The following resources will provide instructors with materials to support, introduce and infuse the SDGs into their Geography lessons.

  • Read the lesson plans related to geographic skills, physical and regional geography from Canadian Geographic Education. This organization believes that geographically literate students are better prepared to face global challenges and have the skills necessary to become effective change agents.
  • Read the lesson called 'Challenging Common Conceptions: Seeing the Bigger Picture' related to SDGs #9, #11 and #12 from the World's Largest Lesson and the Ellen Macarthur Foundation.
  • Read the Child Brides: Stolen Lives lesson plan from the United States Public Broadcasting System (PBS) series NOW. It provides a startling insight into the issue of child brides in many developing countries. The production team travelled to Niger, India and Guatemala to report on a global custom that devastates lives and keeps communities from prospering.
  • Read the Forced to Flee lesson plan. The learning objective is to transform thinking and inspire action around conflict, migration, and refugees.
  • Read Geomedia by Michael John Long. Three chapters form Part 3 of the guide Engaging STEM: A Guide to Interactive Resources. The author provides practical OER resources such as interactive maps, sample activities, guiding questions and teaching guides on how to use geomedia projects in the classroom.
  • Review the Hungry for Food Security – The East African Experience lesson. It introduces students to the issue of food insecurity with an emphasis on East Africa. It has statistics, examples and case studies. Students will also learn the factors impacting food insecurity and will be provided with an overview of some grassroots approaches to enhancing food security in rural African communities. 
  • View Resources and Tools for Geography that infuse SDGs #2, #13, #14 and #15 into videos, e-learning courses, lessons, readings, visualizations, modules and laboratory activities. Topics include food security, glaciers, glacial retreat and glacial melting, sea level rise, coastal floods, droughts, forest fires, climate refugees and environmental migration, agro-ecosystems, food production and crop yields, climate resilient agriculture, water resources and water security, climate change and cities and urban heat islands.
  • Visit the SDG Academy Library for free, open educational resources. Content can be searched by language, SDG, series and subject.
  • Visit SDGs Today to view lessons and learn about GIS for the discovery and exploration of mapping, GIS operations and other ArcGIS capabilities.
  • Visit the Wakelet SDG page for lesson plans, links, videos, student challenges, activities, infographics and tasks for all of the 17 SDGs.

Instructor Experiential Education Example

Michael J. Long, MES, LLM

Contract Faculty, LAS and SHTM, George Brown College

Faculty Advisor, Sustainability Squad

George Brown College
Programming Team, 

Planet in Focus Int'l Environmental Film Festival

Across my courses, I teach about the three pillars of sustainability -- Environmental, Economic-Political, and Socio-Cultural.

In an effort to explore the intersections of sustainability and culture, I took my students in the General Arts and Science (GAS) program, on a field trip to the Bata Shoe Museum, from which I lectured and we toured the 'Future Now: Virtual Sneakers to Cutting Edge Kicks' exhibit.

The 'Future Now' exhibit focuses on how innovation in technology, materials, and ideas in sneaker design are now moving the industry and culture of footwear. The exhibit explores how, for example, mushroom-based leather and reclaimed ocean plastic are supporting the push toward sustainability.

This field trip provided an opportunity for experiential education, through an esteemed arts and culture space in the city, and from which the students were able to interact with the content of the learning materials being discussed in class, and to explore the inclusion of sustainability in anything/everything they do moving forward into their future studies and careers.

In the lecture, learning materials, and museum field trip, we also specifically discussed many of the UN SDGs that are applicable to the footwear industry, from good health and well-being through reducing the chemicals, dyes and other harmful products used in shoe manufacturing (target 3.9) to the energy used to power the factories and transportation used to produce and move footwear around the world (target 7.2). Notable among the SDGs is, of course, Goal 12 Responsible Consumption and Production, and the need to reduce waste generation by reconsidering the entire life-cycle of sneakers (target 12.5), and encouraging sneaker manufacturers to adopt aggressive sustainability practices (12.6).

