HP Students

Doing Good
from Home
L E S S ON P L A N GUI DE
GRADES 6-9 |  TOTAL LENGTH: 125 MINUTES

INSERT MICROSITE HERE

Acknowledgements and Guide
These free lesson plans have been designed for educators to teach young people
remotely about the United Nations Sustainable Development Goals. Inspiring
ourselves and our community to take action on some of the world’s biggest
barriers and injustices, all while teaching and learning remotely, can be
overwhelming. This is why HP and Fair Chance Learning have partnered to
support educator engagement and provide resources and assurances to
educators across Canada who are discovering the new realities of remote and
distance learning.

Throughout the program, students will select one of the 17 UN SDGs, and using
the Design Thinking process, begin to investigate and learn about their chosen
global issue and if/how it is present in their community. They will then propose a
solution or plan a campaign to address the issue for their end of course project.
Their proposed solution, along with their design thinking process, will be
presented back to their teacher, either incrementally or at the end as a
culminating presentation.

Each lesson will encourage student curiosity and provide them with information
and questions that allow them to further inquire, engage, and understand the
course content afterwards on their own. As an educator, you will inform and
encourage discussions among students and teachers both on and offline.

This program has been carefully created by people who are passionate about
equitable access, sustainability, teacher ease-of-use, and greater learning
outcomes. By thoughtfully combining innovative technology with today's most
forward-thinking pedagogy, the resources you find in this program will equip
educators with the knowledge, tools and hands-on learning experience they need
to prepare their students for a prosperous future.

We have included several resources at the end of this document that offer
additional opportunities to learn and inquire further. We hope you and your
students are inspired to transform the world and advance each goal’s progress.

HP STUDENTS DOING GOOD FROM HOME | P3

HP Students Doing Good from Home is a program of free online lesson
plans (including project outlines, activities, and challenge
statements), live teacher training, and support resources to help
educators engage students remotely.

Audience
Grade 6-9

Curriculum Connections
Social Studies, Geography

Duration
4 Lesson Plans to be completed synchronously, each 25-40 minutes long.

Throughout the Program and Upon Completion,

Additional support/ chat rooms/ connect with other educators

Educator Outcomes:
Understand how HP devices and Microsoft Tools support classroom
instruction
Creating space for reflection using Flipgrid to capture and share student and
educator stories and Teams to build community.
Incorporating Minecraft and other play-based learning tools to explore
engineering design principles
Improving writing for emerging readers using Immersive Reader
Explore lesson plans and activities that align with global priorities (UN
Sustainable Development Goals) and provincial curriculum
Connect with educators across Canada and share best practices and
strategies
Microsoft Teams

HP STUDENTS DOING GOOD FROM HOME | P1

Supporting
Effective Remote
Learning
Instruction
This program is offered by HP Education and Microsoft Canada.
ABOUT
Using challenge-based learning and the UN Sustainable
Development Goals students will explore ‘local’ topics
that interest them and align to the curriculum
expectations. With teacher ease-of-use and student
engagement at the forefront, the HP Students Doing
Good from Home program is specially designed for
overcoming the challenges of remote teaching and
learning.
STUDENT OUTCOMES
INCLUSIONS
The HP Students Doing Good from Home
Lesson Plan Package includes:  
Short lesson plans (can be used
weekly or daily) 
Project outlines 
Activities Challenge statements.
This program has been created using
an  inquiry approach  in which students
are prompted with information and
various probing questions to enhance
their thought processes and
understanding. Educators in this
program will use this to start the
conversation and facilitate important
variations of learning where students
feel empowered to continue self-
teaching as they continue learning
about each goal.
Develop an awareness of global
challenges and the opportunities
available through a local challenge-
based or service-learning project.  
How local change can have a global
impact  
Develop Global Competencies in order
to thrive in a more diverse and
interconnected society.  
Critical thinking and problem solving
Establish the skills necessary to thrive
in the connected future with a career-
readiness approach  
Link design thinking with service-based
learning opportunities
HP STUDENTS DOING GOOD FROM HOME | P1
Welcome
About HP Education
We’re driven by the knowledge that, as we help build better education systems, we’re
helping achieve meaningful outcomes for us all. We leverage the combined experience
of thousands of schools around the world in a scientific approach to education
technology that enables personalized learning, deeper student engagement,
instructional innovation, and better school management.

