Designing Solutions for SDG1: Ending Poverty

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Designing Solutions for SDG1: Ending Poverty

Grade 6Other3 days

In this project, sixth-grade students work on addressing Sustainable Development Goal 1: Ending Poverty, by creating innovative solutions for their local communities using technology. The project involves an inquiry-driven approach where students research the causes and effects of poverty, engage in activities like puzzle design and solution journalism, and collaborate with stakeholders to propose informed projects. The learning experience is enhanced through activities such as an 'escape room' challenge, workshops, and a Poverty Panel evaluation, fostering research, creativity, and stakeholder collaboration.

PovertySustainable Development GoalsTechnologyInnovationStakeholdersCommunity ImpactCollaboration

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as students, develop innovative and effective solutions to address poverty in our local community by leveraging technology and understanding the role of stakeholders in achieving Sustainable Development Goal 1?

Essential Questions

Supporting questions that break down major concepts.

What are the causes and effects of poverty locally and globally?
How can we measure and analyze the impact of poverty on different communities?
What are the Sustainable Development Goals (SDGs) and specifically, what is SDG1?
How can technology and innovation be leveraged to address poverty?
What are potential solutions to reduce or eliminate poverty in our local community?
Who are the stakeholders involved in addressing poverty and how do they contribute to solutions?
How can we evaluate the effectiveness of different proposed solutions to poverty?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Understand the causes and effects of poverty on local and global scales.
Analyze the impact of poverty on various communities using measurement tools and data analysis.
Explain the Sustainable Development Goals, with a focus on SDG1 and its importance.
Utilize technology and innovation to develop potential solutions to poverty.
Identify and understand the roles of different stakeholders in addressing poverty.
Propose and justify innovative solutions to reduce or eliminate poverty in the local community.
Evaluate the effectiveness of different solutions to poverty, providing evidence-based conclusions.

Common Core Standards

CCSS-ELA-LITERACY-RI.6.1

Primary

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reason: Students will research poverty, its causes, and impacts to create solutions, requiring them to analyze texts and discuss findings, directly aligning with this standard.

CCSS-ELA-LITERACY-W.6.1

Primary

Write arguments to support claims with clear reasons and relevant evidence.Reason: Students will need to justify their proposed solutions to poverty using evidence gathered during research.

Next Generation Science Standards

NGSS-ETS1-1

Primary

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.Reason: Students will develop innovative solutions to address poverty, requiring them to understand and define the problem's criteria and constraints.

NGSS-ETS1-2

Primary

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.Reason: Students will evaluate various solutions to poverty, aligning with the need to assess how well solutions meet established criteria.

Entry Events

Events that will be used to introduce the project to students

Escape Room Challenge: Ending Poverty

Transform the classroom into an 'escape room' where students must solve puzzles and find clues related to global poverty and SDG1. Each clue leads them to a deeper understanding of poverty's impact and solutions, sparking their curiosity and desire to learn how they can create meaningful change.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Poverty Puzzle Designers

In this activity, students will design their own puzzles based on their understanding of poverty and SDG1, contributing to an engaging escape room setup. This task will challenge them to synthesize information about poverty and use creative skills to present this knowledge in puzzle form.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research various aspects of global and local poverty as well as SDG1.

2. Identify key facts, statistics, and concepts that could be transformed into puzzles or clues.

3. Brainstorm various types of puzzles (e.g., ciphers, logic puzzles) and decide on the format.

4. Design and create the puzzles ensuring that they convey important information about poverty and solutions.

5. Test the puzzles with peers to ensure they are challenging yet solvable.

Final Product

What students will submit as the final product of the activityA set of informational puzzles for the escape room experience.

Alignment

How this activity aligns with the learning objectives & standardsCCSS-ELA-LITERACY-RI.6.1 - Students research and analyze textual information to create puzzles. NGSS-ETS1-1 - Students define the problem and constraints when designing puzzles.

Activity 2

Solution Journalism Workshop

Students will learn how journalists report effectively on poverty and propose insights and solutions based on their findings. They will write well-researched opinion pieces on how technology can help alleviate poverty, supported by facts and evidence.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Invite a guest speaker (journalist) to discuss how to write compelling stories centered on solutions to poverty.

2. Research different ways technology can address poverty using credible sources.

3. Draft an opinion piece that integrates researched evidence and proposes a solution.

4. Peer review the articles for clarity, coherence, and evidence sufficiency.

5. Revise and finalize the pieces based on feedback.

Final Product

What students will submit as the final product of the activityA published opinion piece suggesting how technology can be leveraged to reduce poverty.

Alignment

How this activity aligns with the learning objectives & standardsCCSS-ELA-LITERACY-W.6.1 - Requires writing arguments to support claims with clear reasons and evidence.

Activity 3

Community Impact Innovators

Students brainstorm, design, and propose innovative projects or technologies aimed at reducing poverty in their local community. They will apply scientific principles and consider constraints and stakeholder roles.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Conduct community research to identify current issues related to poverty and gather stakeholder perspectives.

2. Define the criteria and constraints for a viable poverty reduction project.

3. Conceptualize and sketch different project ideas using brainstorming techniques and scientific principles.

4. Select the most promising idea and develop a detailed proposal.

5. Present the proposal to peers and stakeholders for feedback.

Final Product

What students will submit as the final product of the activityA project proposal that outlines an innovative solution to local poverty, considering constraints and stakeholder input.

Alignment

How this activity aligns with the learning objectives & standardsNGSS-ETS1-1 - Define criteria and constraints. NGSS-ETS1-2 - Evaluate solutions to ensure they meet criteria and constraints.

