Brazil: Eco Heroes in the national curriculum

Art. 2º «A educação ambiental é um componente essencial e permanente da educação nacional…»; Art. 10 «A educação ambiental será desenvolvida como uma prática educativa integrada, contínua e permanente…»; § 1º «A educação ambiental não deve ser implantada como disciplina específica no currículo de ensino.»

Environmental education is an essential and permanent part of national education; in formal schooling it is to be an integrated, continuous and permanent educational practice, and it is not to be set up as a separate subject.

Code: Lei nº 9.795/1999, arts. 2º e 10, § 1º

1–17All 17 goals

• Ages 6–10
• Ages 11–13
• Ages 14–17

All 17 goals have a lesson plan in each of these age bands. For example:

• SDG 17 · Ages 6–10 Better together

  Pupils will be able to:

  • Explain that the 17 goals need everyone working together.
• SDG 17 · Ages 11–13 The goals hold hands

  Pupils will be able to:

  • Explain at least 3 links between different SDGs.
  • Build a connection web showing how progress on one goal helps others.
• SDG 17 · Ages 14–17 How the world fixed the ozone layer

  Pupils will be able to:

  • Identify the features of a successful partnership (shared evidence, clear targets, support for poorer countries, monitoring).

Art. 5º, VIII: «o estímulo à participação individual e coletiva, inclusive das escolas de todos os níveis de ensino…»; Art. 10, § 4º: «Será assegurada a inserção de temas relacionados às mudanças do clima, à proteção da biodiversidade…»

Among the policy’s objectives is encouraging individual and collective participation, including by schools at all levels, in preventing, mitigating and adapting to climate change and in halting biodiversity loss; climate change, biodiversity protection and socio-environmental risks are to be included in schools’ institutional and pedagogical projects.

Code: Lei nº 9.795/1999, art. 5º, VIII, e art. 10, § 4º

• SDG 13
• SDG 15

• Ages 6–10
• Ages 14–17

• SDG 13 · Ages 6–10 Weather and climate: Earth’s warm blanket

  Pupils will be able to:

  • Name 2 actions that help the climate (walking, switching off, planting).
• SDG 13 · Ages 14–17 From evidence to action: making a climate campaign

  Pupils will be able to:

  • Explain why systemic change needs collective action as well as individual choices.
  • Design a campaign with a clear message, audience and one specific ask.
• SDG 15 · Ages 14–17 Pull one thread: food webs and extinction

  Pupils will be able to:

  • Explain the main drivers of biodiversity loss identified by IPBES.

Comparar características de diferentes materiais presentes em objetos de uso cotidiano, discutindo sua origem, os modos como são descartados e como podem ser usados de forma mais consciente.

Compare the features of different materials in everyday objects, discussing where they come from, how they are thrown away and how they can be used more consciously.

Code: EF01CI01

• SDG 12

• Ages 6–10

• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Sort clean classroom rubbish into reuse, recycle, compost and landfill.
  • Name one thing they could reuse instead of throwing away.

Discutir as razões pelas quais os hábitos de higiene do corpo (lavar as mãos antes de comer, escovar os dentes, limpar os olhos, o nariz e as orelhas etc.) são necessários para a manutenção da saúde.

Discuss why personal hygiene habits (washing hands before eating, brushing teeth, cleaning eyes, nose and ears) are needed to stay healthy.

Code: EF01CI03

• SDG 3

• Ages 6–10

• SDG 3 · Ages 6–10 Germ busters

  Pupils will be able to:

  • Show the correct steps of handwashing with soap and water.
  • Name 3 habits that help us stay healthy (washing hands, moving our bodies, sleeping well).

Identificar as principais partes de uma planta (raiz, caule, folhas, flores e frutos) e a função desempenhada por cada uma delas, e analisar as relações entre as plantas, o ambiente e os demais seres vivos.

Identify the main parts of a plant (root, stem, leaves, flowers, fruit) and what each does, and analyse the relationships between plants, the environment and other living things.

Code: EF02CI06

• SDG 2
• SDG 15

• Ages 6–10

• SDG 2 · Ages 6–10 From seed to plate

  Pupils will be able to:

  • Name the parts of a plant we eat (root, stem, leaf, fruit, seed) with one example each.
• SDG 15 · Ages 6–10 Minibeast safari

  Pupils will be able to:

  • Explain why every living thing matters in a habitat.

Comparar o efeito da radiação solar (aquecimento e reflexão) em diferentes tipos de superfície (água, areia, solo, superfícies escura, clara e metálica etc.).

