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Relating to, or being a method of harvesting or using a resource so that the resource is not depleted or permanently damaged

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The process of developing or being developed

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The Prince and Princess of Wales visited Kew Gardens to take part in a Generation Earthshot event with children from The Heathland School to generate big, bold ideas to repair the planet.

At the Royal Botanical Gardens Their Royal Highnesses joined the Mayor of London, explorer and presenter Steve Backshall MBE, Olympian Helen Glover MBE and school students to take part in a series of fun, engaging and thought-provoking activities.
The event celebrated Generation Earthshot, an educational initiative delivered by our World’s Largest Lesson team in partnership with The Earthshot Prize and The Royal Foundation.

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Geberation Earthshot encourages students and their teachers around the world to generate ideas to solve the world’s greatest environmental challenges.

It aims to unlock the potential of the next generation of inventors, innovators and leaders who will inherit our world and inspire in them the enthusiasm to develop new solutions and protect our planet.

Speaking ahead of the inaugural Earthshot Prize awards later this month, The Duke invited teachers to get involved by sharing their students’ best environmental ideas to be showcased on the Generation Earthshot website.

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“Education is such an important part of protecting our planet. We must inspire in the next generation the optimism, confidence and enthusiasm to chase those solutions and to continue building a more sustainable future.

Generation Earthshot aims to educate young people and encourage them that together we can find the answers. That’s why I’m inviting teachers across the world to get involved, to get young people thinking about these issues and how new ideas can help us change course.

Children can be uniquely creative and I can’t wait to see some of the ideas that are shared with us.”

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What information have you taken from the power point?

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Learning Intent:

1. Understand an Earthshot from a global perspective

2. Connect with the Earthshot from a local perspective

3. Generate a problem statement for the ideation stage that you understand and care about.

Implication:
In this stage we will introduce one of the 5 Earthshots, and discover what you know about that Earthshot and then come up with a local problem that we can solve with our ideas, together.

There are 3 steps to follow:
Step 1. Choose your Earthshot
Step 2. Break the problem down
Step 3. The problem to solve

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Problems and opportunities:

Pollution e.g. sewage, chemicals and plastic

Warmer water

Acidity increasing due to carbon emissions

Overfishing and damage to sea life

Coral bleaching

Ecosystem breakdown

Protecting habitats so life can replenish naturally

Making it easy for people to eat responsibly

Removing pollution

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How can we Revive Our Oceans? 🌊 | The Earthshot Prize 2022 Finalists

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Problems and opportunities:

Forest fires

Animals being poached

Destruction of habitats

Deforestation

Destruction of lakes and rivers

Sustainable food

Allowing nature to regenerate

Tree planting

Protecting habitats so life can replenish naturally

Urban farming

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How can we Protect & Restore Nature? 🐢 | The Earthshot Prize 2022 Finalists

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Problems and opportunities:

Industrial pollution

Transport pollution (e.g. cars, aeroplanes and airports, ships and ports)

Fossil fuels

Burning household waste

Burning wood, coal and diesel for fuel, power and heating Power and heating

Toxic air spreads disease and respiratory illnesses and causes death

Affordable, renewable energy

Choosing green transport e.g. walking and cycling, public transport, electric vehicles instead of petrol, gasoline or diesel fuel options

Locally sourced goods

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How can we Clean Our Air? 💨 | The Earthshot Prize 2022 Finalists

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Problems and opportunities:

Earth’s ecosystem being unbalanced

Tipping points

Extreme weather

Melting ice and rising sea levels

Economic and human impact

Cutting out carbon to reach net zero

The power of youth and people working together

Removing greenhouse gases

Green jobs

Tech and nature-based solutions

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How can we Fix Our Climate? 🌍 | The Earthshot Prize 2022 Finalists

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Problems and opportunities:

Products with little intrinsic value and excess

Limited resources that will run out

Single-use products and plastic

Wasting water

Pollution e.g. sewage, chemical and plastic

Wasting water

Food and organic waste

Textile waste

Circular economy

Renewable materials

Reusing, repurposing and then recycling

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How can we Build a Waste-Free World? ♻️ | The Earthshot Prize 2022 Finalists

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Session 1 What is Generation Earthshot and the background

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Session 1 What is Generation Earthshot and the background

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Our plan:
Introducing the 4 stages to this project and  introducing  young people everywhere to the Global Goals, or SDGs. World’s Largest Lesson is delivered in partnership with UNICEF, with the support of UNESCO, along with many other NGOs (Level 2 resource for further development)

Video explaining Generation Earthshot and how to become an active member of the project world wide.