Activity 4

Evaluation Day: The Poverty Panel

Students will present their proposed poverty solutions to a panel of educators, community members, and stakeholders. They will evaluate each project based on defined criteria and constraints to determine its potential impact.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Prepare a presentation summarizing the project proposal and how it addresses local poverty.

2. Outline the criteria and constraints considered during the design process.

3. Conduct a self-assessment of the project's strengths and weaknesses.

4. Present the solution to the Poverty Panel for evaluation.

5. Engage in a question-and-answer session with the panel to receive feedback and suggestions.

Final Product

What students will submit as the final product of the activityAn evaluated proposal with recommendations for refinement based on panel feedback.

Alignment

How this activity aligns with the learning objectives & standardsNGSS-ETS1-2 - Evaluate solutions systematically against defined criteria and constraints.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

SDG1 Solution Development Rubric

Category 1

Research and Analysis

Assessment of how well students conduct research on poverty and SDG1, analyzing causes, impacts, and existing solutions.

Criterion 1

Understanding of Poverty

Demonstrates understanding of the causes, impacts, and global nature of poverty.

Exemplary

4 Points

Demonstrates sophisticated understanding of poverty, connecting local issues to global contexts with clear insights.

Proficient

3 Points

Demonstrates thorough understanding of poverty, including multiple causes and effects.

Developing

2 Points

Shows emerging understanding of poverty, identifying basic causes and effects.

Beginning

1 Points

Shows initial understanding of poverty with minimal details.

Criterion 2

SDG1 and Solution Alignment

Ability to connect research to Sustainable Development Goal 1 and propose aligned solutions.

Exemplary

4 Points

Innovatively aligns research with SDG1, proposing coherent and impactful solutions.

Proficient

3 Points

Aligns research with SDG1, proposing feasible solutions.

Developing

2 Points

Attempts to align research with SDG1, with some feasible ideas.

Beginning

1 Points

Struggles to align research with SDG1, with minimal feasible ideas.

Category 2

Creative Problem Solving

Evaluation of students’ ability to use creative thinking to design innovative solutions and puzzles that communicate complex ideas.

Criterion 1

Innovative Thinking

Demonstrates originality in developing solutions and designing puzzles.

Exemplary

4 Points

Consistently applies innovative and creative thinking to design original solutions and puzzles that communicate complex ideas effectively.

Proficient

3 Points

Applies creative thinking to design original solutions and puzzles effectively.

Developing

2 Points

Shows some creative thinking with partially original solutions and puzzles.

Beginning

1 Points

Shows limited creative thinking with few original ideas in solutions and puzzles.

Criterion 2

Design Effectiveness

Assesses how well the designed items (puzzles, proposals) communicate research findings and solutions.

Exemplary

4 Points

Designs items that comprehensively and effectively communicate research findings and solutions.

Proficient

3 Points

Designs items that effectively communicate research findings and solutions.

Developing

2 Points

Designs items that somewhat communicate research findings and solutions.

Beginning

1 Points

Designs items that minimally communicate research findings and solutions.

Category 3

Communication and Collaboration

Measurement of students’ ability to articulate ideas clearly and work effectively with peers and stakeholders.

Criterion 1

Written and Oral Communication

Clarity and effectiveness in writing and presenting proposed solutions.

Exemplary

4 Points

Communicates ideas with exceptional clarity and effectiveness in both written and oral forms.

Proficient

3 Points

Communicates ideas clearly and effectively in both written and oral forms.

Developing

2 Points

Communicates ideas with partial clarity and effectiveness.

Beginning

1 Points

Struggles to communicate ideas clearly and effectively.

Criterion 2

Collaboration with Stakeholders

Effectiveness in engaging and collaborating with peers and community stakeholders.

Exemplary

4 Points

Exhibits leadership in engaging and collaborating effectively with diverse stakeholders.

Proficient

3 Points

Collaborates effectively with stakeholders, contributing meaningfully.

Developing

2 Points

Participates in collaboration with some effectiveness.

Beginning

1 Points

Requires support to engage in collaboration.

Category 4

Evaluation and Reflection

Assessment of students' ability to evaluate solutions against criteria and reflect on feedback to improve their designs.

Criterion 1

Solution Evaluation

Ability to critically evaluate proposed solutions for effectiveness and feasibility.

Exemplary

4 Points

Conducts thorough evaluations, demonstrating sophisticated understanding of effectiveness and feasibility.

Proficient

3 Points

Conducts evaluations showing thorough understanding of effectiveness and feasibility.

Developing

2 Points

Conducts basic evaluations with some understanding of effectiveness.

Beginning

1 Points

Struggles to evaluate solutions effectively.

Criterion 2

Reflective Thinking

Effectively uses feedback to refine solutions and approaches.

Exemplary

4 Points

Demonstrates advanced reflective thinking by effectively refining solutions based on comprehensive feedback.

Proficient

3 Points

Demonstrates effective reflective thinking, refining solutions based on feedback.

Developing

2 Points

Reflects on feedback with partial integration into solutions.

Beginning

1 Points

Demonstrates minimal reflective thinking and response to feedback.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on how your understanding of poverty's causes and effects has evolved throughout this project. How has this understanding informed your approach to developing solutions?

Text

Required

Question 2

On a scale from 1 to 5, how effective do you believe your proposed solutions are in addressing local poverty?

Scale

Required

Question 3

What role do technology and innovation play in solving poverty, and how did you integrate these elements into your project?

Text

Optional

Question 4

Who were the key stakeholders you identified in your project, and how did their perspectives contribute to shaping your final proposal?

Text

Required

Question 5

Which Sustainable Development Goals (SDGs) other than SDG1 influenced your project, and how?

Multiple choice

Optional

Options

SDG 2 - Zero Hunger

SDG 3 - Good Health and Well-being

SDG 8 - Decent Work and Economic Growth

SDG 10 - Reduced Inequality