Be the change
Learning Sequence 3
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Introduction
his week, we’re going to ask your students to try to analyse some of the actions provided by the sustainability goals for the world and the United Nations.
Within their group, the students are going to discuss how to achieve the goal of ticking off all 12 goals. Once they have decided and determined how they can achieve these, they will then add their very own actions and hopefully complete these over the next seven weeks
To close this learning sequence, students will be writing a letter to a prominent figure nationally, locally or internationally, to tell them exactly why this goal is one that is needed to be tackled to change the world and make it a better place for everybody.During this learning sequence, persuasive devices and editing will be prevalent.
During this learning sequence, we are going to ask you to have a look at the actions provided by the United Nations in alignment with your sustainability goal for the world.
The first thing we want you to do is to read the actions that are already in place. Once you understand those actions, it is now time to think about how you are going to achieve them and who it is that can help you!
Once you have had a conversation around these, we want you to add two more of your own. You will see that there are two blank spaces for you to complete.
Finally, in this learning sequence, you are going to be choosing somebody very influential in the community to write a letter to. We want you to tell them exactly why your sustainability goal matters to you and what you’re going to do about it. You might even want to ask them for their help!
Weekly Keywords
Introduce the spelling word list and choose from this list of tasks that can be repeated and expanded upon if necessary.
Copy the words into a spelling list/Vocabulary book for later reference.
Put each of the new words into a sentence and underline the new vocabulary in red pencil
Place the words in alphabetical order in a list.
Use a dictionary to define each of the words and place them into a vocabulary book.
Try to represent each of the words using a picture or a symbol and play the guessing game. (which image is matched to which word)
Write a paragraph containing all of the new vocabulary.
Make a vocabulary wall containing all of the new words.
Use a thesaurus to find synonyms for the words and create a synonym list.
These words will help you during this week’s lesson. You may already know some of these words however practice makes perfect!
First, read the words and then try to define them as simply as possible.
An example has been completed for you. You can write these into your books, and draw a picture to match or simply complete the task card.
Watch and Discuss - ‘Weekly Warm-Up Activity'
Each week we will read the book ‘Be the Change’ together as a class and answer a series of comprehension questions based on the changemaker we have just talked about.
The questions will be in the form of literal, inferential and applied questions with added research questions for children to conduct further research once the lesson is completed.
This will give the children insights into how. Changemakers in history have engaged with the world when attempting to make significant differences in the lives of the people, animals, insects and organisms on this planet to make it a better place.
Please read pages six and seven based on the life of Mother Teresa and answer the following questions.
Number one: What was the Ottoman Empire?
Number two: What did Mother Teresa do when she was 18 years old?
Number three: What was the purpose of the missionaries’ charity?
Number four: Why do you think Mother Teresa wanted to help people who needed help more than anybody else?
Number five: What does the word shunned mean?
Number six: What is the Nobel Peace Prize?
Number seven: What did Mother Teresa do with the prize money?
Number eight: What can we learn from Mother Teresa’s life?
Number nine: What actions are you going to take in the next day to live your life, like Mother Teresa’s?
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Getting to Know Your Team!
During this activity, students are asked to gather in their groups on their table and cut out the selected tiles with questions on the opposing sides
This activity is designed to breakdown the barriers of communication and thus building confidence between the students. Each group will turn over the tiles one at a time and ask the questions at random around the table to see if they can better understand the people within their group. This should build a sense of camaraderie and team spirit, which will help them to achieve the goals over the next seven weeks.
A core English concept of speaking and listening and active listening will be practised within this session, and these are the essential skills that we wish to develop over the next seven weeks.
By this time, you have found the people within your class and in your community who want to work on the same SDG as yourself. Each and every week you’re going to come together with your team and work collectively to try to achieve all of the actions within your particular goal.
But before we can even start to think about taking on this challenge, we must first get to understand the people that we are working alongside.
Cut out each individual square, turn them upside down and turn them over one at a time. Then take it in turns to ask three following questions of everybody on your table or within your group, and get to know each other a little bit better before we begin.
Teamwork is all about trust and this week, we really get to know each other! Good luck and be brave!
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Understanding Your Actions the Goals - What Do They Mean?
The United Nations has provided 10 actions underneath each of the sustainability goals for the world.
During this activity, the students will require to find the card which is associated with their SDG.
This comprehension activity will involve the students gathering information about these activities and actions and a better understanding of what it means to make change within this SDG particularly.
NB – The actions listed in the task card can be edited by the children and changed as they wish. The blank spaces will need to be filled in by the groups in your class but this will happen next week!
Now you better understand the team you’re working with. It is time for you to go and find your action task card. Remember that you have chosen one SDG, so you just need to find the page that lists your actions.
Click the link opposite to find your SDG action task card!
As a group, read these actions and discuss each of them, making sure that you fully understand what each of the actions means and what it entails to achieve them. If you don’t understand what to do, please talk to your friends or teacher.
If you want to change any of the actions then this is the week to do so! Your mission from this point onwards is to tick off all 12 of them!!