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Ask your class to choose an Earthshot to focus on or choose one yourself that links to an area of students’ interest.

This will provide a big picture view of the whole Earthshot. Start by playing the video for that Earthshot.
You can find them at www.youtube.com/ channel/UCBKGuPLVff4r4-moTh9L7iw.
THESE ARE ALSO ATTACHED TO THE SESSION POST

Watch the video with sound off first.
Ask students:
What do you think this film might be about?
What is the overall challenge?
What are the specific problems within it?

Now watch it again and ask students to make a note every time they see a problem.
They could tally them or write them on sticky notes.

There are lots, so they won’t be able to catch them all!

List them all together afterwards and if you need help you can find a list of problems that are connected to the Earthshots below.

Ask students how they felt watching the video.

Be clear with them that no one can solve these challenges on their own and introduce the idea that breaking the challenge down together will make it more actionable.

Looking at the problems listed from the video, (last session post it notes) ask students to choose one of them that they feel they have a good understanding of or feel strongly about.

Explain to students that you are going to think about the effects of that problem and that when we do that it helps us break the problem down.

For example: if we think about the fact that nearly two-thirds of the world’s population is breathing polluted air (source: iQair, 2020) it can feel overwhelming. But if we consider the impact of traffic in our local community, it feels manageable because we know where it is, who is affected and can imagine what it looks like.

Start with global problems: -
What might the effects of this problem be on the world?
How might people and communities around the world be affected?
Can you remember any examples from the video?
What do you think is causing this problem?
Then think about local problems in your community: -
Is our own community affected by this problem?
Does it link to a global problem?
Can we see this problem where we live?
What does it look like?
How does it affect our lives?
How does it make us feel?
Are there issues in our community that aren’t in the video? Do they link to this problem?

Write down all of these examples where everyone can see them - in a list, on a big mind map or on sticky notes.

You’ve now broken down the Earthshot challenge into lots of smaller problems.

You can now move on to the next step, or if you have more time, you could discuss some of the other problems identified in Step 1. You could also research the specific problems, to find out more about the global and local effects of those problems.

This will give you lots of useful information for The Ideas Stage.

Now it’s time to choose one problem to take to The Ideas Stage.

It should be something that students understand and feel passionate about, so they can come up with great ideas.

You might want to pick one of the problems that affects your school or your community, because this will allow students to use personal experience to find solutions that no one else can. Or they could take a vote as a class and pick the most popular.

Then ask your students to help write out your Problem Statement by answering the questions on the Problem Statement worksheet.

Ask them to focus on making it as clear as possible by using one-sentence answers.
This can be completed together as a class or individually. What is the problem?
Where is the problem occurring?
Who is it affecting?
Why is it important to solve this problem?
If everyone has completed a Problem Statement choose one or create one that clearly brings together the thoughts of all.

Display the Problem Statement for everyone to see.
Next you are going to solve this problem in The Ideas Stage.

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Session 2: Problems & opportunities- OUR ACTION PLAN

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Session 2: Problems & opportunities- OUR ACTION PLAN

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A list of problems and opportunities identified in the 5 Earthshot videos.
Revisit from previous session
These can help guide your discussion with students.
Revive Our Oceans

Pollution e.g. sewage, chemicals and plastic

Warmer water

Acidity increasing due to carbon emissions

Overfishing and damage to sea life

Coral bleaching

Ecosystem breakdown

Protecting habitats so life can replenish naturally

Making it easy for people to eat responsibly

Removing pollution

Protect and Restore Nature

Forest fires

Animals being poached

Destruction of habitats

Deforestation

Destruction of lakes and rivers

Sustainable food

Allowing nature to regenerate

Tree planting

Protecting habitats so life can replenish naturally

Urban farming

Clean Our Air

Industrial pollution

Transport pollution (e.g. cars, aeroplanes and airports, ships and ports)

Fossil fuels

Burning household waste

Burning wood, coal and diesel for fuel, power and heating  Power and heating

Toxic air spreads disease and respiratory illnesses and causes death

Affordable, renewable energy

Choosing green transport e.g. walking and cycling, public transport, electric vehicles instead of petrol, gasoline or diesel fuel options