  • The Women in Coffee Project aims to create a platform for women who are leaders as coffee producers, importers, and exporters who share their perspective on this complex industry. It encourages independence and income for women coffee farmers in Kenya. Despite doing 70 per cent of the work growing coffee, many women are not given rights to what they grow.
  • The Sustainable Development Goals Fund has an online database of sustainable development case studies and a selection of effective practices on how to achieve a sustainable world while advancing the 17 SDGs.
  • Artivism in the Horn of Africa enables young people from Sudan, South Sudan, and Ethiopia to develop creative responses to local challenges, fostering peace and development. The program enhances their capacity to engage with communities and ensure inclusive dialogue, creating a network of young artists and activists in line with SDG 16's objectives.
  • 30 Self Nudges for the SDGs is an SDG i-Level Project that launched the Self-Nudging Online Toolkit for University Staff on SDGs. Self-Nudges help remind university teachers and staff of the relevance of their work to the SDGs, prompting them to think about sustainable development, apply this mental framework to their work and as a result create more contributions to SDGs while feeling better about what they do. A continuous and reinforced engagement with the SDGs will create a mindset conducive to forging new individual contributions to sustainable development and the SDGs.
  • Visit Alliance 87, an organization specifically focussed on Target 8.7 while joining forces to provide educational resources, facts and graphics around ending forced labour, modern slavery, human trafficking and child labour around the world.
  • Read Advancing the SDGs at Canadian Universities.
  • The Black Curriculum in the UK is a grassroots social enterprise founded by young people to address the lack of Black British history in the UK curriculum and has resources related to Geography, Sociology, Law, English, and History. 
  • Visit Canadian Geographic Education a standing committee of the Royal Canadian Geographical Society. They offer teacher guides, lesson plans, giant floor maps, videos, infographics, maps & activities, and interactives.
  • Read Dr. Mark Terry's book The Geo-Doc – Geomedia, Documentary Film and Social Change . Terry's book introduces a new form of documentary film: the Geo-Doc, designed to maximize the influential power of the documentary film as an agent of social change. He also talks about The Youth Climate Report, a project he created and maintains in conjunction with the UNEP, which is a temporal, locative, evolving new form of a documentary film which he pins 3-minute videos submitted by students from around the world that examine climate change and other environmental issues.
  • Visit Faculty for a Future and search the Seed Library It is a searchable database of open-access educational resources that can support educators and students by integrating sustainability into discipline-specific teaching and learning. Search by issue, discipline, resource type and characteristic.
  • FairTrade Canada advocates for thriving farmer and worker communities that have more control over their futures. They stand in solidarity with producer organizations, without compromise, to their standards, prices, or vision to make trade work for everyone along the supply chain. Their impact is economic, social and environmental. 
  • The Food, Agriculture, Biodiversity, Land-Use, and Energy Consortium (FABLE) is a collaborative initiative to support the development of mid-century national food and land-use pathways consistent at the global level that could inform policies towards greater sustainability. FABLE is convened as part of the Food and Land Use Coalition (FOLU). 
  • This is the Food, Environment, Land, Development Field Tracker report of an analysis of Nationally Determined Contributions (NDCs) submitted by countries for COP26 to provide answers to the questions: How action-oriented are the NDCs about transforming the food and land sector? What specific policy measures do they propose, and which institutional mechanisms have been put in place to coordinate implementation? What are the main policy gaps and opportunities for countries to prioritize now, globally and at home?
  • Visit GapMinder to learn about Dollar Street. Imagine the world as a street ordered by income. The poorest live to the left and the richest to the right and everybody else lives somewhere in between. Gapminder is an independent Swedish foundation with no political, religious or economic affiliations. They fight devastating misconceptions about global development with a fact-based worldview everyone can understand. They produce free teaching resources based on reliable statistics and collaborate with universities, UN-based organizations, public agencies and non-governmental organizations.
  • Find SDG-related Geospatial data and timely data sets for countries around the world by SDG.
  • Visit GeoGuesser to explore the world. This tool assists with Gamification in the classroom. Participants are dropped somewhere in the world on a street view panorama with a mission to find clues and guess locations on a world map.
  • The Global Footprint Network supports the shift towards a sustainable economy by advancing the Ecological Footprint, a measurement and management tool that makes the reality of global limits central to decision-making.  Ecological footprint projects can be an effective way to get students to think about how sustainability intersects with their lives.
  • Visit Google My Maps to create and share custom maps. Students can draw, search, import and personalize maps and then share and collaborate with others.
  • Visit If It Were My Home an interactive map that helps people understand life outside of their home country. Use the country comparison tool to compare living conditions in a home country versus others.
  • The Land Portal Foundation was established to create, curate and disseminate land governance information by fostering an inclusive and accessible data landscape. Over the last decade, the portal has evolved from a simple information gateway to become a knowledge broker, a resource base, a vibrant online community of users and a trusted voice within global land governance.
  • Learn ArcGIS presents a new way to understand GIS concepts and technology. These lessons use problem-solving exercises that give hands-on learning experiences through real-world GIS applications.

  • Visit Lizard Point for free, interactive map quizzes. Instructors can customize the quizzes for their lessons, focusing on their learning objectives.

  • Visit Nature Map for freely available global maps of terrestrial biodiversity, carbon stocks and water supply designed to support governments in policy design. 

  • Visit National Geographic Map Maker, where instructors can empower their students to explore Earth's interconnected systems through a collection of curated basemaps, data layers and annotation tools.
  • Visit the Planetary Health Film Lab where 4 Indigenous youth from the Canadian north portray environmental issues in their communities with the common theme of water. There is still and motion photography and interviews with local elders, residents, researchers, and planetary health experts. Profiles of Indigenous perspectives, impacts, and solutions to planetary health issues in their communities are examined from different approaches. Each film runs between three and seven minutes in length. Watch the 4 films.
  • The POPGRID Data Collaborative aims to bring together and expand the international community of data providers, users, and sponsors who are concerned about georeferenced data on population, human settlements and infrastructure.

  • Visit Seterra for gamification in the classroom with more than 400 free and customizable map quiz games in more than 40 languages.

  • Visit Sustainable Agriculture and Food Systems, a thematic network that aims to connect experts and practitioners so that they can turn knowledge into practice for SDG #2. There are projects, reports, recent work and publications. 

  • TeachSDGs helps instructors to connect to the SDGs through resources such as videos, global projects, social media and teacher connections. 

  • Read the  Amazon Assessment Report 2021 - The Amazon We Want, the first scientific report carried out for the entire Amazon basin and its biome. The report calls upon governments, companies, civil society, and all inhabitants of the planet to implement the report’s recommendations and act together for the conservation and development of a sustainable Amazon. Read more.
  • Read numerous online FABLE reports and briefings. Read the PDF report called 'Environmental and Agricultural Impacts of Dietary Shifts at Global and National Scales'.