Can the history of climate change and policy  help society resolve the climate change and sustainability challenges ?

What trends in air temperature can occur during a certain time period?
What are the trends in rain fall volumes during a certain time period?
Can society understand the impacts of climate change by tracking trends of air temperature and rainwater volumes?

The challenge to be solved through the lesson plan is to encourage students to apply the concepts they've learned about linear and circular economies to their own school environment.
Students are tasked with identifying opportunities to make their school more like a circular economy by reducing waste, reusing resources, and adopting sustainable practices.
They are asked to brainstorm and propose concrete ideas for how their school can implement circular economy principles, such as minimizing single-use items, extending the lifespan of materials, and finding innovative ways to recycle or repurpose resources.

Do you waste your Waste?

At what extent is your city/town a sustainable one?

How can we manage the flood risk at own town?
Aim: This lesson will address the main characteristics of flood events, their nature and necessity, in order to reflect on the measures that can be developed to manage their negative effects.
Objectives:

• To focus on Sustainable Development Goals – 3, 4, 6, 11, 13, 17
• To understand that floods are natural phenomena
• To consider that the alteration and occupation of the river area causes considerable economic damage, risk to people and loss of life and property.

To know and develop strategies to enable students to cope with increasingly recurrent and extreme phenomena.

What can we do reduce waste production and promote recycling?

Aim

This lesson/project will address the characterization of the waste fractions produced at home/school and the recycling of the organic waste fraction.

Objectives

• To focus on Sustainable Development Goals – 4, 11, 12, 13, 15
• To associate the production and composition of household waste to the consumption pattern based on a historical approach.
• To identify the impacts associated with the waste management model and its relationship with socio-environmental issues.
• To know and develop strategies for the management of household waste.

To acquire the knowledge and skills for material valorisation of the organic fraction and the production of compost.

What can we do to save energy in our school?
Aim: This lesson/project will address the main characteristics of energy production and consumption system to develop a strategy to promote energy saving at school.
Objectives:

• To focus on Sustainable Development Goals – 4, 7, 10, 11, 12, 13, 17
• To associate fossil based energy sources to economic growth and climate change.
• To identify the environmental and social impacts associated with the use of fossil based energy sources.
• To know and develop strategies for feasible and fair energy transitions.

To acquire the knowledge and skills for confronting the descent in energy availability.

Challenge driving question
Can we diagnose and restore soil health to ensure more sustainable communities?

Challenge description
Soil is a complex living interface -among the atmosphere, biosphere, hydrosphere, and lithosphere- and a vital non renewal natural resource that is crucial to Europe’s ecosystems, agriculture, and economy. It is the foundation upon which food is grown, water is filtered, and biodiversity thrives. However, soil degradation has become a growing concern, posing serious environmental, social, and economic challenges. In this unit, students will be tasked with investigating soil's health importance, its relation to SDGs, historical perspectives and hands-on data analysis. Furthermore, students will be challenged to formulate actionable measures aimed at conserving and restoring soil health within their local community, aligning with sustainability competences.

Can you find a way to repurpose plastics and play your part in reducing the problems with plastic waste?

What are the features or solutions to Sustainability we would like to see in modern sustainable cities of the future? What are the steps we could start implementing now?

Understanding how Engineering can assist Sustainability and solving environmental challenges.

An existing factory in your area is proposing to convert its power source from the national power supply to incinerating garbage. This will divert garbage from land fill. This factory provides jobs in the area and needs to do this to cost cut to ensure the factory is viable into the future.

Should this development go ahead? What factors would you consider when making this decision?

Understanding the relationship between Economics and Economic Activity in Sustainability

How do you promote virtuous behaviours to reduce your ecological footprint? What do you do in your daily life to give a significant contribution to envision a more sustainable future?
Compare at least 5 of the recommended sources and write a handbook of virtuous practices. 

Objectives:

• Focus on Sustainable Development Goals 11, 12 ,13, 14 and 15
• Management of resources
• Critical analysis of consumption models which are proposed by the media
• Selection ability

How can we make our students fully aware of their role in sustainable development? If they adopt a regular separate collection, their role will be fundamental in this field

Aim: this lesson will educate students to waste reduction, reuse, recycle and recovery and will make them more respectful of the environment.

Objectives

• Focus on Sustainable Development Goals 3, 4, 6, 7, 11, 12, 13, 15 and 16
• Education to conscious citizenship
• Learn to learn
• Be aware of waste value
• Management of resources
• Critical analysis of consumption models which are proposed by the media
• Selection ability

What can we do in order not to increase the world temperature by 2 ^oC in comparison to preindustrial times?

Aim: This lesson/project will address the causes and consequences of climate change and the solutions to combat it.

Objectives:

• To focus on Sustainable Development Goals – 4, 7, 10, 11, 12, 13
• To foresee different future scenarios depending on current human activities based on the interpretation of graphical data.
• To assess and reflect on the impact everyday actions have on the emission of greenhouse gases and to search for alternatives to reduce them collectively
• To identify the historical contribution of different countries to greenhouse gas emissions and to reflect on their fairness.
• To analyse whether the decisions taken in different international conventions (e.g., COP21, COP26) have hit the target.