

Poor
1

Fair
2

Average3

Good
4

Excellent
5Classmate evaluating:
My classmate shows anawareness of the factors involved in developing partnerships for the goals
My classmate understands
the importance of developing partnerships for thegoals for society
My classmate can propose ways to develop andstrengthen partnerships for
all the goals, for all people
in all places at all times

351

Videos“Capacity Development”“Sustainable Development Goals Explained:
Partnerships for the Goals” (2015)352

How public-private partnerships can help
achieve the SDGs” (2015)

Is the European Union worth it or should we
end it?

“SDG 17-Partnership for the Goals- Ted
Talks” (2017)

Bibliography
Briguglio, M. [President’s Foundation for the Wellbeing of Society]. (2016). SDG 17 Partnership for the Goals Marie Briguglio [Video file]. Retrieved from https://www.youtube.
com/watch?v=to-CPX18oT0
International Monetary Fund. (SF). Capacity Development [Video file]. Retrieved fromhttp://www.imf.org/external/np/ins/english/index.htm
Kurzgesagt – In a Nutshell. (2017). Is the European Union Worth it or should we end it?
[Video file]. Retrieved from https://www.youtube.com/watch?v=XxutY7ss1v4&t=4s
Let’s Change. (2017). SDG 17-Partnerships for the Goals- Ted talks [Video file]. Retrieved
from https://www.youtube.com/watch?v=eUhc2S5FlL8
United Nations. (2015). Sustainable Development Goals Explained. Partnership for theGoals [Video file]. Retrieved from https://www.youtube.com/watch?v=Ta8PIPxDR4U
UNECE. (2015). How Public-Private Partnerships can help achieve the SDGs [Video file].
Retrieved from https://www.youtube.com/watch?v=g9p3t275eCA

353

Articles“Goal 17: Partnership for the goals” (ND)

“SDG 17: Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development” (ND)354
“Sustainable Development Goal 17:
Strengthen the Global Partnership” (2015)

“Sustainable Development Goal 17:
Strengthen the means of implementation andrevitalize the global partnership for sustainable development” (ND)

Bibliography
Food and Agriculture Organization of the United Nations. (ND). Sustainable Development
Goal 17: Strengthen the means of implementation and revitalize the global partnershipfor sustainable development. Retrieved from http://www.fao.org/sustainable-development-goals/goals/goal-17/en/
Logan, D. (2015). Sustainable Development Goal 17: Strengthen the global partnership. Retrieved
fromhttps://www.greenbiz.com/article/sustainable-development-goal-17-strengthen-global-partnership-sustainable-development
Sustainable Development Goals Fund. (ND). Goal 17: Partnerships for the goals. Sustainable
Development Goals Fund. Retrieved from http://www.sdgfund.org/goal-17-partnerships-goals
UN Women. (ND). SDG 17: Strengthen the means of implementation and revitalize the
Global Partnership for Sustainable Development. UN Women. Retrieved from http://
www.unwomen.org/en/news/in-focus/women-and-the-sdgs/sdg-17-partnerships-forthe-goals

355

Illustrations
SDG 17: Partnership for the Goals

Goal 17: Revitalize the global partnership forsustainable development356

Sustainable Development Goal 17: Strengthen the global partnership

17 Partnership for the goals

SDG 17 – Partnerships for the goals

Bibliography
DNV. (n.d.). SDG 17 – Partnerships for the goals [Digital image]. Retrieved From https://www.dnvgl.com/technology-innovation/spaceship-earth/partnerships-for-the-goals.
html
Logan, D. (2015). Sustainable Development Goal 17: Strengthen the global partnership[Digital image]. Retrieved from https://www.greenbiz.com/article/sustainable-development-goal-17-strengthen-global-partnership-sustainable-development
Sustainable Development Goals. (2015). Goal 17: Revitalize the global partnership for sustainable development [Digital image]. Retrieved from http://wyf.org.my/what-we-do/
goal-17-partnership-for-the-goals/
The Global Goals For Sustainable Development. (ND). 17 Partnership for the goals [Digtial
image]. Retrieved from http://www.globalgoals.org/global-goals/partnerships-for-thegoals/
United Nations in India. (n.d.). SDG 17: Partnership for the Goals. Retrieved from http://
in.one.un.org/page/sustainable-development-goals/sdg-17/

