UN Sustainable Development Goals

Lesson Plans

Grades9, 10, 11, 12Civics, English Language Arts

Scientist Reviewed

Provided by MIT Climate Action Through Education

Open Resource

What it is

This mini-unit explores what it means to be a global citizen, what the UN SDGs are, and the importance of these goals for empowering community action to build a more sustainable and equitable world for all.
Students become experts in one of the SDGs, presenting their topic to their classmates and creating an assessment to evaluate their classmate's understanding at the end of the unit.

Teaching tips

Positives

This unit introduces students to the UN SDGs, which can then be used to anchor student work across a range of topics and subjects, providing an interdisciplinary and service-oriented lens.
Students practice their presentation and public speaking skills.

Prerequisites

Students will need computers (and ideally headphones) to access the lesson materials.
The link to the History of Sustainability presentation is broken. The climate primer is recommended for this purpose instead.

Differentiation & Implementation

The unit plan contains links to relevant TIL Climate Podcast episodes that can be used to extend student learning.
The unit plan links to a climate primer and an article about the structure of the UN, which provide excellent background information if needed for students.
Students will need to be able to define key vocabulary related to their UN SDG. Some students may need support with this, especially if they are learning English.
This unit can be used in a social studies or science class to introduce the UN SDGs.
In a world language class, this unit can be completed with students conducting research and giving their presentations in the language of study.
After-school clubs or student organizations can use this unit to introduce the UN SDGs, which can be used to anchor service work in the community.

From the scientist review

This resource offers a comprehensive review of the sustainability goals proposed by the United Nations. All of the external links (with one exception; the Canva slide deck on the history of sustainability, page 8 of this resource) link to quality information. In particular, the Digital Climate Primer (page 4) is exceptional. This resource is recommended for teaching.

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At a glance

Grades: 9, 10, 11, 12
Subjects: Civics, English Language Arts
Other types: Articles/Websites, Videos, Worksheets, Presentation Slides, Podcasts
Format: Google Docs, Google Slides, PDF, YouTube Video
Language: English
Location: Earth
Provider: MIT Climate Action Through Education
Authors: Kathryn Teissier du Cros
Published: January 18, 2025
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · D2.Civ.1.9-12 + 13 more

Core

College, Career, and Civic Life (C3) Standards

D2.Civ.1.9-12Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.
D2.Civ.10.9-12Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
D2.Civ.11.9-12Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved.
D2.Civ.14.9-12Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
D2.Civ.5.9-12Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.

Oregon Climate Education Hub

English Language Arts

9-10.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choice on meaning and tone.
9-10.W.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
11-12.SL.4Present information, findings, and supporting evidence, conveying a clear and distinct perspective; ensure that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
11-12.SL.5Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to add interest.

Science

HS.ESS3.4Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Social Sciences

HS.C.PI.4:Using the Tribal History/Shared History resources and other primary and secondary source documents, identify and explain the development and mechanisms for the government-to-government relationship between Oregon and the nine federally recognized tribal governments.
HS.C.IR.9:Describe the civic behaviors that promote and strengthen a pluralistic democracy.
HS.C.DP.12:Using primary sources from multiple perspectives, identify and explain historical and contemporary efforts to narrow discrepancies between foundational ideas and values of American democracy and the realities of American political and civic life for traditionally underrepresented groups.
HS.C.DP.13:Argue and defend positions on contemporary issues in which foundational ideas or values are in tension.

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