Supporting Global Goals: The Little Litter Legends

Autor/in	Smith, Emma
Titel	Supporting Global Goals: The Little Litter Legends
Quelle	In: Primary Science, (2021) 167, S.7-9 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-2465
Schlagwörter	Elementary School Students; Sustainable Development; Grade 2; Foreign Countries; Childrens Rights; International Law; Treaties; Student Attitudes; Decision Making; Climate; Visual Aids; Family School Relationship; Parent Attitudes; Performance; Behavior Change; Environmental Influences; Skill Development; STEM Education; Wastes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; School year 02; 2. Schuljahr; Schuljahr 02; Ausland; 'Children''s rights'; Kindesrecht; Law of nations; Völkerrecht; Abkommen; Schülerverhalten; Decision-making; Entscheidungsfindung; Klima; Anschauungsmaterial; Elternverhalten; Achievement; Leistung; Environmental influence; Umwelteinfluss; Kompetenzentwicklung; Qualifikationsentwicklung; STEM; Gargabe; Abfall
Abstract	Front Street Primary School, situated near Gateshead in the north east of England, has been teaching its children about the 17 Sustainable Development Goals set by the United Nations. These goals have the power to create a better world by 2030, aiming to end poverty, fight inequality and address the urgent challenge of climate change. The year 2 children (ages 6-7) of Front Street Primary School were united in their decision to make a positive difference. They had been aware of the UN convention on the rights of the child since starting reception and when they were introduced to the global goals in class and assemblies, combined with the inspirational words of Greta Thunberg and Sir David Attenborough that they heard on the news, they decided to spread the word to others. The time had come to make this more than just an awareness campaign: to get the children actively involved in making a difference. First, the children designed an inspiring, informative corridor display about global warming to inform the rest of the school. Next they planned and performed an emotive assembly for their parents. Involving families in this way raised awareness and enhanced discussions at home about global challenges, particularly challenges related to climate change. Parents made their own individual pledges to make a difference; for example, some pledged to walk more, to watch the television less or switch to glass milk bottles. The children were not happy to finish there. In this article, the author describes the rest of her student's journey to becoming 'Little Litter Legends', and the multitude of skills they developed along the way. (ERIC).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01