Locally sourced goods

Fix Our Climate

Earth’s ecosystem being unbalanced

Tipping points

Extreme weather

Melting ice and rising sea levels

Economic and human impact

Cutting out carbon to reach net zero

The power of youth and people working together

Removing greenhouse gases

Green jobs

Tech and nature-based solutions

Build A Waste-Free World

Products with little intrinsic value and excess

Limited resources that will run out

Single-use products and plastic

Wasting water

Pollution e.g. sewage, chemical and plastic

Wasting water

Food and organic waste

Textile waste

Circular economy

Renewable materials

Reusing, repurposing and then recycling

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What does it mean to you?

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Intent:
Looking at the problems listed from the video, choose one of the issues that they feel they have a good understanding of or feel strongly about.

Implementation:
Considering Global and local problems work together to discuss and evaluate where the main areas of concern are to he group. Use these to start to recognise how these can be actioned.

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Looking at the problems listed from the video on our poster from last week.
Choose one that you feel you have a good understanding of or feel strongly about.
We are going to think about the effects of that problem and that when we do that it helps us break the problem down.

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Start with global problems: -
Title: Global Problems
What might the effects of this problem be on the world?
How might people and communities around the world be affected?
Can you remember any examples from the video?
What do you think is causing this problem?

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Think about local problems in your community:
Title: Community Problems
Is our own community affected by this problem?
Does it link to a global problem?
Can we see this problem where we live?
What does it look like?
How does it affect our lives?
How does it make us feel?
Are there issues in our community that aren’t in the video?
Do they link to this problem?

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How would you like these displayed:
We could produce a giant poster with all of your ideas?
We could make a pod cast with you all stating what you think is important?

Lets decide how we will list our ideas as a group...

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Now it’s time to choose one problem to take to The Ideas Stage...

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Now it’s time to choose one problem to take to The Ideas Stage...

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Working individually: complete your 'problem statement'
What is the problem?
Where is the problem occurring?
Who is it affecting?
Why is it important to solve this problem?

Over to you:
Complete your problem Statement
** remember to use a good standard of spelling, grammar and punctuation.

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Using our Problem Statements we can now choose one or create one that clearly brings together the thoughts of all our group.

These will now help us to decide on our action plan.

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Intent:
Create a list of big ideas that address the problem defined in The Problem Stage.
Identify one idea that can become a practical solution. Summarise the solution in a clear and compelling way.

Impact:
In this stage we will take your Problem Statement and use it to come up with lots of creative ideas.
Then you will discuss which ideas have the potential to be real-life solutions.

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In this step you will show students how to generate lots of creative ideas to tackle your Problem Statement. Before you start, explain that you are not trying to find a serious solution yet.

This activity is all about students using their natural creativity to think about the problem in new ways and enjoying the process of letting their mind run free.
Set the ambition of coming up with as many different ideas as possible.
There is no such thing as a bad idea at this stage, so no one should be afraid to say something unusual.
That’s the point!
Here are 5 tips for running ideas generating activities:
1. Move quickly and come up with as many ideas as possible. If you get stuck, try a new activity. You can spend only 5 minutes on one activity to keep it moving and don’t worry if one activity doesn’t work. Try another.
2. Ask questions and encourage students to ask questions too. Work in small groups so the conversation can flow. An ideal group size is 6-8 students working together.
3. Capture everything! Write or draw all your ideas so nothing is lost. Keep thinking of new ideas - you never know when a great idea will come!
4. Enjoy it! Be encouraging and add to each other’s ideas by starting with the words “yes and…”. If you find yourself or your students saying “but” or “no” remind everyone that this is about thinking without limits!
5. Go outside! Taking students into new environments can open up new ways of thinking.

Choose activities to support completing 'solution summary'

1. Imaginary worlds

2. Different perspectives

3. Random Links

4. How? How? How?

5. Flip it!

From ideas to solutions
In this step your students will take all their creative ideas and start thinking about how to turn them into real solutions. Here are two techniques to take your ideas and see how they could be applied in the real world.