Because of technological advancement, many of the jobs our students will have in the
future don't exist today. Schools must teach students to be adaptable, life-long
learners. An education focused on evaluating, analyzing, and applying information
rather remembering rote lessons can help students meet this challenge.

Students must gain the skills necessary to be competitive in our complex, global
economy. In your classroom, students will engage in learning experiences that require
them to use technology and solve problems, developing high-level cognitive skills like
creativity and critical thinking.

HP is a premier provider of technology solutions for education and a partner who

empowers teachers to utilize our tools in the most effective ways. We know that when
the right people are given the right tools, anything is possible.

For more information, please visit

https://www8.hp.com/ca/en/solutions/education/teachers.html

HP STUDENTS DOING GOOD FROM HOME | P2

Course Outline
Lesson One: Sustainable Development Goals Introduction (p. 6)
Students will be introduced to the Sustainable Development Goals and understand
why they were created. This lesson aims to help learners understand the context and
overview of each goal, while encouraging them to discuss their own understandings
through various reflective prompts. 

Lesson Two: 5 P’s and Design Thinking (p.13)

Students will understand how the SDG's all connect by looking at the 5 P's. They will
then learn about Design Thinking as a brainstorming practice to discover new
techniques to solve various problems.

Lesson Three: SDG’s in our Community and Challenge Statements

(p.19)
Students will make connections to the Sustainable Development Goals in their own
community. They will also gain more clarity on how their personal project can
contribute to the goals.

Lesson Four: Activity: how the SDG’s all connect (p.24)

Students will interact virtually with  each other  to compare and connect their goals.
The group will understand how working towards one goal can have ripple effects and
help the world move towards progressing all of the goals.

HP STUDENTS DOING GOOD FROM HOME | P3

End of Course
Project
Project Overview
Students will select  one  of the 17 UN SDGs, and using the  Design Thinking  process,
begin to investigate and learn about the global issue and if/how it is present in their
community. They will then propose a solution or plan a campaign to address the issue.
Their proposed solution, along with their design thinking process, will be presented
back to their teacher either as a  culminating presentation  or  creative project.  Group
work is welcome. 

Each project should answer the following: 

How did this issue start?   
Why is it important?  
Who is being impacted?  
What is currently being done? 
What is your challenge statement?
What are you doing to help reach the goal?
Which of the 5 action plans are you using? (Fundraising, Awareness Raising, Political
Change, Behavioral Change?)

Different ways to take action:

Ask Students to explain what each of the below means.

Fundraising
Awareness Raising
Political Change
Behavioural Change

HP STUDENTS DOING GOOD FROM HOME | P4

Lesson One:
Sustainable Development
Goals (SDG's) Introduction

Estimated Time: 25 Minutes

Overview
Students will be introduced to the Sustainable Development Goals and understand why
they were created.

Objective
PAX will learn what the United Nation’s Sustainable Development Goals are and learn
about their relevance in today's climate.

Materials
Printable Resources
(optional): https://www.un.org/sustainabledevelopment/news/communications-
material/

Procedure
Ask the group if they have ever heard of Sustainable Development or the United
Nations Sustainable Development Goals. What does the word “Sustainability” mean to
them?

HP STUDENTS DOING GOOD FROM HOME | P5

 SDG's Introduction Lesson One

Part 1:
Sustainable Development
What is Sustainable Development? 
You may also begin this lesson by asking Students to explain what
"Sustainability" and "Development" mean.

Sustainable development can be defined as development that meets the needs of the present
without compromising the ability of future generations to meet their own needs. 

Sustainable development is an approach to develop or grow by using resources in a way that

allows for them to renew or continue to exist for others. An example we can use for
Sustainable Development is using recycled materials or renewable resources when building.

