-Invitation

Steps

  • WATCH – Cue up the video below and watch it with the class
  • HAND OUT – Have the student booklets ready to hand out after showing the video
  • THINK – Give students time to reflect and complete their booklet
  • SHARE – Have students share their ideas with the class or work in their groups
  • CONSIDER – Go deeper by adding an activity from the extension buffet below
  • COLLECT – Collect workbooks till the next session
  • FEEDBACK – Record your feedback below

 

 

Extension Buffet

  • DISCUSS – In the video, it shows images of what people who lived in the 1900s thought the year 2000 would look like. Discuss how these things compare to what actually happened. What are the improvements we want to make to life as it is now? What are some of the challenges to be faced when designing a community of the future? 
  • WATCH – View this inspiring Cities of the Future video (5:33)
  • QUICK DRAW – What will the year 2030 or 2040 look like? Invite students to do a ‘quick draw’ or write their own thoughts/visions. What will -insert your town- look like in 2030?  Ask: How old will you be?  How will you get around? Where will your food come from? What do you do for fun and recreation? What is your job? Allow 5-10 minutes for this activity, then pair share and have a class discussion. Teacher note: Depending on the feelings of the group, there may be a need for some supportive debriefing- How did they form their ideas? Does it need to be that way or are there other possibilities? Do they feel like they have agency in building their futures? Does technology hold all the answers? 
  • CLIMATE – Climate specific content *coming soon*
  • DEFINE – We use the word ‘sustainable’ and ‘sustainability’ throughout the lessons. Beyond Recycling defines sustainability as “meeting our own needs without compromising the ability of future generations to meet their own needs”. The dictionary defines sustainability as “the quality of causing little or no damage to the environment and therefore able to continue for a long time”.
  • 7 GENERATIONS – Seven-generation stewardship is based on the Great Law of the Iroquois First Nations that states “In every deliberation, we must consider the impact on the seventh generation… even if it requires having skin as thick as the bark of a pine”. A generation refers to all of the people born and living at about the same time and is considered to be about 30 years. Have students calculate how long seven generations is (7×30=210 years) and discuss if society currently is thinking ahead. 
  • UN GOALS – Take a look at the UN Sustainable Development Goals. Could the community of the future choose to work towards one of these goals? UN Sustainable Development Goals

One response to “-Invitation

  1. We have completed the first invitation lesson for this Community of the Future project and the overall response from students so far is positive. The first thing that I would do differently is just print one master black line master of the Design Booklet. Then I need to select the printer option to flip on the long edge instead of the short edge because when I printed 26 copies of the whole booklet for my class the backsides of the pages where upside down and this caused the page numbers to be in a mixed up order. I think this could be fixed by printing a master copy on 1 sided pages, then use the printer options to ensure the double sided booklet pages line up correctly.

    The second lesson that came out of this project launch was that students needed several reminders to use technology or solutions that we have available now and not depend on hopeful inventions. Some of that is okay and I described to my students how they could make a list of the challenges that they still need to sort out the details for. The main thing that we discovered by the end of the lesson was that a lot of the considerations can also be habits, systems, and social behaviour changes instead of just infrastructure planning. The key is to identify better systems and cycles first, then create an infrastructure plan/map that accommodates those systems or cycles.

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