Decision Tree: This is a great way to sort through your ideas. Start at the top of the tree and ask your students to answer each question one by one.
Each time you answer yes or no, follow the branch of the Decision Tree which matches your answer.
Does it exist already?
Would it harm people?
Would it harm the planet?
Would it make a difference?
Could it be possible?
They might want to just pick a few of your favourite ideas to save time. The ideas that make it to the end of the tree will be the most original, practical and sustainable solutions. Don’t forget, your students might find ways to improve their ideas as you go through the Decision Tree.
This is an important part of the process - taking big ideas and finding ways to make them a reality.
If you hit a dead end, take time to discuss how your idea could be improved.
For example, you might think of a way to make an impossible idea possible

Your solution When you have chosen one idea, it’s time to write your Solution Summary.
Remind students that this one solution is the result of all their brilliant creative ideas.
The Solution Summary should explain to someone new exactly what your solution is, in just a few sentences.
Ask students to imagine they only had 2 minutes to explain their solution to a stranger.
How could they explain it as clearly and simply as possible? What is your Problem Statement?
1. What is your solution?
2. What effect will this have?
3. Then in The Solution Stage you will choose a way to share your idea with others.
Then in The Solution Stage you will choose a way to share your idea with others.

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BIG ideas...you will need your 'Problem Statement'

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BIG ideas...you will need your 'Problem Statement'

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Here are 5 tips for running ideas generating activities:

1. Move quickly and come up with as many ideas as possible. If you get stuck, try a new activity. You can spend only 5 minutes on one activity to keep it moving and don’t worry if one activity doesn’t work. Try another.

2. Ask questions and encourage students to ask questions too. Work in small groups so the conversation can flow. An ideal group size is 4-5 students working together.

3. Capture everything! Write or draw all your ideas so nothing is lost. Keep thinking of new ideas - you never know when a great idea will come!

4. Enjoy it! Be encouraging and add to each other’s ideas by starting with the words “yes and…”. If you find yourself or your students saying “but” or “no” remind everyone that this is about thinking without limits!

5. Go outside! Taking students into new environments can open up new ways of thinking.

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Imaginary worlds:
Imagine if you were a superhero!
What powers would you need to tackle this problem?
What would you do if you could fly? Or become invisible? Or teleport?
Think of superpowers, and then use those powers to solve your problem.

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Different perspectives:
What if you were a car mechanic? Or a dancer? Or a teacher?

Think about what skills and abilities those people have.
How could you use your skills to solve the problem?
Think beyond the obvious answers.

Some very creative ideas can arise when you combine a problem with skills that you wouldn’t expect to be able to help

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Random Links:
Random links often generate ideas which are completely unexpected!

Write a list of any random things you can think of.
For example: a rock, some make-up, a pair of trainers and the Empire State building. Anything goes!

Then begin brainstorming ideas that could link the objects to your problem.

What about a lipstick that can block air pollution from entering your mouth, or a giant wind turbine on the Empire State Building?

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How? How? How?
Start with a solution to your problem.
How could you solve it?
It could be any way you can think of.
It doesn’t need to be realistic or even possible.
Then ask how you could do that.
Again, any answer is allowed.
Then ask “how?” again!

This will help you break your problem down into lots of smaller problems.

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Flip it!
What if we wanted to make more of the problem - what would we do?
How would we do it?
For example, what if you wanted to create more air THE IDEAS STAGE Problem Statements Step 2 3 pollution instead of less.

You could make everyone travel by car, or create giant pollution factories to pump smoke into the air.
This will help you identify the causes of your problem, in a fun way.
Then when you have some ideas, flip them!
What if we said no one could travel by car? Or made factories to suck in the smoke instead of pump it out?

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What were you BIG ideas?

Start your sentences with....yes and...

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Decision tree:
This is a great way to sort through your ideas.
Start at the top of the tree and ask your students to answer each question one by one.
Each time you answer yes or no, follow the branch of the Decision Tree which matches your answer.
Does it exist already?
Would it harm people?
Would it harm the planet?
Would it make a difference?
Could it be possible?

If you don’t have ideas that made it to the end of the tree, you could:

Take one of the impossible ideas and think about how it could be made possible

Take one that is harmful and see if it could be made harmless Take one of the ideas that won’t make a difference and see how you could increase the impact

Take one of the ideas that does exist, but use it in a new situation.

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When you have chosen one idea, it’s time to write your Solution Summary.

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When you have chosen one idea, it’s time to write your Solution Summary.

