DISCLAIMER
This website is entirely created by Hugo López-Aguado García, an English teacher in Primary Education. The purpose of this website is to carry out an educational and non-profit project based on a third-grade class in a public school in the city of Granada, Andalusia.
The aim of this project is to work on the SDGs through gamification and cooperation, giving a real and fun use to learning English.
This website does not collect any data from any parents or students, only displays data related to the content of the project, not personal information.
All recommended books have been selected based on SDG Book Club criteria, with the aim of addressing the SDGs in a fun way and based on real-world situations.
FIRST TERM
LOCATION 1: FASHION FRENZY
In this location, students will engage in a comprehensive learning experience where they will acquire the skills to describe clothing, physical appearance, and effectively use the verb “to be” in order to describe both themselves and others. Through various interactive activities and practical exercises, they will enhance their vocabulary and linguistic abilities.
Finally, students will culminate their learning journey by creating a final product that reinforces the significance of responsible production, highlighting the importance of sustainability and ethical practices in the fashion and manufacturing industries. This final project will not only consolidate their language skills but also instill a deeper understanding of global responsibility.
Recommended Home Reading: Last Stop on Market Street by Matt de la Peña 📖
LOCATION 2: HEALTHY BITES
In this location, students will immerse themselves in learning food-related vocabulary, with a special emphasis on identifying the most nutritious foods to address Sustainable Development Goal 2 (Zero Hunger). They will also practice expressing likes and dislikes related to various foods. Through engaging activities and discussions, students will enhance their understanding of healthy eating habits and nutrition.
Finally, they will create a final product that reinforces the importance of maintaining a healthy diet, emphasizing how proper nutrition contributes to overall well-being and supports global efforts to eradicate hunger. This culminating project will not only consolidate their language skills but also foster a deeper appreciation for the role of nutrition in achieving sustainable development.
Recommended Home Reading: Maddi’s Fridge by Lois Brandt 📖
LOCATION 3: FAMILY FUN
In this location, students will learn family-related vocabulary, emphasizing the roles of each family member to address Sustainable Development Goal 5 (Gender Equality). They will practice using possessive adjectives and the structure “have got” to describe relationships and belongings within a family context. Through engaging lessons and activities, students will gain a deeper understanding of family dynamics and the importance of each member’s role.
Finally, they will create a final product that highlights the significance of sharing household chores equitably among family members, reinforcing the idea that gender equality begins at home. This project will not only solidify their language skills but also promote awareness of equitable practices within the household, contributing to broader social change.
Recommended Home Reading: Malala by Malala Yousafzai 📖
LOCATION 4: BUSY BEES
In this location, students will learn verbs and vocabulary related to daily life actions, with a focus on addressing Sustainable Development Goals 6 (Clean Water and Sanitation) and 7 (Affordable and Clean Energy). They will practice using the present continuous tense to describe ongoing actions and routines. Through interactive lessons and practical exercises, students will enhance their understanding of how everyday activities can impact energy and water consumption.
Finally, they will create a final product that emphasizes the importance of saving energy and water through mindful daily actions. This project will not only reinforce their language skills but also promote sustainable practices, encouraging students to contribute to environmental conservation in their everyday lives.
Recommended Home Reading: What If We Run out of Oil? by Nick Hunter 📖
LOCATION 5: OUR LITTLE CITY
In this location, students will learn vocabulary related to common places in the city, addressing Sustainable Development Goals 9 (Industry, Innovation, and Infrastructure) and 11 (Sustainable Cities and Communities). They will practice using prepositions of place to describe the locations of various city landmarks and facilities. Through engaging activities and practical exercises, students will gain a better understanding of urban environments and the importance of maintaining and respecting these spaces.
As a final product, students will work on a project aimed at raising awareness in the community about the care and respect for common spaces. This project will not only enhance their language skills but also foster a sense of responsibility and stewardship for urban environments, promoting sustainable and respectful use of shared spaces in their community.
Recommended Home Reading: Errol’s Garden by Gillian Hibbs 📖
SECOND TERM
LOCATION 6: QUEENS OF THE PLAYGROUND
In this location, students will learn vocabulary related to daily life activities, sports, and hobbies, addressing Sustainable Development Goals 3 (Good Health and Well-being) and 5 (Gender Equality). They will practice using wh- questions to gather information and engage in conversations about their interests and routines. Through interactive lessons and hands-on activities, students will enhance their language skills while gaining insights into the importance of physical activity and gender equality.
Finally, our students will create a proposal to promote the Active Breaks project in the school, encouraging an equitable use of the playground. This proposal will aim to ensure that all students have equal opportunities to participate in various activities during breaks, fostering a healthy and inclusive school environment.
Recommended Home Reading: What What What? by Arata Tendo 📖
LOCATION 7: THIS IS MY RIVER!
In this location, students will learn vocabulary related to animals and ecosystems, addressing Sustainable Development Goals 14 (Life Below Water), 15 (Life on Land), and 6 (Clean Water and Sanitation). They will practice using the modal verbs “can” and “could” to discuss abilities and possibilities concerning environmental conservation. Through engaging lessons and interactive activities, students will deepen their understanding of the interconnectedness of ecosystems and the importance of preserving natural habitats.