Sustainable development calls for efforts in building an inclusive, sustainable and resilient
future for all people and the planet.  For sustainable development to be achieved, it is
important to look at three core elements: economic growth, social inclusion and
environmental protection. These three elements are interconnected and are crucial for the
well-being of individuals and societies.

HP STUDENTS DOING GOOD FROM HOME | P6

 SDG's Introduction Lesson One

Part 2:
The Sustainable Development
Goals (SDG's)

What are the SDG's? 
A Global plan to transform the world for the better.

The Sustainable Development Goals (SDG's) are a set of 17 ambitious goals that form a 15-year
global framework called the 2030 Agenda. The Goals contain a total of 169 targets and over 230
indicators and, unlike the previous  Millenium  Development Goals, they apply to all countries
alike. 

This Agenda is a plan of action for people, planet and prosperity. It also seeks  to strengthen
universal peace in larger freedom. We recognize that eradicating  poverty in all its forms and
dimensions, including extreme poverty, is the greatest  global challenge and an indispensable
requirement for sustainable development.  

HP STUDENTS DOING GOOD FROM HOME | P7

 SDG's Introduction Lesson One

Although each country experiences specific challenges domestically, the SDG's give special
attention to most vulnerable or less developed countries. There are also serious challenges
within many middle-income countries.

Who?
The Sustainable Development Goals were created by the United Nations to provide
guidelines and targets for all countries to adopt and tackle the roots of poverty and
inequality.

Where? 
Globally! Every country is responsible for achieving these goals.

Why? 
The SDGs were created to reduce inequality across all aspects of life and to create a world
that is fair to everyone  When? This global project aims to show progress by 2030.

How?
The implementation and success of each goal will rely on countries’ own sustainable
development policies, plans and programs.  

Country-led sustainable development strategies will require resource mobilization,

financing strategies, and partnerships.  It is the individual Governments that will be
accountable for developing their own targets to measure progress.

HP STUDENTS DOING GOOD FROM HOME | P8

 SDG's Introduction Lesson One

Part 2:
The Sustainable Development Goals
(SDG's)
Ask Students if they are comfortable reading out each goal.

SDG 1: End poverty in all its forms everywhere

By 2030, eradicate extreme poverty for all people everywhere,

currently measured as people living on less than $1.25 a day

SDG 2: End hunger, achieve food security and improved

nutrition and promote sustainable agriculture

By 2030 end hunger and ensure access by all people, in particular the
poor and people in vulnerable situations including infants, to safe,
nutritious and sufficient food all year round

SDG3 : Ensure healthy lives and promote well-being for all

at all ages

By 2030, ensure universal access to health-care services and the

integration of health into national strategies and programmes
(family planning, information, education)

SDG 4: Ensure inclusive and equitable quality education and

promote lifelong learning opportunities for all

by 2030, ensure that all youth have access to early childhood

development and education.

HP STUDENTS DOING GOOD FROM HOME | P9

 SDG's Introduction Lesson One

SDG 5: Achieve gender equality and empower all women

and girls
Eliminate all forms of violence against women and girls in both
private and public spheres.

SDG 6: Ensure availability and sustainable management of

water and sanitation for all
By 2030, achieve universal access to safe and affordable drinking
water.

SDG 7: Ensure access to affordable, reliable, sustainable

and modern energy for all

By 2030, ensure all have access to affordable, reliable, and modern

energy services.

SDG 8: Promote sustained, inclusive and sustainable

economic growth, full and productive employment and
decent work for all
By 2030, achieve full, decent, and productive employment for all,
including young people and persons with disabilities.

SDG 9: Build resilient infrastructure, promote inclusive and

sustainable industrialization and foster innovation
Develop reliable, sustainable and quality infrastructure to support
economic development and human well-being.

SDG 10: Reduce inequality within and among countries

Ensure equal opportunity and reduce inequalities by adopting fiscal,

wage, and social protection policies.