NOTE – There are two boxes left blank so that you can add two more of your own actions onto the checklist! You have 1 week to discuss with your team how you might fill in the blank areas.
The Power of the Pen
In this next section, we are going to ask you to write a letter, a letter that will potentially change the world and help other people to follow in your footsteps and save the planet.
Watch the following video and then follow the task card below.
Let’s Get Started - Writing a Letter
During this part of the session, the children will research a prominent figure in a local community and write to that person.This will give the children an active voice, agency and independence, whilst also building up the confidence that a speak out against things which they believe are incorrect.
Teachers may wish to read the sample letter with their class. Emotive language has been bolded for you to identify with your class and speak about how they affect the process of persuading someone to take action.
The students will also have seven or eight weeks remaining of this term to receive a reply from the recipient. Theory may even receive a visit if they have been invited to the school. This session is all about writing for a purpose.
Over the next 7 weeks, you will need to be brave and reach out to people you never thought was possible.
To get the ball rolling for everybody to get started together, we are going to write a letter to one of the most prominent people in the community. Someone who deals with the issue that you are talking about.
Your objective is to research that person’s name, find their address and write a letter to them and post it, voicing your concerns around this particular matter. You may even want to invite them to school to discuss the issue in your classroom!
Take a look at the example letter which should help and guide you. Once you decide to start writing your own, you may notice that the words which are involved are emotive language, which means they draw emotion from the reader and persuade them to help you in your mission.
You may also want to research further emotive language techniques to help persuade people to help you as you move forward.
Your voice is very important, and this week we are going to have the confidence to use that voice to make the world a better place
Posting Your Letter
Once your letter is written, it’s now time to seal it in an envelope. Carefully write the address of the person you are posting it to on the front and buy a stamp. Visit the local post box and send it on its way.
You may wish to create your own envelope by using the template opposite. If this was made from recycled paper, then that would be even better.
Then it’s a waiting game. Wait for a response, a phone call or even a visit from the person you have written to.
Well done you’re now a global citizen!
Closing Video
Now that you have all found your team members and you got to know each other and you understand the SDGs and the actions that you need to take, it is now time to understand that this is the team that is going to change the world.
You may wish to become well acquainted with your new team and your new friends because over the next seven weeks, you’ll be spending a lot of time together. Each and every one of you has different skills and different things to bring to this team, and it is very important that equality and equity are part of how your team works together.
Next week we will be designing a poster which will be going home to our families to be put on the fridge, on the bathroom door, or on the wall to enable your community to work together in achieving the goals that you have set. You are becoming a community leader. Well done.
SDG 3 and 4 - Weekly Round-Up!
This fun quiz will allow your students to think collectively about the natural environment and sustainability within our world.
Show the children the questions Aligned with sustainability goal numbers three and four and each week we will add this quiz to the learning sequence to build more knowledge around this topic.
This should be a fun activity with no pressure around points, scores, rankings or percentages.
The teacher is now going to show you a series of questions on the Interactive whiteboard at the front of the classroom. Your job is to try to answer the questions correctly. You can talk to the people around you to help you answer the questions.
Test your knowledge and have some fun as you try to answer these questions collectively with the people on your table or in your group. Remember, it doesn’t matter if you get anything wrong, this is purely for fun and to gain more knowledge about sustainability and protecting the environment.
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Ongoing Follow-Up Activities
Extension Activity - Buddy Program Week 3
This week, students will work with their buddy on defining the variations within the United Nations Sustainability Goals for the world.
The emphasis for our students will be on planning and preparation and making sure that they have all their resources ready before they engage in teaching and learning with a younger student.
Teachers must make sure that students are well prepared to engage with a younger.Child and also that they understand the sequence of what they’re about to teach based upon the things they have just learned.Within your class.
This will develop a wonderful sense of leadership and mentorship within your school community.
Now that you understand all the actions that need to be carried out in order to save the world, it is your job this week to pass that information on to the youngest students within our school.
Select five of the actions on your task card. Explain them to the children you are working with, and this week you are going to ask them to create their own version of the task card.
This is going to be a fun activity and one which will allow them to understand their actions in more detail. Well done. You’re an amazing mentor.
Extension Activity - Making a Team Badge
This creative activity will allow students to incorporate their SDG and its core messages within the design of a badge
In order to carry out the process of creating their very own badge, students will need access to several materials which are listed in the task card above. Once the badge has been completed, several copies can be made and worn by team members in particular groups which will allow them to have a sense of belonging and camaraderie as they move through this process of engagement.
Now you have created a team of people who think just like you, and who are working on the same sustainability goal for the world. You may wish to take some time to get creative.
Using the canva platform, you can design A badge which can be then printed and stuck onto cardboard and attached to everyone’s T-shirt who is in your group to make sure that they understand which team they are in and the mission they are on.
Take a look at the template attached and use Canva to design your own badge. Print it, stick it on cardboard and attach it to your T-shirt and walk around with pride.
You are now part of an elite group of changemakers!
