Activities
Students work in groups to discuss and analyse different locations around the world (countries or regions) with different wealth/ poverty levels.
- Consider the multi-perspective background (e.g. social, political, economic, cultural and ecological) of all stakeholders.
- Discuss possible causes of these differences and analyse any connections between these perspectives.
- Interview two organisations in different locations about the wealth/poverty situation.
- What have they achieved? What are they doing to improve the situation? Are they working with a specific target and/or indicator of SDG 1?
- Compare results between the two organisations.
Activities
Our World in Data: Explore the environmetal impact of food.
- Students can seelct a category to investigate, for example, carbon footprint, land use, water use, scarcity-weighted water use and water pollution.
- Comparisons can be made between different foods, by the use of graphs and emissions in the supply chain.
- The data can be adjusted in a flexible manner, so students can be given a speific task or explore with their own interests or hypothesies set.
- Classroom discussion about unequal use of water and land and what we eat in different areas of the world, could be applied.
Activities
Activities
In small groups: Ask the students to reflect on the structural and behavioural challenges that we identify in our education today.
- Together as a large group write up the chllenges for everyone to see.
- Ask the groups to choose one structural challenge and one behavioural challenge that they want to reflect on a little deeper.
- Think of the binary opposites of both chosen challange (for example, formal vs. informal systems/open to change vs. closed to change).
- Place the four factors in a four quadrant.
- Describe a future scenario that would be typical of these four situations (Formal-open/formal-closed/informal-open/informal-closed).
Activities
Activities
Activities
Activities
Media Technology Teacher: Future scenario: What will the future look like, based on how it looks today? Quantiatitve methods are used, based on facts/trends/statistics.
Students then backcast. What needs to change to achive this future?
- Complex problems (system)
- Need for large changes/transformations (values)
- External circumstances (interpersonal)
- Sufficient scope (stratgey)
- Enough time to make deliberate choices (Implementation)
Activities
Teacher in Engineering: Problem-posing activities. Students need to define the problem they identify, then work on possible solutions by investigating the problem.
- Students are encouraged to think about what would happen next if a solution was put in place.
- The students explore how these problems can become sustainability’s wicked problems.
Activities
Georgraphy Teacher: Use art for reflections-particpatory mapping
- Draw your favourite place in (location)
- Name two socio-ecological issues
- Use Bukhard et al. 2009-assessment ecosystems matrix
- Discussion: use guided questions
Activities
Teacher of Technology use in Education: I use an online mobile app to guide students on a walk around an environment with prompting questions. It is a good experiential activity to help students to be introduced to concepts through practical reflection.
Activities
Teacher in Environmental Science: I use a game about the fishing industry and resource management. You can order the physical board or the digital resource. the game can be played several times to help the students see what they have learnt and reflect on any different outcomes.
Activities
Teacher in Economics: I usually initiate my courses with a short update on relevant key variables for the Swedish or the global economy. Typical key variables are: GDP, inflation, unemployment rates etc. However, recently, I have also added the global temperature change to that list. So already, on the first day on a course, in more or less any subject within economics, the students are presented with facts about climate change. Thereby, it become easy to relate to climate change during a course when you are discussing growth theory, relations between rich and poor countries or almost any topic within economics.
How would you develop the activity for the next time? For now I am introducing the concept to more courses.
Activities
Education Developer: I use art and games to teach biodiversity ecosystems. This could be used for sevral of the goals.
- In small groups ask students to reflect over an ecosytem
- Use cards to play a game of ecosystem impacts
- Ask groups to turn the ecosytem card creation into a collage
- Reflect on what they have learnt to create an action plan to prevent biodiveristy loss
Activities
Global Foret Map: This map can be used for several different activities with students at diferent levels. Students can select different categories on the map to explore, for example, what events occure, where events occur and how changes have occured over time.
- In groups students can be set a topic to explore, such as habitat loss and degradation, species extinctions, biodiversity loss, and deforestation.
- Also, students could ecplore an event’s influence on indigenous communities or communities that rely on forests for basic needs.
Activities
Environmental Justice Atlas: Students can work in interdisciplinary teams to anlyse and learn about real-life cases around the world.
The atlas is an interactive tool that can be used to select cases depending on specific topics or places in the world. The cases can require students to do their own further search for information or application in different settings. The flexibility of the source helps teachers to adapt the resource for their own needs.
Activities
In groups, each student is given a different model of sustainable development to discuss and interpret the model.
- The students are asked to consider what is good and bad about the model. Is it inclusive or exclusive?
- The groups present their model and their main discussion points to the class and discuss together which model best suits sustainability and why.