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358

Biodata of Book Editors, Authors and Collaborators
Editors
Carolina López C.
Prof. Dr. Carolina López C. is the Founder of Living Lab/Centro
de Diálogo y Transformación Inc., Centre for Dialogue & Human
Wellbeing, Regional Centre of Expertise Borderlands México-USA
and Regional Centre of Expertise Central Semenanjung- Malaysia;
the latter two centres are acknowledged at the expert level by United
Nations University-Institute for the Advanced Study of Sustainability. Prof. López currently has 88 publications-- some of which arescientific, academic or theological, and others which are publishedthrough the popular press. She works as Professor-Researcher at theAutonomous University of Chihuahua in North Central México.
Ajitha Nayar K.
As Director of the Living Lab/Centre for Dialogue and Transformation- Kerala Branch, Dr Ajitha Nayar K. works for sustainability
education by designing projects and assessing their outcomes in termsof advances achieved toward reaching the United Nations’ Sustainable
Development Goals (SDGs). Dr. Nayar has acted as Science Education Curriculum Consultant for the Living Lab/Centre for Dialogue& Transformation at University of Malaya in Malaysia. Over the
past two decades she has served as a Teacher Educator in India andMalaysia, training both pre-service and in-service teachers in Information and Communications Technology-mediated Pedagogies. She
has taught courses on Technology in Science Education; Technology, Science and Society; Science Curriculum Studies, and Practical
Work in Science. Dr. Nayar works in an administrative capacity as
Executive, Academic Administration at the Indian Institute of Information Technology and Management in Trivandrum, Kerala INDIA.
Her published works include books, chapters in edited volumes andarticles in research journals. She has presented papers and chaired academic sessions at international and national conferences in various
parts of the world.
Iván Rodríguez
Ivan Rodriguez was born in Chihuahua, Mexico, where he works as acertified translator and instructor at the local university.

359

Aixchel Cordero Hidalgo
Dr. Aixchel Cordero is Deputy Director of Living Lab/Centro de
Diálogo y Transformación Inc.- Regional Center of Expertise: Borderlands México-USA in Chihuahua, México. She is Full Time Professor at the School of Philosophy and Letters at the Autonomous
University of Chihuahua in México. Dr. Cordero holds a Ph.D. in
Communication from the University of Sevilla in Spain and a Master’s in Business Administration from the Grenoble School of Business in France. Her research interest is in communication, sustainable
development and education. She is the author of “The Challenges of
Scientific Journalism according to Mexican University Professors,
Newspaper Directors and Heads of Research,” Journal of Informationand Learning Science, 2017, ISSN: 2398-5348 (Scopus). She has presented in conferences such as the National Conference on Education(2015, 2017), the Higher Education Partnership – Partners of theAmericas etc. She gave a lecture at the Ohio University (2017).
Prologue Author
Usman Muhammad Mareri

360

Usman Muhammad Mareri, MSc is a young global leader, climate
activist, women’s empowerment advocate, children’s education champion and social entrepreneur. He earned his BSc in Economics fromthe prestigious Ahmadu Bello University Zaria in 2010 and his MSc
in Education for Sustainability from London South Bank University. He is Coordinator for Africa & Middle East at the Global RCE
Network, United Nations University. Usman was awarded the Global
Young Leader, Caux Dialogue on Land and Security Prize, at Caux,
Switzerland. He was also recognized as a New Leader for Tomorrow(Class 2017) by the Crans Montana Forum-- a Swiss founded andowned Organization. He has served as a Global Youth Ambassador
for Education with the UN Special Envoy for Global Education andthe Office of Gordon and Sarah Brown. In 2014, he was awarded theMandela Washington Fellowship for Young African Leaders, a US
State Department program. He is an Associate Fellow at the Royal Commonwealth Society. Usman has written and delivered several
papers on climate change, sustainability and renewable energy within
and outside his country. He also holds certificates from UC Berkeley,
Earth Institute, Solar Energy International USA, World Bank Institute, UNIDO Institute, ILO International Training Centre, TERI
University India, and UNITAR.

Sustainable Devlopment Goals Chapter Authors
Andrea Rivera Hernández
Andrea Rivera Hernández was born in Chihuahua, Chihuahua México. She is 23 years old and a senior student from the B.A. in English
Language program at the Autonomous University of Chihuahua.
She is already working as a teacher in a public elementary school withchildren between 6 and 10 years old. She loves teaching and being
in contact with students in their different needs concerning school
matters. Her work in this book is based on activities that are easy tounderstand for the target audience-- children around the world whoare interested in how they can work to improve their communities
concerning development-related problems that are present aroundthe planet.
Luis Edwin Gómez Portillo
Luis Edwin Gómez Portillo was born in Chihuahua, Chihuahua
México on July 9, 1990. As an only child, he grew up in a small town
called Valle de Zaragoza, where he studied Livestock Husbandry at
the Secondary School. In CONALEP High School, Edwin became
specialized as an Electromechanical Technician. At the University
level, Mr. Gómez studied Software Engineering for three years at theAutonomous University of Chihuahua. He is currently finishing a
Bachelor’s Degree in English Language with a focus on translationand film dubbing. Mr. Gómez expects to graduate from the University in the first semester of 2019.
Cristian López Carrillo
Cristian López Carrillo, born in Chihuahua City and raised in Juárez
City, México, is currently studying his BA in English Language. Cristian has dedicated his life to developing his skills as a writer, always
trying to put his best effort into everything he does. As a writer anda person, he believes that a social conscience and a will to do good in
the world are pivotal to personal growth. That is why he engaged inthis project for sustainable development, which he believes is a noble
cause worth doing every possible action to achieve.