Finally, our students will create an awareness campaign promoting the reuse of used cooking oil. This campaign will aim to educate the community on how reusing cooking oil can help protect water quality and ecosystems, thereby contributing to environmental sustainability. This project will not only reinforce their language skills but also inspire proactive environmental stewardship.
Recommended Home Reading: Over and Under the Rainforest by Kate Messner and Christopher Silas Neal 📖
LOCATION 8: WORKING WONDERS
In this location, students will learn vocabulary related to jobs, addressing Sustainable Development Goals 8 (Decent Work and Economic Growth) and 10 (Reduced Inequalities). They will reinforce their understanding and use of the verb “to be” in combination with the present simple tense to describe various professions and workplace scenarios. Through interactive lessons and practical exercises, students will develop a deeper comprehension of different job roles and the importance of fair and equitable working conditions.
Finally, our students will create a “Boss Plan” outlining the measures they would implement to ensure their workers are happy and satisfied. This project will encourage students to think critically about leadership, worker well-being, and inclusive workplace practices, while also solidifying their language skills.
Recommended Home Reading: One Hen by Katie Smith Milway 📖
LOCATION 9: HOT WHEELS
In this location, students will learn vocabulary related to means of transport, addressing Sustainable Development Goals 11 (Sustainable Cities and Communities) and 13 (Climate Action). They will practice using adverbs of frequency to describe how often different modes of transportation are used within a city. Through engaging lessons and practical exercises, students will enhance their understanding of sustainable transport options and the environmental benefits they offer.
Finally, students will develop a proposal for the city council aimed at promoting the use of public transport and cycling among citizens. This proposal will advocate for measures to increase accessibility, safety, and convenience, encouraging a shift towards more sustainable and eco-friendly transportation habits. This project will not only reinforce their language skills but also foster a sense of civic responsibility and environmental stewardship.
Recommended Home Reading: Out of the way! Out of the way! by Uma Krishnaswami 📖
THIRD TERM
LOCATION 10: WEATHER WARRIORS
In this location, students will learn vocabulary related to weather, temperature expressions, and seasons, addressing Sustainable Development Goals 13 (Climate Action) and 15 (Life on Land). They will practice using the past simple tense to describe weather conditions and seasonal changes. Through interactive lessons and engaging activities, students will enhance their understanding of how climate and seasonal shifts impact ecosystems and wildlife.
Finally, as a culminating project, students will develop a plan to help the species of bird known as “Delichon urbicum”, which migrates to our country in the spring. This project will involve researching the needs of these birds, creating awareness campaigns, and implementing measures to protect their habitats. This initiative will not only consolidate their language skills but also promote environmental stewardship and conservation efforts within the community.
Recommended Home Reading: Big Rain by Gayathri Bashi 📖
LOCATION 11: SAD SEA
In this location, students will learn vocabulary related to nature, addressing Sustainable Development Goals 9 (Industry, Innovation, and Infrastructure) and 14 (Life Below Water). They will practice using countable and uncountable nouns to accurately describe natural elements and resources. Through engaging lessons and hands-on activities, students will deepen their understanding of how human activities impact ecosystems and the importance of sustainable practices.
Finally, students will work on a project aimed at raising awareness in the community about the effects of our daily actions on the environment. This project will include creating informative materials and campaigns to educate others on how to minimize negative impacts on ecosystems, promoting a culture of environmental responsibility and sustainability.
Recommended Home Reading: One Plastic Bag by Miranda Paul 📖
LOCATION 12: STANDING ON BUSINESS
In this location, students will learn about the various shops found in town and the different items available for purchase in these shops, addressing Sustainable Development Goals 8 (Decent Work and Economic Growth) and 11 (Sustainable Cities and Communities). They will practice using expressions of quantity to describe how much or how many items can be bought in different types of stores. Through interactive lessons and practical activities, students will enhance their vocabulary and understanding of local commerce and its role in the community.
Finally, students will develop a campaign for the city council to promote shopping in small neighborhood shops. This campaign will aim to support local businesses, reduce environmental impact, and strengthen community ties.This initiative will not only solidify their language skills but also foster a sense of community engagement and responsibility.
Recommended Home Reading: Potatoes On Rooftops: Farming in the City by Hadley Dyer 📖
LOCATION 13: THE GREAT FIRE
In this location, students will learn vocabulary related to enjoying summer holidays in Australia, addressing Sustainable Development Goals 12 (Responsible Consumption and Production) and 16 (Peace, Justice, and Strong Institutions). They will practice using the future tense to make plans and predictions about their holiday activities. Through engaging lessons and interactive activities, students will enhance their understanding of sustainable tourism practices and the importance of preserving natural environments.
Finally, students will develop a campaign to raise awareness and prevent human-caused forest fires. This campaign will aim to educate the community about the risks and consequences of forest fires, as well as promote responsible behaviors to prevent them. This initiative will not only reinforce their language skills but also foster a sense of environmental stewardship and community responsibility.
Recommended Home Reading: Be the Change: A Grandfather Gandhi Story by Arun Gandhi 📖
You can contact Hugo at hello@mylittlebigplanet.com