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This one solution is the result of all your brilliant creative ideas.

The Solution Summary should explain to someone new exactly what your solution is, in just a few sentences.

Imagine they only had 2 minutes to explain their solution to a stranger.
How could you explain it as clearly and simply as possible? What is your Problem Statement?
1. What is your solution?
2. What effect will this have?
3. Then in The Solution Stage you will choose a way to share your idea with others.

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Intent:
Experience expressing an idea as an impactful solution using techniques from the real world.
Share your solution with the world!
To solve complex problems, lots of different people have a role to play.

Implementation:
Taking on different roles connected to subject areas, this will help you to see things from different perspectives, but also allow you the opportunity to be creative with your thoughts.

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Task: Look under your chair to see what role you have been given

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Task: Look under your chair to see what role you have been given

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Experience expressing an idea as an impactful solution using techniques from the real world.

Share your solution with the world!
To solve complex problems, lots of different people have a role to play.
In this section your students will take on the role of scientist, inventor, entrepreneur, artist or journalist.
It’s up to you to decide which role you give your students and how to run the activity.
** Idea: put roles in an envelope under the students chairs: the roles are attached to this thread
First, pick one of the 5 roles for your students below. You could link this to the curriculum subject area your learners are on.

When students are finished, find a way for them to share ideas with each other and our college community.
Then share them on the Generation Earthshot website and using the hashtag #GenerationEarthshot on social media!

Scientist
Your students are scientists.
Scientists research the facts, experiment, test and use the evidence.
They are fact finders! Learning objective: Understand the importance of gathering scientific evidence, and how to do it.
Quick activity Explain to students that they are going to think about how to use evidence to prove whether or not their solution will work.
This is always a scientist’s first step.
To do this they need to write down their: - Hypothesis:
How will their solution work?
Evidence: What information will prove it works?
Research: How will they find this information? You can use the Scientist worksheet for this activity.
In the research stage, decide whether students will use information that already exists or make an experiment of their own.
Guiding questions

How could you test whether your solution will work?

How would you know if it was making a difference?

What data would you need?

How could you collect it?

Would you need to make any calculations?

Extension ideas:
Spend time researching the science behind this issue in depth.
Set up an experiment to test whether your solution will work. Plan a field trip to gather the data yourself

Inventor
Your students are inventors.
Inventors solve problems by finding new ways to do things. They are designers and makers! Learning objective: Understand how to plan, test and improve a solution.
Quick activity
Ask students to create a storyboard or draw a cartoon strip showing how your solution will work in the real world.
You can use the Inventor worksheet for this activity.
Each square should be a new step in the process, showing what happens before, during and after the solution has been put into practice.
This will help students break down what is needed and find any unexpected issues.
If they do find issues, find new ways to do it!
That’s what inventing is all about.
Guiding questions:

How would your solution work in the real world?

Could you draw a design or build a model?

What materials would your solution need?

What do you need to test?

Are there any unexpected problems?

Extension ideas:
Draw a diagram of your solution with labels describing each part and include a list of the materials needed to make it.
Build a physical model - a ‘prototype’ - out of available materials.
Or even build the solution itself if you can!
See if it works.
If it doesn’t, try and develop it further so that it does.
Explore how you could use digital skills or coding to bring your solution to life.

Entrepreneur
Your students are entrepreneurs.
Entrepreneurs spot good ideas and persuade others to support them to make them a reality.
You are business leaders!
Learning objective:
Understand how to persuade others that a solution is important.
Quick activity
Ask students to write a speech or a presentation explaining why this solution is so important.
The Entrepreneur worksheet has sentence starters that they can use.
When they’ve finished writing, they can practice in pairs or small groups.
Remind students to give each other feedback that is kind and constructive, suggesting how they could make it better.

Then perform them to each other, another class or a group of parents.
Guiding questions:

Who is your audience?

What do you want them to think and do?

What information do they need to know?

How can you persuade them to help you?

What questions might they have?

How can you capture their attention?

Extension ideas:
Make an advertisement for your solution, encouraging people to use it.
Write a business plan explaining how you will make solution a reality

What resources do you need?

Where could they come from?

Host a Dragons’ Den pitching session!
Invite other students to watch and act as judges.

