Québec (Canada): Eco Heroes in the national curriculum

Intention éducative: « Amener l’élève à entretenir un rapport dynamique avec son milieu, tout en gardant une distance critique à l’égard de l’exploitation de l’environnement, du développement technologique et des biens de consommation. »

Educational aim: lead pupils to build an active relationship with their surroundings while keeping a critical distance from the exploitation of the environment, technological development and consumer goods.

• SDG 7
• SDG 12
• SDG 13

• Ages 6–10

• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Explain why making less rubbish helps the planet.
• SDG 7 · Ages 6–10 Sun power

  Pupils will be able to:

  • Explain one way to save energy at school.
• 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).

Axe de développement « Présence à son milieu » : « sensibilité à l’environnement naturel et humain » ; « reconnaissance de l’interdépendance entre l’environnement et l’activité humaine »

Focus ‘Awareness of one’s surroundings’: sensitivity to the natural and human environment; recognising the interdependence between the environment and human activity.

• SDG 11
• SDG 14
• SDG 15

• Ages 6–10
• Ages 11–13

• SDG 15 · Ages 6–10 Minibeast safari

  Pupils will be able to:

  • Find, observe and record at least 5 living things in the school grounds.
  • Explain why every living thing matters in a habitat.
• SDG 14 · Ages 6–10 Ocean in a bottle

  Pupils will be able to:

  • Explain that most rubbish in the sea starts on land.
• 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).

Axe de développement « Construction d’un environnement viable dans une perspective de développement durable » : « utilisation rationnelle des ressources en fonction des besoins de tous les êtres vivants » ; « habitudes et attitudes visant la protection, la conservation et l’amélioration de l’environnement »

Focus ‘Building a viable environment from a sustainable-development perspective’: rational use of resources according to the needs of all living things; habits and attitudes aimed at protecting, conserving and improving the environment.

• SDG 6
• SDG 7
• SDG 12
• SDG 15

• Ages 6–10
• Ages 11–13

• SDG 6 · Ages 6–10 Every drop counts

  Pupils will be able to:

  • Explain one way to save water, such as fixing a dripping tap.
• 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 12 · Ages 11–13 Fix it, don’t bin it

  Pupils will be able to:

  • Explain why repairing and reusing products saves resources and money.
• SDG 15 · Ages 11–13 Pollinator power

  Pupils will be able to:

  • Plan a bee-friendly space and explain how it helps.

Axe de développement « Stratégies de consommation et d’utilisation responsable de biens et de services » : « distinction entre désirs et besoins » ; « étapes d’une stratégie de consommation efficace »

Focus ‘Strategies for consumption and responsible use of goods and services’: distinguishing between wants and needs; steps of an effective consumption strategy.

• SDG 1
• SDG 2
• SDG 12

• Ages 6–10
• Ages 11–13

• SDG 1 · Ages 6–10 What does everyone need?

  Pupils will be able to:

  • Sort at least 8 picture cards into ‘needs’ and ‘wants’ and explain one choice.
• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Name one thing they could reuse instead of throwing away.
• SDG 2 · Ages 11–13 Food waste detectives

  Pupils will be able to:

  • Choose and justify one realistic change to cut food waste at home or school.

Axe de développement « Conscience des aspects sociaux, économiques et éthiques du monde de la consommation » : « provenance des divers produits consommés » ; « conditions de travail des producteurs de biens et de services » ; « choix de consommation dans le respect de la qualité de vie »

Focus ‘Awareness of the social, economic and ethical aspects of the world of consumption’: where the products we consume come from; working conditions of the producers of goods and services; consumer choices that respect quality of life.

• SDG 8
• SDG 12

• Ages 6–10
• Ages 11–13

• SDG 8 · Ages 6–10 Who made my pencil?

  Pupils will be able to:

  • Name at least 4 jobs needed to make and deliver an everyday object.
  • Explain that every job deserves fair pay and safe conditions.
• SDG 8 · Ages 11–13 What makes a job a good job?

  Pupils will be able to:

  • List the elements of decent work (fair pay, safety, reasonable hours, rights, respect).
• SDG 12 · Ages 11–13 Fix it, don’t bin it

  Pupils will be able to:

  • Investigate how an everyday object is made and why it breaks.

Intention éducative: « Permettre à l’élève de participer à la vie démocratique de l’école ou de la classe et de développer des attitudes d’ouverture sur le monde et de respect de la diversité. »

Educational aim: enable pupils to take part in the democratic life of the school or class and to develop openness to the world and respect for diversity.