Compare the effect of sunlight (heating and reflection) on different surfaces (water, sand, soil, dark, light and metal surfaces).

Code: EF02CI08

• SDG 7

• Ages 6–10

• SDG 7 · Ages 6–10 Sun power

  Pupils will be able to:

  • Show that the Sun warms things up, using a simple test.

Relacionar a produção de lixo doméstico ou da escola aos problemas causados pelo consumo excessivo e construir propostas para o consumo consciente, considerando a ampliação de hábitos de redução, reúso e reciclagem/descarte de materiais consumidos em casa, na escola e/ou no entorno.

Relate household or school waste to the problems caused by over-consumption and build proposals for conscious consumption, extending habits of reducing, reusing and recycling or disposing of materials used at home, at school or nearby.

Code: EF03GE08

• SDG 12

• Ages 6–10

• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Sort clean classroom rubbish into reuse, recycle, compost and landfill.
  • Explain why making less rubbish helps the planet.
  • Name one thing they could reuse instead of throwing away.

Propor, a partir do conhecimento das formas de transmissão de alguns microrganismos (vírus, bactérias e protozoários), atitudes e medidas adequadas para prevenção de doenças a eles associadas.

Using what they know about how some microorganisms (viruses, bacteria, protozoa) spread, propose suitable attitudes and measures to prevent the diseases they cause.

Code: EF04CI08

• SDG 3

• Ages 6–10

• SDG 3 · Ages 6–10 Germ busters

  Pupils will be able to:

  • Show the correct steps of handwashing with soap and water.
  • Explain that germs are too small to see and can make us ill.

Selecionar argumentos que justifiquem a importância da cobertura vegetal para a manutenção do ciclo da água, a conservação dos solos, dos cursos de água e da qualidade do ar atmosférico.

Select arguments that justify why plant cover matters for the water cycle and for conserving soils, rivers and air quality.

Code: EF05CI03

• SDG 13
• SDG 15

• Ages 6–10

• SDG 15 · Ages 6–10 Minibeast safari

  Pupils will be able to:

  • Explain why every living thing matters in a habitat.
• SDG 13 · Ages 6–10 Weather and climate: Earth’s warm blanket

  Pupils will be able to:

  • Name 2 actions that help the climate (walking, switching off, planting).

Identificar os principais usos da água e de outros materiais nas atividades cotidianas para discutir e propor formas sustentáveis de utilização desses recursos.

Identify the main uses of water and other materials in everyday activities in order to discuss and propose sustainable ways of using these resources.

Code: EF05CI04

• SDG 6

• Ages 6–10

• SDG 6 · Ages 6–10 Every drop counts

  Pupils will be able to:

  • Name 3 ways we use water every day.
  • Explain one way to save water, such as fixing a dripping tap.

Construir propostas coletivas para um consumo mais consciente e criar soluções tecnológicas para o descarte adequado e a reutilização ou reciclagem de materiais consumidos na escola e/ou na vida cotidiana.

Build group proposals for more conscious consumption and create technical solutions for the proper disposal, reuse or recycling of materials used at school or in daily life.

Code: EF05CI05

• SDG 12

• Ages 6–10

• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Sort clean classroom rubbish into reuse, recycle, compost and landfill.
  • Explain why making less rubbish helps the planet.
  • Name one thing they could reuse instead of throwing away.

Reconhecer e comparar atributos da qualidade ambiental e algumas formas de poluição dos cursos de água e dos oceanos (esgotos, efluentes industriais, marés negras etc.).

Recognise and compare features of environmental quality and some forms of pollution of rivers and oceans (sewage, industrial effluent, oil spills).

Code: EF05GE10

• SDG 14

• Ages 6–10

• SDG 14 · Ages 6–10 Ocean in a bottle

  Pupils will be able to:

  • Show with a model how pollution spreads through water.
  • Explain that most rubbish in the sea starts on land.

Identificar e descrever problemas ambientais que ocorrem no entorno da escola e da residência (lixões, indústrias poluentes, destruição do patrimônio histórico etc.), propondo soluções (inclusive tecnológicas) para esses problemas.

Identify and describe environmental problems around the school and home (open dumps, polluting industries, destruction of historic heritage) and propose solutions, including technical ones.

Code: EF05GE11

• SDG 11

• Ages 6–10

• SDG 11 · Ages 6–10 My dream street

  Pupils will be able to:

  • Name 3 things that make a place safe and friendly for children.
  • Suggest one change that would make a street better for everyone.