HP STUDENTS DOING GOOD FROM HOME | P10

 SDG's Introduction Lesson One

SDG 11: Make cities and human settlements inclusive, safe,

resilient and sustainable

By 2030, ensure access for all to adequate, safe, and affordable

housing and basic services.

SDG 12: Ensure sustainable consumption and production

patterns

By 2030, substantially reduce waste generation through prevention,

reduction, reuse, and recycling.

SDG 13: Take urgent action to combat climate change and

its impacts
Implement climate change measures into national policies,
strategies, and planning.

SDG 14: Conserve and sustainably use the oceans, seas and
marine resources for sustainable development

By 2025, prevent and significantly reduce marine pollution from

land-based activities, including marine debris and nutrient pollution.

SDG 15: Protect, restore and promote sustainable use of

terrestrial ecosystems, sustainably manage forests, combat
desertification, halt and reverse land degradation and halt
biodiversity loss

Take urgent and significant action to reduce habitat degradation,

halt biodiversity loss, and protect and prevent the extinction of
threatened species.

HP STUDENTS DOING GOOD FROM HOME | P11

 SDG's Introduction Lesson One

SDG 16: Promote peaceful and inclusive societies for

sustainable development, provide access to justice for all
and build effective, accountable and inclusive institutions
at all levels
Ensure responsive, inclusive, participatory, and representative
decision-making at all levels to promote the rule of law and ensure
access to justice for all

SDG 17: Strengthen the means of implementation and

revitalize the global partnership for sustainable
development

Assist developing countries in attaining long-term debt

sustainability through collaborative policies aimed at fostering debt
financing, relief, and restructuring.

For more information on each goal, please visit https://sustainabledevelopment.un.org/?menu=1300

Debrief Question's: 
1. How are you feeling about the goals?
2. What do we think of the 2030 Agenda? Is it possible to hit all targets for every goal? Why or
why not?
3. Who is accountable for completing these goals?
4. How can we as learners and teachers enforce some of these goals and improve access to
individuals?
5. Could some of these issues been prevented? What could have been done differently in the
past?
6. How have these problems changed or evolved ver time? Where do you see it going in the
future?
7. What other questions do you still have?

HOMEWORK:
Discuss end of course project with Students (P.4). Have them begin
thinking of what SDG interests them most and ideate on ways they can
use their own skillset to help solve or progress the goal.

HP STUDENTS DOING GOOD FROM HOME | P12

Lesson Two:
5 P’s and Design Thinking

Estimated Time: 35 Minutes

Overview
Students will understand that by action planning for one SDG, they are positively
impacting some of the other goals.

Objective
For PAX to understand the connections between the Sustainable Development Goals
and the impact they have on each other.

Materials
(Optional) If students have questions about what kind of activities they can do to help
their SDG, the “170 Actions to Change the World” resource will help: 
https://drive.google.com/file/d/1iMdE6DLLuCqwq3K9U-DaTUWB6KyMa8QG/view

Procedure
Explain the 5 P’s to help students understand why the SDG’s are important and
how addressing all of them will result in a better world.

HP STUDENTS DOING GOOD FROM HOME | P13

 5 P's and Design Thinking Lesson Two

Part 1: 5 P's
What are the 5 P's? 
The 5 P's can be used to understand and measure our progress on the SDG's.
They highlight how the SDG's are interconnected rather than a group of individual
goals.   

We can think of using the 5 P's as a set of categories that multiple goals can fit
into. Most of the goals actually relate to multiple if not all P's, and it is important
to note that the unity and overlapping of multiple P's ultimately progresses the
goal and is crucial in it's completion.

People
End poverty and hunger  

Planet
Protect the earth’s natural resources  

Partnership
Unite globally to progress on the goals 
 
Peace
Encourage inclusive and peaceful societies  

Prosperity
Ensure all life on earth can thrive and live in harmony

For more information about the 5 P's, please visit:

https://sustainabledevelopment.un.org/post2015/transformingourworld

HP STUDENTS DOING GOOD FROM HOME | P14

 5 P's and Design Thinking Lesson Two

Part 2:
Design Thinking

What is Design Thinking?

