the beauty within integration is energizing. Understanding and incorporating concepts creates a rich, discussion-oriented class- room. For example, learning that light travels from the sun to the earth in eight minutes and 20 seconds, and that that energy pow- ers our lights and feeds our electric grid, all while sustaining life on earth, is amazing.
SUSTAINABLE DEVELOPMENT GOALS
An aspect of the project that I particularly enjoyed was the incorporation of the Unit- ed Nations Sustainable Development Goals (SDGs). Te 17 SDGs were created in 2015 as a way to support peace and prosperity for the planet, tackling climate change, and sup- porting life on land and in the oceans. While the goals have had some limited success, they are an important framework for creating a safe and equitable future. (Learn more at
sdgs.un.org/goals.) Te students were put into groups for this
project and were asked to come up with a name for their community. I asked the stu- dents to connect their group name to one of the 17 SDGs.
34 ETFO VOICE | WINTER 2025
We ended up with the following SDGs and community names:
SDG #1 No Poverty – Wonderville SDG #2 Zero Hunger – Banana Capital
SDG #7 Affordable and Clean Energy – Solar City SDG #13 Climate Action – Climate Stars SDG #14 Life on Land – Forest Haven SDG #15 Life Below Water – Ocean Maze
I taught lessons throughout the year
about the SDGs to help students understand how their choices affect the planet and the people who share it. Te groups discussed and reflected on the SDG as they created their community, and deep learning oc- curred. Toughtful discussions about how an end to poverty could be achieved, or the ways zero hunger could be accomplished, happened within each group. With their future communities in mind,
and keeping the connection to their SDGs, it was a challenge to think beyond current structures and realities. Students reflected on the need to protect animal habitats, forests, and oceans, and learned about energy sys- tems. Te SDGs were a helpful framework
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