The Sustainable Development Goals (SDGs) blueprint is based on global needs to create a more sustainable world by 2030. To fulfill this, our young people need to use problem-solving and become creative thinkers to build a more sustainable society together.
Erik Thorstensson, our Chief Innovation Officer and inventor behind Strawbees, is a mechanical engineer specialized in environmental product design: “We are a company full of young aspirational engineers, environmentalists, developers, creatives and educators. To aim for a closed-loop system and to reduce, reuse and recycle is simply part of our DNA.” Read the statement on Sustainability here.
Learn more about the individual Sustainable Development Goals at the official United Nations website here.
SDGs with Strawbees Education
We at Strawbees want to work with teachers globally to tie our content and resources on Strawbees Learning to the United Nation’s 17 Sustainable Development Goals. Represented in Strawbees Learning and our core values in we always strive to achieve SDGs 4 – Quality Education and 12 – Responsible Consumption and Production.
SDG 4 – Quality Education
SDG 4 – Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
With Strawbees Learning and Education, our focus is always aiming to create resources to quality education. Students iterating on their projects with the Creative Learning Spiral across all Strawbees activities or in lesson plans will recognize the intrinsic value of education and analyze and identify their own learning needs in their personal development. We understand education as a global and common good, fundamental human right, and a way of realizing other rights. How we achieve this goal is by creating resources and content with flexible and inclusive learning opportunities for teachers that strike low entry barriers, a wide range of outcomes, and high expectations of what can be achieved for students using the Creative Learning Spiral from MIT’s Lifelong Kindergarten as the backbone of our lesson plans.
We have detailed information about Strawbees in the Classroom and the Creative Learning Spiral here.
SDG 12 – Responsible Consumption and Production
SDG 12 – Ensure sustainable consumption and production patterns.
We want to create a discussion about single-use items, recycling, and upcycling them to give them multi-use possibilities and transforming usual waste materials into a usable construction set combined with Strawbees connectors! The plastic straws and connectors created by us are durable and reusable material for construction projects to be used over and over again. The precut straws are a method to reduce waste from cutting and focus on students to rapidly iterate on their ideas for more learning opportunities. When finished students can disassemble and begin a new project. We want to use these straws as a way of changing the way we look at materials like cardboard, paper clips, egg carton packaging, string around us, and how we can rethink the usage of them and reuse them together with Strawbees to create new projects from them.
The type of plastic in the straws we use allows students to construct very large and lightweight projects that are flexible enough to withstand forces at work and gravity. You can use our construction set to link cardboard pieces and push without any breaking. Using these materials enables students an unlimited capacity to scale and think objects in three dimensions and not be constrained by size. A way to provide multi-use from a single-use item!
To know more about what are Strawbees you can review this page here.
SDGs Alignment with Content
The following materials are to help educators and administrators to align Strawbees activities, lessons, and explorations to the Sustainable Development Goals (SDGs). These goals are flexible for different learning contexts for ages 6-16 to reach large learner age groups and are open to local interpretation.
Below is a list of how to achieve each SDG aligned with our content on Strawbees Learning. You can choose to achieve them all in multiple classroom sessions or focus on one or two in a single lesson session using our content provided!
- 6 – Clean Water and Sanitation
- 7 – Affordable and Clean Energy
- 9 – Industry, Innovation and Infrastructure
- 10 – Reduced Inequalities
- 11 – Sustainable Cities and Communities
- 12 – Responsible Consumption and Production
- 13 – Climate Action
- 17 – Partnerships for the Goals
SDG 6 – Clean Water and Sanitation
SDG 6 – Ensure availability and sustainable management of water and sanitation for all.
How to Achieve SDG 6
Students in groups during Play and Share can discuss the relationship of the city model built with an ocean, lakes, and other large bodies of water and hypothesize what problems can occur with a large population. Topics revolve around overfishing, habitation destruction, rising sea temperature, pollution, and sewage & sanitation efforts.
SDG 7 – Affordable and Clean Energy
SDG 7 – Ensure access to affordable, reliable, sustainable and clean energy for all.
How to Achieve SDG 7
City Building can be used to discuss the environmental conditions the city model is built that favor or restrict the use of various renewable energy technologies. During Reflect they can discuss in designing the city in more efficient ways to use generate electricity while focusing on energy conservation and how to harness the forces of wind, sun, and water to distribute renewable energy.
SDG 9 – Industry, Innovation and Infrastructure
SDG 9 – Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation.
How to Achieve SDG 9
City Building – Students can build a model or discuss a solution for risk reduction for the sustainable living of citizens. Topics include transportation, natural disasters and hazards.
Mechanical Inventions – Discuss with students innovation and inventing and how upgrading technological capabilities can improve society.
Discuss and explore different community needs, including ways to connect individual neighborhoods into a unified city.
SDG 10 – Reduced Inequalities
SDG 10 – Reduce inequality within and among countries.
How to Achieve SDG 10
Robot Olympics – Discuss how the Olympic games raise awareness of inequalities based on different values and how this event is organized for leveling the playing fields for so many countries and disabilities.
City Building – Create a discussion for creating an accessible and inclusive community for all citizens living in their city.
Gain and demonstrate communication skills by creating and presenting an interactive robot.
Gain and demonstrate proficiency in problem solving with this bridge exploration.
SDG 11 – Sustainable Cities and Communities
SGD 11 – Make cities and human settlements inclusive, safe, resilient and sustainable.
How to Achieve SDG 11
In student groups they can discuss how sustainability is designed into a city’s infrastructure to lift more citizens to provide a great place to work, play, and live. A topic to explore is how a new and developing city would keep up with rapid population growth and maintain consumption of energy, food, water, and waste.
SDG 13 – Climate Action
SDG 13 – Take urgent action to combat climate change and its impacts.
How to Achieve SDG 13
Use this lesson to talk about responsible development and environmental impact of building a city with maintaining a high concentration of people and the production of carbon emissions to defend against climate change with rising sea level and weather changes. During Reflect, students discuss how the city model built is climate-friendly and what can be done to improve and support climate-protecting policies and urban designs that are environmentally friendly.
SDG 17 – Partnerships for the Goals
SDG 17 – Strengthen the means of implementation and revitalize the global partnership for sustainable development.
How to Achieve SDG 17
Using the Creative Learning Spiral across all content on Strawbees Learning, discuss with students on how to become a change agent to realize any of the SDGs, including 17 – Partnerships for the Goals to take on their role as an active, critical and global and sustainability citizen. Additionally they can write a paragraph about how they would be able to contribute to facilitating and implementing local, national, and global partnerships for sustainable development and a way to measure progress on this.