361

Javier Pichardo
Javier Pichardo Vargas is a Mexican senior student at the Autonomous University of Chihuahua. Mr. Pichardo currently resides in
Chihuahua City in the north of México. As a student of the BA in
English Language he is training to become a Spanish-English Interpreter and Translator. Currently working as a freelance English
teacher and translator, Javier understands the importance of multiculturalism and education in the development of healthy, happy andsustainable communities. The development of this project has allowed
him to reflect and apply different ideas hoping to build a better futurefor our next generations.
Jesús López

362

Jesús Armando López Valles was born on August 20, 1990 in the stateof Chihuahua, México. He is a ninth semester student in the English Language major at the Autonomous University of Chihuahua.
Mr. López holds diverse certifications for the teaching of English,
such as the Trinity College of London C2 Level Certificate. He also
holds a Cambridge English Language Certificate. He has placed at
the top level of the Certificación Nacional de Nivel de Idioma (National
Certification for English Proficiency), and has learned a great deal in
the process of publishing these materials for sustainable development.
Over the past ten years, Mr. López has been involved in missionary
trips in Mexico, visiting different ethnic groups in mountainous regions of the state of Chihuahua. He is currently part of a missionarygroup called “ALMA” from the state of Texas U.S.A. Mr. López wishes to thank Prof. Dr. Carolina López C. for the opportunity to be partof this team. Further thanks are given to his parents Jesús López andGuadalupe Valles for always being his biggest inspiration to keep on
dreaming as high as possible.

Ramón Arturo Hernández Ramírez
Ramón Arturo Hernández Ramírez is a student in the 9th semester from the English Language major at the Autonomous Universityof Chihuahua. He is graduating in December 2017, and he plans tostudy a master’s degree soon. Mr. Hernández holds the position ofYouth Coordinator for the Regional Centre of Expertise Borderlands
México-USA. He is a co-author of the United Nations’ Sustainable
Development Goals Teachers’ Resource Book. He believes that accepting
challenges is important for an individual to develop himself/herself
as a human being, along with helping other people to develop themselves.
Yessica Vega
Yessica Vega is a twenty-one year old student of the English Language major at the Autonomous University of Chihuahua. She plansto graduate by the end of 2018. Prior to entering the University, Yessica studied at a well-known high school where she spent three years
before choosing to enter the English Language program. Yessica truly
enjoys translating and teaching, and she hopes to teach English toother people in the future. She is grateful for the opportunity that
Prof. Dr. Carolina López C. gave her to work with the project team in
the creation of this book.

363

David Córdova
David Córdova is a twenty-one year old English Language major at
the Autonomous University of Chihuahua, México. Prior to entering the University, Mr. Córdova studied in a prestigious high school,
where he discovered his love for the English language. He truly enjoys speaking and writing in English, and he hopes to become a professional translator. Mr. Córdova is very grateful to Prof. Dr. Carolina
López C. for the opportunity she offered him of being part of thisimportant project, which he found to be a very enjoyable experience.

Roberto Hidalgo Villalobos
Roberto Hidalgo Villalobos worked as Technical Assistant throughout the book project. He plans to graduate from the English Language
program at Autonomous University of Chihuahua in December 2017
and, upon graduation, Mr. Hidalgo aims to continue working as asupport staff member at the University.

364

Editorial Designer
Rosa María Hernández
Mrs. Rosa María Hernández was born in Parral, Chihuahua, México
and studied at the Universidad Nacional Autónoma de México (Autonomous National University of Mexico). She lives in Chihuahua
City, where she works as an Independent Editorial Designer.

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Regional Centre of Expertise: Borderlands México-USA

The United Nations Sustainable Development Goals Teachers’ Resource Book has been
written over the course of one year by English Language Majors enrolled in the ‘Programs and Design in Education for Sustainable Development’ course (Programa yDiseño en Educación para el Desarrollo Sustentable) taught by Prof. Dr. Carolina López
C. at the Autonomous University of Chihuahua in North Central México. Collaborating Organizations include Living Lab/Centro de Diálogo y Transformación
Inc. and Regional Centre of Expertise on Education for Sustainable Development:
Borderlands México-USA.
The Resource Book constitutes a sincere effort to bring Education for Sustainable
Development materials to the borderlands region in order to offer awareness, knowledge, values, skills and attitudes that will become behaviors, lifestyles and commitments designed to help usher in an era of sustainable development for the humancommunity and the planet.