Identificar o consumo dos recursos hídricos e o uso das principais bacias hidrográficas no Brasil e no mundo, enfatizando as transformações nos ambientes urbanos.

Identify how water resources are consumed and how the main river basins in Brazil and the world are used, with emphasis on changes in urban environments.

Code: EF06GE12

• SDG 6

• Ages 11–13

• SDG 6 · Ages 11–13 The water diary: how much do we really use?

  Pupils will be able to:

  • Estimate personal daily water use from a diary of activities.
  • Compare that use with the reality for people who must carry their water.

Analisar consequências, vantagens e desvantagens das práticas humanas na dinâmica climática (ilha de calor etc.).

Analyse the consequences, advantages and disadvantages of human practices for climate dynamics (for example the urban heat island).

Code: EF06GE13

• SDG 11
• SDG 13

• Ages 11–13

• SDG 11 · Ages 11–13 Green spots in grey places

  Pupils will be able to:

  • Explain how green spaces help cities (cooler air, cleaner air, wildlife, well-being).
  • Collect and compare temperature or observation data from green and paved areas.
• SDG 13 · Ages 11–13 The greenhouse effect and our carbon footprint

  Pupils will be able to:

  • Explain the greenhouse effect and how burning fossil fuels strengthens it.

Avaliar como os impactos provocados por catástrofes naturais ou mudanças nos componentes físicos, biológicos ou sociais de um ecossistema afetam suas populações, podendo ameaçar ou provocar a extinção de espécies, alteração de hábitos, migração etc.

Evaluate how natural disasters or changes in the physical, biological or social parts of an ecosystem affect its populations, possibly threatening species or driving them to extinction, or changing habits and causing migration.

Code: EF07CI08

• SDG 15

• Ages 14–17

• SDG 15 · Ages 14–17 Pull one thread: food webs and extinction

  Pupils will be able to:

  • Model a food web and predict the effects of removing one species.
  • Explain the main drivers of biodiversity loss identified by IPBES.

Descrever o mecanismo natural do efeito estufa, seu papel fundamental para o desenvolvimento da vida na Terra, discutir as ações humanas responsáveis pelo seu aumento artificial (queima dos combustíveis fósseis, desmatamento, queimadas etc.) e selecionar e implementar propostas para a reversão ou controle desse quadro.

Describe the natural greenhouse effect and its essential role for life on Earth, discuss the human activities that strengthen it (burning fossil fuels, deforestation, fires) and select and carry out proposals to reverse or control it.

Code: EF07CI13

• SDG 13

• Ages 11–13
• Ages 14–17

• SDG 13 · Ages 11–13 The greenhouse effect and our carbon footprint

  Pupils will be able to:

  • Explain the greenhouse effect and how burning fossil fuels strengthens it.
  • Choose 3 changes, ranked by how much difference and how easy they are.
• SDG 13 · Ages 14–17 From evidence to action: making a climate campaign

  Pupils will be able to:

  • Interpret climate data (CO₂ concentration and temperature) and explain the link.

Justificar a importância da camada de ozônio para a vida na Terra, identificando os fatores que aumentam ou diminuem sua presença na atmosfera, e discutir propostas individuais e coletivas para sua preservação.

Justify why the ozone layer matters for life on Earth, identify what increases or reduces it, and discuss individual and collective proposals to protect it.

Code: EF07CI14

• SDG 17

• Ages 14–17

• SDG 17 · Ages 14–17 How the world fixed the ozone layer

  Pupils will be able to:

  • Explain how the Montreal Protocol (1987) brought countries, scientists and industry together to protect the ozone layer.

Propor ações coletivas para otimizar o uso de energia elétrica em sua escola e/ou comunidade, com base na seleção de equipamentos segundo critérios de sustentabilidade (consumo de energia e eficiência energética) e hábitos de consumo responsável.

Propose collective actions to make better use of electricity at school or in the community, choosing equipment by sustainability criteria (energy use and efficiency) and responsible habits.

Code: EF08CI05

• SDG 7

• Ages 11–13
• Ages 14–17

• SDG 7 · Ages 11–13 Energy hunters: renewable and non-renewable

  Pupils will be able to:

  • Identify energy being wasted in a building and suggest fixes.
• SDG 7 · Ages 14–17 Planning the switch: the clean energy transition

  Pupils will be able to:

  • Design a 3-step transition plan for a school or town and evaluate its trade-offs.

Discutir iniciativas que contribuam para restabelecer o equilíbrio ambiental a partir da identificação de alterações climáticas regionais e globais provocadas pela intervenção humana.