Artist
Your students are artists!
Artists take ideas and share them with the world in beautiful ways.
They are performers and creatives of all kinds!
Learning objective:
Understand how to express a solution and share it with others, through art.
Quick activity:
Ask students to write a poem that explains why their solution is so important.
There is no right answer.
It’s all about students sharing their own perspective.
First ask them to think about the problem you are trying to solve and why it matters to them.

How does it make them feel?

Then ask them to think about how their solution could help. What would the world be like?

They could imagine a world where their solution has worked.

What would it look / sound / smell / taste / feel like?

You could use the Artist worksheet to help you get started.

In this poem each new line should start with the letter from the word Earthshot.

The rest is up to your students!
When they have written their poem, they can decorate it for display.

Guiding questions

How could you get the attention of the public for this idea? How can you get the attention of the public for this idea? Where would you put it? How can you make them care?

How can you tell a story?

How can you explain the impact?

Extension ideas:
Make a big poster to bring your solution to life.
Each student starts with a section and then put them all together!
Display your posters around your classroom
Make a song or a dramatic performance, persuading others why your solution is needed.
Put on an exhibition to share your solution with others, through art!

Journalist:
Your students are journalists.
Journalists tell us what is happening in the world.
You are sharers of the news!
Learning objective:
Understand how to communicate in a factual way, in order to give your audience all the information they need.
Quick activity
Ask students to imagine that the year is 2030 and their solution has become a reality.
They are going to write a report for the national newspaper, on the front page!
Fill in the blanks on the Journalist worksheet, or ask students to design their own front page.
Make sure you have a headline, a summary, a longer description and an image.
Discussion questions:

How would you report on this idea?

Who is your audience?

What are the key facts about the idea that they need to know?

Can you summarise it in a few sentences?

What other information might they need to know?

Ideas:
Make a TV news report on video, with interviews and discussion about the solution.
Write a detailed case study for a magazine explaining why the problem you are tackling is so important.
Write an opinionated blog persuading others of why you think this solution is so important.

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Lets discuss what you have come up with as a solution using all of the work you have completed in the previous sessions.

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We are going to submit your ideas to the Generation Earthshot website to receive student certificates and a letter of appreciation from the Prize Council.

You can also share them with the world on social media using the hashtag #GenerationEarthshot and follow The Earthshot Prize social media channels

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At the end of every cycle ask students to reflect on their learning and acknowledge how far they have come. You can ask them:

1. What they enjoyed most and what would they do differently next time.

2. How do they feel about the ideas generated?

3. What surprised them?

4. What would they like to do next?

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Follow up and give praise and recognition:

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Follow up and give praise and recognition:

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** LINK TO SOCIAL ACTION PROJECTS IF POSSIBLE!
If an idea really captures students’ imaginations they could really bring it to life by setting up a project team, building an action plan and getting started.

Is it something your whole school could get involved with? What about the wider community?
Could you raise awareness and work with local people to help the idea go further?
Could you contact local organisations or government and ask them to support?
Think big and brilliant things can happen!

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Research tells us that people are more creative when they are young. We need this creativity to repair our planet.

This toolkit is for teachers to help students aged 10+ use their innate creativity to generate big, bold ideas.

It follows a simple 4-step process, based on the principles of design thinking, to help students learn how to solve problems creatively.

It aims to unlock the potential of "Generation Earthshot": a generation of inventors, innovators and leaders who will help repair and protect our planet.

Anyone can join in. The activities and worksheets are flexible enough to fit within different subject areas, educational settings and age groups. The rest is up to you!

The 4 Stages:

1. Introduce The Earthshot Prize and Generation Earthshot

Share the idea of The Earthshot Prize with students and excite them about joining in.

2. The Problem Stage

Discover the Earthshots and faciliate students in defining the problem they wish to solve.

3. The Ideas Stage

Help students generate ideas in an organised way. Then evaluate and refine them.

4. The Solution Stage

Students take on roles, present ideas and share them with others. Then students reflect and identify their next steps.

Everything you need to get started

Download

Video
Assembly Slide Pack

Download

Teacher's Guide
5 x Earthshot Videos
1 x Worksheet

Download

Teacher's Guide
5 x Ideation Activities
1 x Worksheet

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Teacher's Guide
5 x Real-life Roles
5 x Worksheets

Download

If you want to do more, join thousands of teachers and students around the world by taking part in the Climate Action Project. It's a 6 week project taking place each September.

