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SDG 8 & 11 can be combined well because you need the wo:menpower to create more sustainable cities.

But how can children connect to this topic?

Theoretical input & discussion (should lead to the following points):

Problems in the city - trafic, air pollution, high temperatures, ...

Solutions - more bike tracks, "no-car-zones" in some areas, more green areas like parks and ... buildings!

--> green facade & roofs

--> better air quality & isulation

Task:

The children create jobs to make this idea a reality.

--> The teacher shows the pupils videos on how a green facade is actually put up.

But what can the children do RIGHT NOW?

--> school garden project

(building, planting, harvesting, maintaining)

--> lunch box with vegetables & fruits from the garden gets prepared once every week.

A local news paper promotes the project.

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SDG 12-Responsible Consumption and Production- Lisa and Luna 

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SDG 12-Responsible Consumption and Production- Lisa and Luna 

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To familiarise the children with sustainable consumption, we wanted to start by creating a sustainable shopping list with them. To do this, they were only allowed to cut out items from magazines that they felt were produced sustainably.

The production circle and the topic of recycling are then discussed in more detail. Children's books and short videos are suitable for this.

The children are then introduced to the topic of gardening and home-grown produce by allowing them to grow their own school garden. This requires a bed and plant seeds for the appropriate month. This allows the children to see how fruit and vegetables grow and gives them an awareness of sustainable cultivation.

Finally, each child is allowed to write a good idea for improving our consumption on the "sustainability tree".

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SDG 10 - Reduced Inequalities - Anne, Carla & Anna

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SDG 10 - Reduced Inequalities - Anne, Carla & Anna

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Raising awareness about the acts of discrimination that people face simply because they are in some way different and emphasizing that discrimination in any form is not acceptable. Another focus is to normalize differences and embrace diversity.

Focus of our lesson(s):

talk about everything without neglecting important stories/topics

normalize diversity by providing diverse examples (e.g., different types of families) to counteract standards

have guests from different backgrounds share their stories (-> to avoid single stories)

use a books to showcase different perspectives

"Steck mal in meiner Haut"

"Was ist Rassismus?"

encourage children to actively change their perspective through a game like "Step forward if..."

How children can help:

act on racist/in general harmful remarks -> tell offenders they must stop and explain why their actions are wrong

talk to an adult about it

always seek help first and prioritize your own safety

include and empower people who have been excluded

create your own rules for a happy and peaceful classroom setting where everyone feels welcome and respected

& follow them!

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SDG 13 - CLIMATE ACTION - Jana, Samuel, Ines and Aisling 

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SDG 13 - CLIMATE ACTION - Jana, Samuel, Ines and Aisling 

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-Aim to get children involved in actionable steps they can take in their own lives and their community and empower children by showing them they have a voice.

Ideas

Create a school garden

Plant trees in the community

Collect rubbish in the local area

Build a mini village to demonstrate the impacts of rising sea levels, pollution etc

Provide children with information on existing projects they can involved in

Set up an afterschool climate action club

Write a letter to the local politicians, outlining their ideas/proposals

Invite the politicians to come and speak with the children

Learn about inspiring young people such as Greta Thumberg so children can see the impact a child/teenager can have

Write and illustrate a book of 'Ideas for a Better World' as a class

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CLEAN WATER AND SANITATION/LIFE BELOW WATER-Celina, Rong

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CLEAN WATER AND SANITATION/LIFE BELOW WATER-Celina, Rong

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Express the idea of protecting water resources, the marine environment and organisms from pollution through an experiment

-experiment with a fish tank (unreal fish)

The materials are:

a fish tank filled with water, a fake fish, a piece of thread, some plastic paper, and two bottles of edible coloring.

As shown in the picture, (1) reduce the amount of water in the fish tank step by step and watch the fish's reaction to express the importance of protecting water resources.(2) Refill the water, but add chemicals (edible coloring), plastic waste, and thread in sequence, and observe the fish's reaction and changes in water to express the importance of protecting the marine environment and organisms from pollution.

Reflection:

A good idea that used visuals to bring the subject to life but lacked imagination on how to deal with contaminated water.

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MUN Before: explaing the countries ideas After resoulation paperskills: critical thinking, research, negotiation, diplomacy, public speaking

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-Think and Talk about Education, Disscussions, (fake-) news, information -> critical thinking

-Raise awareness (talk about why education is important, join events, talk about schoolsystems and learning)

-Be active at school (join school clups, groups,valunteer events/activies)

-Learning partnership

- Using digital education

+critical thinking is important

+Children taking part in activies

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LIFE ON LAND - Carolin, Blanca and Lena 

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LIFE ON LAND - Carolin, Blanca and Lena 

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Rising awareness through

Pictures and videos (animals on earth, burning trees - rainforest)

the game from "Südwind"

"How long stuff needs to be gone"

creating a vegetable patch in the school garden

School trip to the

zoo

beach

nationalpark

farm

health care station for animals

Reflection:

Good ideas, but to much and less structure