Design Thinking is used to better understand who you are trying to help, and
then taking that knowledge to create a solution that is typically uncommon
or "out of the box".

Design Thinking provides a solution-based approach to solving problems. It is a process used to

redefine problems by identifying alternative strategies and solutions that might be different
than our initial idea.   

Design Thinking helps us observe and develop empathy with the target user or audience. It
allows us to question various aspects of the problem by looking at assumptions and possible
implications.   

Design Thinking is extremely useful in tackling problems that are rather unknown by taking a
human-centric approach. It provides an outline to create many ideas in brainstorming sessions
and develop a hands-on approach in prototyping and testing phases.   

We can also think of Design Thinking as ‘outside the box’ thinking, as the tactics used are meant
to develop new ways of thinking that are different than the initial common problem-solving
methods.    Students who use Design Thinking will undergo many forms of experimentation:
sketching, prototyping, testing, and trying out concepts and ideas.  

HP STUDENTS DOING GOOD FROM HOME | P15

 5 P's and Design Thinking Lesson Two

Copyright holder: Interaction Design Foundation. Copyright terms and license: CC BY-NC-SA 3.0

We can better understand this process by asking ourselves the

following questions: 
These questions do not need to be answered using a step-by-step process.  

1. What is empathy and why is it important to have when finding solutions? What problems do
they face?  
2. Define the problem you are trying to solve. Create a challenge statement. What are others
doing to solve this?  
3. Ideate on some ideas and select the one that best fits the needs of the goal and your
skillset.  
4. Plan out your idea. What materials are needed? Who can help you?  
5. Build your product or campaign  
6. Test your idea by getting feedback. What worked and what didn't?  
7. How can it be improved? 

HP STUDENTS DOING GOOD FROM HOME | P16

 5 P's and Design Thinking Lesson Two

Part 2:
Design Thinking (Activity)
Requirements: Paper, timer 

Steps:  
1. Select a central problem that your audience is trying to solve. (Examples below) 
2. Set a timer for two minutes and have everyone, including yourself, write as many solutions to
that problem they can think of. Every idea is great, so don’t worry if the ideas are original, or
clever, or even realistic. 
3. Have some volunteers read out their solutions. While doing so, begin categorizing similar ideas
down on a piece of paper 
4. Ask the group: Are there any possible consequences to this solution? 
5. Choose one of the solutions (could be most common or least) and answer the above Design
Thinking questions with the group beginning with question #4.  

Problem Ideas/ examples: 

Your neighbourhood park has a lot of litter (Put up recycling/ garbage signs, write a letter to
local councillor, collect a group of friends or create a community event to do a park cleanup) 
You  want to protect honeybees and stop bee populations from declining (Keep Bee-Friendly
Plants, Support Your Local Beekeepers, Avoid Using Pesticides, Keep a Water Supply, Spread
Awareness, Start Your Own Hive)

HOMEWORK:
Have students complete Design Thinking print out

HP STUDENTS DOING GOOD FROM HOME | P17

 5 P's and Design Thinking Lesson Two

Design Thinking Worksheet

Name
D e s i g n T h i n k i n gD a tW
e
orksheet
Understand Plan

Define

Build

Test

HOMEWORK:
Have students complete Design Thinking print out

HP STUDENTS DOING GOOD FROM HOME | P18

 Lesson Two

Lesson Three:
SDG’s in our Community
and Challenge Statements

Estimated Time: 40 Minutes

Overview
Have students make connections to the Sustainable Development Goals in their own
community. They will also gain more clarity on how their project can contribute to the
goals.

Objective
For PAX to understand where and how the Sustainable Development Goals can be found
in their local community. Students will then share with you what SDG they have chosen
to do their project on.