Discuss initiatives that help restore environmental balance, starting from the regional and global climate changes caused by human activity.

Code: EF08CI16

• SDG 13

• Ages 14–17

• SDG 13 · Ages 14–17 From evidence to action: making a climate campaign

  Pupils will be able to:

  • Explain why systemic change needs collective action as well as individual choices.
  • Design a campaign with a clear message, audience and one specific ask.

Justificar a importância das unidades de conservação para a preservação da biodiversidade e do patrimônio nacional, considerando os diferentes tipos de unidades (parques, reservas e florestas nacionais), as populações humanas e as atividades a eles relacionados.

Justify why protected areas matter for conserving biodiversity and national heritage, considering the different kinds (national parks, reserves and forests), the people who live there and the activities linked to them.

Code: EF09CI12

• SDG 15

• Ages 14–17

• SDG 15 · Ages 14–17 Pull one thread: food webs and extinction

  Pupils will be able to:

  • Explain the main drivers of biodiversity loss identified by IPBES.
  • Analyse a threatened species’ role in its ecosystem and the root cause of its decline.

Propor iniciativas individuais e coletivas para a solução de problemas ambientais da cidade ou da comunidade, com base na análise de ações de consumo consciente e de sustentabilidade bem-sucedidas.

Propose individual and collective initiatives to solve environmental problems in the town or community, based on analysing successful examples of conscious consumption and sustainability.

Code: EF09CI13

• SDG 11
• SDG 12

• Ages 14–17

• SDG 12 · Ages 14–17 Cradle to grave: the life cycle of a product

  Pupils will be able to:

  • Explain the principles of a circular economy (reduce, reuse, repair, recycle, redesign).
• SDG 11 · Ages 14–17 Who is the city for? Auditing how people move

  Pupils will be able to:

  • Propose 3 evidence-based improvements and identify who the current system serves worst.

Identificar e analisar as cadeias industriais e de inovação e as consequências dos usos de recursos naturais e das diferentes fontes de energia (tais como termoelétrica, hidrelétrica, eólica e nuclear) em diferentes países.

Identify and analyse industrial and innovation chains and the consequences of using natural resources and different energy sources (thermal, hydroelectric, wind, nuclear) in different countries.

Code: EF09GE18

• SDG 7
• SDG 12

• Ages 14–17

• SDG 12 · Ages 14–17 Cradle to grave: the life cycle of a product

  Pupils will be able to:

  • Map the life cycle of a product from raw materials to disposal and identify its biggest impact point.
• SDG 7 · Ages 14–17 Planning the switch: the clean energy transition

  Pupils will be able to:

  • Explain why the energy transition is a whole-system change, not a single switch.

Discutir a importância da preservação e conservação da biodiversidade, considerando parâmetros qualitativos e quantitativos, e avaliar os efeitos da ação humana e das políticas ambientais para a garantia da sustentabilidade do planeta.

Discuss why preserving and conserving biodiversity matters, using qualitative and quantitative measures, and evaluate the effects of human action and of environmental policies on the planet’s sustainability.

Code: EM13CNT206

• SDG 14
• SDG 15

• Ages 14–17

• SDG 15 · Ages 14–17 Pull one thread: food webs and extinction

  Pupils will be able to:

  • Explain the main drivers of biodiversity loss identified by IPBES.
  • Analyse a threatened species’ role in its ecosystem and the root cause of its decline.
• SDG 14 · Ages 14–17 Fish for the future: overfishing and the commons

  Pupils will be able to:

  • Evaluate a sustainable fishing policy and who bears the costs of overfishing.

Analisar questões socioambientais, políticas e econômicas relativas à dependência do mundo atual em relação aos recursos não renováveis e discutir a necessidade de introdução de alternativas e novas tecnologias energéticas e de materiais, comparando diferentes tipos de motores e processos de produção de novos materiais.

Analyse the social, environmental, political and economic issues of today’s dependence on non-renewable resources and discuss the need for alternative energy and materials technologies, comparing types of engines and processes for producing new materials.

Code: EM13CNT309

• SDG 7
• SDG 12

• Ages 14–17

• SDG 7 · Ages 14–17 Planning the switch: the clean energy transition

  Pupils will be able to:

  • Explain why the energy transition is a whole-system change, not a single switch.
  • Design a 3-step transition plan for a school or town and evaluate its trade-offs.
• SDG 12 · Ages 14–17 Cradle to grave: the life cycle of a product

  Pupils will be able to:

  • Explain the principles of a circular economy (reduce, reuse, repair, recycle, redesign).