With thanks to the educators whose advice helped create these resources:
Verónica Ojeda, Juan Durand, Abi Holmes, Erin Dowd, Umaima Ehtasham, Felix Mwanzia, Julia Caon Froeder, Dacia Jones, Lorrie Hayman, Jen Williams, Koen Timmers, Gwynn Page, Graeme Lawrie, Bhavna Mathew.

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Research tells us that people are more creative when they are young. We need this creativity to repair our planet. This toolkit is for teachers to help students aged 10+ use their innate creativity to generate big, bold ideas. It follows a simple 4-step process, based on the principles of design thinking, to help students learn how to solve problems creatively.

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♻ Let's choose to BUILD A WASTE-FREE WORLD

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🐢 Let’s choose to PROTECT AND RESTORE NATURE

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Submit Ideas - Generation Earthshot (earthshotprize.org)

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Links to United Nations Developmental Sustainable Goals for 2030:

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Links to United Nations Developmental Sustainable Goals for 2030:

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Link final session to: United Nations Developmental Sustainability Goals 2030

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Link final session to: United Nations Developmental Sustainability Goals 2030

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Link 17 UN goals for progression next academic year.

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World's To Do List | Let’s get the #WorldsToDoList done.

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The world faces huge challenges– climate breakdown, inequality and poverty – and we need every leader to commit themselves to the Global Goals.

Use this image tool to create a social post to remind them.

Put a To-Do sticky note on something you care about and remind leaders that the Global Goals are the World’s To-Do List.
Post your images here for us to share on our social media pages
Choose your language and Goal, upload your image, and position the sticky note over it. When you’re happy, download it and post on social! Remember to include #WorldsToDoList.

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The world faces huge challenges– climate breakdown, inequality and poverty – and we need every leader to commit themselves to the Global Goals.

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Task: Upload image of 'sticky notes' poster

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Task: Upload image of 'sticky notes' poster

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Think of all the information you have been given today and write what you would like to change...

You can upload the sticky notes to this thread.

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Reflect on your learning and acknowledge how far you have come.

1. What did you enjoy most and what would you do differently next time.

2. How do you feel about the ideas generated?

3. What surprised you?

4. What would you like to do next?

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Reflect on your learning and acknowledge how far you have come.

1. What did you enjoy most and what would you do differently next time.

2. How do you feel about the ideas generated?

3. What surprised you?

4. What would you like to do next?

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Reflect on your learning and acknowledge how far you have come.

1. What did you enjoy most and what would you do differently next time.

2. How do you feel about the ideas generated?

3. What surprised you?

4. What would you like to do next?

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Reflect on your learning and acknowledge how far you have come.

1. What did you enjoy most and what would you do differently next time.

2. How do you feel about the ideas generated?

3. What surprised you?

4. What would you like to do next?

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Reflect on your learning and acknowledge how far you have come.

1. What did enjoy most and what would you do differently next time.

2. How do you feel about the ideas generated?

3. What surprised you?

How would you like to display your work and lets set a time line to complete our projects

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Using your white boards give a detailed description of what sustainability means to you.

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The term sustainability is broadly used to indicate programs, initiatives and actions aimed at the preservation of a particular resource. However, it actually refers to four distinct areas: human, social, economic and environmental – known as the four pillars of sustainability.

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What Does “Sustainable” Mean?

The adjective sustainable comes from sustenance: food and drink we need to live day-to-day lives as humans on Earth.

A sustainable economy would be one where people continue living normal lives without having to worry about running out of things like food, electricity, or other goods.

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Decent work & economic growth comic poster

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Decent work & economic growth comic poster

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Industry, innovation & infrastructure comic poster

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Industry, innovation & infrastructure comic poster

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Sustainable cities & communities comic poster

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Sustainable cities & communities comic poster

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Responsible consumption & production comic poster

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Responsible consumption & production comic poster

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Decent work & economic growth comic poster

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Decent work & economic growth comic poster

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Using the comic posters you have been given, can you sort them into the '4 pillars' categories?

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Use these notes for guidance on quiz answers and inspiration to evoke discussion

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Tutor guidance notes: intro to Generation EARTHSHOT

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Tutor guidance notes: intro to Generation EARTHSHOT

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Sustainability SLDD and pre 16 possibly 6219

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