Procedure
1. Choose one SDG to focus on in your community as an example and explain some
problem areas that are currently being experienced.  
2. Ask students if they know of a local example.  
3. Challenge Statements

HP STUDENTS DOING GOOD FROM HOME | P19

 SDG’s in our Community + Challenge Statements Lesson Three

Part 1:
SDG's in our Backyard

Choose one SDG to focus on in your community as an example to

explain to the class. Ask where issues relating to the chosen SDG can
be found in your local community.

Ex. SDG #1, No Poverty: 

Firstly, what is poverty? 

Poverty is a state or condition in which a person or community lacks the financial resources and
essentials for a minimum standard of living. Poverty means that the income level from
employment is so low that basic human needs can't be met.   1 in 7 (or 4.9 million) people in
Canada live in poverty.   

Where do we see poverty being experienced locally?

Are those who experience homelessness living in poverty?
What are some of the reasons for people living in poverty?
What is the quality of life like for those who do are living this way?
What problems might they face?

Homelessness might be the most obvious expression of poverty’s effect on housing, but it’s
not the only one.  3 million Canadian households are living in unaffordable, below standards,
and/or overcrowded housing conditions.    Children and youth under 18 are particularly
vulnerable to conditions of poverty.

In Canada, 1.3 million children live in conditions of poverty (that’s 1 in 5).   

Another aspect of poverty is not having enough food or having limited access to nutritious and
healthy food. 1 in 8 Canadian households struggle to put food on the table.

HP STUDENTS DOING GOOD FROM HOME | P20

 SDG’s in our Community + Challenge Statements Lesson Three

Ex. SDG #13, Climate Action:

 Ex. SDG #6, Clean Water and Sanitation:

What is Sanitation?
Why is clean water needed for proper sanitation?
Does everyone have access to clean water?
What are some of the reasons people might not have access?
What is the quality of life like for those who do not have access?
What problems might they face?  

Example: In Canada, First Nations, Inuit and Métis communities are disproportionately affected by

boil-water-advisories. Partnering with Indigenous youth, by providing them with the resources
they need to develop solutions to the challenges facing their communities is a  key way  Canada
can move forward on implementing the 2030 Agenda. It is also a positive step towards reconciling
relationships between the countries people and with water.   

For more information on boil advisories in Canada, please visit 

http://www.watertoday.ca/map-graphic.asp

HP STUDENTS DOING GOOD FROM HOME | P21

 SDG’s in our Community + Challenge Statements Lesson Three

Ask students if they know of other local examples. Perhaps turn

the focus to Climate Issues. (SDG #13, #14, and #15)

DISCUSSION QUESTIONS FOR STUDENTS: 

Why do we (throw things away so much, waste water, not speak up, take action) despite
being aware of the negative impacts?  
Do our consumer habits impact the lives of others? How?
What isn’t working about the way that we  (handle our waste,  support these
communities provide access to social services) today?  
What can we do to  (reduce the amount of waste being thrown into landfills, ensure all
Indigenous Communities have access to clean water, ensure people
experiencing homelessness or living in poverty have access to healthy food)?  
How does the media present these issues? Locally? Nationally? Internationally?
What will happen if as entrepreneurs, we decide to take action on one or more of these
goals?  
In what ways do minority groups, women, and Indigenous people experience (climate
change, poverty, lack of education)?
Why it is important for everyone on this planet especially entrepreneurs to work towards
these goals?  What are some other examples of SDG’s that we can find in our community?

HP STUDENTS DOING GOOD FROM HOME | P22

 SDG’s in our Community + Challenge Statements Lesson Three

Part 2:
Challenge Statements
What is a Challenge Statement? 
An innovation challenge statement is a tool to help focus on your objective and create ideas.   

Why is it important? 
By creating a good challenge statement, you establish your objective and purpose for your
creativity.   

Steps for making a Challenge Statement:  

1. Begin by making your statement general by using terms like “I want to” or “I hope that by.”
Your challenge statement should describe an action you are going to do or implement to
achieve your goal.  
2. Now make your statement more specific. What do you hope to achieve? Be sure to relate this
back to the Understand section in your Design Thinking sheet to ensure the group is
benefitting appropriately.  
3. Your statement should reflect what you plan to do and who it will benefit. For example, “I
want to improve access to clean water for Indigenous Communities in Canada”   

Dive Deeper:
How can we redesign objects, or implement adaptive technology so that everyone can achieve
their highest quality of life?

