Home » Learning Scenarios » Coding a Sustainable Future (LS-MT-316)
Coding a Sustainable Future (LS-MT-316)
jamescallus
May 15, 2020
Brainstorming, Citizenship, CLIL, Cooperative learning, Digital literacy, Early childhood & Primary education, English, Entrepreneurship, Environment, Face-to-face, Formal, Gamification, Group dynamics, Language subjects, Learning Scenarios, Mind map, Oral presentation, Problem-based learning, Project-based learning, Role game, STEAM (STEM + Arts)

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:
Europeana-DSI-4-LS-2020-MT-Callus-word​Download
Europeana-DSI-4-LS-2020-MT-Callus-pdf​Download
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The featured image used to illustrate this article has been found on Europeana Collections and belongs to the public domain.
21st Century Skills
Climate change
Coding
Cross-curricular
digital competence
robotics
Sustainable Development
4 Responses to "Coding a Sustainable Future (LS-MT-316)"
Angela Colli says:
May 20, 2020 at 1:39 pm
very very beautiful, I’m a secondary school teacher, I think that teaching to children is difficult, but exciting
Thanks to this learning scenario, children will learn a lot by having fun
Thanks for sharing
Reply
arzukilitcicalayir says:
May 21, 2020 at 4:06 pm
Dear James Callus,
Really, coding is a basic skill for the next generation. Learning algorithms and coding in early ages! Both of them will make children as future’s wizards! So, these wizards can design where they want to live! How they want to live!What/Why they want to live! etc. They can find an answer to like these questions easily! I believe that if they can gain skills to combine technology and life, they will design the world’s future with a much more sharing economy! So, they will provide a sustainable future! world! life!hope! and all beauties…
Thanks for sharing your valuable LS.
Best regards,
Arzu
Reply
mateidan says:
May 23, 2020 at 8:54 pm
The integration of sustainable environment for future generations into education cannot be achieved without the involvement of students, showing the importance of raising their awareness.Thanks for sharing!
Reply
mustafaburhanesen says:
May 25, 2020 at 4:36 pm
It is great to help future generations solve real life problems with the idea of ​​a robot. And also important that the lesson is compatible with the UN’s 2030 Sustainable Development Agenda.Thanks for sharing.
Reply
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Level of Education: 
Early childhood & Primary Education
Lower secondary
Upper secondary
VET and adult education

Topic:
Art
History
Language subjects
Music
Philosophy
STEAM (STEM + Arts)
Environment
Diversity and Inclusion

Language:
English
French
Italian
Portuguese
Spanish

Type of implementation:
Face-to-face
Blended
Online

Key competences promoted:
Literacy
STEM skills
Digital literacy
Physical and emotional well-being
Citizenship
Entrepreneurship
Cultural awareness and expression

Methodology and trends:
Flipped classroom
Project-based learning
Cooperative learning
Gamification
Problem-based learning
Inquiry-based learning
CLIL
Game Based Learning

Type of education:
Formal
Non-formal
Informal

Type of Activity/Task:
Quiz
Role game
Group dynamics
Brainstorming
Mind map
Oral presentation
External visit
Coordinated by
The content presented on this site was produced under the Europeana DSI-4 projectwhich is co-financed by the Connecting Europe Facility of the European Union. The content has been developed by the Europeana DSI-4 Teacher Ambassadors, the Europeana Education User Group, the Europeana Foundation and European Schoolnet. This site is the sole responsibility of the organizer and it does not represent the opinion of the European Commission (EC), and the EC is not responsible for any use that might be made of information contained.
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