• SDG 4
• SDG 10
• SDG 16

• Ages 6–10
• Ages 11–13

• SDG 16 · Ages 11–13 Fair rules for everyone

  Pupils will be able to:

  • Explain why communities need rules and what makes a rule fair.
  • Write and test class rules against the needs of the quietest person.
• SDG 10 · Ages 6–10 Everyone belongs

  Pupils will be able to:

  • Explain what it means to include someone.
• SDG 4 · Ages 6–10 Every child can learn

  Pupils will be able to:

  • Name one reason some children cannot go to school.

Axe de développement « Culture de la paix » : « interdépendance des personnes, des peuples et de leurs réalisations » ; « conséquences négatives des stéréotypes et autres formes de discrimination et d’exclusion » ; « résolution pacifique des conflits »

Focus ‘Culture of peace’: interdependence of people, peoples and their achievements; negative consequences of stereotypes and other forms of discrimination and exclusion; peaceful conflict resolution.

• SDG 5
• SDG 10
• SDG 16
• SDG 17

• Ages 6–10
• Ages 11–13

• SDG 16 · Ages 6–10 Peacemakers

  Pupils will be able to:

  • Use ‘I feel… when… because…’ to describe a disagreement calmly.
  • Suggest a fair solution that works for both sides.
• SDG 5 · Ages 6–10 Any toy, any job

  Pupils will be able to:

  • Spot a stereotype in a picture or story and say why it is unfair.
• SDG 10 · Ages 6–10 Everyone belongs

  Pupils will be able to:

  • Spot when someone might feel left out and suggest a kind action.
• SDG 17 · Ages 11–13 The goals hold hands

  Pupils will be able to:

  • Explain at least 3 links between different SDGs.

Intention éducative: « Amener l’élève à adopter une démarche réflexive dans le développement de saines habitudes de vie sur le plan de la santé, du bien-être, de la sexualité et de la sécurité. » Axe « Conscience des conséquences sur sa santé et son bien-être de ses choix personnels : alimentation, activité physique, sexualité, hygiène et sécurité, gestion du stress et des émotions. »

Educational aim: lead pupils to reflect on developing healthy lifestyle habits (health, well-being, sexuality, safety); focus on awareness of how personal choices — food, physical activity, hygiene and safety, stress and emotions — affect health and well-being.

• SDG 3

• Ages 6–10
• Ages 11–13

• 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).
• SDG 3 · Ages 11–13 Designing a healthy day

  Pupils will be able to:

  • Plan a balanced day that includes physical activity, healthy food and enough sleep.
  • Evaluate which healthy habit is hardest to keep and suggest one strategy to help.

Compétence transversale « Exercer son jugement critique » : « Au primaire, les élèves apprennent à différencier leur opinion de celles des autres, à l’exprimer de manière relativement articulée, à en débattre et à remettre en question leur propre jugement. »

Cross-curricular competency ‘To exercise critical judgment’: at primary level pupils learn to tell their opinion apart from others’, to express it in a fairly articulate way, to debate it and to question their own judgment.

Code: Compétence 3

1–17All 17 goals

• Ages 11–13
• Ages 14–17

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

• SDG 17 · Ages 11–13 The goals hold hands

  Pupils will be able to:

  • Identify which goal connects to the most others and justify the choice.
• SDG 2 · Ages 14–17 Why do people go hungry in a world with enough food?

  Pupils will be able to:

  • Build balanced arguments for and against one food-system solution (urban farming) and reach a justified view.
• SDG 4 · Ages 14–17 In school but not learning? The global learning crisis

  Pupils will be able to:

  • Evaluate which barrier is most cost-effective to remove and justify the answer.

Compétence transversale « Coopérer » : « Au primaire, les élèves apprennent à fonctionner dans des structures de travail plus ou moins complexes. »

Cross-curricular competency ‘To cooperate with others’: at primary level pupils learn to work within more or less complex working structures.

Code: Compétence 8

• SDG 5
• SDG 17

• Ages 6–10
• Ages 11–13
• Ages 14–17

• SDG 17 · Ages 6–10 Better together

  Pupils will be able to:

  • Complete a team challenge that cannot be done alone.
  • Say what helped the team work well together.
• SDG 5 · Ages 11–13 Fair shares: unpaid work at home and in the world

  Pupils will be able to:

  • Design a fair rota for shared tasks and justify it.
• SDG 17 · Ages 14–17 How the world fixed the ozone layer

  Pupils will be able to:

  • Design a local partnership to solve a real problem, explaining what each partner gains.

D. Systèmes et interaction – 3. Interaction entre l’être humain et son milieu : « Décrire des impacts des activités humaines sur son environnement (ex. : exploitation des ressources, pollution, gestion des déchets, aménagement du territoire…) »

Systems and interaction – interaction between humans and their environment: describe impacts of human activities on the environment (e.g. use of resources, pollution, waste management, land use).