HOMEWORK:
Have students begin working on their challenge
statements.

HP STUDENTS DOING GOOD FROM HOME | P23

 SDG’s in our Community + Challenge Statements Lesson Three

Challenge Statement Worksheet

Name Date

Your challenge statement should describe an action you are going to do or implement to
achieve your goal.

"I want to..." or "I hope that by..."

Be sure to relate this back to the Understand section in your Design Thinking sheet to
ensure the group or goal cause is benefitting appropriately.

What do you hope to achieve?

Your statement should reflect what you plan to do and who it will benefit.

Put section 1 and 2 together to create your challenge statement!

HOMEWORK:
Have students complete the Challenge Statement
print out

HP STUDENTS DOING GOOD FROM HOME | P18

 Lesson Two

Lesson Four:
Activity: How the SDG’s
all connect

Estimated Time: 25 Minutes

Overview
Students will interact virtually with each other to compare and connect their goals.
Once every student has had their chance to share how their SDG connects to another
students SDG, the group will understand how working towards one goal can have ripple
effects and help the world move towards progressing all of the goals. 

Materials
For PAX to understand where and how the Sustainable Development Goals can be found
in their local community. Students will then share with you what SDG they have chosen
to do their project on.

Preparation
For PAX to understand where and how the Sustainable Development Goals can be found
in their local community. Students will then share with you what SDG they have chosen
to do their project on.

HP STUDENTS DOING GOOD FROM HOME | P24

 Activity: How the SDG’s all connect Lesson Four

Procedure
Students will be given an SDG that they will then connect to one of the other 16
Goals. Ensure that you assign out at least one of each of the 17 goals (even the
trickier ones like partnerships – it’s important for youth to dive into the more
complex goals and create space for them to ask questions about them.

(Ex. a Student has been assigned SDG 4. They choose to say they are connecting their
goal with SDG 6, because having access to clean water allows students to spend
more time in school learning, rather than spending hours of their day fetching water.

Assign each student an SDG. They can easily remember their goal by
remembering their goal number and viewing the PowerPoint.

Once each participant is assigned a SDG, one participant will begin by

stating which SDG think best aligns with theirs. Each student will then
one by one will do the same until every student has gone.

By students connecting their SDG’s together throughout the circle,

the group realizes that all SDG’s impact one another.
Ask the students if they know of any movements that could connect
to the SDGs (Ex. March for Our Lives, Black Lives Matter, DACA, Idle No
More, etc).  

HP STUDENTS DOING GOOD FROM HOME | P25

 Activity: How the SDG’s all connect Lesson Four

Debrief
Objective of Debrief: 
Understand how working towards one goal can have ripple effects and help the world
move towards progressing all of the goals.  

1. Can someone just explain to the group what we just did? 

2. What will happen if as a group, we decide to act on one of these goals?  
3. Why is it important that everyone on this planet work together towards these
goals?  
4. Do you feel like everyone on earth is able to contribute to these goals? Why or why
not?  
5. How can you encourage others in your community to act on the goals?

HP STUDENTS DOING GOOD FROM HOME | P26

HP Students Doing
Good from Home

Get Involved!
For more information about the Sustainable Development Goals please visit:
https://sustainabledevelopment.un.org/?menu=1300
https://sustainabledevelopment.un.org/post2015/transformingourworld
https://drive.google.com/file/d/1iMdE6DLLuCqwq3K9U-DaTUWB6KyMa8QG/view
https://www.un.org/sustainabledevelopment/news/communications-material/
http://mcic.ca/pdf/SDG_Primer_FINAL.pdf
https://www.undp.org/content/undp/en/home/sustainable-development-goals.html

Additional ways to get involved with HP, FCL

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