Coding a Sustainable Future (LS-MT-316)

This learning scenario endeavours to empower learners to become self-directed learners and take an active role to deal with real-life problems.

The rationale

This learning scenario endeavours to engage learners in a self-reflective process and think about current environmental issues that we have to deal with to ensure a sustainable environment for future generations.

The lesson is also in line with the UN Envision 2030 Agenda for Sustainable Development by adopting a cross-curricular STEM approach to learning.  Through a project-based learning approach, learners will learn about the effects of climate change on our planet and come up with practical solutions to deal with these environmental issues. 

Introduction of the lesson

Setting the scene

In the initial stages of this learning scenario, learners are acquainted with the Europeana resources to set the scene for this project. 

In this phase, learners will be given ample opportunities to discuss their ideas and learn from each other’s feedback.  They will also be granted the opportunity to take an active role during the early stages of this learning scenario by providing hypothetical solutions to tackle real-life problems. 

Learners are encouraged to create a digital story by availing of the app Scratch Jr which is available on their school tablets. Learners will also use coding to animate their characters in their story. This is a crucial activity which will nurture a growth mindset in learners to help them critically think how they can contribute to make the world a better place to live in.

Screenshot of one of the digital stories

The work plan

The second phase of this learning scenario bridges the work done in the first session and acts as a springboard for the final lesson. 

In groups, learners will discuss the environmental issues that are currently affecting our planet and they have to come up with hypothetical solutions to overcome these problems. Learners are also given the opportunity to think about the key persons or agencies who might help them out in their project. If they deem necessary, they can also present and discuss their ideas to the key persons and/or agencies either through online meetings or class visits. Learners need to come up with a work plan for the final part of this project.

Robots constructed by the students

Learners take the lead

In the final stage of this learning scenario, learners are divided in groups and they will avail themselves of all the knowledge gathered in the previous sessions to build a robot in line with what has been discussed earlier on.

At this point, learners will master their own learning since they are autonomous in designing and constructing their robot. They will have to program their robot and discuss how their digital artefact will contribute to overcoming the outlined challenges. 

This is a pivotal part of their learning process since the prototype they created could become tomorrow’s reality. Within this context, learning is socially constructed, self-directed and empowers learners to become aware that although they are still young, they can still contribute to solving real-life problems.

Students working on their robotic solution

Would you like to know more about this learning scenario? You can download it below:

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The featured image used to illustrate this article has been found on Europeana Collections and belongs to the public domain.

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