Code: Univers vivant D.3.a

• SDG 12
• SDG 14

• Ages 6–10
• Ages 11–13

• 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.
• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Explain why making less rubbish helps the planet.
• SDG 14 · Ages 11–13 Plastic interceptors: a litter survey

  Pupils will be able to:

  • Use data to identify the main sources of litter in an area.

D. Systèmes et interaction – 5. Technologies de l’environnement : « Expliquer des concepts scientifiques et technologiques associés au recyclage et au compostage »

Systems and interaction – environmental technologies: explain scientific and technological concepts linked to recycling and composting.

Code: Univers vivant D.5.a

• 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.

D. Systèmes et interaction – 1. Interaction entre les organismes vivants et leur milieu : « Identifier des habitats ainsi que les populations animales et végétales qui y sont associées »

Systems and interaction – interaction between living organisms and their environment: identify habitats and the animal and plant populations associated with them.

Code: Univers vivant D.1.c

• SDG 15

• Ages 6–10

• SDG 15 · Ages 6–10 Minibeast safari

  Pupils will be able to:

  • Find, observe and record at least 5 living things in the school grounds.
  • Sort living things into simple groups (plants, insects, other animals).

B. Énergie – 3. Transformation de l’énergie : « Expliquer que la lumière, l’eau en mouvement et le vent sont des sources d’énergie renouvelables » ; « Expliquer que les combustibles fossiles sont des sources d’énergie non renouvelables »

Energy – transformation of energy: explain that light, moving water and wind are renewable energy sources; explain that fossil fuels are non-renewable energy sources.

Code: Terre et espace B.3.b, B.3.e

• SDG 7

• Ages 6–10
• Ages 11–13

• SDG 7 · Ages 6–10 Sun power

  Pupils will be able to:

  • Show that the Sun warms things up, using a simple test.
  • Name 3 sources of energy (Sun, wind, fuel such as coal or gas).
• SDG 7 · Ages 11–13 Energy hunters: renewable and non-renewable

  Pupils will be able to:

  • Classify energy sources as renewable or non-renewable and explain the difference.

Ressources énergétiques renouvelables et non renouvelables : « Distinguer des ressources énergétiques renouvelables et non renouvelables » ; « Décrire les principaux impacts de l’exploitation des ressources énergétiques »

Renewable and non-renewable energy resources: distinguish renewable from non-renewable energy resources; describe the main impacts of exploiting energy resources.

• SDG 7

• Ages 11–13
• Ages 14–17

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

  Pupils will be able to:

  • Classify energy sources as renewable or non-renewable and explain the difference.
• 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.
  • Use data to describe the global gap in electricity and clean cooking access.

Atmosphère – Effet de serre : « Décrire l’effet de serre » ; « Expliquer des conséquences de l’augmentation de la concentration des gaz à effet de serre »

Atmosphere – greenhouse effect: describe the greenhouse effect; explain consequences of the rising concentration of greenhouse gases.

• 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.
• 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.

Compétence 3 « Construire sa conscience citoyenne à l’échelle planétaire », composante « Établissement des impacts des actions humaines sur l’avenir de la planète » ; texte du programme : « … fondé sur une gestion responsable des ressources dans une perspective de développement durable »

Competency 3 ‘To construct his/her consciousness of citizenship on a global scale’, component: establishing the impact of human actions on the future of the planet; citizenship awareness based on responsible management of resources from a sustainable-development perspective.

Code: Compétence 3

• SDG 12
• SDG 13
• SDG 17

• Ages 11–13
• 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.
• 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 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.

Dépendance énergétique – enjeux « Répondre aux besoins énergétiques des populations » ou « Assurer un développement énergétique durable » ; enjeu planétaire « La consommation énergétique croissante et l’environnement planétaire »

Energy dependence – issues: meeting people’s energy needs, or ensuring sustainable energy development; planetary issue: growing energy consumption and the global environment.

• SDG 7

• Ages 11–13
• 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.
  • Use data to describe the global gap in electricity and clean cooking access.
  • Design a 3-step transition plan for a school or town and evaluate its trade-offs.
• SDG 7 · Ages 11–13 Energy hunters: renewable and non-renewable

  Pupils will be able to:

  • Explain why access to electricity matters for health, learning and work.

Métropole – enjeux « Gérer les déchets » ou « Se déplacer dans une métropole » ou « Réussir à se loger » ; enjeu planétaire « Les fortes concentrations de population et l’approvisionnement en eau à l’échelle planétaire »

Metropolis – issues: managing waste, getting around a metropolis, finding housing; planetary issue: high population concentrations and water supply on a global scale.

• SDG 6
• SDG 11
• SDG 12

• Ages 14–17

• SDG 11 · Ages 14–17 Who is the city for? Auditing how people move

  Pupils will be able to:

  • Assess a real route by walking, cycling and public transport against agreed criteria.
  • Explain how transport choices affect air quality, safety, cost and fairness.
• 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 6 · Ages 14–17 Hidden water: virtual water and who goes without

  Pupils will be able to:

  • Analyse why water scarcity is often about access and management rather than total supply.

Enjeux « Concilier l’agriculture et l’environnement » ou « Gérer l’eau en territoire agricole » ; enjeu planétaire « Les pratiques agricoles actuelles et l’équilibre alimentaire à l’échelle planétaire »

Issues: reconciling agriculture and the environment, or managing water in farming areas; planetary issue: current farming practices and food balance on a global scale.

• SDG 2
• SDG 6
• SDG 15

• Ages 11–13
• Ages 14–17

• SDG 2 · Ages 14–17 Why do people go hungry in a world with enough food?

  Pupils will be able to:

  • Explain why hunger is mainly about access to food, not only the amount produced.
  • Analyse how conflict, climate shocks, poverty and prices interact to cause hunger.
• SDG 6 · Ages 14–17 Hidden water: virtual water and who goes without

  Pupils will be able to:

  • Explain the concept of virtual (embedded) water and estimate it for everyday products.
  • Analyse why water scarcity is often about access and management rather than total supply.
• SDG 15 · Ages 11–13 Pollinator power

  Pupils will be able to:

  • Explain what pollination is and why many food crops depend on animal pollinators.

Parc naturel – enjeu « Rechercher un équilibre entre fréquentation et protection » ; enjeu planétaire « La protection d’espaces et le patrimoine naturel mondial »

Nature park – issue: seeking a balance between visitor use and protection; planetary issue: protecting areas and the world’s natural heritage.

• SDG 15

• Ages 11–13
• 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 15 · Ages 11–13 Pollinator power

  Pupils will be able to:

  • Plan a bee-friendly space and explain how it helps.

Compétence des 2e et 3e cycles « Lire l’organisation d’une société sur son territoire » (compétence du 1er cycle : « Construire sa représentation de l’espace, du temps et de la société »)

Competency (cycles 2–3): to understand the organisation of a society in its territory (cycle 1: to construct one’s representation of space, time and society).

• SDG 9
• SDG 11

• Ages 6–10
• Ages 11–13

• SDG 11 · Ages 6–10 My dream street

  Pupils will be able to:

  • Draw a simple map of a street with a key.
  • Name 3 things that make a place safe and friendly for children.
• SDG 9 · Ages 6–10 Build it strong

  Pupils will be able to:

  • Explain why roads and bridges help people reach school, work and doctors.
• SDG 11 · Ages 11–13 Green spots in grey places

  Pupils will be able to:

  • Plan and justify a small improvement to a school or local space.

4e année : « Consommation » ; « Pratiques écologiques » — 5e année (sous-thème « Transition écologique ») : « Choix collectifs d’avenir » ; orientation : « examiner des enjeux environnementaux liés à la consommation »

Grade 4: consumption; ecological practices. Grade 5 (sub-theme ‘ecological transition’): collective choices for the future. Orientation: examine environmental issues linked to consumption.

• SDG 12
• SDG 13

• Ages 6–10
• Ages 11–13

• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Explain why making less rubbish helps the planet.
  • Name one thing they could reuse instead of throwing away.
• SDG 12 · Ages 11–13 Fix it, don’t bin it

  Pupils will be able to:

  • Explain why repairing and reusing products saves resources and money.
• SDG 13 · Ages 11–13 The greenhouse effect and our carbon footprint

  Pupils will be able to:

  • Choose 3 changes, ranked by how much difference and how easy they are.

3e année : « Inclusion et exclusion » — 5e année : « Expériences démocratiques » — 6e année : « Droits et libertés » ; « Participation sociale »

Grade 3: inclusion and exclusion. Grade 5: democratic experiences. Grade 6: rights and freedoms; social participation.

• SDG 10
• SDG 16

• Ages 6–10
• Ages 11–13

• SDG 10 · Ages 6–10 Everyone belongs

  Pupils will be able to:

  • Explain what it means to include someone.
  • Spot when someone might feel left out and suggest a kind action.
• SDG 10 · Ages 11–13 Fairness detectives: accessibility audit

  Pupils will be able to:

  • Explain the difference between equality (same for all) and equity (what each person needs).
• SDG 16 · Ages 11–13 Fair rules for everyone

  Pupils will be able to:

  • Explain why communities need rules and what makes a rule fair.

Comprendre « les implications pour l’environnement des choix effectués par la collectivité » ; notion « Écoresponsabilité »

Understand the environmental implications of choices made by the community; notion: eco-responsibility.

• SDG 11
• SDG 12
• 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.
• SDG 12 · Ages 14–17 Cradle to grave: the life cycle of a product

  Pupils will be able to:

  • Evaluate policies that push producers and consumers towards circular choices, such as South Korea’s food-waste charges.
• 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.